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INTRODUCTION.
1.1. Aims of the unit.
1.2. Notes on bibliography.
2.
3.
4.
STATEMENTS.
4.1. Statements: morphology and syntax.
4.2. Statements: phonology and semantics.
5.
QUESTIONS.
5.1. Questions: morphology and syntax.
5.2. Questions: phonology and semantics.
6.
COMMANDS.
6.1. Commands: morphology and syntax.
6.2. Commands: phonology and semantics.
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7.
EXCLAMATIONS.
7.1. Commands: morphology and syntax.
7.2. Commands: phonology and semantics.
8.
EDUCATIONAL IMPLICATIONS.
9.
CONCLUSION.
10. BIBLIOGRAPHY.
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1. INTRODUCTION.
1.1. Aims of the unit.
Unit 23 is primarily aimed to examine the English the structure of the sentence regarding positive
and negative statements, questions , commands and exclamations in terms of their main structural
features regarding form, function and main uses in order to provide a relevant and detailed account
of this issue. However, we have dared to include the analysis of commands, though not stated in the
title , because it is included in the traditional classification of sentence structures:
Then, the study will be divided into nine chapters. Thus, Chapter 2 provides a linguistic framework
for sentence structures, by answering questions such as, first, which linguistic levels are involved in
the notion of sentence structure; second, what it describes and how; and third, which grammar
categories are involved in its description at a functional level.
Once we have set up sentence structures within a linguistic framework, we shall continue on
offering the reader in Chapter 3 a general introduction to the structure of sentences regarding some
previous considerations which are closely related to the notion of sentence structure and which
prove to be relevant in our analysis in subsequent chapters. Thus, we shall start by revising some
important notions which are closely related to the description of sentence structures: for instance,
(1) the basis to analyse the structure of the sentence: functional vs. categorial description; and
therefore, (2) the difference between phrase, clause and sentence since these three notions may lead
us to misunderstandings; (3) the difference between simple, comp lex and compound sentences; (4)
the sentence structure in terms of word order; (5) a brief typology of sentence structures following
the main grammatical forms and functions in communication; and finally, we shall offer (6) the
main structural features of sentence types regarding form, function and uses. The latter will be fully
described in the subsequent chapters.
Chapters 4, 5, 6 and 7 will offer a descriptive account of the main structural features of the four
sentence structures under study in terms of form, function and uses, namely following
morphological, phonological, syntactic, semantic and pragmatic guidelines. Thus we shall examine
the structure of statements, questions, commands and exclamations regarding their form regarding
morphology (subject-verb structures) and phonology (pronunciation) whereas function will be
approached in terms of syntax (sentence structure) and semantics (different meanings = different
uses).
Chapter 8 provides an educational framework for the structural features of sentence structure within
our current school curriculum, and Chapter 9 draws on a summary of all the points involved in this
study. Finally, in Chapter 10 bibliography will be listed in alphabetical order.
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2.
Before examining in detail the notion of sentence structure in English in terms of form, main
functions and uses, it is relevant to establish first a theoretical framework in order to fully
understand the subsequent chapters on the main types of sentence structure regarding positive and
negative statements, questions, commands and exclamations since they must be described in
grammatical terms. In fact, this introductory chapter aims at answering questions such as, first,
which linguistic levels are involved in the notion of sentence structure; second, what it describes
and how; and third, which grammar categories are involved in its description at a functional level.
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First, the phonology describes the sound level, that is, the pronunciation, stress and intonation
within the sentence structure. Secondly, since the two most basic units of grammar are the word and
the sentence, the component of grammar involves the morphological level (i.e. third person
singular in positive statements) and the syntactic level (i.e. word order in the sentence). Third, the
lexicon, or lexical level, lists vocabulary items, specifying how they are pronounced, how they
behave grammatically, and what they mean.
Finally, another dimension between the study of linguistic form and the study of meaning is
semantics, or the semantic level, to which all four of the major components are related. We must not
forget that a linguistic description which ignores meaning is obviously incomplete, and in
particular, when dealing with the notion of sentence structure where semantics plays a very
important role in order to express the speakers attitude.
Therefore, we must point out that each of the linguistic levels discussed above has a corresponding
component when analysing the notion under study. Thus, phonology deals with the accent, rhythm
and intonation on statements, questions, commands and exclamations (i.e. You are studying tonight
/Are you studying tonight?/Study tonight!/Pity you are studying tonight!); morphology deals with
certain morphological features in the formation of statements either positive (i.e. third person
singular in positive statements) or negative (i.e. the auxiliary doesnt), interrogative (i.e. Does he
usually cook?) and so on; and syntax deals with those combinations of words which constitute
grammatical strings and those which do not (i.e. NOT: the dog she for a walk takes always BUT
She always takes the dog for a walk ).
On the other hand, lexis deals with the wide range of grammatical categories involved in sentence
structure (i.e. verbs, nouns, adjectives, adverbs, prepositions, and so on ); and finally, semantics
deals with meaning where syntactic and morphological levels do not tell the difference (i.e. Would
you like some coffee?=where a positive answer is expected).
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3.
Once we have set up sentence structures within a linguistic framework, we shall continue on
offering the reader a general introduction to the structure of sentences regarding some previous
considerations which are closely related to the notion of sentence structure and which prove to be
relevant in our analysis in subsequent chapters.
Thus, we shall start by revising some important notions which are closely related to the description
of sentence structures: for instance, (1) the basis to analyse the structure of the sentence: functional
vs. categorial description; and therefore, (2) the difference between phrase, clause and sentence
since these three notions may lead us to misunderstandings; (3) the difference between simple,
comple x and compound sentences; (4) the sentence structure in terms of word order; (5) a brief
typology of sentence structures following the main grammatical forms and functions in
communication; and finally, we shall offer (6) the main structural features of sentence types
regarding form, function and uses. The latter will be fully described in the subsequent chapters.
characteristics which it shares with other units of the same kind, we are concerned with the category
or class to which it belongs , and sometimes, with the type of phrase it is embedded in (noun phrase,
verb phrase, etc).
In other words, when we assign some sort of meaning to each word in a sentence individually, we
have to do it in order to make sense of the sequence as a whole. We shall therefore say that, if a
sequence of words is to constitute a sentence, it must be meaningful. Apart from being internally
coherent, these groups also stand in a certain relation to each other. We refer respectively to the
main constituents in a sentence and their syntactic functions in it, that is, the sentence word order.
This duality (function-category) is relevant in our study since sentences are best described in
functional and categorial terms at the same time, and the notions of phrase and clause (examined in
next section) come into force regarding categorial description. This description specifies not only
the category of the constituents of which the sentence is composed (i.e. noun phrase, verbal phrase,
adjectival phrase, prepositional phrase) but also it shows what function these constituents have (i.e.
subject, predicator, complement, etc).
Therefore, for our purposes, sentences shall be described in two ways: first, in terms of functional
description and second, in terms of categorial description, where we shall review both the sentence
constituents (categorial) and their word order within the sentence structure (functional).
3.1.1.
Regarding a categorial description we shall provide information about the categories to which their
constituents belong since sentences can also be described in terms of the phrases of which they are
made up (i.e. function: object =category: noun/noun phrase). The main constituents we find in a
sentence structure are (1) subject (2) predicate (i.e. The moon rose), and (3) adverbial constituents
(i.e. The moon rose at midnight). These three elements are function-labels denoting the relation
between the constituents bearing these labels and the sentence as a whole. In other words they are
function-labels for immediate constituents of the sentence.
Further on, within the predicate we find (a) predicator and (b) complement. Moreover, within the
latter one, we find different elements:
1. direct object (i.e. Many students enjoyed the concert=NP-VP-NP); the direct object may be
a noun (i.e. I like fruit) or a noun phrase (i.e. Theyve sold their car); a bare infinitive (i.e.
He dared not speak to her) or a to-infinitive (i.e. He didnt want to die); an ing form (i.e.
I like swimming); or a subordinate clause (i.e. I saw him do it).
2. indirect object (i.e. The firm has sent him an e-mail=NP-VP-NP-NP); the indirect object
may be a pronoun (i.e. He gave him a book); a noun (i.e. He gave Peter a book); or a noun
phrase (i.e. He gave my brother a book).
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3. benefactive object (i.e. My boss has bought his daughter a flat=NP-VP-NP-NP); this type
of object is similar to the indirect object.
4. subject attribute (i.e. That solutions seems easy=NP-VP-Adj.P ); with verbs such as to be,
appear, lie, look, feel, remain, seem, smell, taste, sound, stay, stand, and so on or become,
fall, get, go, grow, turn, we may add: a noun or noun phrase (i.e. He became a lawyer;
shes a very good nurse); an adverb or adverbial phrase (i.e. Shes there; she is in Berlin); a
subordinate nominal clause (i.e. It seems that we are wrong; the truth is that nobody likes
you).
5. object attribute (i.e. Susanne will make her husband very happy=NP-VP-NP-Adj.P); the
object attribute may be: an adjective (i.e. Youll make me angry; they left it empty; serve
me the beer cold) or a participle (i.e. I had the car repaired; I got dressed); or a noun (i.e.
They elected him Minister) or a noun phrase (i.e. He was appointed Foreign Minister).
6. and predicator complement (i.e. This street reminds me of New York =NP-VP-NP-Prep.P ).
Some verb s such as say, ask, explain, cost, buy, cook, get, give, and so on may be formed
with certain prepositions when accompanying the indirect object at the end of the sentence
(i.e. I said it to him; I bought a present for him).
3.1.2.
We also need a functional description because a description of a sentence in terms of its constitutent
phrases is obviously inadequate because many constructions consist of identical strings of phrases
(NP-VP-NP-NP) as it is the case of these two sentences My boss bought her lover a flat and The
firm has offered me a job, being the former a Subject-Predicate -Benefactive Object-Direct Object
type, and the latter a Subject-Predicate-Indirect Object + Direct Object type, respectively.
So we shall specify the functions of the different constituents we find in a sentence structure in a
similar way to categorial description (i.e. subject + predicate (predicator; complement direct
object, indirect object, subject attribute, object attribute, etc) + adverbial) where subject and
predicate are the two obligatory parts of the sentence. Thus:
1. The function of subject: it may be attributed to a constituent of a sentence on the basis
of the following criteria: (a) position (precedes the verb phrase in statements and
questions, and follows the first word of the verb phrase in yes/no questions, questions
introduced by when, where, why, how and their compounds in ever and in questions
introduced by who(m), whose, what, which and their compound in ever; (b) concord
(it is associated with that constituent which accounts for the presence of a sibilant suffix
in the verb phrase (i.e. Peter hates me) or with plural constituents (i.e. Boys love
adventure); (c) passivization, since in passive sentences it occurs in the by-phrase (i.e.
The pope excommunicated the Cardinal vs. The Cardinal was excommunicated by the
pope); (d) repetition in tag-questions, where the subject is pronominalized (i.e. Peter
hates cats, doesnt he?).
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2. The function of predicate is the other obligatory part of the sentence. It consists of two
internal parts: predicator or complement, where the former is obligatory and the second
is optional (i.e. Birds sing vs. Birds sing at night). Let us concentrate on complements,
which can be segmented into six types (already mentioned above): (1) direct object
which follows immediately a verb phrase; the indirect object, which may be substituted
by a to-phrase following the direct object; benefactive object, which resembles the
direct object and precedes immediately the direct object; the subject attribute after
certain verbs such as copula verbs; the object attribute, formed by two noun phrases
(indirect + direct object); and predicator complement, which makes reference to those
constituents that obligatorily complement the verb.
3. The adverbial function is associated with a constituent which occupies a position on the
same level as the subject and predicate constituents (prepositions, noun phrases,
adverbs). They have two main features: they are optional and they are movable.
With the exception of the function predicator, which is invariably realized by a verb phrase,
sentence functions can be realized in a variety of ways. Thus the functions subject and direct object
can be realized by noun phrases (John; last week) but also, for example, by finite and non-finite
clauses, as in That the men are unwilling to compromise is obvious and I regret being unable to
come tonight (Aarts, 1988).
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3.2.1.
The phrase structure is defined as a constituent which can be identified on the basis of the word
class membership of at least one of its constituent words which is called the head of the phrase
(i.e. a noun phrase is a phrase which has a noun as its most important constituent and similarly with
an adjective or adverbial phrase). Note tha t the other elements show a relation of dependency or
subordination to the head (in noun phrases we find: determiners which are divided into pre-centralpost determiners and modifiers: pre or post modifiers).
However, the factors which determine which of the words of a phrase constitutes its principal part
are not the same for all five phrase types. Thus, in three types, the noun, adjective and adverb
phrase, the dominant element is that which can replace the whole phrase without affecting the
structure of the sentence (i.e. We like medieval stories = we like stories). However, a fourth type of
phrase, the verb phrase, differs from the former in that the essential element, mainly taken from
semantic considerations, cannot replace the whole phrase without causing serious harm to syntactic
structure (i.e. John has phoned Cristine vs. John phoned Cristine).
On the other hand, the fifth type of phrase, the prepositional phrase, differs from the rest in that the
element that gives its name to the phrase cannot be called its head since it cannot replace the whole
phrase. In addition, only one of its constituents is a preposition and therefore, its relation is not one
of subordination but one of government.
3.2.2.
In order to clarify the difference between sentence and clause syntactic differences, we must review
the hierarchy of units of linguistic description when dealing with this duality. For instance, we
observe that morphemes function as constituents of words, words function as constitutents of
phrases and phrases as constituents of sentences. But then, what is the difference between sentence
and clause structure? Arent they the same?
The sentence is actually identifiable on the basis of the relations holding among its immediate
constituents (subject, predicate, direct/indirect object, complement, adverbial, and so on). Yet, the
sentence is placed at the other extreme of the rank scale and regarded as the largest unit of
grammatical description since it does not function in the structure of a unit higher than itself
(Aarts, 1988:79).
Once we have assumed that the sentence is the largest unit of grammatical description and that it
does not function in the structure of a unit higher than itself, we are ready to understand the duality
sentence vs. clause by means of two further possibilities. First, when a sentence functions in the
structure of another sentence of the same rank (i.e. I believe that he is quite loyal; what she says is
false); and secondly, when a sentence functions in the structure of a phrase, that is in the structure of
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a unit lower than itself (i.e. as postmodifier: the man that came yesterday was a politician; she is
afraid of what may happen here).
Hence, when sentences are embedded in the structure of other sentences or in the structure of
phrases we call them clauses, which usually corresponds to the notions of subordination (or
embedding) and coordination. Note that clauses can have other clauses embedded in them, as in
That she is rich is obvious or The problem is that they have no money left.
clauses (i.e. Having a hot shower is rather nice), direct object clauses (i.e. He didnt know what to
say), indirect object clauses (i.e. She gave whoever came in an angry look), benefactive object
clauses (i.e. She bought whoever came in a drink), subject attribute clauses (i.e. My feeling is that
she doesnt want to study), object attribute clauses (i.e. I call that killing two birds with one stone),
predicator complement clauses (i.e. I promised to come back) and adverbial clauses (i.e. To speak
frankly, I dont like this soup).
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(2) Interrogative sentences make reference to the communicative function of asking for
information or questions. They contain a subject and can open the sentence with an auxiliary verb
or a WH- word depending on the type of answer we expect. Then, they can be divided into three
major classes. For instance, (a) yes-no questions, where the operator is in front of the subject (i.e.
Will you come? / Does he live in Bristol?), included question-tags; (b) Wh-questions, where they
open with a WH- word and this is positioned initially (i.e. Where do you live?); (c) alternative
questions (i.e. Are you going to have milk or coffee?), which are similar to the structure of yes/no
questions;
In addition, there are other minor types of questions, such as questions (i.e. You go to the cinema?);
exclamation questions (i.e. Wasnt it amazing?); rhetorical questions (i.e. Can anyone avoid loving
this woman?); and echo questions (i.e. Have a look at this!- Have a look at what?).
(3) Imperative sentences contain a verb in the imperative mood. If a subject is present it is usually
you, but as a rule the subject is lacking (i.e. Shut that door, please/You go in first). This type of
sentences are known as commands in their communicative function.
(4) Finally, in exclamatory sentences the subject precedes the verb. They are introduced by phrases
opening with the words how + adjective or what + a(n) + (adjective) + noun (i.e. How beautiful
she is! / What a wonderful day!). Their communicative function is namely to emphasize how much
somebody likes something or appreciates a situation/thing/person/animal/etc.
3.6. Main structural features of sentence types: form, function and use.
With respect to the main structural features of the four sentence structures under study, they will be
analysed in terms of form, function and uses, namely following morphological, phonological,
syntactic, semantic and pragmatic guidelines. Thus we shall examine the structure of statements,
questions, commands and exclamations regarding their form regarding morphology (subject-verb
structures) and phonology (pronunciation) whereas function will be approached in terms of syntax
(sentence structure) and semantics (different meanings = different uses).
4. STATEMENTS.
4.1. Statements: morphology and syntax.
As stated above, statements can be positive or negative, that is, assertive or non-assertive. Hence, in
case we want to construct a declarative sentence in the negative form, we may do it by: (a) adding
the negative particle not to: (i) auxiliary verbs be, have, shall, will, etc (i.e. He is not; You are
not), with the possibility of contratect forms (isnt; arent); (ii) modal auxiliary verbs must, can,
could, may, etc (i.e. You must not=you mustnt); (iii) the first person plural of the imperative form
(i.e. Let us play=Lets play); (b) with (i) the primary auxiliary verb do + not and does + not (i.e.
I dont like it/He doesnt like it); (ii) with the second person singular or plural of the imperative (i.e.
Dont speak); (iii) by using did + not = didnt when talking in the past tense; (c) with the verb
to fail (i.e. I fail to understand your ideas); (d) with any negative particle, such as never, nobody,
none, etc. We must bear in mind that we cannot use a negative particle when the verb is in the
negative form (i.e. NOT: There isnt nobody at home BUT: There isnt anybody at home / There is
nobody at home).
is possible to depart from the normal patter by shifting the focus to other words where again,
pronunciation, will play an important role (i.e. Robert is driving TO London = and not FROM
London). This is called the contrastive focus. Note how this syntactic device is so closely related to
the phonological one.
As Gimson (1980:274) states, The grammatical and attitudinal function of intonation, in addition
to its function of providing a means of accentuation, may also serve to distinguish sentence types
(i.e. statement vs. question) and to indicate the emotional attitude of the speaker. Such functions
apply equally to utterances consisting of more thatn one word and to those of a single word. In these
cases, it is not so much the situation of the nucleus which is of importance, but rather the type of
nucleus employed, for instance, whether a fall, rise-fall, rise, or fall-rise is used.
Thus, for our purposes, a statement form of words may be made into a question if a rise is used
instead of a fall, for instance, He is not here (statement) vs. He is ,not there? (question). In
addition, Palmer (1960) mentions a case in the sentence He doesnt lend his books to anybody
which may have two meanings according to whether anybody is said with a falling nucleus (i.e. he
lends them to nobody) or with a falling-rising nucleus (i.e. he does lend them to some people). This
semantic function also applies to the rest of sentence types as we shall see in subsequent sections.
5. QUESTIONS.
5.1. Questions: morphology and syntax.
As stated above, questions are ma inly used to ask for information, but depending on the answer we
expect on the part of the speaker, they can be divided into three major classes. For instance, (a) yesno questions, where the operator is in front of the subject (i.e. Will you come? / Does he live in
Bristol?); (b) Wh-questions, where they open with a WH- word and this is positioned initially (i.e.
Where do you live?). Question-tags are included in this type as a minor type of questions; and (c)
alternative questions (i.e. Are you going to have milk or coffee?), which are similar to the structure
of yes/no questions.
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importance, but rather the type of nucleus employed, for instance, whether a fall, rise-fall, rise, or
fall-rise is used.
Questions, as statements, can convey messages in a variety of ways, for instance, questions (i.e.
Who is the President of Spain?); requests (i.e. Can you sing us a nice song?); exclamations (i.e.
Isnt that wonderful?); and commands (i.e. What are you laughing at?). The structures in which they
are embedded in are:
(1) yes/no questions (which are usually formed by placing the verb before the subject or by
auxiliary + subject + verb) expect an assertive or non-assertive answer (i.e. Have you seen this
film?) by using the rising intonation. On the one hand, yes/no questions expecting positive answers
are generally neutral, but if they have positive items in between (i.e. Would you like some icecream?/Do you really want to leave now?) they lead us to positive answers in fact. On the other
hand, yes/no questions with negative items in between will lead us to negative answers (i.e. Dont
you believe me? = Of course, I dont believe you). A further and minor type of yes/no questions are
question-tags, which can convey the meaning of presuposing agreement calmly (i.e. It is lovely,
isnt it?) when pronounced with low-falling nucleus or demanding agreement when pronounced
with high-falling nucleus (i.e. She doesnt believe me, does she?).
(2) Secondly, when questions are open with Wh-pronouns (What, When, Where, Why, How, Who,
etc) or nouns sometimes (i.e. What kind of.../What time.../How often...), these Wh-items are
positioned initially (i.e. What did you do?) and they are called Wh-questions. They expect a wide
range of answers according to the different meanings of Wh-items (place, manner, time, action,
duration,...). Unlike yes/no questions, they are pronounced with falling intonation (i.e How did you
do it?).
(3) Thirdly, alternative questions (i.e. Are you going to have milk or coffee?), which are similar to
the structure of yes/no questions, may expect both assertive and non-assertive answers, one out of
two options (i.e. Which car is yours, the red or the blue one?). However, unlike yes/no questions,
this type of questions do not carry a rising intonation but a falling one.
(4) In addition, there are other minor types of questions, such as declarative questions (i.e. You go
to the cinema?) which have the syntactic construction of a declarative sentence but have a question
intonation, that is, a final rising intonation (i.e. Youve got the keys); exclamation questions (i.e.
Wasnt it amazing?), which are interrogative in structure but has the illocutionary force of an
assertive exclamation, within a final falling intonation (i.e. Hasnt she said I am wrong?); rhetorical
questions (i.e. Can anyone avoid loving this woman?), which have a normal rising intonation of a
yes/no question, but combine the interrogative structure and the assertive declarative (i.e. Is that a
reason for leaving now?). Finally, we find echo questions, whose main communicative function is
to repeat part of the previous question in order to get confirmation of it (i.e. The Smiths are moving
tonight?- Tonight?).
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6. COMMANDS.
7. EXCLAMATIONS.
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8. EDUCATIONAL IMPLICATIONS.
The different verbal paradigms dealt with in this study are so relevant to the learning of a foreign
language since differences between sentence structures related to different patterns in the learner's
native language (L1) and that of the foreign language (L2) may lead to several problems, such as
the incorrect use of verbal structures, especially because of the syntactic, morphological, and
semantic processes implied in these categories.
This study has looked at the structure of the sentence structure in terms of form and function, that is,
regarding morphological and phonological forms and syntactic and semantic functions, all those
related by the relevance of usage in everyday speech. This study is mainly intended for teachers to
help Spanish-speaking students establish a relative similarity between the two languages that would
find it useful for communicating in the European framework we are living in nowadays.
According to Thomson & Martinet (1986), a European student may find especially troublesome the
use of sentence structure, and particularly those which have double pattern, that is, declarative
sentences which are interrogative. In fact, when communicating in English our students must know
the specific constructions a verb needs or not in affirmative, interrogative, imperative or
exclamatory structure (i.e. Is he a student?/Does he go to school? ) and, second, which sentence
structure to use when certain situations are given depending on the speakers attitude (command,
questions, surprise, incredulity, and so on) and on top of that, how to place noun, adverbs,
adjectives in this type of structures (i.e. He is such a good swimmer).
This choice becomes problematic for our Spanish students when they deal with the wide range of
sentence structures and their semantic offer. For instance, the most common mistakes for Spanish
students, both at ESO and Bachillerato level, is to construct the negative and interrogative forms of
English modal verbs as the ordinary verbs do (i.e. Does she be able to pay her debts?) or to use
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incorrectly question-tags (i.e. He never comes alone, does he?) or sometimes by omitting certain
elements (i.e. He lives in New York?). Often, they make serious grammatical mistakes.
It has been suggested that a methodology grounded in part in the application of explicit linguistic
knowledge enhances the second language learning process. In the Spanish curriculum (B.O.E.
2002), the use of different sentence structures is envisaged from earlier stages of ESO in the use of
simple structures (subject + predicate + complement) to talk about their everyday life or any
specific topic, up to higher stages of Bachillerato, towards more complex sentence structures, such
as exclamations to express emphasis (subject + predicator + object + complement + etc (i.e. My
mum is such a good friend that I cant help loving her as crazy).
So, the importance of how to handle these sentence structures cannot be understated since you can
communicate but not successfully because of the relevant distinction of meaning between them to
express different nuances: asking for things , showing surprise, stating your likes, etc. We must not
forget that Spanish students are likely to use the imperative form to ask for things rather than using
structures such as Can I use the phone?, Could you tell me the way to the gym?, Shall I copy
this? and so on.
Current communicative methods foster the teaching of this kind of specific linguistic information
to help students recognize the main differences with the L2 words. Learners cannot do it all on their
own. Language learners, even 2nd year Bachillerato students, do not automatically recognize
similiarities which seem obvious to teachers; learners need to have these associations brought to
their attention.
So far, we have attempted in this discussion to provide a broad account of sentence structures by
means of form, function and use within verb phrase morphology, phonology, syntax, semantics and
usage in order to set it up within the linguistic theory, going through the localization of sentence
structures at the core of syntax studies, to a broad presentation of the main grammatical categories
involved in it. We hope students are able to understand the relevance of handling correctly the
different sentence structure to successfully communicate in everyday life.
9. CONCLUSION.
The notion of sentence structure implies a broad description of the structure of the sentence in
terms of form, function and use so as to get to the paradigms of morphology, phonology, syntax,
semantics and use which, combined, give way to the study we have presented here. The appropriate
answer suitable for students and teachers, may be so simple if we are dealing with ESO students,
using simple sentence structures or more complex if we are dealing with Bachillerato students, who
must be able to handle with high-level structures.
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So far, in this study we have attempted to take a fairly broad view of sentence structures since we
are also assuming that there is an intrinsic connexion between its learning and successful
communication. Yet, we have provided a descriptive account of Unit 23 dealing with Sentence
structure: posititive and negative statements, questions, commands and exclamations whose main
aim was to introduce the student to the different paradigms that shape the whole set of sentence
structures in English regarding their form and function.
In fact, the correct construction of sentence structures (simple, complex or compound), is currently
considered to be a central element in communicative competence and in the acquisition of a second
language since students must be able to use and distinguish these forms in their everyday life in
many different situations. As stated before, the teaching of them comprises four major components
in our educational curriculum: phonology, grammar, lexicon, and semantics, out of which we get
five major le vels: phonological, morphological and syntactic, lexical, and semantic.
Therefore, it is a fact that students must be able to handle the four levels in communicative
competence in order to be effectively and highly communicative in the classroom and in real life
situations, now we are part of the European Union. The expression of these verbal paradigms in
form and function, proves highly frequent in our everyday speech, and consequently, we must
encourage our students to have a good managing of it.
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10. BIBLIOGRAPHY.
- Aarts, F., and J. Aarts. 1988. English Syntactic Structures. Functions & Categories in Sentence Analysis.
Prentice Hall Europe.
- B.O.E. RD N 112/2002, de 13 de septiembre por el que se establece el currculo de la Educacin
Secundaria Obligatoria/Bachillerato en la Comunidad Autnoma de la Regin de Murcia.
- Downing, A. and P. Locke. 2002. A University Course in English Grammar. London: Routledge.
- Greenbaum, S. and R. Quirk. 1990. A Students Grammar of the English Language. Longman Group UK
Limited.
- Huddleston, R. 1988. English Grammar, An Outline. Cambridge University Press.
- Huddleston, R. and G.K. Pullum. 2002. The Cambridge Grammar of the English Language. Cambridge
University Press.
- Quirk, R & S. Greenbaum. 1973. A University Grammar of English. Longman.
- Snchez Benedito, F. 1975. Gramtica Inglesa . Editorial Alhambra.
- Thomson, A.J. and A.V. Martinet. 1986. A Practical English Grammar. Oxford University Press.
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