Predication in english syntaxtical

CHAPTER I DIFFERENT TYPES OF PREDICATES IN ENGLISH SYNTAX

I.1 Nominal predicates
Nominal predicates is a teaching method, which focuses on how to deal with the relationship between mental potential and learning ability and it is very appropriate to use in teaching speaking for young language learners (Xue, 2005). This method was introduced by a Bulgarian psychologist and educator, George Lazanov in 1975. Maleki (2005) believed that we are able of learning much more than we think, provided we use our brain power and inner capacities. In addition, DePorter (2008) assumed that human brain could process great quantities of material if given the right condition for learning in a state of relaxation and claimed that most students use only 5 to 10 percent of their mental capacity. Lazanov created suggestopedia for learning that capitalized on relaxed states of mind for maximum retention material.Suggestopedia is an effective comprehensible input based method with a combination of desuggestion and suggestion to achieve super learning. The most important objective of suggestopedia is to motivate more of students’ mental potential to learn and which obtained by suggestion. Desuggestion means unloading the memory banks, or reserves, of unwanted or blocking memories. Suggestion then means loading the memory banks with desired and facilitating memories.A instructor composing a test sentence on the board, and after that labeling the words as things, verbs and descriptive words whereas clarifying how they relate to each other, is utilizing grammar-translation strategy to educate dialect.² The approach is more often than not championed in reading material where the distinctive parts of discourse have their possess chapters and, at the conclusion of each chapter, hone works out abound. The “translation” part of “grammar-translation” is encapsulated within the vocabulary records that grant the reciprocals of words within the target dialect. Interpretation works out where understudies are inquired to interpret words, expressions and sentences are regularly utilized. The grammar-translation strategy is particularly capable at creating composing and perusing aptitudes, which is exceptionally imperative in managing with Latin and Greek—dead dialects, but for which a riches of protected writing flourishes. But when it comes to viable, present day, talked dialects, it hasn’t come about in understudies with communicative capacity to carry an curiously discussion within the target dialect. So presently comes the coordinate strategy, a renouncement of its predecessor. As we should before long see, language structure, which is at the center of the grammar-translation strategy, isn’t indeed explicitly instructed in this approach. There are no language structure works out, no committing of rules to memory, no lessons on how to compose the plural frame of a thing or how to conjugate a verb. That’s why it’s too known as the “anti-grammatical method.” And whereas the grammar-translation is instructed utilizing the students’ to begin with dialect, the coordinate strategy employments as it were the target dialect. Envision! In a Spanish course that employments this strategy, you’d as it were utilize Spanish to instruct your understudies the language. The coordinate strategy is additionally known as common strategy because it looks to the method of to begin with dialect procurement to set the setting and procedures for moment dialect procurement. When we learned our mother tongue, we didn’t go through linguistic use lessons and interpretation drills. It was created as a response to the linguistic use interpretation strategy and is outlined to require the learner into the space of the target dialect within the most normal manner. The primary objective is to confer a idealize command of a outside dialect.The most center being to create the learner think within the targeted dialect within the same way as the learning of his/her mother-tongue within the most common way. In conventional language-learning, student cooperation was found to be lessened as the instructing is seen to be long and monotonous.
Direct strategy in educating a dialect is straightforwardly setting up an prompt and sound visual affiliation between encounter and expression, words and expressions, expressions and implications, rules and exhibitions through the teachers' body and mental abilities, without any offer assistance of the learners' mother tongue.If you’ve ever heard the Direct Method being taught, you may have rightly mistaken it for some sort of military drill, which is not far off as it was first established in France and Germany in the early 1900’s to assist soldiers to communicate in a second language quickly. The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn.Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.Today popular forms of the Direct Method are Callan and Berlitz.
Just like its name suggests, this method of teaching English is grammar heavy and relies a lot on translation. This is the traditional or ‘classical’ way of learning a language and it’s still commonly used when learning some languages. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences. This is particularly common for those students who wish to study literature at a deeper level.The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviorist theory that things are able to be learned by constant reinforcement. However, just like in the army when someone behaves badly (or in this case bad use of English), the learner receives negative feedback and the contrary happens when a student demonstrates good use of English.This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be.”
This is a behaviorist theory and related to pseudoscience. This method relies heavily on students’ belief about the method’s effectiveness. This theory is intended to offer learners various choices, which in turn helps them become more responsible for their learning.It relies a lot on the atmosphere and the physical surroundings of the class. It’s essential that all learners feel equally comfortable and confident. When teachers are training to use the Suggestopedia method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2. Concert Session 3. Elaboration.Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.Communicative Language Teaching (CLT) The idea behind this approach is to help learners communicate more.³