Language and Its Necessity When you hear the word language what comes to mind? Do you cringe deep down? Does your nose go up in disgust? If this happens to you when you think of the word language don’t worry you’re not the only one. Language‚ to most‚ can be daunting. It can be especially daunting if you are learning it for the first time. Even I find it difficult to grasp concepts and rules. It seems like they are always changing. You then add advancing technologies‚ and language has gone even
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Stressed words in sentence marked with we have to sleep Anticipated problems and solutions Problem: Students don’t use the auxiliary verb when forming the negative and interrogative form: Haven’t we have to sleep? We haven’t to sleep. Solution: First‚ elicit examples from students and compare the correct form vs. the incorrect one on the board. Later‚ during correction provide an incorrect example and ask students to correct. Problem: Students don’t link the words have and
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Lexical semasiology analyses the meaning of words and word combinations‚ relations between these meanings and the changes these meanings undergo. Stylistic semasiology is concerned only with those semantic relations and changes which form the basis of EM and SD. The subject-matter of stylistic semasiology is stylistic semantics‚ i.e. additional meanings of a language unit which may be given rise to by: 1) the unusual denotative reference of words‚ word-combinations‚ utterances and texts (EM);
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method – especially transitional words. Repetition of a Key Term or Phrase This helps to focus your ideas and to keep your reader on track. Example: The problem with contemporary art is that it is not easily understood by most people. Contemporary art is deliberately abstract‚ and that means it leaves the viewer wondering what she is looking at. Synonyms Synonyms are words that have essentially the same meaning‚ and they provide some variety in your word choices‚ helping the reader to stay
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Specific ways to introduce this approach into a lesson is by asking the student to raise their hand if they understood the concepts of a story. If so‚ I would ask them to draw what they understood and try to label each picture or part of the drawing with words. If they cannot do this‚ I would then ask for them to show with body language what they understood. For example‚ for the sentence “I love ice cream and roller coasters”‚ the student can point to themselves meaning “I”‚ hug themselves or torso showing
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course of language history‚ sometimes‚ but not necessarily‚ involving the semantic assimilation of loan words. Consider‚ for example‚ the words time and tide. They used to be synonyms. Then tide took on its more limited application to the periodically shifting waters‚ and time alone is used in the general sense. Another example of semantic change involving synonymic differentiation is the word twist. In OE it was a noun‚ meaning ’a rope’ whereas the verb thrawan (now throw) meant both ’hurl’ and
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and writing. CONTENTS CHAP. PAGE INTRODUCTION‚ . . . . . . . . . . . 3 I. TASTE‚ . . . . . . . . . . . . . . . 7 II. CHOICE OF WORDS‚ . . . . . . . . . . 15 III. CONTRACTIONS‚ . . . . . . . . . . . 118 IV. POSSESSIVE CASE‚ . . . . . . . . . . 124 V. PRONOUNS‚ . . . . . . . . . . . . . 129 VI. NUMBER‚
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America Singing”? Walt Whitman establishes a cheerful tone in his poem “I Hear America Singing” by his word choice and his way of creating imagery. Focusing on these elements will help a reader understand what the tone of the poem is. After the reader reads the poem and digests the phrases and creativity‚ they will be able to restate the tone to a person with no doubt. Whitman uses a variety of words and phrases to express the tone. One example would be when he says “Singing with open mouths their
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in: – total meaning OR – in one particular sense of usage OR – totally unknown in some varieties REASONS FOR VOCABULARY DIFFERENCES i) New objects & experiences encountered in N. America - new names – adapt or neulogism (i.e. create new word‚ expression or usage) e.g. corn (US); maize (UK) robin small red-breasted (Eng.) large red-breasted (US) REASONS FOR VOCABULARY DIFFERENCES ii) Technological & cultural developments e.g. windshield (US) windscreen (Eng.) trunk boot iii) Influence
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communicate‚ we change who we are. Communication can be used to alter a persona‚ depending on how they carry themselves by the language they use. Language can be easily manipulated by concealment or exaggeration‚ to create an ideal character. Similarly‚ words that wield power have a great effect on the user when used in appropriate contexts. On the other hand‚ those who are limited by language are incapable of modifying their identity. When used to your benefit‚ communication is able to change ones identity
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