Teaching of Focus Structures in English

Cennet Altiner

doi:10.11114/jets.v6i11a.3802

Abstract

English permits certain non-prototypical sentence forms that have focusing or foregrounding effect. Focus structures place certain elements of the basic version of the sentence in different positions in order to make them more prominent. Due to the widespread usage of them, EFL/ESL teachers should be familiar with the grammar of these structures and how they are usually used, the points learners have difficulty with, and the necessary pedagogical implications for teaching these structures. However, the problems that ESL/EFL students have while using English focus structures have not been widely investigated. Thus, this paper firstly looks into the cleft sentences, formed through movement of constituents and other changes, and the sentences with fronting and left-dislocation involving only movement. Then, studies which reveal a clearer picture of learners' problems with these structures are presented. Finally, some activities are designed in order to show how focus structures can be handled in language learning classroom.

Highlights

English permits certain non-prototypical sentence forms that have focusing or foregrounding effect
Focus structures are widely used in both conversation and writing; EFL/ESL teachers should understand the grammar of these structures and how they are usually used
Focus structures may seem unimportant as a grammar topic, many of these structures occur frequently enough in spoken and written English to justify their inclusion in a grammar curriculum

Summary

Introduction

English permits certain non-prototypical sentence forms that have focusing or foregrounding effect. Focus structures place certain elements of the basic version of the sentence in different positions in order to make them more prominent. These structures have been termed information-packaging structures, as by Hudleston and Pullum (2002). They use the term to refer to sentences that have a corresponding S-V-O, or ―basic canonical form‖ and are used for several functions: (1) maintaining given-new flow of discourse; (2) focusing; (3) shifting heavy NPs; and (4) topicalizing. This paper will look into the cleft sentences, formed through movement of constituents and other changes, and the sentences with fronting and left-dislocation involving only movement

Fronting

Part 1

Conclusion