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sākt mācīties
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sākt mācīties
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the study of the origin and history of the word
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borrowings (when one language takes words from another) sākt mācīties
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the most borrowing comes from: latin, german, greek, french
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sākt mācīties
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there is a direct translation of the elements of a word into the borrowing language
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sākt mācīties
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joing of 2 separate word to create 1/ bookcase, doorknob, fingerprint
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sākt mācīties
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the combination of 2 separate words to produce a single form/ we typically have the begging of one word and ending of the other
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sākt mācīties
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the element of reduction that is noticeable in blending is even more apparent/ word of more than one syllable is reduce to the shorter one
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sākt mācīties
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a particular type of reduction/ a longer word is reduced to a singe syllable then y ot ie is added
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sākt mācīties
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usually a verb/ television created from word televise
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sākt mācīties
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the invention and general usage of new terms
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sākt mācīties
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new words based on the names of people/places
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sākt mācīties
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new word formed from initial latters of a set of other latters/ CD e.g.
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sākt mācīties
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create word by adding- suffixes, prefixes and infixes
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sākt mācīties
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sākt mācīties
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a minimal unit of meaning or grammatical function
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sākt mācīties
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can stand by themselves as a single words- new, tour
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sākt mācīties
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those forms that cannot normally stand alone and are typically attached to another form
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sākt mācīties
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we can identify the bound morpheme re- at the beginning, but the elements -ceive, -duce and -peat are not separate word forms and hence cannot be free morphemes.
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sākt mācīties
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The first category is that set of ordinary nouns, verbs, adjectives and adverbs -> carry the “content” of the messages we convey.
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sākt mācīties
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words in the language such as conjunctions, prepositions, articles and pronouns.
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sākt mācīties
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not used to produce new words in the language, but rather to indicate aspects of the grammatical function of a word.
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sākt mācīties
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- The process of describing the structure of phrases and sentences in such a way that we account for all the grammatical sequences in a language and rule out all the ungrammatical sequences
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sākt mācīties
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sākt mācīties
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is based on the type of noun (masculine and feminine) and is not tied to sex.
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The prescriptive approach sākt mācīties
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This view of grammar as a set of rules for the proper use of a language
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sākt mācīties
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Samples of the language used in an attempted to describe the regular structures of that language as it was used, not according to some view of how it should be used.
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sākt mācīties
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investigate the distribution of forms in a language.
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sākt mācīties
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The technique employed in this approach is designed to show how small constituents (or components) go together to form larger constituents
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sākt mācīties
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if we write rules for the creation of well-formed structures, we must check that those rules, when applied logically, won’t also lead to ill-formed structures.
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sākt mācīties
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if we write rules for the creation of well-formed structures, we must check that those rules, when applied logically, won’t also lead to ill-formed structures.
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sākt mācīties
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small and finite (i.e. limited) set of rules that will be capable of producing a large and potentially infinite (i.e. unlimited) number of well-formed structures
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sākt mācīties
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It has two distinct underlying interpretations that have to be represented differently in deep structure.
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sākt mācīties
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that specify which words can be used when we rewrite constituents such as PN
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sākt mācīties
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we move one part of the structure to a different position. This process is based on a movement rule.
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