يتم نشر الشروحات ،صدقة جاريه
لبدر الشمري
(امرؤالقيس)
وباقي الشروحات تجدونها
مترجمة في
منتديات سما لطالب الجامعة
العربية المفتوحة
b.net-Sma
1
Contents
) All Definitions …………………………………. (p 3 - p13
)The First Book ………..……………………… ( p13- p 82
)The Second Book ………………………………. ( p83- p106
E303A
هذه مادة دسمة وفيها حشو كثير لكننا سنركز على المهم هنا
تحتاج المادة التركيز على أمرين مهمين :
-1التعاريف
-2الموجود في الكتاب Activity
ولعلنا نمر على بعض النقاط الهامة ونركز عليها ..
2
امرؤالقيس Sma-b.net :
All important definitions
from Omro alqis
Descriptive grammar:is a grammar that aims to describe the way a
language is actually used without making judgments about whether this is
good or bad
Function grammar :is a functional approach to grammar, while
accounting for the structure of language , places emphasis on describing
works or groups of words according to their function within a clause.
Context :it vefers to the situation within which language is used. It has
both a broad meaning and an arrow meaning.
Ellipsis :occurs when elements of a clause or phrase are not expressed.
These ellipted elements can be reconstructed from the context. For
example A: I have to appease you. B: No you don't
Lexicon grammar :is the lexical and grammatical resources in a
language from which speakers and writers can create meaning. Features
that disturb the flange of speech including hesitation . pauses and
repetition.
Monologues Dialogue :is a communication between two or more
speakers and this influences the grammar choices made.
Question tag :Isa reduced interrogative clause added to the end of a
declarative clause to seek confirmation or agreement. For example Ruby
is such a lovely person, isn't she.
Perspective grammar :is a grammar that aims to provide rules on the
way a language should be used.
Pedagogic grammar :is a grammar that designed to help people learn
English if they are not native speakers of the language
Socio cultural context : is a context that involve all the linguistically –
relevant aspects of the social setting in which the language operates, e.g
what we are doing , whether we are face to face or separated from our
listener/ evader and so on .
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traditional or structural grammar : is a grammar that divides language
on the basis of speech units such as nouns. Verbs. And objectives.
Transcript :is a written version of some thing that has been spoken. For
Example speeches texts.
Coordinator :is function word used to connect ( or coordinate) two or
more words, phrases or clauses with equivalent status . for example and .
but or .
Dialect:is a variety of language that reflects regional or social back
ground. For example scotsh dialect and Irish dialect.
Function word : it is word that expresses grammatical relation ships and
classifications, such as pronouns and auxiliary verbs. Collocate .
Insert : is a conversational wors that can be positioned vathar freely in a
discourse and usually ( on verbs emotional and discourse meaning. For
example. Oh and well.
Lexical words :there are words that carry the main information content
of a text and belong to four grammatical classes : nouns (peter), lexical
verbs ( walk), adjectives (hot), and adverbs (slowly).
Lemma :is a set of function words that shave the same basic meaning
similar forms and the same words class. For example leave, leaves , left
and leaving belong to the same lemma.
Register :is a variety of language which is distinguished by its context of
use. This involves three main aspects: Field, tenor and mode. For
example news, fiction, conversation and academic prose
Adverb phrase :is a phrase with an adverb as its head . for example, the
clause : sooner than you think.
Agent :is the doer of an action. For example, the words a young woman
in the clause : a young woman is photographing her brother.
Clause :is a unit of meaning built around a proves. Every clause normally
involves process, one or more participants, and perhaps also
circumstances.for example , Rabbit is a great favorite in Tuscany.
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Constituents :are groupings of words that form the building blocks of
grammar. For example phrases
Circum stances :are the elements of a clause that add information a bout
the situation surrounding the process. For example, a dog is playing with
a ball.
Declarative clause :is a clause with subject – verb border, typically used
to make statements. Fore example the clause: they took the wrong turn.
Imperative clause :is a clause with no subject, typically used for
commands. For example, the clause: wake up.
Interrogative clause:is a clause where the auxiliary verb come before the
subject, typically used for questions. For example, the clause : what can
you feel.
Morpheme :is the smallest structural unit that has meaning. A word may
consist of a single morpheme, for example, track and he or it may
includes several morphemes for example come – ing.
Noun phrase :is a phrase with a noun or a pronoun as head. For example,
the man in the moon.
Phrase :is a structural unit built from words, consisting of a head plus
(optionally ) modifiers. Phrase may consist of one word or several .for
example. I like my tutor.
Process:is the elements of clause that indicates what is going on the
action, event, experience or relations ship which is represented by the
verb. For example , he wants a new bike.
Participants :are the elements of clause that indicate who or what was
directly involved in the process. For example , did you get my letter p.
Propositional phrases :is a phrase consisting of a preposition to gether
with its associated noun phrase. For example, the clause in the box.
Verb phrase :is the phrase that contains lexical or primary verb as head.
Either alone or accompanied by one or more.
Article:they are : the, a and an.
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Be scriber:it is an elements of the noun phrase that describes some
attribute or quality of the head word. For example, a blue haziness.
Classifier :it is an element of the noun phrase that indicates the class or
category of the head word. For example, solar energy.
Determiner:is a function word that specifies the kind of reference a noun
has. For example, definite, indefinite, negative ( the walls , those
experiences).
Demonstratives:is the deictic expressions and they refer to the proximity
of the entity. For example, this and that.
Form:is realised by phrases and 'function ' by participants , processes and
circumstances.
Nominatives:are an element of the noun phrase that indicates some
numerical feature of the noun , such as number, quantity or order . for
example. The last bus.
noun phrase:must have , at the very least , a noun or a pronoun that
functions as the head word . this head word identifies the entity
represented by the noun phrase.
Nominal:refers to any word, phrase or clause that fills a noun phrase slot
.
Post modification:it is the use of elements in a noun phrase which come
after the head word and modify it. For example, in the clause : the lady I
bought the dog from, the post modification is in the phrase : I bought the
dog from.
Pre modification:it is the use of elements in a noun phrase witch come
before the head word and modify it. For example, in the clause : a natural
atmospheric effect, the pre modification is in the phrase : natural
atmospheric.
Possessive:is a possessive pronoun or determiner expresses possession
and is comparable to the genitive of nouns. For example, your, his ,mine
and ours.
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Qualifier:it is any element in the noun phrase that follows the head word.
For example the qualifier in the clause : the man in the moon is the phrase
in the moon.
Quantifier: is a type of determiner or pronoun that indicates the quantity
of something . for example, in the clause indicates the quantity of
something .for example, in the clause all the answers, the quantifier is the
word all.
Adjective phrase :is a phrase with an adjective as its head. For example,
the word old in the phrase : very old.
Adverb phrase :Is a phrase with an adverb as its head. For example, the
word often in the phrase pretty often.
Material processes :are the processes that construe external action, both
concrete . for example, catch and abstract action for example, close
(meeting ).
Mental processes : are the processes that construe processes that go on
inside the head, such as thinking and sensing. For example, I swathe
accident.
5- Phrasal verbs : it is a phrase that form when a proposition or an
adverb can work together with verb makes and the proposition up in the
clause : a blue haziness makes up the whole picture.
Relational Processes :are the processes that construe the many different
ways of being and having and they relate participants to each other. For
example she is the biology lecture.
The lexical verb :Is the verb that acts as the main verb in the verb phrase,
indicating to the process involved. For example, the lexical verb in the
clause. Has been answered is the word answered.
Temporal finite : is the first auxiliary in a verb phrase. The temporal
finite is the one that expresses tense. For example, did, does, and would.
The model finite : is the first auxiliary in a verb phrase that express
degrees of certainty or obligation. For example, can, should, and must.
The active voice : in the active voice, the doer of the action occurs before
the verb as the subject and the done – to occurs after the verb. For
example, the police didn't release the driver's name.
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The passive voice : in the passive voice, the done to is the subject of the
clause. Fort example, the driver's name was not released by the police.
Verbal processes : are the processes that construe the saying and
reporting of things – verbal action . for example, tell and ask.
Verb phrase complex : is the verb phrase that involve two or more verbs
together make up a single process for example, in the clause : she began
to sing at the age of six, the verb phrase complex. Is began to sing.
Clause complex : it is a complex formed when clauses are linked
together . this occurs in two ways : coordination and subordination.
Coordination : it is connecting two or more clauses, phrases, words or
other structures with *****alent status. For example, the word or in the
clause, : you can walk or take a bus.
Circumstantial dependent clause : is dependent clause which supplies
in formation abut the circumstances. For example the clause. When I
arrive in the clause. When I arrive, I'll give you a call.
Dependent clause : is a type of clause that cannot stand a lone, but is part
of another clause, for example, when I arrive, I'll give you a call.
Embedding : embedding occurs when a phrase or clause is contained
within a higher – level phrase or clause. For example. Every room in the
school had an air conditioner.
Embedded clause : is the clause that no longer function as a clause in its
own right , but as part of another constituent. For example, the embedded
clause in the clause : every room in the school had an air conditioner is
the clause in the school.
Finite clause : is a clause that has either a present / past tense or a modal
finite. For example, he completed all his assignments.
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Independent clause : is a clause which can stand alone without being car
but they couldn't afford it.
Non-finite clause : is a clause that has no tense and does not include a
modal finite. For example, we had to run to catch the bus.
Projecting clause : in projection the clause which the report or quotation.
For example, the projecting clause in the clause : the fore cost says it's
going to vain, is the clause:
Projected clause : in projection, the clause which the reporter quotation.
For example, the projecting clause in the clause: the for coast says it's
going to rain. Is the clause: it's the fore cant says.
Projected clause : in projection, the clause, which gives the reporter
quotation. For example, the projected clause in the clause the for cast says
it's going to rain is the clause. It's going to rain.
Quoting or direct speech : is a direct way of expressing what people
have said or thought. For example , she said I am leaving.
Relitiviser : is a pronoun or adverb that introduces a relative clause. For
example, which, who and why.
Relative clause : is a type of dependent clause used to modify a noun
phrase. For example, in the clause : the report that we discussed lost
week, there relative clause is : that we discussed last week.
Subordination : is the type of linkage that allows one clause to be
embedded in , or dependent on , another clause. For example, I thought
about it after I sent the package.
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Important definitions in the second book
Experiential meanings :is the meanings which represent the world of
experience. For example, the utterance it's raining involves a
representation of the current weather situation.
Field :is the subject matter of the text and the4 type of activity of activity
for example, the utterance and beckam scores, this means that the field is
the food ball.
Inter personal meanings :is the meaning which enact social
relationships. For example, the utterance do you think it's raining
involves a relationship between the questioner and the hearer who is
expected to respond.
Interactivity :it refers to whether a text was constricted by different
writers or speakers or one speaker or writer in isolation. For example, the
spoken text ( conversation ) is constricted by many speakers.
Mode :it refers to the nature of the text as a communicative process, ex
whether written or spoken, spontaneous or scripted, monologue or
dialogue.
Persona :means the way that individual writers represent themselves
within a text. For example, in some texts the writers in a position to give
advice or control the actions of others.
Relative social status :is the different levels of power, authority, status
or expertise between communicative participants, as reflected in their
language. For example , in the conversation between the tutor and student
we can notice that the tutor is authorized and expert.
Social distance :is the degree to which communicative participants are
not on familiar or friendly terms as sugge3sted by their language. For
example, using formal addressing such as sir, dr.
Semantic domain :is the subject matter which the text is concerned . for
example, vocabularies like diseases symptoms refer to human health and
medicine subject matter.
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Spontaneity :it concerned with the produced text without the opportunity
for pre- editing or correction. Fro example, in spoken texts there is pauses
and repetitions.
Textual meanings :is the meanings which refer to the meaning that relate
a massage to its context. For example, the utterance but it's raining !
involves a contrast which would be relevant. In a context where some one
had suggested a barbecue.
Tenor :means the social voles and relationships of those involved in a
communication. For example, in E303 tutorial the tutor is the information
provider and the student is the receiver of information
Experiential theme :it is the first experiential element in a clause , I e the
first participant, circumstance or process . for example, in the clause: the
meeting 's been cancelled the experiential theme is the participant : the
meeting.
Interpersonal theme :it is any interpersonal elements in a clause which
come before the experiential theme. For example in the clause.
Presumably the meeting's been cancelled , the interpersonal theme is the
word presumably.
Nomanlisation :it occurs when events and qualities are represented as
"thing " using an abstract noun instead of a verb or adjective . for
example, using freedom , in stead of free.
Rheme :it is the part of a clause which is not theme. For example, in the
clause : the meetings been cancelled, the rheme is been cancelled.
Textual theme :it is any textual elements in a clause which come before
the experimental theme. For example, in the clause: and so the meeting's
been cancelled, the textual theme is the words and so.
Theme :it is the departure point of clause, realized in English by the part
of the clause up to and including the first. Experiential element. For
example, in the clause the meeting's been cancelled, the theme is the
words : the meeting .
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Attitude :is the element of stance dealing with the expression of positive,
negative or neutral meaning . For example, dr. Ali is great tutor. The
word great carry positive meaning.
Deon tic modality:is the expression of writer's or speaker's judgment
about levels of obligation. For example, using the mola finite “must “in
the clause. You really must do your homework.
Epistemic modality:the expression of a writer's or speaker's judgment
about the like. Hood of what they are saying. For example, using "will" in
the phrase two million jobs will be lost. The word will give the sentence
certainty.
Modal adverb:is an adverb used to express modal meaning, either
epistemic or demonic. For example, possibly and of course.
Modal adjective:is an adjective used to express modal meaning, either
epistemic or demonic. For example, likely and certain.
Personalization:is the degree to which the presence of the author is
overtly represented, obscrired or suppressed in the text. For example,
addressing the audiences by using the pronoun “we “to personalize the
information for the readers.
Standing:is a subcategory of speaker or writer persona which relates to
lying claim to expertise or authority.
Stance: ishe over expression of personal attitude or feeling to words the
content of a clause. For example, using could to make less commitment.
To the idea and weaker stance. Stance involves both modality and
attitude.
Experiencer :is the participant that under goes the sensing or cognitive
experience expressed by a verb. For example, "he " in the phrase: he
smelled her perfume is the experiencer.
End – weight :is a preference in English word order, where by complex
elements of structure tend to follow less complex ones.
Information flow :the normal ordering of information in English.
Discourse. For example, moving from given information to new
information.
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Passivation :it involves using a passive verb phrase and subject which is
not the agent. For example, he was stuck several times. The effect of the
passive is generally to give less prominence to the agent.
Transitivity analysis :it refers to the analysis of clause in terms of
process types and their associated participants and circumstances. For
example, Ali drinks the water, drink is a verb that can be used transitivity
or in transitivity
…………………………………………………………………………
Chapter : 1
P11
Why study grammar?
..يتحدث في هذه الصفحة عن أهمية القواعد ويوجد فيها أكتفيتي غير مهم
... أكتفيتي يكتفى باالطالع عليه12 ويوجد في ص
P13-15
وهنا معلومات مهمة تتكلم حول الطريقة التي تستخدم فيها اللغة كتابة ولفظا
.وكيف يجب أن تستخدم اللغة القواعد والفرق بين القواعد القديمة والقواعد الحديثة
1-traditional or structural grammar is a grammar that divides language on
the basis of parts of speech units such as nouns , verbs and adjectives.
2- functional grammar is a functional a approach to grammar, while
accounting for the structure of language , places emphasis on describing
words or groups of words according to their function within a clause .
3-descriptive grammar is a grammar that aims to describe the wag a
language is used actually used , without making judgments about whether
this is good or bad .
Descriptive grammar is consist of traditional grammar.
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Sma-b.net : امرؤالقيس
4-prescriptive grammar is a grammar that aims to provide rules on the
way a language should be used , should use in context.
In prescriptive grammar to and go should not be
Separated by the adverb.
5-pedagogic grammar is a grammar that designed to help people learn
English if they are not native speakers of the language.
Pedagogic grammar is based on descriptions of standard English.
Pedagogic grammar involve combining elements from descriptive and
prescriptive grammars.
context refers to the situation within which language is , used . It has both
a broad meaning and a narrow meaning.
Sociocultural contex is a context that involve all the linguistically –
relevant aspects of the social setting in which the language operates ,
what weare doing , whom weare communicating with , whether weaer
face to face or separated from our listuer reader and so on .
لالطالع فقط15أكتفيتي ص
P16-20
Grammar and contextual variation
Contextual : spoken and written
.تحدث هنا عن بعض التحدث والكتابة والفرق بينهما
ووضح لنا اننا نستخدم الجملة الفعلية أكثر من االسمية
وأنه في الكتابة لدينا الوقت للتعديل
: اكتفيتي مهم جدا وفيها15 في ص
Text1 : spoken text
Text2 : written text
) وتستخدم عند االنتقال-( )***( ) ...( عالمات الحذف في الكتابةEllipsis :
.المفاجئ من موضوع آلخر بشكل مفاجئ
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Sma-b.net : امرؤالقيس
In spoken text there is ellipsis to indicate gaps or pauses endings.
In spoken text there is repeated parts of utterances, hesitation and pauses .
In spoken text the utterances are in complete.
lexicogrammar وهو االسم العلمي للمفردات وعنlexis فقرة مهمة تتحدث عن20 في ص
.وهي معنى مفردات القواعد قجمع بين المفردات والقواعد التي تعطي المعنى
Lexis is a technical term for vocabulary Lexica grammar is the lexical
and grammatical resources in al language from which speakers and
writers can create meaning .
P20-26
Features of speech
وهو حوار شخص واحد يكتب اكثر مما يتحدثmonogogues تكلم عن
وهو حوار شخصين او اكثرdialogue و
Monologues means one person speaking or writing .
Dialogue is a communication between two or more speakers and this
influences the grammar choices made.
In the spoken text, participants have no problem understanding and
responding. In the context of a face to face conversation we see
grammatical features such as question tags. Question tag used for
response and gestures.
26 و24 و23 مهم واكتفيتي مهم في صcomment 22 آخر ص
In conversation spoken context there is increased use of pronouns. In
written context we usually use fuller combinations so nouns and
adjectives. Ellipsis occurs more in speech (spoken context).
نستخدم الضمائر وعالمات الحذف اكثرspeech في
نستخدم األسماء والصفات اكثرwritten بينما في
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Sma-b.net : امرؤالقيس
:كلمات مهم معرفة معناها أثناء القراءة
ليس له معنى: non-existent 12 ص
تربوي: pedagogic 14ص
مخطوطة: transcript 19ص
حفلة سهرة: bingo 21 ص
قابل للتفسير: explicable 21 ص
تردد: hesitation 22ص
:سؤال مهم جدا
1- what is grammar and why is it important?
حاولوا االجابة عليه
Important definitions
Descriptive grammar: is a grammar that aims to describe the way a
language is actually used without making judgments about whether this is
good or bad
Function grammar : is a functional approach to grammar, while
accounting for the structure of language , places emphasis on describing
works or groups of words according to their function within a clause.
Context : it vefers to the situation within which language is used. It has
both a broad meaning and an arrow meaning.
Ellipsis : occurs when elements of a clause or phrase are not expressed.
These ellipted elements can be reconstructed from the context. For
example A: I have to appease you. B: No you don't
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Sma-b.net : امرؤالقيس
Lexicon grammar : is the lexical and grammatical resources in a
language from which speakers and writers can create meaning. Features
that disturb the flange of speech including hesitation . pauses and
repetition.
Monologues Dialogue : is a communication between two or more
speakers and this influences the grammar choices made.
Question tag : Isa reduced interrogative clause added to the end of a
declarative clause to seek confirmation or agreement. For example Ruby
is such a lovely person, isn't she.
Perspective grammar : is a grammar that aims to provide rules on the
way a language should be used.
Pedagogic grammar : is a grammar that designed to help people learn
English if they are not native speakers of the language
Socio cultural context : is a context that involve all the linguistically –
relevant aspects of the social setting in which the language operates, e.g
what we are doing , whether we are face to face or separated from our
listener/ evader and so on .
traditional or structural grammar : is a grammar that divides language
on the basis of speech units such as nouns. Verbs. And objectives.
Transcript : is a written version of some thing that has been spoken. For
Example speeches texts
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Sma-b.net : امرؤالقيس
Chapter: 2
P35
ويقدم لنا عنها بنبذة مفيدة توضح لنا أهمية وكيفية استخدامcorpus يتحدث هنا عن
.الكمبيوتر
وهوcorpora مفرد وجمعهاcorpus وكلمة، هو برنامج الكترونيcorpus
.عبارة عن بيانات لغوية مخزنة في الكمبيوتر
: spoken – written نوعينcorpus و
The most common way of accessing corpus data is by using a
concordancing program also known as a concordance .This displays the
texts in the form of concordance lines as shown in Figure 1 . you can see
that a concordancer presents a particular word at the centre of the pate , or
screen on the computer . The word or phrase that is searched for is called
the node or key word and it is displayed with the other words that occur
to the left and right of it . These other words are referred to as context or
co-text here meaning only those words found immediately to the left or
right and not anything further away . This type of display is known as key
word in context (KWIC)
للوصول الى البيانات هيcorpus والطريقة األكثر شيوعا في استخدام هذا البرنامج
حيث يعرض النصوص على شكلconcordancing استخدام برنامج التوافق
وهو يعرض لنا أيضا36 ص1 خطوط توافق كما هو موضح في الشكل
وهو الكالم الذي يظهر على يمين ويسار الكلمة المطلوبة وهي كماconcordancer
وهو ماbecause اللتان تتوسطهما كلمةa و: was كلمتي36 تراها في الشكل ص
node . بينما نسمي الكلمة التي نريد البحث عنهاco-text نسميه
(KWIC)ويعرف هذا النوع من شاشات العرض بـ
37 مالحظة في الشكل ص
node نجد الكلمات باللون االزرق هي
37 ص1 وفي االكتفيتي
corpus يوضح لنا برنامج
fastاالعراب النحوي والمعاني لكلمة
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Sma-b.net : امرؤالقيس
نجدها في : 1ظرف
وفي 2اسم
وفي 3صفة
P39
اكتفيتي 2 :وهو مهم فانتبهوا له وستجدون الحل آخر اليونيت
P40
هذهفقرةمهمةركزواعليهاتبدأمنسطر 8مناسفاللصفحة:
By using such a corpus………..
P41
أكتفيتي 6
وهو مهم انظروا حله آخر اليونيت
P43
Longman register:
1- news
2- fiction
3- academic prose
4- conversation
فقرة توضح التنوع في اللغة طبقا للغرض منها
P49
فقرة مهمة توضح أنماط الكتابة والدمج بين wordوgrammer
P 51
اكتفيتي 13مهم انتبهوا له
معاني بعض الكلمات المهمة:
ص : 31
Corpus:برنامج الكتروني
Terminology:علم المصطلحات
Concordancing:برنامج التوافق وهو يعني الكالم الذي يأتي على يمين ويسار
19
امرؤالقيس Sma-b.net :
الكلمة المراد البحث عنها
:35 ص
تحويل الكلمة من لفظ الى كتابةTranscribed:
الكلمة التي نريد البحث عنهاNode:
الكلمات التي تأتي قبل وبعد الكلمة المراد البحث عنهاCo-text :
:36 ص
بالكاملCollectively :
تصريف الفعلLemma :
: 47 ص
اختصارOrthographic :
:49 ص
أنماطTokens:
:51 ص
كلمات لوحدها تعطي معنىLexical density :
تعاريف مهمة
Corpus : is a collection of naturally – occurring language data in the form
of written and spoken texts.
Coordinator : is function word used to connect ( or coordinate) two or
more words, phrases or clauses with equivalent status . for example and .
but or .
Dialect: is a variety of language that reflects regional or social back
ground. For example scotsh dialect and Irish dialect.
Function word :it is word that expresses grammatical relation ships and
classifications, such as pronouns and auxiliary verbs. Collocate .
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Insert :is a conversational wors that can be positioned vathar freely in a
discourse and usually ( on verbs emotional and discourse meaning. For
example. Oh and well.
Lexical words : there are words that carry the main information content of
a text and belong to four grammatical classes : nouns (peter), lexical
verbs ( walk), adjectives (hot), and adverbs (slowly).
Lemma : is a set of function words that shave the same basic meaning
similar forms and the same words class. For example leave, leaves , left
and leaving belong to the same lemma.
Register : is a variety of language which is distinguished by its context of
use. This involves three main aspects: Field, tenor and mode. For
example news, fiction, conversation and academic prose
..................................................................................................................
Chapter: 3
P65-66
Constituents of the sentence
Let us being by looking at a brief passage of written English from which
the punctuation has been removed. As you make sense of the text , put in
full stops where you think they would be appropriate .
Rabbit is a great favourite in tuscany we had fantastic rabbit dish at a
restaurant on our way back to our villa the market one day the saddle of
the rabbit had been boned and stuffed with various tasty ingredients and
then was roasted it came with a sauce made with grapes form the
restaurant's vineyard the chef had preceded this dish with a tiny sage and
lemon sorbet and cleverly used the ingredients in season what
grammatical units can we identify in this passage? In the first place, we
can all agree that it consists of 78 words, since these are signaled to us by
the spaces on the page . Of course these words are not separated out when
we speak them , and this is one of the difficulties we face when learning
to converse in a new language. Interestingly , some of the earliest written
manuscripts were closer to the spoken mode in that they did not separate
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words with spaces. This style of writing was known in Latin as scriptio
continua. This style of writing was known in Latin as script continua .)
the reason that spaces soon began to be used between words in written
text is that they provide a visual signal of this key grammatical unit and
thus aid our comprehension. But even with the word boundaries made
clear as they are in the text about rabbit, you may have fond this excerpt
rather difficult to digest at first because of the lake of punctuation, which
provides another visual signal to the grammar.
:مكونات الجملة
يعطينا المؤلف فقرة حذف منها عالمات الترقيم ليوضح لنا أمرا هاما في هذا اليونيت
..
..تكلم في الفقرة عن وجبة األرانب المحشوة في مطاعم توسكانا
..الحظ عالمات الترقيم
تكون فيه الكلمات منفصلةscriptio وضح لنا نمطا كتابيا باللغة الالتينية قديما يسمى
بمسافات متباعدة لكنه يوضح بأن االشارات البصرية في الكتابة التي تعطينا الداللة
. على نهاية الكلمة او الجملة مهمة جدا كما اتضح لنا من قراءة فقرة االرنب السابقة
.فعالمات الترقيم اشارات بصرية هامة في النص الكتابي
To explain the differences between the two sentences we need to
recognized that in the first case we have a simple sentences consisting f
one single clause, but in the second case there are two clauses liked to
gather by and to make a longer sentence. In unit 4 you will explore the
ways clauses join to gather to from sentences, but here we shell be most
concerned with individual clauses, by the end of the unit you will have a
clear idea of how to recognize a clause, but, for the moment, you can
think of a clause as the simplest kind of sentence.
Recognizing the unit of word, clause and sentence, however, will not be
enough to allow use to explain how the passage makes sense, because if
we rearrange the words within the individual clauses we come up with
nonsense, such as:
Great in favorite rabbit is Tuscany a
The problem is not that the words are difficult or unfamiliar but that we
cannot discern any meaningful patterns among them. Yet some
rearrangements of wordings within a clause certainly are possible.
... أعطانا جملتين كمثالين للتوضيح66 في ص
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لشرح الفرق بين الجملتين يجب أن نعرف أن الجملة األولى جملة بسيطة تتكون من
مكونات الجملة البسيطة فاعل وفعل ومفعول شبه جملة
سنتحدث عن. والحظ المثال الثاني يتكون من جملة ممتدة تتكون من عدة جمل
.4 تفصيلها في يونيت
فهذا يعني ان الجملة تتكون من اكثرand إذا وجد روابط مثل: مالحظة
complex clause وتسمىclause من
P67
What has become evident from this activity is that we need to recognized
some intermediate-sized units between those of word and clause. These
intermediate units are made up of groups of words that seem to belong to
gather more closely than they do to other words inside a clause. For this
reason they are referred to by grammarians as 'groups' and/or 'phrases'. In
this courses we shell fallow your reference grammar ( chapter3) and refer
to these grouping of words as phrases. To sum up, them, we have
established a basic hierarchy of the building blocks, or constituents, of
grammar. We have found that or words combine in particular ways to
from phrases, which in turn combine to from clauses, as shown in Figure
1.
We can extend by recognized that words may be broken down into
meaningful parts. Think of a word like kicked; it has two parts, kick
providing the core meaning and ed signaling past tense. The meaningful
constituents of a word are called morphemes and the study of word
structure is Morphology. A morpheme is a unit of the grammar not the
sound system; it not the same as a syllable a word may have several
syllables but be a single morpheme (e.g. catastrophe), or be a single
syllable and contain two morpheme (e.g. cat-s) many words in English,
such as on, yes, lady, scratch, consist of only one morpheme.
يبدأ هنا يوضح لنا كيفية بناء الجمل ويشبهها ببناء عمارة ويعلمنا التأسيس الهرمي
.لبناء المكونات النحوية للجملة
:مالحظة
هي شبه جملة او جملة ناقصةPhrase
sentence لكن الصحيح انsentence هي جملة بسيطة بعضهم يعتبرهاClause
او اكثرClause اشمل منها فهي قد تكون
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الحظ في الشكل 1ص 67تسلسل هرمي يتكون Clauseتنقسم الى Phrase 4
وكل Phraseيتكون من عدة كلمات التي تعتبرmorpheme
ثم شرح لنا علم المارفولجي الذي أخذناه سابقا في el120اللغويات فهذا العلم الشبيه
بالصرف في العربية يهتم بتقسيم الكلمة الى عدة مقاطع (مورفيم) فهناك كلمات
تتكون من مورفيم واحد وهناك كلمات تتكون من أكثر من مورفيم وأعطانا في
الكتاب أمثلة لذلك.
انتبهوا هناك فرق بين ( syllableالمقطع الصوتي ) والمورفيم
الحظ في الجدول 1ص 68قسم جملة واحدة الى Phrase 4والى word 7والى 9
morphemeليتضح لنا أن المورفيم هي الحروف الزائدة عن معنى الكلمة فحينما
نقسم الكلمة تعطي لنا معنى اصلي في ذاته كما في children= child+ren
مالحظة هامة:
اذا كانت الزيادة تسبق الكلمة فتسمى : prefexمثال : Unuse
وإذا كانت الزيادة تلحق بآخر الكلمة تسمى : safexمثال: useful
واذا كان الزيادتان موجودتان في بداية ونهاية الكلمة تسمى : afexisمثال :
unuseful
في ص 69اكتفيتي مهم
P69-75
2.1 functional parts of a clause
To get a better understanding of we respond to when we identity a stretch
of text as a clause, we need to think about what function such a unit of
text as a clause, we need to think about what function such a unit of
language performs. To began explore this, look at the picture below and a
write a few statements about what you can see in this scene.
I have begun with two examples of my own below
Example statements:
A bird is pecking some bread.
Several people are having their lunch on the grass.
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امرؤالقيس Sma-b.net :
يبدأ بالتعاطي معنا في االنتباه الى األجزاء الوظيفية ( الفنكشن ) ألجزاء الجملة
..وأعطانا مثالين للتوضيح
يوضح كيف تنقسم مكونات الجملة وظائفيا (اسم فاعل – فعل2 جدول71 في ص
فهناك120 كامل – اسم مفعول ) لمزيد من التوضيح راجع شرح امرؤالقيس لمادة
فصلناه بشكل واضح
حالcircumstance ( يوضح مكونات الجملة وظائفيا وقد استبدل3 وفي جدول
process يعطي معلومات عنcircumstance فدائماadverb ظرف )بدال من/
participantوليس عن
مهم جداراجعوه72 ص3 •أكتفيتي
Ones you become familiar with seeing a clause in terms of a process with
participants(s) and circumstances(s), you will be able to reflect more
easily on how experience has been represented in particular texts of
interest to you. An important point here is that different people will
represent the 'same' experience differently, not only by choosing a
different lexis, but by representing it with different grammatical pattern.
For example, I included the following statement in my own list describing
the picture on page 69: a young man is posing for a photograph. This
statement has the following structure.
A young man is posing for a photograph
participant process circumstance
يوضح أهمية الوظائف بالنسبة للكلمات لبيان التشابه واالختالف بين الناس وافكارهم
let us compare this with the final example from table 2: A young
woman is photographing her brother.
A young women is photographing her brother
participant process participant
Here we can see a difference in lexical choices brather as against Young
man for example ) and also difference in the way the grammatical
structure represents the experience. In the first clause ( A young woman
is photographing her brother ) we have a process in which two
participants are involved : one that does the action (the 'agent' ) and one
that is affected the action .in the other clear (is posing ) we have a
different process involving only one participant: the agent (a young man )
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. in the first example the man in the picture is represented as the
participant who is 'acted on' and in the agent . Another contrast between
the two representations the action it self . in the first example , is
photographing has the central place grammatically as the process in the
clause . in the second example , this action is merely implied in the
circumstance that provides the extra detail (for a photograph0 . the point
is not that one version is better or truer than another, but that two versions
create slightly different meanings; they make subtly different
interpretations of the same reality . Every time we create clause we are
transforming experience into a structure, and every time we do this we
are making meaning – but not the only possible meaning . just as our
choice of words contributes to meaning , so does our choice of how we
pattern those words into configurations of process , participant(s) and
circumstance (s) .
You may have noticed as you did activity 3 that the units we are
identifying as participants , processes and circumstances involve similar
groupings of words. Every participant , for example , is expressed either
by a noun or a group of words that centres on a noun . Such groups of
words are therefore known as noun phrases.
Here are some examples of noun phrase with
the central head element in bold:
Mary; the little boy ; this spritely fellow ; you they two old men with long
beards; him sixteen bananas .
As you can see , noun phrases include personal pronouns such as you ,
they , him as well as single nouns like mary. All the eamples given are of
single noun phrases, but sometimes two or more liked noun phrases
function as a single participant . for example in the clause we met mary
and her friend , the second participant is mary and her friend .
Turning our attention to the process in our examples , we can see that this
is expressed , or realised by , made actual by), a verb or a group of verbs .
Such a verb or group of verbs is known variously as a verb group, a
verbal group or , as we shall refer to it , a verb phrase .
Here are some examples of verb phrases:
Went; might take ; drunk; will be going to eat; is ; has been expecting ;
said ; had become ; could have been going to ask; having spoken;
whistling .
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As you can see, the verb phrase may vary considerably in size. As long as
there is no ellipsis , there will always be a lexical verb ; that is , a verb
that is a lexical or 'content' word (see unit 2) but this may be this may be
preceded by a number of function words of the type known as auxiliary
verbs .
You will find out more about these verb phrase in a later unit; this point it
is important to understand that the process in a clause may be realised by
a single lexical verb or a phrase made up of two or even several verbs
(verbs as could have been going to ask ).
Finally, looking at circumstances we can find two different structural
patterns. Sometimes a circumstance is realised as an adverb phrase like
(very )happily . in other cases , circumstances are realised by longer units
where a noun a phrase is linked into the clause by a preposition. These
longer units are known as prepositional phrases. Here are some examples
of both structures
الشابة التي صورت أخاها والحظ استبدال: بدأ بمقارنة بين مثالين
. في المثال اآلخرyoung man منbrother
كيف يتغير االسم بحسب الفعل او الظروف التي معه في الجملة3 نالحظ في اكتفيتي
.لتعطينا معنى واضحا وصحيحا في الجملة االسمية
كما أنه وضح لنا معنى الفعل الكامل او مجموعة الفعل باألمثلة التي وضحها وميز
لنا
.بين الفعل القياسي او المعجمي والفعل الكامل المتكون من فعل وفعل مساعد مثال
. فهناك تفصيل مبسط120 وهنا أنصح بالرجوع لشرح امرؤالقيس في مادة
Table 4 examples of adverb phrases and prepositional phrases
Adverb phrases prepositional phrases (prepositions in bold )
Happily under the umbrella
Very loudly on the ground
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As soon possible for a long time
Enthusiastically to London
Over there during the summer
More loudly than ever for mary
Quite effectively before lunch
If we now return to our original text , we can see more clearly how each
clause divides into meaningful units consisting of groupings of one or
more words . here is the passage from page 65 displaying how the clauses
made up of participants , processes and circumstances realised by phrases
of different kinds . (the conjunctions liking clauses together have been
placed in brackets to indicate that they are not themselves part of the
structure of the phrases) . A clause bundary is indicated by 11 . a group /
phrase boundary by 1 and an embedded element (to be explained in a
alter unit ) enclosed in ( ) . processes are in bold and participants are
underlined . Rabbit /is / a great favourite /in Tuscany .11 we / had / a
fantastic rabbit dish / at a restaurant / on our way (back to our villa /from
the market) / one day . the saddle (of the rabbit) had been boned (and)
stuffed with various tasty ingredients (and then ) was roasted . it /came
/came /with a sauce (made with grapes from the restaurant's vineyard .//
the chef / had preceded / this dish with a ting sage and lemon sorbet , //
(and )cleverly used / the ingredients in season .
يوضح هنا الفرق في مكونات الجملة بين الجملة الظرفية وجملة الجار والمجرور
.وأعطى أمثلة كثيرة عليها وأسهب بكالم حشو كثير
. أن حرف الجر يسبق دوما االسم4 الحظ في أمثلة الجدول
75 ص4 انتبهوا الكتفيتي
وسأوضح لكم مثاال منه
We sat on a hill
We = Pa
Sat= Pr
A hill= Cir
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P75-78
Form and function
We have now identified the English clause as consisting of a component
that represents a process, together with one or more components
representing participants and (optionally) one or more components
representing circumstances. We have also seen that the intermediate
grammatical units of noun phrase , verb phrase , adverb phrase and
prepositional phrase are the groupings of words that realise these roles . it
seems then that we have two ways to describe a clause structure : one that
focuses on the meaning , i.e the function , of each unit in the clause (as
process, participant or circumstance ) and one that focuses on the
classification of that unit in terms of its own structure (its form or formal
category) . the following example gives the form category) . the
following example gives the form that is realised by each function .
The old woman was scrubbing the table with vigour
Function participant process participant circumstance
Realized by
Form noun phrase verb phrase prepositional phrase
Putting these descriptions together we can say that in this particular
clause there is a participant realised by a noun phrase, followed by a
process realised by a verb phrase , followed by another participant
realized by a noun phrase, followed by a circumstance expressed by a
prepositional phrase .
At first it may seem redundant to have these two ways of describing the
parts of the clause, but there are distinct advantages in distinguishing
function and form in this way. In the first place , you have already seen
from these examples that a particular function is not always realised by
the same formal category . consider the following structures.
The old woman swept the floor very vigorously .
The old woman swept floor with great vigour .
In terms of their function , very vigorously and with great vigour play the
same role in the clause – that of circumstance. But in terms of their own
structural form they are different units , one is an adverb phrase and the
other is a prepositional phrase . if we wish to focus on the jobs they are
doing in a particular text , we need a function term , but if we wish to
focus on their classification as units of a particular shape , then we need
structural form terms , (class , form , formal unit and structural form are
all terms used for a grammatical term that focuses on form rather than
function). And it is not only circumstances that may be realised by
different classes of unit . this is also true of participants – for example, in
the case of a passive vice clause with two participants . this can be shown
if we change the previous example from active to passive:
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The old woman swept the floor with great vigor (active )
The floor was swept with great vigour by the old woman (passive)
When the order of the participants is changed is changed in this way , the
agent of the process is realised by a prepositional phrase (by the old
woman ) rather than a simple noun phrase .
just as a single function may by different forms, so a single form like a
noun phrase or a prepositional phrase may serve different functions on
different occasions , for example while the noun phrase the floor is a
participant in the clause above, the noun phrase great vigour is part of a
circumstance and , in our opening text, the noun phrase one day is a
circumstance .
to illustrate this further here are two apparently identical formal patterns
to consider:
he groomed the horse with a stiff brush .
he groomed the horse with tail.
Do these clauses divide up in the same way? The answer is no. each
clause ends with a similar prepositional phrase but the phrases are not
doing the same kind of job. With a stiff brush is a circumstance giving us
extra detail about the process . it tells us how the process was done . with
a white tail almost certainly does not describe the process but refers to the
horse and is part of the noun phrase the horse the horse with a white tail .
this is readily shown when we break the clauses into their functional
units.
He groomed the horse with a stiff brush
Participant process participant circumstance
He groomed the horse with a white tail
Participant process participant
A functional category like circumstance is not then simply 'the same
thing' as a prepositional phrase . A prepositional phrase has the potential
to be used as a circumstance but might also serve a different function
في هذا الجزء من اليونيت يوضح لنا الفرق بين القواعد قديما والقواعد حديثا وكيف
( كان شكل الجملة قديما وكيف أصبح حديثا وشرح لنا الفرق بين الجملة وشبه الجملة
) .الظرف والجار والمجرور
يبين لنا أن هناك طريقتان لوصف الجملة واحدة تهتم بالمعنى الوظائفي لمكونات
وأعطانا أمثلة كثيرة على. الجملة وواحدة تهتم بشكل الجملة من فاعل وفعل ومفعول
..ذلك
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:77 الحظ المثالين ص
ألنها جاءت جار ومجرورthe horse …. With a stiff brush في المثال األول فرق بين
بينما في المثال الثاني جاءت صفة للحصان فكانت واحدة لم يفرق بينهما بين الصفة والموصوف
مهمين79 ص6 و78 ص5 اكتفيتي
P78
Processes and participant
In this section we look at processes and participants in spoken and written
English.
Whether using speech or writing , English sentences will be made up of
clauses structured in terms of participants , processes and circumstances.
But there are considerable differences in how information is distributed
among these components in spoken and written modes and in the forms
that realise them
هذه فقرة مهمة جدا يجب حفظها وفهمها وهي في التفريق بين الفعل واالسم الفاعل في الجمل
االنجليزية
.وكيفية تمييزها في الوسائل المنطوقة أو المكتوبة
P79
Comment
There are more processes (and therefore more clauses and more
conjunctions )used in the spoken version than the written .
Participants in the spoken version are more often realized by pronouns
than in the written .
Here are some other points of difference you may have noticed .
The participants in the written text tend to be very long and often include
several nouns or other lexical words ; in the spoken they are realised by
shorter noun phrases. (this relates to the phenomenon of lexical density
discussed in unit 2
In the written text more than one participant is realised by a prepositional
phrase of the use of passives.
The participants in the written text are often 'abstractions ' like increase ,
lifespan , memory , limits while in the spoken text there is more reference
to 'concrete' entities including people (he , one ski ,a tree).
We can in part explain the differences between the written and spoken
texts above by recognising the contextual constraints on the written and
spoken modes . A passive structure can be used for information flow (see
the final section of this unit ) and to place stress on the appropriate
participant . it is less needed in spoken language because these can be
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achieved through use of intonation , a resource not available to the writer
. on the ther hand , a long tightly structured unit at the start of the clause
is not easily achieved in the dynamic context of speech , which allows no
time for preparation , so an elaborate noun phrase for an initial participant
is not typical in this mode . A writer , however , has the opportunity
create such structures in a more considered way ,away from the pressures
of 'online' production . moreover, units in written text can be rapidly
scanned by eye and so 'lexicelly dedse' structures are more accessible in
this mode . the greater abstraction of participants in writing is in turn
related to lexical density and is a result of a phenomenon known as
'nominalisation' that you will learn about in later units of the course .
The terms imperative , interrogative and declarative are labels for
different classes of clause , each identifiable in terms of its own
distinctive grammatical structure . we can make this clearer by
manipulating a single example – noun phrases are underlined and
auxiliary verbs are in bold :
You can hear a sound (declarative )
Can you hear a sound (interrogative What can you hear ? (interrogative )
:هذا التعليق مهم يحوي نقاط مهمة أهمها
اسم الفاعل في النص المكتوب عادة ما يكون طويل1قد يحوي النص المكتوب اكثر من فاعل2..احفظوا األمثلة
P80
Classes of clause
يفصل أنواع الجمل ( خبرية – استفهامية – أمر ) وكلها مفصلة بدقة في شرح امرؤالقيس لمادة
120
: وما تحته81 ص5 الحظ الجدول
:الجملة االستفهامية نوعين
yes- noتكون اجابتها ب1. بل تحتاج الى توضيح لالجابةyes- no االجابة ال تكتفي ب2-
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P83
Distribution of clause types
In this section we look at the distribution of clause types in spoken and
written English.
Your reference grammar provides you with some information about how
the various classes of clause and their speech – act functions are used in
communication . it will come as no surprise to find that interrogatives and
imperatives are many many times more frequent overall in the spoken
language corpus than in the written one. It is in the give and take of
dialogic interaction that we most naturally use language to elicit
information of action form the addressee, while writing serves more
readily to give information using declaratives , since the reader in not
actually present respond . (we have already seen that a writer can choose
to adopt a dialogic tone that requites a variety of clause types in order to
set up a (simulated ) personal relationship with the reader.) what is not so
obvious is how frequent the different types of clause are within
conversation and the extent to which conversation favours one particular
form of clause for one particular speech function .
هذه فقرة مهمة توضح أهمية معرفة استخدام انواع الجمل في اللغة االنجليزية
.تحدثا وكتابة كوسيلة ناجعة في التواصل
P85
Identifying clauses
In the third of three sections on identifying clauses, we look at the clause
as a package of information in spoken and written English .
When we focus our attention on differences between spoken and written
English , we are reminded that the structure of a clause not only signals
the speech function and constructs a representation of experience ,but is
also a form for packaging information in ways that make it accessible to
the hearer /reader . lexical density is one means that has already been
discussed . in this section we look at some other aspects of how we
organise information within and around clauses.
يوضح لنا أن معرفة أنواع الجمل يبين لنا االختالف في الجمل بين التحدث بها وكتابتها فالشكل
الداللي
.في الكتابة له دالالت بصرية تفيدنا في فهم المراد من الجملة كتابيا
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:أسئلة حاولوا أن تجيبوا عنها فهي مهمة
1- What is the rank system or rank scale of English grammatical
units?
2- How do describe or identify a clause structure?
3- How do process and participants differ in spoken and written
English?
تعاريف مهمة
Adverb phrase : is a phrase with an adverb as its head . for example, the
clause : sooner than you think.
Agent : is the doer of an action. For example, the words a young woman
in the clause : a young woman is photographing her brother
Clause : is a unit of meaning built around a proves. Every clause
normally involves process, one or more participants, and perhaps also
circumstances.for example , Rabbit is a great favorite in Tuscany.
Constituents : are groupings of words that form the building blocks of
grammar. For example phrases
Circum stances : are the elements of a clause that add information a bout
the situation surrounding the process. For example, a dog is playing with
a ball.
Declarative clause : is a clause with subject – verb border, typically used
to make statements. Fore example the clause: they took the wrong turn.
Imperative clause : is a clause with no subject, typically used for
commands. For example, the clause: wake up.
Interrogative clause: is a clause where the auxiliary verb come before
the subject, typically used for questions. For example, the clause : what
can you feel.
Morpheme : is the smallest structural unit that has meaning. A word may
consist of a single morpheme, for example, track and he or it may
includes several morphemes for example come – ing.
Noun phrase : is a phrase with a noun or a pronoun as head. For
example, the man in the moon.
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Phrase : is a structural unit built from words, consisting of a head plus
(optionally ) modifiers. Phrase may consist of one word or several .for
example. I like my tutor.
Process: is the elements of clause that indicates what is going on the
action, event, experience or relations ship which is represented by the
verb. For example , he wants a new bike.
Participants : are the elements of clause that indicate who or what was
directly involved in the process. For example , did you get my letter p.
Propositional phrases : is a phrase consisting of a preposition to gether
with its associated noun phrase. For example, the clause in the box.
Verb phrase : is the phrase that contains lexical or primary verb as head.
Either alone or accompanied by one or more.
……………………………………………………………………………
Chapter 4
The Noun Phrase
الجملة اإلسمية
سيتناول هنا صفات وخصائص الجملة اإلسمية
P101
Were taken from reviews of the artistic works. Because they have to fit
onto posters where the images of the stars who perform in the works take
precedence , these reviews must be pithy and thus compressed . if you
look a little more closely at these snippets, you'll see that they don't
contain verbs . all of them consist of only noun phrases . Despite this , on
the advertisements , these reviews communicate perfectly well . these
noun – phrase tell us all we need to know . verbs aren't really necessary
here because the context is clear to us – these are advertisements for
artistic performances. The information is being used in an attempt to
persuade us to go to this performance . that the people who created the
advertisements know they can rely on shared context can be seen with the
first one, A must – see , the clause 'you must see this film ' with a verb
phrase is compressed into a noun phrase . the useful capacity of the noun
phrase to compress information like this when needed , its capacity to
represent the world of things , people and ideas and how this facility is
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more commonly exploited in the written mode than the spoken mode are
our focus in this unit .
:فقرة تمهيدية
.سنراجع األعمال الفنية إذ أنها تحتوي اعالنات فنية تعتمد على السياق أي سياق الجملة
يريد هنا أن يوضح لنا بأننا قد نستغني عن األفعال في سياق العبارة وقد تتكون فقط من الجمل
. فقد تكون األفعال ليست ضرورية إذا كانت العبارة واضحة ومفهومة. االسمية
P103
.في هذه الصفحة يركز على استخدام اإلسم في الكتابة والكالم المنطوق
وسيفيدكم في ذلكspoken and written انتبهوا قد يأتي سؤال مهم لتحدد االسم وأهميته في
:قراءة التعليق اسفل الصفحة
Comment
You should have found as you did in a similar activity in unit 1 , that text
1 has more pronouns (especially 1) more lexical verbs and more clauses .
text 2, on the other hand , has fewer pronouns , fewer clauses but more
information in its fewer clauses . we could say then that text 1 in a spoken
text and text 2 a written text . Have a look below at the two texts analysed
into clauses and the picture is clear.
وانتبهوا لعدد الكلمات وعدد الجمل في104 في صText1 – Text 2 الحظوا الفرق بين
)التعليق تحتهما ( مهم
P105
Form and function
الشكل والوظيفة
Form ' is realised by phrases and 'function ' by participants , processes
and circumstances.
In the discussion on form complementing function in unit 3, you were
introduced to the functional groups participant , process and
circumstance. Let us reconsider these so that we can see how they are
linked to noun phrases and verb phrases .
We already know that clauses are made up of one process, expressed by
the verb phrase , and that these verb phrases usually have one lexical verb
(e.g. am listening ) although they may have more than one (e.g. am trying
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to listen ).
We also know that , apart from imperative clauses like stop , there are one
or more participants in a clause and that these are usually realised by
noun phrases. So if a clause has three participants , we could have three
noun phrases .
And , lastly , we know that a clause can also have circumstances,
although these are optional elements . lf there is a circumstance , then
there is a good chance that will be realised by a prepositional phrase and a
prepositional phrase , in turn , is made up of a preposition and a noun
phrase .
We can see from the above analyses that the examples from text 2 , the
written text , have longer noun phrases . this increased length represents
increased density of information . As noun phrases function both as
participants in the text and as part of the circumstances, they account for
much of the length of the clause.
Biber et al . (1999, p 65 ) state : ' in conversation nouns and verbs are
about equally frequent; in news reportage and academic prose , there are
three to four nouns per lexical verb . 'Also, 'single pronouns abound in
…conversation … while longer and more complex structures (nounphrase structures ) are predominant in the written registers '
.المقصود بالشكل هو شكل الجملة إن كانت جملة فعلية أو اسمية أو شبه جملة جار ومجرور
subject أوobject والوظيفة توضح لنا الكلمة إن كانت
.وضح هنا دور االسم في الجملة وتعدد األسماء في جملة واحدة
written ووجود األسماء فيspeech وجود الضمائر فيnoun phrases ونالحظ أن في
106 الحظ في المثال المكتوب باألزرق ص
I bought a dog as a pet
Parti. Proc. Parti. Circu. (function)
Noun ph. Verb ph. Noun ph. Prep.+ noun ph. ( form)
:نالحظ في المثال االتي
أن التقسيم األول وظائف1 –
التقسيم الثاني شكل2)انتبهوا ألدوات الوظائف وأدوات الشكل ( الفورم
3- I : subject nouns
4- bought : verb phrase
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5- a dog : object
جار ومجرور6- as a pet : preposition
:وكذلك سنالحظ في األمثلة التالية المكتوبة باألزرق
form والسطر األسفلfunction السطر األعلى
P107
Modifying the head noun
The noun phrase must have , at the very least , a noun or a pronoun
that functions as the head word . this head word identifies the entity
represented by the noun phrase.
The head word can be modified by elements coming before it and
elements coming after it . together with the determiner , we could
have
Premodification:
A natural atmospheric effect
Determiner premodification head word
Or postmodification :
I bought the dog from The lady determiner head word
postmodification
Sometimes there will be both premodifiecation and postmodification
:
An important painting in art history
Determiner premodification head word postmodification
Now let us see if there is a discernible pattern between how
premodification and postmodification are used in spoken and written
.
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يجب أن تبدأ الجملة اإلسمية من اسم أو ضمير لتؤدي وظيفتها )(function
انتبهوا لهذه النقاط المهمة:
the head wordيجب أن يكون اسم أو ضمير .ويجب أن أحدد أين توجد الصفة هل هي
قبله ام بعده ؟
modified :يُعرّ ف أو يحدد
Determiner :أدوات التعريف ( المعرفات – محددات االسم ) a – an – the
Premodification :الصفات التعريفية التي تأتي قبل الكلمة .
Postmodification :الصفات التعريفية التي تأتي بعد الكلمة .
لمزيد من التفصيل راجع شرح امرؤالقيس لمادة 120في ص 103
الحظوا المثال ص : 108الصفات التعريفية التي تأتي بعد الكلمة.
A natural atmospheric effect
Determiner premodification head word
الحظوا أن الصفة التعريفية جاءت قبل الموصوف في هذا المثال.
والحظوا المثال الثاني:
I bought the dog from The lady determiner head word
postmodification
الحظوا أن الصفة التعريفية جاءت بعد الموصوف.
وانتبهوا للمثال الثالث:
An important painting in art history
Determiner premodification head word postmodification
الحظوا الموصوف واحد وله صفتين تعريفيتين واحدة قبله وواحدة بعده.
ص 108أكتفيتي 3مهم فانتبهوا له ..وركزوا على الفقرة األخيرة في ص .109
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P110
Determiners
Determiners are ' pointers ' in a noun phrase , i.e a determiner points to
the entity that the head word is referencing .
The determiner functions to reduce to reduce what the dead word refers to
, so that the entity can be identified in some way . the function of the
determiner can be performed by a range of different word classes, most
commonly by
1) articles the lady I bought the dog from, a pet , an apple the indefinite
article , a and an , narrows down the reference to a single member of the
class (a car) . the definite article the does not identify the entity but
instead tells us that the identification of the head word is found
somewhere else in the text or within the context : ' the car ' means that the
listener or reader must retrieve the identity of the car from somewhere
else in the text ; 'the television, ' the sun ' expect you to retrieve the
meaning from shared knowledge .
2)demonstratives (this article ; that picture called lmpression , sunrise)the
demonstratives refer to the proximity of the entity . this book , these
books mean that they are ' near me' ; that book , those books mean that
they are ' not near me' .
3) possessives (my father his scurrying brush ).
4) possessives (genitive) (the drivers name , Geoff's exam stuff)
Possessive determiners refer to the standpoint of the speaker or writer
(my book, your book , tom's book).
: هي مؤشرات لإلسم وهي تتكون من أربعة أشكال: ) معرفات اإلسم ( محددات التعريف
a – an – the أدوات التعريف-1
this- that ء االشارة
أ-2
: my- his أدوات الملكية-3
.. الفاصلة4.. راجع األمثلة في الكتاب
P111
Premodifers
)صفات ما قبل الموصوف ( تأتي قبل االسم الموصوف
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Let us now look more closely at the constituent part of premodification.
Under traditional grammatical approaches , items such as articles
pronouns , adjectives and nouns would typically be listed as acting to
premodify nominal (noun phrase ) heads . So in the following noun
phrases taken from a text on flooding in Prague , the analysis would be
given as follows.
This perspective , where we are looking at the role the word has (apart
from the more general modifying role )in the noun phrase , is a functional
perspective . so we can now identify the elements of the noun phrase
according to the function inside the noun phrase as well as identifying
their word class.
-111 يؤكد هذا المعنى بمزيد من األمثلة التي توضح كيف تسبق الصفة الموصوف في ص
. فراجعها لمزيد من الفائدة ويكفيك حفظ مثال واحد112
: تنقسم الى نوعين هماPremodifers انتبهوا اآلن فإن
( (Numeratives (وClassifiers and describers)
P112
Classifiers and describers
We can now categorise the elements that premodify according to their
function . the two functional categories we have already met can now be
labeled as 'describer (' known also as 'epithet ') and 'classifier ' . these
terms come from the Hallidayan perspective on the noun phrase .
The describer functions to describe the head word by attaching to it some
attribute or quality; it provides an answer to the question 'what is it like?
Describers are typically realised by adjectives (this nebulous picture, a
blue haziness).
The classifier acts to indicate the class or category of the entity (head
word) . it answers the question 'what type is it? Classifiers are usually
realised by adjectives (artificial light , solar energy ) and nouns (an oil
painting , the art critics).
So the above example can now be labelled as follows.
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The ancient old town
Function question which ? what like? What kind ? what?
head Determiner describer classifier
(كالهما: اذا مؤسس علم القواعد هالدي قسم الصفات التي تأتي قبل الموصوف الى نوعين
.) صفات يأتون قبل الموصوف لكن لكل واحدة وظيفتها
بالشكلhead word صفة تصف االسم أو الضمير: describers -1
?what like فهو إجابة لسؤال ما هو شكله. يعني شكل الموصوف
what صفة تصف نوعية االسم وهو إجابة لسؤال: Classifiers -2
?kind
..راجع األمثلة
.. مهم113 ص5 اكتفيتي
P114
Numeratives:
األرقام واإلحصاء
Apart from determiners, describers and classifiers, there is another
functional group that acts as a premodifier and that is the is the
numerative .
Numeratives quantify and order items numerically .
Numeratives premodify the head by indicating some numerical
feature of the noun , such as number , quantity or order.
How many : (exact ) three categories of offence ; (in exact ) some
really useful touches , a few really useful touches , a lor of really
useful touches.
In what quantity : (exact) a pound of apples , a gallon of
water;(inexact) around a kilogram of cheese.
Where the noun comes in a counting or noumerical sequence : (exact)
the third insect , the first insect , the last insect ; (inexact)the
subsequent train , the preceding train .
((وهي تشمل أرقام الكميات وأرقامNumeratives النوع الثاني هو األرقام واإلحصاء
الطلبيات وأرقام التسلسل المعدودة والغير معدودة وبإختصار هي األرقام التي تشير الى العدد
.واالحصاء وكلها تأتي قبل الموصوف
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أكتفيتي 7ص 117مهم جدا
P117
Postmodifiers and Qualification
:الصفة التي تأتي بعد الموصوف Postmodifiers
Qualification:وصف يكون بالغالب جار ومجرور أو جملة أو كالهما معا.
راجع األمثلة ص 118-117واحفظ مثاال واحدا
P 119
Prepositional Phrases
شبه جملة جار ومجرور
وهذا النوع هو وصف رئيسي في الجملة ألن الجملة قيلت بسببه مثل أن أقول صحوت في
الصباح ( في الصباح ) وصف رئيسي ومهم إليضا الجملة وقد قيلت الجملة أساسا بسببه أي
إليضاح أنه صحى من نومه في الصباح وليس ظهرا أو مساء.
مالحظة :شبه الجملة قد تكون جار ومجرور أو ظرف.
ولمعرفة كيف نفرق بين شبه جملة الجار والمجرور Prepositionalوشبه جملة الظرف/
الحال circumstanceأقول:
أن شبه جملة الجار والمجرور تكون ضرورية في الجملة ألنها القصد من الجملة.
أما شبه جملة الظرف /الحال ليست ضرورية في الجملة ألن المعنى اكتمل قبلها وهي تأتي فقط
للداللة على الحال .
أكتفيتي 8ص 120مهم جدا
تعاريف مهمة:
1.
Article : they are : the, a and an.
2.
Be scriber : it is an elements of the noun phrase that describes some
attribute or quality of the head word. For example, a blue haziness.
3.
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امرؤالقيس Sma-b.net :
Classifier : it is an element of the noun phrase that indicates the class
or category of the head word. For example, solar energy.
4.
Determiner : is a function word that specifies the kind of reference a
noun has. For example, definite, indefinite, negative ( the walls , those
experiences).
5.
Demonstratives : is the deictic expressions and they refer to the
proximity of the entity. For example, this and that.
6.
Form : is realised by phrases and
'function ' by participants , processes and circumstances.
7.
Nominatives : are an element of the noun phrase that indicates some
numerical feature of the noun , such as number, quantity or order .
for example. The last bus.
8.
noun phrase: must have , at the very least , a noun or a pronoun that
functions as the head word . this head word identifies the entity
represented by the noun phrase.
9.
Nominal: refers to any word, phrase or clause that fills a noun phrase
slot .
10.
Post modification : it is the use of elements in a noun phrase which
come after the head word and modify it. For example, in the clause :
the lady I bought the dog from, the post modification is in the phrase
: I bought the dog from.
11.
Pre modification : it is the use of elements in a noun phrase witch
come before the head word and modify it. For example, in the clause
: a natural atmospheric effect, the pre modification is in the phrase :
natural atmospheric.
12.
Possessive : is a possessive pronoun or determiner expresses
possession and is comparable to the genitive of nouns. For example,
your, his ,mine and ours.
13.
Qualifier : it is any element in the noun phrase that follows the head
word. For example the qualifier in the clause : the man in the moon is
the phrase in the moon.
14.
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Quantifier : is a type of determiner or pronoun that indicates the
quantity of something . for example, in the clause indicates the
quantity of something .for example, in the clause all the answers, the
quantifier is the word all.
:أسئلة مهمة حاولوا أن تجيبوا عليها
1- How does a noun phrase play a large role in a clause?
..وضحوا إجابتكم باألمثلة
2- what are the functional groups that act as premodifiers ?
3- What is the usual order for functional groups of premodifiers?
Chapter 5
The verb phrase
الجملة الفعلية
P129
1-REPRESENTING 'HAPPENINGS'
'Happenings' are processes, which can be represented through verb
phrases.
In Unit 4 you were asked to consider some texts according to the patterns
of the noun phrases. In this unit, instead of participants and the non
phrase, our interest is focused on the kinds of process that are going on in
the texts. These processes construe the doing, thinking, saying and
relational experiences of people and other entities. These processes are
realised by the verb phrase.
Following a functional approach to grammar (Halliday and Matthiensen,
2004), we can group these processes according to their semantic
categories. Are these processes ones that deal with external actions, are
they concerned with non – visible mental processes that go on inside the
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Sma-b.net : امرؤالقيس
head, do they show that peop0le are saying things, or they processes
which relate participants to each other?
.. فكلها هنا بنفس المعنىverb أو: processes ' هوHappenings' سنالحظ اآلن أن
..' هو الفعل في الجملة الفعليةHappenings' وعليه فإن
درسنا الجملة االسمية وهنا سنركز على الجملة الفعلية وندرس أنواع الفعل ونرى4 في يونيت
.قواعد هاليدي في األفعال والجملة الفعلية بحسب المعايير الداللية للفعل
.. وهو مهم يبين لنا أنواع األفعال1 أكتفيتي129 يوجد في ص
..انتبهوا هو ذكر أنواع األفعال بحسب الداللة مع ذكر كل رمز لكل نوع
Action (A )
Mental (M)
Saying (S)
األفعال المساعدةRelation (R)
P130
..وهذه هي تقسيمات هاليدي األربعة لألفعال بحسب دالالتها مع تعريفها وتوضيحها
Halliday (1994) labels, defines and exemplifies each of these four major
process types as follows.
1-Material processes construe processes that go on inside the head, such
as thinking and sensing – intellectual action. They include cognition (I
don't believe you), affection (I hate injections )and perception ( I saw the
accident ).
2-Verbal processes construe the saying and reporting of things – verbal
action. They include saying and all its many synonyms, e.g. tell, ask,
state, whisper, retort.
3- Relational processes construe the many different ways of being and
having and they relate participants to each other. There are relational
processes that relate a quality with another entity ( she was so small),
ones that identify ( she is the biology lecturer) and ones that show
possession ( she has a piano ).
Your reference grammar ( section 5.3 ) has seven major semantic
categories of lexica verb. Activity verbs, communication verbs, mental
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Sma-b.net : امرؤالقيس
verbs, causative verbs, verbs of occurrence, verbs of existence or
relationship and verbs of aspect. It is clear that there are similarities with
the four broad domains used by Halliday. For our purposes, we can say
that
'material processes' are equivalent to 'activity verbs', 'mental processes'
and ' mental verbs' are the same, 'verbal processes' and 'communication
verbs' are the same and 'relational processes' are equivalent to the other
verb domains 'causative', 'simple occurrence', 'existence', 'relationship'
and 'aspectual'.
.. يجب االهتمام به2 يوجد هنا أكتفيتي
P133
2-STRUCTURE OF THE VERB PHRASE
مكونات الجملة الفعلية
The verb phrase may consist of two major elements : the lexical part of
the verb phrase and the auxiliaries.
تتكون الجملة الفعلية من جزئين هما جزء الفعل اللغوي ( الفعل الرئيسي الذي له معنى في ذاته
(auxiliaries ) وجزء الفعل المساعدlexical)
: أنواع3 األفعال: مالحظة
1- lexical : verb
2- primary : is – are – am- has- have ..
3- modal : can – could – shall …..
P134
The first auxiliary in the verb phrase can have a label of its own: it can be
referred to as the finite. The finite together with the subject allows
negotiation by the speakers (They didn't mean it; Yes, they did; No, they
didn’t) the finite is either a temporal finite ( expressing tense ) or a model
finite (expressing modality ). We have decided to use the term 'finite' here
because it relates to something you will deal with in the next unit, the
notion of finite and non – finite clauses.
The temporal finite anchors the verb phrase in terms of person (I, you, he,
she, it, we, they ) and number( plural or singular). For example, I don’t
think so shows through don’t that it is the first person and is singular,
whereas we don’t think so is first person and plural. With she doesn’t
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think so, it is clear through doesn’t that it is third person and singular.
The modal finite ( may, might, could, should, must, will ) expresses a
degree of certainty ( it might snow later; it must be them, mustn’t it ?) or
obligation ( you must sign before you enter; you might want to register
first ).
In the following examples from the texts in this unit and Unit4, the finites
have been analysed as either temporal or modal.
Legislation Was Introduced In the NSW state Parliament
Others Have Been designated As criminal
They Didn’t Mean It as a compliment
Temporal finite
The water May Be spreading Bacteria such as Salmonella
Painting Should Be Precise
Modal finite
The finite is also the component of the verb phrase that comes at the front
of a clause to form an interrogative clause – as in the following examples.
1. To form an interrogative, the finite is placed before the subject of the
clause.
Did they mean it as a compliment?
Might the water spread bacteria?
It can also be used for three other important reasons.
2. To form question tags or mood tags :
They meant it as a compliment, didn’t thy ?
The water might spread bacteria, mightn’t it ?
3. To form a negative statement :
They didn’t mean it as a compliment.
The water mightn’t spread bacteria.
4. To form the stressed form of a positive statement :
They did mean it as a compliment.
temporal : يشرح لنا الدور الوظيفي للفعل المساعد بحسب داللته الوظيفية ويقسمه الى نوعين
model finite وfinite
: ويجب أن نالحظ اآلتي
: أنا لم أحدد وقت الفعل لكن لوقلتplay يحدد الوقت ( الزمن ) فلو قلتtemporal finite -1
.. فقد حددت زمن الفعل وأنه اليزال مستمراis playing
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I, you, he, she, it, we, they ) and ( وعادة يسبقه الفاعل ( ضمير ) أو رقم مفرد أو جمع
.)number( plural or singular
) وتؤدي وظيفة التعبيرmodel finite : ( may, might, could, should, must, will -2
. عن االجبار أو التأكيد
.. الحظ األمثلة في الجدول أعلى-3
الحظ األمثلة األربعة التالية التي توضح استخدام هذه األفعال بحسب أنواع الجمل ان كانت-4
..جملة استفهامية أو مذيلة أو مبني للمجهول أو مثبتة
The finite is also the component of the verb phrase that comes at the front
of a clause to form an interrogative clause – as in the following examples.
1. To form an interrogative, the finite is placed before the subject of the
clause.
Did they mean it as a compliment?
Might the water spread bacteria?
It can also be used for three other important reasons.
2. To form question tags or mood tags :
They meant it as a compliment, didn’t thy ?
The water might spread bacteria, mightn’t it ?
3. To form a negative statement :
They didn’t mean it as a compliment.
The water mightn’t spread bacteria.
4. To form the stressed form of a positive statement :
They did mean it as a compliment.
P135
Tense and Modality
The temporal finites vary according to whether they express past, present
or future time.
( يعبر عن الزمن بأنواعه الماضي والحاضرtemporal finites ) الفعل الزمني المحدود
..والمستقبل
الحظ األمثلة في.. تستخدم بحسب الزمن المستخدمtemporal finites األفعال المساعدة في
..الجدول التالي
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Temporal finites
Past present future
Did, was, … does, is, has will, would,...
Didn’t, wasn’t,.. doesn’t, isn’t .. won't, wouldn’t
... فإنها تستخدم طبقا لدرجة التأكيد أو اإلجبارModal finites بينما األفعال المساعدة المحدودة
:الحظ األمثلة في الجدول التالي
Modal finites
Low Median High
Can, may, might,…. Will, would, should,.. Must, ought to, has to,….
Needn’t, doesn’t have to,… Won't, wouldn’t , shouldn’t ,….. Can't,…..
يستخدمان في الحالتينwill - would اذا الحظت الجدولين ستالحظ أن: مالحظة مهمة
Modal finites ..وTemporal finites
P137
3-VERB PHRASE COMPLEX
جملة الفعلين
هذا النوع من الجمل تكون الجملة فيه تتكون من فعلين يكونان فعال واحدا ويعطيان معنى واحدا
.وال يفصل بينهما
:الحظ األمثلة في الفقرة التالية
Can a verb phrase have more than one lexical verb? In order to expand or
further specify the nature of the process, additional lexical verbs can be
used in a verb phrase. The verb phrase is then made up of two or more
lexical verbs constituting one process, thus forming a verb phrase
complex.
The Toyota driver kept going.
The art critics started calling Monet an Impressionist.
Here, the verb phrases are complex. It is not just that the driver was
going, but that he 'continued' going. This is expressed by joining kept
with going. Similarly, it is not simply that the art critics called Monet an
Impressionist, but that they 'began to call' him that.
So, in these example, the started and kept elaborate the calling and going,
respectively. Accordingly, we do not analyes kept or started as separate
lexical verbs.
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The Toyota driver
The art critics Kept going.
Started calling Monet
An impressionist.
Participant
Noun phrase Process
Verb phrase complex Participant
Noun phrase Participant
Noun phrase
الحظ في األمثلة أن الفعل يتكون من فعلين ال فاصل بينهما ويعطيان كليهما مع بعض
. معنى واحدا
:لمزيد من التفصيل
) أبقى/ تعني ( حافظkept فعلين لكل فعل لوحده له معنى مختلف فـKept going
( تعني (ذهب ) فلما جمعناهما سويا دون فاصل بينهما صار معناهماgoing بينما
).يواصل
( وهنا يوضح أهمية وجود أفعال اضافية لتوضح معنى الفعل المتكون من فعلين
:يعني يأتي فعل قبل الفعلين ليوضح معنى الفعلين المجتمعين ) كما في األمثلة التالية
It is also possible to have more than two lexical verbs making up a single
process. For example:
The driver tried to keep going .
The driver managed to keep going.
It is important to be aware of the existence of complex verb phrases with
a possible range of elements. The key is to identify instances where the
additional lexical verbs ( e.g. try, manage, end up , happen, succeed in )
would make no sense in isolation – the take on a meaning only in
combination with the lexical verb and any auxiliaries. In the above
example the driver tried to keep going, tried modulates the process that
follows, i.e. to keep going. 'tried' is not separate form 'going' so the two
lexical verbs tried and to keep going are one process.
. أفعال ) كما في األمثلة في الفقرة السابقة3 ( فقد تتكون الجملة من أكثر من فعلين
مهم138 ص6 أكتفيتي
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P139
4- PHRASAL VERBS
شبه الجملة الفعلية
نوع من أنواع الجمل الفعلية
)(انتبهوا إلسم الجملة
من فعل و (حرفphrasal verbs – وهو نوع- يتكون هذا النوع من الجمل الفعلية
جر أو ظرف) بحيث يكون عند إضافة حرف الجر أو الظرف يجب أن يعطينا الفعل
.معنى آخر
( والحظ أنها تأتيin - up- off ) وانتبه للحروف.. الحظ األمثلة في الفقرة التالية
..بعد الفعل
.. انتبهوا لهذه الفقرة فهي مهمة.. أكرر
A preposition or an adverb can work together with a verb to form a verb
phrase. These verb phrases are termed phrasal verbs. In the following
examples, the verb phrases are underlined and the phrasal verb is in bold.
The Toyota driver turned himself in to Jacksonville Police.
A blue haziness makes up the whole picture.
The idea was dashed off by his scurrying brush.
In phrasal verbs, the final element of the lexical verb is typically a
preposition or adverb of location ( off, up in ). The final element no
longer operates independently as an adverb or preposition but is 'fused'
semantically with the other element (S) of the verb. Thus, dashed off has
meaning similar to that of the single lexical verb completed, although in
addition it carries the meaning in a hurry:
The idea was dashed off by his scurrying brush.
The idea was completed hurriedly by his scurrying brush.
P140
Checks for phrasal verbs
وسائل التحقق من شبه الجملة الفعلية
الظرف) تؤدي وظيفة شبه الجملة/لدينا عدة وسائل نتحقق بها من أن هذه األداة ( حرف الجر
.الفعلية باالتحاد مع الفعل
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يلغي في الجمل التالية كيف أنه أدى نفسcancel ( وهو بمعنىcalled Off) سنالحظ الفعل
: المعنى مع تغير مكانه في الجملة فهذه طريقة للتحقق من أنه يؤدي وظيفة شبه الجملة فإنه
.مهما يتغير شكل الجملة وموقع الفعل فيها ال يتغير المعنى أو الزمن
There are various checks to determine whether an item in question does
constitute a phrasal verb.
As a first test, ask yourself: is it possible to find a single word
replacement? For example, makes up can be replaced by comprises.
If the items tend to remain together under certain reorganizations of the
clause, then they probably constitute a phrasal verb. For example, the
elements of the phrasal verb called off remain together in the following
clause.
The meeting has been called off.
It was Friday's meeting that they called off.
What they called off was Friday's meeting.
Be ware that the preposition belongs to the process in the above three
clauses. However, in the following examples, up is part of a circumstance
up there, but part of the process in look up.
I Look had to look up The word Up there !in the dictionary
Participant Process Participant Circumstance
طريقة أخرى للتحقق وهو أن يكون فعل شبه الجملة الفعلية يساعد في فهم الجمل المتتالية رغم
بمعنى.. تقطع المتحدث بها خاصة اذا كان يستخدم فيها الضمائر كفاعل لكن المعنى ال يتغير
هي الجملة االعتراضية المشابهة في اللغة العربية لكنها هنا عادة تأتي مع الضمائر الحظ: آخر
فقد يتغير مكانها فيcalled off هوphrasal verb وأنhe في األمثلة التالية أن الفاعل ضمير
..الجمل الثالث لكن المعنى والزمن لم يتغيرا في الجمل الثالث وال يتغير الغرض منها
:لمزيد من االيضاح نقول في اللغة العربية
أمرنا صلى هللا عليه وسلم بالتبكير للجمعة – أمرنا النبي األكرم صلى هللا عليه وسلم بالتبكير
.للجمعة – التبكير للجمعة أمره صلى هللا عليه وسلم
الحظ الجملة االعتراضية ( صلى هللا عليه وسلم ) تغير مكانها في الجمل الثالث لكن ذلك لم يغير
. هذا مثال تقريبي فقط لتقريب الصورة للذهن. المعنى
Another test is to check that the elements that make up a phrasal verb can
be 'interrupted' by a participant, usually in pronoun form. For example :
He called off the meeting. He called the meeting off. He called it off.
The Toyota driver turned himself in to Jacksonville Police.
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He looked up the answer. He looked the answer up.
He looked it up.
Some phrasal verbs occur only in this discontinuous form, that is, with an
'interrupting' participant. For example:
He put me up to it. (Meeting he persuaded or encouraged or challenged
me to do it.)
ال تستخدم شبه الجملة الفعلية إال نادرا وتستخدم غالبا في القصص والمناقشات، على ك ٍل
..السيما في النثر األكاديمي وبصراحة وضعوها هنا لدوخة الراس فقط
Overall, phrasal verbs are used most commonly in fiction and
conversation; they are relatively rare in academic prose. In fiction and
conversation, phrasal verbs occur almost 2000 times per million words.
The distribution of phrasal verbs closely matches that for lexical verbs
generally, except that academic prose has fewer than would be expected,
thus, rather than being a markd feature of conversation, phrasal verbs are
notably rare in academic prose.
من148 صel120 لمزيد من التفصيل السهل لهذا الموضوع راجع شرح امرئ القيس لمادة
..الكتاب
P141
5- ACTIVE AND PASSIVE VOICE
المبني للمعلوم والمبني للمجهول
في التأثير بالجملة الفعلية سواء المتكونة منlexical درسنا في هذا الفصل دور الفعل اللغوي
.فعلين أو من فعل وحرف جر او ظرف
..اآلن سندرس كيف سيؤثر الفعل في بناء جمل المبني للمعلوم والمجهول
..اقرأ وتأمل األمثلة لمعرفة الفرق بين المعلوم والمجهول
In the last two sections we considered how verb phrases can consist of
more than one lexical verb to form a verb phrase complex, and a lexical
verb plus another element such as a preposition to form a phrasal verb.
We now consider, in this last section on the verb phrase, how the verb
phrase changes it structure depending on whether it is in the 'active voice'
or ' passive voice'.
You are probably familiar with the contrast between clauses which are in
the active voice and those in the passive voice. By way of a very brief
review, let examine the contrast using material processes.
In the active voice, the 'doer' of the action occurs before the verb, as the
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subject, and the 'done-to' occurs after the verb. For example :
The police Didn’t release The drive's name
'doer' (participant) Material process 'done – to' (participant)
Subject Verb phrase
In the passive voice, the 'done-to' is the subject of the clause, as in the
following example.
The drive's name Was not release By the police
'doer' (participant) Material process 'done – to' (participant)
Subject Verb phrase
:مالحظات
+ أعلى مفعولpassive دائما جملة اسمية ألنه يبدأ بالمفعول ( الحظ مثالpassive يكون-1
) فاعل+ فعل
) مفعول+ فعل+ فاعل: جملة اسمية أو فعلية ( الحظ المثال أعلىActive قد يكون-2
. Active ال يشترط زمن معين للفعل في-3
) …is-was-has ( مثلtemporal finite يحتوي علىpassive غالبا يكون الفعل في-4
مفعول بdone to يعني فاعل وdoer -5
The structure of the verb phrase in a passive voice clause differs from that
in an active voice clause. The structure of the verb phrase in the passive
voice usually contains a temporal finite (almost always a form of the verb
'to be' ) plus the past participle of the lexical verb. So, form the examples
above.
The driver's name was released by the police
Temporal finite lexical verb
يستخدم تركيب الجملة الفعلية في المبني للمجهول عن المبني للمعلوم وعادة تتكون في المبني
( التصريفto be ) + فعل+ مثل دائما وغالباtemporal finite للمجهول من وصف
.الثالث
.. مهم حاول حله142 ص7 أكتفيتي
تعليق مهم وهو أن الجمل المنطوقة ( المتحدث بها ) غالبا ما يستخدم فيها المبني144 في ص
..للمعلوم ونستخدم الفاعل
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In spoken texts, the speaker is presenting his/her perspective, also the
speaker is usually the 'doer'. The active voice is therefore the dominant
choice.
P145
5- ADJECTIVE PHRASES
الجمل الوصفية
الجملة الوصفية هي الصفة التي تكون الكلمة الرئيسية وتعدل ( تتبع) بطريقة مشابهة لالسم
.الرئيسي الذي تم تعديله
. في الجمل االسميةhead word فهي جمل توصف بأنها أساسية في الجملة تطابق
Adjective phrases have an adjective as the head word, which can be
modified in a similar way to the way a noun head word can be modified
in a noun phrase.
Adjective phrases are used in noun phrases; these are typically the
describers in the noun phrase that we looked at in Unint4. They can also
function as a participant in a relational process. This was touched on tin
the examples given for relational processes in this unit.
..راجع األمثلة في الكتاب
.
AS describer in a noun phrase
الجملة الوصفية في الجملة االسميةAdjective phrases can take on several of the
.. الجمل الوصفية لها وظائف مهمة في الجملة االسمية تؤثر في التصنيف والوصف والسرد
) والحظ التقديم والتأخير في الجمل الوصفية ( ما قبل وما بعد الكلمة.. الحظ األمثلة
.يوجد حشو غير مهم هنا لكني نقلته لكم لمزيد من الفائدة من قراءة األمثلة
pre modifying functions in a noun phrases: classifier, describer and
numerative. Our focus here is on the describer. In the following
examples, the noun phrase is underlined and the adjective phrase is in
bold :
He gave an electric performance.
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It was a natural way to end the story.
A rather pot – bellied man came into the store.
His white shirts were well washed but never pressed.
Fiction gives us some interesting examples of the use of adjectives. The
following examples are form the Hotel New Hampshire by John Irving.
These examples show that adjectives, like other word classes, can form
complexes. The second is a very intricate example of a multiple –
adjective phrase inside a long noun phrase. ( the noun phrases are
underlined and the adjective phrases are in bold.)
His cheap and slightly shiny navy – blue suit was unusually clean but
wrinkled.
He was not the limp, low – key short of lazy – weary, sluggish (or at least
lethargic) talker he was when his subject was the revolution.
In this next example, there are adjectives pre modifying and post
modifying the head noun ( face ):
He had an almost athletic face, scrubbed, youthful, determined.
This last example, where describers come after the head word, breaks the
usual order of the elements in an English noun phrase. We expect
describers to come before the head word. Fiction allows us to play around
with some of the elements of the noun phrase whereas non-fiction is less
flexible.
P146
A participant in a relational process
الجمل الوصفية تؤثر في الجمل الفعلية
وهو االسم العائد للمعنى ( فاعل ) فإذا وجد في الجملة الوصفية أصبحت جملةa participant
( is- was "وما شابههم يعني يدخل في ذلكto have" ' وto be' وصفية لإلسم تفهم من الفعل
…. ) .
...لمزيد من الفهم الحظ األمثلة
An adjective phrases can take a participant role in a relational process
clause.
Relational processes set up a relationship between two participants. They
are typically realized by the verbs 'to be' and "to have" and their
synonyms (e.g. mean, become, consist of, be called). In the following
examples, the adjective phrase is in bold:
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That's right
He's totally crazy
The radio was so loud
Once again the motoring press is euphoric.
As we have seen above, where the adjective phrase is functioning as a
modifier it is possible to have adjective phrase complexes. Again from
JOHN Irving's Hotel New Hampshire, we have the following examples (
adjective phrase complexes are in bold ) :
His white shirts were well washed but never pressed.
His cheap and slightly shiny navy-blue suit was
unusually clean but wrinkled.
Just as it is possible to pre modify the head adjective, it is also possible to
post modify it. In the following examples, the adjective phrase is
underlined and the head adjective is in bold :
It's too hot to handle .
It's very close to the bone.
At this point, having seen several examples of adjective phrases as
participants, we consider why an adjective phrase be regarded as a
participant in the relational process, seeing as participants are usually
noun phrases.
The answer lies in taking the perspective that the adjective phrases is, in a
sense, a 'truncated' noun phrases. For example, 'a happy man' is reduced
to 'happy' in :
John is a happy man.
John is a happy one.
John is a happy.
Similarly :
The Rover 75 Tourer is ultimate car.
The Rover 75 Tourer is the ultimate.
The last example is close to examples of an adjective functioning as the
head of a noun phrase, as in the following ( noun phrases are underlined
and head words are in bold ):
Policies like these only support the rich .
These people may be the real working poor, the elderly, the
very young, the unemployed or the transient.
The latter are known vectors of certain rickettsial organisms.
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Labelling the clauses according to the functional groups, i.e. as
participants, processes and circumstances, we have the following.
The radio Was So loud
It 's Too hot to handle
John Is Happy
His white shirts Were Well washed but never pressed
Participant Process Participant
Noun phrase Verb phrase Adjective phrase
P147
6- ADVERB PHRASES
الجملة الظرفية
العبارة الظرفية تستخدم في الجملة االسمية وشبه الجملة وتستخدم لوصف الحال والظرف ويكون
... الحظ األمثلة. في العبارة ظرف يستخدم ويعدل حسب المعنى
Adverb phrases are used in other phrases – noun phrases and
prepositional phrases – and can also be used as circumstance and stance
adverbials.
An adverb phrase has an adverb as its head word and may have other
adverbs to modify it. In each of the following adverb phrases, the head
adverb is in bold :
So beautifully
Hardly ever
Very smoothly
Luckily enough
Ad verb phrases can play the following roles.
1. Modify another adverb or adjective : Yeah, they're big ones, really big
ones.
2. Express some kind of interpersonal meaning through stance adverbials:
There's three to a bench normally.
The cockroach is probably the most obnoxious insect known to man.
Apparently, he was flying through the air with one leg up in the air.
3. Realise circumstances :
Its importance is becoming more fully recognized.
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She smiled sweetly.
I used to call in and see Dad in the office fairly often.
4. Modify prepositions :
Conclusion
The focus of this unit has been on the verb phrase and its function in a
clause. In Unit 4 5, you have seen how phrases can function at different
levels, sometimes at the clause level and sometimes within other phrases.
In this respect, you have begun to understand the complex links between
phrases. You have also begun to see the relationships between the form of
a phrase and its function. you have developed an understanding of this by
looking at naturally occurring spoken and written texts.
You will be applying your knowledge of these aspects of phrases in lager
units in this course.
:تعاريف مهمة
1- Adjective phrase : is a phrase with an adjective as its head. For
example, the word old in the phrase : very old.
2- Adverb phrase : Is a phrase with an adverb as its head. For example,
the word often in the phrase pretty often.
3- Material processes : are the processes that construe external action,
both concrete . for example, catch and abstract action for example, close
(meeting ).
4- Mental processes : are the processes that construe processes that go on
inside the head, such as thinking and sensing. For example, I swathe
accident.
5- Phrasal verbs : it is a phrase that form when a proposition or an
adverb can work together with verb makes and the proposition up in the
clause : a blue haziness makes up the whole picture.
6- Relational Processes : are the processes that construe the many
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different ways of being and having and they relate participants to each
other. For example she is the biology lecture.
7- The lexical verb : Is the verb that acts as the main verb in the verb
phrase, indicating to the process involved. For example, the lexical verb
in the clause. Has been answered is the word answered.
8- Temporal finite : is the first auxiliary in a verb phrase. The temporal
finite is the one that expresses tense. For example, did, does, and would.
9- The model finite : is the first auxiliary in a verb phrase that express
degrees of certainty or obligation. For example, can, should, and must.
10- The active voice : in the active voice, the doer of the action occurs
before the verb as the subject and the done – to occurs after the verb. For
example, the police didn't release the driver's name.
11- The passive voice : in the passive voice, the done to is the subject of
the clause. Fort example, the driver's name was not released by the police.
12- Verbal processes : are the processes that construe the saying and
reporting of things – verbal action . for example, tell and ask.
13- Verb phrase complex : is the verb phrase that involve two or more
verbs together make up a single process for example, in the clause : she
began to sing at the age of six, the verb phrase complex. Is began to sing.
:أسئلة مهمة حاولوا االجابة عليها
1- what does a verb phrase represent?
2- What are 4 semantic categories of processes?
3- What is the structure of the verb phrase?
4- What is a temporal finite – a modal finite auxiliary verb ? Mention
usages?
5- How do active voice and passive voice differ?
6- What is adjective / adverb phrase ?
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Chapter : 6
Understanding complexity in and around clauses
P157
1- FUNDAMENTAL UNIT OF MEANING :
THE CLAUSE
الوحدة الرئيسية في معنى الجملة
Before proceeding to looking at clause complexes, it is important that are
clear about what constitutes a clause and that you can identify individual
clauses within ****s. The work you did in Unit 3 will be useful here as
we revisit the notion of what constitutes a clauses. Understanding the
make-up of a clause will be helpful in understanding the next part of the
unit, where we focus on the ways clauses can combine to form larger
stretches of ****.
قبل الشروع في دراسة الجملة المركبة من المهم معرفة كيفية تحديد الجمل داخل النص
3 كما درسناه في يونيت
Within the various ranks of grammatical categories ( word, phrase, clause
and clause complex ) the clause has a special status or function. The
clause is a fundamental unit in the process of communication because it is
the minimal unit which can stand alone as constituting a complete
massage. A part from one –word imperatives like 'Go!' 'Stop!' and 'Run!',
individual words- 'old', 'man', 'the', 'goes' – do not, in isolation, constitute
a complete massage; nor do phrases- 'will', 'be going', 'on Monday', 'the
old man from the town'. It is only when words are gathered together in to
phrases and then phrases are gathered together into a clause that we have
a complete, potentially free- standing massage – 'The old man cut the
cake on Monday'. This fundamental unit of meaning structure in English
is the clause and it is to that we now turn.
(من خالل التدرج في الطبقات النحوية المختلفة ( كلمة – عبارة – جملة – جملة مركبة
.علما أن جملة الكلوز لها وضع أو وظيفة خاصة
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الجملة هي الوحدة األساسية في عملية التواصل مع اآلخرين ألنها عند الوقوف عندها فإنها
وقد يكون الحد األدنى لها متكون من كلمة واحدة مثل. تعطي معنى معين مفهوم
'Go!' 'Stop!' and 'Run!'
فاذهب أو قف تعطي معنى واضحا ومفهوما لكن هناك كلمات ال تعطي معنى واضحا ومفهوما
Monday وman وold لوحدها حتى تجمع مع كلمات أخرى لتكون جملة مفيدة مثل كلمة
لكن لو جمعناهم سويا في جملة ألصبح لهم معنى مفهوم
'The old man cut the cake on Monday':مثل
أعطيته أمر بأن يذهب فهي، كلمة واحدة لكنها أعطتنا جملة كلوز: go انتبه للتوضيح أكثر
.رسالة كاملة للشخص ومفهومة وواضحة
A useful way to begin thinking about a clause is to see it as a unity of
meaning built up around a process, a central 'going on', which could be a
kind of action ( jumping, leaving, giving), some kind of sensing (
thinking, seeing, feeling ), saying (saying, stating, claiming), having (
having, owning, possessing) or being ( being, relating, concerning). In
Unit 3 we saw how every clauses has one such process, which can have
participants of one kind or another involved ( people leave, the dog
jumped the fence, her thoughts wandered, they owned several cars, the
cars were rusty). Clauses can also contain circumstances, which provide
additional information as to when, where ad how the participants were
involved in the process ( people leave early, the dog jumped the fence
easily, the cars were rusty because of the salt water.)
لدينا طريقة مفيدة لفهم الجملة ( كلوز ) كونها وحدة بناء معنى الجملة التي تبنى حول معنى
' يدور حول أنواع الحركةgoing on' الفعل فالمعنى المركزي لفعل
(Jumping, leaving, giving)
وهي تدور في معناها حول االحساس واالستشعار مثل كلماتsensing وكذلك مثال آخر
.(وهكذا بقية األمثلةThinking, seeing, feeling)
Clauses, then, can range from those with one process only to those with a
process and a number of participants and circumstances.
A simple **** will illustrate some of these possibilities.
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يمكن أن تتكون الجملة من فعل واحد وأكثر من مشارك بالفعل
. و أكثر من ظرفparticipant (فاعل أو مفعول وهو ما نسميه
Clause complex فإنها تسمىClauses إذا كانت الجملة فيها أكثر من كلوز
158 الحظ األمثلة في ص
process أفعال6 نالحظ أن بها
Clauses6 وبها
sentence جمل ممتدة3 وبها
clause حتى تصبح الجملةprocess يجب أن يتوفر: مالحظة
P159
1.1 Establishing clause boundaries
حدود الجملة
Where does one clause begin and another end?
Having a strong sense of the composition of the clause and seeing it is the
fundamental unit of meaning, made up of the various groupings, will be
useful in helping us to identify where one clause ends and the next
begins, i.e. the clause boundary. As we work our way through the unit we
shall add a number of other identification procedures that will further
assist you.
In order to develop your ability to identify clause boundaries, we shall go
back to **** 1 used at the beginning of this section. Using the symbol ll
to indicate a clause boundary, the **** would be analysed as follows.
Last week Maria and I want to the city on the 311 bus. ll when we go
there ll want to 'Toys 'r' Us' ll to buy some games for my sister's birthday.
ll I bought her a book and a Nintendo ll and she liked them.
One of the keys to identifying clause boundaries in this ****, as with all
****s, is to see that each clause must have a process. You will notice that
between each symbol ll, there is at least one process. So a first step is to
identify all the processes within the ****. In the above **** we would
identify the processes went, got, went, to buy, bought and liked.
هي معرفة كيف تنتهي الجملة وكيف تبدأ بأخرى باإلعتماد على الخبرة: حدود الجملة
.المتراكمة لدى الشخص فيفهم أن الجملة انتهت هنا وبدأنا بعدها بجملة أخرى
أنها حدود جملة واحدةll ....ll الحظ المثال وانتبه أن العالمة
'هو اسم محل تجاري شهيرToys 'r' Us
انتبه اآلن للمثال وكيف قطعناه لعدة جمل كلوز بين عالمتي الداش
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Last week Maria and I want to the city on the 311 bus. Ll when we go
there ll want to 'Toys 'r' Us' ll to buy some games for my sister's birthday.
ll I bought her a book and a Nintendo ll and she liked them.
.وتعرف حدود الجملة بالنقطة أو الفاصلة أو عالمة االستفهام أو أدوات الربط
وبداية أخرى لكنها ال تعني أبدا نهايةclause الفاصلة تعني نهاية كلوز: مالحظة
. يجب أن تبدأ بحرف كبير وتنتهي بنقطةsentence وSentence
Once the processes have been identified, a number of other aspects can
help you identify the boundaries :
• With written ********, full stops indicate a clause boundary ( strictly
speaking, this indicates a clause complex boundary –see later ).
• Intonation patterns provide a guide
• Commas ( which in written ******** reflect intonation ) often, but not
always, mark clause boundaries.
• We can use conjunctions as one of the key indicators because of their
position near or at the beginning of a new clause. In the above ****, for
example we can see when and and ( we could include the implicit in order
in front of to buy) as the beginning of new clauses.
• Another helpful test is to see if the clause is moveable as a unit. For
example, in the clause combination when we got there ll we went to 'Toys
'r' us' ll to buy some games for my sister's birthday, could (although it
sounds a bit awkward) be changed to we went to 'Toys 'r' us' when we got
there, to buy some games for my sister's birthday.
(وهيclause moveable هنا يوضح لنا معنى الجملة القابلة للتحرك ( يعني تبديل مكانها
جملة قابلة للتحرك من مكانها داخل الفقرة نفسها الحظ المثال
Identifying clause boundaries in written ******** is more
straightforward because clause units pre dominate. 'however, written
****s have other kinds of complexities, such as 'embedded clauses'. This
will be followed up later in this unit.
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P161
2- RANK SCALE
The rank scale looks at ******** hierarchically.
..التسلسل اللغوي الهرمي للتدرج الطبقي
In the previous units, you have been looking at groupings of various
kinds: different word classes (e.g. nouns, adjectives, conjunction), and
various functional groupings and their realizations ( participants realised
through noun phrases, circumstance realised though adverbial and
prepositional phrases). We saw above how participants, processes and
cirumstanc3es can combine in certain ways with other grouping such as
conjunctions to give a larger grouping : the clause. We now begin to
explore the way in which clauses of various kinds can combine together
in to larger stretches of ******** known as clause complexes.
....) في الوحدات السابقة تعرفنا على عدة مجموعات مثل تصنيف الكلمات ( اسم – صفة
والمجموعات الوظائفية كالمشاركين ( فاعل ومفعول )في الجمل االسمية أو الظروف في شبه
.الجمل الظرفية والمجرورة
– حيث تبدأ من حرفclause complexes وهكذا سنتعرف كيف تتكون الجملة المركبة
.مقطع – كلمة – شبه جملة – جملة – جملة مركبة
أو أكثرclause تتكون من جملتينclause complexes أذكر أن الجملة المركبة
3-COMBINING CLAUSES INTO CLAUSE COMPLEXES
طريقة تكوين جملة مركبة من جملتين او اكثر
In the same way that we looked to see how phrases combined to make up
clauses, we now explore how clauses can join together to form clause
complexes.
Clause complexes are the highest or broadest –scale rank / level of
grammatical constituent. Clause complexes are formed through the
linking of individual clauses. Thus the string of words you can finish your
essay now while I organize some food for tonight is a clause complex
made up of two clauses. You can finish your essay now and while I
organize some food tonight. Each of these units constitutes a clause
because each has its own separate process (can finish and organize) with
each process surrounded by its own associated participants and
circumstances. Clauses complexes, accordingly, are said to be constituted
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of one or more clauses.
There are two ways that clauses can be linked to form clause complexes.
• Coordination : - where two potentially independent primary clause are
linked, generally through conjunction like 'and' 'but' and 'or'.
• Subordination :- where a potentially independent primary clause is
linked with a dependent or secondary clause which could not operate
independently. This kind of linking is generally achieved through
conjunctions like 'while', 'because' and 'although' and through relative
pronouns like 'who' and 'which'.
An independent clause is one which stands by itself and has equal status
to the other clause of clauses it is being linked with. A dependent
clause(subordinate clause), on the other hand , is not able to stand alone.
هنا يوضح لنا كيف نكون جملة مركبة من جملتين كلوز وأن هناك طريقتان للربط بين الجملتين
..الكلوز لتكوين جملة مركبة وهما عطف النسق وعطف البيان
هو عبارة عن جملة مركبة من جملتين غير معتمدتينCoordination عطف النسق وهو1: and,but, or على بعضهما فكل واحدة قائمة بروحها ويستخدم فيها الروابط
:مثال على ذلك بالعربي
محمد انتظر باص المدرسة لكن الباص تأخر
.الحظ كل جملة منهما كاملة وقائمة بروحها
وهي جملة مركبة تتكون من جملتين تعتمد احداهما علىSubordination عطف البيان-2
األخرى حتى يتحقق المعنى وتستخدم فيها الروابط
'while', 'because' and 'although':
و أيضا
'وأخواتهمWho' and 'which'.
: مالحظة
Rank :
primary clause + independent clause عبارة عن: Coordination -1
secondary clause + independent clause عبارة عن: Subordination - 2
P163
Combining independent clauses through coordination
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Consider the following **** where someone is talking about a dog that
they have recently bought. The clause boundaries are included and are
indicated by ll.
I bought a dog as a pet ll but I wanted a good one ll so I bought a show
quality dog ll and the lady [ [ I bought the dog from]] worked at the same
place as my father ll and I used to call in see Dad in.
(فعلين كل واحد منهما يعطي: الجمع بين أفعال مستقلة من خالل عطف النسق في جملة واحدة
.معنى لوحده ) أنظر المثال الموجود
P165
3.2 combining clauses through subordination
Now we turn to further way of combining clauses into clause complexes:
through subordination.
تكوين الجمل الكلوز بأدوات عطف البيان وطريقته التي: ربط الجمل من خالل عطف البيان
.تكلمنا عنها سابقا
– **** 4166 الحظ المثال في ص
(A lot of Kinds, to be sure./ Grownups, who were equally bewitched by
J.K.Rowling's book,felt let down by the movie/
الحظ أن الجملة التي بالخط العريض هي الجملة األصلية بينما الجملة التي تحتها خط جملة
who ربطها أداة عطف البيانsubordination. اعتراضية
مهم راجعوه4 أكتفيتي
...اقرأ هذا التعليق فهو مهم
You should have found the clauses indicated in bold below as the
independent clause in each sentence. And so the relationship between
these clauses and the others in their respective sentences is one of
subordination. There is also an example of an interrupting clause ( whose
position is indicated by the empty <<>>), which is interrupting the
dependent clause.
Wanting to give the movie the benefit of the doubt, I avoided reading
'Harry Potter and the Chamber of Secrets' before I saw Columbus's follow
– up.
This time the twists and turns of Harry's adventures at Hogwarts <<>>
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could take me by surprise.
<<where he encounters even greater perils>>
Subordination involves the linking of a potentially independent clause
with one or more dependent clauses. Dependent clauses cannot stand
alone and act to supply supportive, background or modifying.
Information for other clauses, or act to elaborate or extend those main
clauses in some way. So the dependent clause Wanting to give the movie
the benefit of the doubt gives a reason why the author saw the film before
reading the book. The interrupting dependent clause where he encounters
even greater perils elaborates on Harry's school Hogwarts.
P168
Circumstantial dependent clauses
subordination وmain clause هنا سنتعلم كيفية التمييز بين
. لتفهم ذلك وهو هام فاهتموا له5 الحظ األمثلة في أكتفيتي
subordination فإذا كانت موجودة في الكلوز فهذا يعني أنهاif توجد2 مالحظة في المثال
:سأحل لكم المثال األول
1.When we got there ll we went to 'Toys 'r' 'Us'
بحسب ماsubordination والجملة الثانيةsubordination نالحظ أن الجملة األولى
subordination . وmain clause فهمناه سابقا من معنى
.. نقاط مهمة فانتبهوا لها168 في التعليق أسفل ص
. كما عرفنا ذلك سابقاsubordination هي نفسهاindependent clause الحظ أن
يعنيindependent clause الحظ األمثلة التالية وأن الجملة المكتوبة بالخط العريض هي
.أنها جملة مستقلة لوحدها فهي تعطي معنى مفهوم بنفسها حتى لو لم نذكر الجملة التي قبلها
أما الجملة التي ليست بالخط العريض فهي ما نسميه الجملة الظرفية
circumstantial dependent clauses
وهي عادة تخبرنا عن إجابة
when, where, why, to what extent, for what purpose, in what manner,
under what condition.
The bold indicates the independent clause in each example.
1.When we got there ll we went to 'Toys 'r' 'Us'
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2. If you're the only one looking in the house ll he follows
You
3. We left Keswick on the night train ll because it was
the cheapest alternative
4. After collecting our luggage, ll we took a taxi to our
Relatives
5. <it> missed the spirit, ll mistaking special effects for
magic
6. Wanting to give the movie the benefit of the doubt, ll I
Avoided reading 'Harry Potter and the Chamber of
Secrets'
the non- bold parts are examples of subordination through what can be
termed circumstantial dependent clauses : those which supply
circumstantial or background information (similar to circumstances
within a clause)- they tell: when, where, why, to what extent, for what
purpose, in what manner, under what condition. They may also act to
indicate that the main clauses is in some way anomalous or contrary to
expectation.
تستخدم في الجملة الظرفية
Circumstantial dependent clauses
أدوات معينة للربط مع الجملة األخرى مثل
( when, if , because, after )
Circumstantial dependent clauses can begin with a subordinating
conjunction such as when, if , because, after. The order of the main and
the dependent clauses in such structures can be readily reversed. In the
case of these subordinated structures, the conjunction 'binds' with the
dependent clause. When we reordered the clauses, the conjunctions when,
if , because, and after remained with, i.e. were 'bound to' , their original
clause. This is in contrast to the clauses linked by coordinating
conjunctions, where the conjunctions do not move with the clause.
There are also circumstantial dependent clauses without these 'binding'
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conjunctions. However, circumstantial dependent clauses of this kind are
much less common.
P169
Finite and non-finite clauses
الجملة المنتهية الفعل والغير منتهية الفعل
non-finite clause . والجملة الغير تامةfinite clause وهي الجملة التامة
:مالحظات هامة
1- finite means the tense of the verb .
2- v+ ing+ to = non-finite
3- Finite verb phrase = Finite clause
4- non-finite phrase = non-finite clauses
5- Finite clause = independent clause
6- non-finite clauses = subordinating
Another useful distinction we can make here is between finite and nonfinite clauses. In Uint5, we introduced the notion of a finite verb phrase.
To distinguish between finite and non-finite clauses we look to see if the
verb phrase is marked for tense and modality. Finite verbs are marked for
tense and modality, whereas non-finite verbs are not. Tense and modality
can be tested by the presence of a temporal or a modal finite (auxiliaries )
in the verb phrase. A verb phrase which has the simple present of the
simple past is also finite. For example He completed all his assignments
has tense marked by the '-ed'.
. حددت زمن الفعلed الحظ أنcompleted all his assignments He الحظ المثال
اذا اذا جاء في آخر الفعل إضافة فإنها تدل على زمنه وبالتالي نحدد نوع الجملة ونميزها كما
.عرفنا ذلك في المالحظات أعلى
Extending this to clauses, we can say that a clause with a finite verb
phrase is a finite clause and a clause with a non-finite verb phrase is a
non-finite clauses.
The first three circumstantial dependent clauses (1), (2) and (3) are finite
and the last three are non-finite. You will see form these examples that
you can have non-finite clauses with a conjunction (After collecting our
luggage) and non-finite clauses without conjunctions (mistaking special
effects for magi, Wanting to give the movie the benefit of the doubt).
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P171
4-ELABORATING THROUGH RELATIVISERS :تفصيل ضمائر الربط
ضمائر الربط تختلف عن أدوات الربط1:تنقسم ضمائر الربط الى قسمين2relative pronoun : which, who, whom, whose, that ضمائر ربط-أ
relative adverb : where, when, why ضمائر ربط ظرفية-ب
adverb clause نسميهاadverb الجملة التي تبدأ بـ3pronoun clause نسميهاpronoun الجملة التي تبدأ بـ4subordinationيتبع لـ5- RELATIVISERS
Let's now consider the two examples of subordination from **** 4(the
Harry Potter review) which involve the use of what your reference
grammar terms a relativiser. A relativiser is either a relative pronoun
(which, who, whom, whose, that,) or a relative adverb ( where, when,
why).
1. Grown-ups, who were equally bewitched. By J.K Rowling's book, felt
let down by the movie.
2. this time the twists and turns of Harry's adventures at Hogwarts –where
he encounters even greater perils – could take me by surprise.
These kinds of clause are relative clauses and act to elaborate the main
clause by adding details. The function of the elaborating clause is to
specify the meaning of the main clause in some way- by clarifying it,
giving more detail, restating it in different terms or by providing an
example.
Relative clauses may be classed by their functional either restrictive or
non- restrictive.
(which- وهي عادة ما تحتوي بعد الفاصلة بضمائر الربط مثلElaboration الربط النسبي
'where – when ) .
.راجع األمثلة لمزيد من توضيح هذا النوع من الروابط ووظيفته
Elaboration is the primary function of non-restrictive relative clauses.
These are typically clauses beginning with the relative pronoun 'which'
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(often following a comma). For example :
He was mowing his front lawn, ll which had grown
rapidly over the last weeks.
We say that which had grown rapidly over the last few weeks is a clause
because it has its own process with an associated set of participants and
circumstances.
Process = had grown
Participant = which ( the subject of the clause and standing
in for his front lawn)
circumstances = rapidly; over the last few weeks.
Here we see that the which – clause acts to elaborate the main clause (He
was mowing his front lawn) by providing additional information about
the lawn.
Elaborating relative clauses can also begin with 'where' or 'when' :
He entered his old classroom, where he had suffered so
may humiliations as young boy.
Here the where – clause elaborates by providing additional details about
one element of the main clause, about the classroom. We say this is a
separate clause because it contains its own process- had suffered –and
associated participants and circumstances:
Process = had suffered
Participants =you; so many humiliations
Circumstances = as a young boy; where (standing in for in
the classroom).
Here in another example:
Margot comes from a different era, when you had to show
respect to your elders.
In this example, the when-clause gives specifying information about the
era :
Process = had to show
Participants = you; respect
Circumstance = to your elders; when (standing in for in
That era).
Elaborating (non-restrictive) relative clauses often begin with 'who' and
these typically 'interrupt' the main clause. We call them interrupting
clauses. Consider the following example :
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Frank Lloyd Wright, who designed the Guggenheim, is
Considered one of America's finest architects.
Here the main clause is Frank Lloyd Wright is considered one of
America's finest architects. The elaborating clauses who designed the
Guggenheim has been placed in such a way that it interrupts that main
clause. Once again, the function of the elaborating clause is to provide
specification by giving additional details of one elements of the main
clause. It just happens that the clause is elaborating on an element which
does not come at the end of the main clause.
Other types of clause, including non-finite clauses such as looking up in
the example below, are able to interrupt the main clause in this way.
The ball was moved inside and Zola, looking up, noticed an overlap by
Babayaro down the left.
P173
REPORTING AND QUOTING
الكالم المنقول واإلقتباس
5.1 Reporting what others say- 'indirect speech'
There is one final type of clause complex which needs to be accounted
for. This is to do with the resources we have in ******** for quoting.
What people said, either directly as in She said 'I am leaving' or indirectly
as in She said she was leaving. We also have many ways of reporting
what others think, once again as the direct kind of quote: Alfred thought
'we will succeed'. And if someone were reporting what Alfred thought
they would say: Alfred thought we would succeed.
يستخدم في الكالم المنقول وهو ما يسمىclause complex هناك نوع من الجمل المركبة
.باالقتباس مما قاله الناس وهو نوعان مباشر وغير مباشر
: 'I am leaving'مباشر مثل
: She said she was leaving.وغير مباشر مثل
انتبه أن هذه الجملة المركبة تتكون من جملتين أو أكثر وتتكون من
Dependent 'projected' clauseوMain 'projecting' clause
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quoting هو3 و1 مع االنتباه الى أن المثال.. الحظ األمثلة التالية لمزيد من الفهم
reporting هو4 و2 والمثال
quoting اذا كان الزمن حاضر تكون
reportingواذا كان الزمن ماضي فهي تكون
:واذا كانت
Quoting = projecting ===== direct speech
Reported = projected ===== indirect speech
P174
You may have found the following examples.
1 Family friend and experienced diver Norm Craig said last night: 'It's too
early to say anything at the moment, it's all too raw right now'.
2. Chief Inspector Malcolm Schluter, officer in charge of the west Coast
local service area, said Mr Buckland had been
In the water for about five minutes when the shark stuck.
3. 'He surfaced and called out to his mate something about a shark', he
said. 'His mate was able to drag him aboard and t then realised he
suffered horrific injuries…. He died with in a minute or two of being
brought on the boat.
4. South Australian Ambulance spokesman Lee Francis said the shark
had grabbed Mr Buckland as he was being pulled
Out of the water.
Both reporting and quoting represent futher ways in which we can link
clauses into clause complexes. As we shall wee, reporting involves
subordination and quoting involves coordination. We look at both these
kinds of clause linkin a little more technically now, beginning with two
slightly shortened versions of the examples above. Consider the following
examples.
1.Malcolm Schluter said Mr Buckland had been in the water for about
five minutes
Malcolm Sehulter said ll Mr Buckland had been in the water for about
five minutes
Main 'projecting' clause Dependent 'projected' clause
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2. It is understood that Mr Buckland's left leg was bitten off
It is understood ll Mr Buckland left leg was bitten off
Main 'projecting' clause Dependent 'projected' clause
Here we have what would traditionally be termed 'indirect speech', with
the main clause 'indirectly' reporting what is said or thought. We call this
main clauses the projected clause. Note that the structural element 'that'
can be omitted as in (1). Where it does appear, it can signal that
projection is taking place.
One explanation is that in academic registers there are more indirect ways
of saying what you think, as in 'it is obvious that'. Another part of the
explanation lies in the use of more nominalised. Forms of mental and
communication verbs in academia. So instead of 'She thinks that', 'He
believes that', 'They claim that', we find nominalised versions such as
'Her view that', 'His belief that' or 'Their claim that'.
Nominalised forms are abstract nouns formed from verbs or adjectives.
See your reference grammar glossary on nominalization.
P 177
5.2 Quoting what others say – 'direct speech'
اقتباس ما يقوله اآلخرون
ومعرفة القاعدة التي تميز بينهماdirect speech وindirect speech هنا يمرنا على معرفة
: ألنه جملة مركبة تكونت من جملتينdirect speech فهو1 الحظ المثال رقم
main projecting clause + independent projected clause
وبدأنا بالفاعل المتكلم نفسه ثم االقتباس
1 هو عكس رقم2 الحظ المثال رقم
independent projected clause+ main projecting clause
\هنا ذكرنا الجملة أوال ثم ختمناها بالفاعل المتكلم
In contrast to indirect speech, direct speech structures involve
coordination. For example, using two shortened versions from **** 5:
1.Norm Craig said last night : 'It's too early to say anything at the
moments'.
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Norm Craig said last night : main projecting clause
ll 'It's too early to say anything at the moment '. : independent projected
clause
2. 'He surfaced and called out to his mate something about a shark'. He
said
He surfaced and called out to his mate something about a shark :independent projected clause
ll he said : main projecting clause
Both the directly quoted clauses and the projecting clause are treated as
grammatically equal as both are, to some degree, independent.
Further examples of quoting are as follows. Examples (3) and (4) are
from newspapers and (5) is from a narrative.
3. 'The situation is a catastrophe. This applies to southern and northern
Bohemia… Prague is comparatively well off , but only in a relative
sense', said Foreign Minister Cyril Svoboda.
4. 'He was a warrior of the sea and he died a warrior's death', David said.
'He would do anything, he knew all the dangers as we all do'.
5. 'I 'm afraid you ain't fond of Miss Polly', he grinned. 'As if ever
any**** could be fond of her!' scorned Nancy. (Porter, 1987)
In (5) Porter has used the processes grinned and scorned as substitutes for
the verbal processes 'said with a grin' and 'said scornfully'. This is a
common stylistic choice in fiction where authors try to add variety to
colour their ****s. Often these choices are omitted in conversation.
P178
6-EMBEDDING
Embedded phrases
A common form of embedding occurs at the rank of phrase when one
phrases is put inside another phrase. Consider the following clause which
we have seen earlier.
Even though every room in the school had an air conditioner. …
The prepositional phrase in the school is acting as a qualifier inside the
phrase every room [[in the school]]. Here, in the school is embedded in
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the phrase every room in the school. You met examples of this kind of
embedding when looking at noun phrases in Unit4.
الجملة االعتراضية
preposition أوmodal أوverb أوparticipant وهي جملة تفصل بين
: تكون كالتالي
participant + Embedded phrases +( was,must, in, out,of,with) +process
: مثال ذلك بالعربي قولنا، والجملة االعتراضية اذا حذفت فإن المعنى ال يتغير
قال محمد – صلى هللا عليه وسلم – بني االسالم على خمس
صلى هللا عليه وسلم جملى اعتراضية فلو لم نقلها لم يتغير المعنى
: the first book [[ she wrote]] was her best. مثاله في الكتاب
الحظ الجملة االعتراضية بين قوسين لو حذفناها فإن المعنى ال يتغير
178 ص1 الحظ المثال التالي وهو رقم
People who are sixty – five must retire before the end of they year.
People = participant
Embedded phrasesجملة اعتراضيةwho are sixty – five =
must retire = process
: نجد179 في المخطط ص: مالحظة
Interrupting clause = Embedded clause
يعني نفس المعنى جملة اعتراضية أو جملة المقاطعة
[[ she wrote]]علما أن الجملة االعتراضية توضع بين قوسين مربعين
Embedded clauses
Up to this point, most of the clause combinations considered have
involved the linking together of clauses in a chain. Although some
clauses were capable of operating independently and others were
dependent, they nevertheless operated at the same level or rank of
grammatical analysis. Thus, when we consider the possible levels at
which we can identity grammatical constituents – words, phrases,
clauses/clause/ clause complex; i.e. the highest or broadest level of
analysis.
However, it is possible for clauses to operate at the lower grammatical
rank of phrase. Consider the following example, the first book [[ she
wrote]] was her best.
If we ask the question 'what was her best?', we get the answer the first
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book she wrote, which is therefore a participant a participant realised as a
noun phrase, with the clause she wrote embedded within it. Another way
of saying this is to say that the clauses she wrote has been down ranked.
This means that we no longer see this as a clause in its won right ( i.e.
independent), but as part of the noun phrase the first book she wrote. This
down ranking can occur when a clauses is inserted ( embedded) into a
participant of a circumstance, typically to play a role in a noun phrase.
One of the most obvious situations where clauses operate at the lower
level of phrase is when they act as the post modifier of the head word of a
noun phrase. For example :
1. People who are sixty – five must retire before the end of they year.
This example has two processes – are and must retire – and therefore
might be said to contain two clauses. Well, this is true, but only in part,
because on of the clauses is operating not at the rank of the clauses but at
the rank of the clause but at the rank of phrase. Consider the role of who
are sixty – five. Its function is to identify those people who must retire –
those that have reached the age of sixty- five. In other words, not
everyone has to retire, only those who are sixty-five. The role of this
clause therefore is to identify which identification could have been
performed by, for example, a prepositional phrase (at sixty-five' as in
'People at sixty-five').
2. Peter and Joan, who are sixty-five, must retire before the end of the
year. It is clear in (2) that the people who must retire before the end of the
year are Peter and Joan. The clause who are sixty-five is interrupting the
main clause and its function is to provide some additional information
about Peter and Joan, not to identify them. It is not an embedded clause; it
is an interrupting clause. If you read aloud both clause complexes (1)
and(2), you will see that there is a difference is the intonation patterns
across the two. Example (1) will be read with a single 'tone-group',
whereas (2) has two separate tone – groups. This reflects the punctuation,
with (2) having commas before and after the interrupting clause.
We could represent this diagrammatically as follows.
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must retire before the
end of the year
must retire
before the
end of the year
figure 1 Embedding versus interrupting
we have already considered the role of these embedded clauses in post
modifying the head of a noun phrase – in Unit4 we saw how they perform
the role of qualifier in noun phrases ( a function they share with
prepositional phrases and adverbs). We can say that embedded clauses
frequently occur as one part of a noun phrases – typically located after the
head noun ( in a post modification position) – and operate to specify the
head noun in some way. When embedded clauses function in this way
they can be referred to as restrictive relative clauses. You have also been
introduced to the use of double square brackets [[ ]] to indicate embedded
clauses.
مهم فانتبهوا له180 و التعليق في ص10 أكتفيتي
P182
7-COMPLEXITY IN SPOKEN AND WRITTEN ****S
التركيب في النصوص المنطوقة والمكتوبة
Drawing on the understanding we have developed about the way clauses
can combine into clause complexes and on your understanding of noun
phrases from Unit4, we now focus briefly on one of the key differences
between spoken and written ********: their different kinds of
complexity. Spoken ******** is marked by a complexity in clause
relations, written ******** by the complexity of its noun phrases.
To highlight the differences between the two ****s, we now consider the
clause complexes form the emboldened sections in each ****.
..هناك اختالف بين اللغة المنطوقة واللغة المكتوبة من حيث الجمل المركبة
.في اللغة المنطوقة نهتم بترابط الكلمات مع بعضها في الجملة
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..في اللغة المكتوبة يتم االهتمام والتركيز في الجمل المركبة على العبارة االسمية وخصائصها
.دائما تكون اللغة المكتوبة أكثر دقة وتركيزا في القواعد والوظائف من اللغة المنطوقة
Conclusion
We focused initially on what constitutes a clause and on the possible
groupings that can combine together as a clause.
:تعاريف مهمة
1. Clause complex : it is a complex formed when clauses are linked
together . this occurs in two ways : coordination and subordination.
2- Coordination : it is connecting two or more clauses, phrases, words or
other structures with *****alent status. For example, the word or in the
clause, : you can walk or take a bus.
3- Circumstantial dependent clause : is dependent clause which supplies
in formation abut the circumstances. For example the clause. When I
arrive in the clause. When I arrive, I'll give you a call.
4- Dependent clause : is a type of clause that cannot stand a lone, but is
part of another clause, for example, when I arrive, I'll give you a call.
5- Embedding : embedding occurs when a phrase or clause is contained
within a higher – level phrase or clause. For example. Every room in the
school had an air conditioner.
6- Embedded clause : is the clause that no longer function as a clause in
its own right , but as part of another constituent. For example, the
embedded clause in the clause : every room in the school had an air
conditioner is the clause in the school.
7- Finite clause : is a clause that has either a present / past tense or a
modal finite. For example, he completed all his assignments.
8- Independent clause : is a clause which can stand alone without being
car but they couldn't afford it.
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9- Non-finite clause : is a clause that has no tense and does not include a
modal finite. For example, we had to run to catch the bus.
10- Projecting clause : in projection the clause which the report or
quotation. For example, the projecting clause in the clause : the fore cost
says it's going to vain, is the clause:
11- Projected clause : in projection, the clause which the reporter
quotation. For example, the projecting clause in the clause: the for coast
says it's going to rain. Is the clause: it's the fore cant says.
12- Projected clause : in projection, the clause, which gives the reporter
quotation. For example, the projected clause in the clause the for cast says
it's going to rain is the clause. It's going to rain.
13- Quoting or direct speech : is a direct way of expressing what people
have said or thought. For example , she said I am leaving.
14- Relitiviser : is a pronoun or adverb that introduces a relative clause.
For example, which, who and why.
15- Relative clause : is a type of dependent clause used to modify a noun
phrase. For example, in the clause : the report that we discussed lost
week, there relative clause is : that we discussed last week.
16- Subordination : is the type of linkage that allows one clause to be
embedded in , or dependent on , another clause. For example, I thought
about it after I sent the package
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The Second Book
Chapter :8 p.1
نظرا لضيق الوقت فسنركز على أهم النقاط والمعلومات في كل يونيت أذكركم بالتركيز على
التعاريف واألكتفيتي الموجود في الكتاب..
P 10
يوضح لك كيف تتعامل مع اللغة عبر ما يسمىcontext of use
P11
T2
نالحظ هنا مميزات الكتابة : long phrase, nominal, nouns, passive voiceأكتفيتي
1مهم جدا في االختبار وتحلل written , spokenكلمة addresseeالموجودة في األكتفيتي
وهي ستمر علينا الحقا معناها :المخاطبين وللتفريق بين writtenو spokenارجع
للكومنت ص 12وستالحظ اآلتي :فيspoken :
1- incomplete and repeated words
2- use first and second pronouns
3- colloquialكالم عامي
4- familiarity or friendliness
5باالمكان استخراج المزيد من الصفحةP13
نجد أن عنوان الصفحة : of the unit Objectiveيتلخص في النقطتين اسفل الصفحة
والنقطتين اعلى ص 14
P14
انتبه إلختصار SFLوهو يعني الوظيفة اللغوية للنص
ويركز هنا على أهم 3مصطلحات ستستمر معنا آلخر الكتاب وهي:
) ( field-tenor- mode
83
امرؤالقيس Sma-b.net :
To judge the style of somebody we should know:
1- Fieldموضوع النص ( يعني يتكلم عن الطب او الهندسة او الجغرافيا)
خصائصه:
a- subject matter
b- Situation of use
c- Experiential
tenor-2 :العالقة االجتماعية بين المشاركين بالحدث أو المتحاورين
ويحدده 3نقاط هي :
a- formal, informal
b- Close, distance
c- Quality, inequality
Mode -1هو أسلوب النص على هو نص كتابي أو نص خطابي
واذا لم يعرف او لم يحدد الكاتب من يخاطب في كتاباته فعليه أن يتحدث لكل مستويات
المستمعين يأسلوب يفهمه الكل.
و modeيكون بإحدى حالتين فإما interactiveأوspontaneously
P15
ركزوا على الجدول الذي يوضح وظائف النقاط الثالث السابقة
P16
>> 2-Linguystic indicators
يوضح لنا هنا كيف نميز أن كان النص interpersonal
أم ال ..
ويركز هنا على tenorحيث يشرح لنا أن هذا المصطلح متعلق بنوع الحوار المرتبط بالعالقة
بين الشخصين المتحاورين..
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امرؤالقيس Sma-b.net :
وأعطانا مثاال عن نوع العالقة بين األب واالبن وأسلوب الحوار بينهما من كال الطرفين حيث
تتبدل صيغة الحوار بحسب العمر فبالتأكيد أن والدك سيقول لك وأنت ظفل بصوت عال وغاضب
ان لم تذاكر لن تشاهد التلفاز لكنه لن يكلمك بهذا األسلوب وأنت في مرحلة الشباب أو الكهولة
مثال.
فوضح لنا العالقة بين األب الديكتاتور واالبن المغلوب على أمره
P18
… Relative social
مازلنا نتابع خصائصTenor
وهنا يتكلم عن أسلوب الحوار بين مختلف الطبقات فمثال هناك أسلوب معين يتكلم به الفقير مع
الغني وكذلك أسلوب كالم الغني مع الفقير
فالمكانة االجتماعية للطرفين المتحاورين تحدد نوع أسلوب الحوار بينهما.
وهنا نقطة مهمة وهي equality / inequality
وهي تعني هل يوجد تكافؤ بين المتكلمين أو ال ،مثال :ال تكافؤ في الحوار بين المدرس
والتلميذinequality
راجع الفروقات بينهم اسفل الصفحة وانتبه :أنه اذا كان الكالم مباشر فهذا يعني أنه
inequality
ص 18أكتفيتي 2مهم
P 22
…peaker / writer persona
وال يزال يتابع خصائص Tinor
وهنا يركز على المكانة االجتماعية من حيث القوة والخبرة والسيطرة
وكلها تدل على طبيعة االنسان.
فيركز على شخصية الكاتب أو المتحدث هل هي تنطلق من قوة وخبرة وهل هو قادر على
التحكم في األمر ودفة الحوار
P 25
Commentمهم جدا
ملخصه:
Tenor : interpersonal meaning
)1- social status (equality / inequality
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امرؤالقيس Sma-b.net :
)2- persona ( power, expertise, authority
3-social distance ( close, distance ) formal , informal
P27
social distance
والنزال فيTenor
وهنا نركز على البعد االجتماعي والقرب االجتماعي
حيث يكتب الكاتب بأسلوب يتناسب مع مكانته عند القراء فالكاتب المشهور يكتب براحته اكثر
من الكاتب المغمور
مثال للتوضيح :نجد الكاتب فؤاد الهاشم يستغل شهرته للترويج لكتاباته مع أن غالبها ال يرتقي
لمستوى النص الراقي.
واللغة المستخدمة هي التي تحكم على نوع النص ومكانة الكاتب
الحظ أنه أعطانا في الكتاب مثاال عن االسم واسم مستعار واسم الدلع عند الكالم على
informalكذلك استخدام كلمات عامية وغير رسمية -استخدام االختصاراتاكتفيتي 4ص 28مهم
كومنت ص 29مهم
P31
Linguistic indicators of field
المؤشرات اللغوية للحقل ) المجال /لغوي – قرامر – معاني( ...
Semantic domain
المجال اللغوي ( دالالت األلفاظ(
The meaning of words in text
It is indicator subject matter with which the text is concerned .
هنا في هذا الجزء نركز على ) fieldماهية أو نوع الموضوع في النص /طب – جغرافيا –
تاريخ (
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امرؤالقيس Sma-b.net :
Field = experiential :
وخصائصها:
1- subject matter : semantic domain : text talking about what
2- Expert Knowledge
يوضح لنا على ماذا يركز الحقل ( الكلمة أو الجملة أو الفقرة ) ؟ إن كانت معلومات أو توجيهات
أو قواعد...
Expert Knowledge :بأي نوع من المعلومات يكون الشخص خبيرا؟
حيث تكون هناك معلومات مشتركة بين الطرفين المتحاورين فيأتي الكالم من النهاية ( يعني زبدة
الكالم وال يحتاج تفصيل من البداية ) فيعتمد الكالم على كمية المعلومات المشتركة بين الطرفين.
كومنت ص 33مهم
وتجدون فيه مصطلح ) ( specializationوهو يعني:
Talk of language not everybody can understand
P35-37
>> Linguistic indicators of Mood
ثم انتقل الى النقطة الثالثة الهامة وهي Moodوهي تعني أسلوب النص ان كان كتابي أو منطوق
.
وهو يناقش نوع النص الذي تتعامل معه إن كان تفاعلي أو عفوي
Mood : what kind of text : spoken , written
Mood : textual : the nature of the text
وخصائصه:
:interactivity -1التفاعل بين القارئ والكاتب أو بين المتحدثين وتكون
a- writing activity only in chatting
b- spoken : face to face – turn taking – question and answer
2- spontaneity :
87
امرؤالقيس Sma-b.net :
العفوية أو التلقائية
ونعرف أن النص عفوي وتلقائي بعدة عالمات:
لمزيد من التوضيح:
Moodهو وصول النص الى القارئ بأسلوب كتابي أو منطوق بسالسة وترتيب النص من
الداخل ( يعني يكون النص مبدوء بسؤال ثم االجابات او العكس ) وطريقة ترتيب األفكار والجمل
داخل النص.
: Interactivityله دور بارز في تأثير أسلوب الكاتب على القارئ (إذا األسلوب جاذب يجعل
القارئ يتفاعل بااليجاب ويواصل القراءة بعكس ما اذا كان األسلوب غير جاذب فيشعر القارئ
بالملل وترك القراءة.
: Spontaneityيكون النص عفوي تلقائي ولم تتم مراجعته لتصحيح أخطائه لذا نجد به أخطاء
امالئية ونحوية وتوجد مؤشرات تدل على أن النص عفوي
مثل ( الوقوف غير المبرر – تصحيحات وشطب – اعادة صياغة – االعادات – جملة مكتوبة
بغير مكانها( ...
أكتفيتي 7ص 37مهم جدا لمعرفة lexical density
اكتفيني 9ص 42مهم
كومنت ص 43مهم وفيه:
) Spoken : pronouns ( I – you
Written : less use pronouns
P 44
Conclusionمهم
ص 45تلخيص لليونيت كامل وهو اهم شي ولقد تم شرحه في اليونيت
88
امرؤالقيس Sma-b.net :
:تعاريف مهمة
1- Experiential meanings : is the meanings which represent the world of
experience. For example, the utterance it's raining involves a
representation of the current weather situation.
2- Field : is the subject matter of the text and the4 type of activity of
activity for example, the utterance and beckam scores, this means that the
field is the food ball.
3- Inter personal meanings : is the meaning which enact social
relationships. For example, the utterance do you think it's raining
involves a relationship between the questioner and the hearer who is
expected to respond.
4- Interactivity : it refers to whether a text was constricted by different
writers or speakers or one speaker or writer in isolation. For example, the
spoken text ( conversation ) is constricted by many speakers.
5- Mode : it refers to the nature of the text as a communicative process,
ex whether written or spoken, spontaneous or scripted, monologue or
dialogue.
6- Persona : means the way that individual writers represent themselves
within a text. For example, in some texts the writers in a position to give
advice or control the actions of others.
7- Relative social status : is the different levels of power, authority,
status or expertise between communicative participants, as reflected in
their language. For example , in the conversation between the tutor and
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Sma-b.net : امرؤالقيس
student we can notice that the tutor is authorized and expert.
8- Social distance : is the degree to which communicative participants
are not on familiar or friendly terms as sugge3sted by their language. For
example, using fomal addressing such as sir, dr.
9- Semantic domain : is the subject matter which the text is concerned .
for example, vocabularies like diseases symptoms refer to human health
and medicine subject matter.
10- Spontaneity : it concerned with the produced text without the
opportunity for pre- editing or correction. Fro example, in spoken texts
there is pauses and repetitions.
11- Textual meanings : is the meanings which refer to the meaning that
relate a massage to its context. For example, the utterance but it's raining
! involves a contrast which would be relevant. In a context where some
one had suggested a barbecue.
12- Tenor : means the social voles and relationships of those involved in
a communication. For example, in E303 tutorial the tutor is the
information provider and the student is the receiver of information
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Chapter :9
Packing and staging information
كيفية تجميع وترتيب الكلمات ) المعلومات(
P51
: Packingوضع الكلمات (المعلومات) بطريقة مناسبة
Staging: means ordering the information
ترتيب الكلمات ( المعلومات (
P53
طريقة وضع الكلمات )المعلومات ) في النص
يوضح لنا هنا نوعية األدوات المستخدمة ( قواعديا – وظائفيا – مفردات ) ...لوضع المعلومات
في النص .واالهتمام بالتنسيق وتقديم الكلمات على بعضها واالهتمام بالعناصر
) ( determiner – numeratives – describer
أكتفيتي 2ص 55مهم
وكومنت ص55
P61
Conversation
طريقة ترتيب المعلومات في المحادثة الهاتفية
.الحظ تصنيف كلمات الجمل في الجدول ص 61والحظ االختصار في الحوار الهاتفي..
News
نموذج نقل خبر
الحظ تصنيف الكلمات في نموذج نقل الخبر في جدول ص61
P62
Fiction
'كيفية ترتيب المعلومات في الرواية
الحظ جدول ص 62
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امرؤالقيس Sma-b.net :
Academic
طريقة الكتابة األكاديمية
يجب أن تكون التعبيرات ( الكلمات ) دقيقة في الكتابة األكاديمية فمثال حينما يذكر معلومة فيها
أرقام يجب أن يضع الرقم ( يعني يحتاج دقة وتفصيل)
Activity 3ص 63مهم
انتبهوا فإن الكالم األساسي هنا على العبارة االسمية وطريقة ترتيب
المعلومات التصنيفية فيها
P65
Cultural and the packing of information
تنظيم المعلومات حسب منهج كربس
فحوى هذه الصفحة هو أنه حينما تقرأ النص تجد وجود مميز لبعض الجمل والعبارات يعطيك
رؤية داخلية عن النص ( يعني يعلمك عن ماذا يتكلم النص)
الحظ Activity 4ص66
commentص67
commentص68
P70
Nominalization
استخدام الفعل بمعنى االسم
يعني بدال من أن أقول :تحركنا من أجل السالم
فأفول :التحرك من أجل السالم
الحظ ( تحركنا – فعل ) و ( التحرك – اسم(
) Nominalization: changing the word to Noun ( from Verb to Noun
الحظ هذا المثال لمزيد من االيضاح:
We walked for charity . we raised money for the Leukemia Foundation.
92
امرؤالقيس Sma-b.net :
الحظ كيف تصبح الجملة بعد استخدام الفعل بمعنى االسم
The charity walk raised money for the Leukemia Foundation.
Walked: action
Walk : non action
written text because it has more nouns تجده70 في ص3 الحظ تكست
spoken text because it has more verbs تجده4 بينما في تكست
: نالحظ70 صcomment
أكثر اثراء لغوي1- more nouns means more lexical dense
2- in spoken : grammar is complex , lexes is simple
3- in written grammar is simple , lexes is complex
4- more nouns : you have more lexical density
5- less nouns : you have less lexical density
:وهنا سؤال مهم وهو
Why we use Nominalization ?
مهم جدا75 صActivity9
75 صComment
written وspoken اكثر واقعية ويوضح االختالف بينspoken مهم وهو يوضح ان
.. نحول األفعال الى اسماء والعكس بالعكسwritten الىspoken منtext لتحويل: انتبه
P 79
Staging information in a clause
كيفية وضع المعلومة في جملة
theme and rheme هو معرفةStaging المهم هنا في
rheme وهو األهم منtheme علما بأن الذي يأتي أوال هو
: I come to Kuwait in 1980مثال
I : theme
come to Kuwait in 1980 : rheme
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Sma-b.net : امرؤالقيس
والحظ في تكست 5ص 80نجد في السطر الرابع ) ( in 1785هو theme
بينما نجد في تكست 6في السطر الرابع أيضا ) ( Mary was convictedهوtheme
ولمزيد من االيضاح الحظ تكست 5و 6في ص 82الحظ الجملة التي تحتها خط
والحظ مكان participantو circumstance.
P 83
التعليق في نصف الصفحة السفلي مهم جدا خاصة األمثلة
Activity13ص 84مهم
P85
مهمة هذه الصفحة واألمثلة التي فيها قد تأتي في االمتحان
يوضح هنا أن textual themeهو الروابط ) ( andكما في المثال ألنها جاءت في البداية
ثم يوضح لنا أن :
Interpersonal and textual can’t be a theme alone .
وأن الجملة التي تبدأ بسؤال ) ( Whأو ضمائر أو كلمات عامية تبين العالقة بين المتحدثين مثل
) ( perhaps , darlingتعتبر Interpersonal theme
مالحظة : interrogativesتحتاج الىyes , No
أما … did , has,فال يعتبرون Experiential
Activity14مهم
P 91
Mood and theme
يتكلم هنا عن طريقة وضع الجمل واألفكار في اطار صحيح
مهمة جدا نعرف أنواع الجمل هو ذكر في الكتاب ثالث فقط وأغفل الرابعة
: Declarative - 1يكون الثيم هو الفاعل والباقي ريم كما في المثال خبرية
: Interrogative -2استفهامية :يكون الثيم اداة االستفهام والريم باقي الجملة
94
امرؤالقيس Sma-b.net :
استفهام جواب سؤاله نعم وال: Interrogative polar -3
أمرية يكون فعل االمر هو الثيم: Imperative-4
تعجبية ويكون اداة التعجب هي الثيم: Exclamatory -5
تعاريف مهمة
1- Experiential theme : it is the first experiential element in a clause , I e
the first participant, circumstance or process . for example, in the clause:
the meeting 's been cancelled the experiential theme is the participant :
the meeting.
2- Interpersonal theme : it is any interpersonal elements in a clause
which come before the experiential theme. For example in the clause.
Presumably the meeting's been cancelled , the interpersonal theme is the
word presumably.
3- Nomanlisation : it occurs when events and qualities are represented as
"thing " using an abstract noun instead of a verb or adjective . for
example, using freedom , in stead of free.
4- Rheme : it is the part of a clause which is not theme. For example, in
the clause : the meetings been cancelled, the rheme is been cancelled.
5- Textual theme : it is any textual elements in a clause which come
before the experimental theme. For example, in the clause: and so the
meeting's been cancelled, the textual theme is the words and so.
6- Theme : it is the departure point of clause, realized in English by the
part of the clause up to and including the first. Experiential element. For
example, in the clause the meeting's been cancelled, the theme is the
words : the meeting
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Sma-b.net : امرؤالقيس
Chapter :10
P107
Speaker- writer persona
الشخص المتكلم والشخص المتحدث
يتكلم عن أسلوب وخصائص الشخص المتكلم والمتحدث
Stance and epistemic
:Stance
هو مصطلح يعني موقف الكاتب أو المتحدث من الموضوع الذي يتناوله فهل أسلوبه يدل على أنه
متأكد فيما يقول أو غير متأكد أو مقتنع بما يقول أو غير مقتنع وهكذا ...إذا فهو المعنى المقيد
الذي يقصده الكاتب أو القائل
epistemic
هي داللة قوة فعل المودل
مثال ذلك : willأقوى من could
willتدل على االمكانية وأن الفعل الذي بعده ممكن حدوثه وهو يدل أيضا على التأكيد.
أما couldفهي تدل على االحتمالية وليس على االمكانية يعني يحتمل الحدوث وال يحتمل فهو
غير متأكد من المعلومة.
ولمزيد من االيضاح :
Stanceيتكلم عن أهمية استخدام مفردات بعينها من قبل متحدث بعينه.
وقدم لنا في الكتاب مثال ليوضح لنا هذا المعنى:
علق أحد الصحفيين على نص إخباري عن رئيس الوزراء البريطاني السابق توني بلير الذي
تعود أن يستخدم مفردة ) ) couldفي كالمه وهي احتمالية فهو ال يقول ) ( willحتى يعطي
نفسه مجاال للمناورة.
لكنه هنا قال ، willعلق الصحفي أن بلير قال هنا willكداللة على أن الخبر مؤكد % 100
المقصود هنا أن استخدام كلمة couldهي اسلوب توني بلير في كالمه لكنه حينما أراد أن يوضح
أنه هذه المرة ال يناور وإنما الكالم أكيد غير أسلوبه الى استخدامwill .
الخالصة :ان Stanceهو اختيار كلمات معينة تخص شخصيات معينة فتصبح أسلوبه وهويته
اللغوية ( لزمة له(
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امرؤالقيس Sma-b.net :
P108
نعود هنا الىepistemic ..
نالحظه هنا قدم لنا مصطلح epistemic modalityوهي تعني الجملة التي تعبر عن درجة من
درجات االحتمالية ..الحظوا األمثلة في ص 108
لديكم 6جمل وهم مرتبين بحسب درجات االحتمالية وبحسب قوة هذه الدرجات االحتمالية .
(األولى هي األقوى والمؤكدة تماما والتي قبلها أقل قوة في التأكيد والتي قبلها أقل فهي استناجية
وأما الثالث األخيرات فهم يدلون على االمكانية بتفاوت الدرجات بينهم(
انتبهوا هذا المثال مهم جدا فافهموه واحفظوه..
Activity1ص108
مهم جدا فانتبهوا له وانتبهوا أنه في االختبار قد يأتيكم جمل يطلب منكم تحديد إن كانت
) ( strong or weakطبقا لتحديد modality .
In epistemic :
1- strong : will, would, definitely, must
2- soft : probably , possibly, might,may, likely, can,can't, could
اآلن قارنوا ذلك في األمثلة الموجودة في ص 109 – 108
وهي تتحدث عن قوة نظرية داروين ( ال قيمة لها نهائيا – لها شوية قيمة – ( شوية كلمة كويتية
يعني قليل ) – لها قيمة بسيطة – قيمة قوية – قيمة اقوى ...وهكذا
استخدام كلمات المودل تزيد أو تضعف منسوب قوة المعنى في الكالم .
ثم اهتموا في commentص 109
سأشرح لكم شيئا منه:
It clause :هي جملة تبدأ بـ it
Modal adverbهي كلمة توصف فعل أو صفة أو ظرف
لسائل أن يقول adverbيعني ظرف فكيف تصف ظرف ؟!
سأبسط المسألة لكم:
1- He moves his car slowly
نالحظ أن slowlyهي adverbوهي توصف الفعل moves
97
امرؤالقيس Sma-b.net :
2- The tea is so hot
نالحظ أن hotصفة تصف االسم tea
وبنفس المثال نالحظ أن soهي adverbتصف الصفة نفسها hotحار جدا
فأصبحت soهي Modal adverbيعني مودل الظرف لوصف صفة.
الحظ المثال التالي :
3- he moves his car very slowly
نالحظ أن slowlyهي adverbللفعل movesبينما veryهي adverbلـ slowlyفأصبحت
مودل أدفرب لألدفرب..
تكون واضحة اآلن
أما بالنسبة لـ modal adjectiveفهي جملة itيستخدم بها افعال
امكانية معينة راجعوها في الكتاب.
P110
Stance and deontic modality
: Deonticهو نوع من اإللزام
: deontic modalityأفعال مودل تستخدم في االجبار ودرجات االجبار
اهتموا بالتعريف الموجود epistemic modality
مالحظات:
*اذا جاءت mustاجبار فهي Deontic
* In deontic :
1- strong position : have to , must to , had better, should to , ought to ,
( need to ,( supposed toبحسب معناها في النص
)2- soft position : d'like, can, could, may,( supposed to
بحسب معناها في النص
انتبهوا لألمثلة في ص 111مهمة
درجاتDeontic :
1- Strong obligation
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امرؤالقيس Sma-b.net :
2- Obligation
3- Necessity
4- Weaker obligation
Activity2في ص 111مهم
P112
Personalisation
توضح هل شخصية الكاتب واضحة أم غامضة من خالل النص الذي كتبه أو قاله
فهو طريقة استخدام األسلوب الشخصي.
مثال :بعض الناس اذا أراد أن يتكلم فيتكلم بجمل معينة تصبح لزمة له مثل أن يكرر :فهمتني –
أو عرفت كيف – أو اعتقد هكذا..
أو أنه يتكلم معبرا عن رأي ادارته اذا كان متحدثا باسمها فيقول :نحن قررنا التالي..
وبعض الكتاب يشرك قراءه معه فنجده يستخدم الضمير weفنالحظ أن:
Weتدل على objectiveبينما Iتدل علىsubjective
In Personalisation position :
1- strong : really , no doubt, are you , according to,
أفعال المساعدة
2- medium : quite a few, don't you think , it is most likely
3- soft : only a few, what is your , I
Activity3ص 113مهم وكذلك commentص 114
P115
Stance and attitude
: Attitudeكيف كان سلوك الكاتب في كتابته (.التعبير عن الموقف الشخصي للكاتب(
Attitude : is a type of stance modality .
Attitude: means the used style by the writer.
ولمزيد من االيضاح:
حينما أقول :نحن قررنا توزيع األرباح الخميس القادم
99
امرؤالقيس Sma-b.net :
والحظ اآلن الفرق حينما أعلن ما قرره مجلس ادارة الشركة وأنا غير مقتنع به:
نحن قررنا توزيع األرباح الخميس القادم حسب رغبة مجلس االدارة ونحن ننفذ قرارهم.
الحظوا الفرق بين الصيغتين...
هذا هو التعبير عن الموقف الشخصي للكاتب أو المتكلم.
وينقسم هذا الموقف Attitudeالى 3أقسام :فيختار الكاتب كلمات تدل على التفاؤل أو على
التشاؤم أو حيادي ) ( neutural
في التشاؤم نكتب negativeمثل كلمات) ( , …..peril, lost, feared
في التفاؤل نكتب positive
P120
Using the concordancer
تكرار الكلمات وتوافقها يكشف معاني االجبار واالمكانية
هنا يتكلم عن أن استخدام تقنية Stanceلفهم كيفية استخدام اللغة بشكل أفضل لغير الناطقين
باالنجليزية.
ثم يحاول أن يعلمنا كيفية ايجاد نماذج من التوافق عبر قائمة
معينة مثل القائمة التي في اكتفيتي 5
أذكر سابقا في احدى دراساتي أنهم كانوا يعطوننا دراسة نسبة الكلمات في النص وما تدل عليه
وأظن أن هذا هنا مقدمة لذلك ...
P124
Commentمهم فراجعوه
مع مالحظة أن:
) We – you ……. ( solidarity
) I – they …….. ( destroy solidarity
P 130
هذا ملخص كامل لكل يونيت 10
100
امرؤالقيس Sma-b.net :
:تعاريف مهمة
1- Attitude : is the element of stance dealing with the expression of
positive, negative or neutral meaning . For example, dr. Ali is great tutor.
The word great carry positive meaning.
2- Deon tic modality: is the expression of writer's or speaker's judgment
about levels of obligation. For example, using the mola finite “must “in
the clause. You really must do your homework.
3- Epistemic modality: the expression of a writer's or speaker's judgment
about the like. Hood of what they are saying. For example, using "will" in
the phrase two million jobs will be lost. The word will give the sentence
certainty.
4- Modal adverb: is an adverb used to express modal meaning, either
epistemic or demonic. For example, possibly and of course.
5- Modal adjective: is an adjective used to express modal meaning,
either epistemic or demonic. For example, likely and certain.
6- Personalization: is the degree to which the presence of the author is
overtly represented, obscrired or suppressed in the text. For example,
addressing the audiences by using the pronoun “we “to personalize the
information for the readers.
7- Standing: is a subcategory of speaker or writer persona which relates
to lying claim to expertise or authority.
8- Stance: is he over expression of personal attitude or feeling to words
the content of a clause. For example, using could to make less
commitment. To the idea and weaker stance. Stance involves both
modality and attitude
101
Sma-b.net : امرؤالقيس
Chapter :11
P143
Experiential constituents:
A recap
المجاالت التعبيرية
بداية أنبه أن هذا اليونيت يعود الى ما درسناه في يونيت : field8
مراجعة:A recap
A recap: how to change the topic
يوجد في اللغة االنجليزية مشاركين في الحوار participantوهم ثالثة:
المتحدث والمستمع ( يسمع وال يحاور ) والمتلقي ( يسمع ويحاور)
وهو يتمحور حول األجزاء الرئيسة في الجملة noun, Phrase, circumstance
ثم وضح لنا في هذه الصفحة المقومات اللغوية لـ participant
مالحظات:
1يكون participant : actorوgoalactor = active voiceفاعل
goal = passive voiceمفعول به
P144
Connections in the world
هو تسليط الضوء على الشيئ الذي تريد ايضاحه أو تحاشي الشيئ الذي ال تريد االهتمام به..
Avoiding :هو تجنب الحديث عن شيئ ما مثل أن تتجنب ذكر الشرطة في حادث حتى ال يتم
التركيز عليهم..
Avoiding them in text : using intransitive verbفعل الزم ال يتعدى لمفعول
ولمزيد من االيضاح ذكر في Bullets wreckوهو مهم:
Four peopleوالحظوا كيف ركز على Fourووضعها في بداية الكالم بينما ترك shouting
broke out
آخر الكالم ألنه ال يريد تسليط الضوء عليه فتركه غير واضح ولم يتم ذكر الشرطة ألنه يريد
تجنبهم.
راجعوا كومنت ص 144مهم
102
امرؤالقيس Sma-b.net :
مالحظة مهمة :حينما نريد تجنب الحديث عن participantأو نخفي اللوم والمسؤولية
عن بعض الجهات أو األشخاص فإنا نستخدم passiveكما في ص 145تحت المربع.
سأساعدكم في فهم اكتفيتي 2
Short passive : four people were killed
Long passive : four people were killed by police
Long passive :يوجد بها participant 2
Short passive :يوجد بها participant 1
أكتفيتي 3ص 146مهم جدا جدا فقد يأتيكم في االختبار حدد هل الجملة intransitiveأو
transitiveويمكن يطلب منكم تحديد circumstanceهل هو adverbأو proposition
ونالحظ أن:
في حالة وجود participantواحد فهي : intransitiveويعني ال يوجد interactionأو
connection
وفي حالة وجود participant 2فهي: transitive
P149
Angle of representation : flow the writer or speaker present him self in
context .
زاوية الفهم
يعني :شخص يقول جملة معينة أنا أفهمها من وجهة نظري أنا وقد يكون هو يقصد شيئا وأنا
فهمت شيئا آخر.
P151
Opening of the Blair text
كيفية تنسيق شكل الجملة
ترتيب الكلمات في الجملة يعتمد على نوع الشيئ ( المعلومة ( التي تريد اخراجها
فالمعلومة تقال في نشرة األخبار بأسلوب يختلف حينما نكتبها في مقال أو كتاب.
إذا هو أسلوب ترتيب الكلمات في النص حسب الغرض من النص فالجملة الصحفية االخبارية
غير الجملة األدبية.
وأعطانا في أكتفيتي 6ص 151وهو مهم ثالث طرق للتركيز في النص وفي كل طريقة ركز
على جزء من أجزاء النص. .
في aبدأ بـ afterوهي circumstanceفلم يبدأ بالمهم
في bبدأ بـ about 100 yardsأيضا circumstance
في cبدأ بـ a gunfightوهي participantوهي المهم في الجملة
مالحظة :يمكن التركيز على النص اعتمادا على مفاصله األساسية
(يعني اذا كان له 4مفاصل أساسية فهذا يعني أن له 4زوايا للفهم أو وجهات نظر)
كومنت ص 152مهم جدا
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امرؤالقيس Sma-b.net :
الفقرة في بداية ص 154والفقرة األخيرة بنفس الصفحة مهمتان اقرؤوهما
والفقرة األخيرة في ص 155
P 156
Actors , goals
Actors :هو الفاعل الذي يقوم بالفعل ( انتبهوا ليس فاعل القواعد(
Goals :هو المستهدف في الجملة يعني المفعول به
Intransitive :هو الفعل الالزم غير المتعدي ال يحتاج مفعول مثال ه: birds fly
Transitive :هو الفعل المتعدي الذي يحتاج مفعول مثاله : I sow Ahmed
انتبه:
Transitiveفعل قد يتحول الى passiveاذا وجد في الجملة فاعل ومفعول
مثال:
Ali play football
تتحول الى:
football was played
الحظ الجملة التالية:
Accident happened yesterday
ال تحول الى passiveلعدم وجود مفعول به
كومنت ص157
فيه المثال: Mr Blair's convoy of cars….. had been held up
بمعنى أن الهدف أو الشيئ المستهدف من convoy of carsهو had been held upيعني
يوقفوه.
الجملة اذا كانت passiveيرتبط subjectارتباطا وثيقا بـgoal
وهو المفعول المستهدف من الفاعل subjectفاعل الحدث المؤثر..
واكتفيتي 8مهم جدا جدا فاهتموا به
وهنا مثال جدا واضح في ص 160يوضح Actors , goalsوهو:
King Alfred cooked the cakes
نالحظ:
King Alfredهو actorفاعل
Cookedهو processفعل
The cakesهي goalمفعول مستهدف من الفعل
لمزيد من الفهم راجع آخر ص 160مع161
P164
Emphasis process
أشكال أفعال التأكيد والمتلقين في النصوص األدبية
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امرؤالقيس Sma-b.net :
وباختصار فإن الفقرة توضح أنه اذا كان المتلقون participantشخصيات أدبية فهم ال يحتاجون
دقة في الكالم أو أفعال تأكيد للجمل الموجهة لهم Emphasis processفهم يفهمون ما يراد من
الكالم.
P169
في الجدول ملخص مهم جدا لليونيت فاهتموا به جدا
والحظوا فيه أنه دائما الذي نبدأ منه في الجمل هو experiential theme
مهما كان participantأو circumstanceأو أي شيئ آخر.
ثم أعطانا موضوعا جديدا هو استخدام عناصر الطبيعة في القرامر Emphasising nature
مثل ( بحر – محيط – شاطئ) ...
وفي ص 170و 171أعطانا أمثلة على عالقة الطبيعة في القرامر
الحظوا األمثلة:
1عالقة الظرف بالفاعل ونالحظ بالمثال أن الظرف هو بحر الشمال وأن الفاعل الصياد فتناسبالفاعل مع الفعل
مع الظرف وكلهم لهم عالقة في الطبيعة.
2عالقة الفاعل في التطبيقات الخبروية ( التي تحتاج الى خبرة ومعرفة ) وأيضا لها عالقةبالطبيعة ( النهر)
3عالقة سياق المعنى tokenوأيضا بأجزاء الطبيعة كما نالحظ في المثال خمس أشجار...وهذا النوع يكون كالتالي:
token = actor
وعندما يكون الفعل relationalفيكون فاعله tokenوتكملتهvalue
واذا كان الفعل materialفيكون فاعله actorوتكملته circumstance
اطلعوا على أكتيف 13و14
خالصة هذا اليونيت والمهم في االمتحان أن نفهم اآلتي :
-1نحدد Intransitiveو transitive
-2نفهم end weightوامها تبدأ ب participantأو circumstance
وراجعوا تعريفها مع التعاريف المهمة
Information flow -3تبدأ ب -new givenأو بالعكس وراجعوا
تعريفها بالتعاريف لتفهموها جيدا ..
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امرؤالقيس Sma-b.net :
Important definitions
Experiencer : is the participant that under goes the sensing or cognitive
experience expressed by a verb. For example, "he " in the phrase: he
smelled her perfume is the experiencer.
2- End – weight : is a preference in English word order, where by
complex elements of structure tend to follow less complex ones.
3- Information flow : the normal ordering of information in English.
Discourse. For example, moving from given information to new
information
4- Passivation : it involves using a passive verb phrase and subject which
is not the agent. For example, he was stuck several times. The effect of
the passive is generally to give less prominence to the agent.
5- Transitivity analysis : it refers to the analysis of clause in terms of
process types and their associated participants and circumstances. For
example, Ali drinks the water, drink is a verb that can be used transitivity
or in transitivity
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((اللهــم إنـي أستـودعــك مـــا قرأت ومـــا حفظــت ومــا تعــلمــت
)) فــردة عنــد حــاجــتي إليه إنــك عــلى كــــل شـــيء قـــديــر
)الرجاء الدعاء لصاحب هذه الجهود بدر (امرؤالقيس
اللهم ارحمه برحمتك الواسعة واغفر له وأعفو عنه
اللهم اجعل قبره روضة من رياض الجنة
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