A Lexical Phrase Grammar for ESL - Essay Example

A lexical phrase grammar for ESL As far as grammar is concerned, there is a greater need to use lexicon during classes. More emphasis and efforts should be indeed used especially in language behavior by use of prefabricated routines of speech. More performance models are currently under development by linguistics (James, 1980). This promises to describe language in a cheaper in a way that explains how the language is received psychologically and all the other processes it entails; of which includes; perception, storage, and production. These processes are most important features of learning language behaviors rather than the use of other language structures (James, 1980). Any language theory learning model must include its performance. By including these current models, lexicon is signified as a grammar component separately than they will do to the syntax (James, 1980). This is possible because it decreases the work of transformational rules and increases the work of the lexicon component. There are some other models that go ahead to remove the difference between these two components- lexicon and syntax- and describes language from the rules available in lexical units only. A good example of such model is the pan lexical grammar (Richard Hudson's) (James, 1980). When grammar is looked in this direction, it means that we will have to pay attention to the significance of these prefabricated speech routines. This can be achieved by checking the lexicon in deeper terms (James, 1980). More incidences of such are seen in our syllabuses than they are supposed to be and this is due to the narrow definitions of these routines especially when treated in ESL (James, 1980). An example is, from the definition of idioms, we can see that they are frozen syntax in complex bits. This definition is does not describe its meaning basing on its constituents (James, 1980). The real meaning of idioms is just the addition of its individual parts such as; raining cats and dogs, kick the bucket, etc. these are just normal phrases same as ordinary English words and are therefore treated as ordinary in ESL texts. Another good example are cliches. Even though they seem alike as idioms they differ in a way that their meaning can be derived from its specific constituents (James, 1980). Other forms of phrases that are in a way or another patterned are the non-canonical forms. These forms differ from idioms and cliches in that, they constitute of more large stretches of language as well as their meaning can be extracted from single words it contains. e.g the drier the climate, the more he likes it;waste not, want not; down the hatch; off his head (James, 1980). In this and such a case, the last bit which is off the head, can take other forms since it’s only a single way of completing the pattern. Phrases such as on with the show, down with the king; can also complete the large phrase perfectly without changing the meaning. From this example, we are able to note that it is a kind of pattern (ADV+PREPOSITION (with) + NP) (James, 1980). Only the preposition will tend to remain constant while the other categories can be filled with other lexical items. These phrases have no shape of typical English sentences. This is the reason why they are considered non-canonical (James, 1980). Therefore, we can simply say that characterizing these fixed patterns is by considering how variable they can be and how easy their meaning can be derived from syntax normal rules. In the recent past many linguistics have been suggesting that cliches, idioms and non;canonical forms are stored as patterns (James, 1980). What is more important is that whatever constitutes or makes a pattern is not relative, a matter of degree and not kind, for we will still find continuum especially in the amount or degree of variation involved, from more frozen and invariable forms (e.g, idioms and cliches) to the less invariable forms (non-canonical). This assumption is one upon which the idea of lexicon can be broadened, since it allows other speech stretches to be described as patterns (James, 1980). No matter what the pattern describes, it is agreed that the words sequence in phrases that have less variation is more predictive, a very important communication fact that accounts much on how we process language (James, 1980). The confidence that we have that a certain word will have to follow another specific word are the facts that we use in making sense of language and creating all sorts of subtle surprises and variations (James, 1980). A good time was heard by all, is such a relatively frozen pattern, but we can possibly create a variation on this basic pattern and each would have its proper effect. E.g, a bad time was heard by all, a glorious time was heard by all, a good time was heard by none. The effect simply withdraws since we seem to expect something else, of course with varying certainty, especially in the ADJ and PRO slots (James, 1980). In the case of idioms, the same is true, but since the meaning will come out only when certain single units are combined, then manipulation of such units won’t be combined as easily. E.g, kick the bucket can also be, kick the bedpan, but varying this phrase and expecting it to make much sense can be a bit difficult (James, 1980). The degree and extent of this patterned speech will be clearer if we check them through the following categories in artificial intelligence. According to Joseph Becker, they describe phrases in terms of structural and functional characteristics (James, 1980). 1. Polywords- are short phrases with very low variability. Their meaning exists apart from syntax. They usually replace single words and work as euphemisms, slang and idioms, e.g my old man, for good (James, 1980). 2. Phrasal constraints – are phrases that constitute of small number of words where by some of these words constrains other words' variability. They are used to show emphasis, sarcasm, and irony as well as the likes. E.g by pure coincidence, a year ago (James, 1980). 3. Deictic Locutions - are phrases with low variability that work as clauses orb whole utterances. They are used to direct conversations' flow by marking expectations, attitudes, challenges, and likes. E.g, as far as I know, for that matter, if I were you (James, 1980). 4. Sentence builders- are long phrases that are highly variable and are used to provide a skeleton for expression of a whole idea. E.g, X gave Y a long song and dance about Z, not only M but also N. Non-canonical forms also fit here since they are not sentence forms that are traditional and they contain freely varying elements, e.g, if he would only stop talking for a minute (James, 1980). 5. Situational utterances- these are highly variable complete sentences. They are only appropriate words to say in certain situations. Most cliches tend to fit here. E.g, how can I ever repay you, what time is it (James, 1980). 6. Verbatim Texts- these are texts of any length having low variability because of their nature. They are used in quotations, allusions, or even directly. E.g, better late than never, a watched pot never boils (James, 1980). As it’s clear, all of this amounts to more than just the basis of phatic speech and picturesque phrases that occur infrequently. This is not the way we acquire language, even though other researchers suggest otherwise (that creative speech develops out of these prelearned patterns) (James, 1980). It means that we come to use language this way after a while. That’s why learners of foreign language will already have developed this strategy in the language they bring to the classroom (James, 1980). As for the actual content and organization of a syllabus, only broad guidelines will be offered by the lexical model, but will still suggest some interesting research possibilities. The syllabus should be more functionally defined than structurally since patterned phrases are also functionally defined rather than structurally (James, 1980). But as seen earlier, the results of further research is what we need before we get more specific about the patterned speech's role in ESL classes. As a research task, we have to determine the difference in the role of patterns in the production and perception of language, since it can be possible that a speaker and a hearer both process language by means of different prefabricated units (James, 1980). Psycholinguists have shown us that the production of speech is highly variable but speech perception is categorical. This therefore that leads us to a conclusion that language production strategies are different from language perception. Another task is the examining of cultural differences in the use of the patterns at hand (James, 1980). This is because presumably different language will tend to use different amount of patterned speech and will go ahead to use it in different ways. Lastly, we should check out if the concept of patterned speech could make the ideas of syllabuses more practical (James, 1980). Works Cited James R, N. (1980, Sept). A Lexical Phrase Grammar for ESL. 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