C) Illustrate with the help of your own examples different syntagmatic and paradigmatic relations between phonological, lexical and grammatical language units.

Seminar I

Introduction to the Theory of Grammar

THEORETICAL QUESTIONS

1. Parts of language.
Grammar as a part of language: theoretical and practical grammar.
Linguistic competence

2. The plane of content, the plane of expression.
Homonymy, polysemy, synonymy.

3. Language and speech. Syntagmatic and paradigmatic relations.
Syntagma. Paradigm. Morphology and Syntax.
Two approaches to the division of grammar into Morphology and Syntax.

4. Levels of the language.

READING MATERIAL

1. Blokh M.Y. A Course in Theoretical English Grammar. - M., 2000. - P. 6 -17.

2. Ilyish B. The Structure of Modern English. - L., 1971. - P. 6 - 7; 9 - 10; 12-15.

3. Karapetova Y. The ABC of English Morphology. – B., 2002. – P. 6-10.

I. COMMENT ON THE FOLLOWING TERMS:

1.	phonological system, lexical system, grammatical system lexicalization grammaticalization practical grammar theoretical grammar linguistic competence
2.	plane of content plane of expression polysemy / homonymy, synonymy
3.	speech language syntagmatic relations paradigmatic relations syntagma paradigm morphology syntax
4.	phonemic morphemic lexemic phrasemic mononomination polynomination "minor syntax", "major syntax" denotative denoteme proposemic proposeme super-sentential dictemic dictem

II. Match the terms with their definitions.

1. Lexical system	A. is the subfoundation of language which determines the material (phonetical) appearance of of its significative units.
2. Grammatical system	B. is the whole set off naming means of language, that is, words and stable word groups
3. Phonological system	C. is the whole set of regularities determining the combination of naming means in the formation of utterances as the embodiment of thinking process

III. Complete the following phrases:

The aim of theoretical description of Grammar is …

The aim of practical description of Grammar is …

IV. Language is creative. Prove it inventing several names for new phenomena. What should you bear in mind developing new words?

V. Give examples when:

A. two or more units of the plane of content correspond to one unit of the plane of expression.

B. two or more units of the plane of expression correspond to one unit of the plane of content.

VI. Have a look at the following examples. Are there cases of polysemy, homonymy or synonymy?

1.	I have no time to spare. I have to do it. I have done it.
2.	(book)-s; (ox)-en; (phenomen)-a; (cact)-i;
3.	We leave on Sunday. We are leaving on Sunday.
4.	Will you go there? (a question); Will you go there? (a request)
5.	That's me. That's I.
6.	Will you be coming to the party, too? Will you come to the party, too? Are you coming to the party, too?
7.	John trusts his friends. We have new desks in our classroom. The chief’s order came as a surprise.

Think about your own examples of polysemy, homonymy or synonymy.

VII. Distribute the following characteristics:

Language	Speech

Abstract, changeable, concrete, tends to be endless, individual, stable, common, general for all the bearers, a closed system, its units are limited.

VIII. Give the paradigm of:

a. child

b. beautiful

c. old

d. man

IX. Fill in the gaps in the table presenting the distribution of lingual elements among the levels.

Subsystem of language	Levels of subsystems	Elementary unit of language	Elementary unit of speech	Function
phonological	phonemic		phone
		morpheme		to express abstract, significative meaning
lexical			lex	to name things and their nominative relations (mononomination)
	phrasemic (denotative)		intonation group
	proposemic		utterance (spoken sentence)
grammatical		sentence groups/paragraph sentence-paragraph		nomination predication topicalization stylization

X. Illustrate:

A) syntagmatic relations between different elements in the following extract:

... He was convinced the girl did not have the money on her. She was too astute to run that risk; also, the amount of cash would be too bulky to conceal. He had looked at her closely during their talk and afterwards, observing that her clothes clung tightly to her body and there were no suspicious bulges. The handbag she carried from the bank was tiny. She had no packages.

Wainwright felt certain that an accomplice was involved. (A. Hailey)

B) Choose from this passage the separate elements and demonstrate paradigmatic relations between them:

for example: he - she - it...

was convinced - is convinced - will be convinced...

C) Illustrate with the help of your own examples different syntagmatic and paradigmatic relations between phonological, lexical and grammatical language units.

XI. Be ready to do a test.

Parts of language are …

a) morphology and syntax

b) phonology, lexicology and grammar

c) phonology, lexicology, morphology, syntax

Theoretical grammar is …

a) part of language which deals with language

b) a linguistic discipline which aims at describing grammar rules

c) a linguistic discipline which aims at describing language on a scientific basis

Paradigmatic relations are established …

a) between structurally homogeneous language units possessing some common parts

b) between different forms of the same words

c) between different forms of the same words and between structurally homogeneous language units possessing some common parts

Syntagmatic relations are established …

a) in speech

b) in the system of language

c) in written speech

Language is a system, which consists of several domains: phonological, … and … .
… is the manifestation of … .
… grammar pursues at studying grammar on scientific basis.
The two planes of language are: the plane of … and the plane of … .
The function of a word as a language unit is … .

XI. You are a pupil of nursery/ primary/ secondary school. You are very inquisitive. Ask your group mates some naive questions (their answers should be based on theoretical question your subgroup was speaking about).

XII. Work in groups.

Situation: You are a teacher. Your students refuse to study Theoretical Grammar. They think that it is enough to study Practical Grammar. Reassure them showing the importance of Theoretical Grammar in teaching and learning a foreign language.

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