Topic 12 Oposiciones de Maestro de Inglés

 

Tema 12 Elemen Elementos tos esenci esenciale aless de de morf morfosi osint ntaxi axiss de de la la leng lengua ua ingles inglesa. a. Estr Estruct uctura urass comunicativas elementales. Uso progresivo de las categorías gramaticales en las producciones orales y escritas para mejorar la comunicación. 1. INT!"U#TI!N INT!"U#TI!N.. Classical language learning was based on strenuous (heavy) study of vocabulary and grammar, learning the various rules governing the correct correct use of language as a system. Of course, memorizing long lists of words and morpho-syntactical features did not enable the learner to actually “!"# a langua lan guage ge for practi practical cal commun communica ication tion.. $ramma $rammarr compet competenc encee %! one of Can Canale ale and !wain& !wain&ss communicat commu ive sub competences, competenc es, but other s'ills are needed. needed. oth receptive recep tive and productive produ and the nicative development of other communicative sub-competences !* be ac+uired to be ctive able tos'ills use the language in “real world# or “daily life# situations. Our syllabus is based on the communicative approach to language learning and it is centred on the study of language as communication, * we mustn&t forget that communicative language learning !O entails learning vocabulary and the rules that govern the system morphology and synta/. *he "!!"0*% difference lies in the fact this is done %1%C%*2 %1%C%*2, following the contents described in loc' lo c' 3 of 456763 45676389: 89::; :; under under the headin heading g “ect forms (we, she, he, they) and ob>ect form (us, her, him, them).

 

in the construction of new words. *here are three chief processes "erivational morp-emes are used in  in "nglish by which new words are created ffi/ation, conversion and compounding. #ompounding  allows us to form words by >oining two or more e/isting words. ".g. ice cream, #ompounding   blac'board, mother-in-law, mother-in-law, >ac'-in-the-bo/. Compounds can be written separately (ice cream),  >oined together (blac'board), or with hyphens (mother-in-law). Compounding is a characteristic  process of word formation in i n $ermanic languages, and it i t accounts for very long words that we find in languages such as $erman. Compounding is e/tensively used in "nglish. #onversion implies changing the grammatical category of a word without any changes in the form of the word. @or e/ample, words li'e ater, rain, head, love, al!, or! , etc, can be used either as nouns or as verbs. includes prefi/ation prefi/ation or addition addition of prefi/es, prefi/es, and suffi/atio suffi/ation n or addition of suffi/es. suffi/es. %n %ffixation  includes %ffixation  prefixation   there is usually prefixation usually no change of word-class. word-class. @or e/ample happy happy   and and unh unhapp appyy are both ad>ectivesA plant and replant are both verbs. *he meaning changes, but the word remains in the same grammatical category. $uffixes $uffixes,, on the other hand, typically change the grammatical category of the root word. !ome e/amples happy happy (ad>)  (ad>) happily happily (adv)  (adv) happiness happiness   (noun) 88 fortune (no (noun) un) fortunate fortunate (ad>) fortunately (adv). (adv). 1re-fi/es and suffi/es suffi/es are both bound morphemes, morphemes, since they cannot be used on their own. part from these three ma>or processes, there are other ways of forming new words eduplication with repetition of the base word, e.g. !noc!-!noc!. eduplication with #lipping informal #lipping  informal shortenings e.g. e.g. flu  flu e.g. smog for  smog influenza, influenza, ad  ad for advertisemen).  two words merge into one, e.g. " smo!e # fog. #   fog. $runch %brea!fast # lunch& lendings lendings two %cronyms are formed from initial letters of words. ".g., !, @O. %cronyms (arts of t-e speecOnce the morpheme has been considered, we will focus on the word. ?ords are usually the easiest units to identify in the written language, as they commonly have spaces on either side. %t is more difficult to decide what words are in the stream of speech as pauses do not occur between each word in natural speech. !ince the early days of grammatical study, words have been grouped into word classes, traditionally labelled the parts of speech. 3uir4516789  distinguished the following 3uir4516789 distinguished a) Clo lose sed d cla classes sses prepositions  (of, at, in, without, in spite of)A pronouns  (she, they, prepositions (of, pronouns (she, anybody, one, which)A determiners determiners (the,  (the, a , that)A conjunctions conjunctions (and,  (and, that, when, although)A modal ver0s( ver0s( can, must, will could)A and primary ver0s( ver0s( be, have, do).  b) Open classes nouns nouns (Bohn,  (Bohn, room, answer, play)A adjectives adjectives(( happy, new)A full ver0s  ver0s  ( grow, play)A and adver0s( adver0s( completely, really) ii) ii) $yntax  $yntax !ynta/ is concerned with the way words combine to form sentences  so we are now concerned with sentences so the sentence level of grammar grammar.. *he two basic parts of a sentence are the su0ject and the predicate  

 

Subject  'ary

Predicate sings

*he predicate can be very short  “ary sings# , or it can be long “ary sings me a song every morning#. ?e can distinguish five elements in the sentence from a syntactical point of view. *hey are !ub>ect - erb - Complement - Ob>ect Ob>ect = dverbial

 

*he su0ject is always present in "nglish e/cept with an imperative verb. %n the present tense, third  person singular the sub>ect shows s hows number agreement with its verb. @or e/ample (he li!es ice cream. !ometimes the impersonal sub>ect “it# is used as in “it is 9 o&cloc'# or “it is raining# *he ver0 ver0 can  can be transitive or intransitive. intransitive . *ransitive verbs can have two types of o0jects o0jects,, direc directt and indirect. "nglish has strict rules regarding the order order in which the two ob>ects are placed. ".g.  )e  gave the girl the apple, but apple,  but not D )e D  )e gave the apple the girl . ?e say Give me it , but not D Give it me, me, although it is possible to say Give it T* me. me . *he complement may be sub>ect sub>ect complemen complement t !he loo'ed loo'ed happyA or ob>ect ob>ect comple complement ment  % fin find d him funny *he adver0ial adverb, b, e.g. e.g. Ee left left today today , or a prepos prepositi itiona onall phrase phrase Ee left left in the adver0ial   can be an adver  , morning   0ot all sentences contain the five sentence elements mentioned. ut a sentence contains at least two constituents a sub>ect and a verb.   efo efore re we ta tal' l' ab abou outt CO1 CO1"F "F !"0* !"0*"0 "0C" C"!, !, it ca can n be disti disting ngui uish shed ed be betw twee een n :p-rase; :clause; and :sentence; because :sentence; because these terms are often confused.  p-rase  does not have a verb, e.g., Eappy Fmas, although a verb may be implicit in the phrase (% p-rase does wish you)  happy Fmas.  clause  (proposiciGn in !panish) has a sub>ect and a predicate, but it may or may 0O* have clause (proposiciGn complete compl ete meaning in itself. !ubor !ubordinat dinatee clauses need their main clause for full comprehen comprehensible sible meaning. @or e/ample, we cannot understand the subordinate clause of reason “ because she needs money## unless we are also given the main clause. @or e/ample, (he or!s because she needs money. money comple/. (he or!s is or!s is an e/ample e/ample of a simple sen sentence tence and (he or!s $entences can be simple or comple/. $entences can because she needs money is money is a comple/ sentence, consisting of main clause H subordinate clause. *he subordinate clause can in turn be the main clause of a third subordinate clause. *here are many different types of su0ordination  0ominal or nounect of the the verb verb in the main main cla clause. use. ".g., ".g., % 'now 'now - hat you+re thin!ing. Or hat you say – is important to me. me. elative clauses  clauses  can be defining defining (especificativa (especificativas) s) or non-d non-difinin ifining g (e/plicativas) (e/plicativas) ".g., *he  boy , ho as honest , gave the money money bac' bac' is non-definin non-defining g and implies implies that we are are tal'in tal'ing g about only one boy. *he boy who was hones returned the money, on the other hand, implies that there were other boys who were not honest and who did not return the money. 4elative clause are introduced by the relative relati ve pronoun ho, hich, that, hom and hom and hose hose.. %dver0ial clauses can clauses can e/press different types of relationship  *ime  The roof lea!s hen it rains  4eason  I stayed home because it as raining   1urpose  (he ore a mas! so that t hat nobody ould recognise her   Condition   I+ll buy you an ice cream cream if you behave ell. =. E&E'ENT% E&E'ENT%* * #!''UNI#%TI>E $TU#TUE$ fter having e/amined the essential elements of morphosynta/, we will consider the elementary communicative structures. *he main purpose when learning a second language is to develop the communicative competence, which was firsly established by Choms'y and later revised and e/tended by Canale and !waim in 6IJ: $rammar  or ingui inguistic stic subcom subcompet petenc ence, e, 5iscou 5iscourse rse subcom subcompe petenc tence, e, !oc !ociol ioling inguis uistic tic sub subcom compet petenc ence, e, !trate !trategic gic subcom sub compet petenc ence, e, !ocioc !ociocult ultura urall subcom subcompete petenc nce. e. Choms' Choms'y& y&ss compet competenc encee was ref referr erred ed to lin lingui guisti sticc subcompetence which is the competence necessary to correctly use grammatical rules. %t is not possible to communicate if it is not 'nown how to form and understand sentences as sentences  as they are the most elementary communicative structures. a) cco ccord rdin ing g to th thee form form,, sent entenc ences es may 0e classi classified fied into into four four major major syntac syntactic tic types types statements, commands, +uestions, and e/clamations.

 



called declarative sentences  statements  are also called statements  sentences  or declaratives. *hey usually convey information. ".g. 'ary ".g. 'ary and 'i!e are are getting married net November   commands commands    are imperative sentences  sentences  or imperatives imperatives.. *he sub>ect of a command is usually left out, but it is understood as the second person pronoun KyouK. (hut the gate. $e uiet0   are e/amples of commands.  gentler or more polite form uiet0 form of the command begins with KletLsK  1et2s have a party. party. Commands are also common in instructions.  are subdivided into two types  ?uestions ?uestions   or interrogative sentences or sentences or interrogatives interrogatives are 6. *es / no ?uestions . answer. swer. ?uestions . *hese sentences e/pect KyesK or KnoK for an an  Is youryou brother stilltea3 at school3 ould li!e some

Does it ever sno in 4hristchurch3

uestions  . ".g.  2ou li'e it, don&t Tag questions may be seen as another type of yes/no uestions . youM Or 2ou don&t&t li'e it, do youM 9. @-... ?uestions  sentences begin begin with a ?h word word what, which which,, when, who, who, ?uestions  . *hese sentences why,, where, how. *hey cannot be answered with yes or no. why hy is your shirt dirty3 

hat do you thin! about casinos3

also o ref referr erred ed to as exclamative sentences  exclamations  are als exclamations  sentences  or exclamatives exclamatives   *heu are normally are used to e/press strong feelings. *hey can begin with KwhatK or KhowK hat a silly boy 0

)o silly you are 0

 b)!emantic classification of sentences ssociated with the previous sentence types 

!tatements *hey are primarily used to t o convey information.  Nuestions *hey are primirly used to see' information on a specific point.  5irectives *hey are primarily used to instruct somebody to do something. "/clama lamatio tions ns *hey are primaril primarily y used used to e/pres e/presss the e/tent e/tent to which which the spea'er spea'er is  "/c impressed by something. 5irect association between syntactic and semantic class is the norm, but the two classes do not always match. @or e/ample the sentence %sn&t it nice %s formally an interrogative statement but its function is an e/clamation.

A. (!,E$$I>E U$E !+ ,%''%TI#%& #%TE,!IE$ IN !%& %N" @ITTEN (!"U#TI!N$ @irst of all we should clearly state that our aim as teachers of a @, "nglish in our case, is not to teach "nglish grammar or structures, but to teach students to communicate in "nglish. %n order to communicate efficiently it is necessary to use structures and use them correctly, but str struc uctu ture ress are are no nott th thee go goal al or th thee ai aim, m, th they ey are are on only ly the the "0 "0! ! (el (el me medi dio) o) for for effe effect ctiv ivee commun com municat ication ion.. *heref *herefore ore,, it is necessa necessary ry not only only the com comman mand d of gra gramma mmarr or lin lingui guisti sticc subcompetence but the five subcompetences mentioned in the former epigraph of this ess essay ay.. *here are different ways to introduce structures in "nglish class *he *he most most ba basic sic way way is pr prob obab ably ly th thro roug ugh h t-e use of !UTINE$. !UTINE$. %n this way students learn elementary structures used to greet others and in+uiring (as'ing) about others& health, as'ing about and describing the weather, etc. *he fact that routines are repeated facilitates learning. notherr bas nothe basic ic way to int introd roduce uce structur structures es with with thr throug ough h classroom language, language, suc such as Can  I  borro5%so borr o5%somethin mething5& g5& 3hat+s the ord ord for 5%something 5%something5&.. 5&.. in 6nglish3 )o do you say 5 %something5 %somet hing5&.. &.. in 6nglish3 6nglish3   ?it ith h th this is last last +u +ues estio tion, n, for for insta instanc ncee --  )o do you say 5

 

%something5&.. %something5 &.. in 6nglish 6nglishMM studen students ts practice practice the structu structure re for wh-+ue wh-+uestions stions without without even being being aware that they are practising a structure. %n ge gene nera ral, l, we may may sa say y th that at co comm mmun unica icati tive ve str struc uctu ture ress shou should ld be lear learnt nt an and d pr prac acti tice ced d in a context cont extuali ualiBed Bed way, so that using them becomes meaningful $rammar rules can be ac?uired (fi>aos +ue a+ui a+ui es “ac+uired# y no “learnt#)  “learnt#) in two ways (6) *h *hro roug ugh h induction or self