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| the agreed on, although usually arbitrary, relationship between meaning and word |
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the notion that certain sound combinations occur in semantically similar wordsÂ
(ex: gleam, glitter, glisten all relate to vision) |
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| the use of linguistic competence in the production and comprehension of language, behavior as distinguished from linguistic knowledge |
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| a linguist's description or model of the mental grammar, including the units, structures, and rules. An explicit statement of what speakers know about their language. |
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| chooses one style of speaking over another, the "right" way to speak |
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| rules for combining words in a sentence |
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| acceptable sounds in a language |
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| assigning meaning to the combinations of sounds |
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| used to teach a foreign language, explicitly states the rules, refers back to native language |
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| comparing words in languages, parallel meanings |
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| a blueprint, the innate principles and properties that pertain to the grammars of all human language |
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| a theory of the principles that characterize all human languages |
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| Says all languages are built upon a common grammar |
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| Critical Period of Acquisition |
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| between early childhood and puberty during which a child can acquire a native language easily, after this acquisition of grammar is difficult |
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| inferring the rules of a formal language |
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| monogenetic theory of language origin |
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| the idea that language today arose from one source |
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| probably the oldest language spoken in north africa by nomadic tribes |
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| the structure of language influences the speaker's perception of the world |
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| language filters our view of realtiy, we closed in because of the language we speak, bridge example |
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| endless cycle of negative connotations after negative connotations |
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