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SAY WHAT?

SAY WHAT?. Overview of the Socio-Structural Grammar Concept Dr. Thomas Eaton Southeast Missouri State University En 378: Foundations of Grammar. Grammars in USE – Point 1.

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SAY WHAT?

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  1. SAY WHAT? Overview of the Socio-Structural Grammar Concept Dr. Thomas Eaton Southeast Missouri State University En 378: Foundations of Grammar

  2. Grammars in USE – Point 1 • Traditionally, we have presumed to replace Grammars 1 with Grammar 2 and Grammar 3. We’ve done so by labeling Grammar 1 wrong. Yet, grammar 1 is the most intrinsic to our way of thinking. So herein lies the problem.

  3. The Problem • Since Grammar 1 is the most intrinsic to our way of thinking, why do we dare to stamp it out? What we do is change the concept of “wrong” to the concept of “environmentally friendly.” Therefore, we substantiate Grammar 1 as valid thought, incorporate grammar 2 as expected, and involve grammar 3 as socially demanded. Say it right and you’ll probably get it.

  4. How do We get Students to see this? • Protect their dialect, environment, beliefs, and speech – what they say in the hall is irrelevant. • Show them what is structurally expected – teach those rules. This includes vocabularies, common rules, Passive and active structures - -all of the “rules. • Show them the social perspective. Give them three language levels instead of one. These tools can be applied so the student can get what he/she needs. This encourages INVESTMENT.

  5. INVESTMENT: • INVESTMENT encourages all students to feel that the language belongs to them. A language that is strictly “rules” violates their own language, their “Grammar 1.” It is YOU telling them and them not feeling a part of the decisions. This INVESTMENT method works well for E.S.L. and E.L.L. students of whom you will see.

  6. HOW DID WE GET THERE? • This course was divided into three primary sections: • Parts of Speech • Sentence structures • Word choices

  7. PARTS of SPEECH • PARTS OF SPEECH allow the student to change sentences for different reasons in order to change social meaning or INTENT of work. Consider the parts of speech like a puzzle. By moving them around you can get different outcomes. This preserves Grammar 1, the learning of the 8 parts of speech strengthen Grammar 2 by structure, and these parts strengthen Grammar 3 by giving the writer or speaker options.

  8. Sentence structures: Patterns limits and INTENT • 1) This study protects Grammar 1 • 2) It show predictability in the language, allowing students to refer to their native language for support • 3) experimenting with various sentence structures allows us to see social and intent meanings within a structural set of rules (10 patterns, 7 sentence types.)

  9. Word Choices – Why be careful? • Word choice is the primary vehicle in intent – say what you mean to say. • Grammar 1 is protected. However, as the speaker/writer YOU have the responsibility of choosing words and associated Morphemes that convey your thoughts. • Word choice can move to from Grammar 1 and 2, to Grammar 3 the quickest by moving you to rhetorical social grammar.

  10. CONCLUSION • Grammar 1-3 linear Grammar differs from traditional grammar that only focuses on Grammar 2 while rejecting native dialect and communication and not providing enough information, because of its strictly structural nature, for students to develop into grammar 3- social appropriateness.

  11. Conclusion cont… • The way to transcend these three areas is through focusing study on parts of speech as fluid components, sentences as concrete patterns or boundaries, and word choice as shades of social meaning. There lies your semester in a nutshell 

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