that moment. It also provides modified input to enhance students’ understanding because this could have easily been worded like: “Why buying two machines to do the same job?” Thus‚ by paraphrasing why and replacing job for thing‚ I make sure I use semantic elements that students can easily identify in spoken language uttered by a known speaker‚ the teacher. 2. When checking homework‚ I was nominating students to listen to their answers from the book. Accurate but inappropriate: “Repeat! Maybe
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previous units. However‚ the textbook is not benefiting so much from this type of mental activities and this may lead to students not having sense of continuity. It is revealed that the Family and Friends 2 encourages the learners more often to decode semantic meaning. The Family and Friend 2 try to involve the learners individually than being in group‚ pair‚ or learner to class
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devices (marks of punctuation‚ kinds of type). 7. Graphical expressive means and stylistic devices (graphon‚ its stylistic function). 8. Metaphor (trite‚ genuine‚ prolonged)‚ personification. 9. Metonymy (trite‚ genuine)‚ irony. 10. Epithets (semantic and structural classification). 11. Interjection of logical and emotive meanings (interjections and exclamatory words). 12. Stylistic devices based on polysemantic effect (zeugma‚ pun). 13. Oxymoron‚ antonomasia. 14. Intensification of a
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human behavior linguistic semantics 3. deals with the meanings of words as they occur in the language structure connotation 4. sometimes called symbolic logic; deals with theories of meaning. semantics 5. the scientific study of word meanings general semantics 6. an early name for semantics philosophical semantics What does the Greek word semantikos mean ? signification Match the term to the description or person(s). 1. general semantics
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PSYC 100/100H‚ Assignment #1. Follow the instructions listed below and submit your assignment at the beginning of class‚ Sept. 18. Only 2 of the 3 assignments will be used for the grade. These will be the 2 highest assignment scores that you have. Each assignment is worth a maximum of 45 points. You must submit all parts of an assignment by the assignment deadline for full credit. Assignments must be at least 4 full pages and no more than 5 full pages in length‚ Times New Roman font‚ 12 point font
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Lectures in Theoretical Grammar by ass. prof. L.M.Volkova‚ National Linguistic University of Kiev List of books: 1. B.Ilyish. The Structure of Modern English. 2. M.Blokh. A Course in Theoretical Grammar. 3. E.Morokhovskaya. Fundamentals of Theoretical Grammar. 4. И.П.Иванова‚ В.В.Бурлакова‚ Г.Г.Почепцов. Теоретическая грамматика современного англ. яз.. 5. Methods Guides. LECTURE 1(2): THE SCOPE OF THEORETICAL GRAMMAR. BASIC LINGUISTIC NOTIONS
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varies quite a lot as most of it is written calmly and other is written to make you feel sorry for candy. Here is a quote to support my point. “then he rolled slowly over and faced the wall and lay silently” this is a semantic field as it has the words slowly and silent”. This is a semantic field for calmness. The word “faced” means that he didn’t just turn his head he wanted to face the wall so nobody could see his reaction. He would also not like to be seen sad. “lay” is a another word which i have
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Outline 1. Cognitive Linguistics: some basic facts 2. Branches of Cognitive Linguistics 1. Cognitive Linguistics: some basic facts What is cognitive linguistics? Cognitive linguistics is a branch of linguistics that focuses on the conceptual structures and cognitive processes that underlie linguistic representation and grammar in language. [3] Cognitive linguistics is the study of language in its cognitive function‚ where “cognitive” refers to the crucial role of intermediate
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I. AN INTRODUCTION Suppose the eye of a moderately skilled adult reader (henceforth‚ THE READER) were to fall on this sentence‚ and that he were to read it aloud. - One second after his initial fixation‚ only the first word will have been uttered. But during that second‚ a number of events will have transpired in the mind of the Reader. If we knew the train of events‚ we would know about the different reading processes. If we knew these processes‚ we would know what the child must learn to
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P: Crooks is the one on the ranch who is by himself and is unable to mix in with the others at all because of his colour. E: This is proven through the phrase ‚ Crooks‚ on a black man’s loneliness: "S’pose you didn’t have nobody. S’pose you couldn’t go into the bunk house and play rummy ’cause you was black. How’d you like that? S’pose you had to sit out here an’ read books. A: Through the repetition of the conjunction "s’pose‚" a lexical field of isolation is created which further emphasises the
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