Вопросы, выносимые на обсуждение
Points for discussion :
1. A general outline of the adjective.
2. Classification of adjectives.
3. The category of adjectival comparison.
Задания
Exercises:
Formation of adjectives
Identify each adjective in the sentences below, and state how it was formed. Choose from the following:
(a) participial form
(b) derivational suffix
(c) compounding (including compounds containing participial and derived forms)
(d) simple form (i.e. not using any of the processes for forming new adjectives).
1. It is useful to review some of the major classifications of motivation theories.
2. Well in the beginning we kind of felt nervous.
3. It was, it was interesting.
4. The more cycles per second, the higher you go in the so-called spectrum of frequencies.
5. Earth trickled by the gap in the bank to the broken roots below.
6. With the lime juice, it [the drink] has a sort of pale greenish-yellowish, misty look.
7. Let's go somewhere you guys know that's good and cheap.
Exercise 2: The syntactic roles of adjectives
• Use any English language materials that are available to you to find examples of adjectives in the following syntactic roles. Alternatively, if you do not have many English materials, you may make up an original example of your own.
• In your examples, underline the adjective or adjective phrase that illustrates the role. An example is given to illustrate each category.
1. Attributive
Waste generation and environmental pollution are visible consequences of any form of industrial activity. Your example:
2. Subject predicative That's cool. Your example:
3. Object predicative
If they find him innocent they won't be able to charge him. Your example:
4. Postposed modifier
Don't watch anything scary before you go to bed. Your example:
5. Noun phrase head
A modest effort was begun in some countries toward compensating women for the work they had always done for nothing: cooking, cleaning, taking care of children, the sick and the old. Your example:
6. (part of a) linking expression
I had no one else to go to when my parent was angry with me or when I felt unjustly treated. Equally important, my parent had no one with whom to discuss child rearing or domestic crises. Your example:
7. Free modifier
Silent with awe and pity I went to her bedside. Your example:
8. Exclamation
A: ... and he and he got a scholarship so ...
B: Fantastic! Your example:
Exercise 3: Comparative and superlative forms of adjectives
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Some of the following adjectives use an inflectional comparative or superlative form (e.g. hotter/hottest); others use a phrasal construction (e.g. more/most useful). Underline the comparative or superlative form in each sentence. Determine whether each form is inflectional or phrasal.
1. They became more distinct.
2. My grandfather wanted to stay in the kitchen because it was warmest there and he was near everyone.
3. A storm of laughter arose and even the tiniest child joined in.
4. The espresso, in small cups, is dark and serious and packs a more powerful punch.
5. The plane ascends and descends at a shallower angle when horses are aboard.
6. As the test goes on, you're gonna get more and more tired.
7. Her eyes, between her bright, ironic smile, and her short, white-gray hair, seem tireder, more deeply set in their sockets.
8. Sabina had never looked more lovely.
9. I've never seen May looking lovelier
10. His reply was soon the property of every taxi-driver in Moscow, the most certain network in those days for news.
Рекомендуемая литература
Основная литература:
1. Худяков, А. А. Теоретическая грамматика английского языка : [учеб. пособие для студ. филол. фак-тов и фак-тов иностранных языков вузов] / Худяков Андрей Александрович. - 3-е изд., стер. - М. : Академия , 2012. - 255 с. - (Высшее профессиональное образование). - Библиогр.: с. 219-224. - Терминол. указ.: с. 245-250. - На обл.: Языкознание. - ISBN 978-5-7695-6145-0 : 391-60.
2. Bloch M.Y. A Course in Theoretical English Grammar. - M., 2000. – p.6-26.
3. Блох М.Я. Теоретические основы грамматики – М., Высшая школа 2010.
Дополнительная литература:
1. Бузаров, В. В. Теоретическая грамматика современного английского языка = Buzarov, V. V. Theoretical grammar of English : workbook of Practice : учеб.-метод. пособие / Бузаров Владимир Васильевич ; М-во образования и науки Рос. Федерации, ГОУ ВПО "Ставроп. гос. ун-т". - Ставрополь : Изд-во СГУ, 2011. - 142 с. - Библиогр.: с. 135-140. - Текст на англ. яз.(2011).
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2. Iofik L.L., Chakhoyan L.P. Readings in the theory of English Grammar
3. Иванова И.П., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика английского языка. – М., 1981. – с.9-13.
4. Хлебникова И.Б. Оппозиции в морфологии. – М., 1969.
5. Ilyish B. The structure of Modern English. –L., 1971 – p.27-35, 66-72
Интернет-ресурсы:
1. http://www.sil.org/linguistics/GlossaryOfLinguisticTerms глоссарий, содержащий более 900 лингвистических терминов с перекрестными ссылками и списком источников (SIL International). Ред. Е. Е. Loos, S.Anderson. D.H.Day Jr., P.C.Jourdan, J.D.Wingate
2. https://www.thoughtco.com/theoretical-grammar-1692541 информационный обучающий ресурс, посвящённый вопросам теоретической грамматики
3. http://www.edufind.com/english/grammar/ информационный обучающий ресурс, посвящённый вопросам грамматики
Практическая работа № 8
Тема “ The Adverb”
Цель: рассмотреть понятие наречия как части речи, рассмотреть классификацию наречий, сформировать навыки идентификации наречия в предложении, навыки его образования.
Знания и умения, приобретаемые студентами: студенты должны усвоить понятие наречия как частей речи, классификацию наречий, уметь идентифицировать наречие в предложении и образовывать его.
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Формируемые компетенции: ОПК–3.
Актуальность темы определяется тем, что в ее рамках осваивается понятие наречия как части речи, рассматривается классификация наречий, формируются навыки идентификации наречия в предложении.
Теоретическая часть
The adverb is usually defined as a word expressing either property of an action, or property of another property, or circumstances in which an action occurs. This definition, though certainly informative and instructive, fails to directly point out the relation between the adverb and the adjective as the primary qualifying part of speech. The adverb is characterized by its own, specific nominative value, providing for its inalienable status in the system of the part of speech.
In accord with their categorical meaning, adverbs are characterized by a combinability with verbs, adjectives and words of adverbial nature. The functions of adverbs in these combinations consist in expressing different adverbial modifiers. Adverbs can also refer to whole situations; in this function they are considered under the heading of situation –“determinants”.
In accord with their word-building structure adverbs may be simple and derived. Simple adverbs are rather few, and nearly all of them display functional semantics, mostly of pronominal character: here, there, now, then.
The typical adverbial affixes in affixal derivation are, fist and foremost, the basic and only productive adverbial suffix –ly, (slowly), and then a couple of theirs of limited distribution, such as –ways (sideways), -wise (clockwise), -ward(s) (afterwards). The characteristic adverbial prefix is a- (away).
Among adverbs there are also peculiar composite formations and phrasal formations of prepositional, conjunctional and other types (anyhow).
Adverbs are commonly divided into qualitative, quantitative and circumstantial. By qualitative such adverbs are meant as express immediate, inherently non-graded qualities of actions and other qualities. The typical adverbs of this kind are qualitative adverbs in –ly.
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