Transcript The Methodology of Task-Based Language Teaching

INFINITIVES vs. GERUNDS
Approaches to English Grammar
W12 (5. 24th. 2013)
Son, Yunkyoung
INFINITIVES vs. GERUNDS
Approaches to English Grammar
W12 (5. 24th. 2013)
Son, Yunkyoung
INFINITIVES vs. GERUNDS
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He forgot to shave.
He forgot shaving.
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She enjoys to go.
She enjoys going.
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They chose to stay.
They considered to stay.
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She loves to dance.
She loves dancing.
INFINITIVES vs. GERUNDS
Basic Forms of Verb Complements
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Non-Finite verb complements (limited set of possible verbs forms)
The tense of the complement is independent of that of the main verb.
a. He wanted to see her again.
INFINITIVE
b. She told him to get lost.
INFINITIVE
c. He watched her walk away.
bare INFINITIVE
a. She continued walking.
b. He couldn’t bear her leaving him
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GERUND
possessive? GERUND
Finite verb complements (wide variety of verb forms possible)
a. She hopes (that) he goes insane without him.
b. She regrets (that) she ever went out with him.
INFINITIVES vs. GERUNDS
Table 1 - Forms with infinitive and gerund complement
Main verb
Complement verb
Examples
NP
V
to V
I want to sing.
NP
V
NP object
to V
I want Joe/him to sing.
NP
V
NP object
V
I heard Joe/him sing.
NP
V
V ing
I hate singing.
NP
V
NP object
V ing
I hate Joe/him singing.
NP
V
NP possessive V ing
I hate Joe’s/his singing.
INFINITIVES vs. GERUNDS
Basic Meanings
Table 2 - Verb categories according to infinitive and gerund complements
Finite complements
1 Only
that…
argue
assume
believe
contend
guess
know
realize
say
state
suppose
think
wonder
Non-finite complements
2 Only
3 Only
to V
V ing
agree
avoid
allow
consider
arrange
detest
beg
enjoy
choose
fancy
decide
finish
decline
keep
hope
postpone
offer
practice
promise
resent
tell
resist
want
suggest
4 Both
to V / V ing
begin
cease
continue
dread
forget
hate
like
love
prefer
regret
remember
stop
INFINITIVES vs. GERUNDS
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Group 1 - Verbs with only finite (that …) complements
Verbs indicating mental states.
a. He knew that she was seeing someone else.
b. She realized that he had been spying on her.
Group 2 - Verbs with only (to V) non-finite complements
Verbs indicate the action of the complement will be in the future
(future possibilities).
a. He hoped to change her mind.
b. She wanted him to forget her.
INFINITIVES vs. GERUNDS
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Group 3 - Verbs with only (V ing) non-finite complements
Verbs indicate situation described by the complement is already
established (fact).
a. She detested him spying on her.
b. He enjoyed watching her all the time.
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Group 4 - Verbs with both (to V) and (V ing) non-finite
complements
Verbs which can indicate the complement contains either a future
possibility or a situation already established (fact).
a. He forgot to take his medicine.
I regret to say this.
(regret before say)
b. He forgot taking his medicine.
We regret saying that.
(regret after say).
INFINITIVES vs. GERUNDS
Meanings in Context
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Noun-like Events
The go element in both sentences is presented as a specific kind
of event rather than as the performance of an act.
a. She resented his going there without her.
b. He enjoyed going there alone.
cf) a. He considered going to the beach.
b. She suggested going to the museum.
INFINITIVES vs. GERUNDS
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Verb-like Actions
With infinitive complements, it is the association with performing an
action that creates implied meanings.
a.She told him to go without her.
b.He wanted her to go too.
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Infinitive complements often carry characteristic meanings of
indefinite potential performance. In terms of information structure,
infinitive complements are indefinite and gerund complements are
definite.
INFINITIVES vs. GERUNDS
Deny and Refuse
a. Peter denied going to the party.
b. Peter refused to go to the party.
Deny in a takes a complement which is presented as not true and must therefore be
a statement of fact or proposition. This could also be expressed as a finite (that…)
clause - He denied that he went to the party.
Refuse in b is presented as the performance of an act which can be either done or
not done, but an act cannot be true or not true. This could not be expressed as a
finite (that…) clause - *He refused that he went/goes/will go to the party.
INFINITIVES vs. GERUNDS
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Table 3 - Information carried by Infinitives versus Gerunds
to V
V ing
Features
more verb-like
no possessive modifier
specified agent likely
more noun-like
possessive modifier possible
specified agent less likely
Meanings
acts
more performance-like
performer assumed
less definite
possibly happens
events
more proposition-like
performer not assumed
more definite
actually happens
INFINITIVES vs. GERUNDS

He forgot to shave.
He forgot shaving.
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She enjoys to go.
She enjoys going.
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They chose to stay.
They considered to stay.
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She loves to dance.
She loves dancing.
INFINITIVES vs. GERUNDS
Approaches to English Grammar
W12 (5. 24th. 2013)
Cho, Minsu
Commitment verbs
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The commitment is to perform an act and it
comes before the act in time. So these verbs
usually take infinitive complements.
E.g) a. He ordered us to get out.
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Future
Past
<Timeline>
Self-directed action vs. Other directed action
When the commitment is self-directed
: no need for a direct object
e.g) I decided to go.

me(x)
When the commitment is other-directed
: need for a direct object
e.g) I allowed him to go.
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Commitment Verbs
Self-directed action
NP V to-V
Demand
Ask
Beg
Plead
Pray
Agree
consent
Offer
Decline
Refuse
Decide
Aim
Hope
want
Other directed action
NP V NP to-V
Wish
Apply
Attempt
Prepare
Plan
struggle
Order
Tell
Persuade
Advise
Permit
command
Convince
Urge
Ask
beg
Aspectual Verbs
To-V
V-ing
Point in time
Single act state
Period of time
Ongoing event
Activity process
End up
Finish
Give up
Carry on
Keep
Quit
Remain
Stay
stop
Both
Start
Begin
Commence
continue
Aspectual Verbs Usages
a.
b.
He begins to sneeze if a cat comes near him.
He begins sneezing if a cat even comes into the same
room.
Sensory Perception Verbs
These verbs take either a bare infinitive or
gerund. (see, hear, feel..)
① I saw you blink.
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☞The bare infinitive tends to express a perception completed.
②I saw you blinking.
☞The gerund tends to express an event
not having a time limit.
Sensory Perception verbs and Complements
Sensory perception verbs
Feel
Hear
Listen to
Look at
Notice
observe
Overhear
See
sense
With complements
Bare infinitive(V)
Gerund (V-ing)
Limited in time
Completed
Single act
Unlimited in time
Incomplete
Series of acts
Smell
Spot
watch
Moving on to activities…
Boyoon
Activity 1 (Grid game)
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Level: intermediate
Focus on vocabulary
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Verb+Gerund: enjoy, practice, miss, store, love,
admit, postpone, can’t help, etc.
Verb+Infinitive: decide, manage, start, promise,
attempt, tend, seem, refuse, etc.
Groups of three or four
Topic & outcome: open, open-ended
sentences
Activity 1 (Grid game)
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Procedure
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Group students into 3 or 4
Each student gets different color pencil and one sheet of
handout
Students take turn to produce one sentence from the
hexagons
If the sentence is correct (approved from other students
in the group), color the hexagon with his color pencil
If the sentence is not correct, other students can claim
and take the word of hexagon from the student
The most colored hexagon wins the game
Activity 1 (Grid game)
Activity 2 (speaking, interviewing)
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Level: Adult, low-intermediate
Focus on gerund
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NP+V+V-ing
NP+V+NP Object+V-ing
NP+V+NP Possessive+V-ing
Groups of three or four
Topic & outcome: open, open-ended
sentences
Activity 2 (speaking, interviewing)
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Procedure
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Students get into groups of 3 or 4, each gets one
questionnaire and a sheet of paper
Ask each other questions, and jot down their
answers
Students reform sentences to report to the class
The answers will vary depends on personal
differences
When they report, I  She or He
Activity 2 (speaking, interviewing)
Moving on to activities…
Sojung
*Language focus:
remember to V / remember V~ing,
stop to V / stop v~ing ,
forget to V / forget v~ing
*Age: high school students
*Level: intermediate
->Teaching verbs that takes both infinitives and
gerund using concordance data through Jigsaw
activity.
Step 1
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The teacher puts students into three
groups(A,B, and C), and gives each group a
different concordance data sheet .
Ss in group read and study their script and
put the data into two pattern( to v, v~ing)
Ss find the meaning differences in two
patterns with their group members/ teacher
provides assistance when they needed.
Step 2
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Teacher re-group the class.
One S in A,B, and C group get together
share the differences of meaning and form of
the patterns / find out general rule
Ss report to the class
Steps 3
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Teacher summaries the patterns explicitly/
provide general rules for the pattern
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By drawing time lines
Step 4
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Matching activity
Pairs
Have the students work with a partner to
match the meanings to the sentences in
Worksheet.
When everyone has finished, go over the
worksheet.
Step 5
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Ss make sentences on their own by using
those words that they just learned
remember to v/ remember v ~ing
forget to v/ forget v~ing
stop to v/ stop v~ing
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Activity 2
Target language: distinguish two patterns of
verbs which take infinitives or gerund
Age: high school students
Level: low intermediate
Step 1
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Story
Teacher provide two short stories which
include target language
Ss read stories and find out target language
patterns and underline it.
Ss find two patterns of verbs which take only
infinitives and gerunds.
Ss in small group talk together about the
questions below by using target languages.
Step 2
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Teacher elicits the sentences which include
target languages and put it on the board
From the sentences on the board, T makes
general rules/ explain it explicitly
Ss get the ideas of the two different verbs
patterns (form and meaning)
Step 3: board game (speaking activity with pair)
Pair speaking activity
Procedure:
1. Give a die and a marker to each student.
2. When a student lands on a space with a sentence,
he/she must
provide the correct form (gerund, infinitive, or base form) of
the
underlined verb.
3. The other player is judge. When a S makes mistakes
they negotiate and correct their production each other.
Step 4
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Speaking Groups activity
Procedure:
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Arrange students in groups of 6 to 8 and have each group stand
together. Give each group a situation card.
 As in a party setting (but with a time limit), students mingle by
asking questions or making statements and suggestions about the
situation. They must use verbs followed by infinitives or gerunds
whenever possible.
 A different situation may be given to the group after a few minutes of
talking.
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As a follow-up activity on the same day, students can write the
questions or statements on the board that they remember from the
party interaction.