Методические рекомендации к семинарам по теоретической грамматике английского языка

ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ Государственное образовательное учреждение высшего профессионального образования ТУЛЬСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ Кафедра лингвистики и перевода

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ к семинарам по теоретической грамматике английского языка для студентов III курса, обучающихся по направлению 031100 - Лингвистика и по специальности 031202 - Перевод и переводоведение

ТУЛА 2006

Составила: асс. Тивьяева И. В.

Методические

рекомендации

к

семинарам

по

теоретической

грамматике английского языка содержат 18 семинаров и дополнительные проверочные задания. Каждое семинарское занятие состоит из трех частей. Первая часть содержит теоретические вопросы по той или иной проблеме курса. Вторая часть раздела представляет собой ряд проверочных вопросов, которые помогут студентам акцентировать внимание на наиболее существенных аспектах изучаемой проблемы. Третья часть содержит практические задания, выполнение которых даст возможность овладеть методами исследования грамматических явлений. Рекомендуемая литература может быть использована при написании курсовых и дипломных работ, при подготовке к государственным экзаменам.

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Настоящие методические указания предназначены для студентов третьего курса, обучающихся по направлению 031100 - Лингвистика и по специальности 031202 - Перевод и переводоведение с основным языком английским. Главная цель курса теоретической грамматики заключается в изучении основных грамматических теорий по всем основополагающим проблемам грамматики английского языка, актуальных исследований последних лет для формирования необходимой лингвистической эрудиции будущих бакалавров и специалистов. Тематически и содержательно лекции и семинары построены с учетом достижений лингвистической науки за последние десятилетия. Идеология занятий основывается на стремлении пробудить у студентов интерес

к

рассматриваемому

множественность

и

материалу,

противоречивость

в

связи

с

чем

исследовательских

показаны подходов,

столкновение и противоборство различных точек зрения. При чтении курса лекций и проведении семинарских занятий предполагается сопоставление различных грамматических явлений с фактами такого же порядка в русском языке.

При

этом

внимание

студентов

должно

акцентироваться

на

отличительных характеристиках сопоставляемых явлений. В соответствии с методической концепцией курса и лекционные, и семинарские занятия проводятся на английском языке. Такой подход позволяет обеспечить студентам необходимую практику работы с текстовым материалом научного стиля речи изучаемого языка, что важно как для успешного усвоения англоязычной лингвистической терминологии, так и для развития навыков устной и письменной речи в научном дискурсе. Курс предполагает усиленную самостоятельную работу студентов, которая

заключается

соответствующему

в

проработке

разделу

теоретического

изучаемого

материала,

материала

по

подготовке

к

практическим занятиям, выполнении практических упражнений, подготовке к промежуточным аттестациям, зачету и экзамену.

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При подготовке к семинарским занятиям студентам необходимо самостоятельно просматривать рекомендуемые учебники и учебные пособия и определять выбор материала, относящегося к очередному занятию. Предлагаемые проверочные вопросы направляют и фиксируют внимание студентов на наиболее существенных аспектах изучаемых проблем. Заключительным этапом при подготовке к семинарским занятиям является выполнение практических упражнений, то есть работа с определенным образом организованным языковым материалом, назначение которого – дать студентам

возможность

размышления

над

теми

самостоятельного языковыми

рассмотрению в данном разделе.

4

наблюдения,

фактами, которые

анализа

и

подвергались

Seminar 1 Fundamentals of grammar Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. I – III, p. 6 – 37) 2. Блох М. Я. Теоретические основы грамматики. (Ч. 1, гл. 1 – 4, c. 10 – 49; Ч. 2, гл. 4, с. 81 – 96) 3. Хлебникова И. Б. Основы английской морфологии. (Ch. I, p. 5 – 17; Ch. III – IV, p. 28 – 61) 4. Ilyish B. The Structure of Modern English. (Introduction, p. 5 – 20; Ch. I, p. 21 – 26) Points to discuss 1. Grammatical category. Grammatical meaning. Grammatical form. 2. Theory of oppositions. Types of oppositions. Oppositions in morphology. 3. Morpheme. Derivation morphemes and inflection morphemes. 4. Distributional analysis. Morphemic analysis. IC-analysis. Questions for discussion 1. What is the subject matter of grammar? How does morphology correlate with syntax? What kind of relations exist between grammar and lexicology? What is the problem area? 2. What type of languages does English belong to? What are the basic characteristics of this type of languages? 3. Define the grammatical category, grammatical form and grammatical meaning. Give examples. 4. Does the –esse suffix possess categorial meaning? 5. Can –i in alumni be considered an allomorph of the plural-building morpheme? 6. Describe the types of oppositions. What kinds of oppositions exist in morphology?

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7. What is the difference between neutralization and transposition? Give examples. 8. Define the morpheme. What is a homonymous morpheme? What is a zero morpheme? Give the definition of the morpheme adopted by descriptivists. 9. What is the derivation morpheme? What is the inflection morpheme? Give examples. Explain the difference between “suffix” and “inflection”. 10. List the types of word-form derivation. 11. Define distribution. What types of distribution exist? 12. What is the purpose of the distributional analysis? What terms appeared due to the distributional analysis? What does the “allo-emic” theory consist in? 13. What does the morphemic analysis consist in? 14. What are ultimate constituents? Practice Assignment I. State according to what type of word-form derivation the following word-forms were derived: boys

is invited

met

mice

will come

better

arrived

oxen

written

nicer

does not like

is eating

lady’s

more difficult

me

taken

went

children

the most attractive

worse

II. State what types of oppositions are formed by the following groups of words: feed - feet

dog – dogs

fast

–

faster

- man – men

fastest least – list – lest

cat – cat’s

Pete – pit – pet – to take – to be pat

taken

bob – mob

am – are – is

invites – is inviting go – will go

leak - league

come – came

child - children

makes – has made

lug - luck

liked – had liked

look - looked

men – men’s

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III. Define the type of morphemic distribution according to which the given words are grouped: a) burned, burnt; b) working, worker; c) impossible, invisible, illegal, irregular; d) ruthful, ruthless; e) learning, learnt; f) worked, played; g) agreeable, invincible; h) cells, caps; i) formulas, formulae; j) inexperienced, unexperienced.

IV. Give examples to illustrate different types of morphemes.

V. Comment on the terms: Opposition, opposites, marker, marked member, zero-marker, free morpheme, bound morpheme, word-form, paradigm, syntagma.

Seminar 2 The Parts of Speech Problem. Grammatical Classes of Words Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. IV, p. 37 – 48) 2. Блох М. Я. Теоретические основы грамматики. (Ч. 2, гл. 1 – 3, с. 50 – 80) 3. Хлебникова И. Б. Основы английской морфологии. (Ch. II, p. 18 – 27) 4. Ilyish B. The Structure of Modern English. (Ch. II, p. 27 – 35) 7

Points to discuss 1. The classical approach to the parts of speech problem. 2. The functional approach to the parts of speech problem. 3. The distributional approach to the parts of speech problem. 4. The complex approach to the parts of speech problem. Questions for discussion 1. Define parts of speech. Can the term be considered a happy one? 2. Characterize the existing approaches to the parts of speech problem. 3. What does the classical approach consist in? What principle served as the basis of classification? 4. What is the essence of the functional approach? 5. What principle was H. Sweet’s classification based on? 6. How is O. Jespersen’s classification different from the classification worked out by H. Sweet? 7. Describe the structural approach. What methods did it rely on? 8. What principle lay in the basis of Ch. Fries’s classification? What were the substitution patterns? How many classes did Ch. Fries single out? How many groups of functional words? 9. What criteria are used by the adherents of the complex approach? What parts of speech are traditionally singled out? 10. What are the merits and demerits of the traditional classification of words into parts of speech? 11. What is the difference between notional classes and function words? 12. What results of the four approaches to the parts of speech problem coincide and what results differ? Practice Assignment Decide to what part of speech the underlined words may be assigned: 1. He is given sight only after dusk, when he can witness his captors and saviours. (M. Ondaatje)

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2. They told him that it was in an old nunnery, taken over by the Germans, then converted into a hospital after the Allies had laid siege to it. (M. Ondaatje) 3. Mason ceased talking, waiting for the doctor to say something. (E. S. Gardner) 4. “They just want somebody to track him down. And you’re the somebody.” (L. Thomas) 5. The smell of the dead is the worst. (M. Ondaatje) 6. Each night she climbed into the khaki ghostline of hammock she had taken from a dead soldier, someone who had died under her care. (M. Ondaatje) 7. “Gerry, I didn’t know the real you. I’m sorry if I was a beast to you.” (D. Robbins) 8. There was no justice for men, for they were ever in the dark! (J. Galsworthy) 9. They walked down a corridor, dark, smelly and sinister. (M. Ondaatje) 10. Mr. Bannock had a one-man office and I did all of the typing. (E. S. Gardner) 11. Before, when it had been cold, they had had to burn things. (M. Ondaatje) 12. He was out most evenings now, usually returning a few hours before dawn. (M. Ondaatje) 13. His eyes took in the room before they took her in, swept across it like a spray of radar. (M. Ondaatje) 14. Julian Bannock interrupted her by shaking his head. (E. S. Gardner) 15. And she has seen, he knows, even though now he is naked, the same man she photographed earlier in the crowded party, for by accident he stands the same way now, half turned in surprise at the light that reveals his body in the darkness. (M. Ondaatje) 16. As he repeatedly kicked the twisted metal, Langdon recalled his earlier conversation with Sophie. (D. Brown) 17. Virginia, looking at the carbon copies now ragged at the edges from the gnawing of mice, thinking of the care she had taken with those papers when she had typed them, felt like crying. (E. S. Gardner) 9

18. I made it pretty clear that there was to be no nonsense about it. (B. Shaw) 19. He was suddenly aware that she had a good deal more than a pretty face and a good figure. (A. Hailey) 20. It was a huge bedroom with rose tapestry, indirect lighting, a king-sized bed with a telephone beside it, half a dozen comfortable chairs, an open door to a bathroom and another door leading to the corridor. (E. S. Gardner) Seminar 3 The Noun and Its Categories Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. V – IX. p. 48 – 83) 2. Хлебникова И. Б. Основы английской морфологии. (p. 35 – 38) 3. Ilyish B. The Structure of Modern English. (Ch. III – IV, p. 36 – 57) 4. Quirk R., Greenbaum S. et al. A University Grammar of English. (4.1 – 4.77, p. 58 – 95) Points to discuss 1. General characteristics of the noun. 2. The category of number. 3. The category of case. 4. The problem of gender. 5. The category of determination. Questions for discussion 1. Characterize the noun as a part of speech. List its semantic, morphological and syntactical properties. 2. Comment on various interpretations of number distinctions of the English noun. 3. What meanings can the singular form express? What meanings can the plural form express? 4. Comment on the existing approaches to the case system of the English noun. 10

5. Describe the category of case in terms of oppositions. 6. List the meanings of the genitive. Comment on the peculiarities of the genitive case in English. 7. Give comments on the synonymic “encounter” of the ‘s-genitive and the ofphrase. 8. Comment on the use of the group-genitive and double genitive in Modern English. 9. Comment on the problem of gender. Does the category of gender exist in Modern English? What ways of expressing gender distinctions exist in English? 10. What differentiates the category of gender in English from that in Russian? 11. Comment on the linguistic status of the article. Practice Assignment I. State the meaning of the s-morpheme in each particular case: Glass – glasses, look – looks, thrill – thrills, custom – customs, sand – sands, arm – arms, like – likes, arm – arms, water – waters, spade – spades.

II. Give the plural form of the nouns in brackets. Group regular plurals into three groups according to the way the plural-building morpheme is pronounced: 1) [s], 2) [z], 3) [ız]. 1. There was a high dado of white wood and a green paper on which were (etching) by Whistler in neat black (frame). The green (curtain) with their peacock design, hung in straight (line), and the green carpet, in the pattern of which pale (rabbit) frolicked among leafy (tree), suggested the influence of William Morris. There was blue delft on the chimneypiece. At that time there must have been five hundred (dining-room) in London decorated in exactly the same manner. (W. S. Maugham) 2. I spent long (hour) in the Louvre, the most friendly of all galleries and the most convenient for meditation; or idled on the (quay), fingering second-hand 11

(book) that I never meant to buy. I read a page here and there, and made acquaintance with a great many (author) whom I was content to know thus desultorily. In the (evening) I went to see my (friend). I looked in often on the (Stroeve), and sometimes shared their modest fare. Dirk Stroeve flattered himself on his skill in cooking Italian (dish), and I confess that his were very much better than his (picture). It was a dinner for a King when he brought in a huge dish of it, succulent with (tomato), and we ate it together with the good household bread and a bottle of red wine. (W. S. Maugham)

III. State the kind of the genitive case that it used in the following sentences: 1. I’m picking up this woman’s messages? (D. Brown) 2. As a result she had acquired a horror of being less than completely sanitary and in hot weather maintained a shuttle service between her desk and the women’s toilet down the corridor. (A. Hailey) 3. The man leveled his gun at the curator’s head. (D. Brown) 4. The voice of Goldstein had become an actual sheep’s bleat, and for an instant the face changed into that of a sheep. (G. Orwell) 5. A collection of the world’s most famous paintings seemed to smile down on him like old friends. (D. Brown) 6. It was an old house that had been in her husband’s family for years. (F. S. Fitzgerald) 7. He called the names out loud, speaking in French and then the tribe’s own language. (M. Ondaatje) 8. These misgivings, this disapproval, and perfectly genuine distrust, did not prevent the Forsytes from gathering to old Jolyon’s invitation. (J. Galsworthy) 9. As she caught up with him the hospital’s elderly staff pathologist paused. (A. Hailey) 10. “Monsieur Langdon?” a man’s voice said. (D. Brown)

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Seminar 4 The Verb: General. The Categories of Person, Number, Tense, Aspect and Temporal Correlation Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. X, p. 83 – 99; Ch. XII – XV, p. 119 – 150) 2. Хлебникова И. Б. Основы английской морфологии. (Ch. V, p. 62 – 84) 3. Ilyish B. The Structure of Modern English. (Ch. VIII – X, p. 76 – 98; Ch. XIII, p. 123 – 129) 4. Quirk R., Greenbaum S. et al. A University Grammar of English. (3.1.– 3.36., p. 32 – 50) Points to discuss 1. A general outline of the verb as a part of speech. 2. Classification of verbs. 3. The category of person. 4. The category of number. 5. The category of tense. Modern conceptions of English tenses. 6. The category of aspect. 7. The category of temporal correlation: traditional and modern approaches. 8. The category of voice. Questions for discussion 1. Characterize the verb as a part of speech. 2. Speak about the existing classifications of verbs. 3. What is specific to the categories of person and number in English? 4. What does the immanent character of the category of tense imply? 5. What does the problem of the future tense consist in? 6. What are the weak points of the traditional “linear” interpretation of tenses? 7. What categorial meanings do continuous and non-continuous forms express? 8. What is the difference between grammatical aspect and semantic aspectuality? 13

9. Is there a direct correlation between aspects in English and Russian? 10. What category do the perfect forms express? Describe the existing approaches to the problem of perfect forms. Practice Assignment I. Analyze the morphological structure of the following verbs: To man, to give in, to belittle, to lip-read, to ill-treat, to darken, to put down, to towel, to bleed, to undermine, to transport. II. Dwell upon the categorial features of verbs in the following sentences: 1. Months before, with an architect at their elbows, the three had worked over the detailed plans for each section which would have its home in the new wing. (A. Hailey) 2. “Doctors!” said James, coming down sharp on his words: “I’ve had all the doctors in London for one or another of us. There’s no satisfaction to be got out of them; they’ll tell you anything. There’s Swithin, now. What good have they done him? There he is; he’s bigger than ever; he’s enormous; they can’t get his weight down. Look at him!” (J. Galsworthy) 3. “Vivacious! Good grief! I’ve never heard her say anything to a boy except that it’s hot or the floor’s crowded or that she’s going to school in New York next year. Sometimes she asks them what kind of car they have and tells them the kind she has. Thrilling!” (F. S. Fitzgerald) 4. “So you’re going to Wales to-morrow to visit your young man’s aunts? You’ll have a lot of rain there. This isn’t real old Worcester.” He tapped the bowl. “Now, that set I gave your mother when she married was the genuine thing.” (J. Galsworthy) 5. “Did you ever see such a collection of rumty-too people?” (J. Galsworthy) 6. “All I know is that other girls not half so sweet and attractive get partners. Martha Carey, for instance, is stout and loud, and her mother is distinctly common. Roberta Dillon is so thin this year that she looks as though Arizona were the place for her. She’s dancing herself to death.” (F. S. Fitzgerald)

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7. It so happened that the night before I had been present at a rather cheery little supper, and I was feeling pretty rocky. (P. Wodehouse) 8. ‘I’ve been using the same blade for six weeks,’ he added untruthfully. (G. Orwell) 9. He recollected with satisfaction that he had bought that house over James’s head. (J. Galsworthy) 10. ‘The Eleventh Edition is the definitive edition,’ he said. ‘We’re getting the language into its final shape—the shape it’s going to have when nobody speaks anything else. When we’ve finished with it, people like you will have to learn it all over again. You think, I dare say, that our chief job is inventing new words. But not a bit of it! We’re destroying words—scores of them, hundreds of them, every day. We’re cutting the language down to the bone. The Eleventh Edition won’t contain a single word that will become obsolete before the year 2050.’ (G. Orwell) Seminar 5 The Verb: the Categories of Voice and Mood. Oppositional Reduction of Verbal Categories Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XVI – XVII, p. 150 – 179) 2. Хлебникова И. Б. Основы английской морфологии. (Ch. VI – VII, p. 85 – 114) 3. Ilyish B. The Structure of Modern English. (Ch. XI – XII, p. 99 – 122) 4. Quirk R., Greenbaum S. et al. A University Grammar of English. (3.37.– 3.47., p.50– 57) Points to discuss 1. The category of voice. 2. Language means of expressing modality. 3. The category of mood. 15

4. Oppositional reduction of verbal categories. Neutralization and transposition of verbal forms. Questions for discussion 1. What makes the expression of voice distinctions in English specific? 2. How many voices are there in English? 3. Comment on the connection between the problem of voice and transitivity/intransitivity of verbs. 4. What complicates the analysis of English mood forms? 5. What does the category of mood express? 6. What is the status of the imperative mood in English? Practice Assignment I. State the kind of passive constructions used in the following sentences (direct primary passive, indirect secondary passive, prepositional tertiary passive): 1. I had been invalided home from the Front; and, after spending some months in a rather depressing Convalescent Home, was given a month's sick leave. (A. Christie) 2. Winston hardly knew Tillotson, and had no idea what work he was employed on. (G. Orwell) 3. He felt that sooner or later this principle would have been promulgated by someone in the room. (J. Steinbeck) 4. The threshing machines were oiled and cleaned. (J. Steinbeck) 5. On occasion he had even been entrusted with the rectification of ‘The Times’ leading articles, which were written entirely in Newspeak. (G. Orwell) II. Analyze the forms of the oblique mood in the following sentences: 1. “Do you suggest we keep quiet about such things?” (A. Hailey) 2. If he had known what it had cost me to acquire my art, he would also have known that it would break any collector to buy it. (M. Twain) 3. “I wish there were some other way to tell you this,” Pearson said, “but I’m afraid there isn’t.” (A. Hailey) 16

4. And somewhere or other, quite anonymous, there were the directing brains who co-ordinated the whole effort and laid down the lines of policy which made it necessary that this fragment of the past should be preserved, that one falsified, and the other rubbed out of existence. (G. Orwell) 5. If only Richard had left him alone, without interference, simply left him alone. (A. Cronin) III. State the functional meaning (realization, neutralization, transposition) of verbs in the following sentences: 1. O’Donnell was maneuvering for time while he marshaled his thoughts. (A. Hailey) 2. O’Donnell was introducing Pearson to Hilton. (A. Hailey) 3. “Somebody was being poisoned last time we were here, I remember,” said Tuppence. (A. Christie) 4. Just a little minute ago I am asking questions of a gentleman who wants to tell me all his ideas on every subject. (A. Christie) 5. I’ll give you a hand when it comes to putting them in. (E. S. Gardner) 6. Virginia returned to her car, drove to Bakersfield and called Perry Mason, just as the lawyer was reaching his office. (E. S. Gardner) 7. “He’s always straying off and getting lost, and turning up again; he’s so adventurous.” (K. Grahame) 8. “Are you feeling happy just now?” (P. Abrahams) 9. Brown was having to tread warily and to be diplomatic. (A. Hailey) 10. “Yes, it was old Mrs. Caraway. She’s always swallowing things.” (A. Christie) IV. Find 5-10 examples illustrating oppositional reduction of verbal categories. Analyze them according to the following model: Julia hummed in an undertone as she went into her dressing room. (W. S. Maugham) The form ‘hummed’ presents a case of neutralization of the opposition “continuous vs. non-continuous” (the process is implied). Neutralization is 17

optional since the paradigmatically required form ‘was humming’ can still be used in the given context. The neutralizers are the second action, the connector ‘as’ and the lexical meaning of the verb. Seminar 6 Non-Finite Forms of the Verb Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XI, p. 99 – 119) 2. Ilyish B. The Structure of Modern English. (Ch. XIV, p. 114 – 136) Points to discuss 1. Non-finite forms of the verb: general characteristics. 2. The infinitive and its properties. The categories of the infinitive. 3. The gerund and its properties. The categories of gerund. Half-gerund. 4. The present participle and the past participle, their properties. Questions for discussion 1. Comment on the opposition of finite and non-finite forms of the verb. 2. How are mixed features of non-finite forms of verb revealed? 3. What verbal and nounal features does the infinitive combine? 4. What is the difference between the marked and unmarked infinitive? 5. What is the so-called split infinitive? 6. What features characterize the gerund? What makes it different from the infinitive? 7. What differentiates the participle from the infinitive and the gerund? 8. Does the participle express tense distinctions? 9. Comment on the use of non-finite forms of the verb in semi-predicative constructions.

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Practice Assignment I. Analyze the form of verbals in the following sentences: 1. But now, with the main planning completed, the focus of attention was on the practical matter of getting the money. (A. Hailey) 2. I will therefore briefly set down the circumstances which led to my being connected with the affair. (A. Christie) 3. There are many questions before the older man admits having known her before the war. (M. Ondaatje) 4. Crippled for ever, knowing he could never have any children, Clifford came home to the smoky Midlands to keep the Chatterley name alive while he could. (D. Lawrence) 5. It meant having to listen to the patient talk in his circuitous way, and the young soldier was not used to remaining still and silent. (M. Ondaatje) 6. Having no near relations or friends, I was trying to make up my mind what to do, when I ran across John Cavendish. (A. Christie) 7. The gin was wearing off, leaving a deflated feeling. (G. Orwell) 8. She looks in on the English patient, whose sleeping body is probably miles away in the desert, being healed by a man who continues to dip his fingers into the bowl made with the joined soles of his feet, leaning forward, pressing the dark paste against the burned face. (M. Ondaatje) 9. He started pacing the floor. (E. S. Gardner) 10. Wise white fatherly men shook hands, were acknowledged, and limped away, having been coaxed out of solitude for this special occasion. (M. Ondaatje)

II. State the functions of the non-finite forms in the following sentences: 1. O’Donnell considered suggesting that the chairman leave him some time for surgery, otherwise he might have trouble meeting his own quota. (A. Hailey)

19

2. I remember talking with his brother and telling him that the papers should be kept. I remember now, I wanted him to keep the filing cases intact. (E. S. Gardner) 3. Slim quiet Negroes passed up and down the street and stared at him with darting side glances. He was worth looking at. (R. Chandler) 4. He had no wife or family and he spent four or five evenings a week in his office, working until ten or eleven o'clock. But the modern idea of keeping track of time by the hour just never occurred to him. (E. S. Gardner) 5. Then he looked quickly around to see if anyone was watching. (J. K. Rowling) 6. Living alone and being independent grew on you after a while, and he doubted sometimes if he could adjust to anything else. (A. Hailey) 7. We had a good yarn about old times, and it ended in his inviting me down to Styles to spend my leave there. (A. Christie) 8. That too was a gesture belonging to the ancient time. (G. Orwell) 9. Having suffered so much, the capacity for suffering had to some extent left him. (D. Lawrence) 10. So this was what it felt like, being Goyle. 11. It meant having to listen to the patient talk in his circuitous way, and the young soldier was not used to remaining still and silent. (M. Ondaatje) 12. Langdon had always considered the Tuileries to be sacred ground. (D. Brown) 13. At that adoring look he felt his nerves quiver, just as if he had seen a moth scorching its wings. (J. Galsworthy) 14. George, on hearing the story, grinned. (J. Galsworthy) 15. There are many questions before the older man admits having known her before the war. (M. Ondaatje)

20

Seminar 7 The Adjective Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. VIII, p. 197 – 214) 2. Ilyish B. The Structure of Modern English. (Ch. V, p. 58 – 65; Ch. VII, p. 74 – 75) 3. Quirk R., Greenbaum S. et al. A University Grammar of English. (5.1. – 5.20., p. 108- 118; 5.42. – 5.47., p. 129 – 133) Points to discuss 1. The adjective as a part of speech. 2. Classifications of adjectives. 3. The problem of the stative. 4. The category of comparison. Questions for the discussion 1. What categorial meaning does the adjective express? 2. List the semantic, morphological and syntactic features of the adjective. 3. What subclasses are adjectives traditionally divided into? 4. What principle of distinction was proposed by Prof. Blokh? What subclasses of adjectives are singled out according to this principle? 5. What does the problem of the category of state words consist in? 6. What does the category of adjectival comparison express? What is the linguistic status of less/least combinations and such constructions as ‘a most beautiful girl’? Practice Assignment I. Give the forms of degrees of comparison and state whether they are formed in a synthetic, analytical or suppletive way: Well-off, amazing, sunny, noticeable, little, bad-tempered, ill-bred, handsome, good-looking, common, pleasant, magnificent, far-fetched.

21

II. State the classification features of the adjectives in the following sentences: 1. Julia, smiling good-naturedly, looked at her with ingenuous eyes. (W. S. Maugham) 2. He was tall and homely, wore horn-rimmed glasses, and spoke in a deep voice. (J. Cheever) 3. She was very fond of him, but he was so elegant, so well-bred, so cultured, she could not think of him as a lover. (W. S. Maugham) 4. He advanced with unmistakable authority on squat, powerful legs. (D. Brown) 5. Surely there is not another language that is so slipshod and systemless, and so slippery and elusive to the grasp. (M. Twain) Seminar 8 The Adverb Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XIX, p. 214 – 222) 2. Ilyish B. The Structure of Modern English. (Ch. XVII, p. 146 – 148) 3. Quirk R., Greenbaum S. et al. A University Grammar of English. (5.21. – 5.41., p. 118 – 129; 5.48. – 5.49., p. 133) Points to discuss 1. The adverb as a part of speech. 2. Classifications of adverbs. Structural types of adverbs. 3. The problem of verb-adverb combinations. Questions for the discussion 1. What is the categorial meaning of the adverb? 2. List the semantic, morphological and syntactic features of the adverb. 3. What classes of adverbs are traditionally singled out? 4. Where do the degree adverbs belong? 5. What does the problem of verb-adverb combinations consist in? 22

Practice Assignment I. State from what part of speech the following adverbs were produced and name the way of derivation: touchingly naïve, strikingly beautiful, seemingly confused, vertically challenged, to take anywhere, to behave drunkenly, to smile self-deprecatingly, to walk upward, to be dressed old-fashionedly. II. State the classification features of the adverbs in the following sentences: 1. She loved Michael more passionately than ever and would gladly have married him there and then, but his good sense prevailed. (W. S. Maugham) 2. Ralph disentangled himself cautiously and stole away through the branches. (W. Golding) 3. Before they had entirely stopped moving they opened again, violently, outwards. (R. Chandler) 4. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like cry; and this cry was echoed by another. (W. Golding) 5. The Citroën swerved left now, angling west down the park’s central boulevard. (D. Brown) Seminar 9 Functional Parts of Speech Reading 1. Ilyish B. The Structure of Modern English. (Ch. XVIII – XXII, p. 149 – 170) 2. Quirk R., Greenbaum S. et al. A University Grammar of English. (6.1. – 6.45., p. 134 – 153) Points to discuss 1. A general outline of functional parts of speech. 2. The preposition. 3. The conjunction. 23

4. The particle. 5. The interjection. Questions for discussion 1. What parts of speech belong to the class of functional words? 2. What does the preposition express? What classes of prepositions are singled out? 3. What differentiates prepositions from subordinate conjunctions? 4. What does the conjunction express? What classes are conjunctions divided into? 5. Characterize the particle and the interjection as parts of speech. 6. Can modal words be considered a separate part of speech? Practice Assignment State to what part of speech the underlined words belong: 1. ‘Oh, there you are, Mr. Poirot.’ (A. Christie) 2. “Come on in then. I ain’t had time to get cleaned up yet,” she whined. “Cops, huh?” (R. Chandler) 3. Yet it was a very ordinary face and its prettiness was strictly assembly line. (R. Chandler) 4. ‘Given her presents, perhaps?’— ‘Oh, no, sir, nothing of the kind.’ (A. Christie) 5. Poirot felt almost certain that it was false. (A. Christie) 6. Outside, even through the shut window-pane, the world looked cold. (G. Orwell) 7. It would have been inconceivably dangerous even if he had known how to set about doing it. (G. Orwell) 8. The only aristocratic trait they could find in his character was a habit of drinking Madeira. (J. Galsworthy) 9. If only it could be kept from him! (J. Galsworthy) 10. “I may as well tell you that I should have thrown it up, only I’m not in the habit of giving up what I’ve set my mind on.” (J. Galsworthy) 24

Seminar 10 The Phrase: Principles of Classification Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XX, p. 222 – 229) 2. Иванова

И.П.,

Бурлакова

В.В.,

Почепцов

Г.Г.

Теоретическая

грамматика современного английского языка. (Гл. 2 “Словосочетание”, с. 100 – 163) 3. Ilyish B. The Structure of Modern English. (Ch. XXIII, p. 171 – 181) Points to discuss 1. The phrase in the hierarchy of language units. 2. The structural and the semantic properties of the phrase. 3. Classifications of phrases. 4. Types of syntactic connections: coordination, subordination, accumulation. 5. Agreement and government as two main types of syntactic relations. 6. Adjoinment and enclosure as special means of expressing syntactic relations. Questions for discussion 1. What is the phrase? What are the differential features of the phrase? 2. What parts of speech can function as head words? 3. What principle is the traditional classification of phrases based on? 4. Comment on different approaches to classifying phrases. 5. Comment on types of syntactic connections. 6. What does agreement as a syntactic relation consist in? 7. What differentiates government from agreement? 8. What makes adjoinment and enclosure special means of expressing syntactic relations? Practice Assignment I. Define the properties of the following phrases: For us to come; (made) him feel tired; denied the accusations; seriously damaged; pride and prejudice; a wedding dress; naïve country (girls); to kiss 25

tenderly; over the net; beauty, grace, elegance; he runs; proud of the success; early riser; perfectly sure; a feeling of disgust; rich in copper ore; love of God; (caught) the boy snooping around; my old (shoes); the book falling out of her hands; junk food; to stably reproduce; we trust; new blue (jacket); on the table.

II. State the type of syntactic relations (agreement, government, adjoinment, enclosure): A negative answer, these books, he comes, to fully understand, to know them, on me, they agreed, lovely face, your lovely smile, with him, to speak quietly, that shop, gave to him. Seminar 11 The Sentence: General. The Simple Sentence Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XXI, p. 229 – 236; Ch. XXIII, p. 243 – 261) 2. Блох М. Я. Теоретические основы грамматики. (Ч. 3, гл. 1, с. 97 – 113; гл. 3 – 4, с. 123 – 142) 3. Иванова

И.П.,

грамматика

Бурлакова

современного

В.В.,

Почепцов

английского

Г.Г.

языка.

Теоретическая

(3.1

“Признаки

предложения (общая характеристика)”, c. 164 – 183) 4. Ilyish B. The Structure of Modern English. (Ch. XXIV, p. 182 – 191; Ch. XXXI, p. 250 – 254) Points to discuss 1. The notion of sentence. The sentence as a language unit. Predication and modality. 2. Communicative types of sentences. 3. Structural types of sentences.

26

Questions for discussion 1. What problems underlie the definition of the sentence? What is the difference between the phrase and the sentence, the sentence and a combination of sentences? 2. What properties does the sentence possess? 3. What criteria are taken into account when sentences are differentiated as simple/composite, one-member/two-member, etc.? 4. What is the difference between elliptical and one-member sentences? 5. What communicative types of sentences are traditionally differentiated? 6. What classification of sentences was proposed by prof. Pocheptsov? What principle is it based on? Practice Assignment I. Define whether the structures in italics are one-member or elliptical sentences. State the type of one-member sentences. 1. Virgins of the school of Rafael, Virgins of the school of Guido Reni, landscapes of the school of Zuccarelli, ruins of the school of Pannini. (W. S. Maugham) 2. "Glad to hear it." (Th. Dreiser) 3. I don't write. Not such a fool. (J. Galsworthy) 4. To be alive! To have youth and the world before one. (Th. Dreiser) 5. Living room in the house of Philip Phillimore. (L. Mitchell) 6. Looks to me for all the world like an alf-tame leopard. (J. Galsworthy) 7. A scandal! A possible scandal! (J. Galsworthy) 8. She could think of him now with indifference. She loved him no longer. Oh, the relief and the sense of humiliation! (W. S. Maugham) 9. To receive so flattering an invitation! To have her company so warmly solicited! (J. Austen) 10. Soames stole a glance. No movement in his wife's face. (J. Galsworthy) 11. “Had an autopsy. Took longer than I figured.” (A. Hailey) 12. She was going to bed at last. Ah! Joy and pleasant dreams! (J. Galsworthy) 27

13. In this search, who knows what he thought and what he sought? Bread for hunger—light in darkness? (J. Galsworthy) 14. A divorce! Thus close, the word was paralyzing, so utterly at variance with all the principles that had hitherto guided his life. (J. Galsworthy) 15. ‘Want to see the hanging! Want to see the hanging!’ chanted the little girl, still capering round. (G. Orwell)

II. State structural and communicative types of the following sentences: 1. Well, there they were! (J. Galsworthy) 2. ‘What do you mean by that?’ (W. S. Maugham) 3. “Careful! You'll break it—“ (W. Golding) 4. What could he have been thinking of? (J. K. Rowling) 5. She had gone out a quarter of an hour before. Out at such a time of night, into this terrible fog! (J. Galsworthy) 6. Who had done this barbarous deed? (A. Conan Doyle) 7. It hadn’t changed at all. (R. Dahl) 8. “Piggy! Piggy!” (W. Golding) 9. He was not used to being talked to like that. (R. Chandler) 10. Forgotten! (J. Galsworthy) 11. This is certainly a beautiful country! (E. Bronte) 12. Mr. Dursley sat frozen in his armchair. Shooting stars all over Britain? Owls flying by daylight? Mysterious people in cloaks all over the place? And a whisper, a whisper about the Potters... (J. K. Rowling) 13. Even a no-charge job was a change. (R. Chandler) 14. “You walking out on me?” (R. Chandler) 15. Be careful. I warned you about the dangers. (M. Ondaatje)

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Seminar 12 Constituent Structure of the Sentence. Syntactic Processes Required Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XXIV, p. 261 – 272) 2. Иванова

И.П.,

Бурлакова

В.В.,

Почепцов

Г.Г.

Теоретическая

грамматика современного английского языка. (3.2.1. – 3.2.2.8, с. 183 – 230) 3. Ilyish B. The Structure of Modern English. (Ch. XXVI – XXIX, p. 198 – 237) Points to discuss 1. The traditional scheme of sentence parsing. 2. The main sentence parts: the subject and the predicate, their types. 3. The secondary sentence parts: attribute, object, adverbial modifier. 4. The structural scheme of the sentence. The elementary sentence. 5. Syntactic processes. Questions for discussion 1. What criteria is the description of sentence parts based on? What principle underlies the division of sentence parts into main and secondary? 2. Comment on the status of the subject and the predicate. 3. What types of predicates can be singled out? 4. List the existent classifications of the object. 5. Comment on the order of prepositive attributes. 6. What is the structural scheme of the sentence? What is the elementary sentence? 7. Characterize the following syntactic processes: expansion, compression, addition,

specification,

complication,

contamination,

development,

adjunction, inclusion, isolation, substitution, representation and ellipsis. Give examples.

29

Practice Assignment I. State the type of the predicate in the following sentences: 1. Mr. Dursley stopped dead. (J. K. Rowling) 2. It just gave him a stern look. (J. K. Rowling) 3. In 1915 Horace Tarbox was thirteen years old. (F. S. Fitzgerald) 4. The two young people were having tea together. (E. Waugh) 5. Winston’s entrails seemed to grow cold. (G. Orwell) 6. For the first time in her life she had been danced tired. (F. S. Fitzgerald) 7. Priscilla’s gay and gadding existence had come to an abrupt end. (A. Huxley) 8. They were of no importance. (J. Cheever) 9. But he really must find that word. (A. Huxley) 10. O’Donnell was inclined to be more critical. (A. Hailey) II. State the means of expressing the subject in the following sentences: 1. None of them noticed a large, tawny owl flutter past the window. (J. K. Rowling) 2. Everything about her was manly. (A. Huxley) 3. To face the worst and have it over was better. (J. Galsworthy) 4. Was this normal cat behavior? (J. K. Rowling) 5. There was a crisis. (A. Huxley) 6. All subsequent crimes against the Party, all treacheries, acts of sabotage, heresies, deviations, sprang directly out of his teaching. G. Orwell) 7. To tell it is to live through it all again. (O. Wilde) 8. Hers was not a face to command instant attention or recognition. (A. Christie) 9. Sleeping was her latest discovery. (K. Mansfield) 10. It’s no good your flying in a temper. (W. S. Maugham) III. State the type of objects in the following sentences. 1. The war of 1914 gave him his final chance. (W. S. Maugham) 2. The brilliance was not diminished by their injuries. (J. Cheever) 3. Bernice raised the brows in question. (F. S. Fitzgerald) 4. The barn-door and the jaw were separated by a line strait as a nail. (F. S. Fitzgerald) 30

5. He gave the cross a stiff nod. (J. Cheever) 6. He would ravish her and cut her throat at the moment of climax. (G. Orwell) 7. James took another chair by the table, and leaned his head on his hand. (J. Galsworthy) 8. Old Jolyon raised his head and nodded. (J. Galsworthy) 9. O’Donnell was introducing Pearson to Hilton. (A. Hailey) 10. They stared at each other across the breakfast-table for a moment. (F. S. Fitzgerald) IV. State what syntactic processes are observed in the following sentences. Reconstruct the corresponding elementary sentences. 1. The hat had obviously been worn as a practical joke! He himself was a connoisseur of such. (J. Galsworthy) 2. They found him tiresome and ridiculous. (W. S. Maugham) 3. Timothy, indeed, was seldom seen. (J. Galsworthy) 4. That makes the pathologist’s work difficult. Usually. (A. Hailey) 5. I badly wanted a cigarette, but did not like to light one. (W. S. Maugham) 6. It is a product of greed, avarice, hate, revenge, or perhaps fear. (E. S. Gardner) 7. Larry seated himself at the writing-table and began to count. (W. S. Maugham) 8. Isabel, a little scared, took hold of my hand. (W. S. Maugham) 9. You must retrieve the stone for me. Immediately. Tonight. (D. Brown) 10. The autopsy-room doors swung open. (A. Hailey)

31

Seminar 13 Semantic Structure of the Sentence. Actual Division of the Sentence Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XXII, p. 236 – 243) 2. Иванова

И.П.,

Бурлакова

В.В.,

Почепцов

Г.Г.

Теоретическая

грамматика современного английского языка. (3.3.1. – 3.3.4., c. 238 – 250; 3.3.9., с. 256 – 260) 3. Ilyish B. The Structure of Modern English. (Ch. XXV, p. 191 - 197) 4. Quirk R., Greenbaum S. et al. A University Grammar of English. (14.1. – 14.36., p. 354 – 373) Points to discuss 1. Semantic roles. Minimization of semantic roles. 2. Actual division of the sentence. The notion of theme and rheme. 3. Language means of expressing the theme. Topicalization. 4. Language means of expressing the rheme. Questions for discussion 1. What is a semantic role? What is a semantic configuration? 2. How are semantic roles reflected in the meaning of the verb? 3. What are the main principles of actual division of the sentence? 4. What language means mark the theme of the sentence? 5. What language means are used to express the rheme of the sentence? Practice Assignment I. Analyze the semantic structure of the following sentences defining the semantic roles of the underlined elements: 1. The attacker aimed his gun again. (D. Brown) 2. She handed him the baggage checks. (E. S. Gardner) 3. Almost immediately, a heavy fist pounded on Langdon's door. (D. Brown) 4. The book lay on her lap. (M. Ondaatje) 5. He had been hugged by a complete stranger. (J. K. Rowling) 32

6. The witness reached in his pocket and produced a folded document. (E. S. Gardner) 7. Horace shook his head. (F. S. Fitzgerald) 8. He was indefatigable. (W. S. Maugham) 9. He opened the door. (A. Huxley) 10. He soaks his face with water and shaves his beard. (J. Cheever) 11. He would flog her to death with a rubber truncheon. (G. Orwell) 12. She shrugged her shoulders. (W. S. Maugham) II. Analyze the actual division of the sentences and the language means used to mark it: 1. All her life they had been watching her. (R. Dahl) 2. The girl with dark hair was sitting immediately behind. (G. Orwell) 3. It was Mrs. Eccles I particularly wanted to see. (A. Christie) 4. There is a form to fill in. The form is placed before them, and a pen. (J. Coetzee) 5. No, he had never written about Paris. Not the Paris he cared about. (E. Hemingway) 6. Across the fire from Horace was another easychair. (F. S. Fitzgerald) 7. The situation must be faced. (A. C. Doyle) 8. How simple it all was! (J. Cheever) 9. And again, perhaps it was not even unorthodoxy that was written in his face, but simply intelligence. (G. Orwell) 10. Sunday was a holiday for Dad, not for Mum. (S. Leacock) 11. The Brotherhood, its name was supposed to be. (G. Orwell) 12. There was a sofa, a piano covered in a grey sheet, the head of a stuffed bear and high walls of books. (M. Ondaatje) 13. It was a noise that set one’s teeth on edge and bristled the hair at the back of one’s neck. (G. Orwell) 14. The brightness faded from James’s visage. (J. Galsworthy) 15. Even O’Brien’s heavy face was flushed. (G. Orwell) 16. Baxter Dowes he knew and disliked. (D. Lawrence) 17. Somebody ought to be getting rich. Somebody ought to be seen to be getting rich. (A. Christie) 18. From a passage to the right came the hum of machinery. (A. Hailey) 33

19. The dreadful mistake had been revealed at autopsy. (A. Hailey) 20. Out behind was the farm where half a dozen lay brothers were sweating lustily as they moved with deadly efficiency around the vegetable-gardens. (F. S. Fitzgerald) 21. “You’re telling me to get more help!” (A. Hailey) 22. ‘He’s ever so good with his hands, Tom is.’ (G. Orwell) 23. It was Bosinney who first noticed her, and asked her name. (J. Galsworthy) 24. Between the kitchen and the destroyed chapel a door led into an oval-shaped library. (M. Ondaatje) 25. “But the church, it is a fortress. Especially at night. How will I enter?” (D. Brown) 26. What was curious was that at the time, in the dream, the words had not made much impression on him. It was only later and by degrees that they had seemed to take on significance. (G. Orwell) 27. Among patients and staff only the fortunate or influential escaped the worst of the heat in air-conditioned rooms. (A. Hailey) Seminar 14 The Composite Sentence Reading 1. Блох М. Я. Теоретическая грамматика английского языка. (Ch. XXVI – XXX, p. 283 – 351) 2. Иванова

И.П.,

грамматика

Бурлакова

современного

В.В.,

Почепцов

английского

Г.Г.

языка.

Теоретическая

(3.2.3.

“Сложное

предложение”, c. 230 – 238) 3. Ilyish B. The Structure of Modern English. (Ch. XXXII – L, p. 254 – 331) Points to discuss 1. The composite sentence vs. the simple sentence. 2. The compound sentence. 3. Coordination. Types of coordinating connectors. 34

4. The complex sentence. 5. Subordination. Types of subordinating connectors. 6. Asyndetic sentences. 7. Semi-composite sentences. 8. Mixed types of composite sentences. Questions for discussion 1. What problems underlie the notion of the composite sentence? 2. What similar syntactic properties characterize the simple sentence and the composite sentence? 3. What principles can serve as the basis of a general classification of composite sentences? 4. What is a compound sentences? 5. How are clauses in a compound sentence connected? 6. What is a complex sentence? 7. What connectors can be used to join clauses of a complex sentence together? 8. What types of subordinate clauses are differentiated? 9. What is an asyndetic sentence? 10. Can asyndetic sentences be classified into compound and complex? 11. What semantic relations are possible between clauses of an asyndetic sentence? 12. What sentences are referred to as semi-composite sentences? 13. What makes semi-composite sentences transitional structures? 14. What is a compound-complex sentence? Practice Assignment I. State the type of connectors in the following compound sentences: 1. The cognac tasted salty, but Rémy didn't care. (D. Brown) 2. “You’ve got to come, or else I’ll pull your hair”. (J. Galsworthy) 3. The rain was getting heavier now, and he tucked the cryptex deep in his right-hand pocket to protect it from the dampness. (D. Brown)

35

4. And, as a matter of fact, it wasn’t technically called a monastery, but only a seminary; nevertheless it shall be a monastery here despite its Victorian architecture or its Edward VII additions, or even its Woodrow Wilsonian, patented, last-a-century roofing. (F. S. Fitzgerald) 5. The stuff was like nitric acid, and moreover, in swallowing it one had the sensation of being hit on the back of the head with a rubber club. (G. Orwell) 6. “You keep your hands off my wife, or I’ll bust your pretty little nose”. (J. Cheever) 7. He knew himself to be old, yet he felt young; and this troubled him. (J. Galsworthy) 8. And this is reasonable, for upon the accuracy of his estimates the whole policy of his life is ordered. (J. Galsworthy) 9. We were locked together this way for maybe a couple of seconds; then the sound of the mill jumped a hitch, and something commenced to draw her back away from me. (K. Kesey) 10. It was Saturday, so they were early home from school: quick, shy, dark little rascals of seven and six, soon talkative, for Ashurst had a way with children. (J. Galsworthy)

II. Comment on the relations between clauses in the following asyndetic sentences: 1. He did not leave town; Irene refused to go away. (J. Galsworthy) 2. Teacher had heard the poem, he had known the answer. (D. Brown) 3. The Teacher recalled a small announcement sign he had seen on his way into the abbey. (J. Brown) 4. We had half imagined George was dead. (M. Spark) 5. She shivered slightly: they were like dead men. (F. S. Fitzgerald) 6. He still hoped she might once more become a comfort to himself. (J. Galsworthy) 7. You needn’t worry, I shall be careful all right. (A. Christie) 36

8. She had asked Phil to dinner many times; his invariable answer had been ‘Too busy.’ (J. Galsworthy) 9. I would not have spoken had I not been inspired to it. (M. Spark) 10. It was the piece of evidence they had all unconsciously been waiting for. (J. Galsworthy) III. State the type of subordinate clauses in the following complex sentences: 1. On sunny afternoons, Londoners picnic beneath the willows and feed the pond's resident pelicans, whose ancestors were a gift to Charles II from the Russian ambassador. (D. Brown) 2. Since he had neglected to do it on first coming to the estate, their quitting his house might be looked on as the most suitable period for its accomplishment. (J. Austin) 3. As the Teacher approached the front passenger door of the parked limousine, Rémy leaned across and opened the door. (D. Brown) 4. Even if she hated him, he at all events ought not to put himself in the wrong by neglecting this ancient rite. (J. Galsworthy) 5. What she thought of her brother’s guests I can only imagine. (W. S. Maugham) 6. The grey light clung about the trees of the square, as though Night, like a great downy moth, had brushed them with her wings. (J. Galsworthy) 7. Though he had not seen the architect since the last afternoon at Robin Hill, he was never free from the sense of his presence—never free from the memory of his worn face with its high cheek bones and enthusiastic eyes. (J. Galsworthy) 8. But he put his knee over my ankles, so that I couldn’t move. (M. Spark) 9. He was looking at his wife’s face when he came to this conclusion. (J. Galsworthy) 10. The boy didn’t dare look at his father lest he should scold and punish him. (A. Cronin)

37

IV. State what makes the following sentences semi-composite: 1. Langdon nodded, feeling the first faint wisps of possibility materializing. (D. Brown) 2. Langdon read the words twice, his heart pounding wildly. (D. Brown) 3. I’ll never do anything as good as that. (W. S. Maugham) 4. Sophie was already stepping over the swag and moving forward. (D. Brown) 5. Nothing afforded him greater amusement than a drunken man. (J. Galsworthy) 6. They found my body and made me a boat of sticks and dragged me across the desert. (M. Ondaatje) 7. Young Jolyon sat down not far off, and began nervously to reconsider his position. (J. Galsworthy) 8. He was as pleasant, attentive, and soberly gay as usual. (W. S. Maugham) 9. Not constitutionally interested in amphibious sports, his visit had been one of business rather than pleasure, a client of some importance having asked him down. (J. Galsworthy) 10. The soft fullness of the coat made her face as small as a child’s. (J. Galsworthy) Seminar 15 Indirect Meaning of the Utterance Reading Иванова И.П., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика современного английского языка. (3.3.10 – 3.3.13, c. 260 – 267) Points to discuss 1. Semantics and pragmatics. Three approaches to defining pragmatics as a linguistic discipline. 2. Expressed and implied meaning of the utterance. 3. Presupposition and its types. 4. Implication and inference. 38

Questions for discussion 1. What does semantics deal with? What is the sphere of pragmatics? 2. What is presupposition? What types of presupposition are identified? 3. What is implication? What makes it different from inference? Practice Assignment Analyze the semantic structure of the following sentences (explicit and implicit meanings): 1. His brother-in-law was anathema to him. (S. Sheldon) 2. None of them noticed a large, tawny owl flutter past the window. (J. Rowling) 3. He didn’t seem at all upset at being almost knocked to the ground. (J. Rowling) 4. Mr. Dursley tried to act normally. (J. Rowling) 5. He pawned a cigarette-case and a pair of field-glasses and managed to live— to eat, sleep, and smoke. (F. S. Fitzgerald) 6. With sickening truth it occurred to him that his facility for meeting people was limited. (F. S. Fitzgerald) 7. He was glad he did not know who lived here. (F. S. Fitzgerald) 8. She has sensed a shift in the weather. (M. Ondaatje) 9. He told me that Isabel had broken her engagement to Larry. (W. S. Maugham) 10. She saw that he had been waiting impatiently. (W. S. Maugham) 11. Yes, he seems to have been taken suddenly ill at the office… (A. Christie) 12. She never wanted to see that room again. (M. Mitchell) 13. We have forgotten to inform Mr Poirot of that. (A. Christie) 14. Paul suppressed a shiver, and forced himself to ask the question uppermost in his mind. (A. Cronin) 15. He made a supreme effort to break it. (J. Galsworthy)

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Seminar 16 Speech Act Theory. Pragmatic Types of Sentences Reading Иванова И.П., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика современного английского языка. (3.4. “Прагматика предложения”, с. 267 – 281) Points to discuss 1. Speech acts theory. Classification of speech acts (J. Austin, J. R. Searle). 2. Pragmatic types of sentences. 3. Pragmatic transposition of sentences. Questions for discussion 1. What does the speech act theory consist in? 2. Dwell upon the notions of locution, illocution and perlocution. 3. What types of speech acts were singled out by J. Austin? 4. What makes performatives a special type of illocutionary acts? 5. What are felicity conditions? 6. What pragmatic types of sentences are differentiated by prof. Pocheptsov? 7. What is pragmatic transposition of sentences? 8. Can any pragmatic type of sentences be transposed? Practice Assignment I. Define the pragmatic type of the following sentences: 1. Help yourself. 2. Go to hell. 3. Say that again, and I’ll hit you. 4. Do you know whether they won? 5. You may go now, Smith. 6. Take me home. 7. You could be more careful. 8. Your performance was outstanding! – Yes, wasn’t it! 9. I’m terribly pleased to hear that you failed your exams. 40

10. A referendum will satisfy everybody. – I don’t think so. 11. “Do not move.” (D. Brown) 12. “You identify the gentleman, sir?” (J. Galsworthy) 13. “Shoo!” said Mr. Dursley loudly. (J. Rowling) 14. “No problems, were there?” (J. Rowling) 15. “I worked on a ranch two summers as a rider.” (F. S. Fitzgerald) 16. “Put up your hands!” (F. S. Fitzgerald) 17. “Do you mind lifting him on to a chair, Louisa,” said Mary hastily. (D. Lawrence) 18. It read simply, “I accept.” (A. Hailey) 19. “I’ll talk to Joe Pearson this afternoon,” he promised. (A. Hailey) 20. “Kent, I want to talk to you,” Rufus said. (A. Hailey) II. Comment on the following cases of pragmatic transposition of sentences: 1. “Luncheon is served.” (A. Christie) 2. “Mind if I put a few in my pocket?” Mr. Stowe asked. (G. Greene) 3. “Is there anything I can get you,” Nellie asked. (J. Cheever) 4. “Could I sleep here,” I asked. (J. Cheever) 5. “It might help a little if you washed some of the dirt out,” he remarked acidly. (A.Hailey) 6. “You’ll come to me as soon as you can, Jo.” (J. Galsworthy) 7. “You’d better cut out smoking too.” (A. Hailey) 8. “These autopsy protocols have to be signed, Dr. Pearson.” (A. Hailey) 9. “Would you care for a lemon drop?” (J. Rowling) 10. Langdon glanced up, certain he had misunderstood. “I beg your pardon?” (D. Brown) Seminar 17 The Cooperative Principle. The Politeness Principle Points to discuss 1. Conversational implicature. 2. The Cooperative Principle and Grice’s maxims. 41

3. The Politeness Principle and Leech’s maxims. Questions for discussion 1. What is conversational implicature? 2. What maxims underlie the Cooperative Principle? 3. What is the difference between violating a maxim and flouting a maxim? 4. What maxims of the Cooperative Principle are breached in small talk, ‘white lies’, teasing, and topic shift? 5. What tropes are built on the breach of the Cooperative Principle? 6. What is politeness, according to G. Leech? 7. What are the maxims of the Politeness Principle? 8. According to G. Leech, what is more important - negative politeness (avoidance of discord) or positive politeness (seeking concord)? 9. Are maxims of politeness universal or culture-specific? 10. What other pragmatic principles were singled out by G. Leech? Practice Assignment I. State which maxims of the Cooperative Principle are breached in the following situations: 1.

A: We'll all miss Bill and Agatha, won't we? B: Well, we'll all miss Bill.

2.

Mary: I've lost a diamond ring. Bill: Well, Julie was wearing a diamond ring this morning.

3.

A: Where's my box of chocolates? B: The children were in your room this morning.

4.

The weather is not bad.

5.

(A is just out of bed, hair tousled) B: Love your hair.

6.

A: But what about C? Is she still cheating on Mr. C? B: Maybe, maybe not.

7.

A: What did you have to eat? B: Something masquerading as chicken chasseur. 42

8.

(It’s pouring down outside): Wow, isn’t the weather lovely

9.

That cat is not male.

10.

My love is a red rose.

11.

(Mr Johnson has only one secretary): Mr Johnson sacked his female secretary.

12.

A: And what happened once you were upstairs? Did you seduce her? B: She opened the door and the room was full of bats.

13.

But at my back I always hear Time’s winged chariot hurrying near … (A. Marvell)

14.

“Excuse me, do you know what time it is?” “Yes.”

15.

“Why did the Vice President fly to Panama?” “Because the fighting is over.”

16.

“How many surrealists does it take to screw in a light bulb?” “Fish!”

17.

“Do you believe in clubs for young men?” “Only when kindness fails.”

18.

(Context: the child has stolen money from the mother's purse) Mother: There's a large amount of money missing from my purse. Do you know anything about it? Child: No!

19.

(Context: the garage B is talking about is not open, and furthermore, it doesn't sell leaded petrol (which is the only kind of petrol A's car will run on), and B knows all of this) A: I'm out of petrol B: There's a garage 'round the corner

20.

Child: What if our plane crashes? Mother: Wow! What a happy thought.

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II. State which maxims of the Politeness Principle are breached in the following situations: 1.

Do not use the blue towel. It’s for guests.

2.

A man walks out of a bar, totally hammered, only to be greeted by a snobby woman. She takes one look at him. “You sir, are drunk!” “And you ma’am, are ugly. But when I wake up tomorrow morning, I’ll be sober!” 3.

A: The cake is very delicious. You are a great cook! B: I sure am!

4.

A: I really like the picture. B: I think it’s ugly.

5.

A: I am so sorry that Pete failed his entrance exams. B: Well, he got his fairing.

6.

It was not very smart of you, I must say.

7.

Don’t I look lovely in that dress?

8.

A: I am afraid, I’ve just broken it… Sorry. B: God, you are so clumsy!

9.

Get me a couple of sandwiches, will you?

10.

A: Where is my purse? B: I am not a clearvoyant.

11.

A: You sing beautifully! B: I am a great singer, aren’t I?

12.

Do not take more than four cookies.

13.

This hat does not become you.

14.

A: My roses are withering. B: Who cares about your roses!

15.

I’ll take your car then.

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Seminar 18 Text as an Object of Research. The Problem of the Text Unit Reading 1. Блох М.Я. Теоретическая грамматика английского языка. (Ch. XXXI, p. 351 – 364) 2. Блох М. Я. Теоретические основы грамматики. (Ч. 3, гл. 2, с. 113 – 123) Points to discuss 1. Text as an object of text linguistics. 2. Text as an object of research. Criteria of textuality. 3. Textual categories. 4. Textual units. The supra-phrasal unity and the paragraph. Questions for discussion 1. Give a definition of text. What are various approaches to defining text? 2. What does the text-as-a-product approach consist in? What does the text-asa-process approach consist in? 3. Can text be considered the highest language unit? 4. What are the basic characteristics of text? 5. What criteria of textuality are applied to texts? 6. Define the notions of cohesion and coherence. What is the difference between the two? 7. Comment on the types of cohesion (reference, ellipsis, conjunction, lexical organization). 8. What textual categories are usually identified by scholars? Is the number of textual categories strictly limited? 9. What are the principles of identifying textual units? 10. What textual units are differentiated by different scholars? 11. How is the supra-phrasal unity singled out? 12. What marks the border between two neighboring supra-phrasal unities? 13. How does the supra-phrasal unity correlate with the paragraph?

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Practice Assignment I. Can the following formations be considered texts? Substantiate your answer. (1) I bought a Ford. A car in which President Wilson rode down the Champs Elysées was black. Black English has been widely discussed. The discussions between the presidents ended last week. A week has seven days. Every day I feed my cat. Cats have four legs. The cat is on the mat. Mat has three letters. (2) A: How did you like the Harry-Potter-book you were given for Christmas? B: Well, I am a great believer in recycling. II. Comment on the means of textual cohesion and coherence in the following extract: NEVER make forecasts, especially about the future. Samuel Goldwyn's wise advice is well illustrated by a pair of scientific papers published in 1953. Both were thought by their authors to be milestones on the path to the secret of life, but only one has so far amounted to much, and it was not the one that caught the public imagination at the time. James Watson and Francis Crick, who wrote “A structure for deoxyribose nucleic acid”, have become as famous as rock stars for asking how life works and thereby starting a line of inquiry that led to the Human Genome Project. Stanley Miller, by contrast, though lauded by his peers, languishes in obscurity as far as the wider world is concerned. Yet when it appeared, “Production of amino acids under possible primitive Earth conditions” was expected to begin a scientific process that would solve a problem in some ways more profound than how life works at the moment—namely how it got going in the first place on the surface of a sterile rock 150m km from a small, unregarded yellow star. Dr Miller was the first to address this question experimentally. Inspired by one of Charles Darwin's ideas, that the ingredients of life might have formed by chemical reactions in a “warm, little pond”, he mixed the gases then thought to have formed the atmosphere of the primitive Earth—methane, ammonia and 46

hydrogen—in a flask half-full of boiling water, and passed electric sparks, mimicking lightning, through them for several days to see what would happen. What happened, as the name of the paper suggests, was amino acids, the building blocks of proteins. The origin of life then seemed within grasp. But it has eluded researchers ever since. They are still looking, though, and this week several of them met at the Royal Society, in London, to review progress. (The Economist, February 16th 2006)

III. Parse the following passage into supra-phrasal unities: The hallway smelt of boiled cabbage and old rag mats. At one end of it a coloured poster, too large for indoor display, had been tacked to the wall. It depicted simply an enormous face, more than a metre wide: the face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features. Winston made for the stairs. It was no use trying the lift. Even at the best of times it was seldom working, and at present the electric current was cut off during daylight hours. It was part of the economy drive in preparation for Hate Week. The flat was seven flights up, and Winston, who was thirty-nine and had a varicose ulcer above his right ankle, went slowly, resting several times on the way. On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran. (G. Orwell “Nineteen Eighty-Four”)

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Revision I. Group the following words into pairs according to the type of morphemic distribution: Irresistible, playing, immoral, learned, cakes, graceful, impartial, learnt, depressing, joyous, played, nebula, amoral, apples, graceless, joyful, depressed, learner, nebulae.

II. Group the following word forms into oppositions and state their types: Nice, mice, dogs, am, fly, girl, was taken, has forgotten, has gone, is cooking, brother, is, mouse, nicer, cooks, nicest, brother’s, girls, had gone, are, take, docks, forget, will fly.

III. Comment on the oppositional reduction of the categorial noun forms: 1. The old man was soon asleep and dreamed of the ocean and his golden beaches. (E. Hemingway) 2. What does a man risk his life day after day for? (O.Henry) 3. “She packs a 20:1 thrust/weight ratio; most jets run at 7:1.” (D. Brown) 4. Outside the tent the hyena made the same strange noise that had awakened her. But she did not hear him for the beating of her heart. (E. Hemingway) 5. “They're a filthy animal though.” (E. Hemingway)

IV. State the kind of the genitive case that it used in the following sentences: 1. I remembered Mrs. Inglethorp’s dying words. (A. Christie) 2. Winston’s greatest pleasure in life was in his work. (G. Orwell) 3. The brightness faded from James’s visage. (J. Galsworthy) 4. “And Mr. Langdon’s refusal to speak publicly about his unusual role in last year’s Vatican conclave certainly wins him points on our intrigue-o-meter.” (D. Brown) 5. Soames’s smile died. (J. Galsworthy)

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6. The lecturer was saying something about Tennyson’s solidity and fifty heads were bent to take notes. (F. S. Fitzgerald) 7. He felt deeply drawn to him, and not solely because he was intrigued by the contrast between O’Brien’s urbane manner and his prize-fighter’s physique. (G. Orwell) 8. It has been truthfully said that one picture tells more than ten thousand words, and in this case, the jurist’s attitude left no doubt of his faith in Virginia Baxter’s innocence. (E. S. Gardner) 9. John noticed my surprise at the news of his mother’s remarriage and smiled rather ruefully. (A. Christie) 10. Sophie's voice dropped to a whisper now. (D. Brown) V. Account for the use of articles in the following sentences: 1. No, he had never written about Paris. Not the Paris he cared about. (E. Hemingway) 2. He was an old man who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish. In the first forty days a boy had been with him. (E. Hemingway) 3. Once when I was passing that way, a total stranger took me by the arm and, pointing to Mother, said, "Look at that crazy old dame." (J. Cheever) 4. This was not the same June who had paid the trembling visit five months ago; those months of suffering and restraint had made her less sensitive... (J. Galsworthy) 5. On a dark, misty, raw morning in January, I had left a hostile roof with a desperate and embittered heart – a sense of outlawry and almost of reprobation – to seek the chilly harbourage of Lowood: that bourne so far away and unexplored. The same hostile roof now again rose before me: my prospects were doubtful yet; and I had yet an aching heart. (Ch. Bronte)

49

VI. Comment on the categorial features of pronouns in the following passage: But it was Blanche who most surprised me. She proved herself not only a capable, but a devoted nurse. There was nothing in her to remind you that she had so vehemently struggled against her husband's wish to bring Strickland to the studio. She insisted on doing her share of the offices needful to the sick. She arranged his bed so that it was possible to change the sheet without disturbing him. She washed him. When I remarked on her competence, she told me with that pleasant little smile of hers that for a while she had worked in a hospital. She gave no sign that she hated Strickland so desperately. She did not speak to him much, but she was quick to forestall his wants. For a fortnight it was necessary that someone should stay with him all night, and she took turns at watching with her husband. (W. S. Maugham “The Moon and Sixpence”)

VII. State the classification features of adjectives and adverbs in the following passage: With his untidy beard and long hair, his features, always a little larger than life, now emphasised by illness, he had an extraordinary aspect; but it was so odd that it was not quite ugly. There was something monumental in his ungainliness. I do not know how to express precisely the impression he made upon me. It was not exactly spirituality that was obvious, though the screen of the flesh seemed almost transparent, because there was in his face an outrageous sensuality; but, though it sounds nonsense, it seemed as though his sensuality were curiously spiritual. There was in him something primitive. (W. S. Maugham “The Moon and Sixpence”) VIII. Comment on the forms of the oblique mood in the following sentences: 1. The questions frightened her. She wished she had left the paper unturned, that she had never known. (A. Hailey) 2. And all the while, lest one should be in any doubt as to the reality which Goldstein’s specious claptrap covered, behind his head on the telescreen there marched the endless columns of the Eurasian army—row after row of solid-looking men with expressionless Asiatic faces, who swam up to the 50

surface of the screen and vanished, to be replaced by others exactly similar. (G. Orwell) 3. It’s exactly as though a spider had got into an inkpot and were walking over a sheet of notepaper! (A. Christie) 4. I learnt a good deal about human nature in that sanatorium that otherwise I should never have known. (W. S. Maugham) 5. Seeing it, Langdon thought of Vittoria, recalling their playful promise a year ago that every six months they would meet again at a different romantic spot on the globe. The Eiffel Tower, Langdon suspected, would have made their list. (D. Brown) 6. When so much has been written about Charles Strickland, it may seem unnecessary that I should write more. (W. S. Maugham) 7. If he were drowned they would find his clothes. (J. Galsworthy) 8. Despite Teabing's insistence that their investigation should be conducted meticulously, Sophie felt eager and pushed ahead of them, making a cursory walk-through of the five knights on the left. (D. Brown) 9. At another time Dora would have been furious. (I. Murdoch) 10. It was a shame that you should have missed it the way that you did. (W. S. Maugham)

IX. State the functional meaning (realization, neutralization, transposition) of verbs in the following sentences: 1. The phone had hardly been cradled when there was a buzz at the door of her apartment. (E. S. Gardner) 2. He was just dropping off when something again woke him. (A. Christie) 3. The thousand and one stories are being told every day by hundreds of thousands of viziers’ daughters to their respective sultans. (O’Henry) 4. The rain had ceased and there was a purplish gleam in the sky up above the huge humped roof of the Earls Court Exhibition Hall. (J. Joyce)

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5. “We are continually being bribed with our own money. It’s a great big fraud,” he accused. (T. Clark) 6. My future is settled. I am seeing my lawyer tomorrow as it is necessary that I should make some provision for Mervyn if I should pre-decease him which is, of course, the natural course of events. (A. Christie) 7. ‘I told you already,’ the curator stammered, kneeling defenseless on the floor of the gallery. (D. Brown) 8. The next morning at 11 o’clock when I was sitting there alone, an Uncle Tom shuffles into the hotel and asks for the doctor to come and see Judge Banks, who, it seems was the mayor and a mighty sick man. (O’Henry) 9. Last night on the train, there are two mysterious strangers. (A. Christie) 10. Langdon was feeling anything but fortunate, and coincidence was a concept he did not entirely trust. (D. Brown) 11. I learned that when I worked a season on a skillo wheel in a carnival. (K. Kesey) 12. They had been talking some ten minutes when Michel fancied he heard a bell. (A. Christie) 13. Langdon felt a familiar tinge of wonder as his eyes made a futile attempt to absorb the entire mass of the edifice. (D. Brown) 14. During the summer I met Mrs. Strickland not infrequently. (W. S. Maugham) 15. ‘If I’m not being unduly curious, just how did you figure this out?’ (A. Christie)

X. Analyze the form and function of non-finite verb forms in the following sentences: 1. She made up her mind to profit by her acquaintance with so many writers, and without loss of time began to learn shorthand and typewriting. (W. S. Maugham) 2. He started having nightmares. (J. K. Rowling) 52

3. Now he remembered coming down through the timber in the dark holding the horse's tail when you could not see and all the stories that he meant to write. (E. Hemingway) 4. Children always clamoured to be taken to see it. (G. Orwell) 5. You seem to have had a rotten time in Paris. (W. S. Maugham) 6. Mason ceased talking, waiting for the doctor to say something. (E. S. Gardner) 7. But G. Reece had not stopped to apologize. (F. S. Fitzgerald) 8. Virginia, looking at the carbon copies now ragged at the edges from the gnawing of mice, thinking of the care she had taken with those papers when she had typed them, felt like crying. (E. S. Gardner) 9. O’Donnell found his patience ebbing. (A. Hailey) 10. To take money from him was like robbing a child, and you despised him because he was so foolish. (W. S. Maugham)

XI. Decide to what part of speech the underlined words belong. State the classification features of prepositions and conjunctions: 1. It was singular to notice that even in the weak state of his body he had no thought for its comfort. (W. S. Maugham) 2. "Oh, God! My mother will kill me." (A. Hailey) 3. I smiled, for his appearance, so rotund and yet so startled, could never fail to excite a smile, and then as I came nearer I noticed that he seemed singularly disconsolate. (W. S. Maugham) 4. He had long forgotten how he had hovered, lanky and pale, inside whiskers of chestnut hue, round Emily, in the days of his own courtship. (J. Galsworthy) 5. Tonight I felt sure that the little game would be played over again, for Mike was quite willing to lose the bet in order to prove that his wine was good enough to be recognized, and Pratt, for his part, seemed to take a grave, restrained pleasure in displaying his knowledge. (R. Dahl) 53

6. My aunt gave me a generous helping, which I ate with the air of one who, impelled by a stern sense of duty, performs an act that is deeply distasteful to him. (W. S. Maugham) 7. It happened when he was fifteen. He was very handsome then. (A. Rice) 8. She seemed, in fact, to be more or less normal, though at this stage one could never say. (R. P. Warren) 9. She had not yet asked after her brother; it had been judged wise that Michael should be the one to tell her about Nick’s death. (R. P. Warren) 10. The symptoms appear from one to two hours after it has been swallowed. (A. Christie)

XII. Define the properties of the following phrases and state the type of syntactic relations: a. Virginia stopped; b. over the floor; c. looked in dismay; d. his face flaming red; e. an awkward movement; f. (found) him sleeping; g. to me; h. affected differently; i. those boxes; j. my old (shoes).

XIII. Analyze the structure of the following sentences. State whether they are simple or semi-composite: 1. Nothing afforded him greater amusement than a drunken man. (J. Galsworthy) 2. The bawling and the steady noise and slow moving mass raising a dust as you brought them down in the fall. And behind the mountains, the clear 54

sharpness of the peak in the evening light and, riding down along the trail in the moonlight, bright across the valley. (E. Hemingway) 3. She had gone out a quarter of an hour before. Out at such a time of night, into this terrible fog! (J. Galsworthy) 4. The student nurse asking the questions seemed persistent. Pearson did not appear to object though. (A. Hailey) 5. Each affected differently by the impending return of Lauretta Trent, they collectively managed to permeate the atmosphere with suppressed excitement. (E. S. Gardner) 6. Her eyes swept back and forth over them as steady as a turning beacon. (K. Kesey) 7. Months of voiceless agony, and then a child born in pain. The mother snatched away by death, the boy left to solitude and the tyranny of an old and loveless man. (O. Wilde) 8. Bartlett was on his feet, his chair flung back, his face flaming red. (A. Hailey) 9. The street was hot at three and hotter still at four, the April dust seeming to enmesh the sun and give it forth again as a world-old joke forever played on an eternity of afternoons. (F. S. Fitzgerald) 10. In this search, who knows what he thought and what he sought? Bread for hunger—light in darkness? (J. Galsworthy)

XIV. Identify the syntactic processes that can be observed in the following sentences and state the semantic roles of the underlined words: 1. Now, from behind, O’Donnell heard his name called. (A. Hailey) 2. He tried to be philosophical. (J. Galsworthy) 3. The janitor nodded, then raised his Coke bottle again and drank deeply. (A. Hailey) 4. O’Donnell decided to shelve his earlier doubts. (A. Hailey) 5. He hardly recognised her. (J. Galsworthy) 55

6. That makes the pathologist’s work difficult. Usually. (A. Hailey) 7. He nodded curtly and went out. (A. Hailey) 8. Winston followed her down the passage. (G. Orwell) 9. The autopsy-room doors swung open. (A. Hailey) 10. The gin was rising from his stomach. (G. Orwell) XV. Analyze the structure of the following composite sentences. State the type of connectors: 1. She was looking for a place where they might lunch, for Ashurst never looked for anything. (J. Galsworthy) 2. Julia, however, had insisted that she must have her bedroom as she liked, and having had exactly the bedroom that pleased her in the old house in Regent’s Park which they had occupied since the end of the war she brought it over bodily. (W. S. Maugham) 3. An overpowering smell of sweat, a sort of unconscious testimony to the strenuousness of his life, followed him about wherever he went, and even remained behind him after he had gone. (G. Orwell) 4. Bernice sighed profoundly, but Marjorie was not through. (F. S. Fitzgerald) 5. His patients trusted him because of a forthright integrity which came through when he talked. (A. Hailey) 6. He remembered that he had thought her pretty when she first came to town, before he had realized that she was dull. (F. S. Fitzgerald) 7. He hated using his hands, and he hated bending down, which was always liable to start him coughing. (G. Orwell) 8. Roger McNeil smiled inwardly at the thought, though he did not betray it on his face. (A. Hailey) 9. As a splashing stone sends ripples to the farthest edges of the pond, murder affects the lives of many people. (E. S. Gardner) 10. Everything had a battered, trampled-on look, as though the place had just been visited by some large violent animal. (G. Orwell)

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11. It is a charming faculty, but one often abused by those who are conscious of its possession: for there is something ghoulish in the avidity with which they will pounce upon the misfortune of their friends so that they may exercise their dexterity. (W. S. Maugham) 12. Mrs. Cavendish, who had married John's father when he was a widower with two sons, had been a handsome woman of middle-age as I remembered her. (A. Christie) 13. The main function of the balcony was critical, it occasionally showed grudging admiration, but never approval, for it is well known among ladies over thirty-five that when the younger set dance in the summer-time it is with the very worst intentions in the world, and if they are not bombarded with stony eyes stray couples will dance weird barbaric interludes in the corners, and the more popular, more dangerous, girls will sometimes be kissed in the parked limousines of unsuspecting dowagers. (F. S. Fitzgerald) 14. That her family were the wealthiest in Eau Claire; that her mother entertained tremendously, gave little diners for her daughter before all dances and bought her a car of her own to drive round in, never occurred to her as factors in her home-town social success. (F. S. Fitzgerald) 15. They had moved into that house two years before, and he knew, and Julia knew, that they had put it into the hands of an expensive decorator when they were going on tour, and he had agreed to have it completely ready for them, at cost price in return for the work they promised him in the theatre, by the time they came back. (W. S. Maugham)

XVI. Analyze the actual division pattern of the following sentences and the language means used to mark the theme and the rheme: 1. It is now to George Forsyte that the mind must turn for light on the events of that fog-engulfed afternoon. (J. Galsworthy) 2. The Hotel Pretty is on this street. There is a little church, too, on the Rue Amelie. (H. Miller) 57

3. Where was Alfred Inglethorp? His absence was strange and inexplicable. (A. Christie) 4. That had been an accident too. (W. S. Maugham) 5. For the first time in her life she had been danced tired. (F. S. Fitzgerald) 6. On the table stood the silver-mounted brushes and bottles from her dressing bag, his own present. (J. Galsworthy) 7. That Toby should just go on sleeping seemed the most desirable thing in the world. (W. S. Maugham) 8. It was Bosinney who first noticed her, and asked her name. (J. Galsworthy) 9. But as for a heart-to-heart talk, as for walking to the comer and having a drink together, nothing doing. (H. Miller) 10. “And, naming no names, there's one in this house that none of us could ever abide! And an ill day it was when first he darkened the threshold.” (A. Christie)

XVII. Analyze the semantic structure of the following sentences: 1. A group of influential citizens had persuaded Brown to succeed him. (A. Hailey) 2. “You know that Dr. Bauerstein has been arrested?” (A. Christie) 3. On the flight back he had tried to read a magazine—there was an article about championship tennis which interested him. (A. Hailey) 4. They knocked again. (J. K. Rowling) 5. On the second floor O’Donnell halted to let a nurse with a wheel chair pass. (A. Hailey) 6. I discovered presently that a peculiar story was circulating among her friends. (W. S. Maugham) 7. Each affected differently by the impending return of Lauretta Trent, they collectively managed to permeate the atmosphere with suppressed excitement. (E. S. Gardner)

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8. My brother Lawrence is convinced that we are making a fuss over nothing. (A. Christie) 9. The surgeon had failed to recognize this and thereby condemned the man to death. (A. Hailey) 10. Harry was almost glad that the exams weren't far away. (J. K. Rowling)

XVIII. State which maxims of the Cooperation and Politeness Principles are breached in the following situations: 1. Take me home. 2. You could be more careful. 3. Your performance was outstanding! – Yes, wasn’t it! 4. I’m terribly pleased to hear that you failed your exams. 5. A referendum will satisfy everybody. – I don’t think so. 6. How silly of you! 7. The United States is a great nation. – Great nations do not attack other states. 8. Don’t you think my verses are good? 9. Can’t find my pen. I’ll use yours. 10. Do you like these apricots? – I’ve tasted better. 11. Make me coffee. 12. Her performance was not so good as it could have been. 13. It was an interesting exhibition, wasn’t it? – No, it was very boring. 14. How clever of me! 15. I hurt my toe. – Oh, stop whining please. 16. S: Where is Bill? H: There is a yellow Porsche outside Sue house. 17. S: Can you tell me the time? H: Well, the mail has just come. 18. Miss Singer produced a series of sounds corresponding closely to the score of an aria from Rigoletto.

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19. (A book review) This volume is well-bound, and free of typographical errors. 20. S: Have you seen my wallet? H (hiding the wallet into her pocket): No, you must have lost it somewhere. XIX. State the pragmatic types of the following sentences: 1. ‘I congratulate you.’ (A. Cronin) 2. “Have a cigarette,” his father said in a voice dry as biscuit. (G. Greene) 3. “Shut up,” said the lieutenant. (J. Cheever) 4. “Let’s get married.” (J. Cheever) 5. “How did you know it was me?” she asked. (J. Rowling) 6. “I’m going to kill Tony.” (J. Cheever) 7. “Thank you, Doctor. Thank you very much.” (A. Hailey) 8. “I’m sorry, Lucy,” Dr. Bartlett was saying. (A. Hailey) 9. “Now what does he want?” he murmured again. (J. Galsworthy) 10. “So you’ve come back?” he said. (J. Galsworthy) 11. “Something will be done, I promise you.” (A. Hailey) 12. “I’ll shoot you, I’ll vaporize you, I’ll send you to the salt mines!” (G. Orwell) 13. ‘Up with your hands!’ yelled a savage voice. (G. Orwell) 14. ‘Have you got a spanner?’ said Winston, fiddling with the nut on the anglejoint. (G. Orwell) 15. ‘Why can’t we go and see the hanging?’ roared the boy in his huge voice. (G. Orwell)

XX. Parse the following extracts into supra-phrasal unities. Comment on the means of cohesion and coherence: Extract 1 Jack was bent double. He was down like a sprinter, his nose only a few inches from the humid earth. The tree trunks and the creepers that festooned them lost themselves in a green dusk thirty feet above him, and all about was the 60

undergrowth. There was only the faintest indication of a trail here; a cracked twig and what might be the impression of one side of a hoof. He lowered his chin and stared at the traces as though he would force them to speak to him. Then dog-like, uncomfortably on all fours yet unheeding his discomfort, he stole forward five yards and stopped. Here was loop of creeper with a tendril pendant from a node. The tendril was polished on the underside; pigs, passing through the loop, brushed it with their bristly hide. Jack crouched with his face a few inches away from this clue, then stared forward into the semi-darkness of the undergrowth. His sandy hair, considerably longer than it had been when they dropped in, was lighter now; and his bare back was a mass of dark freckles and peeling sunburn. A sharpened stick about five feet long trailed from his right hand, and except for a pair of tattered shorts held up by his knife-belt he was naked. He closed his eyes, raised his head and breathed in gently with flared nostrils, assessing the current of warm air for information. The forest and he were very still. (W. Golding “Lord of the Flies”) Extract 2 Big migrations in Europe are not new. After the collapse of communism, millions moved abroad for political reasons: Jews to Israel, ethnic Germans home from the Soviet Union, Russians back to Russia. Others were refugees from wars, or migrated illegally. But, says Ali Mansoor, a World Bank economist working on a study of post-communist migration due to be published next year, this one is different: driven by economics not politics, and largely legal not illegal. One of his biggest problems is measuring the scale of the new migration. Official statistics underestimate the numbers, perhaps hugely. In Britain, where central Europeans are supposed to register before seeking work, but often do not, there are (supposedly) only 95 Polish plumbers. A tabloid newspaper managed to find that many in a day, using a postcard-sized advertisement in a Polish-populated part of west London. The total number of workers registered in Britain from the new members is supposedly only around 175,000. But by some accounts, there are 61

300,000 Poles alone (and another 100,000 in Ireland). Latvian officials think at least 50,000 people, or 2% of the population, have gone abroad to work; Lithuania estimates more than 100,000, or 3%. These departures leave labour-thirsty industries such as construction and retailing short of workers at home. Either they must import labour from farther east, or they must raise wages. Some poor rural regions are visibly depopulated, with so many adults gone that children and old folk feel abandoned. Yet most of the moans are overdone. For a start, the era of migration is likely to be temporary. “We have ten years before the demographics kick in,” says Mr Mansoor, “after which there just won't be the young people to emigrate.” That is not wholly good news: most central and east European countries face the nasty combination of a rich-country age structure with a poor-country economy. But it highlights the biggest cause of migration now: a big pool of unemployed, underpaid or under-appreciated people for whom going abroad makes a lot of sense. (“The Brain-Drain Cycle”, The Economist, December 8th 2005)

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Рекомендуемая литература 1. Блох М.Я. Теоретическая грамматика английского языка. – М., 2000. 2. Блох М. Я. Теоретические основы грамматики. – М., 2000. 3. Блох М. Я., Семенова Т. Н., Тимофеева С. В. Практикум по теоретической грамматике английского языка. – М., 2004. 4. Иванова И. П., Бурлакова В. В., Почепцов Г. Г. Теоретическая грамматика современного английского языка. – М., 1981. 5. Раевская Н. Н. Теоретическая грамматика современного английского языка. – Киев, 1976. 6. Хлебникова И. Б. Основы английской морфологии. – М., 1994. 7. Ilyish B. The Structure of Modern English. – L, 1971. 8. Quirk R., Greehbaum S., Leech G., Svartvick J. A University Grammar of English. – М., 1988. Литература, рекомендуемая для самостоятельной работы студентов 1. Бархударов Л. С. Очерки по морфологии современного английского языка. – М.,1975. 2. Бархударов Л. С., Штелинг Д. А. Грамматика английского языка. – М., 1973. 3. Бархударов Л.С. Структура простого предложения современного английского языка. – М., 1966. 4. Гальперин И. Р. Текст как объект лингвистического исследования. – М, 2004. 5. Гуревич В. В. Теоретическая грамматика английского языка. Сравнительная типология английского и русского языков. – М., 2003. 6. Иофик Л. Л. Сложное предложение в новоанглийском языке. – Л., 1968. 7. Иофик Л.Л., Чахоян Л.П., Поспелова Г.Г. Хрестоматия по теоретической грамматике английского языка. – Л., 1972. 8. Иртеньева Н.Ф., Барсова О.М., Блох М.Я., Шапкин А.П. Теоретическая грамматика английского языка. – М., 1969. 9. Кубрякова Е. С. Части речи в ономасиологическом освещении. – М., 1978. 10. Кухаренко В. А. Интерпретация текста. – М., 1988. 11. Москальская О.И. Грамматика текста. – М., 1981. 12. Плоткин В. Я. Строй английского языка. – М., 1989. 13. Раевская Н. Н. Очерки по стилистической грамматике современного английского языка. – Киев, 1973. 14. Слюсарева Н.А. Проблемы функциональной морфологии современного английского языка. – М., 1986. 15. Слюсарева Н.А. Проблемы функционального синтаксиса современного английского языка. – М., 1981. 16. Тураева З. Я. Категория времени. Время грамматическое и время художественное. – М., 1979. 63

17. Тураева З. Я. Лингвистика текста (Текст: структура и семантика) – М., 1986. 18. Фридман Л. Г. Грамматические проблемы лингвистики текста. – Ростов, 1984. 19. Худяков А. А. Теоретическая грамматика английского языка. – М., 2005. 20. Штелинг Д. А. Грамматическая семантика английского языка. Фактор человека в языке. – М., 1996. 21. Quirk R., Greenbaum S., Leech G., Svartvick J. A Comprehensive Grammar of the English Language. – Longman, 1994.

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