How to Compare Two Grammatical Structures

Presented by: Jacqueline Asis

1.1. Importance of defining grammatical structures

To clarify because of early

overemphasis on memorization of grammatical rules as an end-all of language learning

1.2. Not grammar as definitions or as grammatical terms in the older sense

Grammatical structure does not

only mean grammar for there are a number of things that grammar often implies that we do not mean by grammatical structure especially on language learning problems.

 Grammar sometimes means

traditional definitions to elements of speech (definitions that do not account for the facts of language)

1.3. Not absolute rules of correctness

Another aspect of grammar not

found in grammatical structure is that of artificial correctness (deviation means guilt of bad grammar)

1.4. Not usage as merely usage

Grammatical structure does not only deal

with what people say. !t means more than "ust recording of e#amples of usage.
. The usage point of view results in the

Presented by: Diana Clemente

$problems$ which re%uire the student to determine which word or phrase is the best regardless of whether or not the difference is structurally important in communication.

 A concrete e#ample is the phrase a

$watch poc&et$ is different from a $poc&et watch$.

1.5.Grammatical structure as matters of form that correlate with matters of meaning

Grammatical structure refers to the $systematic formal devices$ used in language to convey certain meanings and relationships.

'#ample( !s he there)
This %uestion is spo&en with a falling

high-low intonation is a signal of one type of %uestion in 'nglish. !f non 'nglish spea&ers do not react to that sentence as a %uestion* then he may be missing the structural significance of the word arrangement.

 Grammatical structure of 'nglish describes

those features that systematically convey meanings and relationships. structure is parallel to phonetics versus phonemics.

+ecording of usage versus grammatical

,honetics focuses on describing all

observable sound features found in a language while phonemes describes those units that are significant.

2. llustrati!e discussion o" elements o" #rammatical structure and types o" structural items.

A unit is any structure or pattern which is assumed to consist of form and meaning. e#ample( boo& - boo&s idea- ideas The meaning of this contrast is singular versus plural. the form is the $s$ ending for the plural and the omission of the ending for the singular or otherwise referred to as a zero ending.

2.2. lements of form used in grammatical A variety of formal devices signalling structure

grammatical meanings causes many learning problems in mastering a foreign language. The employment of different devices by two languages will constitute a problem. various languages signalling grammatical structure are word order* inflection (bound morpheme)* correlation of forms* function words* intonation* stress and pauses.

Among the most fre%uent elements used in

2.2.1. !ord order as a grammatical signal

!n 'nglish* $-an he come)$ with a

falling high-low intonation signals a %uestion. This is a contrast of $.e can come$* which is a statement.

 .owever* in /panish $Guantes de lana

para ni0os$ means a reasonable 1ool gloves for children but the same words in a different order* $Guantes para ni0os de lana$ would have a humorous meaning* Gloves for wool children.
!n /panish* the function word $de$

ma&es the noun following it a modifier of the one preceding it* position is certainly of great significance.

IN G(+##+$I,+" %$(),$)( %
Presented by: Jacqueline A. mperial$ PT%P

 !234'-T!52 is a very common

INFLECTION as a Grammatical Signal

grammatical signal and has traditionally been studied as grammar

The range and degree of inflection is

language specific. There are languages with little or no inflectional morphology and others with rich inflectional morphology. 'nglish has very little.

 -onsider the free morpheme /!2G in 'nglish*

INFLECTION as a Grammatical Signal

which is a verb 6 and means something li&e 7to vocalize a series of words or sounds in musical tones8. !t has several forms depending on its use in a sentence.

3orms '#amples Grammatical !nfo

-ategory

sing ! want to sing loudly 6 !nfinitive sings 9ohn sings loudly 6 :rd person present tense sang 9ohn sang loudly 6 ,ast Tense singing 9ohn is singing loudly 6 ,rogressive Tense sung .e sung with us 6 ,ast ,articiple

INFLECTION as a Grammatical Signal

s a final e#ample of an inflectional paradigm* consider the +ussian le#ical item ;5<;- 7cat8. The ff( words are the inflectional paradigm for ;5<;cat the form used when 7cat8 inkoka the singular.
&o=&i &o=&e &o=&u 7of a cat8 7to>for a cat8 7cat8 cat is the subject of the sentence the possessive form

the form used to mar& that the 7cat8 is getting something the form used when 7cat8 is the direct ob"ect of the sentence the form used to mar& that

&o=&o"

7by a cat8

INFLECTION as a Grammatical Signal

ENGLISH -s ending (boo&( boo&s) SPANISH -o ending

-ed ending ("ump? -ar* -er* -ir "umped) (amo( amar)* (salto( saltar)* (llamo(llamar)* (veo( ver)* (subo( subir)

,&(( "+$I&N &' '&(# as a Grammatical %ignal

!n 'nglish* the correlation of the inflection

-s in verbs with a third person singular sub"ect such as &e$ s&e$ it$ Jo&n* etc. 3or e#ample( 'now: &e 'nows: s&e 'nows: it 'nows: Jo&n 'nows /ignal a sentence ne#us* a sub"ect-verbconstruction* in contrast to a modifierhead construction.

Note the following contrast A marriage

promise@ A marriage promises@

Compare also the following: The list of the boo&s which is good@
(T&e list is #ood.)

The list of the boo&s which are good...

(T&e boo's are #ood.)

The lists of the men who are good@

(T&e men are #ood.)

FUNCTION WOR S as Grammatical Signals

-ompare the series of parallel e#amples(

Jo&n came* He came* T&e boy came* +&o came The same is true in /panish(
Juan !ino ,ui-n !ino.

INTON!TION as a Grammatical Signal

An intonation rise from mid to high signals a

special type of %uestion in 'nglish.

Auestions( .e8s a student) m h-h .e lives there) m h-h /tatements( .e8s a student. m h-l .e lives there. m h-l

,ompare the ff- 2 types of .uestions signaled by difference in intonation:

Bo they have a car)

1hat ! said do they have a car)

There may be arrangements "ust a little

outside of the city that are possible. 1hat 5h* a la&e cottage that could be insulated.

%$( %% as a Grammatical %ignalPosition of S !ESS "EANING

-onSI#er it. -onsider I .

Give the matter some thought* don8t dismiss it lightly. Give some thought to the word !T* not to something else? or give some thought to whatever the word it represents Give the problem* not something else* some thought.

-onsider the P!$%lem.

$he position of primary stress may signal a form class difference:

a prCsent a sDb"ect sub"Cct (an) Eb"ect

(to) presCnt (to) (to) ob"Cct

Presented by: /ario Siason

Twenty* T.+'' F cent stamps (Twenty stamps* : cents each.) Twenty- T.+''* cent stamps (G: stamps* one cent each.) -ompare also the following e#amples( A red 1!2'* barrel (The wine is red.)

A red* 1!2' barrel (The barrel is red.)

A +'B* wine barrel (not a green one. The barrel is red

A red* 1!2' barrel (not a water barrel. The barrel is re

A red* wine HA+ rel (not a bottle. The barrel is still red. 1ith tentative pause after wine(

A +'B wine* barrel (not a white-wine barrel. The wine is red.

A red wine* HA+ rel (not a bottle. The wine is still red.

S&stem
He showed us the 'i(ht house) He showed us the house 'i(ht) He showed us a 'i(ht house) He showed us the 'i(ht houses) She showed us the 'i(ht house) He has to show us the 'i(ht house) He'' show us the 'i(ht house) He shows us the 'i(ht house) #id he show us the 'i(ht house* Show us the 'i(ht house) #ont show us the 'i(ht house) +ho showed us the 'i(ht house*

The man who is standing over there on the dec& showed (.e) (showed) /ome of us who are not sailors and are fearful of being lost (us) The light house that they say is at the entrance of the bay*@ (the light house)

!n practical terms we understand that the use of a grammatical structure by a spea&er depends heavily on habit. !t would be well nigh impossible to thin& consciously of all the potential changes* e#pansions* and restrictions in uttering even a single sentence and still spea& with anything approaching normal conversation speed.

4. /roblems in learning a foreign grammatical structure

/resented I.J. Transfer by- #ar0 "ee Gatchalian
I.G. /imilarity and difference as determiners of ease and difficulty I.:. ,roduction versus recognition I.I. 1hat constitutes difference and therefore difficulty as to form

4.1. $ransfer
The grammatical structure of the native

language tends to be transferred to the foreign language.

1e transfer the sentence forms*

modification devices* number* gender and case patterns.

Transfer occurs subtly and learner is not

aware of it unless it is called to his attention.

4.1. $ransfer
Grammatical structures have 0"orm1 and

0meanin#1. !t is also important to add now that every structure has 0distribution1 i.e. it occurs in certain situations or environments and doesn8t occur in others.
!n transferring a native language structure*

the learner transfers its distribution* as well as its forms and meaning

4.2. %imilarity and difference as determiners of ease and difficulty

/tructures that are
/tructures that are

similar will be easy to learn. K The degree of control of structures that are different is an inde# to how much of the language has been

different will be difficult because when transferred they will not function satisfactorily in the foreign language and will have to be changed.

4.3. /roduction 1s. (ecognition

Production !eco(nition

1hen a learner

1hen a learner

spea&s* he chooses his meanings and then produces the forms that in the native language would signal those meanings

listens* he hears the forms and attaches the meanings they would have in his native language.

4.4. !hat constitutes 2difference3 and therefore difficulty as to form 1hen a grammatical meaning is the
same in G languages* the form that signals it may be different in two levels. The lesser difference remains within the same medium. The greater difference goes from one medium in one language to a different medium in the other language

4.4.1. %ame medium4 different item- 'unction words

71ho8 came)L 7/ino8 dumating) An 'nglish spea&er learning filipino has

to learn a new item*8sino8* in the same medium* 7function word8* to signal the same meaning* %uestion.

4.4.1. %ame medium4 different item- 'unction words

5ften more complicated because it

involves other differences as well. '#. 7Bo8 you understand) The function word 7do8 placed before the sub"ect signals the %uestion. '#. 1a&ari masu 7&a8 The function word 7&a8 also signals a %uestion

 .owever* the position of 7&a8 is

fi#ed at the end of the sentence.

The learning burden to the

9apanese spea&er* will not only be that of a new item (do) but also using a different medium (word order)

4.4.2. %ame medium4 different item- !ord &rder

'nglishL G pattern system in modifiers

-hineseL J pattern system

Going from one pattern system to G

pattern systems will be difficult. This greater difficulty could be parallel from the pronunciation problems of going from one phoneme to G phonemes.

4.4.3. %ame medium4 different item,orrelaion of forms

The correlation of an Fs inflection in the

verb in 'nglish is a problem for /panish spea&ers who have a correlation of forms that operates differently. '#. 'nglishL -s (the car runs* the cars run) /panishL -n inflection in a verb (el coche corre* los coches corren)

4.4.4. *ifferent mediaword order in one language 1s. intonation The 'nglish %uestion* Are you a in another

student) spo&en with a falling intonation is signaled by the word order are you in contrast to you are in the statement.

!n /panish* a similar %uestion* 2s usted

un estudiante. s si#naled by pitc&$ i.e. a &i#& pitc& on t&e last syllable or on t&e "irst and last.

 The word order is not significant since we

can say Msted es un estudiante) 3or the same %uestion. Therefore* intonation is the signal for %uestion or statement.
The resulting sentence is heard by a

/panish spea&er as a statement regardless of word order. !n short* we change the word order but &eep the intonation.

,hallenges for both learnersSpanis& spea'er

.as trouble

2n#lis& spea'er
.as considerable

mastering the word order pattern of the 'nglish sentence

trouble using the intonation pattern as a signal for %uestion in /panish.

4.4.5. *ifferent mediaword order in one language 1s. function word in the other !n Thai* function words >ry> or >ma"> placed
at the end of the sentence signal certain %uestions which in 'nglish are signaled by placing the verb before the sub"ect. '#. Thai( &haw pen na&rien ry (is he a student)) ;haw pen na&rien (he is a

 The word order for both statement and

%uestion in Thai are the same.

!n 'nglish* the signal for that %uestion is

the order of the words.

,hallenges for both learnersT&ai spea'er .as trouble using the word order signal of 'nglish for a pattern that has been signaling with the function word >ry> or >ma">. 2n#lis& spea'er .as trouble learning to use a function word signal* >ry>* instead of his word order signal.

4.4.5. *ifferent mediaword order in one language 1s. inflection in the other The indirect ob"ect* w>c is signaled by
'nglish word order* is signaled in 4atin by inflection.
The 'nglish spea&er learning 4atin finds a

great deal of difficulty in grasping the sub"ect and indirect ob"ect from the inflection of the words in the sentence.

3. Problems in 4earnin# a 5orei#n Grammatical Structure

4.4.6 *ifferent media- 'unction word in one language 1ersus inflection in the other
WORD I WILL GO SPANISH IRE (FUTURE VIA INFLECTION) ENGLISH WILL GO (VIA FUNCTION WORD WILL) WOULD GO

I WOULD GO

IRIA

(CONDITIONAL (VIA FUNCTION VIA INFLECTION) WORD WOULD)

4.4.6 *ifferent media- 'unction word in one language 1ersus inflection in the other
Going from a function word signal to an

inflection is more difficult than the reverse (for non-controlled observations).

'ven in the native language* adults

continue to learn new words long after their ability to learn new inflections and new sounds appears pretty well lost.

4.4.6 *ifferent media- 'unction word in one language 1ersus inflection in the other
!f inflection is used regularly as a

grammatical signal in the native language* learning an inflection in the foreign language will be easier even in a structure in which inflection is not used in the native language.

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

!n the previous cases* the difficulty

discussed depended on differences in the formal devices used in the two languages to signal the same meanings.

2ow* we turn to cases in which a

grammatical meaning in one of the languages cannot be considered the same as any grammatical meaning in the other language.

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

This difference in two grammatical

systems will constitute a learning burden and will be part of an attempt to predict and describe problems in learning a foreign language.

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

LANGUAGE MODERN ENGLISH GENDER He, she, it and in !asses "# $"%ds #"% $hi h these &%"n"'ns (a) *e s'*stit'ted E+, He - (an, #athe%, 'n !e She - $"(an, ("the%, a'nt It - hai%, h"'se, !"'d

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

LANGUAGE

GENDER

SPANISH

.!, e!!a, e!!", in the a%ti !es e!, !a, !", and in the !asses "# $"%ds the) dete%(ine "% #"% $hi h the) (a) s'*stit'te E+, e! h"(*%e - the (an
!a ('/e% - the $"(an !" *'en" - the 0""d ("# s"(ethin0)

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

LANGUAGE ENGLISH GENDER DIFFERENCE It (ne'te%) - in !'des an en"%("'s!) !a%0e !ass It (ne'te%) - %est%i ted t" a s(a!! !ass

SPANISH

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

LANGUAGE ENGLISH WORD It - ta*!e st%eet &ist"! *""1 di ti"na%) #!""% GENDER ne'te%

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

LANGUAGE En0!ish S&anish F%en h En0!ish S&anish WORD ta*!e - it !a (esa !a ta*!e h"'se - it !a asa GENDER ne'te% #e(inine #e(inine ne'te% #e(inine

LANGUAGE En0!ish S&anish En0!ish S&anish En0!ish S&anish En0!ish S&anish En0!ish

WORD st%eet - it !a a!!e &ist"! - it !a &ist"!a *""1 - it e! !i*%" di ti"na%) - it e! di i"na%i" #!""% - it

GENDER ne'te% #e(inine ne'te% #e(inine ne'te% (as '!ine ne'te% (as '!ine ne'te%

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

LANGUAGE En0!ish S&anish En0!ish S&anish WORD #!""% - it e! s'e!" %e2"!2e% - it e! %e2"!2e% GENDER ne'te% (as '!ine ne'te% (as '!ine

Grammatical ,ontrast in %ubstanti1es

LANGUAGE En0!ish, S&anish, "the% !an0'a0es Othe% !an0'a0es Othe% !an0'a0es Othe% !an0'a0es MEANING DISTRI3UTION 4"ne and 4("%e than "ne5 (sin0'!a% 6 &!'%a!)
th%ee n'(*e% distin ti"n 4"ne5 4t$"5 4("%e than t$"5 (sin0'!a%, d'a!, &!'%a!) #"'% n'(*e% distin ti"n 4"ne5 4t$"5 4th%ee5 4("%e than th%ee5 (sin0'!a%, d'a!, t%ia!, &!'%a!)

n" 0%a((ati a! distin ti"n as t" n'(*e%

 4anguages can

e#press the number involved* but when they have a number category in their grammatical system* eg. singular-plural in 'nglish* they have that meaning distinction in addition@

LANGUAGE En0!ish

WORD se2en "ne th"'sand &!'%a!

MEANING s&e i#i n'(*e% "# thin0s an) 7'antit) #%"( t$" t" in#init) s&e i#i n'(*e% "# thin0s an) 7'antit) #%"( th%ee t" in#init)

Othe% "ne !an0'a0es $ith t$" sin0'!a%, d'a!, 6 &!'%a! &!'%a! et ,

 4earning problems

arise in such differences in meaning between the native language and the foreign language.

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

A more profound difference in meaning is

the widely discussed observation by 1horf that in the language of the .opi !ndians there is no notion of time as we concei,e it. (see p.NO( ! find it gratuitous@ )

4.5 !hat constitutes 7difference8 and therefore difficulty as to meaning

This difference in ,iewin( the

uni,erse would constitute a serious obstacle for the .opi !ndian learning another language and for other spea&ers learning .opi.

 A structure that constitutes no particular

4.5 /roblems caused by differences in distribution

difficulty as to meaning and form turns out to be a problem because of different distribution in the two languages.

4.5 /roblems caused by differences in LANGUAGE WORD8FORM8 distribution

En0!ish S&anish En0!ish S&anish

DISTRI3UTION

The $hite d"2e (sin0,) La &a!"(a *!an a (sin0,) The $hite d"2es (&!'%a!) Las &a!"(as *!an as (&!'%a!)

*ifferences in distribution
J. The /panish plural inflection attaches to

the noun head* the modifiers* and the determiners. 4a paloma blanca L las palomas blancas G. !n 'nglish* the plural inflection attaches only to the noun head. the white dove L the white doves

/ossible &utcomes
The /panish spea&er will add a plural

inflection to the modifier when he>she spea&s in 'nglish. (whites doves) The 'nglish spea&er learning /panish will tend to omit the plural inflection in b'ancas -b'anca.. P A parallel transfer occurs in the article. P !n addition to the difference in distribution* there is a difference in the form as well.

5. /rocedures in comparing two O.J General procedure structures grammatical

P 1e analyze the foreign language and compare it structure by structure with the native language. P Analysis by structure( !s there a structure in the native language( J) signaled the same way* i.e. by the same formal device) G) having the same meaning) :) similarly distributed in the system of that language)

9amplesLANGUAGE En0!ish WORD ORDER - 9UESTIONS D", D"es (#'n ti"n $"%d) : s'*/e t - 7'esti"n
D" )"' 1n"$ $he%e the h'% h is;

Ge%(an

(n" #'n ti"n $"%d) - 7'esti"n

Wissen Sie $" die <i% he ist; =<n"$ )"' $he%e the h'% h is; Ge%(an d"es n"t 'se a #"%(a! si0na!in0 de2i e,

S&anish

> si0na!ed in S&anish *) an int"nati"n "nt%ast > The S&anish s&ea1e% d"es n"t 'se $"%d "%de% in (a1in0 7'esti"ns,

a) /irst Ste01

4ocate the best structural description of the languages involved.

3orms* meaning Q description of the structure compared must be established before any further description.
Presented by: /ar6orie %odri#ue7

b) Second Ste01
'#.
/ummarize in compact outline form all the structure.

/entence structure of 'nglish J. Types>3orms a. Auestions /pecific ,attern a. Auestions a.J %uestions w> verb be a.G %uestions w> do* does* did a.: %uestions w> can* may* will* etc. a.I %uestions w> whb. /tatement c. +e%uest d. -alls>-ommand

G. Reaning '#. !s he a farmer) Analyzing the e#ample* we say that(

P P P P

3orm of be preceding the sub"ect. /entence tie between be Q the sub"ect. 3alling high-low in function The structural meaning of the

:. Bistribution The given sentences occurs as a se%uence sentence w>c means after another sentence has been said. The sentence can also) be used as a situation utterance that is* at the beginning of a conversation.

c)

hird Ste01
Actual -omparison of the two language structure* pattern by pattern.

'#ample( /panish

'nglish

's un campesino) !s he a farmer) (is a farmer) ) A) /$!" a comparison of the formal features of the given languages( J. /panish does not re%uire the presence of a separate word for he * while 'nglish does? G. /panish does not re%uire a word order contrast with that of a statement* 'nglish does? :. /panish re%uires an intonation signal which contrasts with that of statements* 'nglish does not.

H. R'A2!2G a comparison of the meanings reveals no ma"or differences. !n both languages a verbal response is elicited and the response is of a yes-no type? hence no problems will be e#pected. -. B!/T+!HMT!52 ,ATT'+2 comparing the structures as to distribution we find that( P!n '2G4!/. the pattern discussed is restricted to the verb be and optionally to &a!e. P!n /panish the pattern discussed e#tends to all verbs.

4earning problem will not be same when the learner attempts to spea& the language and when he is merely listening. the tendency of /panish spea&ers learning 'nglish to omit the sub"ect pronoun in sentences is a problem only in spea&ing* production. in listening* however* since 'nglish spea&ers will use the sub"ect pronoun* there is no problem at all. Therefore* comparison of both production and recognition will not be complete until both area have been e#plored for the &ind of differences that constitute learning problems.

5.4 Dialect differences and problems of styles

The grammatical structure of a language

Presented by: Jacqueline Imperial, PTRP

is best attested in spo&en communication among the spea&ers of a language community. Hut even in the spo&en language we observe variations (

+egionally /ocially Bifferent types of communication !ndividual styles

In written communication there are also wide differences depending on the type of communication and its style.

!n poetry /hort stories ,lays 2ewspaper style

6. Necessity of Validating the Results of the Theoretical Comparative Analysis The list of problems resulting from the

comparison of the foreign language will be a most significant list for teaching* testing* research* and understanding. .S,5T.'T!-A4 ,+5H4'R/ 3inal -hec& Bialectal and ,ersonal Bifferences

SA !"# $% ST&"# 'S#( IN !R#S#NTIN) A "IN)'ISTIC ENGLISH C$ !ARIS$N SPANISH

,attern J /orm( He T UV he (B J) E2am0'e( s &e a "armer. /eatures( (J) 5ccurrence of be before &e. (G) /entence tie T UV * between &e and be. (:) ,resence of &e. (I) .igh-low intonation %uite possible with this pattern. "eanin(( 7%uestion.8 Ses-no response type #istribution( +estricted to be and &a!e /orm( Ser (or estar* tener$ &acer) and intonational signal. E2am0'e( 2s un campesino. /eatures( (J) 5ccurrence of ser with or without a class J (G) /entence tie between ser and sub"ect when e#pressed. (:) /ub"ect pronoun often omitted. (I) !ntonation rise to high or rise to e#tra high with drop to mid or low. "eanin(( 7%uestion.8 Ses-no response type #istribution( 2o special restrictions.

P!$%LE"S $/ SPANISH SPEA3E! LEA!NING ENGLISH1

,+5BM-T!52( (J) Ray not place be before he. (G) Ray omit sub"ect pronoun. (:) 1ill give a arising intonation* midhigh* or rise to e#tra high. (I) 1ill use the same pattern with verbs other than be and have. +'-5G2!T!52( (J) 1ill mista&e %uestion for statement because of falling* high-low* intonation in 'nglish. 25 /,'-!A4 ,+5H4'R 1!T. R'A2!2G.

Than" #o$ for Listening%

Group 1 Asis, Jacqueline Clemente, Diana Gatchalian, ar! "ee #mperial, Jacqueline #nocencio, Cesar $odri%ue&, ar'orie (iason, ario