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What is a Reference Grammar?
A reference grammar is a prose-like description of the major grammatical constructions in a language, illustrated with examples.
A description of the grammar of a language, with explanations of the principles governing the construction of words, phrases, clauses, and sentences.
tense Affirmative/Negative/Question Use Signal Words
Simple Present
A: He speaks. N: He does not speak. Q: Does he speak?
action in the present
taking place once,
never or several
times
facts
actions taking place
one after another
action set by a
timetable or schedule
always, every …, never, normally, often, seldom, sometimes, usually if sentences type I (If I talk, …)
Present Progressive
A: He is speaking. N: He is not speaking. Q: Is he speaking?
action taking place in
the moment of
speaking
action taking place
only for a limited
period of time
action arranged for the
future
at the moment, just, just now, Listen!, Look!, now, right now
Simple Past A: He spoke. N: He did not speak. Q: Did he speak?
action in the past taking
place once, never or several
times
actions taking place one after
another
action taking place in the middle
of another action
yesterday, 2 minutes ago, in 1990, the other day, last Friday if sentence type II (If I talked, …)
Past Progressive
A: He was speaking. N: He was not speaking. Q: Was he speaking?
action going on at a certain
time in the past
actions taking place at the same
time
action in the past that is
interrupted by another action
when, while, as long as
Present Perfect Simple
A: He has spoken. N: He has not spoken. Q: Has he spoken?
putting emphasis on the result
action that is still going on
action that stopped recently
finished action that has an influence
on the present
action that has taken place once,
never or several times before the
moment of speaking
already, ever, just, never, not yet, so far, till now, up to now
Present Perfect Progressive
A: He has been speaking. N: He has not been speaking. Q: Has he been speaking?
putting emphasis on the course or
duration (not the result)
action that recently stopped or is
still going on
finished action that influenced the
present
all day, for 4 years, since 1993, how long?, the whole week
Past Perfect Simple
A: He had spoken. N: He had not spoken. Q: Had he spoken?
action taking place before a
certain time in the past
sometimes interchangeable
with past perfect progressive
putting emphasis only on
the fact (not the duration)
already, just, never, not yet, once, until that day if sentence type III (If I had talked, …)
Past Perfect Progressive
A: He had been speaking. N: He had not been speaking. Q: Had he been speaking?
action taking place before a
certain time in the past
sometimes interchangeable
with past perfect simple
putting emphasis on
the duration or course of an
action
for, since, the whole day, all day
Future I Simple
A: He will speak. N: He will not speak. Q: Will he speak?
action in the future that cannot be
influenced
spontaneous decision
assumption with regard to the
future
in a year, next …, tomorrow If-Satz Typ I (If you ask her, shewill help you.) assumption: I think, probably, perhaps
Future I Simple
(going to)
A: He is going to speak. N: He is not going to speak. Q: Is he going to speak?
decision made for the future
conclusion with regard to the
future
in one year, next week, tomorrow
Future I Progressive
A: He will be speaking. N: He will not be speaking. Q: Will he be speaking?
action that is going on at a
certain time in the future
action that is sure to happen in
the near future
in one year, next week, tomorrow
Future II Simple A: He will have spoken. N: He will not have spoken. Q: Will he have spoken?
action that will be finished at a
certain time in the future
by Monday, in a week
Future II Progressive
A: He will have been speaking. N: He will not have been speaking. Q: Will he have been speaking?
action taking place before a
certain time in the future
putting emphasis on
the course of an action
for …, the last couple of hours, all day long
Conditional I Simple
A: He would speak. N: He would not speak. Q: Would he speak?
action that might take place if sentences type II (If I were you, I would go home.)
Conditional I Progressive
A: He would be speaking. N: He would not be speaking. Q: Would he be speaking?
action that might take place
putting emphasis on
the course / duration of the
action
Conditional II Simple
A: He would have spoken. N: He would not have spoken. Q: Would he have spoken?
action that might have taken
place in the past
if sentences type III (If I had seen that, I would have helped.)
Conditional II Progressive
A: He would have been speaking. N: He would not have been speaking. Q: Would he have been speaking?
action that might have taken
place in the past
puts emphasis on
the course / duration of the
action
Required training and coursesIn order to write a reference grammar you
should be trained in descriptive linguistics. The following courses combined with practical help will equip you to produce a suitable reference grammar:
• Phonetics
• Phonology
• Morphology
• Syntax
• Semantics
• Field methods
Parts of a reference grammar
________________________________________
Although reference grammars vary considerably in length and scope, a good one should consist minimally of the following substantive parts:
Introduction
An introductory section or chapter should provide essential background material on the language and its speakers, including genetic affiliation, sociolinguistic situation (demography, dialects), ethnography, and a brief review of previous literature. This section does not have to be very long, but it is absolutely necessary in order to orient the reader to the language as a vehicle for communication used by real people.
Body
The main part of the grammar is usually organized according to some structural organizing principle. One principle that I advocate is to begin with "smaller" units of structure and to work one's way up to the larger and normally more complex units, for example:
• Phonemes
• Nouns
• Nominal predications
• Verbs
• Verbal predications
• Compound predications
• Complex predications
• Discourse structure
As structural complexity increases, it becomes less and less feasible to organize the grammar according to structure alone. There are other possible organizing principles, and to a great extent the organization of a particular grammar should reflect the unique characteristics of the language itself.
Index
A good index is what turns an ordinary grammar into a true reference grammar. One "test" I often apply to published grammars is to look up some grammatical feature that ought to be treated in any reference grammar, such as relative clauses or causatives, and check on how long it takes me to find an example of that feature. If it takes longer than five minutes, the grammar fails the test. Since the purpose of a reference grammar is to make detailed information on a language accessible, a good measure of its success in accomplishing its intended purpose is how easily that detailed information can be found. Without a good index, the best reference grammar in the world is almost useless.
Bibliography
The grammar should contain a bibliography of all previous literature on the language, plus other works cited in the grammar.
Abbreviations
All descriptive linguistic work involves abbreviations. A good informative list of all the abbreviations found in the grammar is an important tool to allow the reader to comprehend and use it.
Here is a table that contrasts reference
grammars with pedagogical grammars:
A reference grammar is … A pedagogical grammar is …
Designed to teach someone about the language and to
give readers a reference tool for looking up specific
details of the language.
Designed to teach someone how to use a language.
Organized according to universal structural categories. Organized according to usefulness and ease of learning.
Contains chapters which tend to be longer than those in
a pedagogical grammar.
Contains chapters which tend to be short and contain very brief
grammatical explanations.
Contains chapters which consist mostly of explanation
plus one or two examples of every point mentioned.
Contains chapters which consist mostly of exercises that help the
reader practice and internalize the various structures as well as
vocabulary and pronunciation.
Written for individuals who have some understanding
of language as a universal phenomenon and who wish to
learn how the particular language described fits into
universal understandings of human language.
Written for anyone who is interested in learning a language.
Kinds
Here is a table that describes the
two kinds of reference grammars
based on their organization and
intended users:
Intended Users Organization Example
Mother-tongue speakers of the
language who want to understand
more about their language
Organized in terms of the forms
that the readers already know how
to use, but are not aware of their
significance to the grammar as a
whole
In a reference grammar of
English for English speakers
there may be sections
on the and a.
Linguists who want information on
the language for comparative
purposes
Organized in terms of a universal
outline designed to help the reader
make meaningful comparisons
between the language described
and other languages
In a reference grammar of
English, the and a may be
treated in a section on
identifiability'. (Reference
grammars of other
languages may treat the
order of nouns in a sentence
or some bound
morphological markers
under this same heading.)
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