Consider this sentence:
(1) He put the bag down.
The parts of the sentence are He (S) / put (V) / the bag (O) / down (A). The removal of A (adverbial) would render the sentence incomplete. In other words, the A is obligatory.
Some teachers call this sentence SVO but that would make “the bag down” the object of the sentence, which of course is not true. It is true the V and A make a set. We can see this by rearranging the syntax elements to
(2) He put down the bag.
By doing so we can explain it as SVO where put down is the single unit of V. A problem arises when the A is a longer element, and cannot be moved easily like (2). For example,
(3) He put the bag on the overhead baggage shelf.
is a perfectly good sentence and again it is SVOA. But if we try to rearrange it as in (3a)
(3a) He put on the overhead baggage shelf the bag.
we find the sentence to be clumsy and unnatural.
For this reason it is better to teach SVOA rather than try to slim the sentence patterns to less for the sake of brevity. Sometimes this can be too much to be useful.
Over the years of teaching and writing I have noticed how much more emphasis had been given to words (morphology) over sentences (syntax). Perhaps it is because sentences are mistakenly thought of as so much harder to pin down. When people see a sentence of twenty words they think of twenty things. Rarely do they think of the sentence as one thing. In my opinion, a sentence is a unit of complete communication. It is not the only unit to be considered complete. Words, of course, are considered (and taught as) complete units. Fair enough. We can use words out of sentence-context and still get some kind of meaning across, but just not very well. But because of the inaccuracy, it seems logical to work with the unit which best gives a “complete” meaning, instead of working with units which do not make a unit of communication. It is for this reason that I believe that syntax should be given priority in teaching and learning.
I have talked about the seven sentence patterns here. Those are all simple sentences. A simple sentence contains a single verb, that is, one clause. Complex sentences contain more than one verb, or two or more clauses.
An SVO sentence theoretically can have three clauses, having one each for the subject, verb and object. It is possible to have more clauses (and/or phrases) by adding optional elements like adjectives and adverbs. But the more clauses you add the more complex and difficult it becomes to understand what-is-what within a sentence.
It is advisable not to make add too many clauses to a sentence. If you do find you have created a long and difficult to understand sentence on your hands break it down to two or more shorter simpler sentences.
The Japanese language is considered syntactically a Subject-Object-Verb or SOV language in contrast to English which is considered a subject-Verb-Object or SVO language, as these two example sentences will show.
(1) Ken wa (S) tama wo (O) uchimashita (V).
(2) Ken (S) hit (V) the ball (O).
While it is not possible to move the syntactical elements around in English without a changing its meaning, it is possible in Japanese. Why this is so is due partly to particles (助詞). Particles mark the syntactic role of the word or phrase before it. By doing so this means the entire phrase including the particle can move to any other position within a sentence without losing its marked role.
The ‘wa’ and ‘wo’ in (1) are particles.
The English syntactic elements, however, are not marked whatsoever by particles (particles do not exist in English) and only show their syntactic distinction to other elements within the sentence unit by its relative position to each other. The sentence is therefore the unit. The rearranged syntactic units of (3) below in contrast to (2) has a now a completely different meaning because of the changed positions of the subject (S) and object (O).
(3) The ball (S) hit (V) Ken (O).
So Japanese is considered an SOV language because most often the elements follow this order and not because it is fixed by its position like English. But English learners of Japanese can safely assume this structure for learning purposes.
While the seven sentence pattern description is the norm in English linguistics today there still persists the use of five sentence description in some non-English speaking countries like Japan which teach English as a foreign language.
Essentially the seven sentence pattern is a five sentence pattern with the extra two pattern as extensions of SVA and SVOA. The problem is that some common sentence patterns seemingly cannot be described by the five sentence pattern model. Take sentence (1.), for example:
- John sat up.
There is ‘John’ and he is performing the action of sitting up from perhaps a slouched position. In other words there is one actor doing one action. Therefore it is an SV pattern (John (S) / sat up (V)). Now consider (2.):
the grammar police are here
and now i must ask for forgiveness
for my syns.
that i have to pay for in