Structuralist View of Grammar and IC Analysis

Structuralist View of Grammar and IC Analysis

1. Background to Structuralist Grammar

Structuralist grammar began in the early 20th century. It studies how language is actually used in real life. It does not tell people what is right or wrong language. Instead, it describes real language patterns.

This approach sees language as a system of structures. Every word, phrase, and sentence has a place in this system. Language is studied through forms, patterns, and arrangements.

Main ideas:

·       Spoken language is more important than written language

·       Description is more important than rules

·       Structure is more important than meaning

Language works through patterns. Language was treated as a system in which every unit (sound, word, phrase, sentence) gets meaning from its position and function in the structure.

2. Traditional Grammar

Traditional grammar is the old rule-based system of grammar. It tells people how language should be used.

Features:

·       Focus on rules

·       Focus on correctness

·       Based on Latin grammar

·       Focus on meaning and logic

·       Less focus on spoken language

 

Structuralists rejected traditional grammar because it does not study real language use.

3. Structural Grammar (Major Tenets)

Structural grammar is descriptive and scientific. It studies language as a system of patterns and structures.

Major principles:

·       Language is a system

·       Grammar is based on patterns

·       Spoken language is primary

·       Words are identified by position

·       Language learning happens through habit

Structure is more important than meaning.

Example of structure:

Det + N + Aux + V-ing
"The boy is running"
"The girl is singing"

Both sentences follow the same structural pattern.

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4. IC Analysis (Immediate Constituent Analysis)

IC analysis is a method used in structural grammar to break sentences into smaller meaningful units called constituents. It shows how a sentence is built step by step.

Purpose of IC Analysis:

• To show internal structure of sentences
• To identify grammatical units
• To explain sentence organization
• To show relationships between parts

 

5. IC Analysis with Graphical Discussion

(A) Structural Tree of a Sentence

Example sentence: "The boy ate an apple."

  Sentence

                    |

              -------------------

              |                 |

             NP                 VP

              |                 |

         -----------        -----------

         |         |        |         |

        Det        N        V         NP

         |         |        |         |

        The       boy      ate     an apple

This shows how a sentence is hierarchically structured into phrases and words.

(B) Subject–Predicate Structure

            Sentence

                  |

          ---------------------

          |                   |

       Subject             Predicate

          |                   |

       The boy           ate an apple

This represents the classical structural division of a sentence.

(C) Noun Phrase (NP) Structure

Noun Phrase (NP)

Noun Phrase

                    |

              -----------------

              |               |

           Determiner         Noun

              |               |

             The              boy

This shows the internal structure of a noun phrase.

6. Limitations of IC Analysis

Although IC analysis is useful for structural understanding, it has several limitations:

1.    Focuses only on structure, not meaning

2.    Cannot explain ambiguity clearly

3.    Not effective for long and complex sentences

4.    Mechanical and rigid method

5.    Ignores deep structure

6.    Does not explain speaker competence

Conclusion

The structuralist view of grammar transformed linguistics by making language study scientific, descriptive, and systematic. IC analysis helped linguists understand sentence structure clearly through visual and hierarchical division. However, its limitations in explaining meaning, ambiguity, and deeper grammatical relations led to the development of later theories like transformational and generative grammar.

 

Discourse Analysis

 Discourse Analysis

Definition of Discourse Analysis

Discourse analysis is the study of language in use. It does not study isolated words or single sentences, but studies connected language in real situations such as conversations, speeches, stories, classroom talk, interviews, newspapers, advertisements, and social media. In other words, it studies how people use language to communicate meaningfully in real life.

Cohesion and Coherence

Discourse analysis focuses on how sentences are linked together to form meaningful communication. For example, the sentences:

“Ravi went to the market. He bought vegetables. Then he returned home.”

These sentences together form a discourse. The word “he” refers to Ravi and connects the sentences. This connection is called cohesion. Cohesion is created through pronouns, repetition, conjunctions, and reference words.

Another important concept is coherence, which means logical flow of ideas. For example:

“She was hungry. She cooked food. She ate dinner.”

This is coherent because the ideas are logically connected. But look at the

following sentences:

“She was hungry. The train was late. Blue is a colour.”

This is not coherent because the ideas do not connect meaningfully.

Discourse analysis also studies spoken interaction. For example, in a classroom:

Teacher: “What is a noun?”
Student: “A naming word.”
Teacher: “Correct.”

This pattern of question–answer–feedback is a discourse structure. Discourse analysis explains how communication is organized in real situations.

Context plays a major role in discourse. The sentence “It’s cold here” can mean different things in different situations. It may mean a simple statement, or it may mean “close the window” or “switch on the heater.” Discourse analysis explains how meaning changes with situation, place, and intention.

Thus, discourse analysis shows that language is not only about grammar and words, but about communication, context, meaning, interaction, and society. It helps us understand how people use language to express ideas, emotions, power, identity, and relationships in real life.

 

Semantics and Pragmatics, Speech Act Theory, Cooperative Principle

Semantics and Pragmatics

1. Semantics

Semantics is the branch of linguistics that studies meaning in language. It deals with the meaning of words, phrases, and sentences as part of the language system itself. Semantics focuses on literal meaning, that is, meaning that does not depend on context, speaker intention, or situation.

Semantics

- Studies dictionary meaning

- Concerned with sentence meaning

- Meaning is stable and fixed

- Independent of context

Examples:

- "Tree" → a tall plant with trunk and branches

- "The earth moves around the sun." → factual meaning

2. Pragmatics

Pragmatics is the branch of linguistics that studies meaning in context. It explains how meaning changes according to situation, speaker intention, relationship between speakers, and social and cultural factors.

Pragmatics

- Studies speaker meaning

- Meaning depends on context

- Focuses on intention and situation

- Meaning is flexible

Example:

"It’s very noisy here."

Semantic meaning → There is noise

Pragmatic meaning → Close the door / move away / reduce volume

 3. Speech Act Theory

A major development in pragmatics is the Speech Act Theory, proposed by J. L. Austin. He believed that language is not only used to say things but also to do things. In this theory he talks about three types of Acts as follows:

 (a) Locutionary Act – actual words spoken

Example: "I will help you."

(b) Illocutionary Act – intention behind words

Example: promise

(c) Perlocutionary Act – effect on listener

Example: listener feels relieved

4. Cooperative Principle

H. P. Grice has discussed about cooperative principles. Grice stated that effective communication depends on cooperation between speakers and listeners, and this cooperation is guided by four conversational rules called Maxims. There are four maxims as follows:

1. Maxim of Quantity

2. Maxim of Quality

3. Maxim of Relation

4. Maxim of Manner

1. Maxim of Quantity – Be Informative

This maxim says:

• Give as much information as needed.
• Do not give too little information.
• Do not give too much unnecessary information.

The speaker should provide the right amount of information — not less, not more.

Example:

“The library is next to the office.”

Explanation:

If someone asks, “Where is the library?”
This answer is:

• Sufficient → It tells the exact location.
• Not excessive → It doesn’t give extra irrelevant details like building color, floor number, or history.

Violation Example:

“Somewhere in the campus.” → too little information
“The library is next to the office, built in 1998, with 3 floors and 20,000 books.” → too much information

2. Maxim of Quality – Be Truthful

This maxim says:

• Say only what you believe is true.
• Do not say what is false.
• Do not say things without evidence.

In short: Don’t lie. Don’t guess. Don’t mislead.

Example:

“The exam is on Friday.”

Explanation:

This follows the maxim if:

• The speaker knows the exam is actually on Friday.
• The information is reliable and confirmed.

Violation Example:

“The exam is cancelled” (when it is not cancelled)
“I think the exam is on Friday” (without checking)

3. Maxim of Relation (Relevance) – Be Relevant

This maxim says:

• Your answer should be related to the topic.
• Do not change the topic unnecessarily.
• Do not give irrelevant responses.

Example:

Question: “Did you finish your homework?”
Answer: “Yes, I completed my homework.”

Explanation:

The answer is:

• Direct
• Relevant
• Connected to the question

Violation Example:

Q: “Did you finish your homework?”
A: “The weather is very nice today.”

This breaks the maxim because the response is irrelevant.

4. Maxim of Manner – Be Clear

This maxim says:

• Be clear
• Be simple
• Be orderly
• Avoid ambiguity, confusion, and complexity

It focuses on how something is said, not what is said.

Example:

“Turn left after the temple.”

Explanation:

This instruction is:

• Clear
• Simple
• Easy to follow
• Not confusing

Violation Example:

“Proceed in a non-linear direction after encountering a religious structure.” (Too complex and unclear)

“Go there and then turn somewhere.”
(Vague and confusing)

 

Definition of Semantics, Types of Meaning (Denotative, Connotative, Social, Thematic)

 Semantics

1. Definition of Semantics

Semantics is the branch of linguistics that deals with the study of meaning in language. It focuses on how words, phrases, sentences, and texts convey meaning. While phonetics studies sounds and syntax studies sentence structure, semantics studies what language means. It explains how meaning is expressed, interpreted, and understood in communication.

Semantics is concerned with:

• meaning of words
• meaning of sentences
• relationships between meanings
• interpretation of language
• logical relations in meaning

For example, the sentences “The boy is running” and “The child is running” are different in words, but similar in meaning. Semantics helps us understand how meaning works in such cases.

2. Types of Meaning

(a) Denotative Meaning

Denotative meaning is the literal, dictionary meaning of a word. It is the basic, objective meaning that a word directly refers to.

Examples:

·        Dog → a four-legged animal

·        Rose → a type of flower

·        Chair → a piece of furniture

·        Snake → a reptile

Denotative meaning is stable and common to all speakers of a language.

(b) Connotative Meaning

Connotative meaning is the emotional, cultural, and personal meaning associated with a word beyond its literal meaning. It depends on feelings, experiences, and social attitudes.

Examples:

·        Rose → love, beauty, romance

·        Snake → danger, betrayal

·        Home → comfort, safety, family

·        Child → innocence, purity

Connotative meaning is subjective and varies from person to person.

(c) Social Meaning

Social meaning shows the social background, status, and relationship of the speaker and listener. It reflects social class, formality, profession, and group identity.

Examples:

·        Father → neutral

·        Dad → informal

·        Sir → respectful and formal

·        Bro → informal and friendly

The choice of words shows the social context and relationship between speakers.

(d) Thematic Meaning

Thematic meaning refers to the meaning created by the arrangement and emphasis of words in a sentence. It depends on what is given importance in the sentence.

Examples:

·        Ram broke the glass.

·        The glass was broken by Ram.

Both sentences have the same basic meaning, but the focus is different. In the first, Ram is important; in the second, the glass is important.

3. Lexical Meaning and Grammatical Meaning

Lexical Meaning

Lexical meaning is the meaning of individual words.

Examples:

·        Book → a reading material

·        Run → to move fast

·        Red → a colour

Grammatical Meaning

Grammatical meaning is the meaning expressed through grammar, such as tense, number, gender, case, and degree.

Examples:

·        boy / boys → number

·        walk / walked → tense

·        big / bigger → degree

4. Sense and Reference

Sense

Sense is the internal meaning of a word within the language system. It is the conceptual meaning shared by speakers.

Example:
The words “morning star” and “evening star” have different senses.

Reference

Reference is the actual object or entity in the real world that a word points to.

Example:
Both “morning star” and “evening star” refer to the same object → the planet Venus.

Thus:

·        Sense = meaning inside language

·        Reference = meaning in the real world

5. Sentence and Utterance

Sentence

A sentence is a grammatical structure. It is an abstract linguistic unit that exists in language.

Example:
It is cold.

This sentence exists in grammar books and language systems.

Utterance

An utterance is the actual spoken use of a sentence in a real situation.

Example:
When a person says “It is cold” in a room, that spoken act is an utterance.

Thus:

·        Sentence = abstract form

·        Utterance = real use in context

6. Entailment and Presupposition

Entailment

Entailment is a logical relationship where the truth of one sentence guarantees the truth of another sentence.

Example:

·        Ravi killed the snake.
⟹ The snake is dead.

If the first sentence is true, the second must also be true.

Presupposition

Presupposition is the assumed background information that must be true for a sentence to make sense.

Example:

·        Rita stopped smoking.

This presupposes that:
→ Rita used to smoke.

Even if the sentence is negative:

·        Rita did not stop smoking
It still presupposes that Rita used to smoke.

Thus:

·        Entailment = logical consequence

·        Presupposition = assumed background truth

7. Conclusion

Semantics is the study of meaning in language. It helps us understand how words and sentences convey meaning, how meaning changes in different contexts, and how interpretation works in communication. Concepts such as types of meaning, lexical and grammatical meaning, sense and reference, sentence and utterance, and entailment and presupposition provide a scientific and systematic understanding of meaning. Semantics, therefore, forms a core part of linguistic study and is essential for understanding language, communication, and interpretation.