tailieunhanh - The grammar book teacher course part 29

In this way, learners are encouraged to notice the gap between what they are producing and what the target language requires- Another example of teaching with an implicit focus on grammar is when teachers choose to "enhance the input*1 of their students by exposing them to language samples in which particular grammatical structures are highlighted or are more prevalent than they might be in ordinary communication. | 192 The Grammar Book After not placement and not contraction the tree would look like this Here s how the mapping rules would apply output of base not Shirley -past smoke copy s c not Shirley -past 3 sg smoke operator addition not Shirley -past 3 sg do smoke not placement Shirley -past 3 sg do not smoke not contraction Shirley -past 3 sg do n t smoke morphology Shirley didn t smoke One dialect difference that we should note is that in the stative possessive use of the verb have American English prefers the do auxiliary in negatives while British English treats the have verb itself as an auxiliary. Audrey doesn t have a clue. American English Audrey hasn t a clue. British English A more colloquial form of this sentence used in both dialects employs have got where the have behaves as an operator. Audrey hasn t got a clue. The Meaning of Negation logicians would say there is a symmetry between affirmative and negative propositions affirmative statement It is the case that. negative statement It is not the case that. As you will see in this section and the one that follows however the meaning and use of negatives are not as straightforward as this analysis makes it seem. Accordingly we begin this section of the chapter by acknowledging that the negative particle can have different meanings. Bloom 1970 in her pioneering study of the acquisition of negation by children whose first language is English observed that most children in her study learned the word no rather quickly certainly by the terrible two s but used it for a variety of meanings purposes. For instance in the data that Bloom collected the children said No for nonexistence rejection and denial No pocket There are no pockets nonexistence No dirty soap. I don t want. rejection No truck. This isn t a truck. denial Chapter 10 Negation 193 While acknowledging that a developmental psychologist might need to distinguish the meaning of nonexistence from denial linguist Tottie 1991 sees nonexistence as a subcategory