Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
121 Cards in this Set
- Front
- Back
Phonology |
The way sounds are patterned together in language. |
|
Phonetics |
They way sounds are made. |
|
Morphology |
The smallest unit of framer, the way in which words are made up of smaller meaningful segments. |
|
Semantics |
The meaning of words and the meaning created when words are put together. |
|
Syntax |
The way in which words go together to form sentences. |
|
Discourse |
Looking beyond the sentence about how sentences are connected.
|
|
Pragmatics |
The language in context. |
|
Sociolinguistics |
Links between society and language - How society influences language.
|
|
Typology |
Structural variances within language - Subject, verb, object. |
|
Psycholinguistics |
Mental processes underlying language processing. |
|
Neurolinguistics |
The brain in relation to language. |
|
Consonants |
Involve the constriction of the vocal tract, obstructing the airflow. |
|
Vowels |
Produced with no significant obstruction to the passage of air through the oral cavity and the air exits unimpeded through the oral cavity. |
|
Labial |
sounds produced with the lips. |
|
Dental |
Sounds are formed by the tongue on the teeth. |
|
Alveolar |
Sounds that are made with the front part of the tongue on the alveolar ridge. |
|
Palatal |
The sounds are produced between the tongue and the hard palate. |
|
Velar |
Sounds that are produced with the back of the tongue touching the velum. |
|
Uvular |
Sounds that are made with the back of the tongue and the uvular. |
|
Pharyngeal |
These consonants are made by pulling the root of the tongue to the back to narrow the pharynx so that air passes through noisily. |
|
Glottal |
These sounds involve the constriction of the glottis. |
|
Diphthongs |
Produced with the tongue in constant motion, travelling from one vowel position to the other. |
|
Syllables |
Phonemes can be broken into large units called syllables. Generally consist of a vowel surrounded by one or more consonants. |
|
Types of prosodies |
pitch, stress, tone, rhythum, length, tempo and loudness |
|
Pitch |
The frequency of vibration of the vocal folds. used in language to distinguish between words. |
|
Tone |
Using different patterns of pitch to distinguish words. |
|
Intonation |
All languages use variation in pitch over an utterance to convey modulations of the meaning expressed by a word. |
|
Stress |
Syllables are able to be produced with different levels of forcefulness, which is normally accompanied by differences in the tension of the vocal folds. |
|
Phonology |
Investigates the sound differences that are linguistically relevant in a language and how the sounds pattern as a system. |
|
Allophones |
One of the alternative phonetic realisations of a phoneme for example /t/ and the aspired /t/ are all allophones in english. |
|
Epenthesis |
The addition of a phonological segment into a word. |
|
Assimilation |
A process by which the segment changes to become more like a nearby segment. For instance 'yellow' becomes 'lellow'. |
|
Metathesis |
The inversion of the order of adjacent or nearby phonemes. 'Ask' to 'ask'. |
|
Reduplication |
Duplication of the predominate predominant part of the word that he/she is saying. 'Bottle' becomes 'bobo'. |
|
De-affrication |
When an affricate is replaced with a fricative or a stop. 'Chips' to 'ships'. |
|
Initial Consonant Deletion |
When the first consonant of a word is deleted, resulting in the syllable beginning with a vowel. 'team' becomes 'sam'. |
|
Cluster Reduction |
When a constant cluster is reduced to a single consonant. 'Plane' becomes 'pane'. |
|
Diphthong Reduction |
When two vovels /VV/ becomes a single vowel /V/. 'pay' becomes 'pa'. |
|
Weak Syllable Deletion |
Deletion of a syllable of a bisyllabic or multisyllabic word, which is typically underdressed or weak. 'Banana' becomes 'nana'. |
|
Fronting |
When a sounds whose articulatory target is in the back of the mouth is produced in the front of the mouth. Vowels in the velar regions are articulated in the alveolar region. |
|
Backing |
When alveolar sounds like /t/ or /d/ are replaced with velar sounds like /k/ or /g/. |
|
Stopping |
Fricatives are replaced with stops. eg. /f/ - /p/ |
|
Gliding |
The replacement of a lateral approximate. /l/ - /w/ and /r/ - /w/. |
|
Glottal Replacement |
Using a glottal stop as a replacement for target consonants. |
|
Morphology |
The branch of linguistics about the study of word structure. |
|
Simple Words |
A simple word has no internal structure and cannot be divided further into meaningful bits. Eg. farm, duck. |
|
Complex Words |
A complex word has an internal structure and can be divided into meaningful segments. Consists of a single morpheme that is a free morpheme. Eg. Farmer. |
|
The goals of linguistic |
- Describe language as it is spoken - Develop hypotheses to explain the phenomena of language and its uses - Account for patterns in speech and language |
|
Distinctive Features |
A binary system (+ and -) used to describe the characteristics of a phoneme. Distinctive features then group phonemes into natural classes eg. fricatives. |
|
Prosodic Features |
Prosodic features include length, pitch and loudness. These features apply over phonemes, syllables, words and larger stretches of speech. |
|
Schwa |
One of the typically unstressed syllables in english - Eg. The 2nd Syllable in the word 'farmer' or 'sofa'. |
|
Primary Stress |
The syllable with the most stress. |
|
Secondary Stress |
The syllable with the next highest stress after the primary stress. |
|
Pitch |
Used to distinguish between words. |
|
Intonation |
Changes in pitch over a utterance to convey changes in meaning. |
|
Duration |
The length of time used at a segmental, syllable, word, phrase and sentence level. |
|
Pause |
Involves the use of silence in speech. Intra-turn pause is the boundary between words, phrases and utterances. Inter-turn pause is the pause between speakers responses. |
|
Metrical Phonology |
Syllables are classified as strong (stressed) or weak (unstressed). The syllables in a word tend to alternate between strong and weak. This pattern is called metrical contour, which is determined by syllable strength. |
|
Metrical Contour |
The stress pattern determined by syllable strength. These patterns can either be classified as trochaic or iambic. |
|
Trochaic |
Strong followed by weak metrical contour. |
|
Iambic |
Weak followed by strong metrical contour. |
|
Nons |
Names of people, places or things. |
|
Pronouns |
Take the place of nouns.
|
|
Verbs |
Show actions or states of being. |
|
Adjectives |
Describe or modify nouns or pronouns. |
|
Adverbs |
Modify verbs.
|
|
Prepositions |
Show the relationship between a noun or a pronoun and some other words in the rest of the sentence. |
|
Conjunctions |
Joining words. Coordinating Conjunctions: 'and' 'but' Subordinating Conjunctions: 'when' 'because' |
|
Clauses |
A string of words that is either a simple sentences or a modified simple sentence. |
|
Phrase |
Grouping of words that don't constitute a complete clause but form parts of clauses. Eg. Noun Phrases. |
|
Subordinating Sentence |
Subordinating one sentence into another. Eg. I went to the shop, that sold clothes. |
|
Coordinating Sentence |
Joins clauses or sentences. Eg. I went to the shop and bought some clothes. |
|
Meaning |
The content conveyed in communication. Involves a message that is conveyed and understood. |
|
Referent |
Something that is being referred to. |
|
Sense |
The sense of linguistics sign derives in part from its relations to other signs in the language. Eg. the sense of the hand is defined as part by the existence of the arm. |
|
Properties |
Meaning pertaining to some signs is also constituted via properties. Eg. For sheep there properties are animals, mammels
|
|
Connoations |
Words have connotations that are linked to the emotional overtones. A persons attitude affects connotations. |
|
Literal Meaning |
The actual item or activity. |
|
Metaphor |
The sense of an experience is extended to another concept on the basis of resemblance. |
|
Sentence Meaning |
Can be divided into actor, event and temporal. |
|
Homophones |
Two different words that may have the same phonological form but have different meanings. Eg. 'boy' and 'buoy'. |
|
Polysemy |
Same form with related meaning. |
|
Synonym |
Related words |
|
Antonym |
Opposite Meaning |
|
Hyponymy |
Meaning of one word includes the meaning of another. Eg. Dog animal |
|
Selection Restruction |
Prohibit certain word combinations to avoid redundancy. Eg. Female Mother |
|
Coherance |
The perception of unity and sense by the listener |
|
Ellipses |
Responding with a short sentence that is appropriate. Eg. 'What did you do on the weekend' 'I swam' |
|
Mircostructure |
Words, sentences and relationship to what is being said. |
|
Macrostructure |
The topic |
|
What are the six discourse genres? |
Descriptive, expository, conversational, narrative, procedual and persuasive. |
|
Descriptive Genre |
Describes about the attributes of something. |
|
Procedual Genre |
Instructions |
|
Conversational Genre |
Interaction and understanding of communication partner roles. |
|
Narrative Genre |
Presenting events in time sequence |
|
Persuasive Genre |
Providing an opinion that can be backed up by research. |
|
Expository Genre |
Providing facts and interpretations. |
|
Speech Acts |
Using words for a purpose |
|
Locutionary act |
What the speaker says |
|
Illocutionary Act |
The speakers intentions |
|
Examples of speech acts |
Informing, commanding, questioning |
|
Performatives |
Speech acts that use verbs |
|
Direct Speech Acts |
The grammatical form indicates the type of act. Eg. 'Please pass the salt' |
|
Indirect Speech Acts |
The linguist form doesn't reflect its communicative purpose. Eg. 'Can you please pass the salt' |
|
Reference |
The relation between a linguistic unit and something that it identifies. Eg. 'the sun' identifies a celestial object |
|
Deictic Espression |
Identifies things by relating them to the social, linguistic, temporal or spatial context of an utterance. Eg. Personal pronouns are deictic expression as 'I' 'me' 'you' as there interpretation is dependent on the context. |
|
The Cooperative Principle |
Communication requires mutual cooperation between participants and is composed of four components. |
|
The Components of the Cooperative Principle |
Quantity: Be informative but concise. Quality: Accuracy that can be backed up with evidence. Relevance: Be revelant Manner: Be clear and fluent |
|
Case |
A system of linguistic analysis that focuses on the link between or number of Nominative (subject), genitive (Possessive relations) and Accusative (object) |
|
A sign |
Represents and conveys information |
|
Iconic sign |
Something about the sign resembles what the referent looks like or is used for. Eg. U-turn sign |
|
Symbolic Sign |
Symbolic signs can be words, which involves random symbols linked with meaning. |
|
Manuel Signs |
Signing that is not in the spoken mode is incorporated into sign languages. |
|
Comprehension |
The perception of speech, which involves the processing of speech sounds that reach the listeners ear. |
|
Bottom-up Processing |
Processing of the incoming sound waves on a phoneme-by-phoneme basis. |
|
Top-down Processing |
Involves the use of clues from the wider context. |
|
Parsing |
The assignment of grammatical structure to a sentence. |
|
Garden Path Sentence |
A sentence which the beginning suggests a particular analysis but by the end of the sentence this analysis cannot work. Eg. The horse raced passed the barn fell. |
|
Spoonerisms |
A form of a slip of the tongue type error, which occurs on a phonological level. |
|
Transposition of Lexemes |
Occurs at a syntactic level within syntactic constructions as in 'He is writing a mother to his letter' |
|
Syntactic Level |
Syntax level - at the level of the sentence |