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1.3. Course design and goals 7 1.4. The intended audience 7 1.5. A Danish version 7 1.6. Why study grammar? 8 1.7. Knowing grammar vs. knowing about grammar 8 Section 3: A CASE STUDY: tagquestions in English and Danish 8 Section 4: About VISL 4,1. Background 11 4. 2. Some basic principles (P0 – P8) 11 4.2.1, Segmentation and classification (P0) 11 4.2.2. Four basic types of constituent (P1) 11 4.2.3. Two labels – form and function (P2) 12 4.2.4. VISL’s “cafeteria” of word classes with fixed color scheme (P3) 12 4.2.4.1. The blue/green spectrum (for noun-related word classes) 12 4.2.4.2. The red/orange spectrum (for verb-related word classes) 13 4.2.4.3. Other colors 13 4.2.5. The syntactic structure of groups (P4) 14 4.2.6. The syntactic structure of paratagms (P5) 15 4.2.7. The syntactic structure of clauses (P6) 15 4.2.8, Dealing with discontinuous constituents (P7) 15 4.2.9. One system for all VISL languages (P8) 16 4. 3. Syntactic trees 16 4.3.1. About nodes 16 4.3.2. About branches 16 4.3.3. About leaves 16 4.3.4. Relationships among constituents 16 4.3.5. Ill-formed trees 16 page 4 John M. Dienhart
Exercise 5a: Some short sentences for syntactic analysis 23 4.4. Games and quizzes 24 4.4.1. Match Form 4.4.2. Paintbox 24 4.4.3. Word Fall 24 4.4.4. Shooting Gallery 24 4.4.5. Labyrinth 24 4.4.6. Match Function 4.4.7. Syntris 24 4.4.8. Space Rescue 25 4.4.9. Balloon Ride 26 26 26 Section 5: Learning about forms 5.1. One-word constituents: Learning about word classes 28 5.1.1.“Minor” , “major” and “other” word classes 24 5.1.1.1 “Other” word classes 5.1.1.1.The numeral 5.1.1.2 The infinitive marker 5.1.1.3. The interjection 5.1.1,2. The “major” word classes page 5 John M. Dienhart
Page 1 and 2: A GENTLE INTRODUCTION TO THE WONDER
Page 3: TABLE OF CONTENTS page Section 1: P
Page 7 and 8: 5.1.1.4.1. The noun 5.1.1.4.2. The
Page 9 and 10: SECTION 1: Preliminaries 1.1. Intro
Page 11 and 12: Grammar is simplified by being codi
Page 13 and 14: still based on an education program
Page 15 and 16: John M. Dienhart was born in the Un
Page 17 and 18: Students in the standard Danish sec
Page 19 and 20: The course seeks to contribute to t
Page 21 and 22: What kind of grammar rules are we t
Page 23 and 24: This strikes me as quite a “wonde
Page 25 and 26: • But typically Danes tend to mak
Page 27 and 28: SECTION 4: About VISL This section
Page 29 and 30: In the VISL system, individual word
Page 31 and 32: Thus that the house needed new wind
Page 33 and 34: PUT IN TREE DIAGRAM Such a tree is
Page 35 and 36: EXERCISE 5a: Some short sentences f
Page 37 and 38: s: Danish English em: stx hf hhx ht
Page 39 and 40: Brief description: Language data: D
Page 41 and 42: • the “minor” word classes (a
Page 43 and 44: • an (before a vowel sound): an o
Page 45 and 46: 8.2. The preposition (VISL abbrevia
Page 47 and 48: Basic characteristics: Generally sp
Page 49 and 50: • neuter (neut): ENGLISH it, its
Page 51 and 52: GROUP A Independent personal pronou
Page 53 and 54: CHAPTER 9: The “major” word cla
Page 55 and 56:
• ENGLISH: ow, ouch, oops, gosh,
Page 57 and 58:
to distinguish such forms from ordi
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