Dead quantitatives, revived by “grammar”

A bunch of teachers have taken my grammar test.

Or is it… a bunch of teachers has taken my grammar test?

Why does the second sound so bizarre?  Is the frequency with which we match apparent subjects like “a bunch” with “have” or “are” a lamentable pattern of grammatical laziness or is “bunch” just a special kind of word, rather than the noun it appears to be?

An interesting transition appears to have happened or be happening to English partitives and quantitatives, phrases like “a piece of”.  Under certain circumstances, they seem to lose their grammatical class as noun phrases and are instead interpreted like adjectives, modifying a noun to come rather than being nouns themselves.  You know the most common of these – “a lot of”, which appears to be a noun phrase with an indefinite article (“a”), a single noun (“lot”), and a prepositional phrase (“of ~”).  In practice, “a lot of trees” is interpreted as a noun phrase about “trees”, not about a “lot”, which can see reflected in in the verb conjugations in sentences like “a lot of trees are in the park”, wherein “are” conjugates to match the plural noun “trees”.  Needless to say, different noun phrases with a similar forms to “a lot of”, e.g. “a room with” or “a shot in”, are not treated this way – “a room with windows” is not a noun phrase about windows.  I’ve never heard a sentence constructed like “a room with windows were open to let in the breeze” – have you?

You probably think I’m about to condemn a lot of the English teachers who took my survey for having bad grammar.  No, I’m not.  Instead, I’m about to propose a semi-regular change in grammatical class that most people’s (including my) notion of correct grammar hasn’t caught up with yet.  I name this below the jump.

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Here’s another of those posts where I try to slap a label on an ELT phenomenon I’ve noticed (Schmidt, 1994).

Translationism is the prioritizing of translation as a means of seeing and learning other languages.  It is built on the assumption that different languages are sets of arbitrarily-differing tokens which refer to identical basic phenomena in the real world, and therefore that learning another language is a matter of matching the tokens from the L2 to the tokens from the L1 (tokens being lexis or grammar forms).  It is more a result of slips in thinking or adherence to other ideologies than an ideology itself, but is common enough to warrant naming.  Some of the ideologies that it results from are native-speakerism (NSism) and nationalism, which displace translationism when convenient for that ideology.

Disclaimer: Clearly, this post is sort of a holdover from my time in Japan, where I saw this ideology reflected in the approaches taken by both Japanese ELT and Japanese culture in general toward other languages.  I don’t see as much of it in California and thankfully not in ESL.  (To the contrary, I see ESL teachers, unhelpfully in my view, warning students against using bilingual dictionaries.)  I have a feeling translationism is much more prevalent in EFL contexts, particularly ones in thrall to a national narrative that links the dominant ethnic group’s supposedly innate characteristics to its current culture and modes of expression.  Maybe my blogging self misses living in a place like that and always having things to be outraged by.

What follows is a breakdown of types and effects of translationism. ご覧ください。

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