1 To inform clients about the terms of delivering the goods, the firm
2 3
contacts them by telephone.
then the infinitive together with the words belonging to it occupies the zero position in the sentence
0 12
To inform clients about the terms of delivering the goods, the firm contacts
3 3 Them by telephone.
In this case the infinitive denotes the purpose for which the action of the predicate-verb is carried out by the Subject. In the context of this sentence the construction J^u^mnjM^sj^m^h&JsnmM^^^tmg^he^^ expresses the purpose for which the firm contacts its clients by telephone.
The infinitive as the modifier of purpose is translated into Ukranian with the help of a complex sentence containing a subordinate clause of purpose, which is introduced by the conjunction «Для того, щоб»: Для того, щоб потформувати Kjiienmie про термш доставки товару, ф1рма контактуе з ними по телефону.
The infinitive as the modifier of purpose can also be used with the conjunction "Inorder...", e.g.:
In order to be profitable the company Для того, щоб компашя мала
needs to rise sales by 60%. прибуток, необх1дно збшьшити
продаж до 60%.
11.3. From first-time presentation of grammatical structure to forming grammatical speech competence
In the previous section there were suggested some ways of explanation of a grammatical structure. However, explanation of a grammatical structure is not the stage with which learners are to be acquainted with it. The first stage is
presentation. The methodological term "explanation of a grammatical structure" isn't similar to that of "presentation of a grammatical structure".
According to the Communicative and Integrative Approaches to teaching foreign languages the best way of presenting any language item (or point) to students is to use it in a real-life communicative situation or in a close-to-life communicative situation, so that the item to be memorized could be trapped by sense. Most of the grammatical phenomena of the English language can be presented to secondary school learners with the help of the methodological technique which we call oral-speech visual and graphic situation.
Examples of usage of oral-speech visual and graphic situation for the first-time presentation of a grammatical point were shown at pages 64-68. Below at fig. 23 some illustrative pictures are given with the help of which the technique of oral-speech visual and graphic situation to present the grammatical structure "The Infinitive as the Modifier of Purpose" can be applied.
However, a teacher of a foreign language should keep in mind that applying an oral-speech visual and graphic situation is only the initial stage of the first-time presentation of a grammatical structure. If presentation of a grammatical structure is limited only by the use of an oral-speech visual and graphic situation and several mechanistic exercises follow it (e.g.: Read. Write the following sentences according to the given pattern.), then such kind of presentation and training (which, unfortunately, is mostly accepted in modern text-books) won't result in students' ability to cope with this grammatical item in any of language skills. This kind of presentation and training is not sufficient for students and doesn't lead to their being able to use the grammatical structure automatically [56, 272].
Examples of applying the oral speech-visual-and-graphic situation clearly show that by means of it a grammatical item is only presented to learners: they are able to intuitively guess the grammatical meaning of the phenomenon. They use the grammatical phenomenon in question in various types of language skills and in different communicative and social situations. Nonetheless, their grammatical actions with it, though in some cases they are used for communicative purposes, are imitative and spontaneous, linguistic fea-lures of the structure are not in focus of the mind.
In order to be able to carry out grammatical actions and operations auto-matically, students' actions with the grammatical item are to be consciously raised. This means students are to be given rules of speech behaviour which would help them use the grammatical item in speaking, reading, writing or listening in ordei i-ilhcr to express certain contents or comprehend it.
Examples of such grammatical rules of speech behaviour were given in the previous section. Carrying out grammatical actions and operations based on these rules results in forming the grammatical habit of the use of grammatical structures in the mind of learners. The habit is usually formed through training by means of exercises [5]. Such use of grammar at the level of the habit is called by some researchers explicit knowledge [53, 277].
Fig. 23.
Illustrative picture to apply the technique of oral-speech visual and graphic situation fbr the first time presentation qf'thegrammaticalStructure The Infinitive as the
Modifier,if Purpose.
To help students acquire the level of explicit knowledge in grammar is explaining the grammatical item right after the first-time presentation through the oral-speech-visual and graphic situation.
Explanation of a grammatical structure follows its first-time presentation.
Examples of explanations depending upon the kind of command of the language were given above at p.p. 154-157. In them functional approach to formulating grammatical rules was used: there were given grammatical rules of speech behaviour.
If in time a number of students' encounterings with the new grammatical structure is sufficient, and they use it not only in drills and exercises but in communicative situations in oral speech, in reading and in all other language skills, then implicit or procedural knowledge of grammar is developed [53, 277]. This level of knowledge can also be called the level of the grammatical skills [2]. At this level people don't need to actualize grammatical rules of speech behaviour each time they come across a grammatical phenomenon in speech, because grammatical phenomena are used by them automatically without conscious -raising factor. An important peculiarity of having procedural knowledge of grammar, which was acquired through applying grammatical rules of speech behaviour, is as follows: when in their later activities learners use the foreign language and experience some difficulties with comprehension and reproduction grammatical phenomena, then proper grammatical rules of speech behaviour can be recalled from the long-term memory, i.e. from the past consciously-raised knowledge of a person and can be used in clearing up the difficulty with comprehension.
At the level of the skills there can be further formed in students grammat-cal language competence. The main condition of forming it is students' ability to take part in foreign language speech interaction through speaking, reading, listening and writing.
TEST YOUR KNOWLEDGE OF PART 11
Ground your choices on the paragraphs of the text
l.From the multiple choices below choose two correct answers.
Active command of the language means:
a/ speaking ; b/ understanding oral speech; c/ writing a letter; d/listening and understanding a radio broadcast; e/ listening to a tape; f/ motivated silent reading and understanding of a text.
2. Using pedagogical passive grammar a teacher teaches: a/ to produce speech utterances; b/ to produce texts in written or in print; c/ to recognize grammatical forms and signals of words in order to understand the meaning of the utterance either in written or orally; d/to recognize words' lexical meanings and understand the meaning of the utterance in written or orally.
There are three rules suggested below. Read them. After the letter A).... write the numbers of the rules which are rules of speech behaviour.
After the letter B).... write the number of the rule which is a rule of pedagogical passive grammar.
After the letter C) .... write the number of the rule which is a rule of scientific linguistic grammar.
Rule 1. Инфинитив может использоваться в предложении в составе сложного дополнения, например: We heard the device signal alarm.
Rule 2. Постарайтесь понять и перевести следующее предложение: We heard the device signal alarm. Если это Вам не удаётся, постарайтесь определить, какими частями речи являются входящие в него слова. Допустим, Вас затрудняет слово "signal". Проверьте, какое слово распогается перед ним. Если это существительное (.....the device sig nal ) и если перед ним есть глагол-сказуемое ( heard the device sig nal.....) и этот глагол (в данном случае "to hear") входит в группу глаголов внутреннего восприятия*) и перед ним есть подлежащее (We. heard the device signal alarm.), mo "signal" в словосочетании "the device signal" является инфинитивом глагола "to signal". Он употребляется без частицы "to", и вместе со стоящим перед ним существительным «device") они образуют сложное дополнение к глаголу-сказуемому "heard": We heard the device signal alarm. В сложном дополнении ("....the device signal....")
Основные глаголы внутреннего восприятия: to want, to wish, to desire, should like, would like, to observe, to watch, etc.
действие инфинитива "signal" выполняется существительным, которое располагается перед ним, в данном предложении "device". Переводить сложное дополнение следует при помощи придаточного дополнительного предложения с союзами «что» или «чтобы», в котором как подлежащее переводится существительное "device", стоящее перед инфинитивом "signal" а как сказуемое переводится инфинитив «signal": Мы слышали, что устройство издаёт сигнал тревоги.
Правило 3. При необходимости сказать, что Вы хотели бы, чтобы определенным человеком или устройством было выполнено определенное
действие, то начните высказывание с подлежащего: I/We После
него расположите сказуемое: I would like После глагола-сказуемого
назовите того человека или название устройств/, который (или которое)
должен выполнить действие: Не would like Pete/ the printer Затем
назовите само действие в форме инфинитива с частицей "to": He would like the printer to print quicker.
Используя конструкцию сложное дополнение, при назывании лица или предмета, которые обозначают исполнителя действия инфинитива (в нашем примере это "Pete" и «the printer" ), Вы можете употреблять либо существительные (например: students, the girl, the bus,etc.) либо соответствующие им личные местоимения в объектном падеже, например: them, her, it, etc.