Background
Grammar has always been the dominant focus of attention in course books and syllabuses concerning language learning because
Effective communication relies on the presence of a structured framework, including proper grammar and shared assumptions about language functioning Additionally, it requires participants' willingness to collaborately negotiate meaning, ensuring clear understanding between parties [Savignon, 1983: 226].
In the same vein, grammatical structures have drawn the attention of Vietnamese adult learners of English in general and Vietnamese high school students in particular
Traditional grammar lessons in Vietnamese high schools often focus on teaching students new grammatical points, their forms, and rules to memorize, primarily emphasizing form over meaning This approach leads students to understand grammar based on individual words rather than their relationships within structures, making it difficult to grasp the true meaning conveyed As a result, Vietnamese high school students frequently struggle to comprehend and effectively use grammatical structures, hindering their ability to communicate accurately and confidently in English.
At Gia Dinh High School, teaching and learning grammar can be challenging for students, particularly when it comes to understanding complex structures Many students struggle specifically with prepositional phrases that include "to" or "for." Addressing these difficulties is essential to improve students' overall grasp of English grammar and enhance their language proficiency.
For example, the students are explicitly taught that ditransitive verbs are verbs that require two noun phrases (abbreviated to NPs) as its complementation
According to Burton (1997: 83), sentences typically consist of a direct object (dO) and an indirect object (iO), with the iO usually referring to a person and positioned before the dO Understanding the structure of these objects is essential for correct sentence construction and improves clarity in communication Examples of this structure can help illustrate how indirect objects often precede direct objects, especially when referring to people, enhancing both grammatical accuracy and SEO relevance in content writing.
(1)a He gave his wife a camera for Christmas
S + V + iO + dO. b I wish you a Merry Christmas [Swan]
Following the dO, the iO must be in the form of a prepositional phrase
(abbreviated to PP) beginning with to or for, illustrated by the following structure and its examples:
(2)a Mother bought the ice-cream for you, not for me b I handed my licence to the policeman [Swan]
Students are advised to memorize key ditransitive verbs that commonly take the preposition "for," such as buy, book, keep, fetch, reserve, and save, to accurately identify "for-iO" structures Additionally, verbs that typically take the preposition "to," like give, hand, offer, send, show, teach, and pass, should also be learned to distinguish "to-iO" structures These distinctions are important for understanding sentence construction, as exemplified in examples (3-4)a-b, which clarify the different syntactic patterns involved.
(3)a I’ll find Ann a job b I’ll find a job for Ann (not to) (4)a I gave Tom the book b I gave the book to Tom (not for) [Thomson & Martinet]
Understanding the structures of ditransitive verbs presents multiple challenges for students Despite their efforts to memorize instructional content, students often struggle to correctly produce these structures in written exams and daily conversations, especially when encountering unfamiliar verbs or similar-looking structures that differ in meaning A common issue is their uncertainty about whether to use "to" or "for" in these constructions, highlighting a lack of understanding of why certain structures, such as (3)a with "for" and (4)a with "to," are used as alternatives Clarifying these prepositional choices is essential for improving students’ grasp of ditransitive verb structures and enhancing their grammatical accuracy.
Students often struggle to distinguish the subtle differences in meaning between the to-iO and for-iO structures, especially when verbs can take either preposition This confusion can lead to misuse, as learners may use these structures interchangeably instead of understanding their specific contexts Mastering the correct usage of the to-iO and for-iO forms is essential for precise communication, as each structure conveys distinct nuances in sentence meaning.
(5)a Karen wrote a letter to her boyfriend b Karen wrote a letter for her boyfriend [Collins]
Classifying verbs such as wish, give, and explain as ditransitive verbs can be problematic for students, as these verbs do not fit into the typical structures associated with ditransitive verbs [Swan, 1995: 608-609] For example, the misuse illustrated in sentences (6-7-8)a demonstrates that these verbs cannot occur in both of the standard structures, leading to confusion and errors in grammatical usage.
(6)a He wished me a happy birthday b *He wished a happy birthday to me [Downing & Locke]
(7)a He gave the door a push b *He gave a push to the door [Downing & Locke]
(8)a I’d like him to explain his decision to us b *I’d like him to explain us his decision [Swan]
The students seem stranded on the proverbial plateau when they encounter multiple choice question tests (abbreviated to MCQ tests) related to prepositional phrases containing to or for as in (9)a-d:
The waiter brought cocktails for these guests, providing them with refreshing drinks to enjoy Cocktails were served to the guests by the attentive waiter, ensuring a pleasant dining experience Whether directly delivered or thoughtfully prepared, the waiter’s role in bringing cocktails enhanced the guests’ overall satisfaction.
Quite often, they cannot distinguish the implied meanings conveyed in these four choices and thus, do not know which choices amongst a-d are correct for the question
A recent survey conducted by TPF at Gia Dinh High School revealed that students have not been properly taught the common grammatical issues they encounter Many students mistakenly believe that these errors are exceptional cases in English, leading them to accept and memorize them without understanding the underlying rules This highlights a significant gap in English education, emphasizing the need for clearer instruction on grammar fundamentals to improve students' language proficiency.
PT The result of which will be discussed in detail in Chapter 4 of the thesis
High school students are often taught descriptive grammar that focuses on English clauses without explaining their underlying purpose or meaning This approach emphasizes grammatical form over understanding, neglecting the important connection between structure and conveying meaning As a result, students struggle to grasp the true function of grammar, hindering their ability to effectively communicate in English.
Language functions as a system of meanings expressed through specific grammatical forms, allowing speakers and writers to convey their intended messages effectively Understanding how different structures, such as the for-iO and to-iO, serve distinct communicative purposes is essential in language teaching Educators should introduce students to these grammatical structures, explaining their meanings and usage to enhance both spoken and written communication skills Recognizing that the for-iO structure typically indicates the Beneficiary in a material process helps learners grasp nuanced meaning and improve their overall language proficiency.
In 1995, it was noted that certain verbs such as bake, buy, cook, fetch, make, and pour typically express the role of the Agent involved in a material process, performing actions like transferring goods, services, or information from one person to another The same period also highlighted that verbs like receive or get indicate the role of the Recipient, who is involved in the transfer process of these materials or information between individuals According to Downing & Locke, these distinctions help clarify the roles played by different participants in such actions, enhancing our understanding of semantic roles in language.
In 1995, researchers identified verbs such as give, send, lend, grant, and pay as indicating benefactive relationships, where the beneficiary benefits from the process or service The beneficiary is the person who benefits from the action, while the recipient is the individual who receives the goods or services For example, “Karen wrote a letter for her boyfriend” suggests that her boyfriend intended to send the letter, with Karen as the writer, whereas “Karen wrote a letter to her boyfriend” indicates the letter was addressed to him for reading Therefore, a functional approach is essential in teaching English declarative sentences with to- or for-prepositional phrases to high school students, emphasizing the different roles and meanings conveyed by these prepositions.
Statement of purpose
This MA thesis explores English declarative clauses that include to- or for- prepositional phrases from both descriptive and functional perspectives It aims to analyze the structural and functional aspects of these clauses to enhance understanding Moreover, the study proposes integrating both descriptive and functional grammar approaches into teaching these declaratives to Vietnamese high school students The goal is to improve students’ acquisition and mastery of such clauses, thereby enriching their overall English language proficiency.
Significance of the study
High school English grammar instruction has largely overlooked the meaning and appropriate usage of grammatical structures, focusing instead on their form Despite the interconnected nature of grammar and semantics, many educators still view them as separate systems, reducing students’ understanding of how grammar functions in communication This disconnect has led to persistent misunderstandings, such as difficulties with English declaratives containing to- or for-prepositional phrases, which remain confusing myths for students Addressing this gap is essential to enhance students' grammatical comprehension and effective language use.
This article emphasizes the importance of integrating functional aspects into the explanation of English declaratives containing to- or for-prepositional phrases By doing so, it aims to dispel common myths about the difficulties associated with these structures The goal is to highlight the need for a new approach to teaching grammar to Vietnamese high school students, combining both descriptive and functional perspectives to enhance understanding and learning.
Understanding the meaning and usage of grammatical structures is essential for high school students, as it enhances their thinking skills and reduces reliance on rote memorization This approach not only improves performance on mid-term and end-of-term exams that emphasize grammar but also enables students to communicate more effectively and naturally in English.
Limitations
Due to the constraints of time and resources, the research has been done only on English declaratives, i.e neither interrogatives nor imperatives are within its scope
This study analyzes declarative sentences containing to- or for-prepositional phrases in monotransitive and one-word ditransitive verbs, excluding phrasal and prepositional verbs, based on Downing & Locke (1995) Conducted over approximately nine months from January to October 2008, the research examines clauses from both descriptive and functional perspectives The aim is to identify challenges faced by high school students in understanding these clauses and to develop both theoretical insights and practical solutions to address these issues.
This study focuses on teaching English declarative clauses with to- or for-prepositional phrases involving monotransitive and one-word ditransitive verbs to Vietnamese high school students Due to the descriptive and exploratory nature of the research, as well as the data collection methods used, the findings and recommendations are limited to this specific area Consequently, other verb types and broader grammatical structures are excluded from the discussion to ensure focused and relevant insights into English language instruction.
Delimitations
This M.A thesis focuses on challenges related to English declarative sentences that include to- or for-prepositional phrases with monotransitive and one-word ditransitive verbs The study investigates common clauses that form the foundational structures for various sentence types Understanding these constructions is essential for grasping the complexities of English syntax and improving language proficiency.
Eleven P th P grade English-majored students out of 3,169 at Gia Dinh High School demonstrate the importance of mastering diverse grammatical structures This study’s recommendations aim to enhance the teaching and learning of grammar, benefiting Vietnamese high school students in understanding complex grammatical concepts The findings suggest that targeted grammar instruction can improve overall language proficiency among high school learners.
Methodology
This study employs qualitative methods, including a comprehensive review of documents on English declaratives featuring to- or for-prepositional phrases with monotransitive and one-word ditransitive verbs It offers a detailed analysis of these declaratives from both descriptive and functional perspectives, providing insights into their grammatical structures Additionally, the research outlines the study design to evaluate the effectiveness of integrating descriptive and functional grammar approaches in teaching and learning grammatical structures, specifically focusing on English declaratives at the institution.
This M.A thesis employs various quantitative methods to identify and categorize potential frames describing English declaratives that contain to- or for-prepositional phrases with monotransitive and one-word ditransitive verbs It aims to quantify these frames, provide sources and examples for each, and analyze common challenges faced by students when interpreting these English declaratives Additionally, the study offers practical teaching and learning implications to address these difficulties and enhance students' understanding of prepositional phrases in English sentence structures.
This study combines quantitative and qualitative methods to assess students' understanding of English declaratives containing to- or for-prepositional phrases through a series of tests and quizzes Quantitatively, problems related to these clauses are classified and assessed via diagnostic and achievement tests, including essay and multiple-choice formats, administered over four months to 131 10th and 11th grade English majors at Gia Dinh High School Student scores from pre- and post-tests are compared to measure progress Qualitatively, students’ difficulties, identified through diagnostic results and questionnaire responses, are analyzed and synthesized, providing insight into their conceptual and functional understanding of these clauses The discussion highlights significant improvements in students’ scores from pre- to post-test phases, demonstrating their enhanced mastery of English declaratives with to- and for-prepositional phrases from both descriptive and functional perspectives, and underscores the effectiveness of the instructional interventions.
Using a combination of qualitative and quantitative data collection methods enables effective triangulation, ensuring comprehensive analysis of the clauses studied This approach allows for a clearer understanding of students' challenges with these clauses and provides thorough explanations of the issues identified Consequently, the findings inform practical teaching implications, enhancing instructional strategies based on evidence-driven insights.
This M.A thesis presents a comprehensive descriptive, analytic, and statistical study of English declarative sentences containing to- or for-prepositional phrases with monotransitive and one-word ditransitive verbs The research method includes analyzing these clauses from both descriptive and functional grammar perspectives to identify common problems faced by students in understanding and constructing such sentences It further explores potential solutions to improve students’ comprehension and usage of these clauses Based on the findings, the study recommends implementing targeted teaching strategies that incorporate both descriptive and functional grammar approaches for all students at Gia Dinh High School, including those majoring in English, to enhance their command of complex English clauses.
Organization of the thesis
This M.A thesis consists of the following chapters:
- Introduction provides the background for the study done for the M.A thesis
Chapter 1 provides an overview of English declarative sentences that include to- or for- prepositional phrases with monotransitive and one-word ditransitive verbs It also reviews common teaching methodologies used to instruct high school students on these clauses Additionally, the chapter analyzes the challenges faced by 10th and 11th grade English-major students at Gia Dinh High School when working with these grammatical structures.
- Chapter 2 gives potential semantic roles conveyed by English declaratives containing a to- or for-prepositional phrase from functional point of view
- Chapter 3 describes the methodology used in the study
- Chapter 4 presents the results of the study and discusses the findings from its sources of data
- Chapter 5 provides suggestions and teaching implications of the clauses in question to Vietnamese high school students based on descriptive grammar as well as functional grammar
- Conclusion summarizes the study done for this M.A thesis.
LITERATURE REVIEW
Linguistic notions
Descriptive grammar reflects linguistic competence, encompassing the discrete sounds, sound patterns, basic units of meaning, and the rules for forming sentences It involves an internalized, unconscious set of rules that enable effective communication To understand the nature of language, one must grasp these underlying rules that native speakers instinctively know The descriptive grammar of a language aims to describe all the knowledge native speakers have about their language, focusing on its forms and structures (Fromkin et al., 1999: 10-11)
PT Linguistically called “phonemes” [Buchanan, 1963: 90; Richards, Platt & Weber, 1987: 214; [Roach, 1991: 38]
Functional grammar is designed to reflect actual language use by interpreting words based on their meaning and their role within the broader linguistic system According to Halliday (1994), it examines how language functions in communication, emphasizing the importance of understanding both the meaning and purpose behind linguistic elements to analyze language effectively.
A functional approach to grammar, as explained by Halliday (1994) and Butt et al (2000), focuses on how language is used in real-life contexts rather than its formal structure This perspective emphasizes understanding how language varies based on users and purposes, highlighting the relationship between language and cultural context The goal is to facilitate comprehension of how language functions in different situations and for diverse audiences, prioritizing practical usage over theoretical ideals.
The functional approach to grammar analyzes language structures as configurations of functions, highlighting how form relates to meaning and how meaning connects to the context or situation This perspective provides essential insights into understanding the relationship between grammatical forms and their communicative functions, making it a valuable framework for language analysis According to Downing and Locke (1995), this approach offers "means of understanding the relation of form to meaning and meaning to situation," emphasizing its relevance in linguistic studies.
Clauses are grammatical constructions consisting of a subject, typically a noun phrase (NP), and a predicate, usually a verb phrase, that together form a complete thought [Jacobs, 1995: 49] For example, in the sentence "Clara delayed her graduation," "Clara" functions as the subject, and "delayed her graduation" serves as the predicate English clauses can be categorized into various types, such as finite versus non-finite, independent versus dependent, and subordinate versus embedded clauses, each serving different functions within sentences Optimizing the understanding of clause structures is essential for mastering English grammar and sentence construction.
1.1.2.1.1 Finite clauses vs non-finite clauses
Finite clauses are distinguished from non-finite ones by the form of the verb used; they explicitly express tense, person, or number For example, finite verbs include "is," "eats," "locked," and "went," which indicate specific time or subject references When a verb is in a finite form, the clause is classified as a finite clause, providing clear grammatical information about the action or state Understanding the difference between finite and non-finite clauses is essential for proper sentence construction and grammatical accuracy.
By contrast, “a non-finite clause is a clause with a non-finite (tenseless) verb group Main clauses are always finite, so non-finite clauses can only be subordinate” [Burton-Roberts, 1997: 250]:
(13) For Sandra TO DELAY her graduation is unnecessary
(14) I let him DO it by himself
(15) The light HAVING GONE out, we lighted candles
1.1.2.1.2 Independent clauses vs dependent clauses
Linguists give definitions of independent clauses from their own perspectives:
“A clause that can stand alone as a sentence is called a main clause or sometimes an independent clause.” [Jacobs, 1995: 65]
An independent clause “does not depend on another clause, although it may be linked to another independent clause, or to a dependent clause.” [Richards et al, 1987: 77]
“An independent clause functions independently of other messages…it is always Finite; that is, it contains a Subject and a verbal group with a Finite element.” [Butt et al, 2000: 166]
Traditional term of independent clause is “simple sentence.” [Downing & Locke, 1995: 4]
Below are some examples of independent clauses, being marked (16-17):
(16) Sharon’s car HAD BROKEN down
(17) Sharon’s car HAD BROKEN down, and this ASTONISHED the mechanic
In the same vein, various definitions of dependent clauses are given:
“Dependent clauses do not stand on their own as sentences.” [Jacobs, 1995: 65]
A dependent clause is a subordinate clause that cannot stand alone as a complete sentence and must be used with an independent clause to form a complete grammatical construction According to Richards et al (1987), it depends on the main clause and is essential for conveying complex ideas in English sentences Understanding dependent clauses is crucial for mastering sentence structure and improving overall language proficiency.
“Dependent clauses function to provide circumstantial information about other clauses and projections from verbal and mental process.” [Butt et al, 2000:
Examples of independent clauses are given in (18-19):
(18) The police REPORTED that Sharon’s car HAD BROKEN down
(19) They MISSED the flight because Sharon’s car HAD BROKEN down
1.1.2.1.3 Embedded clauses vs subordinate clauses
Of significance is the distinction between embedded and subordinate clauses:
Omitting embedded clauses from a sentence typically results in ungrammaticality because these clauses serve as essential arguments—such as subjects or objects—for their higher predicates Embedded clauses are indispensable for maintaining grammatical correctness, as losing these arguments compromises sentence structure In contrast, subordinate clauses do not require arguments of a predicate and are not used as subjects or objects, highlighting their different grammatical role (Jacobs, 1995: 65, 68)
Embedded clauses serve as Participants within the clause structure or as part of the nominal group in prepositional phrases, enhancing sentence complexity (Butt et al., 2000) Many subordinate clauses act as optional adjuncts, which can be omitted without rendering the sentence ungrammatical, highlighting their flexible role in sentence construction (Tô Minh Thanh, 2005) Understanding the function of embedded and subordinate clauses is essential for mastering advanced English syntax and improving language comprehension.
Respectively shown as typical examples of embedded and subordinate clauses are (20-21):
(20) That Sharon’s car HAD BROKEN down ASTONISHED the mechanic
(21) She LOCKED the door so as TO PREVENT any more intrusions
Clauses are structured through three distinct functional components: the ideational, interpersonal, and textual The ideational component represents clauses as a depiction of processes within human experience, conveying meanings related to actions and concepts The interpersonal component focuses on clauses as a means of social exchange, facilitating the transmission of information, goods, or services between speaker and listener Lastly, the textual component regards clauses as messages, organizing information to achieve coherence and clarity within communication These interconnected components, as described by Halliday (1994), form the foundation of meaningful and functional language use.
Clauses capture our experience of the world by describing events, actions, and circumstances both externally and internally [Butt et al., 2000: 36] They represent "goings-on" such as happening, doing, sensing, meaning, and becoming, which form the fundamental processes in language These processes include material, mental, relational, behavioral, verbal, and existential, with this thesis focusing specifically on material and verbal processes [Halliday, 1994: 106ff].
Processes are closely associated with their Participants, which are realized through nominal groups or prepositional phrases, as exemplified in sentences (22-23) Additionally, Circumstances, indicated by adverbial groups, prepositional phrases, or nominal groups, are integral to the structure, as shown in examples (24-26) According to Halliday (1994), understanding these elements is essential for analyzing the function and meaning within a sentence.
(22) The lion CAUGHT the tourist.
Participant: ACTOR Process: MATERIAL Participant: GOAL
(23) She always PRAISED him to her friends
Participant: SAYER Process: VERBAL Participant: TARGET Participant: RECEIVER
(24) And Jill CAME TUMBLING after
Participant: ACTOR Process: MATERIAL Circumstance: TEMPORAL
(25) He TOOK the children to the circus
Participant: ACTOR Process: MATERIAL Participant: PHENOMENON Circumstance: PLACE
(26) The old woman COMPLAINED all night
Participant: SAYER Process: VERBAL Circumstance: EXTENT IN TIME
Clauses in English serve three main functions: declarative, interrogative, and imperative These functions are expressed through different mood types, which form the foundational grammatical system In English, the realization of these moods depends on specific sentence structures, such as the presence or absence of certain verb forms, enabling clear communication of statements, questions, and commands Understanding mood types is essential for mastering English syntax and effective language use.
This article examines the relationship between the subject and the finite element TPF 3 FPT, focusing on the order in which they occur within sentences According to Downing and Locke (1995: 164), understanding the placement of these elements is crucial for analyzing sentence structure The scope of this study is limited to declarative clauses, as detailed in the rest of the thesis, emphasizing how the subject and finite element interact specifically within these sentence types.
The declarative is an independent clause in indicative mood TPF 5 FPT to express a statement and accompanied by falling intonation [Halliday, 1994; Downing & Locke, 1995]:
(27) Bears EAT honey Bears DON’T EAT honey [Halliday]
(28) Janice WILL GIVE Chris the address tomorrow [Downing & Locke]
A declarative typically begins with the Subject [Downing & Locke, 1995: 6] and the distribution of elements in the clause tends to follow the principle of end- weight TPF 6 FPT [Biber et al, 1999: 898]
In natural language use, the order of clause elements is speaker-selected: whichever element can be at initial position [Downing & Locke, 1995: 6]
In a typical declarative sentence, the Theme is unmarked when it overlaps with the Subject, serving as the default starting point of the message Conversely, the Theme becomes marked when speakers select other clause elements as the focus or point of departure, emphasizing different parts of the sentence for clearer communication According to Halliday (1994), understanding how Themes are marked or unmarked is essential for analyzing sentence structure and information focus.
(29) Janice [Unmarked Theme] WILL GIVE Chris the address tomorrow
(30) The address [Marked Theme] Janice WILL GIVE Chris tomorrow
(31) Tomorrow [Marked Theme] Chris WILL BE GIVEN the address (by Janice)
Pedagogical notions
Language learning, also known as explicit learning, involves the formal study of language rules through a conscious process Learners actively attend to language forms, analyze and understand underlying rules, and become aware of these patterns This structured approach enables learners to discuss and apply language rules effectively, enhancing their overall language proficiency According to Krashen (1987), explicit learning emphasizes deliberate attention to language structure, making it a vital component of effective language acquisition strategies.
Error correction is a crucial component of language learning, as learners tend to focus heavily on accuracy and correct forms However, this emphasis can hinder fluency, causing learners to struggle with speaking fluently due to frequent self-correction during their utterances This tendency is rooted in their reliance on learned grammatical rules, which can interfere with spontaneous language use [Krashen, 1987: 19, 20, 60]
According to Krashen (1987: 15ff), conscious learning has a limited impact on language performance, serving mainly as a monitor or editor It intervenes only when learners have enough time to select and apply learned rules, focus on accuracy, and understand the grammatical rules This suggests that natural, subconscious acquisition plays a more significant role in language fluency than conscious learning.
Language acquisition is an intuitive and unconscious process involved in naturally developing proficiency in a language It encompasses understanding language and using it for meaningful communication, highlighting its role as a key aspect of naturalistic language learning According to Brown (2000), it is the process of constructing a language system subconsciously, while Richards and Rodgers (1986) emphasize that it involves the natural development of language skills through understanding and practical use.
Acquirers prioritize the truthfulness and clarity of their messages, focusing on fluent communication rather than surface structures In language acquisition, grammatical structures are acquired in a predictable, natural order, with some rules learned earlier than others Additionally, speaking significantly influences both the quantity and quality of input learners receive, indirectly contributing to their language development According to Krashen (1987), actual speech plays a vital role in shaping language proficiency by affecting the input received by the learner.
PT For more information about the predictable or “natural” order, see Principles and Practice in Second
1.2.3 The question of internalization TPF 15 FPT
Krashen (1987) distinguishes clearly between subconscious language acquisition and conscious language learning, asserting that learned language cannot become part of the core acquired language store and that learning does not directly facilitate language acquisition However, other methodologists like Harmer (1991) and McLaughlin (1990a) argue that it is empirically impossible to differentiate between conscious learning and unconscious acquisition or to determine whether someone has truly learned or acquired a specific language skill.
Gregg (1984: 82) critiques the lack of evidence supporting Krashen’s claims, emphasizing that if unconscious knowledge can be consciously accessed, then conscious knowledge can also become unconscious This insight highlights the fluid relationship between conscious and unconscious knowledge in language learning, supporting the idea that knowledge is not static but can shift between different states of awareness.
About this matter, Brown [2000: 279, 280] points out:
Language learning is a personalized process where both different levels of learning and acquisition can be advantageous, depending on individual learner styles and strategies Incorporating conscious rule learning and form-focused instruction can significantly enhance learners' ability to develop successful communicative competence.
According to Fromkin et al (1999), language acquisition occurs when learners are exposed to comprehensible input in low-anxiety, supportive environments This process, often referred to as "picking up" the language naturally, emphasizes the importance of minimizing learner anxiety and defensiveness Providing learners with understandable language input is essential for effective language learning, facilitating fluent and authentic linguistic development.
PT Internalization is a process in which learning becomes acquisition [Krashen, 1987: 81, 84]
The study detailed in the MA thesis challenges the traditional view by demonstrating that, while learning may not enable students to fully “acquire” a language like native speakers, it creates an essential environment for effective language acquisition When learners receive meaningful and relevant input, they can unconsciously use the language, highlighting that learning significantly contributes to language acquisition.
Based on my research and personal experience in learning and teaching English, I support Gregg (1984) and Brown (2000) in their view that "conscious knowledge is capable of becoming unconscious" (Gregg, 1984: 82) This perspective offers a positive and encouraging outlook for language learners in Vietnam, highlighting the potential for developing fluent, automatic language skills through effective teaching methods.
Comprehensible input, also known as roughly-tuned input, is the language that learners are exposed to which is just beyond their current level of competence, allowing them to understand most of it while still being challenged to improve (Brown, 2000: 278) This concept emphasizes the importance of providing learners with language input that is sufficiently understandable to facilitate effective language acquisition and gradual progress By exposure to such targeted input, learners can naturally develop their language skills within a supportive and stimulating environment.
Teaching methodology
The Grammar-Translation Method emphasizes the explicit teaching of grammar through deductive instruction in the students' native language It involves providing long, detailed explanations of grammatical rules and structures to help students memorize and understand syntactic concepts This approach prioritizes grammatical accuracy and rote learning, focusing on applying learned rules to various examples for language mastery.
Both the Direct Method and Audio-Lingual Method emphasize oral presentation and practice, but they place less importance on explicit grammar teaching compared to the Grammar-Translation Method Grammar is taught inductively through examples in the target language, with little or no focus on analyzing grammatical rules Structural patterns are introduced using contrastive analysis and taught incrementally, often through repetitive drills to reinforce learning.
The Silent Way Method emphasizes learning through contextualized situations rather than explicit grammar instruction According to Larsen-Freeman (1986), students acquire sentence structures by engaging with carefully designed learning scenarios created by teachers Minimal corrective feedback is provided to support students' language output, encouraging autonomous learning (Brown, 2001) This approach fosters active student participation and internalization of language patterns without relying heavily on direct correction or explicit rules.
In Suggestopedia, grammar is addressed explicitly but with minimal emphasis, primarily through visual aids Grammatical structures are displayed on posters hung around the classroom, enabling students to unconsciously perceive and absorb them These posters are regularly updated every few weeks to reinforce learning and maintain engagement (Larsen-Freeman, 1986: 81-84)
In Community Language Learning (CLL), grammar is not the primary focus; instead, grammatical structures are identified through the teacher’s transcription of students' conversations These structures are then examined in the students' native language with the teacher’s guidance, emphasizing a communicative and student-centered approach to language learning (Larsen-Freeman, 1986: 99-104)
PT Deductive approach is the one in which learners are given rules and then apply these rules to exercises or when they use the language [Richards et al, 1985: 73]
The inductive approach in language learning involves providing learners with examples that enable them to discover and grasp grammatical rules independently, without explicitly presenting the rules According to Richards et al (1985), this method encourages active learning by allowing students to infer generalizations from authentic language usage.
Total Physical Response (TPR) is a language teaching method that emphasizes action-based learning over traditional grammar instruction In TPR, grammar is taught inductively, focusing primarily on imperative and interrogative structures The method utilizes physical drills to reinforce language learning, making it especially effective for beginners According to Richards & Rogers (1986), TPR prioritizes comprehension and responses through physical activities, minimizing explicit grammar explanations This approach promotes natural language acquisition by engaging students in meaningful, action-oriented tasks.
In Communicative Language Teaching (CLT), grammar is taught as a tool to help learners convey their intended meaning effectively within real-life situations Teaching approaches can be deductive or inductive, focusing on the meanings and functions of grammatical forms depending on the context and the roles of the speakers involved Instead of emphasizing the explicit presentation of grammatical rules, CLT prioritizes understanding language use in situational contexts to promote meaningful communication.
Throughout the history of language teaching methodologies, grammar instruction has primarily focused on explaining grammar rules to learners, resulting in students knowing extensive grammatical concepts but often lacking the ability to use the language effectively for communication.
Learners either practice mastering grammatical patterns through analogy, which can lead to fluency but may hinder appropriate use in real communication outside the classroom, or they are given opportunities to use English in realistic situations but lack understanding of the grammatical rules According to Nunan (1998), this highlights the challenge of balancing declarative knowledge and practical application in language learning.
1.3.2 Common ways of teaching English grammatical structures
According to Ur (1996: 75ff), grammar influences both the structure and meaning of language, emphasizing that correctness alone is insufficient for meaningful communication Grammar should be viewed as a tool for enhancing language mastery rather than an end in itself, with learners needing to understand how to convey meaning within real-life contexts Ur (1996: 84) also highlights the importance of combining form-focused and meaning-focused activities, which help students transition from accuracy to fluency and enable them to independently produce correct language in authentic situations.
Awareness: learners are given some kind of discourse, encounter the learned structures and do a task that focuses their attention on its form and/or meaning
Controlled drills are essential for language learners to practice specific models through activities like choral repetition, individual repetition, and cue-response drills These exercises facilitate automaticity and reinforce correct language use During controlled drills, correction is integrated, allowing for self-correction, peer correction, and teacher feedback Techniques such as repeating, echoing, denial, questioning, and expressive correction help students identify and rectify errors effectively, ensuring steady progress in language accuracy and fluency.
Meaningful drills: the responses are very controlled, but learners can make a limited choice of vocabulary
Guided, meaningful practice: learners form sentences of their own according to a set pattern, but exactly what vocabulary they use is up to them
Free, structure-based sentence composition involves learners either responding to visual or situational cues, or engaging in discussions and writing tasks that require the use of specific grammatical structures This approach encourages learners to incorporate examples of target structures within their discourse, enhancing their practical language skills and understanding of sentence construction.
Free discourse involves constructing sentences without specific structural instructions, allowing learners to focus on expressing ideas freely Although no particular sentence structure is mandated, the task context increases the likelihood of naturally occurring examples of free discourse This approach encourages authentic language use and enhances learners' ability to communicate spontaneously within relevant situations.
According to Doff (1988), it is essential to demonstrate what a grammatical structure means, how it is used, and how it is formed to help students confidently create their own sentences To achieve this, Doff recommends a variety of activities that effectively introduce and practice sentence structures These activities are designed to engage students in understanding and applying grammatical concepts, thereby enhancing their language proficiency Incorporating these methods into lessons ensures learners can use structures accurately and naturally in their communication.
Showing the meaning of a structure visually, using things the students can see such as objects, the classroom, ourselves, pictures
Showing the meaning of a structure through a situation: thinking of a situation from outside the class either real or imaginary, in which the structure could naturally be used
Giving a clear model and asking students to listen to and repeat
Writing the structure clearly on the board
Giving simple explanation of the structure
Prior researches on the teaching of English grammar in Vietnam
Several studies have examined the challenges faced by Vietnamese teachers in implementing communicative approaches to grammar instruction Nguyễn Thị Huệ (2000) identified that traditional methods of presenting grammatical structures and rules hinder effective teaching, and proposed an interactive approach aligned with a year-long curriculum Similarly, Nguyễn Liên Hương (2005) highlighted the importance of developing engaging classroom activities to facilitate communicative grammar teaching for primary students in Tra Vinh Province These studies emphasize the need for innovative, student-centered strategies to improve grammar instruction in Vietnamese education.
In 2005, researchers recommended effective, communicative methods for presenting and practicing grammar, focusing on engaging activities that make learning enjoyable They advocated for the Communicative Approach to grammar teaching, using tools such as games, songs, realia, and visual aids to introduce grammatical rules Their goal was to create an exciting classroom environment that fosters both understanding and enjoyment of grammar for students at Nong Lam University.
Phạm Thị Kim Yến (2022) identified key challenges Vietnamese learners face when understanding English articles at Nguyễn Gia Thiều secondary school She emphasized the importance of explaining the semantic and syntactic functions of articles within context as a potential solution However, her study's pedagogical recommendations primarily focused on substitution drills using pictures or imaginary scenarios, without explicitly addressing the semantic or syntactic explanations of articles to students.
Huỳnh Thị Phương Thảo (2006) explored the effectiveness of using realia as visual aids to teach simple grammatical items like prepositions and imperative forms to young learners in the Let’s Go series She concluded that while realia effectively illustrate basic structures and foster an engaging learning environment, they are limited in helping students differentiate between similar structures or grasp abstract grammatical concepts.
Nguyễn Quang Tiến’s 2005 study explored how the semantic properties and syntactic structures of Vietnamese influence Vietnamese learners’ use of English prepositions His research revealed that differences in meaning and sentence structure between Vietnamese and English prepositional phrases often lead to incorrect usage by students when communicating in English The study focused on analyzing the lexical meanings and syntactic functions of Vietnamese prepositions, such as “để, đặng, hầu,” and compared these with their English equivalents For example, he identified that the Vietnamese prepositions have specific English equivalents like “for,” and provided translations of Vietnamese sentences to illustrate these differences, highlighting the challenges Vietnamese learners face with English prepositions.
Research efforts across various fields have focused on addressing the challenges Vietnamese students face with English grammar, often attributing these difficulties to affective factors such as age, personality, native language, and ineffective teaching methods Many studies highlight issues like boring grammar presentations, poor classroom management, and inappropriate teaching approaches, all aimed at making grammar instruction more effective and communicative However, little attention has been given to the significant challenge students encounter in using grammar as a means of communication, which stems from rote memorization of grammatical structures without understanding their meaningful application in context.
Effective language acquisition depends on learners' ability to comprehend the conveyed message [Krashen, 1987: 63] Without understanding the meaning of grammatical structures, the teaching and learning of grammar are likely to fail, regardless of how engaging and communicative the instruction is As a result, students will struggle to use grammar appropriately as a means of communication.
Summary
This chapter provides a comprehensive overview of English declarative sentences featuring to- or for- prepositional phrases with monotransitive and one-word ditransitive verbs, analyzed through both descriptive and functional grammar perspectives It also reviews effective teaching methodologies for English grammar, highlighting common instructional approaches and prior research on teaching and learning English grammar in Vietnam.
POTENTIAL ROLES OF THE PREPOSITIONAL PHRASE
Potential roles of the to-prepositional phrase in English declaratives
In trivalent TPF 24 FPT material process clauses involving transfer of goods, the to-prepositional phrase functions as the Recipient This phrase descriptively identifies the entity receiving the goods and plays a crucial role in conveying the transfer process Proper understanding of this syntactic role enhances clarity in analyzing material process clauses where the sense of the verb involves transferring items from one person to another.
Prepositional phrases serve crucial syntactic functions by fulfilling specific grammatical roles within a sentence, such as acting as adverbials, prepositional objects, or complements to the predicate According to Downing & Locke (1995), these "syntactic functions" define how prepositional phrases relate to other elements in the clause, ensuring sentence coherence and grammatical correctness Understanding these roles enhances comprehension of sentence structure and improves language proficiency.
PT “Semantic roles” are the meanings of the prepositional phrase in the clause, such as Beneficiary, Recipient, etc [Downing & Locke, 1995: 591ff]
The number of participants involved in a process determines its naming, such as "monovalent process" for a process with one participant, "bivalent process" for two participants, and "trivalent process" for three participants (Downing & Locke, 1995) These process names are used throughout the thesis for precise and concise description Additionally, the recipient, also called the PP, is the participant to whom goods are given or transferred (Halliday, 1994; Downing & Locke, 1995).
In clause structure, the PP-Recipient typically involves the Actor and the Goal The Actor, also known as the Subject (S), is the participant executing the action, and it is not always animate or human—it can be a non-conscious being The Goal, or Direct Object (dO), is the participant that receives the goods or services of the process, representing what the action is directed toward or extended to (Halliday, 1994: 109)
The PP-Recipient with its co-participants in trivalent material process clauses is shown in Frame 1 and exemplified by 79(a-j):
Predicate(VP) Sentence pattern S(NP)
Ditransitive Verb Group dO(NP) iO(PP)
Semantic roles Actor TRIVALENT MATERIAL PROCESS: TRANSFERRING Goal Recipient
In this article, several key actions demonstrate effective communication and social interactions For example, I handed a pile of letters to Jennifer, highlighting the importance of direct mail The company is going to advance the money to you, emphasizing financial support Friends often send Christmas cards to their neighbors, showcasing friendly gestures He showed his driving license to the policeman, illustrating a routine safety check The clerk would email the documents to us, reflecting convenient digital correspondence He expected me to bring everything to him in bed, indicating a personal and perhaps humorous expectation Locusta gave a dose of poison to Claudius, a historical reference to treacherous acts She asked him if she gave some water to the philodendron, demonstrating caring for plants The classical porch lends an air of distinction to the house, adding architectural elegance Finally, I’ll give some sweets to the children, highlighting acts of kindness and generosity These sentences collectively underline effective communication, social customs, and the significance of gestures in everyday interactions.
The PP-Recipient typically appears in material process clauses where the Goal refers to "goods." While usually [+human], it can occasionally be [+inanimate], depending on the context Additionally, the PP-Recipient may be involved in either beneficial or unbeneficial processes, as illustrated in different clause types These distinctions are detailed in Halliday (1994) and Downing & Locke (1995), highlighting the variability and functions of PP-Recipients in different linguistic constructions.
2.1.1.1 The Recipient is also treated in functional grammar as a kind of direct participant that can also enter into the clause directly as an NP i.e without the preposition to
[Halliday, 1994: 155,167] In this case, the NP -Recipient is placed before dO [Downing & Locke, 1995: 85ff], as shown in Frame 2 :
Predicate(VP) Sentence pattern S(NP)
Ditransitive Verb Group iO(NP) dO(NP)
Semantic roles Actor TRIVALENT MATERIAL PROCESS: TRANSFERRING Recipient Goal
Realized by an NP , the NP -Recipient occurs in English declaratives marked 79(a’-j’) without the preposition to :
The article highlights key actions and interactions, such as handing over a pile of letters and stating, "I handed Jennifer the pile of letters," which emphasizes the gesture of giving It also points out financial support, as reflected in "We are going to advance you the money," indicating a promise of monetary assistance Social customs are illustrated with "My friends often send their neighbors Christmas cards," showcasing friendly gestures The importance of identification is underlined in "He showed the policeman his driving-license," which demonstrates proper identification during a police encounter Future communication plans are mentioned with "The clerk would email us the documents," emphasizing the expectation of sending documents electronically The article also touches on domestic interactions, such as "He expected me to bring him everything in bed," indicating a high level of familiarity Historical references are made with "Locusta gave Claudius a dose of poison," highlighting historical figures involved in poisoning Care and attention are depicted in "She asked him if she gave the philodendron some water," showcasing nurturing behavior Architectural features add character to homes, as seen in "The classical porch lends the house an air of distinction," emphasizing design's role in aesthetics Finally, acts of kindness and generosity are expressed through "I'll give the children some sweets," reinforcing the theme of giving and care.
Recipient indirect objects, whether expressed as noun phrases (NP) or through to-prepositional phrases, can serve as subjects in passive constructions when the active subject or actor is unknown or deemed unimportant in the context This transformation emphasizes the recipient or affected party in the process, as illustrated in examples such as 79(a”-j”) According to Halliday (1994) and Downing & Locke (1995), this syntactic shift highlights the importance of recipient focus in passive voice usage.
Jennifer was handed a pile of letters, highlighting the use of passive voice in everyday scenarios Future actions are exemplified with sentences like "You are going to be advanced the money" and "The children will be given some sweets," emphasizing the importance of passive constructions in conveying upcoming events The article also demonstrates past passive forms, such as "Claudius was given a dose of poison by Locusta" and "The policeman was shown his driving license," illustrating how passive voice describes completed actions Additionally, the sentences show how passive structure can indicate possession or state, as in "The house is lent an air of distinction by the classical porch," and how questions about passive actions are framed, like "She asked him if the philodendron was given some water." Overall, these examples underscore the significance of passive voice for clarity and emphasis in communication.
2.1.1.2 As far as descriptive grammar is concerned, the NP- Indirect Object in 79(a’-j’) correspond to the PP- Indirect Object in a position following Direct Object in 79(a-j) [Swan, 1995; Roberts-Burton, 1997; Thomson & Martinet, 1998; Stageberg &
According to Oaks (2000), in functional grammar, speakers or writers choose to use a to-prepositional phrase in Frame 1 to highlight "late news" or new, important information (Halliday, 1994: 155ff) This strategic use of the PP-Recipient emphasizes its role as the focus of the message conveyed in sentences 79(a-j) Conversely, this choice of prepositional phrase cannot be applied in Frame 2, indicating different grammatical functions based on communicative intent.
Table 1 by Halliday [1994: 168] highlights the non-prominent and prominent positions in English declaratives, respectively denoted by an NP and its corresponding form, the to-prepositional phrase :
I HANDED Jennifer the pile of letters I HANDED the pile of letters to Jennifer
My friends often SEND their neighbors Christmas cards
Christmas cards to their neighbors
He SENT his aunt flowers He SENT flowers to his aunt
U Table 1 U : Association of to -prepositional phrase with textual prominence
2.1.1.3 Not all trivalent material process clauses of transferring goods from one person to another can be expressed in either of the two corresponding frames —
In some cases, the Recipient can only (or preferably) enter into the clause in
Frame 1 , i.e.in form of the to -prepositional phrase following the Goal:
• When the Goal is realized by a pronoun and/or when the NP inside the prepositional phrase that realizes the Recipient is internally complex, as in 80(a-h):
He took the bottle and gave it to the little boy, illustrating a simple act of handing over an item Additionally, the sentence "We sent it to George" highlights the process of dispatching or delivering an object In a financial context, the lesser purchases an asset and leases it to the lessee, emphasizing leasing arrangements Furthermore, when Shevardnadze produced the letter and handed it to the President, it demonstrates an official transfer of important documents These actions underscore the common usage of verbs like "gave," "sent," "leased," and "handed" in various contexts involving transfer and delivery.
Reagan placed the unopened document on the table beside his chair, highlighting a moment of anticipatory pause The Express offered $100 to any reader who could relate what Bal had said, demonstrating their engagement with the ongoing dialogue Additionally, he had taught English to all the youth of Ceylon and India, emphasizing his commitment to education and cultural exchange Meanwhile, the military government is refusing to disclose further details, raising concerns about transparency and governance.
TO TRANSFER power to a democratically elected civilian government h The drama school OFFERS places to students who can show talent [Longman]
“A pronoun is hardly ever newsworthy, since it refers to something that has gone before” [Halliday, 1994: 209], so if the Goal is realized by the pronoun it as in
80(a-d), it is virtually certain that the Goal will be under focus, compared with the
PP -Recipient — to the little boy, to George, to the lessee or to the President
In English, it is considered unnatural to place a long and complex noun phrase (NP) as the recipient before a shorter NP as the goal, following the principle of end-weight, which suggests that longer and more complex elements tend to be positioned towards the end of a clause [Biber et al., 1999: 898] For example, placing phrases like “the little boy,” “any reader who could relate what Bal had said,” “all the youth of Ceylon and India,” or “a democratically elected civilian government” before simple goals such as “it,” “$100,” “English,” “power,” or “places” results in an unnatural sentence structure in standard, non-emphatic English discourse.
He took the bottle and gave it to the little boy We sent George the item The lessor purchases the asset and leases it to the lessee When Shevardnadze produced the letter, he handed it to the President, who placed it unopened on the table beside his chair The Express offered any reader who could relate what Bal had said a $100 prize He had taught all the youth of Ceylon and India English The military government is refusing to comply with international demands.
TO TRANSFER a democratically elected civilian government power h’ * The drama school OFFERS students who can show talent places
• When the PP-Recipient , often [+inanimate], has some features of
Circumstance TPF 25 FPT in material process clauses, as in 81(a-h) and thus, cannot be in form of an NP preceding the Goal, as in 81(a’-h’):
Potential roles of the for-prepositional phrase in English declaratives
In trivalent material process clauses where the sense of the verb is
“benefitting”, the for- prepositional phrase , descriptively identified as an iO , functionally takes the role of the Beneficiary (thus also named the PP -Beneficiary ) The
Beneficiary is the one that benefits from the process or the one that services are done for [Halliday, 1994; Downing & Locke, 1995]
In material process clauses, the key participants include the Actor and the Goal The Actor, also known as the Subject, is the entity that performs the action, as defined by Halliday (1994, p 109) The Goal functions as the Direct Object in grammatical terms and represents the participant that is affected or created by the process, according to Halliday (1994, p 145) These components are essential for constructing coherent and meaningful material clauses in language.
The PP-Beneficiary with its co-participants in trivalent material process clauses is shown in Frame 9 and exemplified by 89(a-j):
Predicate (VP) Sentence pattern S(NP)
Ditransitive Verb Group dO(NP) iO(PP)
Semantic roles Actor TRIVALENT MATERIAL PROCESS: BENEFITTING Goal Beneficiary
Helen fetched the newspaper for me, while she mixed a cocktail for James and I promised to make an omelet for you Jane poured cups of coffee for all the guests, and Fred bought a present for his wife He had saved an apple for the beggar and also built a reading room for agricultural laborers Every night, she cooked a good dinner for everyone, though he often left the mess for her after cooking Additionally, they set a trap for him, highlighting various acts of helpfulness and planning.
The PP- Beneficiary is typically [+animate] and [+human] as in 89(a-j) The
“benefit” the Beneficiary receives from the process is not necessarily beneficial as in 89(i-j) [Halliday, 1994: 145; Downing & Locke, 1995: 118]
2.2.1.1 The Beneficiary is also treated in functional grammar as a kind of direct participant that can also enter into the clause directly as an NP i.e without the preposition for [Halliday, 1994: 155,167] In this case, the NP- Beneficiary is placed before the dO [Downing & Locke, 1995: 85ff], as shown in Frame 10 :
Predicate(VP) Sentence pattern S(NP)
Di-transitive Verb Group iO(NP) dO(NP)
Semantic roles Actor TRIVALENT MATERIAL PROCESS: BENEFITTING Beneficiary Goal
Realized by an NP , the NP -Beneficiary occurs in English declaratives marked 89(a’-j’) without the preposition for
This article highlights various examples of verb usage in different contexts Helen was asked to fetch the newspaper, demonstrating the use of the verb "fetch" in a request She mixed James a cocktail, showing how "mix" is used in preparing drinks The promise to make an omelet illustrates future intentions with "make." Jane poured coffee for all the guests, emphasizing serving actions Fred bought a present for his wife, reflecting gift-giving The story also mentions saving an apple for a beggar and building a reading room for agricultural laborers, both showcasing acts of kindness and community support Additionally, she cooked a good dinner for everyone every night, highlighting daily caregiving The phrase about leaving the mess after cooking illustrates routine household habits, while setting a trap for someone demonstrates strategic actions These examples collectively demonstrate how action verbs are used in everyday activities and social interactions.
2.2.1.2 As far as descriptive grammar is concerned, the NP- Indirect Object in 89(a’-j’ corresponds to the PP- Indirect Object in a position following the NP Direct Object in 89(a-h) [Swan, 1995; Roberts-Burton, 1997; Thomson & Martinet, 1998; Stageberg
According to Oaks (2000), in functional grammar, speakers and writers strategically choose to use the prepositional phrase (PP) in Frame 9 to place the PP-Beneficiary in a prominent position This choice serves to signal "late news" effectively, highlighting important information for the audience (Halliday, 1994) Such grammatical choices enhance clarity and focus in communication, aligning with key principles of functional language use.
155ff], and thus, the PP- Beneficiary refers to the new and important information in the message conveyed in 89(a-j) Such a choice cannot be applied for Frame 10
Table 2 by Halliday [1994: 168] highlights the non-prominent and prominent positions in English declaratives, respectively denoted by an NP and its corresponding form, the for- prepositional phrase :
I asked Helen TO FETCH me the newspaper
I asked Helen TO FETCH the newspaper for me She MIXED James a cocktail She MIXED a cocktail for James
Fred BOUGHT his wife a present Fred BOUGHT a present for his wife.
U Table 2 U : Association of for- prepositional phrase with textual prominence
2.2.1.3 Not all trivalent material process clauses of “benefitting” can be expressed in either of the two corresponding frames — Frame 9 and Frame 10
In some cases, the Beneficiary can only (or preferably) enter into the clause in
Frame 9 , i.e.in form of the for- prepositional phrase following the Goal:
• When the Goal is realized by a pronoun or/and when the NP inside the PP that realizes the Beneficiary is internally complex, as in 90(a-h):
She bought educational picture books for her children, demonstrating her commitment to their learning If you don't have enough money for a pen, I’ll buy it for you, showing her willingness to help He got gift items for her, including a black bandanna for Emilio, highlighting his thoughtfulness She can’t find the ticket anywhere; maybe he’s keeping it for her, suggesting he might be safeguarding it He poured more champagne for the three of them, indicating her generosity He made coffee for everyone, reflecting his kindness Emily is knitting a sweater for the man she loves, emphasizing her affection Mother bought the ice cream for you, not for me, illustrating her caring gesture.
Pronouns are rarely newsworthy because they typically refer to previously mentioned entities When a goal is expressed by a pronoun such as "them" or "it," it strongly indicates that the goal is the main focus of the sentence, especially when compared to prepositional phrases like "for her children" or "for you," which tend to highlight the beneficiary rather than the goal itself.
In English non-emphatic discourse, placing a complex NP-Beneficiary (such as "us all," "the man she loves," or "you not me") before a minimal NP-Goal (like "more champagne," "coffee," "sweater," or "the ice cream") sounds unnatural, following the principle of end-weight as outlined by Biber et al (1999).
Finding educational picture books led her to buy them for her children, ensuring they learned while enjoying reading When she didn't have enough money for a pen, he offered to buy it for her, demonstrating kindness and support He also bought her a black bandanna for Emilio, showing thoughtfulness in gift-giving Someone can't find the ticket anywhere, and it seems he might be keeping it, raising concerns about honesty He poured champagne for all three of them, creating a celebratory atmosphere Additionally, he made coffee for everyone, displaying hospitality Emily is knitting a sweater for the man she loves, highlighting her affection and craftsmanship Finally, mother bought ice-cream specifically for you, emphasizing her care and consideration.
• When the PP- Beneficiary shares some features of a Circumstance TPF 30 FPT in the process clause, as in 91(a-h), and thus it cannot enter into the clause in form of an
NP preceding the Goal, as in 91(a’-h’):
The original sentences demonstrate proper and improper sentence structures, emphasizing the importance of clarity and grammatical correctness For example, "He used to do the housework for Mary when she worked nights" effectively conveys past habitual action, whereas incorrectly structured sentences like "He used to do Mary the housework" diminish clarity Similarly, "The store recently adopted a drug testing policy for all new employees" clearly states the store's new policy, unlike the awkward alternative Proper placement of objects and subjects is crucial, as seen in "She found ample room for her things in the wardrobe," which is clearer than "She found her things ample room in the wardrobe." Additionally, the use of auxiliary verbs and direct objects, such as "They did do quite a good job for us," enhances clarity, unlike improper forms like "They did do us quite a good job." When expressing routine actions, "Mary often waters the plants for me while I'm away" provides a natural, correct structure, whereas the incorrect version confuses the object For organizational efforts, "The National Autistic Society will now operate a phone line for families in the region affected by autism" is preferable over disorganized alternatives When discussing financial arrangements, "I'd like to open a bank account for my son" is clear, compared to the awkward "I'd like to open my son a bank account." Lastly, personal actions like "I'm doing all this for Mary" maintain clarity and grammatical correctness, unlike the convoluted "I'm doing Mary all this." These examples highlight the importance of proper sentence structure for effective communication and SEO optimization.
In bivalent material and verbal process clauses, the for-prepositional phrase functions as the Circumstance of Extent, indicating Time, Cause/Reason, Purpose, or Behalf This optional element, known as opA, is associated with the process and cannot serve as the Subject in passive constructions, as described by Halliday (1994: 150).
30 This semantic role will be discussed in detail in the next sections, from 2.2.1
2.2.2.1 The Circumstance of Extent in Time TPF 31 FPT
The Circumstance of Extent in Time represents the duration in which the process takes place as shown in Frame 11 and exemplified by 92(a-j):
Predicate(VP) Sentence pattern S(NP) Monotransitive Verb Group dO(NP) opA(PP)
Semantic roles Participant BIVALENT PROCESS Participant Circumstance of
People have used coal and oil to generate electricity for a long time, highlighting the long history of fossil fuel energy sources For years, individuals haven’t spoken their mother tongue, indicating a period of language shift or cultural change I’ve ridden my bike for fifteen years, demonstrating my long-term commitment to cycling My father has been gardening for years, showcasing his dedication to horticulture I have rented this house for five years, reflecting stability in my living situation According to instructions, we are told to bake the cake for 40 minutes, emphasizing proper cooking guidelines I once studied guitar for three years, illustrating my past musical training The child has worn glasses for many years, indicating a long-term vision correction She’s told the same story for months since her arrival, suggesting persistent storytelling Finally, she has boiled the egg for more than 30 minutes, highlighting a specific cooking time.
2.2.2.2 The Circumstance of Cause/Reason TPF 32 FPT
The Circumstance of Cause/Reason explains the cause or reason behind a process In bivalent process clauses, the second participant is affected by this circumstance, which can involve both conscious beings, as shown in examples 93(a-h), and non-conscious entities, as in 93(i-j) The cause or reason may be an entity, an event, an abstraction, or a situation Detailed analysis of these types is provided in Frame 12 and illustrated through examples 93(a-j).
Predicate(VP) Sentence pattern S(NP)
Monotransitive Verb Group dO(NP) opA(PP)
Semantic roles Participant BIVALENT PROCESS Participant Circumstance of
T Also called “ Circumstance of Duration ” by Tô Minh Thanh [2005, 104]
Traditionally, cause has been viewed as an objective statement, whereas reason is considered a more subjective assessment However, in many cases, it is challenging to determine the level of objectivity, making it difficult to distinguish clearly between cause and reason.
Summary
Chapter 2 presents, from the viewpoint of descriptive grammar, English declaratives containing a to- or for-prepositional phrase and then describes its semantic roles as participants, circumstances and qualifiers in sequence of to and for from functional perspectives The chapter also describes the meanings of the to- or for- prepositional phrase in different positions in English declaratives as well as gives explanation on subtle overlaps between semantic roles expressed by the very phrase
The to-prepositional phrase functions as the Recipient in Material processes and as the Receiver in Verbal processes, highlighting its role in indicating the target of actions or communication Additionally, it serves as a Circumstance of Place, Quality, and Range, providing essential contextual details about location, characteristics, and scope within a sentence Understanding these roles enhances clarity in sentence structure and aids in effective communication.
Participants in a sentence perform various roles, with the for-prepositional phrase often acting as the Beneficiary in a Material process When used as circumstances, this phrase can indicate Extent in Time, Cause or Reason, Purpose, and Behalf, providing essential contextual information Understanding these roles enhances grammatical accuracy and clarity in sentence construction, making it vital for effective communication.
Understanding the 12 semantic roles of to- or for-prepositional phrases across the 16 frames of the thesis enhances learners' ability to distinguish between these prepositional phrases Analyzing these roles from both descriptive and functional perspectives clarifies their meaning and usage, making it easier for language learners to grasp their subtle differences This approach improves comprehension and supports effective application of to- and for-prepositional phrases in various contexts. -Master the 12 semantic roles of to-/for-prepositional phrases effortlessly with Talkpal’s AI-powered language tools—[Learn more](https://pollinations.ai/redirect/2699274)