Innovations and Challenges in Grammar

Cover
Endorsements
Half Title
Series Page
Title Page
Copyright Page
Dedication
Tableof Contents
List of illustrations
Preface
Acknowledgements
PART I: Where we came from
	1. Introduction
		1.1 The first challenge: defining grammar
		1.2 The challenge of a historical perspective
		1.3 The lay perspective
		1.4 English grammar and the ELT perspective
		1.5 Innovation in grammar
		1.6 Corpus linguistics
		1.7 Varieties and variation
		1.8 Technologies
	2. Grammar: Where did it all come from?
		2.1 Earliest origins
		2.2. Greek and Latin grammars
		2.3 Antiquity beyond Europe
		2.4 The Middle Ages: the Modistae and universal grammar
		2.5 English grammar: Bullokar
		2.6 Universal grammar again: The Port-Royal grammar
		2.7 Conclusion
	3. Eras of change and innovation: The 18th and 19th century
		3.1 Introduction
		3.2 The 18th century: Enlightenment
		3.3 The mid-18th century
		3.4 Closing the century: the forgotten grammarians
		3.5 The 19th century: new era, new grammars
		3.6 Murray’s grammar
		3.7 Grammar and social class: William Cobbett
		3.8 America: Goold Brown
		3.9 Ending the century: Sweet and Nesfield
		3.10 Culture and mindset
		3.11 Conclusion
		3.12 Challenges: a summary
PART II: Innovations and Challenges
	4. Grammar and the public, grammar for ELT
		4.1 Introduction
		4.2 Grammar and the public: usage manuals and handbooks
		4.3 The outsider’s perspective: reference grammars and language learning
		4.4 Grammar for English language teaching
		4.5 Structuralism: linguistic science meets the science of language teaching
		4.6 Berlitz, James Joyce and me
		4.7 New technologies, great events
	5. Innovation: Major new grammatical theories
		5.1 Noam Chomsky and his grammar
		5.2 Transformations
		5.3 Competence and performance
		5.4 Deep and surface structure
		5.5 Acquisition of grammar
		5.6 The plausibility of TG
		5.7 Innovation in British grammar: J. R. Firth and the neo-Firthians
		5.8 Halliday’s grammar
		5.9 The clause
		5.10 Systems
		5.11 Language and society
		5.12 Halliday’s enduring influence
		5.13 Conclusion
	6. Grammar as data: Corpus linguistics
		6.1 Let the data speak
		6.2 Grammar in corpora
		6.3 Grammar and frequency
		6.4 Concordance, pattern and meaning
		6.5 Spoken and written grammar
		6.6 The get-passive: pattern and context
		6.7 Like
		6.8 Grammaticalisation and the evidence of spoken corpora
		6.9 Grammaticalisation: You know and I think
		6.10 The significance of grammaticalisation
		6.11 Emergent grammar
		6.12 Conclusion
	7. Grammar and discourse
		7.1 Beyond the sentence
		7.2 Discourse analysis and textual cohesion
		7.3 Cohesion and speaking turns: conjunction
		7.4 Ellipsis
		7.5 Heads or tails?
		7.6 Grammar in spoken and written discourse analysis
		7.7 Special discourses, special grammars
		7.8 Taking the turn
		7.9 Grammar, discourse and co-construction
		7.10 Conclusion
	8. Grammar, language teaching and language learning
		8.1 The canon
		8.2 Make no mistake
		8.3 Outside the black box: from grammar to grammaring
		8.4 Staying outside the black box: Learners, grammaring and corpora
		8.5 Conclusion
	9. Grammar at large
		9.1 Variety: standard and non-standard
		9.2 Grammatical change
		9.3 Americanisation
		9.4 Grammar and moral panic
		9.5 Conclusion: re-wilding the grammatical environment
References
Index