- •Introduction
- •Is that morphosyntactic variation is both highly constrained and highly
- •Identified by its syntactic structure as predominantly analytical.
- •Iranian languages; and so on. Members of a language family have a
- •Iranian, and the extinct Hittite and Tocharian. Further subclassifications
- •Indo-European language system is marked by more or less elaborate
- •It is not understood why word orders with the subject before the
- •Invention of arbitrary new items, borrowing new morphemes in these
- •Verbs. And Boy and boys, for example, are two different forms of the
- •In English). So, the lack of grammatical affixes in English is
- •Is obligatory. Therefore grammatical categories is an important
- •Is used to indicate singular objects or referents that can be neither
- •Instrumental, Locative, Vocative).
- •Indefinite objects. A definite object is one that the speaker expects the
- •3) The absence of the article before the countable noun in the plural,
- •Verbs also often reflect the gender of their subject nouns and,
- •Is partially semantic (Ukrainian animate nouns have semantic gender
- •Verbs with their past stems and the past participle formed by way of
- •Infinitive may denote a sheer intention or assurance, annoyance based
- •Including prepositional ones can be used in the passive (the preposition
- •In both languages phrases may be elemental, with one type of
- •In English, dominant in practically all subordinate phrases is the
- •Information mostly through inflection, allows relative flexibility which
- •It a problem to miss out obligatory parts of the sentence. The omission
- •In spite of the one-man show, the game was out of reach. Kyle
МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ
Національний авіаційний університет
А. Г. Гудманян, Т. В. Крилова
ГРАМАТИКА АНГЛІЙСЬКОЇ
ТА УКРАЇНСЬКОЇ МОВ
Конспект лекцій
Київ 2009
1
МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ
Національний авіаційний університет
А. Г. Гудманян, Т. В. Крилова
ГРАМАТИКА АНГЛІЙСЬКОЇ
ТА УКРАЇНСЬКОЇ МОВ
Конспект лекцій
Київ
Видавництво Національного авіаційного університету
«НАУ-друк»
2009
2
УДК 81’36:811.111;.161(042.4)
ББК Ш 141.21-2я7+Ш141.14-2я7
Г 935
Рецензенти : Г. А. Лисенко – канд. філол. наук, доц. (Національний
технічний університет України «КПІ»);
Г. В. Чеснокова – канд. філол. наук, доц., (Київський
національний лінгвістичний університет);
С. І. Сидоренко – канд. філол. наук, доц. (Національ-
ний авіаційний університет)
Затверджено методично-редакційною радою Національного
авіаційного університету (протокол № 6/09 від 12.06.2009 р.).
Гудманян А. Г.
Г 935
Граматика англійської та української мов : конспект лекцій /
А. Г. Гудманян, Т. В. Крилова. – К. : Вид-во Нац. авіац. ун-ту «НАУ-
друк», 2009. – 64 с. (Англ. мовою).
У конспекті викладено основні терміни і теоретичні засади дисципліни.
Конспект містить лекційні матеріали з відповідними завданнями для
аудиторної та самостійної роботи згідно з навчальною програмою курсу
«Граматика англійської та української мов».
Для студентів Інституту заочного та дистанційного навчання спеціаль-
ності 6.030500 «Переклад», а також для тих, хто бажає поглибити знання з
порівняльної граматики англійської та української мов.
УДК 81’36:811.111;.161(042.4)
ББК Ш 141.21-2я7+Ш141.14-2я7
© Гудманян А. Г., Крилова Т. В., 2009
3
Contents
INTRODUCTION .........................................................................................4
1. LANGUAGES OF THE WORLD AND LINGUISTIC
TYPOLOGY ..............................................................................................6
1.1. Linguistic typology as a branch of linguistics ................................6
1.2. Language classifications ..............................................................8
1.2.1. Genetic classifications of languages ....................................9
1.2.2. Typological classifications of languages ..............................11
2. CONTRASTIVE MORPHOLOGY OF ENGLISH AND UKRAINIAN......21
2.1. Morphemic structure of words ......................................................21
2.2. Parts of speech ............................................................................24
2.3. Grammatical categories ................................................................28
2.4. Noun and its categories ................................................................30
2.5. Verb and its categories .................................................................39
2.5.1. Classes of verbs ..................................................................39
2.5.2. Grammatical categories of the verb .....................................42
3. CONTRASTIVE SYNTAX OF ENGLISH AND UKRAINIAN .................50
3.1. Phrase ..........................................................................................50
3.2. Sentence ......................................................................................53
3.2.1. Simple sentence ..................................................................54
3.2.2. Composite sentence ............................................................57
PRACTICAL TASKS .................................................................................60
RECOMMENDED LITERATURE .............................................................63
4
T
Introduction
he curriculum of any linguistic university includes the course
of contrastive study of the native and target languages.
Language comparison is of great interest in a theoretical as well
as an applied perspective. It reveals what is general and what is
language specific and is therefore important both for the
understanding of language in general and for the study of the
individual languages compared. Undoubtedly, the most
important aim of teaching and learning linguistic typology is to
give the student the experience of encountering a language that is
unfamiliar and often radically different from their native
language. This experience will expose the students to real data,
make them aware of variation. This subject will also contribute to
the development of critical thinking, global outlook and cultural
appreciation.
The results obtained in any branch of typological investigation
can be usefully employed in theoretical linguistics as well as in
translation and in teaching practice. A contrastive typological
treatment of the main grammatical features/phenomena, available
or unavailable in the corresponding systems of the foreign
language/languages and in the native tongue, will provide the
students not only with the linguistic results necessary for their
successful teaching practice at school, but also with
understanding of systemic organisation of languages. Using a
contrastive approach to grammar, this course deals with basic and
advanced grammar concepts and targets the particular problems
Ukrainian students commonly have with English grammar. This
course builds on the knowledge of grammar gained at the
practical grammar classes, but whereas practical classes often
concentrate on communicative skills, this course will focus on
5
accuracy. Although students have encountered and practiced most
aspects of English grammar, many do not control them well. The
course will involve close working with a good grammar reference
book, analyzing texts, sentences, and grammatical structures,
doing sentence translations from Ukrainian into English.
It is well known that Ukrainian and English are very much
different. However, when Ukrainian students who are lacking a
“real” English environment learn English, they easily tend to
ignore the differences between the two languages. This is
particularly the case with writing. The Ukrainian students tend to
put their habit of writing in Ukrainian into practice of English
writing. The result is an awkward mixture in which ideas
conceived in Ukrainian are ungrammatically or unidiomatically
expressed in English writing. The main cause of it is, apparently,
linguistic interference (L1 interference accounts for some 30% of
error), and to get rid of the negative influence of the mother
tongue remains of paramount importance for students of English.
It is assumed that the learning of second language is
faicilitated whenever there are similarities between that language
and mother tongue. Learning may be interfered with when there
are marked contrasts between mother tongue and second
language. The contrastive analysis emphasises the influence of
the mother tongue in learning a second language on phonological,
morphological and syntactic levels. Examination of the
differences between the first and second languages help to predict
the possible errors that can be made by L2 learners.
The reader is not intended to replace textbooks. On the
contrary, many of the questions it contains are likely to require
further reading before they can be answered satisfactorily.
6
I. LANGUAGES OF THE WORLD
AND LINGUISTIC TYPOLOGY
1.1. Linguistic typology as a branch of linguistics
About 6000 languages are spoken in the world today, of which about
1000 are spoken only by very small populations. It is estimated that
nearly half of these 6000 languages are threatened because they are
spoken only by adults who no longer teach them to their children. The
death of languages is not a new phenomenon. Linguists estimate that
over the past 5000 years, at least 30 000 languages have been born and
died, generally without leaving a trace. But today, the number of
languages spoken in the world is declining at an unprecedented rate, so
that over the coming century, 90% of the languages that exist now will
likely disappear. There would then be only about 600 languages left that
would have proven relatively durable. One of these, of course, will be
English, which is spreading more and more widely on its way to
becoming the common language of the world.
Linguistic research has shown that languages differ considerably
from each other in phonological, morphological, semantic and syntactic
properties. One of the most important discoveries of modern linguistics