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CLEFT SENTENCES IN SPOKEN LANGUAGE
Djumambetova Dilfuza Kongratbaevna
PhD,
Karakalpak State University
Introduction
In this article, we will explore the concept of cleft sentences, a complex speaking structure
commonly used in English. Cleft sentences are a powerful tool for emphasizing information or
correcting someone in a sentence. Understanding the different types of cleft sentences and their
variations will help you master this aspect of English speaking.
What are Cleft Sentences?
Cleft sentences are a type of sentence construction that divides or separates certain
elements to highlight specific information. They are used to draw attention to a particular part of
a sentence and emphasize its importance. By using cleft sentences, speakers can add clarity and
emphasis to their communication. The term "cleft" refers to a division or separation. In the context
of cleft sentences, it signifies the division of information within a sentence. It is crucial to
understand this concept to grasp the purpose and structure of cleft sentences fully.
Types of Cleft Sentences
There are two main types of cleft sentences: It cleft sentences and Wh cleft sentences. Each
type serves a specific purpose and follows a distinct structure.
It Cleft Sentences
It cleft sentences involve using the pronoun "it" to emphasize a particular piece of
information. Let's explore the structure and usage of
It
cleft sentences.
Structure and Usage
In an It cleft sentence, the structure typically follows the pattern "It + be + (main focus) +
that/who/which clause." The main focus is the specific information being emphasized. It cleft
sentences are commonly used in spoken English and occasionally found in written English to
compensate for the lack of emphasis that can be expressed through voice or facial expressions.
Examples
"It was my passport that she dropped, not hers."
"It is more funding that we need for this project."
"It's not the cricket's mouth that makes the chirping noise; it's actually its wings or legs."
The complex structure can make the sentence sound convoluted or less natural overuse of
It cleft sentences can make writing or speech feel repetitive or lacking variation.
Wh Cleft Sentences
Wh cleft sentences utilize question words (who, what, when, where, why, and how) to
highlight particular information. Let's delve into the structure and usage of Wh cleft sentences.
Structure and Usage
In a Wh cleft sentence, the structure follows the pattern "(Wh word) + be + (subject, Verb) + main
focus." The main focus is the information being emphasized in the sentence. Wh cleft sentences
often place the main information at the end of the sentence for added emphasis. They can also be
reversed to Create variety and generate interest in communication.
Examples
"What we need is more funding for this project."
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"Where the objects are is something you need to find out."
"How she survived is an amazing story; you should Read her book."
Overuse of Wh cleft sentences can make writing or speech sound overly formal or
structured.
Variations and Reversals in Cleft Sentences
Cleft sentences offer various opportunities for variation and reversal, adding further depth
and complexity to their usage. Let's examine some of these variations and reversals.
The Use of Relative Pronouns
Both It cleft sentences and Wh cleft sentences can incorporate relative pronouns (who,
which, that) to provide additional information about a person or thing. The choice of relative
pronoun depends on the formality or style of communication.
Emphasizing Actions in Cleft Sentences
Cleft sentences can also be used to highlight actions and add emphasis to them. This
structure involves the use of "do/did/does" combined with "be" and the main focus of the sentence.
Let's explore this aspect of cleft sentences.
Cleft sentences are used to help us focus on a particular part of the sentence and to
emphasise what we want to say by introducing it or building up to it with a kind of relative clause.
Cleft sentences are particularly useful in writing where we cannot use intonation for
purposes of focus or emphasis, but they are also frequently used in speech.
Cleft structures include the reason why, the thing that, the person/people who, the place
where, the day when and what-clauses which are usually linked to the clause that we want to focus
on with is or was.
Compare the following sets of sentences and notice how the cleft structure in each case
enables us to select the information we want to focus on:
I've come to discuss my future with you.
The reason why I've come is to discuss my future with you.
Your generosity impresses more than anything else.
The thing that impresses me more than anything else is your generosity.
Mary works harder than anydiv else in this organisation.
The person who works harder than anydiv else in this organisation is Mary.
Mary is the person in this organisation who works harder than anydiv else.
We now need actions rather than words.
What we now need are actions rather than words.
Actions rather than words are what we now need.
I enjoyed the brilliant music most of all in the Ballet Frankfurt performance.
What I enjoyed most in the Ballet Frankfurt performance was the brilliant music.
The brilliant music was what I enjoyed most in the Ballet Frankfurt performance.
Note from the last two examples that cleft structures with what-clauses are often used with
verbs expressing an emotive response to something like adore, dislike, enjoy, hate, like, loathe,
love, need, prefer, want, etc.
REFERENCES:
1. Akmajian, Adrian. 1970. "On deriving cleft sentences from pseudo-cleft sentences." Linguistic
inquiry 1:149-168.
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2. Delahunty, Gerald Patrick. 1984. "The analysis of cleft sentences." Linguistic analysis 13: 63-
113.
3. Gundel, Jeanette K. 1976. On the source of "it" in cleft sentences. Bloomington IN: Indiana
Univ Linguistics Club. ---. 1977. "Where do cleft sentences come from?" Language 53:543-59.
https://learningenglish.voanews.com/
https://www.toolify.ai/ai-news/master-advanced-complex-sentences-in-english-with-cleft-
sentences
DEVELOPING FLUENCY IN SPOKEN ENGLISH TO B2
Djumambetova Dilfuza Kongratbaevna, PhD
Karakalpak State University
Kayipbergenova Khurliman, PhD student
Karakalpak State University
Abstract:
Oral fluency is a skill that requires constant practice in an ESL classroom in
order to make meaningful development. In general, when we discuss fluency, we are referring to
the ease with which pupils speak, their speech rate, their pauses, and the language they can easily
create in between. In an ideal scenario, the greatest method to learn to speak English effectively
is to be exposed to the language on a daily basis through frequent discussion with English speakers
on a range of themes. Regretfully, hardly many English language learners get the chance to
practice speaking in a situation that is genuinely immersive. It is astonishing how many foreign
students, who have low English proficiency despite spending years in an English-speaking nation,
come home. They frequently discover that a large portion of the student div speaks their language
in their town. They might not be having as many opportunities as we might think to use English
outside of the classroom as a result. This just serves to emphasize how crucial it is to give students
frequent opportunity to speak in class. This article focuses on how educators may provide kids
these kinds of chances in the classroom to help them become more confident and fluent. When it
comes to supporting students in improving their oral fluency, there are a few factors to take into
account. [1:36]
Keywords
: Vocabulary, expand, practice, activities.
Introduction:
It's crucial to consider the speaking abilities your pupils require before launching into any
speaking exercises. Do your students have other significant communication requirements, such as
those related to their careers or academics, or do they only need to practice their everyday
communication skills? You may design and develop classes that specifically address the
communication requirements of your students if you have a firm understanding of those needs.
Let's take a look at some professional and academic speaking exercises you may use to help your
students improve their oral fluency at higher levels. Consider include additional talks and
presentations for students who want to improve their academic and professional speaking abilities.
[2:11] At higher levels, they are frequently essential abilities to develop since they enable students
to speak more fluently and coherently while also improving their ability to speak in longer, more
planned speeches. It is also beneficial to consider the purpose or rationale behind the inclusion of
particular speaking assignments in the classroom. You might have students participate in small
