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106 Cards in this Set
- Front
- Back
Bilabial stops
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p (voiceless)
b (voiced) |
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Labiodental fricatives
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f (voiceless)
v (voiced) |
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Bilabial nasal
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m (voiced)
|
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Bilabial glides
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w* (voiceless) which
w (voiced) with |
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Interdental fricatives
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θ (voiceless)
ð (voiced) |
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Alveolar stops
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t (voiceless)
d (voiced) |
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Alveolar fricatives
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s (voiceless)
z (voiced) |
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Alveolar nasals
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n (voiced)
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Alveolar liquids
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l and r (voiced)
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Postalveolar fricatives
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ʃ (voiceless) shy
ʒ (voiced) measure |
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Postalveolar affricates
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t͡ʃ (voiceless) choke
d͡ʒ (voiced) judge |
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Palatal glide
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j (voiced)
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Velar stops
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k (voiceless)
g (voiced) |
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Velar nasals
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ŋ (voiced)
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Glottal stop
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ʔ
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Glottal fricative
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h (voiceless)
|
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i
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beat
high front tense |
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I
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bit
high front lax |
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ɛ
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bet
front mid lax |
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æ
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bat
front low lax |
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u
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boot
high back tense rounded |
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ʊ
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boot
high back lax rounded |
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ɔ
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bought
mid back lax rounded |
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ɑ
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pot
low back lax |
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ʌ
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but
mid central lax |
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ə
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among
mid central lax |
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ɑɪ
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I
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ɑʊ
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bout
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ɔɪ
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boy
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oʊ
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oh
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eɪ
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bait
|
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Why study language?
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Creativity and complexity of language
Social reason: self-identity, social interaction Application of linguistics |
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Speech vs. writing
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Speech is primary
-Historical reason -Spoken language exists everywhere. -Writing must be taught. -Neurolinguistic evidence |
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Defining language
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-Language is systematic and generative
-Language is a set of arbitrary symbols -Those symbols are primarily vocal, but may also be visual. -The symbols have conventionalized meanings to which they refer. -Language is used for communication. -Language operates in a speech community or culture. -Language is essentially human, although possibly not limited to humans. -Language is acquired by all people in much the same way-language and language learning both have universal characteristics. |
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Linguistic competence
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Phonetics
Phonology Morphology Syntax Semantics |
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Phonetics
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-Knowledge of the sounds of a language
-Knowing to produce and perceive the sounds in your language -Differences between the vowels in the words Bat/Beat/Boot |
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Phonology
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-Knowledge about how the sounds work together as a system.
-Knowledge about the possible sequences of sounds. Ptomaine/Ptolemy |
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Morphology
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-Knowledge about the possible meaning units of a language.
Ihavetogohomeearlytoday. -Ability to analyze individual words into smaller parts that have a meaning or function. Unbelievability |
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Syntax
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Ability to recognize well-formedness (grammaticality) of sentences
Colorless green ideas sleep furiously. Furiously sleep ideas green colorless. |
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Semantics
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-Ability to determine the meaning of sentences.
-Ability to determine when sentences have the same meaning John is an unmarried man. John is a bachelor. -Ability to determine when a sentence has more than one meaning (ambiguity) I’ll meet you at the bank. Visiting relatives can be fun. |
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Communicative competence
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-Language does specific jobs
-How to use grammatical sentences appropriately -Purpose and context -Includes grammatical competence. |
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Pragmatics
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Ability to interpret language correctly in different contexts.
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Styles of speech
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Ability to understand the contexts or situations where different styles of language may be used.
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Design features of language
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Productivity
Arbitrariness Discreteness |
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Productivity
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Finite set of rules Infinite number of sentences
No limit |
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Arbitrariness
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Sign: Nonarbitrary (smoke fire)
Symbol: arbitrary indicatory of something else (wedding band married status) |
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Discreteness
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Language relies on discreteness
Complex messages are built up out of smaller parts |
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What is grammar?
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Set of elements and rules that make up a language.
Mental, or competence, grammar Descriptive grammar Prescriptive grammar |
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Mental grammar
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Linguistic competence: a speaker’s knowledge of language (vs. performance)
Phonetics, phonology, morphology, syntax and semantics. <-> appropriateness in social situations (pragmatics, style, language variation) |
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Descriptive grammar
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Objective description of what a speaker does.
A model of speakers’ linguistic competence. “Usage” determines the rules. Disputed usage |
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Prescriptive grammar
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Tells you how to speak or write.
A value judgment about the correctness of an utterance |
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Hypercorrection
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A consequence of prescriptive pressure
The students whom I hope will join us. I wonder if he were here. Between you and I |
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Importance of prescriptive grammar
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Standard form
Guidelines for learners of English as a foreign or second language Social reasons: an aid in social mobility |
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Pragmatic concepts
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meaning, context, communication
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Speech acts
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The use of language to do a wide range of activities.
-give info -request info -give orders and requests -make promise -give advice |
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Performative verbs
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Verbs that can be used to perform the acts they name
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Direct speech acts
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Perform their functions in a direct and literal manner.
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Felicity conditions (questions)
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Must be satisfied to make the speech act be performed correctly.
S questions H about P: S does not know the truth about P. S wants to know the truth about P. S believes that H may be able to supply the information about P that S wants. |
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Felicity conditions (reguests)
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S wants the action being ordered.
S believes that it is possible for H to do the action. S believes/knows that the action has not been done. |
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Indirect speech acts
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Did John marry Helen? /I don’t know if John married Helen.
Can you close the window?/This room is so cold. |
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Gricean Maxims
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Maxims of Quality
Maxims of Quantity Maxims of Relation (Relevance) Maxims of Manner |
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Maxim of Quality
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Do not say what you believe to be false.
Do not say that for which you lack adequate evidence. |
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Maxim of Quantity
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Make your contribution as informative as possible.
Do not make your contribution more informative that is required. |
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Maxim of Relevance
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Be relevant
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Maxim of manner
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Avoid obscurity of expression.
A void ambiguity Be brief Be orderly. |
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Why phonetics?
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Language was a sound system before it was a written system.
Children acquire sound before written system. |
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Articulatory phonetics
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Sounds in terms of how they are produced by the mechanism of the human vocal tract.
Each sound is the combination of muscle contractions. Describes human speech sound repertoire. |
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Acousic phonetics
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physics of sounds
|
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Consonants
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Manner of articulation
Place of articulation Status of glottis (larynx) |
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Place of articulation
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Bilabial
Labiodental Interdental Alveolar Palatal Velar Glottal (Uvular) (Pharyngeal) |
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Manner of articulation
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Stop
Fricative Affricates Nasals Liquids Glides |
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Status of glottis
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voiced and voiceless
|
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Vowels
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All are voiced.
Relative height of the tongue Frontness / backness of the tongue. Relative rounding of the lips |
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Height of tongue
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high, mid, low
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Frontness of tongue
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front, central, back
|
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Tenseness of tongue
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tense and lax
|
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Lip rounding
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rounded or unrounded
|
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IPA
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International Phonetics Alphabet
Most widely used phonetic alphabet |
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Natural class
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Exhaustive class of sounds which chare the same descriptors/features
|
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Natural classes
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Nasals
Bilabials Low vowels Central vowels interdentals Laterals Voiceless fricatives Voiceless palatal mid front vowels |
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Morpheme
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meaning-bearing constituents of a word
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Free morpheme
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true, mother, orange
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Bound morpheme
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ing, ed, s, pre, in
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Content morpheme
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re, ment
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Function morpheme
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s
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Inflectional morphology
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singular/plural
past/present |
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Derivational morphology
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By changing grammatical function of the original form while keeping the semantic meaning constant (attach/attachment)
By changing the semantic meaning while keeping the grammatical category constant. (happy/unhappy) |
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Major word class (open)
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nounds, verbs, adj, adv
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Minor word classes (closed)
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auxiliary verbs, prep, pro, det, conj
|
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Affixes
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prefix, suffix, infix
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Pragmatic ambiguity
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Can you tell me the time?
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Lexical ambiguity
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We had the president for dinner.
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Structural ambiguity
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More intelligent administrators
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Agent
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Initiator of an action
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Patient
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the instrument that is used for the action.
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Instrument
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a thing that has a property that is being referred to or undergoes a movement or a change
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Theme
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an animate being that has some kind of perceptual or mental experience.
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Experiencer
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an animate being that has some kind of perceptual or mental experience.
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Source
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where things start
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Recipient
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Terry gave the book to PAT
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Lexicon
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“Mental storehouse of information about words and morphemes”
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Language lexicon
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Language lexicon
Semantic relationships that word meanings have with one another Componential analysis (one way of analyzing word meanings into smaller parts) |
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Homonyms
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Different words that are pronounced the same
May or may not be spelled the same To, two, too Tale, tail Create ambiguity I will meet you by the bank. |
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Polysemy
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Words with multiple meanings that are related conceptually or historically.
Bear :to tolerate, to carry, to support Homonym (refers to an animal) |
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Synonyms
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Words that sound different but have the same or nearly the same meaning.
Apathetic/phlegmatic/passive/sluggish/indifferent. |
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Antonyms
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Words that are opposite in meaning
Complementary pairs Alive/dead, present/absent, awake/asleep Gradable pair Big/small, hot/cold, fast/slow, happy/sad |