Строй современного английского языка

Б. А. ИЛЬИШ

Строй

современного английского

языка

Учебник по курсу теоретической грамматики для студентов педагогических институтов

(на английском языке) ИЗДАНИЕ ВТОРОЕ

ИЗДАТЕЛЬСТВО „ПРОСВЕЩЕНИЕ"

ЛЕНИНГРАДСКОЕ ОТДЕЛЕНИЕ

ЛЕНИНГРАД 1971

Сканирование, распознавание, вычитка:

Аркадий Куракин, г. Николаев, июль 2004 г.

{ark # mksat. net}

Только для использования с некоммерческой целью студентами и преподавателями в учебном процессе.

Орфография из ам. переведена в британскую.

Исправлено ок. 15 опечаток. В частности: prepositoin (178), adressed (183) (2), stylistical (232), conjunctious (267), prepositoinal (283), Dickens’s (302), froom (310) interpretaiton (328), actoin (329), Enlgish (351).

—4 -71

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в качестве учебника для студентов

педагогических институтов по специальности 2103

«Иностранные языки».

PREFACE TO THE SECOND EDITION

In preparing this edition, care has been taken to bring the text of the book up to date and to introduce the reader to some outstanding problems of modern linguistics. One of these concerns the relations between morphology and syntax, on the one hand, and paradigmatic and syntagmatic phenomena, on the other. Recent discussion of this problem has also immediate connection with the treatment of the notion of "sentence". Much attention has accordingly been given to this set of problems in the appropriate places.

Some corrections have also been made in various parts of the book.

Its main purpose remains unchanged. It is meant to encourage the students to think on the essential problems of English language structure and to form their own views of the relevant questions.

B. Ilyish

September 1970

PREFACE TO THE FIRST EDITION

This book is intended as a textbook for the theoretical course on English grammar forming part of the curriculum in our Universities and Teachers' colleges. Its main purpose is to introduce the student to the many linguistic problems connected with grammatical structures and to the modern methods applied in dealing with them. I have endeavoured, as far as was possible, to point out the essence of the problems, and to state the arguments which have been, or may be, put forward in favour of one view or another. This should enable the reader to form a judgement of his own on the question involved and on the respective merits of the various solutions proposed.

It will be found that in many points the views expressed here differ from those laid down in my earlier work on the subject, published in Russian in 1948.¹ I have not thought it necessary or expedient to point out in every case the motives which have brought about these changes. The development of linguistics in the last few decades has been so quick and so manifold that a new insight has been gained into practically all the problems dealt with here, and into many others as well, for that matter. This of course was bound to be reflected in the contents of the book and in its very structure.

I have tried to avoid mentioning too many names of scholars or titles of books, preferring to call the reader's attention to the problems themselves. Some hints about authors have of course been given in the footnotes.

¹ Б. А. Ильиш, Современный английский язык, изд. 2-е, 1948. 1*

4 Preface

A few words may not be out of place here concerning the kind of work students may bo expected to do in their seminar hours. This may include, besides analysis of modem texts from theoretical points of view treated in the book, reports on the same problems, and discussion of views held by various authors. Some of these problems will probably lend themselves more readily than others to such discussion; among them, the following may be suggested: parts of speech in English; the category of case in nouns and pronouns; the stative; aspect; the perfect and the problem of correlation; voice; prepositions and conjunctions; types of sentences; types of predicate; secondary parts of a sentence; asyndetic composite sentences. Of course much will depend in each case on the teacher's own choice and on the particular interests expressed by the students.

My sincere thanks are due to the chair of English grammar of the Lenin Pedagogical Institute, Moscow, and the chair of English philology of Leningrad University, for the trouble they took in reviewing the MS, and also to Mr William Ryan, postgraduate student of Oriel College, Oxford, who went through the MS and suggested many improvements in the wording of the text.

Ilyish