001 Question: Why don't Standard Grammars
deal with Anomalous Finites? I haven't found a detailed explanation anywhere. The maximum is the listing of the 24 Special Verbs.
001 Answer: Frankly, I don't know. There might be many different reasons and one of these must be the Teacher and the Teacher
Training behind them.
As for the Native Speaker of English
Teachers, before the Teacher Training Course, quite a few of them simply don't know the Grammar of English well enough at the Conscious Level and the 60 to 100 hours of the Course is too short to fill the gap.
Because of this, these teachers can give very good examples re how to use the language but they can quite rarely answer questions re why we use the language in the way that is suggested in the Coursebook.
As for the Non-Native Speaker of English Teachers, they are typically trained in 6 to
10-semester college- or university courses where they will learn everything about everything about phonemes and graphemes and tagmemes and syntagmata. What they don't happen to learn is some tricks by which they could use any part of their linguistic knowledge
in a beginner class of kiddies.
One knows too little; the other
knows too much.
For both, a practical and practisable knowledge
of the 24 Anomalous Finites might be a way out.
003 Question: Why do you call the 24 Anomalous Finites 'Jumpwords'?
003 Answer: It is a representational
description of what is happening when we turn a positive sentence into a question.
Its main aim is to help students create a mental image and ultimately an AHA moment that
indicates the joy of thought.
It is especially important if
/ when we teach children, the LD Student and, most importantly the Concrete Thinker Student.
004 Question: Why do you call the 24 Anomalous Finites 'Friends
004 Answer: please see the Answer to
003 Question above.
005 Question: Is there a theoretical background for the 24 Anomalous Finites?
005 Answer: Most definitely, yes, there is. To be able to understand this, we have
to go back to the 1930s and 1940s. It was the small beginning of a new kind of English Grammar that was trying to
break out from the Latin Straightjacket.
Two English linguists, phoneticians and lexicographers Harold E Palmer [1877-1949] and A S Hornby [1898-1978] were pioneering the creation of different Students Dictionaries and for that end they had to look at the English Grammar differently from the traditional scientific - analytical approach.
Palmer realized that there are 24 Special Verbs in English with unique features and named them Anomalous Finites. Anomalous means irregular but that word was already used for verbs with irregular past tenses and past participles.
Hornby studied these verbs in more details and built them into his Advanced Learners Dictionary of Current English.
Since EFL and ESL were in embryonic
stage of development at that time, this realization did not go down to the level of teachers and ultimately to the level of students. It was soon losing momentum and got clean forgotten.
One straightjacket, the Latin was gone, but the other, the Straightjacket of Science on Teaching as an Art is still with us.