❶ 高二英語重點語法有哪些
高二英語語法重點之一：定語從句
1. 定語從句的基本概念
定語從句在復合句中起定語作用，修飾主句中的名詞或代詞。被定語從句所修飾的詞叫先行詞。定語從句一般在先行詞之後。引導定語從句的詞叫關系詞。關系詞在先行詞與定語從句之間起紐帶作用。關系詞代表著先行詞並在定語從句中充當一個句子成分。如：
He is the man who lives next door. 他就是住在隔壁的那個人。
分析：the man就是先行詞；修飾the man的who lives next door就是定語從句；who是關系詞，它代表先行詞the man，在定語從句中作主語。
2. 關系詞代詞和關系副詞的用法
依照關系詞在從句中的用法差異，可分為關系代詞和關系副詞。關系代詞有who, whom, which, that, whose等，在定語從句中作主語、賓語、定語等，關系副詞有when, where, why等，在定語從句中作狀語。具體用法如下：
(1)關系代詞的用法：先行詞是人，在從句中作主語用who，作賓語用whom或who，作定語用whose；先行詞是物，在定語從句中作主語或賓語都用which，作定語用of which或whose均可。在限制性定語從句中which, who, whom都可用that代替。關系代詞作賓語時，關系代詞常被省略。如：
A man who sells books in a shop is called a bookseller。開店售書的人叫做書商。
He is the man whom you have been looking for. 他就是你要找的那個人。
You are the only one whose advice he might listen to. 你是唯一可能使他聽從勸告的人。
he was not on the train which arrived just now. 她不在剛才到達的那列火車上。
(2)關系副詞的用法：關系副詞有when, where, why等，在定語從句中作狀語，分別表示時間、在點和原因。When通常放在time, day, season, age, occasion等時間的名詞後；where通常放在place, city, town, village, house, case, point, situation等地點名詞後；why通常只放在reason後。如：
Have you set the day when you will move? 你搬遷的日子定了嗎?
The book is on the table where you left it. 書在桌子上，你放在那裡的。
We don』t know the reason why he didn』t show up. 我們不知道他為什麼沒有來。
3. 限制性和非限制性定語從句的比較
限制性定語從句對先行詞起修飾、限制或確定的作用，若去掉，先行詞的意思就不明確，它是不可缺少的一部分，它與先行詞的關系密不可分，不可用逗號將其分開。而非限制性定語從句只是對先行詞起補充說明作用，它可有可無，與先行詞關系鬆散，通常用逗號將其分開。因此，有無逗號是區分限制性定語從句和非限制性定語從句的重要標志。在限制性定語從句中that可以代替who, whom和which等；但在非限制性定語從句中不能用that。如：
He said that he had never seen her before, which was not true. 他說他以前未見過她，這不是事實。
Then he met Mary, who invited him to a party. 後來他遇到瑪麗，瑪麗邀請他去參加晚會。
We』ll put off the picnic until next week, when the weather may be better. 我們將把野餐推遲到下星期，那時天氣可能會好一點。
Barbary was working in Aubury, where she went daily in a bus. 巴巴拉在奧伯里工作，每天得坐公共汽車去上班。
注意：關系副詞when, where可引導非限制性定語從句，但關系副詞why只能引導限制性定語從句，不能引導非限制性定語從句。如：
4. 習慣上要用that引導的定語從句
指事物時，在下列情況下，人們通常用that，而不用which。
(1)當先行詞為不定代詞時：當先行詞是指物的all, little, few, much, any, anything, everything, nothing, none, the one時，或先行詞被all, little, few, much, any, every, no等修飾時，通常用that。如：
All [Everything] that can be done must be done. 凡能做的事都必須做。
There was little that the enemy could do but surrender. 敵人無法,只有投降了。
(2)當涉及序數詞或最高級時：當先行詞是序數詞或最高級形容詞時，或者先行詞被序數詞(包括last, next)、最高級形容詞及the only, the very等修飾時，通常用that。如：
This is the best dictionary that I』ve ever used. 這是我用過的最好的詞典。
The first thing that you should do is to work out a plan. 你應該做的第一件事是訂個計劃。
(3)當涉及the very, the only, the same時：當先行詞有the very, the only, the same 等修飾時，通常用that。如：
This is the only example that I know. 我知道的例子只有這一個。
Those are the very words that he used. 那是他的原話。
(3)當先行詞包括人和物時：此時通常用that。如：
They talked about the persons and things that most impressed them. 他們談論了使他們印象最深的人和事。
5. 通常要用that引導的定語從句
在下列情況下，通常不用that引導定語從句：
(1)引導非限制性定語從句時：此時不能用that，而要根據情況選用who, whom或which等。如：
Yesterday I met Mary, who seemed very excited. 我昨天碰到了瑪麗，她顯得很興奮。
(2)直接在介詞後用作賓語時：此時不用that，而要用whom或which。如：
This is the person to whom your father spoke just now. 這是剛才你父親和他說話的那個人。
(3)當定語從句被分隔時：當先行詞與關系代詞之間有較復雜的短語或從句隔開時，不宜用that，而用who, whom或which。如：
I was the only person in my office who was invited. 我是我們辦公室里唯一受到邀請的人。
6. 關系代詞who與whom的區別
兩者均只用於人，從理論上說，who 為主格，whom為賓格，但實際上，除非在正式文體中，賓格關系代詞 whom 往往省略不用，或用who或that代之。如：
The man (that, who, whom) you met just now is called Jim. 你剛遇見的那個人叫吉姆。
不過，值得注意的是，直接跟在介詞後面作賓語時，只能用 whom，而且不能省略。如：
She brought with her three friends, none of whom I had ever met before. 她帶了3個朋友來，我以前都沒見過。
另外，引導非限制性定語從句且作賓語時，who 和 whom均可用，但以用 whom 為佳，此時也不能省略。如：
This is Jack, who [whom] you haven』t met before. 這是傑克，你以前沒見過。
7. 關系代詞as和which的區別
(1)互換的情況：兩者有時可互換。如：
I live a long way from work, as [which] you know. 我住得離工作單位很遠，這你是知道的。
(2)只有as的情況：以下兩種情況，習慣只用as，不用which。
①在such, as, the same後引導定語從句時只能用ash。如：
I never heard such stories as he tells. 我從未聽過他講那樣的故事。
It』s the same story as I heard yesterday. 這故事跟我昨天聽到的一樣。
This is the photo which shows my house. 這張照片拍的是我的住宅。
② 當從句位於主句前面時，只用 as。如：
As is known to everybody, the moon travels round the earth once every month. 月球每月繞地球轉一周，這是每個人都清楚的。
(3)值得注意的情況：以下三種情況值得注意。
①as 引導的非限制性定語從句應與主句在意義上和諧一致，但which無此限制。比較：
He went abroad, as [which] was expected. 他出國了，這是大家預料到的。
He went abroad, which was unexpected. 他出國了，這讓大家感到很意外。(不用as)
②as 引導非限制性定語從句時，先行詞通常不能是主句中某個具體的詞，而應是整個句子、整個短語或某個短語推斷出來的概念，而which 則無此限制。如：
The river, which flows through London, is called the Thames. 這條流經倫敦的河叫泰晤士河。(不用as)
③當as 引導非限制性定語從句作主語時，其謂語通常應是連系動詞，而不宜是其他動詞，而 which則無此限制：
She has married again, as [which] seemed natural. 她又結婚了，這似乎很自常。
She has married again, which delighted us. 她又結婚了，這使我們很高興。(不用as)
8. 先行詞是時間或地點的定語從句
先行詞是表示時間或地點的名詞時，代表先行詞的關系詞若在定語從句中作狀語，用關系副詞when或where引導，when和which相當於「介詞＋which」；若在定語從句中作主語或賓語，就用關系代詞which或that來引導。
確定用關系代詞還是用關系副詞的簡便方法是：看定語從句中是否缺少主語或賓語，若缺，用關系代詞；若不缺，用關系副詞。如：
That』s the reason why he dislikes me. 這就是他不喜歡我的原因。
Sunday is the day when very few people go to work. 星期日是沒什麼人上班的日子。
Do you know a shop where I can find sandals? 你知道哪家商店我能找到涼鞋嗎？
9. 介詞加關系代詞引導的定語從句
「介詞+關系代詞」引導的定語從句，若關系代詞緊靠在介詞後，先行詞是人時，用whom，先行詞是物時，用which，不用who或that，關系代詞whom和which不能省略。至於用什麼介詞，一般可由定語從句的謂語與先行詞之間需要加是什麼介詞來搭配才講得通來確定。如：
I called him by the wrong name, for which mistake I apologize. 我把他名字稱呼錯了，為此我表示歉意。
10. 關系代詞作定語的定語從句
關系代詞在從句中作定語表示所屬關系，先行詞是人，表示「先行詞這個人的…」，用whose；先行詞是事物，表示「先行詞這個事物的…」，用whose…或the…of which或of which…都可以。如：
In 1980 he caught a serious illness from whose effects he still. suffers. 1980年他患了到現在對他仍有影響的重病。
The treasure some of which has been recovered, has been sent to the British Museum. 這些寶藏已送往大英博物館，其中有一些是失而復得的。
另外，還要注意以下這類定語從句，which也是用作定語：
She may be late, in which case we ought to wait for her. 她可能遲到，因此我們應該等她。
He lost his temper, at which point I decided to go home. 他發脾氣了，這時我就決定回家了。
He was appointed Lord Chancellor, in which post he spent the rest of his life. 他被任命為大法官，在這個職位上度過了他的後半生。
11. of whom / which引導的定語從句
在非限制性定語從句中，先行詞作為一個整體，表示整體中的一部分，即表示「部分與整體」的關系時，用…of which / whom或者of which / whom…都可以。但與表示所屬關系不同，這里不能用whose來代替of which。如：
The buses, most of which were already full, were surrounded by an angry crowd. 公共汽車大多數都已經擠滿了人，它們被憤怒的人群包圍著。
I picked up the apples, some of which were badly bruised. 我揀起那些蘋果，其中有一些傷得很厲害。
I bought a dozen eggs, six of which broke when I dropped the box. 我買了一打雞蛋，六個在我失手掉了盒子時摔碎了。
12. the way後面的定語從句
the way後面的定語從句，關系詞若在從句中作狀語，相當於「用這種方式 / 方法(=in this way)」時，通常不用關系詞，偶爾用that，在較正式的文體里才用in which來引導。如：
Do it the way you were taught. 要照教你的那樣做。
I was impressed by the way in which she did it. 她干成這件事的方式給我留下了深刻的印象。
注意：way後不能用how引導定語從句，但也可以不用way，而直接用how引導的名詞性從句來表達這類意思。如：
That』s the way he did it.= That』s how he did it. 他就是這樣做的。
另外，當先行詞way表示方向時，不用任何關系詞。如：
Was that the way she went? 她是往那個方向走的嗎？
13. 分隔定語從句
定語從句一般緊靠在先行詞之後，但有時它與先行詞之間被一個定語、狀語或謂語分隔開來，這種定語從句就叫分隔定語從句。如：
A new teacher will come tomorrow who will teach you English. 教你們英語的新老師明天來。（先行詞與定語從句被will come tomorrow分開了）
❷ 人教版高二下學期英語語法
http://www..com/s?wd=%C8%CB%BD%CC%B0%E6%B8%DF%B6%FE%D3%A2%D3%EF%D3%EF%B7%A8&rsp=0&oq=%C8%CB%BD%CC%B0%E6%B8%DF%B6%FE%CF%C2%D1%A7%C6%DA%D3%A2%D3%EF%D3%EF%B7%A8&f=1
自己找找吧，不知道你要什麼專類型屬的
❸ 人教版高二下學期英語語法
5分.....還真少，不過發給你好了，請驗收
❹ 高一、高二英語下學期學習那些語法
定語從句...
❺ 高二英語（詳細解釋一下，主要講下語法）
1.C.having fnished
這里是想強調在他「已經」完成工作後......., 用完成時 had done
after是介詞，後面是Ing 形式，內 after doing sth.
把這兩種情況加在一起容，就成了after having done sth. after having finished
2. C.informed
keep sb. informed of/ about sth. 讓某人了解，知道某事
keep sb. doing sth. 讓某人一直做某事
keep sb. from doing sth. 讓某人不做某事
❻ 高二下學期英語需要上哪些內容重點是什麼請給點指導和建議！
聽，復沒事的時候多聽聽，看看制英文的電影
說，沒條件和別人聊天的話，背單詞的時候自己練習造句
讀，閱讀很重要，多看了就會有語感的
寫，多練習寫作文，多用些高分的語法，句式，單詞
輔導班的話，外面很多啦，但還是一對一的比較有正對性
http://hi..com/0oo%B0%B2%C8%BB%C8%F4%CB%D8o0/blog/item/83b29d2e8f7c05ec98250a35.htm?218340823
❼ 高二下英語語法~~~~
給我你的郵箱，我發給你
❽ 高二英語知識點
高二知識講解
Unit 1 Disneyland
1. in the hope of... (懷著......的希望)
in the hope of ... =in hopes of...
2. take along (隨身帶著)
3. lose heart (失去信心; 灰心)
lose heart → to lose one's courage or confidence.
4. day after day (日復一日地)
[名詞 + after + 名詞]的句型表示"連續; 許多":
5. in this way (用這種方式)
in... way 用某種方式; 用作狀語。
6. bring ... on (使前進)
7. go through (仔細查看)
go through (=search, examine) 側重查找(錯誤、要點等)
8. go (straight) ahead (一直)往前走
ahead 為副詞; ahead of 後接用名詞。
9. anything of interest (任何有趣的事)
10. be well-known as an artist (以身為藝術家著稱)
as 表"充作、作為" → as a teacher/doctor/actor
11. be pleased with (對......感到滿意) 介詞with與表"滿、充滿"之意的詞連用的用法:
Unit 2 No smoking, please
1. go ahead (用吧, 有較活的譯法)
2. burn down (燒毀)
3. compare A to B (把A比喻作B)
4. give up (放棄)
5. be used to (doing) sth. 已習慣於(做)某事
6. get into the habit of... (養成做某事的習慣)
7. compare A with B (A和B加以比較)
8. next door (to us) 在(我們)的隔壁; 與(我們)相鄰
9. fall asleep (睡著)
10. one third (三分之一)
11. die from smoking (死於吸煙)
die from/of辨異請見Unit 15 (Senior 1)。
12. fall by 25% 下降25%
介詞by表示相差的程度:
13. [mind + 名詞/doing something]的用法
14. [介詞 + whom/which + 不定式]相當於一個形容詞短語的用法
15. habit的用法
Unit 3 Body language
1. a dining room (餐廳)
2. one another (彼此)
3. make oneself understood (讓別人明白自己)
4. take ... for example (以......為例)
5. an English-spoken country (講英語的國家)
6. at all (確實; 究竟)
7. the same as (與......一樣)
8. 不定式的一些常用句式:
Unit 4 Newspapers
1. fix a time for something (確定時間做某事)
2. get down to work (開始認真做某事)
3. a face-to-face interview (面對面的采訪)
4. be popular with sb. (受到某人歡迎)
5. go with (開始; 向前走)
6. What's on? (上演什麼?)
7. hold a meeting (開會)
8. do a telephone interview (進行電視采訪)
9. look up (查找, 抬頭看)
10. work on a newspaper (在報業工作)
11. stop working on... (停止編寫......)
12. take photos (照相)
13. make changes (使發生變化)
14. by lorry (用卡車)
15. a latest newspaper 最新出版的報紙
16. report new plays (報導新劇)
17. learn about (學到, 得知)
18. a good way of doing something (一種做某事的好辦法)
19. as well (也; 又)
20. care for (喜歡; 想要)
21. late in the day; later in the day (在那天稍晚些時候)
Unit 5 Charlie Chaplin
1. uncertain 的用法
2. set off/out (出發)
3. in the air (在空中)
4. in a short while (過了一小會兒)
5. be uncertain about/of (對...不確定)
6. in (one's) search of (尋求)
7. in a hurry (匆忙)
8. bring up (撫育; 嘔吐)
9. play the piano (演奏鋼琴)
10. at the very beginning (就在剛剛開始)
11. a period of several weeks (在好幾周期間)
12. put on a play (上演戲劇等)
13. at the age of 15 (在15歲)
14. A is recognized as B. (A 被認作B。)
75. A is known as B. (A以B聞名。) → as作'當作, 擔任, 以......解。
16. of this kind (此類) [of this kind =this kind of]
17. the contributions to ... (對...的貢獻)
18. as if 的用法
Unit 6 Mainly revision
1. whatever等的用法:
2. look round (仔細查看、環顧四周)
3. sooner or later (遲早)
4. add to (增添)
5. a certain kind of stamp (某種郵票)
Unit 7 Canada
1. all the year round (一年到頭)
2. be famous for (因...而著名)
3. a great deal of (大量)
4. natural gas (天然氣)
5. make use of =to use (利用)
6. refer to (談到、提及、有關)
7. a type of (一種類型的...)
8. clear up (整理、 收拾)
9. from time to time (有時、不時)
10. at the end (of...) (在...)盡頭
11. drive away (把車)開走
12. generally speaking (一般地說)
13. struggle against (開展斗爭反對...)
14. one third of (...的三分之一)
15. speak the same way (用相同的方式說話)
Unit 8 First aid
1. don't have to (do sth.) (不必干某事)
2. lay, lie的用法
3. fall off (跌倒; 減少)
4. knock off (one's feet) (把...擊倒)
5. deal with (對付; 處理)
6. throw up (嘔吐)
7. mouth-to-mouth (嘴對嘴)
8. out of one's reach (夠不著)
9. ought to (應該)
10. pay attention to (注意)
11. take it easy (別緊張)
12. by mistake (弄誤會)
13. hold up (舉起)
Unit 9 Saving the earth
1. so that → 以便、 為了
2. turn A into B (把A變成B)
3. in place (在適當的位置)
4. be fit for (適合於)
5. blow away (颳走)
6. a power station (發電站)
7. lose one's sight (失去視力)
8. die out (消失)
9. go off (走開)
10. point to (指著)
11. to one's joy (使某人高興的是)
12. a cloud of... (一層...)
13. the injured (受傷的人)
14. a well-kept secret (嚴守的秘密)
15. be/keep busy doing sth. (忙於做某事)
Unit 10 At the shop
1. 名詞短語/祈使句 + and結構的用法
2. at a tailor's shop (在裁縫店)
3. or else (否則; 要不然)
4. change A for B (用A交換B)
5. be after A (追求A; 想得到A)
6. do someone a favour (to do sth.)(幫某人一個忙)
7. make ... to one's own measure (根據或適合某人的尺寸做...)
8. put down (抄下, 記下)
9. drop in (有不速之客來訪)
10. show sb. out (送某人出去)
11. depend on/upon (依靠)
12. once upon a time (從前)
13. at the bottom (在底部)
14. come off (從...離開; 脫落)
15. try something on (試穿)
16. have...on sh.(身上帶著...)
17. judge someone by his looks (以貌取人)
18. put sb. to the trouble of doing sth. (給某人增加做某事的麻煩)
19. just a moment (稍等一下)
20. just the thing (正是此物)
21. do some research about A (對A展開研究工作)
22. do up the buttons (扣上扣子)
23. laugh at (嘲笑, 不認真對待)
24. A is suitable for B. (A適合B。)
Unit 11 Hurricane!
1. There's no need to do ...(沒必要做...)
2.不把before譯成"在......以前"的用法
3. be anxious about (為A而憂慮)
4. push over (推倒)
5. blow down (颳倒)
6. as well as (也; 和; 此外)
7. cut off (切斷)
8. cut down (削減、放倒)
9. call in (召來)
10. blow over (吹倒)
11. take the place of (取代、代替某人職務)
12. clear away (把...清理)
13. once again (再次)
14. long hours (長時間)
15. add A to B (把A加在B上)
16. see to (處理、照料)
17. bring down (取下)
18. something the matter (出錯)
19. offer sth. to sb. (向某人提供某物)
20. later on (隨後)
Unit 12 Mainly revision
1. the other day (幾天前)
2. for one thing 首先(用於說明理由)
3. stare at (凝視)
4. hold one's breath (屏住呼吸)
5. carry off (奪走)
6. throw at (向...投去)
7. so as to (以便、 為了)
8. struggle to one's feet (掙扎著站起來)
9. fall over (跌倒、倒下)
10. speed up (加速)
11. put something in order (把某物擺放整齊)
（從別人的回答里找來的，樓主不介意吧）
❾ 高二下英語12單元語法
rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. The word grammar also denotes the study of these abstract features or a book presenting these rules. In a restricted sense, the term refers only to the study of sentence and word structure (syntax and morphology), excluding vocabulary and pronunciation.
A common contemporary definition of grammar is the underlying structure of a language that any native speaker of that language knows intuitively. The systematic description of the features of a language is also a grammar. These features are the phonology (sound), morphology (system of word formation), syntax (patterns of word arrangement), and semantics (meaning). Depending on the grammarian's approach, a grammar can be prescriptive (i.e., provide rules for correct usage), descriptive (i.e., describe how a language is actually used), or generative (i.e., provide instructions for the proction of an infinite number of sentences in a language). The traditional focus of inquiry has been on morphology and syntax, and for some contemporary linguists (and many traditional grammarians) this is the only proper domain of the subject.
In Europe the Greeks were the first to write grammars. To them, grammar was a tool that could be used in the study of Greek literature; hence their focus on the literary language. The Alexandrians of the 1st century BC further developed Greek grammar in order to preserve the purity of the language. Dionysus Thrax of Alexandria later wrote an influential treatise called The Art of Grammar, in which he analyzed literary texts in terms of letters, syllables, and eight parts of speech.
The Romans adopted the grammatical system of the Greeks and applied it to Latin. Except for Varro, of the 1st century BC, who believed that grammarians should discover structures, not dictate them, most Latin grammarians did not attempt to alter the Greek system and also sought to protect their language from decay. Whereas the model for the Greeks and Alexandrians was the language of Homer, the works of Cicero and Virgil set the Latin standard. The works of Donatus (4th century AD) and Priscian (6th century AD), the most important Latin grammarians, were widely used to teach Latin grammar ring the European Middle Ages. In medieval Europe, ecation was concted in Latin, and Latin grammar became the foundation of the liberal arts curriculum. Many grammars were composed for students ring this time. Aelfric, the abbot of Eynsham (11th century), who wrote the first Latin grammar in Anglo-Saxon, proposed that this work serve as an introction to English grammar as well. Thus began the tradition of analyzing English grammar according to a Latin model.
The modistae, grammarians of the mid-13th to mid-14th century who viewed language as a reflection of reality, looked to philosophy for explanations of grammatical rules. The modistae sought one 「universal」 grammar that would serve as a means of understanding the nature of being. In 17th-century France a group of grammarians from Port-Royal were also interested in the idea of universal grammar. They claimed that common elements of thought could be discerned in grammatical categories of all languages. Unlike their Greek and Latin counterparts, the Port-Royal grammarians did not study literary language but claimed instead that usage should be dictated by the actual speech of living languages. Noting their emphasis on linguistic universals, the contemporary linguist Noam Chomsky called the Port-Royal group the first transformational grammarians.
Structural description of the sentence 「The man will hit the ball,」 assigned by the …
By 1700 grammars of 61 vernacular languages had been printed. These were written primarily for purposes of reforming, purifying, or standardizing language and were put to pedagogical use. Rules of grammar usually accounted for formal, written, literary language only and did not apply to all the varieties of actual, spoken language. This prescriptive approach long dominated the schools, where the study of grammar came to be associated with 「parsing」 and sentence diagramming. Opposition to teaching solely in terms of prescriptive and proscriptive (i.e., what must not be done) rules grew ring the middle decades of the 20th century.
The simplification of grammar for classroom use contrasted sharply with the complex studies that scholars of linguistics were concting about languages. During the 19th and early 20th centuries the historical point of view flourished. Scholars who realized that every living language was in a constant state of flux studied all types of written records of modern European languages to determine the courses of their evolution. They did not limit their inquiry to literary languages but included dialects and contemporary spoken languages as well. Historical grammarians did not follow earlier prescriptive approaches but were interested, instead, in discovering where the language under study came from.
As a result of the work of historical grammarians, scholars came to see that the study of language can be either diachronic (its development through time) or synchronic (its state at a particular time). The Swiss linguist Ferdinand de Saussure and other descriptive linguists began studying the spoken language. They collected a large sample of sentences proced by native speakers of a language and classified their material starting with phonology and working their way to syntax.
Generative, or transformational, grammarians of the second half of the 20th century, such as Noam Chomsky, studied the knowledge that native speakers possess which enables them to proce and understand an infinite number of sentences. Whereas descriptivists like Saussure examined samples of indivial speech to arrive at a description of a language, transformationalists first studied the underlying structure of a language. They attempted to describe the 「rules」 that define a native speaker's 「competence」 (unconscious knowledge of the language) and account for all instances of the speaker's 「performance」 (strategies the indivial uses in actual sentence proction). See generative grammar; transformational grammar.
The study of grammatical theory has been of interest to philosophers, anthropologists, psychologists, and literary critics over the centuries. Today, grammar exists as a field within linguistics but still retains a relationship with these other disciplines. For many people, grammar still refers to the body of rules one must know in order to speak or write 「correctly.」 However, from the last quarter of the 20th century a more sophisticated awareness of grammatical issues has taken root, especially in schools. In some countries, such as Australia and the United Kingdom, new English curricula have been devised in which grammar is a focus of investigation, avoiding the prescriptivism of former times and using techniques that promote a lively and thoughtful spirit of inquiry.