Тема “ Communicative syntax ” / Part 1
Цель: рассмотреть грамматическую категорию числа, рассмотреть понятия communication , interlocutor , actual division of the sentence , theme , сформировать навыки идентификации коммуникативных типов предложения.
Знания и умения, приобретаемые студентами: студенты должны усвоить основные принципы грамматической категории числа, уметь идентифицировать коммуникативные типы предложения.
Формируемые компетенции: ОПК–3.
Актуальность темы определяется тем, что в ее рамках осваиваются основные понятия communication , interlocutor , actual division of the sentence , theme , основные принципы грамматической категории числа, а также формируются навыки идентификации коммуникативных типов предложения.
Теоретическая часть
The category of person is viewed in grammars as morphological category realized either in the oppositions of verb forms: speak – speaks, have been speaking – has been speaking or has lexico-morphological realization by personal pronouns: I, we, you, he, she, it, they. In the verb the category of person has only formal character, but in the class of personal pronouns this category has meaningful character.
As conversation is communication and communication is impossible without speakers interlocultors, the appropriate positions are marked by the pronoun of the first person (addressant of speech) and the pronoun of the second person (addressee of speech). But the third person either is excluded from analysis, or is determined to the latter only in negative form, as the person who doesn’t take part in communication.
So, the third person is opposed to the first and the second on the basis of taking and not taking part in the act of communication. The fact of not-taking part in communication has very important consequence to subcategorization of the third person in the plan of its lingual (linguistic) realization: it can be expressed either by names, or corresponding personal pronouns.
In studying the structure of a sentence, we are faced with a problem which has been receiving ever greater attention in linguistic investigations of recent years. This is the problem of dividing a sentence into two sections, one of them containing that which is the starting point of the statement, and the other the new information for whose sake the sentence has been uttered or written. This has been termed “functional perspective”. It cannot be said that every sentence must necessarily consist of two such sections. Some sentences (especially one-member sentences) cannot be divided up in this way, and doubts are also possible about some other types.
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Let’s first clarify some notions:
“Psychological subject”, “Psychological predicate” (proposed by the German scholar H. Paul) – what is objectively expressed in it, independently of a hearer’s personal views or tastes.
“Lexical subject”, “Lexical predicate” (proposed by prof. A. Smirnitsky) – analyze the function of a word or a word group within a sentence expressing a certain thought; their function, that is, in expressing either what is already assumed or what is new in the sentence uttered.
The terms “Theme” and “Rheme” are both derived from Greek, and are parallel to each other. The term “theme” comes from the Greek root the- “to set”, or “established” and means “that which is set or established”. The term “rheme” is derived from the root rhe- “to say”, or “tell” and means “that which is said or told”.
The means of expressing a thematic or a rhematic quality of a word or phrase in a sentence to a great extent depend on the grammatical structure of the given language and must differ considerably, according to that structure.
Thus, in a language with a widely developed morphological system and free word order, word order can be extensively used to show the difference between theme and rheme.
Russian: Старик вошел и Вошел старик
English: The old man came in (We cannot make the words old man express the rheme without introducing further changes into the structure of the sentence).
In Modern English there are several ways of showing that a word or phrase corresponds either to the rheme or to the theme.
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