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E-grāmata: Innovations and Challenges in Grammar

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Innovations and Challenges in Grammar traces the history of common understandings of what grammar is and where it came from to demonstrate how rules are anything but fixed and immutable. In doing so, it deconstructs the notion of correctness to show how grammar changes over time thereby exposing the social and historical forces that mould and change usage. The questions that this book grapples with are:











Can we separate grammar from the other features of the language system and get a handle on it as an independent entity?





Why should there be strikingly different notions and models of grammar? Are they (in)compatible?





Which one or ones fit(s) best the needs of applied linguists if we assume that applied linguists address real-world problems through the lens of language? And which one(s) could make most sense to non-specialists?





If grammar is not a fixed entity but a set of usage norms in constant flux, how can we persuade other professionals and the general public that this is a positive observation rather than a threat to civilised behaviour?

This book draws upon both historical and modern grammars from across the globe to provide a multi-layered picture of world grammar. It will be useful to teachers and researchers of English as a first and second language, though the inclusion of examples from and occasional references to other languages (French, Spanish, Malay, Swedish, Russian, Welsh, Burmese, Japanese) is intended to broaden the appeal to teachers and researchers of other languages. It will be of use to final-year undergraduate, postgraduate and doctoral students as well as secondary and tertiary level teachers and researchers in applied linguistics, second language acquisition and grammar pedagogy.
List of illustrations
xiii
Preface xiv
Acknowledgements xvii
PART I Where we came from 1(2)
1 Introduction
3(10)
1.1 The first challenge: defining grammar
3(2)
1.2 The challenge of a historical perspective
5(1)
1.3 The lay perspective
5(1)
1.4 English grammar and the ELT perspective
6(2)
1.5 Innovation in grammar
8(1)
1.6 Corpus linguistics
9(2)
1.7 Varieties and variation
11(1)
1.8 Technologies
12(1)
2 Grammar: Where did it all come from?
13(12)
2.1 Earliest origins
13(1)
2.2 Greek and Latin grammars
14(4)
2.3 Antiquity beyond Europe
18(1)
2.4 The Middle Ages: the Modistae and universal grammar
19(1)
2.5 English grammar: Bullokar
19(4)
2.6 Universal grammar again: The Port--Royal grammar
23(1)
2.7 Conclusion
23(2)
3 Eras of change and innovation: The 18th and 19th century
25(18)
3.1 Introduction
25(1)
3.2 The 18th century: Enlightenment
26(2)
3.3 The mid-18th century
28(3)
3.4 Closing the century: the forgotten grammarians
31(1)
3.5 The 19th century: new era, new grammars
32(1)
3.6 Murray's grammar
33(1)
3.7 Grammar and social class: William Cobbett
34(1)
3.8 America: Goold Brown
35(1)
3.9 Ending the century: Sweet and Nesfield
36(1)
3.10 Culture and mindset
37(2)
3.11 Conclusion
39(2)
3.12 Challenges: a summary
41(2)
PART II Innovations and Challenges
43(106)
4 Grammar and the public, grammar for ELT
45(21)
4.1 Introduction
45(1)
4.2 Grammar and the public: usage manuals and handbooks
46(3)
4.3 The outsider's perspective: reference grammars and language learning
49(4)
4.4 Grammar for English language teaching
53(5)
4.5 Structuralism: linguistic science meets the science of language teaching
58(3)
4.6 Berlitz, James Joyce and me
61(2)
4.7 New technologies, great events
63(3)
5 Innovation: Major new grammatical theories
66(19)
5.1 Noam Chomsky and his grammar
66(2)
5.2 Transformations
68(1)
5.3 Competence and performance
69(1)
5.4 Deep and surface structure
70(1)
5.5 Acquisition of grammar
71(1)
5.6 The plausibility of TG
71(3)
5.7 Innovation in British grammar: J. R. Firth and the neo-Firthians
74(3)
5.8 Halliday's grammar
77(2)
5.9 The clause
79(2)
5.10 Systems
81(1)
5.11 Language and society
82(1)
5.12 Halliday's enduring influence
83(1)
5.13 Conclusion
83(2)
6 Grammar as data: Corpus linguistics
85(22)
6.1 Let the data speak
85(2)
6.2 Grammar in corpora
87(1)
6.3 Grammar and frequency
87(3)
6.4 Concordance, pattern and meaning
90(4)
6.5 Spoken and written grammar
94(1)
6.6 The get-passive: pattern and context
94(3)
6.7 Like
97(1)
6.8 Grammaticalisation and the evidence of spoken corpora
98(2)
6.9 Grammaticalisation: You know and I think
100(1)
6.10 The significance of grammaticalisation
100(2)
6.11 Emergent grammar
102(1)
6.12 Conclusion
103(4)
7 Grammar and discourse
107(19)
7.1 Beyond the sentence
107(1)
7.2 Discourse analysis and textual cohesion
108(2)
7.3 Cohesion and speaking turns: conjunction
110(3)
7.4 Ellipsis
113(1)
7.5 Heads or tails?
114(4)
7.6 Grammar in spoken and written discourse analysis
118(1)
7.7 Special discourses, special grammars
119(1)
7.8 Taking the turn
120(4)
7.9 Grammar, discourse and co-construction
124(1)
7.10 Conclusion
125(1)
8 Grammar, language teaching and language learning
126(11)
8.1 The canon
126(4)
8.2 Make no mistake
130(3)
8.3 Outside the black box: from grammar to grammaring
133(2)
8.4 Staying outside the black box: Learners, grammaring and corpora
135(1)
8.5 Conclusion
136(1)
9 Grammar at large
137(12)
9.1 Variety: standard and non-standard
137(2)
9.2 Grammatical change
139(3)
9.3 Americanisation
142(1)
9.4 Grammar and moral panic
143(2)
9.5 Conclusion: re-wilding the grammatical environment
145(4)
References 149(18)
Index 167
Michael McCarthy is Emeritus Professor of Applied Linguistics, University of Nottingham, Adjunct Professor of Applied Linguistics, University of Limerick, and Visiting Professor in Applied Linguistics at Newcastle University.
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