CHAPTER ONE 1. What is modality? Modality is concerned with expressing opinions and attitudes. Modality in general is defined similarly in many reference books. For example Quirk‚ Greenbaum‚ Leech and Svartvik (1985) claim‚ that “at its most general‚ modality may be defined as the manner in which the meaning of a clause is qualified so as to reflect the speaker’s judgment of the likelihood of the proposition it expresses being true” (p. 219). However‚ the authors deal with the term
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Table of of Contents TableContents INTRODUCTION .............................................................................................3 SPELLING MISTAKES ....................................................................................4 USAGE MISTAKES .......................................................................................15 GRAMMAR MISTAKES ................................................................................31 PUNCTUATION MISTAKES ...............
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LECTURE 7: SYNTAX. BASIC SYNTACTIC NOTIONS. 1.General characteristics of syntax. The grammatical structure of language comprises two major parts – morphology and syntax. The two areas are obviously interdependent and together they constitute the study of grammar. Morphology deals with paradigmatic and syntagmatic properties of morphological units – morphemes and words. It is concerned with the internal structure of words and their relationship to other words and word forms within the paradigm
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CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Part 1 The English adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Part 2 Old English adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Part 3 Middle English adjective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Part 4 Early Modern English
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Grammar of Present-Day English. New York. 61. Plotkin‚ V. J. (1975). Gramaticheskie sistemy v anglyskom jazyke. 62. Poutsma‚ H. (1926). A grammar of late Modern English. Part II. Groningen. 63. Pullum‚ G. K. Huddleston‚ R. (2002). Adjectives and Adverbs. In: The Cambridge Grammar of the English Language 64. Pullum‚ G. K.‚ Huddleston‚ R. (2002). Prepositions and Preposition Phrases 65. Quirk‚ R. et al. (1972). A Grammar of Contemporary English. London. 66. Quirk‚ R. et al. (1982). A University Grammar
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thelanguagemenu.com Business English Page 1 Charts‚ graphs and diagrams Business English English Writing about Graphs Before you Begin Underline key words. Write related words - turn nouns into verbs‚ verbs into nouns‚ adjectives into adverbs‚ etc. Write opposite words‚ similar words‚ synonyms‚ etc. Circle and highlight the graph. Use arrows. Make notes. Circle the biggest‚ the smallest. stable or unchanging parts‚ sudden increases‚ etc. Identify trends. A trend is the overall idea of
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The Study of Language 1. Origins of language: Bow wow theory: mensen deden de geluiden van dieren na. Het geluid wat ze hoorden zo werd het object genoemd. Onomatopoeia: words containing sounds similar to the noises they describe (v.b. bang‚ cuckoo‚ dus woorden die klinken als geluiden) [pic] The human brain is not only large relative human size but also lateralized. (lateralized: divided into a left side and a right side‚ with control of functions on one side or the other) Innateness
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43 2.2 Planning your Writing 6 4.7 Paraphrasing 45 2.3 Paragraph Writing 7 4.8 Quoting 47 2.4 Introductions 9 2.5 Writing the Main Body 12 5 Grammar 2.6 Conclusions 14 5.1 Adverbs 51 2.7 Sections of a Research Paper 5.2 Articles 53 17 5.3 Numbers 56 Describing Tables and Graphs 18 5.4 Passive Voice 56 2.8 19 2.10 Plagiarism 21 2.11 Abstracts 21 2.12 Summary Writing
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English as a foreign language were primary school grade five students. They were divided into 6 groups and each group had five students. Both of the teacher and students’ first languages are Chinese. The class emphasized the acquisition of frequency adverbs like “sometimes”‚ “always” and so on; and the common everyday dialogue like “what do you do on the weekend?”. The process of this class was logical and sequential. The teacher played a song as lesson opening. During the class‚ teacher used the eliciting
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Focus on the Learners A. The Intermediate level students have different backgrounds‚ learning experiences‚ and learning styles‚ but they find some common ground in the learning styles preferred‚ the parts of speech to be corrected‚ and the skills to be developed. The class is composed of 11 students who fall within the age range of 17 to 43 years. The group diversity also extends to their nationalities: five Thais‚ two Sri Lankans‚ two Pakistanis‚ one Japanese‚ and one Korean. The students with
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