RU2104583C1 - Method for parsing of syntactic structures - Google Patents

Abstract

FIELD: linguistics. SUBSTANCE: method involves classification of syntactic elements according to functional groups, in particular, detection of object as agent or addressee of mentioned action, which is realized in syntactic code, detection of position of mentioned action with respect to information presentation moment, detection of position of mentioned action with respect to other contextual actions. Said functional groups are designed as short art- constructive signs which are arranged in order which determine valence of syntactic structure under analysis as its visual representation. Then method involves composition of corresponding grammar algorithm and substitution of respective foreign words arranged in syntactic structure. Detection elements are classified as static ones which are named by perception object and dynamic ones which subtypes includes ones that correspond to main sentence objects and ones that have syntactic features. EFFECT: increased functional capabilities. 2 cl, 1 tbl, 6 dwg

Description

 The invention relates to the field of psychology of linguistics and can be used in teaching grammar of a foreign language, in particular English, by native speakers of any language.

 The closest in technical essence to the claimed is a method for analyzing grammatical constructions in a sentence, according to which, when parsing the components of English sentences, all the expressions that make up the sentence belong to certain functional groups. The first functional group includes expressions that serve to determine the definitions of nouns. The second group includes expressions denoting the actions of nouns, their expressions connecting nouns with expressions defining their actions, as well as the definitions of both expressions defining an action and connecting expressions. The third group includes indirect subject and predicate and all definitions of indirect subject and predicate, as well as related definitions. The fourth group includes all direct nouns, as well as related definitions and definitions of these definitions. The fifth group includes all expressions denoting prepositions, as well as the definitions of these expressions. The sixth group includes predicates and expressions defining predicates. At the same time, expressions are broken down into formal groups. The first formal group includes all single words related to any functional group, the second - all expressions in the form of phrases (1).

 The disadvantage of the prototype is the low efficiency of teaching a foreign language due to the lack of principles of psycholinguistic analysis of syntactic elements and constructions from them, the need for double translation from a foreign language into a native language and vice versa. At the same time, the costs of inconsistency of the foreign language with the native translation accumulate and vice versa, since there are distortions in the preparation of proposals.

 Another disadvantage of the prototype, as well as almost all well-known and reasonably sound methods of studying foreign grammar - Russian, traditional and imported from abroad, including the prototype, despite the apparent diversity of schools and directions, is that it has a similar orientation to mechanical memorization bulky set of rules and exceptions. The inefficiency of this approach to teaching a foreign language is obvious. It requires truly selfless work and perseverance, generates a feeling of insecurity and psychological discomfort when communicating with foreigners.

 The objective of the invention is to increase the effectiveness of teaching a foreign language by psycholinguistic analysis of syntactic elements and structures from them.

 The task is achieved by introducing identifying elements corresponding to a particular type of syntax element, constituting functional groups, respectively identifying the object as the source or destination of the described action, implemented in the syntactic code, recognizing the position of the described action relative to the moment of information playback, knowing the position of the described action relative to others contextually correlated actions performed in the form of extremely concise art signs, place them in the order programming the analysis of the analyzed grammatical structure in the form of its visual display, make up the corresponding grammatical algorithm and substitute the necessary foreign words that make up the grammatical structure.

 Identifying elements are divided into static, called the object of perception, and dynamic, divided into sentences related to the main objects and with syntactic properties.

 The method is as follows.

 An analysis is made of the syntactic elements and structures of them that are part of the sentence by relating them to certain functional groups using an associative-functional approach to the study of the grammar of a foreign language.

 The grammar of a foreign language is considered as a system of compact functional blocks, each of which carries a specific type of information. For example, in the English version of the associative-functional version of the study of the basics of a grammar of a foreign language of such blocks 16.

 Converting an array of grammatical forms, i.e. classification by functional attribute is carried out not by morphological, syntactic and other differences, but by the real value of grammatical forms in the coding of information, by situational interactions, taking into account the position and ratio of actions in time, their cause-effect relationships, etc.

 Thus, in the form of grammatical functional blocks, the method of analysis of grammatical constructions implements a mechanism that responds only to situational information that is actually perceived from the outside world, which corresponds to the fundamental principle of the functioning of the language.

 The second component of the method of analysis of grammatical constructions is a system of associative symbols, which is a certain constructor of compatible syntactic elements expressing a certain type of information. Each of the syntactic elements corresponds to an identifying element distinguishing its own type of incoming information - an extremely formalized laconic artistic design image of a sign, which is a visual "double" of a certain grammatical form, programming its control. Due to the fact that the main data carrier of the proposed method is a reference signal - a symbol, the effect of simultaneous and cumulative fixation in the consciousness of both functions and syntactic characteristics of the grammatical form is achieved.

 The proposed method for the analysis of grammatical constructions organizes the grammatical forms of a foreign language in the form of universal tools of the humanitarian form, which serves to reproduce certain situations that lie outside the language area. Such an approach allows not to relay native speech, but to think in terms of a grammar of a foreign language.

Since each syntactic element expresses a certain type of information corresponding to an identifying element that distinguishes its own type of incoming information, identifying elements form functional groups in series:
a group that identifies the object as the source or destination of the described action implemented in the syntax code;
a group identifying the position of the described action relative to the moment of reproduction of information;
a group that identifies the position of the described action relative to other actions or time intervals that are contextually related to them.

 Consider the first functional group that identifies the object as the source or destination of the described action, implemented in the syntax code. For this, a system of associative symbols is composed, which is a constructor of expressing a certain type of information from easily compatible syntax elements, each of which corresponds to an identifying element that distinguishes its own type of incoming information. Each identifying element is made in the form of an extremely concise formalized art design sign - a graphic image, which is a visual "double" of a certain graphic form, programming its control.

 Introduce into the system of associative symbols the main identifying elements, made, for example, in the form of a shaded circle corresponding to the object of the proposal, and in the form of a circle with an articulated semicircle facing the inside of the circle corresponding to the "certificate of the owner" of the object of the proposal.

 Identifying elements are divided into static, called the object of perception (nouns, pronouns and description of the object), and dynamic, divided into sentences related to the main objects (subject, participle, infinitive) and elements that have syntactic properties.

If necessary, pronounce the expression “Anna's Ball” in English, the static element is made in the form of an associative symbol, made, for example, in the form of a shaded circle corresponding to the word “ball” and a grammatical algorithm that can be represented by a segment of the form: I --- --I, which in the described system means the word "ball" itself, taken from the dictionary. To indicate the ownership of the ball to a specific person, that is, to obtain a "certificate of ownership" (Anna), use the second static identifying element, made, for example, in the form of an associative symbol of "certificate of ownership" - a circle with an articulated semicircle facing the inside to the circle. In the described system, this can be represented algorithmically: I ----- I's, which corresponds to the word Ann's, since the word "Ann" must be appended with an apostrophe (') and the letter "s" in English. The expression "Ball of Anna" in associative symbols is presented in figure 1, and the corresponding algorithmic embodiment has the form:
I ----- I's I ----- I
We get the expression "Ball of Anna" in the English spelling:
"Ann's ball".

 Using the described identification elements made in the form of associative symbols, it is easy to obtain other expressions, for example, "Uncle's envelope" in the English expression has the form "Uncle's envelope".

In the plural, the identifying elements are depicted in the form of shaded or light circles arranged one after another, corresponding to both the object of the sentence and the "certificate of the owner" (figure 2) and, accordingly, the algorithmic embodiment and writing:
I ----- Is' I ----- Is
"Girls balls".

 Therefore, the expression "Uncle Envelopes" in the English spelling is: "Uncles' envelopes".

 One of the combinations is presented in the table.

 Other possible options for combining sentence objects as sources or destinations of the described action, implemented in syntactic code, are similarly considered.

 Then consider the second functional group that identifies the position of the described action relative to the moment of reproduction of information (moment of speech).

;
признак того, что действие происходило до момента воспроизведения информации (момента речи), происходит в момент воспроизведения информации (момента речи) и будет происходить после момента воспроизведения информации (момента речи), т. е. происходит "обычно", "вообще", "как правило" и т.п. является опознающий элемент, который обозначим ассоциативным символом

, как имеющий аналогичный грамматический эквивалент;
признак того, что действие происходило до момента воспроизведения информации (момента речи), т.е. в прошлом, - опознающий элемент, который обозначим ассоциативным символом

;
признак того, что действие произойдет после момента воспроизведения информации (момента речи), т. е. в будущем, - опознающий элемент, который обозначим ассоциативным символом

.There are four options that recognize the position of the described action relative to the moment of reproduction of information (moment of speech). Accordingly, these options introduce the main identifying elements into the system of associative symbols:
a sign that the action occurs immediately at the moment of information reproduction (the moment of speech) is an identifying element, which is denoted by an associative symbol

;
a sign that the action occurred before the moment of reproduction of information (moment of speech) occurs at the moment of reproduction of information (moment of speech) and will occur after the moment of reproduction of information (moment of speech), that is, "usually", "generally", " as a rule ", etc. is the identifying element, which is denoted by an associative symbol

as having a similar grammatical equivalent;
a sign that the action occurred before the moment of reproduction of the information (moment of speech), i.e. in the past, - an identifying element, which is denoted by an associative symbol

;
a sign that the action will occur after the moment of reproduction of information (the moment of speech), i.e. in the future, is an identifying element, which is denoted by an associative symbol

.

 Then the system of associative symbols belonging to the group that identifies the position of the described action relative to the moment of reproduction of information (moment of speech) has the form shown in Fig.3.

 For the analysis of grammatical constructions in a narrative sentence, the system of associative symbols in development is acceptable: each of the associated associative symbols corresponds to a specific grammatical interpretation, presented in figure 4.

 Thus, using associative characters, which are attributes that explain the group that identifies the position of the described action with respect to the moment of reproduction of information (moment of speech), it is easy to draw up a narrative sentence (Simple), since each of the associated associative characters corresponds to a specific grammatical interpretation.

, является вспомогательный глагол "will", который ставится перед смысловым глаголом.The grammatical equivalent of an identifying element denoted by an associative symbol

, is the auxiliary verb "will", which is placed before the semantic verb.

Example 1. It is necessary to draw up a narrative sentence "The student will learn English." Algorithmically, this can be expressed as follows:
I ----- I will I ----- I I ----- I
Then in English spelling, taking words from the English-Russian dictionary, we get: "Student will study English".

, является суффикс "s" в конце смыслового глагола, если подлежащее стоит в единственном числе (исключение - местоимение i (я)), и отсутствие дополнительного суффикса, если подлежащее стоит во множественном числе и местоимение i.The grammatical equivalent of an identifying element denoted by an associative symbol

, is the suffix "s" at the end of the semantic verb if the subject is in the singular (the exception is the pronoun i (s)), and the absence of an additional suffix if the subject is in the plural and the pronoun i.

Example 2. It is necessary to draw up a narrative sentence "A student is learning English." Algorithmically, this can be expressed as follows:
I ----- I I ----- Is I ----- I
Then, using the described technique, we get: "Student studies English".

, является суффикс "ed" у смыслового глагола (для правильных глаголов). Исключением являются неправильные глаголы, для которых смысловой глагол "ed" дает совершенно иное слово:

.The grammatical equivalent of an identifying element denoted by an associative symbol

, is the suffix "ed" in the semantic verb (for regular verbs). The exception is irregular verbs, for which the semantic verb "ed" gives a completely different word:

.

Example 3. It is necessary to draw up a narrative sentence "A student studied English." Algorithmically, this can be expressed:
I ----- I I ----- Ied I ----- I
Then in English writing we get: "Student studied English".

Or "A student read a book." Algorithmically, one can express:
I ----- I I ----- Ied I ----- I
Then in the English spelling: "Student read bock", where "read + 'ed = read".

 Then consider the third functional group that identifies the position of the described action relative to other contextually related actions. When establishing the identity of the provisions of two actions or actions and a fixed period of time relative to the moment of reproduction of information (moment of speech), a system for recognizing the relationship between the action and the time interval (action) is activated.

 Each combination of a correlated action with other actions or a period of time has its own identification symbols corresponding to specific initial grammatical forms. The student is left to choose the type of ratio and put the desired grammatical form and position corresponding to the position of this action relative to the moment of reproduction of information - the moment of speech (see figure 5).

 If the actions occur sequentially, two situations may arise: the first - the actions are mentioned in the sequence in which they occur: "When I arrived, my wife cooked dinner" and the second - the action mentioned later actually happened earlier, i.e. the sequence of actions is broken: "When I arrived, my wife had already prepared dinner."

 If actions occur in parallel, i.e. at the same time (when I arrived, my wife was preparing dinner) or (while I was walking, my wife was preparing dinner), there is a need to show whether these actions are comparable in time or one of the actions is incommensurably longer than the other.

 Each of these positions can be shown by an identifying element in the form of specific graphic schemes and is expressed by a specific grammatical construction shown in Fig.6.

 In the case of sequential actions, for a situation where the order of presentation corresponds to the order of real-life actions, the temporary form Simple is used.

Рассмотрим конкретные примеры анализа грамматических конструкций, в которых опознающие элементы составляет функциональная группа, опознающая положение описываемого действия относительно других контекстуально соотнесенных к ним действий.For a situation where the presentation is out of order, an action that occurred earlier than mentioned is expressed in the form Perfective and has its own identifying element

Let us consider specific examples of the analysis of grammatical constructions in which identifying elements constitute a functional group that identifies the position of the described action relative to other contextually related actions.

In a sequential presentation of actions, two situations may arise:
1) An action is mentioned in the order in which it actually occurs.

,
где

- неправильный глагол прийти (come) в прошедшем времени (came, 2 ф.);

- неправильный глагол приготовить (make) в прошедшем времени (made, 2 ф.).Example 4. We need to make an expression: "When I came home, my wife cooked dinner." Algorithmically, this can be expressed:

,
Where

- irregular verb come (come) in the past tense (came, 2 p.);

- prepare an irregular verb (make) in the past tense (made, 2 p.).

а в английском написании: "When I came home my wife made supper".The graphic diagram corresponding to the considered grammatical construction has the form:

and in the English spelling: "When I came home my wife made supper."

 2) The action mentioned later actually took place earlier, i.e. The sequence of actions is broken. To fix a violation of the sequence of actions, the temporary form Perfect is used.

где

- вспомогательный неправильный глагол have в третьей форме (had);

- неправильный глагол прийти (come) в прошедшем времени (came, 2 ф.);

- неправильный глагол приготовить (make) в прошедшем времени (made, 2 ф.).Example 5. Algorithmically, the expression: "When I arrived, the wife had already prepared dinner", i.e. "My wife cooked dinner before I arrived," looks like:

Where

- auxiliary irregular verb have in the third form (had);

- irregular verb come (come) in the past tense (came, 2 p.);

- prepare an irregular verb (make) in the past tense (made, 2 p.).

а в английском написании: "When I came home my wife had made the supper".The graphic diagram corresponding to the considered grammatical construction has the form:

and in the English spelling: "When I came home my wife had made the supper."

If actions occur in parallel, two situations may arise:
the action is equivalent in duration;
one action is much longer than another.

 In the first situation of equal action, both actions are described in the Simple form, identifying elements in the form of associative symbols look as follows: I I.

где

- неправильный глагол идти (ехать) (go) в прошедшем времени (went);

- неправильный глагол готовить (make) (made, 2 ф.).Example 6. We need to make a sentence: "While I was driving home, my wife was preparing dinner." Algorithmically, this can be expressed:

Where

- the irregular verb go (go) (go) in the past tense (went);

- irregular verb to cook (make) (made, 2 p.).

 "While I went home my wife made supper."

Например, надо составить предложение: "Когда я вошел в комнату, жена готовила ужин" или "Жена начала готовить ужин до моего прихода и продолжала готовить его после моего прихода", т.е. второе действие гораздо длиннее, чем первое. Алгоритмически это можно выразить:

где

- неправильный глагол прийти (come) в прошедшем времени (came, 2 ф.);

- вспомогательный неправильный глагол be в прошедшем времени (was, 2 ф.).In the second situation, the temporary form of Progressive is used, and identifying elements in the form of associative symbols look as follows:

For example, you need to make a sentence: “When I entered the room, my wife was preparing dinner” or “My wife started cooking dinner before I arrived and continued to cook it after my arrival”, i.e. the second action is much longer than the first. Algorithmically, this can be expressed:

Where

- irregular verb come (come) in the past tense (came, 2 p.);

- auxiliary irregular verb be in the past tense (was, 2 p.).

 In English, we get: "When I came home my wife was making supper."

 Thus, the proposed method for the analysis of grammatical constructions, in particular, in the proposal is aimed at accelerating and increasing the effectiveness of teaching and mastering a foreign language and includes the basics of philology, linguistics and cognitive psychology. Unlike other existing methods of teaching a foreign language, including well-known methods of analysis of grammatical constructions, the proposed method postulates a fundamentally different approach to the study of grammar of a foreign language.

 Without at all simplifying a foreign language grammar, the proposed method makes it understandable and logical, since it transfers learning to an intellectual level - from mechanical memorization - to analytical understanding and analysis of cause-effect relationships of foreign language structures.

 A feature of the proposed method for the analysis of grammatical constructions is the presence of a game moment in the process of learning a foreign language, built on the assimilation of associative characters that accelerate the psycholinguistic analysis of syntactic elements and constructions from them, due to which the maximum approximation of the form and principles of presentation of the material to the natural model of the functioning of the foreign language is achieved.

 It should be noted and another effect of the proposed method. Firstly, it stimulates the ability to analyze, develops the students' skills of conceptual logical thinking. Secondly, it disciplines native speech, makes it more concise, clear, expressive. The proposed method is not a speculative concept. Its theoretical understanding proceeded in parallel with experimental verification, the fundamental principles outlined earlier were developed, supplemented and refined in the process of real teaching practice. The experience gained indicates that students have successfully mastered the classic English grammar course. Students who have completed the full course (four months, four hours a week) freely, at the level of associations, operate with rather complex structures, including verb-specific forms (aspect), complex sentences, etc. Outside of classes, at home, students learn only vocabulary; the main material is learned automatically before the lessons.

 We went through retraining and mastered the proposed method for a group of highly qualified teachers of secondary schools and universities. The results are positive. If usually in English courses in the first month, up to 50% of students are screened out, then when learning by the proposed method, this figure is reduced by an order of magnitude.

 A manual has been developed for students of English grammar: "An associative-functional methodology for studying the basics of a grammar of a foreign language", which contains the basic principles of the proposed method for analyzing grammatical constructions. The training of about 400 students during four-month hard lessons for those who are looking for knowledge of the English language is designed primarily for creative and diligent complicity in the process of learning the English language, the fundamental principles of which are laid down in the proposed method.

 A computer version of English language training is being developed using the proposed method for analyzing grammatical constructions, which involves patenting in leading countries of the world.

Claims (2)

 1. The method of analysis of grammatical constructions, including the analysis of the syntactic elements included in the sentence and the constructions from them by relating them to certain functional groups, characterized in that they introduce identification elements corresponding to a particular type of syntax element that make up functional groups respectively identifying an object as a source or the addressee of the described action, implemented in the syntax code, identifying the position of the described action relative to the moment of reproduction information records identifying the position of the described action relative to other actions contextually related to them, made in the form of extremely concise artistic design signs, place them in the order programming the control of the analyzed grammatical structure in the form of its visual display, make up the corresponding grammatical algorithm and substitute the necessary foreign words that make up the grammatical construction.  2. The method according to claim 1, characterized in that the identifying elements are divided into static, referred to as the object of perception, and dynamic, divided into sentences related to the main objects and having syntactic properties.

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