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An investigation into syntactic structure of English questions

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THE MINISTRY OF HIGHER EDUCATION SCIENCE AND
INNOVATIONS OF THE REPUBLIC OF UZBEKISTAN
SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES
COURSE PAPER
THEME: AN INVESTIGATION INTO SYNTACTIC STRUCTURE OF
ENGLISH QUESTIONS
SAMARKAND-202 4

CONTENTS
INTRODUCTION ....................................................................................................... 3
CHAPTER I. THE MAIN FOCUS OF SYNTACTIC INVESTIGATION IN A
GIVEN LANGUAGE ................................................................................................. 6
1.1 Goals of syntactic investigation ............................................................................ 6
1.2 The importance of syntax in the study of a language .......................................... 10
Conclusion on chapter I ............................................................................................ 13
CHAPTER II. AN INVESTIGATION INTO SYNTACTIC AND SEMANTIC
FEATURES OF ENGLISH IDIOMS ....................................................................... 14
2.1 Syntactic features of english idioms ................................................................... 14
2.2 Semantic features of english idioms ................................................................... 17
Conclusion on chapter II. .......................................................................................... 20
CONCLUSION ......................................................................................................... 21
REFERENCE ............................................................................................................ 22

INTRODUCTION
We should pay great attention to the development of relations with foreign
writers, the experience of translating and publishing the best examples of world
literature. “As a result of the reforms carried out by our President, almost all
centuriesof world literature, including Shakespeare, have been translated into Uzbek,
and his comedies and tragedies have been staged in theaters [1, 3].
President of the Republic of Uzbekistan Shavkat Miromonovich Mirziyoyev
It is time to launch a new system of foreign language teaching, which will be a
solid foundation for the future.
President Shavkat Miromonovich Mirziyoyev chaired a video conference on
measures to improve the system of foreign language teaching.
It is time to introduce a new system of foreign language teaching in our country
Which will be a solid foundation for the future [1, 3]. Since we have set ourselves the
goal of building a competitive state, from now on graduates of schools, high schools,
colleges and universities must be fluent in at least 2 foreign languages. This strict
requirement should become the main criterion of activity of the head of each
educational institution, - said Shavkat Miromonovich Mirziyayev.
It is undeniable that language is an indispensable part in the life of humanity.
Language is an effective and irreplaceable tool of expressing mind, thought, saying,
etc. English is a very rich language and when people want to be proficient in English,
all the linguistic phenomena have to be covered.
In fact, we are daily dealing with different kinds of figurative language, like
idiomatic expressions, metonymies and metaphors. Some of them are conventional
while some of them may be created as we speak. Accordingly, the comprehension of
the former, usually idiomatic expressions, depends on retrieval of a figurative
meaning stored in memory, whereas the comprehension of the latter, usually
metaphors, depends on an online sense creation process. Those who learn English
desires to master English as the native speakers. However, we usually face the
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difficulties that prevent us from gaining natural conversations. One of the reasons for
these problems lies in the way we perceive and use idioms. The structural and
semantic problems posed by idioms puzzle us because most idioms do not mean what
they appear to mean.
It can be said that studying idioms is not new, but it has never been old.
Through the history of the development of English there has been a list of around
1,000 most commonly used words of all parts of speech (that can be used on a daily
basis for learners of English to comprehend.
And GO is one of the most common verbs in English, which is able to capture
special attention of all-time linguists.
This aims of the course work is to investigate the syntactic structure as from
theoretical point of view, so from practical, and define the use of syntactic structure,
its syntactic functions, position in the sentence. Moreover to give general definition of
the syntactic structure and compare with those languages which don’t have syntactic
structure.
The subject and object of the course work. The object of the course work is
that, in practical part I observed the information that was given in theoretical part and
showed their usage in tables and slides. The subject of my course paper is the
syntactic structure.
The practical and theoretical value of the course work:
Theoretical value is that I investigated the viewpoint of different scholars
about the syntactic structure.
Practical value is that having observed all the information, I showed the usage
of syntactic structure in tables and slides.
The task of investigation:
- To give general information about the syntactic structure.
- To dwell on the classification of the syntactic structure.
- To dwell on the question of syntactic structure.
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The scientific novelty of the work is scientific analysis of the information
sources and references, description, comparative analysis and interpretation of
sources, conceptual analysis of the literature, synthesis, study, content-analysis.
The structure of the course work. The research consists of an introduction,
2 chapters, a conclusion and a list of references and consists of 37 pages.
5

CHAPTER I. THE MAIN FOCUS OF SYNTACTIC INVESTIGATION
IN A GIVEN LANGUAGE
1.1 Goals of syntactic investigation
Syntactic Structures is an important work in linguistics by American linguist
Noam Chomsky, originally published in 1957. A short monograph of about a hundred
pages, it is recognized as one of the most significant and influential linguistic studies
of the 20th century. It contains the now-famous sentence "Colorless green ideas sleep
furiously", which Chomsky offered as an example of a grammatically correct
sentence that has no discernible meaning, thus arguing for the independence of syntax
(the study of sentence structures) from semantics (the study of meaning).
Based on lecture notes he had prepared for his students at the Massachusetts
Institute of Technology in the mid-1950s, Syntactic Structures was Chomsky's first
book on linguistics and reflected the contemporary developments in early generative
grammar. In it, Chomsky introduced his idea of a transformational generative
grammar, succinctly synthesizing and integrating the concepts of transformation
(pioneered by his mentor Zellig Harris, but used in a precise and integrative way by
Chomsky), morphophonemic rules (introduced by Leonard Bloomfield) and an item-
and-process style of grammar description. Here, Chomsky's approach to syntax is
fully formal (based on symbols and rules). At its base, Chomsky uses phrase structure
rules, which break down sentences into smaller parts. These are combined with a new
kind of rules which Chomsky called "transformations". This procedure gives rise to
different sentence structures. Chomsky stated that this limited set of rules
"generates"all and only the grammatical sentences of a given language, which are
infinite in number. Although not explicitly stated in the book itself, this way of study
was later interpreted to have valued language's innate place in the mind over language
as learned behavior,
Written when Chomsky was still an unknown scholar, Syntactic Structures had
a major impact on the study of knowledge, mind and mental processes, becoming an
6

influential work in the formation of the field of cognitive science. It also significantly
influenced research on computers and the brain. The importance of Syntactic
Structures lies in Chomsky's persuasion for a biological perspective on language at a
time when it was unusual, and in the context of formal linguistics where it was
unexpected. The book led to Chomsky's eventual recognition as one of the founders
of what is now known as sociobiology. Some specialists have questioned Chomsky's
theory, believing it is wrong to describe language as an ideal system. They also say it
gives less value to the gathering and testing of data. Nevertheless, Syntactic
Structures is credited to have changed the course of linguistics in general and
American linguistics in particular in the second half of the 20th century.
Chomsky's interest in language started at an early age. When he was twelve, he
studied Hebrew grammar under his father. He also studied Arabic in his first year at
the University of Pennsylvania. In 1947, he met Zellig Harris, the founder of the
college's linguistics department. Harris was an established linguist. He did research in
the way laid out by American linguist Leonard Bloomfield. He let Chomsky
proofread a copy of his book Methods in Structural Linguistics (1951). This is how
Chomsky came to know a formal theory of linguistics. He soon decided to major in
the subject.
For his thesis, Chomsky set out to apply Harris's methods to Hebrew.
Following Harris's advice, he studied logic, philosophy, and mathematics. He found
Harris's views on language much like Nelson Goodman's work on philosophical
systems. Chomsky was also influenced by the works of W. V. O. Quine and Rudolf
Carnap. Quine showed that one cannot completely verify the meaning of a statement
through observations. Carnap had developed a formal theory of language. It used
symbols and rules that did not refer to meaning.
From there on, Chomsky tried to build a grammar of Hebrew. Such a grammar
would generate the phonetic or sound forms of sentences. To this end, he organized
Harris's methods in a different way. To describe sentence forms and structures, he
7

came up with a set of recursive rules. These are rules that refer back to themselves.
He also found that there were many different ways of presenting the grammar. He
tried to develop a method to measure how simple a grammar is. For this, he looked
for "generalizations" among the possible sets of grammatical rules. Chomsky
completed his undergraduate thesis The Morphophonemics of Modern Hebrew in
1949. He then published a revised and expanded version of it as his master's thesis in
1951.
In 1951, Chomsky became a Junior Fellow at Harvard University.There, he
tried to build an all-formal linguistic theory. It was a clear break with the existing
tradition of language study. In 1953, Chomsky published his first paper as a scholar.
In it he tried to adapt the symbol-based language of logic to describe the syntax of a
human language. During his fellowship, Chomsky organized all his ideas into a huge
manuscript. It was around 1,000 typewritten pages long. He gave it the title The
Logical Structure of Linguistic Theory (LSLT).
In 1955, Chomsky found a job at MIT. He worked there as a linguist in the
mechanical translation project. The same year he submitted his doctoral dissertation
to the University of Pennsylvania. The university granted him a Ph.D. for his thesis
Transformational Analysis. In fact, it was just the ninth chapter of LSLT.
In Syntactic Structures, Chomsky tries to construct a "formalized theory of
linguistic structure". He places emphasis on "rigorous formulations" and "precisely
constructed models". In the first chapter of the book, he gives a definition of human
language syntax. He then talks about the goals of syntactic study. For Chomsky, a
linguist's goal is to build a grammar of a language. He defines grammar as a device
which produces all the sentences of the language under study. Secondly, a linguist
must find the abstract concepts beneath grammars to develop a general method. This
method would help select the best possible device or grammar for any language given
its corpus. Finally, a linguistic theory must give a satisfactory description of all the
8

levels of language analysis. Examples of these levels include sounds, words and
sentence structures.
9

1.2 The importance of syntax in the study of a language
Syntax is the set of rules and principles that govern the arrangement of words
and phrases in a sentence to form a grammatically correct and meaningful statement.
It is an essential aspect of language that allows us to communicate effectively with
one another.
Syntax and its role in language. Syntax plays a crucial role in language as it
governs the way in which we construct meaningful sentences. By following the rules
of syntax, we can form sentences that are grammatically correct and convey a specific
meaning. Syntax helps us to organize our thoughts and ideas, allowing us to express
ourselves in a clear and concise manner.
In addition, syntax also allows us to distinguish between different types of
sentences, such as statements, questions, and commands. By understanding the
different types of syntax that exist, we can use language more effectively to
communicate our thoughts and ideas to others.
Parts of speech in syntax. The parts of speech are the building blocks of syntax,
and they are used to create sentences that have meaning. There are eight parts of
speech in english, including nouns, verbs, adjectives, adverbs, pronouns, prepositions,
conjunctions, and interjections.
Each part of speech has a specific role to play in syntax, and the way that they
are used in a sentence can have a significant impact on its meaning. For example,
verbs are used to express an action or a state of being, while nouns are used to
identify people, places, or things.
Word order in syntax. One of the most important aspects of syntax is word
order, which refers to the way in which words are arranged in a sentence. The order in
which words appear in a sentence can have a significant impact on its meaning and
can affect how well it is understood by others.
In english, the typical word order is subject-verb-object (svo), which means that
the subject of the sentence comes first, followed by the verb, and then the object.
10

However, there are many exceptions to this rule, and different languages use different
word orders depending on their syntax.
Types of sentences in syntax. There are four main types of sentences in english,
including declarative, interrogative, imperative, and exclamatory. Each of these
sentence types has a different syntax and is used to express a specific type of
meaning.
Declarative sentences are used to make statements, while interrogative
sentences are used to ask questions. Imperative sentences are used to give commands,
and exclamatory sentences are used to express strong emotions.
Syntax specific to programming languages. While syntax is most commonly
associated with spoken and written language, it is also an essential aspect of
programming languages. The syntax of a programming language refers to the rules
and conventions that govern the way in which code is written and organized.
Programming languages have their own unique syntax, which developers must
follow to ensure that their code is valid and can be executed properly by a computer.
Some examples of programming languages include java, python.
Common syntax errors and how to avoid them. One of the most common
challenges when working with syntax is avoiding errors. Syntax errors occur when the
rules of syntax are violated, resulting in a sentence or line of code that is invalid.
Examples of common syntax errors in language include sentence fragments,
run-on sentences, and comma splices. In programming languages, syntax errors can
include missing semicolons, misplaced brackets, and incorrect variable declarations.
To avoid syntax errors, it is essential to have a thorough understanding of the
rules of syntax and to proofread your work carefully. In the case of programming
languages, using an integrated development environment (ide) with syntax
highlighting and error corrections can help to identify and fix syntax errors quickly
and efficiently.
11

The importance of syntax in effective communication. Syntax plays a critical
role in effective communication in both spoken and written language. By following
the rules of syntax, we can ensure that our sentences are grammatically correct and
convey a specific meaning.
In addition, understanding the different types of syntax and how they are used
can help us to communicate more effectively with others. By using the appropriate
type of sentence and choosing the right words and phrasing, we can express our
thoughts and ideas clearly and concisely.
Syntax is an essential aspect of language and programming and is used to
govern the way in which words and phrases are arranged in a sentence or line of code.
By following the rules of syntax, we can communicate more effectively with others
and ensure that our sentences or code are grammatically correct and convey the
intended meaning.
Some of the key points discussed in this blog post include the types of syntax
errors that can occur, the importance of word order in syntax, and the different parts
of speech that play a role in creating meaningful sentences. By developing a deeper
understanding of syntax, we can use language with greater precision and
expressiveness, resulting in more effective communication and improved
understanding..
12

Conclusion on chapter I
The main focus of syntactic investigation in a given language is to analyze and
understand the rules and patterns that govern the structure of sentences in that
language. This includes studying the relationships between different elements within a
sentence, such as subjects, verbs, objects, adjectives, adverbs, and prepositions.
Syntactic research also involves examining how sentences are formed, how they can
be transformed or rearranged, and what principles guide the correct formation of
sentences in the language. By investigating these syntactic structures, linguists can
gain insights into the underlying grammatical system of the language and how
speakers of that language convey meaning through their use of words and sentences.
13

CHAPTER II. AN INVESTIGATION INTO SYNTACTIC AND
SEMANTIC FEATURES OF ENGLISH IDIOMS
2.1 Syntactic features of english idioms
Idioms are a common feature of language, used to convey meanings that are not
immediately apparent based on the individual words within the expression. They are
considered to be a form of figurative language, and play an important role in
communication by adding color and richness to the language.
Syntactic Features of Idioms:
One of the key features of idioms is their syntactic structure. Idioms often have
a fixed form, meaning that the words within the expression must appear in a specific
order for the idiom to retain its meaning. For example, the idiom "kick the bucket"
cannot be rearranged to "bucket the kick" without losing its intended meaning.
Idioms also often contain grammatical constructions that are not used in literal
language. For example, the idiom "don't count your chickens before they hatch"
contains a subjunctive clause ("before they hatch") that is not typically used in literal
language.
Semantics Features of Idioms:
The semantics of idioms often go beyond the literal meanings of the individual
words within the expression. Instead, idioms have a figurative or metaphorical
meaning that is often derived from cultural or historical contexts. For example, the
idiom "barking up the wrong tree" does not literally mean that someone is barking at a
tree, but rather that they are pursuing the wrong course of action.
Idioms can also have multiple meanings or interpretations, depending on the
context in which they are used. For example, the idiom "burning the midnight oil" can
mean working late into the night, but it can also convey a sense of dedication or hard
work.
Syntactically, Baker thinks that speakers and writers cannot (1) change the
order the words in an idiom, (2) delete a word from an idiom, (3) add a word to an
14

idiom, (4) replace a word with another, and (5) change idioms’ grammatical structure.
It can be understood that there are few variations of idioms in terms of the
replacement of lexical items and grammatical structures. Besides, Makkai maintains
that anidiom is composed of at least two words and conventional expressions. Baker
adds that some idioms having ‘situation-or register-specific formulae perform a
stabilizing role in communication’ (p. 68). For example, some of them are ‘Many
happy returns’, ‘Merry Christmas’, and ‘Yours sincerely’. Flavel and Flavel maintain
that idioms are ‘very fixed grammatically’. It can be said that constituents of idioms
cannot be separated in most cases. Baker highlights that ‘a person’s competence in
actively using the idioms and fixed expressions of a foreign language hardly ever
matches that of a native speaker’, and it is not easy to know ‘when and how an idiom
can be manipulated’. As regards the importance of idioms, Larson states that the
translators need to ‘use idioms fluently and competently in the TL’, i.e. target
language. Therefore, it is believed that if EFL learners are exposed to English idioms
in a variety of communicative situations, they will acquire a certain number of
English idioms and be able to use them in daily communication and for professional
purposes.It can be said that recognizing English idioms syntactically or structurally is
important. Arnold classifies idioms based on syntactic structure or parts of speech
into seven kinds. These comprise (1) nominal idioms, (2) verbal idioms, (3) adjectival
idioms, (4) adverbial idioms, (5) prepositional idioms, (6) conjunctional idioms, and
(7) interjectional idioms. Unlike Arnold, Koonin divides English idioms into four
types from a functional perspective. These consist of (1) nominative idioms, (2)
nominative-communicative idioms, (3) interjectional idioms, and (4) communicative
idioms. In this study, only Arnold’s (1986) categorization of idioms was used to
investigate syntactic features of English idioms with the scope of 484 idioms with
body parts extracted from OALD8. The classification of.
English idioms with body parts based on syntactic structure helps EFL learners
identify English idioms with body parts in specific communicative situations. EFL
15

learners need to locate English idioms in the text and infer their functional use so that
they can translate them into Vietnamese easily and lively.
1. Non-literal meaning: Idioms have figurative meanings that are separate from
the literal meanings of the individual words used in the expression.
2. Fixed structure: Idioms typically have a fixed structure in terms of word
order, and changing the word order or substituting words can change the meaning of
the idiom.
3. Fixed collocations: Idioms often consist of specific words that are commonly
used together in a fixed phrase, and changing any part of the phrase can alter the
meaning.
4. Non-compositional: The meaning of an idiom cannot be predicted based on
the meanings of its individual words. The meaning of the idiom as a whole is often
unrelated to the literal meanings of the words it contains.
5. Context-dependent: The meaning of an idiom may depend on the context in
which it is used, and the same idiom can have different meanings in different
situations.
6. Syntactic flexibility: While idioms have fixed structures, they can sometimes
be modified or adapted to fit different grammatical contexts without changing their
overall meaning.
16

2.2 Semantic features of english idioms
1. Figurative language: Idioms often consist of figurative language, which
means that the meaning of the idiom is different from the literal translation of the
words used. For example, the idiom "break the ice" does not actually involve breaking
any ice, but rather means to start a conversation or make a situation less awkward.
2. Cultural references: Many idioms contain cultural references that may not be
immediately apparent to those who are not familiar with the culture in which the
idiom originated. For example, the idiom "skeletons in the closet" refers to hidden
secrets or shameful things from the past, but someone who is not familiar with the
origin of the idiom may not understand this meaning.
3. Colloquial language: Idioms are often colloquial expressions that are
commonly used in everyday language, but may not make sense when translated
literally. For example, the idiom "hit the hay" means to go to bed, but the literal
meaning of the words does not convey this idea.
4. Fixed phrases: Idioms are fixed phrases that are not typically altered or
changed in any way. They have a set form and structure that must be used in order to
convey their intended meaning. For example, the idiom "beggars can't be choosers"
must be used in its exact form in order to convey the idea that someone in a desperate
situation should not be picky about what help they receive.
Semantic Features of English Idioms Semantically, Nguyen and Nguyen (2019)
find that figurativeness is one of the typical features of idioms. Figurative meanings
can be expressed by using simile, metaphor, metonymy, rhetoric and exaggeration.
They add that English idioms can express meanings positively, neutrally or
negatively. They also maintain that meanings of appreciation and attitude are
integrated into idioms to express meanings of respect, approval, disagreement,
disregard and sympathy. Besides, Ambrose maintains that learning vocabulary of
English requires being aware of denotative and connotative meanings to infer
figurative meanings of idioms.In the context of teaching and learning English, Chen
17

and Lai (2013) argue that rote learning and memorization of idioms are a waste of
time and effort because learners learn idioms without associating forms with
meanings. They maintain that meanings of idiomatic expressions are arbitrary and not
predictable. From this view, it can be easily seen that it is essential for teachers of
English to design tasks that help their EFL learners recognize and use English idioms
in a variety of communicative contexts. Additionally, Baker finds that English idioms
are used in a variety of text types; serious, international magazines; advertisements;
promotional materials and tabloid press. Teachers of English should introduce English
idioms in various contexts so that they can use them in real communication in future,
whereas EFL students need to actively learn English idioms through learning sources
(e.g., books, movies, YouTube videos and so forth) that they can be exposed to.More
importantly, Thyab adds that all speakers of English language should know and be
proficient in employing idiomatic expressions in English. Some people argue that
idioms are only used in spoken language or informal conversations; however, Laflin
insists that idiomatic expressions are utilized in both formal and informal situations.
Baker states that ‘using idioms in English is thus very much a matter of style’. He also
distinguishes ‘written and spoken discourse’ and argues that ‘written mode is
associated with a high level of formality, tend, on the whole, to avoid using idioms in
written texts’. In reality, idioms can be used in both formal and informal situations
according to communicative purposes. In general, using idioms in real communicative
situations is a signal of a proficient and fluent learner like native speakers of
language. EFL learners should take ‘questions of style, register and rhetorical effect’
into consideration when using English idioms to serve communicative purposes.
Therefore, English idioms are of great importance in the process of learning EFL. In
addition, there have been a great number of studies on difficulties or challenges in
learning and using English idioms. Gibbs et al. Emphasizes that even native speakers
find learning and understanding idioms hard. In other words, there are some cases in
which speakers would not like to express their ideas explicitly and literally, so they
18

have to use idioms to express their ideas implicitly. This can avoid hurting other
people’s feelings and saving their face. Kövecses and Szabó (1996) remark that
idioms are a challenge for L2 learners. Later, Chen and Lai (2013) observe that
learners who are less exposed to target language have difficulty in understanding
conceptual metaphors because of not knowing cultural conventions. This means that
the lack of background knowledge such as cultural knowledge also brings some.
19

Conclusion on chapter II.
In conclusion, idioms are a fascinating aspect of language that demonstrate the
richness and complexity of communication. Through their unique syntactic and
semantic features, idioms play an important role in conveying nuanced meanings and
adding depth to language.
20

CONCLUSION
Questions play a crucial role in communication, allowing speakers to gather
information, seek clarification, and engage in conversation. In English, questions can
take various forms, but they generally involve some alteration in word order or the
addition of question words such as who, what, where, when, why, and how.
This investigation aims to examine the syntactic structure of English questions,
focusing on the different types of questions and the rules governing their formation.
By analyzing the underlying grammatical patterns of questions, we can gain a deeper
understanding of how they are constructed and used in everyday language.
Through this investigation, we have explored the syntactic structure of English
questions, including the different types of questions and the rules governing their
formation. By understanding these grammatical patterns, we can better analyze and
interpret questions in spoken and written language, enhancing our overall
communication skills..
21

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An investigation into syntactic structure of English questions

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