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Professor Whitney in his Essentials of English Grammar recommends the German original stating "there is an English version, but it is hardly to be used." (p. vi) Meyer-Myklestad, J. (1967). An Advanced English Grammar for Students and Teachers. Universitetsforlaget-Oslo. p. 627. Morenberg, Max (2002). Doing Grammar, 3rd edition. New York ...
Jespersen also noted that many words, such as before in I came before, which were categorized as adverbs, were very similar in meaning and syntax to prepositions (e.g., I came before you.). And the same held for many words categorized as subordinating conjunctions (e.g., I came before you did.). He therefore proposed that all these words are ...
The term grammar can also describe the linguistic behaviour of groups of speakers and writers rather than individuals. Differences in scale are important to this meaning: for example, English grammar could describe those rules followed by every one of the language's speakers. [2]
In an experiment by Cairns et al., preschool children aged 4–6 were presented sentences such as (14) and (15) orally. (To make sure that the meaning of the sentences was clear to the children, sentences were enacted with toys.) While sentence (14) is well-formed in the adult grammar, sentence (15) is not, as indicated by the asterisk (*).
In older dialects and more formal registers, the form "were" is often used instead of "was". Counterfactuals of this sort are sometimes referred to as were'd up conditionals. [2] Were'd up: If I were king, I could have you thrown in the dungeon. The form "were" can also be used with an infinitive to form a future less vivid conditional. [3]
However, in British grammar, it is also possible for should and would to have the same meaning, with a distinction only in terms of formality (should simply being more formal than would). For most Americans, this nuance has been lost, with would being used in both contexts; [ 22 ] for example, I should like to leave is no longer a formal way to ...
In Britain, as education and literacy spread in the early eighteenth century, many grammars, such as the several editions of John Brightland's Grammar of the English Tongue and James Greenwood's Essay towards a Practical English Grammar, [12] [13] were written for "non-learned, native-speaker audiences" who did not know the rudiments of Latin ...
Interrogative sentences are generally divided between yes–no questions, which ask whether or not something is the case (and invite an answer of the yes/no type), and wh-questions, which specify the information being asked about using a word like which, who, how, etc.
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