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study of forms
branch of linguistics that deals with words, their internal structure and how they are formed |
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| smallest linguistic pieces with grammatical function and cannot be divided into smaller meaningful parts |
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| when two or more instances of a given morpheme occur with different forms but mean the same thing |
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| base unit to which another morphological piece is attached |
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| Noam Chomsky's idea that all languages are alike in basic ways |
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has to do with breaking down words
when seeing an unknown word they pull it apart and ask do i recognize any of the pieces |
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I have lots of little pieces, how do I put them together?
speakers use this when the create new forms from pre-existing pieces : theory construction |
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How many actual words are there present
Ex: My name is Grace = 4 tokens |
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How many of the same words are there?
Ex: Grendel is Grendel is Grendel is Grendel.
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only TWO types of words - Grendel & is |
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vowel alternations used to differentiate basic and past forms of the verbs
Run/Ran, Sing/Sang |
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| Explanation of a word's meaning |
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| component of human grammar that governs the ordering of items |
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basic information about a word.
Nouns, verbs, adjectives, and adverbs are labels that tell us how a word in generally used in a sentence. |
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| units that cannot stand alone |
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| grammatical words that are unable to stand on their own phonologically and must instead ‘lean’ on an adjacent word. |
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| words differ from larger units, such as phrases, in that they cannot be broken up by insertion of segmental or phrasal material. |
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| words differ from larger units, such as phrases, in that they cannot be broken up by insertion of segmental or phrasal material. |
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| single word rather than two words put together. Can’t say “very hot-dog” but you can say “very hot hot-dog” |
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string of sounds that behave as a unit for certain kinds of phonological processes, especially stress or accent. HAS a main stress.
can be tested by stress for whether a sequence of words is that or not. |
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| have meaning in that they refer to objects, events, and abstract concepts. Nouns, verbs, adjectives, and adverbs are content words. Open class. |
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| determiners (articles), pronouns, conjunctions, and verbs (those with little or no meaning): be, should, or must. Closed class where words don’t change and we can’t add new ones. |
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a word with specific sound and a specific meaning.
A word that goes in the lexicon. Dictionary entry.
It is not a sound form, but rather a sign or set of signs with sound form, syntax, and meaning all bound together. It is not a single concrete word, but a set of grammatical words. |
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| refers to the set of all the inflected forms that a lexeme assumes. |
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| form by which a lexeme would be listed in a dictionary. In English it is the bare infinitive (minus the ‘to’) SAME as lexical stem |
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form of the lexeme that is most often used in the creation of words.
usually the present tense |
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involves the formation of grammatical forms – past, present, future; singular, plural; masculine, feminine, neuter; and so on – of a single lexeme.
EX: is, are, and being are examples of inflected forms of the lexeme BE.
Regular verb lexemes have a lexical stem, which is the bare form with no affixes.
Changes the word’s meaning but not part of speech. |
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involves the creation of one lexeme from another, such as selector, selection from select.
Changes part of speech and meaning. |
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| Item and Arrangement Approach |
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| where you break up every word into each of its morphemes. Start with stem and then arrange morphemes together that are stored in the lexicon to get the word you want. |
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| Item and Process Approach |
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| Start with the root and the brain goes through the process to change it. |
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to know a word: definition, sentence use, all derivations and inflections, irregular use, list of expression, morphemes.
(Mental Dictionary) |
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| actions that take place between morphology and phonology. These actions and the grammar that describes them is morphophonology. |
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| onset of a syllable is made up of the first consonant or consonants. |
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| the syllable’s core, usually a simple vowel or diphthong. |
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| made up of the consonant or consonants that follow the nucleus. All syllables must have nuclei. |
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'iced tea’ becomes ‘ice tea’.
Prefix "in" is used to negate possible but has to ASSIMILATE to fit the surrounding consonants so it because "impossible." |
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Insertion of a phonological segment or segments to make things easier to pronounce
Ex: drawring for drawing |
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| assimilation moves forward → baked (/k/ affects the d and makes it sounds like a /t/) |
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| assimilation moves backwards → impossible (the /p/ affects the /n/ in the prefix in- and turns it into im-) |
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| unwanted vowel-vowel contact (pronouncing the /s/ in les in front of vowels instead of like usual just /lay/) |
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limit the possible phonological shapes of stems and words.
Mostly connected with syllable structure.
Even the shortest of names must consist of a heavy syllable or two light syllables.
determine the minimum length of content words.(nouns, verbs, adjectives, adverbs) |
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| vowels are superimposed on the triconsonantal pattern. The root consonants in a given inflection or derivational paradigm combine with vowels and sometimes consonants in a fixed pattern. |
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| continuous substring from either the beginning or the end of a word is copied. Productive means of forming plurals or adding emphasis. |
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| Latin-based affixes – causes stress shift and occurs closer to stem. EX: -ive, -ous, |
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| Germanic-based affixes – concrete meanings, attaches to lexical stem. EX: -ness, -ship, -ism |
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| the degree to which native speakers use a grammatical function |
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| the reanalysis of useless elements in a language and the act of distribution those elements to another role. |
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| the elimination of sound alternations that do not signal important differences in meaning. |
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