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The Article Workshop (a/an, the or )

The Article Workshop (a/an, the or ). March 20, 2012 at 7:30pm, BAC 103 Organizer: The Writing Center at AUBG Guest speaker: Sabina A. Wien (Bulgarian Language Instructor at AUBG, MA in English and American Studies, Sofia University )

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The Article Workshop (a/an, the or )

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  1. The Article Workshop(a/an, the or ) March 20, 2012 at 7:30pm, BAC 103 Organizer: The Writing Center at AUBG Guest speaker: Sabina A. Wien (Bulgarian Language Instructor at AUBG, MA in English and American Studies, Sofia University) Disclaimer: Aynbodywhois a fluentspeakerof English and/or a researcher in thefieldiswelcometodisagreewiththefollowingpresentationat: swien@aubg.bg

  2. The goodnews: Thereareonly 3! - indefinite article - definite article - zeroarticle (= noarticle) Types of Articles in All Languages

  3. WhichLanguages Have WhichArticle(s)? http://amor.cms.hu-berlin.de/~h2816i3x/Lehre/2006_VL_Typologie/Typologie_04_Definitheit.pdf (lookattheworldmaps on page 1(right) anndpage 2 (left) otherwise, thesourceis in German!)

  4. TypesofArticlesin my Mother Tongue: Bulgarian definite article: yes! (differs in gender and number) indefinite article: no! (it‘s a matter of a long discussion, though) zero article: Pardon me??? (BG linguists don‘t yet talk about it)

  5. TypesofArticlesin your Mother Tongue: … You tell me!

  6. TypesofArticles in English (1):What do youknow so far? You have 2 minutes to discuss with your neighbor. Then you can share with everybody.

  7. The bad news: English has them all! - definite article: the - indefinite article: a/an - zero article: ø (= i.e. no article) Types of Articles in English (2)

  8. The worsenews: The pronunciationofthe! The choicebetwenaandan! Types of Articles in English (3)

  9. The pronunciation of the (1):the Theory You have 1,5 minutes to discuss with your neighbor. Then you can share with everybody. the • [ðə]: before a consonant • [ði]: before a vowel

  10. the: [ðə] or [ði] in the following words? Take 2 minutesandsplitinto 2 columns. The pronunciation of the (2a):the Practice axislede*university equivalentwavegene upgraderhythmincome X-rayquotayield imagejournalhour * Look up ‛a lede‘: http://www.merriam-webster.com/dictionary/lede

  11. the: [ðə] or [ði] in the following words? The pronunciation of the (2b):the Practice [ði] [ðə] axislede equivalentgene imagerhythm incomeyield upgradequota hourjournal universitywave X-ray

  12. The Choice between a and an (1):the Theory You have 1,5 minutes to discuss with your neighbor. Then you can share with everybody. a [ə]: before a consonant an [ən]: before a vowel

  13. a: [ə] or [ən] in the following words? Take 2 minutesandsplitinto 2 columns. The Choice between a and an (2a): the Practice axisledeuniversity equivalentwavegene upgraderhythmincome X-rayquotayield imagejournalhour

  14. aor an in the following words? The Choice between a and an (2b): the Practice an a axis lede equivalent gene image rhythm income yield upgrade quota hour journal X-ray wave university

  15. [ju] – a vowel or a consonant? university[ˌjuːnɪˈvɜː(r)səti]* theuniversity[ðijuni’və:(r)siti] (i.e. [ju] treated as a vowel) a university[ə juni’və:(r)siti] (i.e. [ju] treated as a consonant) * Oxford AdvancedLearner‘sDictionary (http://oald8.oxfordlearnersdictionaries.com/dictionary/university) Problems?

  16. The Use of the Definite Article, the Indefinite Article,and the Zero-article in Standard British/ American English

  17. - Spech Act Theory by the British linguist/philosopher of language J. L. Austin (major book: How to Do Things With Words, 1962) - further developed by the US philosopher J. R. Searle (http://socrates.berkeley.edu/~jsearle) Some LinguisticsTheory (1)(pls, apologize)

  18. Some LinguisticsTheory (2): What is a speech act? “We perform speech acts when we offer an apology, greeting, request, complaint, invitation, compliment, or refusal. A speech act is an utterance that serves a function in communication. A speech act might contain just one word, as in "Sorry!" to perform an apology, or several words or sentences: "I’m sorry I forgot your birthday. I just let it slip my mind." Speech acts include real-life interactions…” * * http://www.carla.umn.edu/speechacts/definition.html (The Center for Advanced Research on Language Acquisition at the University of Minnesota)

  19. TWO: one SPEAKER (S) one LISTENER (L) The two participants can exchange their roles, of course. Some LinguisticsTheory (3):Whatistheminimumnumberofparticipants in an ideal speechact?

  20. You have 2 minutes to discuss with your neighbor: When do we use the in English? What rules do you know? Then you can share with everybody. The Use of the: from Theory … (1)

  21. (what I assumeyouknowfromschool) • withuniquenouns (ex. theEarth, the Sun) • whenthenounhasalreadybeenmentioned in theprevioussentence • theNetherlands, theCanary Islands, thePersianGulf, theDanube, the Black Sea, the West, etc. The Use of the: from Theory … (2)

  22. Do these rules always work? Let’s check. The Use of the: … to Practice (1) First example: “The Earth could be getting a second sun, at least temporarily.” * (* Two Suns? Twin Stars Could Be Visible From Earth By 2012: http://www.huffingtonpost.com/2011/01/20/two-suns-twin-stars_n_811864.html)

  23. Do these rules always work? The Use of the: … to Practice (2) Second example: “Humpty Dumpty sat on a wall,Humpty Dumpty had a great fall.All the King's horses and all the King's menCouldn't put Humpty together again.” * (* I. Opie and P. Opie, The Oxford Dictionary of Nursery Rhymes (Oxford: Oxford University Press, 1951, 2nd edn., 1997), pp. 213-5, online in: http://www.rhymes.org.uk/humpty_dumpty.htm)

  24. The Useofthe Speech ActTheory in relationwithArticleUse in General The decision when to use the definite article and the indefinite article depends on whether the SPEAKER (S) and/or the LISTENER (L) know what is specifically referred to, whether S and/or L can identify once particular person/ thing or one particular group of people/things which are referred to.

  25. March 20, 10:16 Student: Thank you for the lecture, professor! Professor: My pleasure. Both the speaker (Student) and the listener (the Professor) are thinking about the same specific thing, i.e. the lecture which has just finished.* * These are strictly my interpretiations, i.e. don‘t treat them as a universal truth, please. The Use of the: from Practice … (1a)in an attempt to get more academic

  26. April 27th, 10:16 Student: Thank you for the lectures, professor! Professor: Mypleasure. Boththespeaker (Student) andthelistener (the Professor) arethinkingaboutthe same specificthings, i.e. thelecturesduringthe Spring Semester 2012 which just have/has finished.* * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of the: from Practice … (1a)in an attempt to get more academic

  27. March 19, 2012 Elena: Yesterday I had ENG 101. The professor was amazing. Ivan: Nowonder. Weareat AUBG. Boththespeaker (Elena) andthelistener (Ivan) knowthat ENG is a class, and in a classthereis (usually) a professorinvolved. i.e. noneedtomentionthispopularfact in advance. * * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of the: from Practice … (2a)in an attempt to get more academic

  28. April 3d, 2012 Elena: Yesterday I watched “Grease”. The dances were fantastic. Ivan: Nowonder. SkerdiBuhuri, NagimaIskakova, Mariya Marinova, and Krasen Dimovarethechoreographers. Boththespeaker (Elena) andthelistener (Ivan) knowthat“Grease“ is a musicalandas such itinvolvesdancing. i.e. noneedtomentionthispopularfact. * * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of the: from Practice … (2b)in an attempt to get more academic

  29. March 26th, 2012 Elena: We’ll be cleaning and re-painting the Zoo in Blagoduringthe Environment Week 2012. Ivan: I‘llsurelyjoin. Boththespeaker (Elena, an active BCC member) thelistener (Ivan, a potential BCC member) agree on thefactthatthereisonlyonezoo in Blago, i.e. theysharetheknowledgethatthezoo in Blagoisunique. * * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of the: from Practice … (3a)in an attempt to get more academic

  30. Anytimeat AUBG AUBG Professor 1: The AUBG studentis a strangespecies. AUBG Professor 2: Tell meabout it. Boththespeaker (AUBG Professor 1), andthelistener (AUBG Professor 2) agreetounite all AUBG studentsinto a specieswhichtheycall THE AUBG student. i.e. THE AUBG studentis a symbolicfigurewhichunitesthetypicalcharacteristicfeaturesof all AUBG students: genericfunctionofthe.* * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of the: from Practice … (3b)in an attempt to get more academic

  31. Anytime at AUBG before May 31st, 2012 Elena: The Wiens are expecting a baby. Ivan: Really? I didn‘t know that. the + last name = the whole family. The Use of the: from Practice … (3c)in an attempt to get more academic

  32. Anytimeat AUBG before May 31st, 2012 Elena: The best student at AUBG is called (the name has been blurred for reasons of confidentiality). Ivan: Are youjoking? A am thebeststudentat AUBG. the + superlative = the a uniqueperson/thingorgroupofpeople/things The Use of the: from Practice … (3d)in an attempt to get more academic

  33. theisused: • withbothsingularand plural nouns • whenboththespeakerandthelistenermean/understand a specificnoun/ specificnouns; thenounrefersto a particularperson/ thingor a particulargroupofpeople/things • whenboththespeakerandthelisteneragreethatforthem, in thisspecialsituationsomethingisunique • in generalizations The Use of the: … to Theory (1)

  34. theisalwaysusedwith: • names of rivers, oceans and seas: the Nile, the Pacific • mountainranges: the Andes or the Rockies • points on the globe: the Equator, the North Pole • geographical areas: the Middle East, the West • deserts, forests, gulfs, and peninsulas: the Sahara, the Persian Gulf, the Black Forest, the Iberian Peninsula • island chains like the Aleutians, the Hebrides, or the Canary Islands • the Netherlands, the Philippines, the Dominican Republic, the Czech Republic, the United States, the Islamic Republic of Iran* • last nameswhenyoumeanthefamily: theHiltons, theJacksons • (* See Sources: Using Articles) The Use of the: … to Theory (2)

  35. March-April 2012 at AUBG Student 1: I reallywant a WAT job. Student 2: Anyjob? Really? The speaker (Student 1) hasappliedfor all possiblejobsthe WAT progamoffersand he/sheisreadytoacceptany WAT jobaslongasitis in the USA. * * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of a/an: from Practice … (1a)in an attempt to get more academic

  36. April 27th, 10:16 Student 1: Yesterday I was in ‟Underground“ and I saw a girl. I think I am in love. Student 2: Howdidshelook? Was shefrom AUBG? The speaker (Student 1) hasmostprobablyseemmorethanonegirl in ‟Underground“. He actuallymeans a specificgirl but thelistener (Student 2) cannotyetidentifywhichgirl Student 1 means. Thatiswhy Student 2 isaskingformoredetails. * * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of a/an: from Practice … (1b)in an attempt to get more academic

  37. April 27th, 10:16 AUBG Student 1: An AUBG Professor is a strangespecies. AUBG Student 2: Tell meabout it. Boththespeaker (AUBG Student 1), andthelistener (AUBG Studnet 2) agreetounite all AUBG professorsinto a specieswhichtheycall THE AUBG Professor. i.e. THE AUBG Professor is a symbolicfigurewhichunitesthetypicalcharacteristicfeaturesof all AUBG professors: genericfunctionofa/an. * * These arestrictlymyinterpretiations, i.e. don‘ttreatthemas a universal truth, please. The Use of a/an: from Practice … (1c)in an attempt to get more academic

  38. a/anisused: • onlywithsingular, countnouns • whenthespeakerdoesnotmean a specific, a particularperson/ thingorgroupofpeople/things, i.e. = any • whenthelistenercannotidentifywhichspecificperson/ thingthespeakerhas in mind • in generalizations The Use of a/an: … to Theory

  39. anytime, anywhere • I like chocolate. • I like cookies. • Love is all around. The Use of the Zero Article: from Practice … (1a)in an attempt to get more academic

  40. anytime, anywhere • - My name is Professor.  • I speak English. I am Bulgarian. • I come from Russia, Turkmenistan. • I like playing rugby. • This semester I am not taking mathematics. The Use of the Zero Article: from Practice … (2a)in an attempt to get more academic

  41. anytime, anywhere • - I gotoschooleveryday. • - Sheis 18, sheisatcollegealready. • I havetogotoworknow. • He is in hospital. • Sheis in prison. • Let‘sgotochurch. • His fatherisatsea. The Use of the Zero Article: from Practice … (2b)in an attempt to get more academic

  42. anytime, anywhere • I am in bed./ I‘m going to bed already • Let‘s go home./ Is he at home? • Which is the best restaurant in town? The Use of the Zero Article: from Practice … (2c)in an attempt to get more academic

  43. thezeroarticleisused: • with non-countnouns (i.e. singural, ofcourse) • abstractnouns (i.e. singular, ofcourse) • with plural nouns in generalizations • whenwemeantheinstitution, not thebuilding, ex. Sheis in prison. (i.e. is a prisoner) vs. Sheis in theprison, not athome. (i.e. sheisvisiting a prisoner) The Use of the Zero Article: … to Theory (1)

  44. the zero article is always used • (i.e. never use a/an or the): The Use of the Zero Article: … to Theory (2) • names of people, animals, toys • names of languages and nationalities: • names of countries (see exceptions) • names of sports • names of academic subjects • some set phrases

  45. I am afraid I have kept you too long, therefore: Thank you for your patience! Thank you for your cooperation! Enjoy the use of the articles in English, and don‘t forget the professor who reminded you of all those useful things in relation with the ARTICLES IN ENGISH! My AUBG profile: http://www.aubg.bg/facultyPopup.aspx?fid=151

  46. Paper Sources (available at the AUBG Panitza Library: http://www.aubg.bg/library) Schrampfer Azar, Betty; Hagen, Stacy A.: Understanding and Using English Grammar. Pearson/Longman. 2009. 4th ed., pp. 100-134, 476-481. (recommended) Yule, George: Oxford Practice Grammar (Advanced). Oxford University Press. 2006. Call Nr.: PE 1112. Y856. 2010, pp. 68-81, 229-233, 265. (recommended) Eastwood, John: Oxford Practice Grammar (Intermediate). Oxford University Press 2006. Call Nr.: PE 1128 .E26. 2009, pp. 196-215, 398-401. (recommended) Greenbawm, Sidney: The Oxford English Grammar. Oxford University Press. 1996, pp. 164-165, 243-246, 621, 625, 635. (rather theoretical) McArthur, Tom (ed.): The Oxford Companion to the English Language. Oxford University Press 1992, pp. 82-83. (rather theoretical) Online Sources (as of March 20, 2012): Using Articles (by Paul Lynch, Allen Brizee, Elizabeth Angeli @ Purdue Online Writing Lab): http://owl.english.purdue.edu/owl/resource/540/01/ (recommended) Article Usage (by John R. Kohl, The Writing Centerat Rensselaer): http://www.rpi.edu/web/writingcenter/esl.html (recommended) Teaching Definite and Indefinite Articles (Lanternfish ESL, a group of ESL teachers in Asia and North America): http://bogglesworldesl.com/indefinitearticles.htm (rather simplistic) Dimensionen grammatischer Variation: Eine Einführung in die Sprachtypologie. Definitheit, Indefinitheit, Spezifizität, Generizität [Dimensions of Grammatical Variation: An Introduction to Language Typology. Definiteness, Indefiniteness, Specificity, and Genericness (by Manfred Krifka @ Humboldt University in Berlin): http://amor.cms.hu-berlin.de/~h2816i3x/Lehre/2006_VL_Typologie/Typologie_04_Definitheit.pdf (strictly linguistic, in German)

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