Grammar in ESL context analyzed

HBET2103 GRAMMAR IN AN ESL CONTEXT
COURSE ASSIGNMENT JANUARY 2009 SHAMSHURIZAT BIN HASHIM (MATRIX #: 740725095259001).
Acknowledgement
Shamshurizat bin Hashim born in 25 July 1974 in Utan Aji district in the state of Perlis, Malaysia. He was graduated from Maktab Perguruan Sultan Abdul Halim Sungai Petani Kedah (Diploma in Teaching English as a Second Language and Music) and he is the eldest son in his family. A primary school teacher who is teaching in the rural area of Terengganu (Hulu Terengganu) state of Malaysia is a husband and a father of three sons. The first school he teaches in that area was Sekolah Kebangsaan Bukit Tadok for three years (2000 2003). From 40% school achievement on English Language subject increase to 90% pupils manage to catch up with English Language. Within the years he manages to change the pupils perception on studying the English Language. His Second school is Sekolah Kebangsaan Kuala Ping located in the same area. The school is situated at the tourism area of Tasik Kenyir the largest manmade lake in South East Asia. He has been teaching for almost 9 educationals years in English as a second language in those two schools. Now he is doing his bachelor in TESL in Open University Malaysia.
TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU
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Abstract In this assignment we are going to elaborate the English Language Unit. In language learning, what is the language unit used by teachers to measure a learners proficiency on accuracy and fluency or to measure knowledge of language (grammar) and language skills? The concept of language knowledge (grammar) can be explored by discussing the language units in terms of the following terms, 1. Structures 2. Patterns 3. Forms 4. Transformations 5. Functions and 6. Meaning We are going to discuss the concepts of each unit with suitable examples. The average Malaysia does not know much about his or her own language or languages
1. Introduction Language unit refers to one of the natural units into which linguistic messages can be analyzed. There are several linguistic units to be can be use by the teacher to measure their learners proficiency on accuracy and fluency or to measure knowledge of la nguage (grammar) and language skills. The language units are mention below; a. b. Discourse - extended verbal expression in speech or writing Word - a unit of language that native speakers can identify; "words are the blocks from which sentences are made"; "he hardly said ten words all morning" c. Syllable - a unit of spoken language larger than a phoneme; "the word `pocket' has two syllables"
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d.
Lexeme - a minimal unit (as a word or stem) in the lexicon of a language; `go' and `went' and `gone' and `going' are all members of the English lexeme `go'
e.
Morpheme - minimal meaningful language unit; it cannot be divided into smaller meaningful units
f. g.
Formative - minimal language unit that has a syntactic (or morphological) function Name - a language unit by which a person or thing is known; "his name really is George Washington"; "those are two names for the same thing"
h. i. j.
String - a linear sequence of symbols (characters or words or phrases) Collocation - a grouping of words in a sentence Speech sound, phone, sound - (phonetics) an individual sound unit of speech without concern as to whether or not it is a phoneme of some language
k.
Sign - a fundamental linguistic unit linking a signifier to that which is signified; "The bond between the signifier and the signified is arbitrary"--de Saussure
l.
Component part, part, portion, and component, constituent - something determined in relation to something that includes it; "he wanted to feel a part of something bigger than himself"; "I read a portion of the manuscript"; "the smaller component is hard to reach"; "the animal constituent of plankton"
2. The Concept of Language Knowledge (Grammar)
What is Grammar? Grammar refers to the study of how words and their component parts combine to form sentences or the study of structural relationships in language or in a language, sometimes including pronunciation, meaning, and linguistic history.
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Grammar also known as the system of inflections, syntax, and word formation of a language. The system of rules implicit in a language, viewed as a mechanism for generating all sentences possible in that language. A normative or prescriptive set of rules setting forth the current standard of usage for pedagogical or reference purposes. Writing or speech judged with regard to such a set of rules. A book containing the morphologic, syntactic, and semantic rules for a specific language. The basic principles of an area of knowledge: the grammar of music. A book dealing with such principles. In other source, our Glossary of Grammatical and Rhetorical Terms, youll find two definitions of grammar as the systematic study and description of a language and a set of rules and examples dealing with the syntax and word structures of a language, usually intended as an aid to the learning of that language. Descriptive grammar (definition #1) refers to the structure of a language as it is actually used by speakers and writers. Prescriptive grammar (definition #2) refers to the structure of a language as certain people think it should be used. Both kinds of grammar are concerned with rules--but in different ways. Specialists in descriptive grammar (called linguists) study the rules or patterns that underlie our use of words, phrases, clauses, and sentences. On the other hand, prescriptive grammarians (such as most editors and teachers) lay out rules about what they believe to be the correct or incorrect use of language. (See What a SNOOT Is?) 3. Structures There are many different ways of organizing words into sentences. (Or we might say, Words can be organized into sentences in many different ways.) For this reason, describing how
TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU Page 4

to put a sentence together isn't as easy as explaining how to bake a cake, for example, or assemble a model plane. There are no easy recipes, no step-by-step instructions. But that doesn't mean that crafting an effective sentence depends on magic or good luck. Experienced writers understand that the basic parts of a sentence can be combined and arranged in countless ways. So as we work to improve our writing, it's important to understand what these basic structures are and how to use them effectively. We'll begin by introducing the traditional parts of speech and the most common sentence structures. For practice in shaping these words and structures into strong sentences, follow the links to the practice exercises, examples, and expanded discussions. a. The Parts of Speech One way to begin studying basic sentence structures is to consider the traditional parts of speech (also called word classes): nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, articles, and interjections. Except for interjections ("ouch!"), which have a habit of standing alone, and articles (a, an, the), which stand in front of nouns, the parts of speech come in many varieties and may appear just about anywhere in a sentence. To know for sure what part of speech a word is, we have to look not only at the word itself but also at its meaning, position, and use in a sentence.
More:

The Parts of Speech What Is a Noun? What Is a Verb? What Is a Word Class?
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b. Subjects, Verbs, and Objects The basic parts of a sentence are the subject, verb, and object. The subject is usually a noun--a word that names a person, place, or thing. The verb (or predicate) usually follows the subject and identifies an action or a state of being. An object receives the action and usually follows the verb.
More:

Subjects, Verbs, and Objects What Is a Subject? What Is a Predicate? What Is a Direct Object? What Is a Simple Sentence? Exercises in Identifying Subjects and Verbs
c. Adjectives and Adverbs A common way of expanding the basic sentence is with modifiers--words that add to the meanings of other words. The simplest modifiers are adjectives and adverbs. Adjectives modify nouns, while adverbs modify verbs, adjectives, and other adverbs.
More:

Adding Adjectives and Adverbs to the Basic Sentence Unit What Is an Adjective? What Is an Adverb?
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Sentence Building with Adjectives and Adverbs Sentence Combining: Martha's Departure
d. Prepositional Phrases Like adjectives and adverbs, prepositional phrases add meaning to the nouns and verbs in sentences. A prepositional phrase has two basic parts: a preposition plus a noun or a pronoun that serves as the object of the preposition.
More:

Adding Prepositional Phrases to the Basic Sentence Unit Arranging Prepositional Phrases What Is a Preposition? Identifying Prepositional Phrases Sentence Building with Prepositional Phrases
e. Coordination A common way to connect related words, phrases, and even entire clauses is to coordinate them--that is, connect them with a basic coordinating conjunction such as "and" or "but."
More:

Coordinating Words, Phrases, and Clauses What Is a Conjunction? What Is a Compound Sentence?
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Sentence Combining with Coordination
f. Adjective Clauses To show that one idea in a sentence is more important than another, we rely on subordination--that is, treating one word group as secondary (or subordinate) to another. One common form of subordination is the adjective clause--a word group that modifies a noun. The most common adjective clauses begin with one of these relative pronouns: who, which, and that.
More:

Subordination with Adjective Clauses Building Sentences with Adjective Clauses What Is a Relative Pronoun? What Is a Subordinate Clause? What Is a Complex Sentence? Sentence Combining with Adjective Clauses
g. Appositives An appositive is a word or group of words that identifies or renames another word in a sentence--most often a noun that immediately precedes it. Appositive constructions offer concise ways of describing or defining a person, place, or thing.
More:
a.
Building Sentences with Appositives

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b. c.
What Is an Appositive? Practice in Using Appositives
h. Adverb Clauses Like an adjective clause, an adverb clause is always dependent on (or subordinate to) an independent clause. Like an ordinary adverb, an adverb clause usually modifies a verb, though it can also modify an adjective, an adverb, or even the rest of the sentence in which it appears. An adverb clause begins with a subordinating conjunction--an adverb that connects the subordinate clause to the main clause.
More:

Building Sentences with Adverb Clauses (part one) Building Sentences with Adverb Clauses (part two) Building Sentences with Adverb Clauses (part three) What Is a Subordinating Conjunction?
i. Participial Phrases A participle is a verb form used as an adjective to modify nouns and pronouns. All present participles end in -ing. The past participles of all regular verbs end in -ed. Irregular verbs, however, have various past participle endings. Participles and participial phrases can add vigor to our writing as they add information to our sentences.
More:
Creating and Arranging Participial Phrases

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Identifying Verbals What Is a Participle? Building Sentences with Participial Phrases
j. Absolute Phrases Among the various kinds of modifiers, the absolute phrase may be the least common but one of the most useful. An absolute phrase, which consists of a noun plus at least one other word, adds details to an entire sentence--details that often describe one aspect of someone or something mentioned elsewhere in the sentence. 4. Patterns
Subject, Verbs and Clauses In its simplest form, an English sentence has two parts: a subject and a verb that express a complete thought when they are together. The subject shows who or what is doing the actions. It is always some form of noun or pronoun. The verb shows the action or state of being. It can be an action verb like walk or a state verb like seem. Examples of simple two word sentences include: Ben slept. Ducks quack. Real sentences are rarely so short. We usually want to convey much more information, so we modify the main subject and verb with other words and phrases, as in the sentences below: Unfortunately, Ben slept fitfully. Ducks quack louder in the pond.
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A clause is the combination of a subject and a verb. When you have a subject and verb, you have a clause. Pretty easy, isn't it? These are two particular clauses: i ) Independent clause: A subject and verb that make a complete thought. Independent clauses are called independent because they can stand on their own and make sense. ii) Dependent clause: A subject and verb that don't make a complete thought. Dependent clauses always need to be attached to an independent clause (they're too weak to stand alone). Four Basic Patterns Every sentence pattern below describes a different way to combine clauses. In the descriptions below, S=Subject and V=Verb, and options for arranging the clauses in each sentence pattern given in parentheses. Connecting words and the associated punctuation are highlighted in brown. Notice how the punctuation changes with each arrangement. Pattern 1: Simple Sentence One independent clause (SV.)

Mr. Potato Head eats monkeys. I refuse.
Pattern 2: Compound Sentence Two or more independent clauses. They can be arranged in these ways: (SV, and SV.) or (SV; however, SV.) Connectors with a comma, the FANBOYS: for, and, nor, but, or, yet, so. Connectors with a semicolon and comma: however, moreover, nevertheless, nonetheless, therefore
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Example compound sentences:
Mr. Potato Head eats them for breakfast every day, but I don't see the attraction.
Pattern 3: Complex Sentence One independent clause PLUS one or more dependent clauses. They can be arranged in these ways: (SV because SV.) or (Because SV, SV.) or (S, because SV, V.) Connectors are always at the beginning of the dependent clause. They show how the dependent clause is related to the independent clause. This list shows different types of relationships along with the connectors that indicate those relationships:

Cause/Effect: because, since, so that Comparison/Contrast: although, even though, though, whereas, while Place/Manner: how, however, where, wherever Possibility/Conditions: if, whether, unless Relation: that, which, who, whom Time: after, as, before, since, when, whenever, while, until
Examples of complex sentences:

He recommends them highly because they taste like chicken when they are hot. Although chicken always appeals to me, I still feel skeptical about monkey. Mrs. Potato Head, because she loves us so much, has offered to make her special monkey souffl for us.
Pattern 4: Compound-Complex Sentence
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Two or more independent clauses PLUS one or more dependent clauses. They can be arranged in these ways: (SV, and SV because SV.) or (Because SV, SV, but SV.). All of the connectors listed under Patterns 2 & 3 are used.
Mr. Potato Head said that he would share the secret recipe; however, if he shares it with me, Mrs. Potato Head will feed him to the piranhas, so he is safer, and I am happier if I don't eat monkeys or steal recipes.
5. Forms Form is a dependent clause introduce by a sub-ordinator : although, because, since and others. There are four types of sentence forms. Simple Sentence Single independent clause. Example: - I totaled my car. Compound Sentence At least 2 independent clauses and no subordinate clauses Example: - I totaled my car, so I bought a new one. Complex Sentence At least 1 independent clause and 1 subordinate clause Example: - Because I totaled my car, I bought a new one. Compound-Complex At least 2 independent clauses and at least 1 subordinate clause.

Example: - I totaled my car, so I bought a new one, even though I had planned to wait.
6. Transformations A theory of grammar that accounts for the constructions of a language by linguistic transformations and phrase structures. A type of syntactic rule that can move an element from one position to another.
"Some of [Noam] Chomsky's notation, and some of his terminology too--including transform itself, defined in part by the Random House Dictionary as 'changing the form of (a figure, expression, etc.) without in general changing the value'--have a distinctly mathematical air about them. . . . [But] TG [transformational grammar] is not a mathematical grammar. The processes it describes are not mathematical processes and the symbols it describes are not used with their mathematical meaning. . . . "Chomsky's grammar is a 'generative grammar of the transformational type.' By that he means that it makes explicit the rules for generating new sentences, not for analyzing existing sentences; the rules themselves provide the analysis. And he means that among the rules are those for transforming one type of sentence into another (affirmative into negative, simple into compound or complex, and so forth); the transformations make the relationships among such sentences clear." (W.F. Bolton, A Living Language: The History and Structure of English, Random House, 1982)
"In traditional grammar, the concept of transformation was used mainly as a didactic means for developing the appropriate linguistic habits. . . . "The credit for making the concept of transformation popular and significant belongs primarily to Zellig Harris and Noam Chomsky. . . . Harris introduced the concept of
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transformation to linguistics in order to reinforce the effectiveness of the method of reducing utterances to certain basic sentence structures."
(Kazimierz Polanski, "Some Remarks on Transformations," in Linguistics Across Historical and Geographical Boundaries, ed. by D. Kastovsky, et al., Walter de Gruyter, 1986)
"The new linguistics, which began in 1957 with the publication of Noam Chomsky's Syntactic Structures, deserves the label 'revolutionary.' After 1957, the study of grammar would no longer be limited to what is said and how it is interpreted. In fact, the word grammar itself took on a new meaning. The new linguistics defined grammar as our innate, subconscious ability to generate language, an internal system of rules that constitutes our human language capacity. The goal of the new linguistics was to describe this internal grammar. "Unlike the structuralists, whose goal was to examine the sentences we actually speak and to describe their systemic nature, the transformationalists wanted to unlock the secrets of language: to build a model of our internal rules, a model that would produce all of the grammatical--and no ungrammatical--sentences. (Martha Kolln and Robert Funk, Understanding English Grammar, 5th ed., Allyn and Bacon, 1998)
"When it comes to syntax, [Noam] Chomsky is famous for proposing that beneath every sentence in the mind of a speaker is an invisible, inaudible deep structure, the interface to the mental lexicon. The deep structure is converted by transformational rules into a 'surface structure' that corresponds more closely to what is pronounced and heard. The rationale is that certain constructions, if they were listed in the mind as surface structures, would have to be multiplied out in thousands of redundant variations that would have to have been learned one by one, whereas if the constructions were listed as deep structures, they would be simple, few in number, and economically learned." (Steven Pinker, Words and Rules, Basic Books, 1999)
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Transformations mean changing one sentence structure into another structure. There are nine types of transformations that are: Transform to passive voice This transformation requires using a sentence with an action verb and a direct object. i) The dog ate the bone.
ii) Joe gave Mary a ring.
iii) We consider Joe intelligent.
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Transform to the expletive there is/ there are This transformation requires using a sentence with a verb of being as the main verb.
Transform to cleft This transformation allows us to emphasize the sentence subject or object. This is an example to create the transformation using It.
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This is an example to create the transformation using What.
Transform to negative This transformation may be used with any of the sentence patterns. To create the negative transformation: A. With a verb of being as the main verb. Add not to the verb.
Example:
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B. verb.
With an action or linking verb that has an auxiliary verb (have or be). Add not to the
C.
With an action or linking verb that does not have an auxiliary verb. Add not and the appropriate number and tense of do.
Transform to interrogative with Yes-No answer This transformation may be used with any of the sentence patterns. To transform sentences into the interrogative with Yes-No answer.

A. verb.
With a verb of being as the main verb: Transpose the position of the subject and the
B.
With an action or linking verb that has an auxiliary verb (have or be). Transpose the
position of the subject and the auxiliary verb. Example on action verb:
Example on linking verb:
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C.
With an action or linking verb that does not have an auxiliary verb. Add the appropriate number and tense of do.
Example on action verb:
Example on linking verb:
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Transform to interrogative This transformation provides questions that will produce than a Yes-No answer. It may be used with any of the sentence patterns. To create the transformation, we have to place an interrogative word at the beginning of the sentence, reverse positions of the subject and verb and also add do/does/did. Interrogative words: how when where why what which who whom
Example of verb of being:
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Example of action verb with auxiliary verb:
Example of linking verb with auxiliary verb:
Example of action verb without auxiliary verb:
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Example of linking verb without auxiliary verb: Transform to emphasis/emphatic This transformation may be used with all sentence patterns except the verb-of-being patterns and action or linking verbs that do not have auxiliary verbs. To make the emphatic transformation, place do, does or did in front of the verb as tense and dictate.
Transform to imperative This transformation creates command. It may be used with all sentence patterns. To make the imperative transformation, replace the sentence subject with we are understood and change the verb form to its infinitive form without to.
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Transform to exclamatory This transformation creates a surprise statement. It may be used with all sentence patterns. To make the exclamatory transformation, we need to place what or how at the beginning of the sentence, rearrange words in the sentence as needed and place an exclamation point at the end of the sentence.
In many cases, more than one transformation may be performed at a time on a given sentence. Examples : Passive and interrogative
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Examples
: Passive, negative and interrogative Yes-No
Examples
: Cleft, emphasis and interrogative Yes-No
7. FUNCTIONS In linguistics, sentence function refers to a speakers purpose in uttering a specific sentence: whether a listener is present or not. It answers the question: Why has this been said? The most basic sentence functions in the worlds language include the declarative, interrogative, exclamatory and the imperative. These correspond to a statement, question, exclamation and command respectively. Typically, a sentence goes from one function to the next through a combination of changes in word orders, intonation and sometimes the addition of certain auxiliaries.
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Declarative The declarative sentence is the best most common kind of sentence in any language, in most situations and in a way can be considered the default function of a sentence. It states an idea or gives information to the receiver. A statement usually ends with a period. Declarative: makes a statement. Example: - He answered a hard question. Imperative An imperative sentence gives an order or directions or instructions. Imperative sentences are a little more intentional than exclamatory sentences and their aim is to get the person being spoken to either do or not do something (usually in direct relation to the speaker). An imperative can end in either or an exclamation point. Imperative: command or request Example: - Answer the question now. Interrogative An interrogative sentence naturally asks a question and therefore ends with a question mark. Its effort is to try and gather information. This sentence ends in a question mark. What do you want? Is she blind?
Interrogative: a question Example: - Did he answer the hard question?
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Exclamatory An exclamatory sentence is released because of and expresses strong emotion. Exclamations are comparable to interjections. In punctuation, an exclamatory is ended with and exclamation mark. For example: Ill finish my work in time!
Exclamatory: exclamations Example: - What a hard question you asked! Meaning Why is this important? When we talk about teaching and learning, we are often talking about meaning. Consider the classic constructivist activity of 'making meaning', for example. Or event he concept of 'content', which is (ostensibly) the 'meaning' of whatever it is that a student is being taught. What are we to make of such theorizing in the light of the numerous ways that words, sentences, ideas and constructs can have meaning? What does 'making meaning' mean we consider the range between logical, semantic, and functional meaning? The idea - often so central to transmission and transactional theorists of learning that a word or sentence can have a single meaning, or a 'shared meaning', is tested to the extreme by an examination of the nature and constitution of that putative meaning. Here are some of the many different types of meaning: Literal meaning The sentence means what it says. Also known as 'utterance' meaning (Griffiths). Logical meaning The meaning of the sentence is determined by (is a part of) a set of logical inferences, such as composition, subordination, etc. Also called 'taxis'. (Kies)

Denotative meaning The sentence means what it is about. The 'reference' of a sentence, as opposed to its 'sense'. (Frege) Semantical meaning Meaning is truth (Tarski 'snow is white' is true iff snow is white)
Positivist meaning The sentence means what it says that can be empirically confirmed or falsified (Ayer, Carnap, Schlick) Pragmatic meaning The relationship between signs and their users. (Morris) Includes "identificational meaning, expressive meaning, associative meaning, social meaning, and imperative meaning." (Lunwen) Intentional meaning The sentence means what the author intended it to say. Also known as "sender's meaning" (Griffiths). - John Searle, often includes conversational implicatures. Connotative meaning The sentence means what readers think about when they read it. Sometimes known as 'sense' (Frege). Also sometimes thought of as 'associative' meaning. (Morris) Includes 'reflected' meaning (what is communicated through association with another sense of the same expression, Leech) and collocative meaning (Leech) Social meaning "What is communicated of the social circumstances of language use" (from Leech; Lunwen) Metaphorical meaning
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The
meaning
is
determined
by
metaphor,
and
not
actual
reference
Emotive meaning Related to connotative the type of emotion the sentence invokes
Functional meaning The sentence means what it is used for, what it does (Wittgenstein, meaning is use; Austin, speech acts). The 'mode' of a sentence is the function it plays in channeling communication - what degree of feedback it elicits, for example, of what degree of abstraction it considers. (Cope and Kalantzis) Type meaning The sentence's meaning is related to what it doesn't say, to the range of possible words or sentences that could be said instead (Derrida). Gillett writes, "Part of the meaning of a word is its 'register'. Which types of language is the word used in: letters or reports, spoken or written, biology or business etc?" Deictic meaning Meaning is determined with reference to the situation or context in which the word is used. Griffiths writes, "Deixis is pervasive in languages." Common deixic frames include common understandings related to people )'the boss'), time ('tomorrow'), place ('nearby'), participants ('his'), even discourse itself ('this' article). Relevance, significance or value "What Accent The manner in which the word is pronounced or emphasized can change its meaning. Intralingual meaning is the meaning of life?"
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(Morris) intralingual meaning (the relationship between different signs; it includes phonological meaning, graphemic meaning, morphological or lexemic meaning, syntactic meaning, and discoursal or textual meaning). Thematic meaning "What is communicated by the way in which the message is organized in terms of order and emphasis" (Leech; Lunwen)
8. Conclusions After giving a lot of effort in doing the assignment, what can I stated here is; it is very important to make a lot of revision and looking forward through many references to make sense in understand the need of the assignment. There are numbers of important principles in Grammar in an ESL context. Before the serjeant begins to teach the young soldiers their exercise of the musket, he explains to them the different parts of it; the stock, the barrel, the loops, the swivels, and so on; because, unless they know these by their names, they cannot know how to obey his instructionThis species of preliminary knowledge is absolutely necessary in allcalling of life; but not more necessary than it is you to learnhow to know the sorts of words one from another. William Cobbett, in a letter to his son, 1823 What was true in Cobbetts day remains true now. Engineering students are expected to know their arithmetic, music students have to practice their scales. No one can write good letters, memorandums or reports or master word processing, let alone literary composition, without having first learned the basic grammar. Today according to the columnist Simon Jenkins, now editor of The Times, not to understand the structure of a sentence is an overwhelming obstacle in the way of most gainful employment
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Many people event students in every school find grammar is bore, but understanding grammar will in some ways free you from its grip, making you the master of words rather than keeping you as their slave. English teacher in every school in this country are trademark as A Walking Dictionary. I am very proud of listening to the phrase but how far am I to be like the trademark. What I like to say here is; its all depend on the teacher to make grammar teaching to be fun and exciting or boring and bewildering. It is all depends on how the teacher approaches the lesson. Must be remember that, if the lesson does not seems to be turn out well, do not give up. Try to find other new and innovating techniques. Do not forget that not only your students should enjoy the lesson but you should enjoy it as well.
9. Reference http://education.yahoo.com/reference/dictionary/entry/grammar N. Chomsky, Aspects of the Theory of Syntax (1965) and Knowledge of Language: Its Nature, Origin and use (1986); R. W. Langacker, Language and Its Structure (2d ed. 1973); F. J. Newmeyer, Grammatical Theory (1983); V. C. Cook, Chomsky's Universal Grammar (1988). Rundle, Bede. Grammar in Philosophy. Oxford: Clarendon Press; New York: Oxford University Press 1979. ISBN 0198246129. George Yule, The Study of Language. 2005. ISBN 978-0521543200 Bialystok,E.(1991). Language Processing In Children Linguistics, New York: Cambridge University Press. Simpson, J.A. and E.S.C. Weiner, ed (1989). Oxford English Dictionary (2 ed.). Clarendon Press. ISBN 0-198-61186-2 13. Bauer, Laurie (1983). English Word-formation. Cambridge: Cambridge
University Press. ISBN 0-521-28492-9.

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Brockhampton Reference, Dictionary of English Grammar, 1995 Geddes & Grosset. Ltd David Dale House, New Lanmark, Scotland Reders Digest, How to write and speak better 1991 ISBN 0276420306 reprinted in 2005 Practical English Language (English as second language), Times Educational Co (PTE) LTD Singapore ISBN 9971946203
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HBET2103 GRAMMAR IN AN ESL CONTEXT

COURSE ASSIGNMENT JANUARY 2009 SHAMSHURIZAT BIN HASHIM (MATRIX #: 740725095259001).

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

HBET2103 GRAMMAR IN AN ESL CONTEXT

2. The Concept of Language Knowledge (Grammar)

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

HBET2103 GRAMMAR IN AN ESL CONTEXT

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

Sentence Combining with Coordination

Building Sentences with Appositives

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

What Is an Appositive? Practice in Using Appositives

Creating and Arranging Participial Phrases

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

Identifying Verbals What Is a Participle? Building Sentences with Participial Phrases

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

Mr. Potato Head eats monkeys. I refuse.

HBET2103 GRAMMAR IN AN ESL CONTEXT

Example compound sentences:

Examples of complex sentences:

Pattern 4: Compound-Complex Sentence

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

HBET2103 GRAMMAR IN AN ESL CONTEXT

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

ii) Joe gave Mary a ring.

iii) We consider Joe intelligent.

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

This is an example to create the transformation using What.

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

HBET2103 GRAMMAR IN AN ESL CONTEXT

Example on linking verb:

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

Example on action verb:

Example on linking verb:

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

Example of verb of being:

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU

HBET2103 GRAMMAR IN AN ESL CONTEXT

Example of action verb with auxiliary verb:

Example of linking verb with auxiliary verb:

Example of action verb without auxiliary verb:

TUTOR: EN AHMAD BIN OTHMAN PPT: KUALA TERENGGANU