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DE LEON_DEEP AND SURFACE STRUCTURE.Powerpoint
- 1. Deep and Surface Structure in Chomskys Transformational Grammar MARY ANNE S. DE LEON Student, PhD-ELS
- 2. "Universal grammar...specifies the form of deep structures...and the system of transformations that relate deep structures to surface structures." - Noam Chomsky (Syntactic Structures, 1957)
- 3. Transformational Generative Grammar (TGG) A revolutionary theory of language developed by Noam Chomsky in the 1950s. It proposes a system of rules that explain how sentences are formed and interpreted, focusing on the underlying meaning (deep structure) and its transformation into surface structures we encounter in everyday language.
- 4. Deep Structure: The Blueprint of Meaning Deep structure represents the core meaning of a sentence, independent of its grammatical form or word order. It reflects the underlying relationships between words and concepts, similar to a blueprint for a sentence. This refers to concepts, thoughts, ideas, and feelings.
- 5. Surface Structure: The Outward Expression Surface structure refers to the actual words and grammatical order of a sentence as we hear or read it. It is influenced by factors like word choice, sentence type (declarative, interrogative, etc.), and syntactic rules of the language. The same deep structure can have multiple surface structures, highlighting the flexibility of language.
- 6. Example: I bought colorful clothes. - Surface structure representing a more detailed and elaborate experience (deeper structure).
- 7. I bought colorful clothes. How many clothes? Which type? What colors? Which clothes did I discard while buying the ones I bought? Where did I buy them from? What did I feel while buying these clothes?
- 8. Transformational Rules: Bridging the Gap Transformational rules are the architects that bridge the gap between deep and surface structure. They manipulate the deep structure to create various surface structures, like a sculptor molding clay into different shapes. Examples of transformations include passivization, negation, and wh-movement.
- 9. Transformational Rules 1. Passivization: Reverses the subject-object relationship, shifting the focus of the sentence. Deep Structure: boy AGENT kick PATIENT ball Surface Structure 1 (Active): The boy kicked the ball. Surface Structure 2 (Passive): The ball was kicked by the boy.
- 10. Transformational Rules 2. Negation: Introduces a negative element (e.g., not, no) to express the opposite of the deep structure meaning. Deep Structure: boy AGENT eat PATIENT apple Surface Structure 1 (Affirmative): The boy eats the apple. Surface Structure 2 (Negative): The boy does not eat the apple.
- 11. Transformational Rules 3. Wh-movement: Moves a wh- 荅 (gi -shi, question word) like "who," "what," "where," to the beginning of the sentence to form a question. Deep Structure: boy AGENT see PATIENT girl Surface Structure 1 (Statement): The boy sees the girl. Surface Structure 2 (Question): Who sees the girl?
- 12. The Power of Deep Structure: Unveiling Ambiguity Deep structure allows us to understand sentences with ambiguous surface structures. Ambiguity arises when a single surface structure can have multiple interpretations. Deep structure helps us identify the underlying meaning and differentiate between interpretations.
- 13. "The shooting of the hunters." Deep Structure 1: hunters AGENT shoot PATIENT animals Deep Structure 2: animals PATIENT be shot by AGENT hunters
- 14. Speaking to you as an intelligent person -surface structure that could represent two different deep structures 1.I think of you as an intelligent person 2.I think of myself as an intelligent person who is speaking to you
- 15. My spouses parents treat my children differently because they are handicapped. 1. My children are handicapped 2. My spouses parents are handicapped.
- 16. treat my children differently - vague expression 1. Treat my children favorably 2. It could mean unfavorably
- 17. Aspects of Deep Structure Lexical Selection: Choosing the appropriate words to represent concepts. Subcategorization: Specifying the number and type of arguments a verb requires. Thematic Roles: Assigning semantic roles (agent, patient, etc.) to noun phrases. Logical Form: Representing the proposition expressed by the sentence in a logical format.
- 18. Conclusion: Unveiling the Depths of Language Chomsky's theory of deep structure and surface structure revolutionized our understanding of language. It offers a powerful tool for analyzing meaning, ambiguity, and the mental processes underlying language production and comprehension. The concept of deep structure has implications for various fields, including linguistics, translation, and artificial intelligence.
- 19. Implications for English Language Teaching Understanding deep structure helps teachers focus on meaning, not just form. By recognizing transformations, teachers can explain sentence variations effectively. Deep structure analysis encourages students to think critically about sentence formation. Surface structure awareness helps identify and correct grammatical errors.
- 20. Putting Theory into Practice: Senior High School Application 1. Analyze authentic materials 2. Sentence transformation activities 3. Error identification tasks 4. Creative writing exercises
- 21. Students Ability in Transforming a Sentence: Deep and Surface Structure by Nina Afrida and Khairurrahmi (2016)
- 22. This research explores the concept of deep and surface structure in language, particularly their role in sentence formation. Deep structure refers to the underlying meaning of a sentence, residing in the speaker's mind. Surface structure, on the other hand, represents the actual spoken or written form of the sentence.
- 23. Research Objectives This study focuses on the abilities of students in the English Education Department at IAIN Langsa, specifically those in their seventh semester. The research investigates their ability to identify and differentiate between deep and surface structures in sentences.
- 24. Literature Review Syntax: The study of sentence formation rules Transformational Grammar: Analyzing sentence structure Uses various categories like phrase types, grammatical functions Immediate Constituent (IC) Analysis: Breaking down sentences into sub-components Methods include bracketing, tree diagrams, and Phrase Structure Grammar (PSG) Transformation Process: Converting deep structure to surface structure Ambiguity: Multiple deep structures for one surface structure
- 25. Methodology: Research Design Quantitative Descriptive: It focuses on measuring and describing the current state of students' abilities in transforming deep structure into surface structure, rather than testing hypotheses or establishing causal relationships. Test with Pre-determined Task, Focus on Ability Measurement, Statistical Analysis
- 26. Participants Population: All seventh-semester students of the English Education Department at IAIN Zawiyah Cot Kala Langsa (based on the academic year 2015-2016). Sample: A convenience sample of 50 students selected from the population, likely 10 students from each class
- 27. Data Collection Instruments Test-Type: Closed-ended, task-based assessment Purpose: To assess students' ability to transform deep structure into surface structure Task: Students were asked to draw tree diagrams to represent the surface structure of six given sentences with implied deep structures Questionnaire: open-ended
- 29. Data Analysis Data obtained through test and questionnaire was statistically calculated. This suggests a quantitative approach where: Scores from the tree diagram task (likely based on correctness and completeness) were analyzed statistically.
- 30. Data Analysis The ability of the students to identify deep structure and surface structure refers to the following criteria.
- 31. Limitations The small sample size (50 students) limits the generalizability of the findings to a wider population. The use of a closed-ended test might not capture the full picture of students' understanding or thought processes. Lack of details about the open-ended questionnaire (if used) makes it difficult to assess its contribution to the research.
- 32. Key Findings
- 33. Key Findings Low Performance Verb Tense Errors Subject-Verb Agreement Noun Phrase (NP) Labeling Limited Deep Structure Understanding Negative Attitudes
- 34. Possible Contributing Factors Lack of deep understanding of deep and surface structures Difficulty labeling words without memorization Negative attitudes towards the topic and syntax in general
- 35. Applications English Language Teaching. Curriculum Development Teacher Training
- 36. Advantages Improved Student Learning Enhanced Teaching Methods Stronger Foundation for Future Teachers
- 37. Conclusion The study by Afrida & Khairurrahmi identified a significant lack of competency among seventh-semester English Education students at IAIN Cot Kala Langsa in differentiating deep and surface structures. This was evident in their performance on the tree diagram task and their self-reported struggles. The findings suggest that negative attitudes towards the topic and a lack of understanding of deep and surface structures contribute to these difficulties.
- 38. Recommendations for Improvement 1. Teaching Strategies 2. Assessment Methods 3. Student Support 4. Future Research 5. Sample Size 6. Qualitative Data
- 39. Implications to ELT 1. Highlighting Student Difficulties 2. Importance of Deep Structure 3. Addressing Negative Attitudes 4. Effective Assessment Methods
- 40. References: Chomsky, N. (1957). Syntactic Structures. The Hague: Mouton. Cecchetto, P. (2008). Introducing Generative Grammar. Fromkin, V. and Rodman, R. (2008). An Introduction to Language.
- 41. Thank you for listening!