english syntax how can we create a valuable grammar

English students in Vietnam sometimes have trouble understanding syntax and sentence structure since both languages are so different.. This requires new abilities like as grammar, senten

English Linguistic and Literatures

2020 - 2021

Table of Contents

INTRODUCTION : 2

LITERATURE REVIEW 3

FORM CLASSES: 3

I WORDS 3

II PHRASES: 7

III BASIC PATTERNS : 13

PROBLEMS AND SOLUTIONS 16

CONCLUSION 19

REFERENCES: 20

INTRODUCTION :

A programming language's structure or grammar is called a syntax The question, "How can we create a valuable grammar?" is answered The grammar structures in all languages and a set of rules are respected Review the linkages and arrangements of the sequence Syntax is crucial to assist individuals grasp and get a better understanding of English Syntax also refers to the formulation ofphrases to help users and authors recognize and improve their abilities in writing

It also is an essential instrument that translators or journalists may employ, resulting in many beneficial results for persons, to produce different logical or academic consequences English students in Vietnam sometimes have trouble understanding syntax and sentence structure since both languages are so different This requires new abilities like as grammar, sentencing and distant use, and allows pupils to misunderstand their English, which makes studying syntax tough and dull I find it hard to comprehend syntax from my point of view as a third-year student who studies English, as there are many theories to be taught; sometimes it is forgotten, confusing, so everyday, I had a lot to learn to use the proper phrase to keep the information The reality is that if I want to study syntaxbetter, I have to understand the theory of syntax better, because theory is important if we want to practice writing accurate phrases and dividing the structure of the sentence into grammar I also have a lot to do, since they can help

me recall theory and discover a lot about the incorrect person

LITERATURE REVIEW

In this course, I learnt how to analyze and do "Tree Diagram" exercises, as well

as take syntactic classes like "Form Class, Function Class, Basic Sentence Pattern." Aside from that, I learned a variety of structures I acquired and collected additional knowledge about Words, Phrases, Clauses, and Sentences in the "Sample Classes" area

Subject, Object, Complement, Complement, Additive are all included under

"Functional Classes." I studied Nouns, Articles, Adverbs, and Verbs in the section

"Location Classes." These are the primary points I acquired from this course, which are both challenging and fascinating The Words and Phrases in the "Form Class" section, though, are my favorite portion Because this is the section of the theory that I find the most straightforward to grasp

FORM CLASSES:

I WORDS

Grammar, according to linguistics, is a set of rules that may be descrited aswords, pronouns, functions, and links logically and seen in a phrase Thereare two different categories of words in English: open lessons, lexical terms,and closed classes that incorporate grammar/structure or functional language

A LEXICAL WORDS

1 NOUNS

Nouns are given several forms such as correct substantives, commonsubstantives, concrete nouns, abstract nouns, countable nouns,countless nouns, single collective and plural nouns

2 ADJECTIVES

An adjective is a phrase which reflects the quality, mood or condition

occurs right after or before a noun It's a topic supplement or predictiveadjective when used following a linking verb.

3 ADVERBS

Showing or clarifying the time, location, manner and degree of adverb.You say or refute that, too They usually reply when, why, where, how,what

An adverb changes verbal terms, adjectives, adverbs, sentences,clauses and phrases

4 VERBS

A verb either depicts activity or the condition of being (process, sense,movement) Subsidiary compounds comprise primary or semi-auxiliary compounds, modal subsidiary compounds, semimodalauxiliary suppliers and certain compound auxiliary compounds, mainverb links and verbs of action classification as transitive or intransitive.Moreover, the verb has both endless and endless verb forms

B FUNCTIONAL WORDS:

Pronouns:

A pronoun is a substantive or a noun sentence to substitute it In a variety

of categories, there are certain pronouns, including:

- Personal pronouns: Personal pronouns are specific individuals or thing-related pronouns They change the number of the programme and the person on it Ex: I, We, Me, Us

- Relative pronoun: Relative pronoun, which are dependent clauses, introduces relative or adjective clauses Ex: Who, Which, That, Whom, When, Where, Why, Whose…

- Interrogative pronouns: Who, What, Which Whom are interrogativepronouns that begin a sentence with a question.

- Reflexive pronouns: Reflexive pronouns relate to a recipient of an action who is identical to the actor: Myself, Yourself, Himself, Herself A reflexive pronoun's functions are comparable to those of a noun

- Pronouns with a lot of emphasis: Intensive / Emphasizing pronouns, like reflexive pronouns, can also refer to a recipient of an action who isthe same person who is doing the action

- Reciprocal pronouns: One Another; Each Other

- Demonstrative pronouns: Demonstrative pronouns include words likeThis, That, These, and Those

- Possessive pronouns: Mine, Yours, His, Hers, Its, Ours, Yours, Theirs

- Indefinite pronouns: All, Both, Some, Many are indefinite pronounsthat refer to an unknown number of individuals or objects

Primary or semi-auxiliaries: verbs like be, have, and do that may operate

as both an auxiliary and a main verb

Ex: She an actress (primary verb)is

I was playing a game with her (auxiliary)

- Modal auxiliaries: With modal verbs like Can, Could, May, Might, Shall, Should auxiliaries are always employed

- Semi-modal auxiliaries: examples of semi-modal auxiliaries are Need, Dare, which may be used with either a modal or main verb

- Some compound auxiliaries: Have to, Have got to, Had better, Be

to, Be able to, Be about to, Be supposed to, Be expected to, Be dueto…

Prepositions:

Prepositions are words that are used in conjunction with a noun or pronoun (together with any modifiers) to form a sentence that

communicates location, time, or means In this sentence, the preposition

is the head, while the following word is the object (OP: Object of Preposition)

Preposition types:

- Simple prepositions, such as about, above, across, after , are made up of simply one word

- Compound prepositions are made up of two or more words such

as in addition to, in case of, in front of, in place of, in spite of, inside of, instead of, rather than, with regard to, with the exception

of, on behalf of, on account of, in advance of, by way of, in comparison with, together with, contrary to, due to, apart from, up

to, out of, as for, owing to

- -ing prepositions: Assuming, commencing, barring, concerning, considering, during, following, including, including, pending, regarding and succeeding are instances of -ing prepositions with a verb stem

grammatical rank, but they always operate in pairs: both and; either or; neither nor; not only but also

- Conjunctions that serve as subordinators: Subordinating conjunctions are used to introduce dependent clauses

Subordinating conjunctions denote connections in terms of Cause, Time, Place, Degree, Method, and So on

Determiners:

As we can see, the determiner has the word position before a noun Thereare five people to watch out for:

- Articles: A, An, The

- In the possessive case, possessive adjectives and proper names ExP: His, Mine, Yours, Hers, Ours

- Adjectives with demonstrative function: This, That, These, And Those

- Numbers, both cardinal and ordinal

- Indefinite words: One, Another, A few, Many, A lot of, Such, Enough, Many

II PHRASES:

“A phrase is a grammatically connected set of words that lacks a subject and

a predicate,” says Lester A single component of speech is a phrase It differs from a sentence, which has both a subject and a verb.” There are 10 sorts of phrases,such as :

- Noun Phrase is a word at the start of a sentence that can be written as an NP

- Adjectival Phrase (becoming AP) fulfills the same function as the head It might go either before or after the main text

- Adverb Phrases (becoming AvP) that often end in ly - once the word ends,

it can be used at the beginning of a sentence or alone

- Prepositional phrases (becoming PP) are words with a preposition

- An infinitive pharase (becoming inf.P) is a form of head word that can be used as a noun, adjective, or adverb

- A gerund phrase (becoming GP) is an object, modifier, or complement thatincludes a -ing ending

- A present participle phrase (becoming PresPP) is one with a word ending

To analyze the sentences, there are ten tree diagrams:

V NP

V NP ADJ N

DET N DET N

I will do my homework Happy linguists make a diagram

S

NP VP

NP DET N PP V

S

PP NP VP

P NP DET N V NP PPP DET N’ DET N DET N AV PAST.P

III BASIC PATTERNS:

 Pattern 1, 2, 3: TO BE

 Pattern 1: The first is the Subject / Nominal position The 2 is occupied nd

by the connecting verb 'to be,' which means “may be characterized as." The 3 phrase in function SC/Ajal must be an adjective or an adjectival, rd

answering the query with how

Ex: The teacher was in bad mood.

 Pattern 2: The first position is the position of the Subject / nominal The

2nd position is also ‘to be’,but here it is an intransitive verb with themeaning “be located” or “ occur” (location) The 3 term is occupied byrd

an adverb of time or place / M / Aval, answering the question with when or

where

Ex

: The game is at 11:45PM

 Pattern 3: The superscript 1 after the N in position (1) & (3).‘To be’ in the

2nd position means “be identified or classified as” The 3 term is a nounrd

in function SC/Nal, answering the question with what

Ex:This box is mine

 Pattern 4, 5,6: LINKING VERB

 Pattern 4:In pattern 4, the verb is a linking verb (LV), as it links the

adjective with the subject A linking verb might be replaced by seem,

become, be or remain In the function SC/Ajal, the he 3 position is anrd

adjective, sometimes a PP

N be ADJ

N be ADV

N 1 be N 1

The teacher worked hard

 Pattern 5: The two superscript have the same referent The 2 is a LV asnd

in pattern 4 The 3 position is a noun/ noun phrase / SC / Nal, identifyingrd

the subject (what?)

Ex: The girl made a fruit cake

A fruitcake makes a nice gift

 Pattern 6: The verb is an intransitive verb, which is a self-sufficient verb

and can stand alone with its subject.The intransitive verb does not have an

object cannot be put into passive form It can have verbal modifiers /

adverbial

Ex: She drives carelessly.

I thought the movie ended abruptly

 Pattern 7, 8, 9: TRANSITIVE VERB

 Pattern 7 : The verb is a transitive verb completed by a noun or a nominal,

for which one can substitute him, her, it, or them The superscript 2 doesnot have the same referent as the subject ( N1 ) The 3 position can berd

occupied by other words or word-groups in function DO / Nal When the

N2 is a reflexive pronoun &t he both nouns (S & DO) refer to the sameperson

Ex: The girl bought a dress => A dress was bought by the girl.

N 1 LV N 1

N Int.V (intransitive verb)

N 1 TrV (transitive verb) N 2

 Pattern 8: The superscript 1, 2, 3 indicate that each noun has a different

referent The verb can be used in the pattern 8 are in restricted group Pattern

8 can be transformed into the passive by making either the IO or DO thesubject of the passive verb If a pronoun is used in the position of the DO (

N3 ), it must be put before the IO Similarly, if the two objects are bothpronouns, the DO must occur first

Ex:The girl was bought a dress by her mother

A dress was bought for the girl by her mother.

 Pattern 9:The 3 position is occupied by a DO / Nal and can be ofrd

different parts of speech The 4 position is an OC and can be occupied byth

different words or word-groups In Pattern 9, only the DO can be made thesubject of the passive verb Only a small group of verbs can be used for

Pattern 9: name, choose, elect, appoint, designate, select, vote, make,

declare, nominate, call, fancy, consider, imagine, think, believe, feel, keep, suppose, find, prove, label, judge.

Ex: The judges designated him winner.

I find watching TV a waste of time

N 1 TrV N N 2 3

N 1 TrV N N 2 2

PROBLEMS AND SOLUTIONS

Many of the students who study English in Vietnam mistakenly don't know syntactic learning goals, that there are no efficient syntactic learning techniques and that after the study they may easily forget approximately three to four days after the study, when they are forgotten When they were in class they found it hard to continue their attempts to study it, and occasionally they felt drowsy as they learned to lose attention

In addition, Vietnamese students often make blunders while they study grammar Grammar is vital for the mastery of syntax Studies indicate that the majority of Vietnamese learners do not have the grammar abilities to distinguish between distinct types of words, such as beauty Regarding grammar in English For instance, every situation in English differs from the present, the future or the past The conjugation of verbs is crucial in order to be flexible enough to evaluate properly the place of words in phrases, pronouns and ideas It makes mastering syntax more difficult for students In order to assess sentence formation, Vietnamese students must understand grammar theory It's important because It is to help us understand and evaluate grammar Another problem is that Vietnamese students often learned the wrong structural statements To examine phrases when studying syntax, students must build tree diagrams Tree graphs are typically a challenge for students since pupils who have acquired knowledge have a decent hand in evaluating language However, because of the complexity of sorting words in order to evaluate the sentence structure and the fact that they have to master the information, capture the structures of the phrase and understand the grammatical structure, the common student will find it tough Vietnamese students encounter a variety of difficulties when studying syntax, including a lack of grammar knowledge and the inability to construct tree diagrams to evaluate sentences As a result, we must grasp grammar, as well as