Teacher Reference Book Analysis
Ali Çağlar Saymaz Eylül Sözen
NOUNS AND PRONOUNS
The Reference Grammar Project, which is conducted by Saymaz and Sözen probing five different Teacher Reference books, does mainly aim to help those, who have intention of further research and examination about nouns and pronouns, find relative sources for their own teaching sessions. Following the basic examination of the subject “Nouns and Pronouns” (Chapter A), the teacher reference books that have been utilized will be put in comparison and evaluated under four distinctive headings (Chapter B), which are; * Respective objective and aim * Target population * Content processed * Organisational planning
Chapter A: NOUNS AND PRONOUNS 1- Definition of Nouns
As universally suggested, a noun describes a place, person or thing in addition to the fact that nouns might be used for expressing concepts, qualities, organisations, communities and events, which is provided by Parrott (2004) in his book Grammar for English Language Teachers. 2- Categorisation of Nouns
There are several classes, which are accepted to be available in categorisation of nouns such as;
2.1- Common and Proper Nouns
According to Lester and Beason (2005), proper nouns represent unique entities whereas common nouns differentiate in the sense that they utter a class of entities, which are not specific.
2.2- Singular, Plural and Collective Nouns
Asserted by Swan (2005), nouns that state single and one entity are called as singular nouns. By generally adding ‘-s’ to a singular countable noun, plural forms are created. Plural case marker ‘-s’ may vary depending on the syllable final sound as can be observed in following examples;
Plural of nouns ending in consonant + y, is made by changing –y to –i and adding –es to the noun: baby-babies lady-ladies party-parties
However plural of nouns ending in vowel + y, does not experience any change in the discourse
NOUNS AND PRONOUNS
The Reference Grammar Project, which is conducted by Saymaz and Sözen probing five different Teacher Reference books, does mainly aim to help those, who have intention of further research and examination about nouns and pronouns, find relative sources for their own teaching sessions. Following the basic examination of the subject “Nouns and Pronouns” (Chapter A), the teacher reference books that have been utilized will be put in comparison and evaluated under four distinctive headings (Chapter B), which are; * Respective objective and aim * Target population * Content processed * Organisational planning
Chapter A: NOUNS AND PRONOUNS 1- Definition of Nouns
As universally suggested, a noun describes a place, person or thing in addition to the fact that nouns might be used for expressing concepts, qualities, organisations, communities and events, which is provided by Parrott (2004) in his book Grammar for English Language Teachers. 2- Categorisation of Nouns
There are several classes, which are accepted to be available in categorisation of nouns such as;
2.1- Common and Proper Nouns
According to Lester and Beason (2005), proper nouns represent unique entities whereas common nouns differentiate in the sense that they utter a class of entities, which are not specific.
2.2- Singular, Plural and Collective Nouns
Asserted by Swan (2005), nouns that state single and one entity are called as singular nouns. By generally adding ‘-s’ to a singular countable noun, plural forms are created. Plural case marker ‘-s’ may vary depending on the syllable final sound as can be observed in following examples;
Plural of nouns ending in consonant + y, is made by changing –y to –i and adding –es to the noun: baby-babies lady-ladies party-parties
However plural of nouns ending in vowel + y, does not experience any change in the discourse
References: Fowler, H; Aaron, J. (2004). The Little Brown Handbook. New York. Longman Publishing Group. p. 323. Lester, M; Beason, L. (2005). The McGraw-Hill Handbook of English Grammar and Usage. McGraw-Hill. p. 4 Parrott, M. (2004). Grammar for English Language Teachers. Cambridge. Cambridge University Press. Rutherford, W. (1998). A Workbook in the Structure of English: Linguistic Principles and Language Acquisition. Blackwell Publishers. Swan, M. (2005). Practical Usage of English (Ed.). New York. Oxford University Press. P. 523-532.