Теоретическая грамматика (английский язык). Практикум

7. THE ADJECTIVE

Цель: рассмотреть понятие прилагательного как части речи, рассмотреть классификацию прилагательных, сформировать навыки идентификации прилагательного в предложении, навыки его образования.

Знания и умения, приобретаемые студентами: студенты должны усвоить понятие прилагательного как части речи, классификацию прилагательных, уметь идентифицировать прилагательное в предложении и образовывать его.

Формируемые компетенции: ОПК-3.

Актуальность темы определяется тем, что в ее рамках осваивается понятие прилагательного как части речи, рассматривается классификация прилагательных, формируются навыки идентификации прилагательного в предложении.

Теоретическая часть Theoretical part

The adjective expresses the categorical semantics of property of a substance. It means that each adjective used in the text presupposes relation to some noun the property of whose referent it denotes, such as its material, colour, dimensions, position, state, and other characteristics both permanent and temporary. Adjectives do not possess a full nominative value.

Adjectives are distinguished by a specific combinability with nouns, which they modify, if not accompanied by adjuncts, usually in pre-position, and occasionally in post-position; by a combinability with link-verbs; by a combinability with modifying adverbs.

In the sentence the adjective performs the functions of an attribute and a predicative.

To the derivational features of adjectives belong a number of suffixes and prefixes of which the most important are: -ful, -less, -ish, -ous, -ive, -ic, un-, in-, pre-. Among the adjectival affixes should also be named the prefix a-, constitutive for the stative subclass.

All the adjectives are traditionally divided into two large subclasses: qualitative and relative. Relative adjectives express such properties of a substance as are determined by the direct relation of the substance to some other substance (wood – a wooden hut). Qualitative adjectives, as different from relative ones, denote various qualities of substances which admit of a quantitative estimation, i.e. of establishing their correlative qualitative measure. The measure of a quality can be estimated as high or low, adequate or inadequate, sufficient or insufficient, optimal or excessive (an awkward situation – a very awkward situation).

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In this connection the ability of an adjective to form degrees of comparison is usually taken as a formal sign of its qualitative character, in opposition to a relative adjective which is understood as incapable of forming degrees of comparison by definition (a pretty girl – a prettier girl).

Вопросы, выносимые на обсуждение Points for discussion

1.A general outline of the adjective.

2.Classification of adjectives.

3.The category of adjectival comparison.

Задания Exercises

Exercise 1. Formation of adjectives

Identify each adjective in the sentences below, and state how it was formed. Choose from the following:

(a)participial form

(b)derivational suffix

(c)compounding (including compounds containing participial and derived forms)

(d)simple form (i.e. not using any of the processes for forming new adjectives).

1.It is useful to review some of the major classifications of motivation theories.

2.Well in the beginning we kind of felt nervous.

3.It was, it was interesting.

4.The more cycles per second, the higher you go in the so-called spectrum of frequencies.

5.Earth trickled by the gap in the bank to the broken roots below.

6.With the lime juice, it [the drink] has a sort of pale greenish-yel- lowish, misty look.

7.Let’s go somewhere you guys know that’s good and cheap.

Exercise 2. The syntactic roles of adjectives

• Use any English language materials that are available to you to find examples of adjectives in the following syntactic roles. Alternatively, if you do not have many English materials, you may make up an original example of your own.

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•Inyourexamples,underlinetheadjectiveoradjectivephrasethat illustrates the role. An example is given to illustrate each category.

1. Attributive

Waste generation and environmental pollution are visible consequences of any form of industrial activity. Your example:

2.Subject predicative That’s cool. Your example:

3.Object predicative

If they find him innocent they won’t be able to charge him. Your example:

4. Postposed modifier

Don’t watch anything scary before you go to bed. Your example: 5. Noun phrase head

A modest effort was begun in some countries toward compensating women for the work they had always done for nothing: cooking, cleaning, taking care of children, the sick and the old. Your example:

6. (part of a) linking expression

I had no one else to go to when my parent was angry with me or when I felt unjustly treated. Equally important, my parent had no one with whom to discuss child rearing or domestic crises. Your example:

7. Free modifier

Silent with awe and pity I went to her bedside. Your example: 8. Exclamation

A:... and he and he got a scholarship so ...

B:Fantastic! Your example:

Exercise 3. Comparative and superlative forms of adjectives

Some of the following adjectives use an inflectional comparative or superlative form (e.g. hotter/hottest); others use a phrasal construction (e.g. more/most useful). Underline the comparative or superlative form in each sentence. Determine whether each form is inflectional or phrasal.

1.They became more distinct.

2.My grandfather wanted to stay in the kitchen because it was warmest there and he was near everyone.

3.A storm of laughter arose and even the tiniest child joined in.

4.The espresso, in small cups, is dark and serious and packs a more powerful punch.

5.The plane ascends and descends at a shallower angle when horses are aboard.

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8. THE ADVERB

Цель: рассмотреть понятие наречия как части речи, рассмотреть классификацию наречий, сформировать навыки идентификации наречия в предложении, навыки его образования.

Знания и умения, приобретаемые студентами: студенты должны усвоить понятие наречия как частей речи, классификацию наречий, уметь идентифицировать наречие в предложении и образовывать его.

Формируемые компетенции: ОПК-3.

Актуальность темы определяется тем, что в ее рамках осваивается понятие наречия как части речи, рассматривается классификация наречий, формируются навыки идентификации наречия в предложении.

Теоретическая часть Theoretical part

The adverb is usually defined as a word expressing either property of an action, or property of another property, or circumstances in which an action occurs. This definition, though certainly informative and instructive, fails to directly point out the relation between the adverb and the adjective as the primary qualifying part of speech. The adverb is characterized by its own, specific nominative value, providing for its inalienable status in the system of the part of speech.

In accord with their categorical meaning, adverbs are characterized by a combinability with verbs, adjectives and words of adverbial nature. The functions of adverbs in these combinations consist in expressing different adverbial modifiers. Adverbs can also refer to whole situations; in this function they are considered under the heading of situation –“determinants”.

In accord with their word-building structure adverbs may be simple and derived. Simple adverbs are rather few, and nearly all of them display functional semantics, mostly of pronominal character: here, there, now, then.

The typical adverbial affixes in affixal derivation are, fist and foremost, the basic and only productive adverbial suffix -ly, (slowly), and then a couple of theirs of limited distribution, such as -ways (sideways), -wise (clockwise), -ward(s) (afterwards). The characteristic adverbial prefix is a- (away).

Among adverbs there are also peculiar composite formations and phrasal formations of prepositional, conjunctional and other types (anyhow).

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Adverbs are commonly divided into qualitative, quantitative and circumstantial. By qualitative such adverbs are meant as express immediate, inherently non-graded qualities of actions and other qualities. The typical adverbs of this kind are qualitative adverbs in -ly.

Вопросы, выносимые на обсуждение Points for discussion

1.A general outline of the adverb.

2.Classifications of adverbs.

Задания Exercises

Exercise 1. Identifying adjectives and adverbs

•For the sentences below, underline all adjectives and circle all the adverbs.

•Classify each adjective as either attributive or predicative, and each adverb as either a modifier in a phrase or an adverbial.

1. They were cute invitations, weren’t they?

2. That looks pretty good.

3. [From a discussion of the meaning of‘wild boar’] Can it be farmed intensively or should it be reared extensively?

4. Here there are eight shared electrons; therefore methane is uncharged.

5. The initial objective is to identify areas within cities which exhibit distinctive characteristics and which can be shown to be relatively homogenous.

6. The Russian airline was also interested in starting a transatlantic service.

7. The drive that motivates distinctive individual behavioral patterns (personality) is to a considerable degree subconscious.

Exercise 2. Formation of adverbs

The passage below describes a fictional train journey. Use it to find examples of the following forms of adverb. Some forms will have more than one example.

(a)a compound adverb

(b)an adverb derived from an adjective

(c)an adverb like an adverbial particle (e.g. off)

(d)a fixed phrase functioning as an adverb

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(e)a simple adverb (excluding type (с) above)

(f)any other form of adverb.

Neither in the train to Kirkuk, nor in the Rest House at Mosul, nor last night on the train had she slept properly. Now, weary of lying wakeful in the hot stuffiness of her overheated compartment, she got up and peered out. Nothing to see, of course. Just a long, poor-lighted platform with loud furious altercations in Arabic going on somewhere. The train, with a terrific jerk, moved slowly forward.

Exercise 3. Identifying the syntactic roles of adverbs Match each of the underlined the adverbs to the correct descrip-

tion of its syntactic role. Use each description only once.

(a)adverb modifying an adjective

(b)adverb modifying a noun phrase

(c)adverb modifying a predeterminer

(d)adverb modifying a prepositional phrase

(e)adverb as a complement of a preposition

(f)adverb standing alone

(g)adverb modifying a measurement expression other than a nu-

meral

(h)adverb modifying another adverb

(i)adverb modifying a pronoun

(j)adverb modifying a particle of a phrasal verb

(k)adverb modifying a numeral

(l)adverb functioning as an adverbial.

1.You had the objectives right in front of you.

2.We have taken this event extremely seriously.

3.It did not seem odd to him that the subway held more compelling things than the famous city above.

4.Practically everyone knows the line, ‘Play it again, Sam.’

5.Well, I think coming to the meeting is a pretty general require-

ment.

6.A: You can visit? B: Absolutely.

7.For almost 200 years geologists have supported various theories of mountain building, volcanism, and other major phenomena of earth.

8.It [an answering machine] cut me right off.

9.Each of its workers gets a basic monthly wage of 360 pesos, almost twice the average pay.

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10.So we’ll give you a call later on or drop by and say hello. Until then, ciao!

11.‘Is he often angry?’ I asked.

12.Similar data are available for the approximately one-fourth of Shang characters that have been deciphered to date.

Exercise 4. Semantic categories of adverbs

Each of these sentences comes from fiction, where adverbs often help give a story descriptive impact.

•Underline each adverb in the sentences below and identify its semantic category: place, degree (amplifier/intensifier, diminisher/ downtoner), time, addition/restriction, manner, stance, linking, or other.

•If you think an adverb combines two or more categories, or fits in an ‘other’ category, explain why.

1.They embraced lightly and carefully while Gwen made another set of little sounds.

2.It didn’t really matter: everyone was insured when he bought a ticket, automatically.

3.Of course he understands perfectly well but wears that uncomprehending and pained look to establish he’s not to blame.

4.Sometimes other people in the village glanced at him curiously, as though they could not quite place him.

5.The bank is so crowded nowadays that many people are moving away altogether.

6.We don’t go there very much.

7.He tried to be offhand and not too obviously interested, but the fat boy hurried after him.

8.He too felt a mounting excitement.

9.Only the frightless gulls wheeled and soared and mewed their plaint over the place where it had been.

10.Hardly were we out of earshot, however, when Marcus said: ‘I’m afraid I can’t come with you this afternoon.

11.I felt he had some inner reserve of strength which no reverse, however serious, would break down.

Литература

Основная: 1–3. Дополнительная: 1, 2, 5, 6, 8. Интернет-ресурсы: 1–3.

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9. BASIC PROBLEMS OF CONSTRUCTIVE SYNTAX

Цель: рассмотреть понятия phrase, sentence, collocation, predicativeness, agreement, government, adjoining, enclosure, рассмотреть основные признаки предложения и словосочетания, типы фраз, сформировать навыки идентификации различных типов фраз и предложений в тексте.

Знания и умения, приобретаемые студентами: студенты должны усвоить понятия предложения и словосочетания, рассмотреть основные признаки предложения и словосочетания, типы фраз, уметь идентифицировать различные типы фраз и предложений в тексте.

Формируемые компетенции: ОПК-3.

Актуальность темы определяется тем, что в ее рамках осваиваются понятия предложения, словосочетания, а также рассматриваются их признаки, формируются навыки идентификации различных типов фраз и предложений в тексте.

Теоретическая часть Theoretical part

Within the domain of syntax two levels should be distinguished: that of phrases and that of sentences. We will term “phrase” every combination of two or more words which is a grammatical unit but is not an analytical form of some word (the perfect forms of verbs). The constituent element of a phrase may belong to any part of speech (nouns, adjectives, verbs, prepositions). We should not narrow (сужать) the term“phrase”to the understanding it as containing at least two notional words, as is done in a number of linguistic treatises.

The difference between a phrase and a sentence is a fundamental one. A phrase is a means of naming some phenomena or processes,

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ТЕОРЕТИЧЕСКАЯ ГРАММАТИКА ( А Н Г Л И Й С К И Й Я З Ы К )

just as a word is. Each component of a phrase can undergo grammatical changes in accordance with grammatical categories represented in it, without destroying the identity of a phrase. For instance,

1) Write 2) letters: 1) the first component can change according to the verbal categories of tense, mood, etc. 2) according to the category of number Writes a letter, has written a letter, would have written lettersare grammatical modifications of one phrase.

With a sentence, things are entirely different. A sentence is a unit with every word having its definite form. A change in the form of one or more words would produce a new sentence. A phrase has no intonation. Intonation is one of the most important features of a sentence.

In Modern English there are different types of phrases:“noun+ noun”, “adjective + noun”, “verb + noun”, “verb + adverb”, “adverb+ adjective”,“ adverb+ adverb”,“noun+ preposition+ noun”(cup of tea),“adjective+ preposition+ noun” (Good for Michael), “verb+ preposition+ noun”, etc.

Phrases can be classified according to the syntactical relations between the components in it: agreement or ‘concord’, government; “attachment” (adjoining) – примыкание; “enclosure”- замыкание.

Phrases can also be classified according to the nominative value of their constituents. As a result three major types of phrases are identified: notional (consisting of grammatically connected notional words), formative (made up by notional and functional words) and functional (consisting of functional words alone).

Вопросы, выносимые на обсуждение Points for discussion

1.What are the differential features of the phrase?

2.What are the differential features of the sentence?

3.What makes the sentence the main object of syntax?

4.What does agreement as a syntactic relation consist in?

5.What differentiates government from agreement?

6.What principles is the nominative classification of phrases based upon?

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