gramatica ii stephan preposições e conjunções

Ensino de Língua Inglesa e Novas Tecnologias - Gramática II

Prepositionsand

Conjunctions

Prof. Stephan Hughes

Day 1Day 1• Introduction and schedule• Initial definition and categorization

of prepositions• How prepositions are presented in

teaching materials• A semantic description of the

preposition• Lexical or Grammatical

morpheme?Ensino de Língua Inglesa e Novas Tecnologias - Gramática II

Day 2Day 2• Conjunctions from derivatives to

grammaticalized forms• Conjunctions as lexical morphemes• Linkers, linking words, connectors• Units of cohesion and coherence –

sentence, paragraph and text level• Related processes: ellipsis, empty

infinitives


Some prepositionsSome prepositions

About Behind Concerning Like To

Above Below Despite Near Toward

Across Beneath Down Of Under

After Beside During Off Underneath

Against Besides Except On Until

Along Between For Over Unto

Among Beyond From Past Up

Around But (except) In Since Upon

At Inside Through With Within


Prepositions (Bordet and Jamet, Prepositions (Bordet and Jamet, 2010)2010)

Discursive element –semantic value

Unit of meaningVoid of syntactic

functionPrimitive

semantic unit

Functional element – syntactic value

Grammatical sign

Void of semantic autonomy

Primal grammaticalized unit


What is said about themWhat is said about themConnect a noun or pronoun to

another word in a sentenceAdjectivize and adverbialize a word:

one of the boys, enter through the window

Are spatially or figuratively derived from physical notions of space

Act as other parts of speech , i.e. noun or verb: down the sandwich with a glass of milk


What is said about them 2What is said about them 2Prepositions and conjunctions are

grammatical signs, so they are indicators of the grammatical and supralexical meanings of the words in the structure in which they appear. “ (Zugun, 2003)


What can be inferredWhat can be inferredThese two groups, particularly

the first extract meaning from the nouns, verbs, or adjectives or adverbs that accompany them.

In the case of phrasal verbs, not only do particles change the meaning of the original verb, but also transmit the meaning by themselves, leaving the verb with the job of modifying the action


Just one case of “away”Just one case of “away”The problems won’t go away by

themselves. You have to do something about them.

If only we could just wish our problems away.

I feel as if I have washed my fears away after that yoga session.

Some people believe they can will the troubles away with positive thinking.


How prepositions are How prepositions are highlightedhighlightedDefined morphologically, not

syntacticallyPresented by type: from most

common to most complexAssumed as having meaning,

even when temporal or physical information is provided

Categorized within a larger umbrella group known as particles


Focus on Grammar Advanced


Conjunctions as an appendix; nothing on prepositions

Murphy’s Grammar in Use


Organization of principal closed prepositions and possible verb combinations

Cassell’s Student’s English Grammar


Reliable source with clear explanations

SetbacksSetbacksUnclear boundaries between

simple and complex; weak and strong, grammatical and lexical (call for a continuum)

Dual identity: prepositions » adverbs, e.g. out, about, like, after, up.

Grammar and discourse dependency


Why treat them as semantic Why treat them as semantic units?units?

Translatability, e.g. I’m in!Direct and indirect equivalence,

e.g. Are we on for tonight?Teachability, e.g. He was up and about soon after the surgery.

Phrasal verbs, e.g. I whip my hair back and forth


The basis of translationThe basis of translationTranslation means finding an

equivalence between “two sound complexes based on their common link with the same notion”. (Copcaeg, 1998)

Instead of units of meaning, we could refer to units of notion or concepts. The latter is universal and less subjective than the former.


The challengeThe challengeTeaching prepositions calls for a

presentation of concepts or notion, e.g. notions of space, time, manner and place and an analysis of how the speakers of that given language see these concepts.

Mastering prepositions seem to be an eternal thorn in language learners’ sides and thus a source of frustration for the learner in question.


ClassificationsClassificationsSimpleEmptyWeak LightMainAbstractColorlessFakeLexical

ComplexContentfulStrong DarkSecondaryConcreteColored True Functional


Ensino de Língua Inglesa e Novas Tecnologias - Gramática IILexical derivant

Grammatical morpheme

No intermediate or transitory stage

Theory of grammaticalization Theory of grammaticalization (Kurylowicz, 1965)(Kurylowicz, 1965)Affixes gain full-fledged statusSyntactic litmus test: the more

prepositional, the more grammatical

closed class = advanced grammaticalization = desemanticization

Prepositions/adverbs fluctuate from lexical to grammatical and vice versa.

Loss of compositional meaning – separate elements, one meanining


If prepositions float If prepositions float between the two between the two categoriescategories

Would a process called re-semanticization take place when grammaticalized items assume new meanings, sometimes even redundant ?BETWEEN: BY- + TWEONUM (two people)


How can we tell?How can we tell?Like phrasal verbs,

grammaticalized prepositions can be separated whereas lexicalized ones cannot

The longer the preposition, the lesser the grammaticalization: compare instead of with yet

unstressed words due to phonological attrition or erosion, e.g. OF


Contradictory?Contradictory?The usage of lexicalized items

turns the same into a closed or grammatical class.

This group, in turn, achieves or portrays new meanings.



On the one hand, prepositions are dependent _ or _ relation _ semantic continuity _ the lexical content _ the term they accompany, and _ the other hand _ the syntactic function they have

In practice – grammaticalized or lexicalized?


On the one hand, prepositions are dependent on or in relation of semantic continuity with the lexical content of the term they accompany, and on the other hand, with the syntactic function they have

In practice


Linking devicesConjunctions

AdverbsRelative pronouns

InfinitivesAuxiliaries Participles

Discourse markers

Same sentence Two sentencesSame sentence Two sentences

AlthoughDespiteEven thoughMuch asWhereas

All the sameEven soHoweverNevertheless- On the other

hand


Conjunctions Conjunctions Syntactic (grammatical)

elements used to link ideas in a particular way so as to portray contrast, coordination, explanation, concession etc.

Elements that link ideas beyond the scope of the noun or prepositional phrase, i.e. sentence, paragraph and whole text


Questions to considerQuestions to considerDoes animacy affect word order

in conjunctions?Are there any restrictions to

relativization in English?Are particles/discourse markers a

lexical class? (Zwicky, 1985) If so, why the two together?


Adverbs vs Adverbs vs Particles/Discourse markersParticles/Discourse markers Adverbs can modify the entire

sentence, e.g. Sadly, the starting time had to pushed back.

Particles refer to the whole sentence as logical arguments, e.g Not knowing what to do, I didecided to wait

Discourse markers can be created from adverbs and adverbials, e.g. Quite honestly, you need a better job.



Comment

Linking

The point in tme

Comment

PlaceIndefinite time

Comment

Adverb position

Position and Meaning of Adverbs

SensiblySensibly

He (A) discussed the design with her (B).

A – It was wise B – In a sensible way

HonestlyHonestly

(B)I don’t think the mayor is capable of answering the questions (A). (honestly)

A – In a honest way B – I’m telling the truth

Obviously Obviously

He (B) realized she wasn’t (A) well.

A- Of course she wasn’t B- Of course he did

Kindly Kindly

The pilots (B) agreed to speak to the journalists (A).

A – In a kind way B – it was kind of them

Discourse markers make a connection betweenDiscourse markers make a connection between

What is being saidWhat is being saidSpeaker’s attitudeSpeaker’s attitude

What was saidWhat is to be saidWhat was saidWhat theys saying


Using auxiliaries to avoid Using auxiliaries to avoid repetitionrepetitionShort answers:

A: Should I revise for the test? B: I think you should (revise for the

test/do so)


Using auxiliaries to avoid Using auxiliaries to avoid repetitionrepetitionComments:

A: I thought the film was wonderful.

B: I didn’t (think so).


Using auxiliaries to avoid Using auxiliaries to avoid repetitionrepetitionSubsequent responses:

A: I wish you’d lock the door when you come in.

B: But I did (lock the door)!


Using auxiliaries to avoid Using auxiliaries to avoid repetitionrepetitionWith more than one auxiliary:

A: He could have been lying. B: Yes, he could/he could have

been


Reduced infinitivesReduced infinitivesTo give continuity to thoughts

expressed

A: Haven’t you done the washing-up?

B: No, I’m just about to


Reduced infinitivesReduced infinitivesTo respond politely

A: Are you coming for a walk? B: No, I dont want to, thanks


Reduced infinitivesReduced infinitivesTo comment:

She’s less moody that she used to be.


Some useful resourcesSome useful resourcesCassell's Students' English

GrammarWays to GrammarMurphy's English GrammarPractical English UsageA Student's Grammar of the

English Language


gramatica ii stephan preposições e conjunções

Education

prepositions ensino

particles ensino

infinitives ensino

action ensino

clear explanations ensino

discourse dependency

glass of milk ensino

prepositions adverbs