Answer the following questions. What made it necessary to work out more efficient language teaching methods?
What made it necessary to work out more efficient language teaching methods?
What was the purpose of language teaching in the previous centuries?
What is the purpose of language teaching today?
What task is linguistics given?
What were the fundamental problems for the linguists to solve before working out an efficient theory for language teaching?
Does the solution of these problems help work out a workable linguistic theory?
Why was it necessary to revise the previously existing theories?
What can the practical application of the linguistic theory be?
Why has the young child's speech problem come to light?
Why do some children easily learn two languages?
Is there any limit to the variety of linguistic constructions?
Are the syntactic constructions diverse or do they only seem to be so?
Why does it seem impossible to master a language?
Do all people know all of its vocabulary?
Do all people master their native languages through conscious study?
What is the explanation of the puzzling phenomenon of learning the native language without conscious study or tuition at a very early age?
What explanation is offered by Paul Roberts?
Do you think that language structure is as complicated as it looks at first glance?
Would you understand Danish at first hearing or would it sound an incoherent jumble to you?
Do illiterate people speak their native language freely?
Does it prove that they have got the command of its grammar?
What enables people to learn and use natural languages with ease?
What is the task of the linguist who understands the simplicity of language system?
What do modem linguists and language teachers believe the system of any language to contain?
* * *
What is the kernel of a language?
Do many sentences belong to the kernel?
What kind of sentences belong to the kernel?
How do all the other constructions come into being?
Are derivation rules numerous and difficult?
What makes it possible for the child to grasp his native language and for human communities to speak it?
What is the main assumption of the Transformational grammar?
Is the Transformational grammar a new linguistic theory?
Who were the first propounders of the Transformational grammar?
What linguistic school gave rise to the Transformational grammar?
What non-transformational theories do you know?
What grammars sought to teach how a sentence is generated?
What is the model of the linear theory?
Why is P sometimes used instead of V?
In whose book is the model S—V—0 given?
Is the linear theory made use of in the draft syllabus of foreign languages of 1965?
Is the linear model familiar to the English teachers?
How did your first teacher of English explain the formation (generation) of the English sentence to you?
Why could you say that the linear theory is rather trivial?
What criticisms of the linear theory are generally offered?
Does the S—V—0 model indicate the grouping of the sentence?
What do we mean when we say that it doesn't?
* * *
Can the linear theory be applied to constructing sentences? If not, why?
Can passive constructions, exclamatory, interrogative and negative be built on the same model?
Does their formation need other models?
Will a number of models make grammar too complicated to be grasped and held in the mind?
Is the 1С model supposed to be stronger than the linear model?
What is its strong point?
What is a very important assumption of the dichotomous division?
What is meant when we say that all the linguistic forms are dichotomous?
What are rewriting rules?
What are the 1С rules by which a sentence is generated?
Why are they called rewriting rules?
How many elements can be rewritten or changed at a time?
What does the arrow sign denote?
Can you construct any other sentences using the same set of rewriting rules?
How does the procedure of sentence generation work?
What are the other ways of graphic representation of the sentence generation?
Why do we say that the derivation tree yields less information about the sentence formation than the rewriting rules?
What is clearly shown by the derivation tree?
Why do we say that the 1С model is more powerful than the linear model?
What are the advantages of the 1С model? Why is it still open to criticism?
Can it generate expanded sentences?
Is it reasonable or profitable to generate expanded sentences on the 1С model?
Is it possible at all to develop a set of rewriting rules for generating questions?
Are there cases when the 1С model cannot show that the relations between the elements of the two sentences are different?
Are the derivation trees of "John is easy to please" and "John is eager to please" the same?
What transformations will show the difference?
Is the application of the linear theory for generating sentences advisable?
Is the application of the 1С theory for generating sentences inadvisable or only limited?
Lecture № 7