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By early 1975 Genie showed comprehension of simple and complex sentences where the object was the relative clause, such as "The boy is looking at the girl who is frowning", or sentences where the subject was the relative clause and did not end in a noun phrase, such as "The boy who is frowning is looking at the girl".
By contrast, generative theories generally provide performance-based explanations for the oddness of center embedding sentences like one in (2). According to such explanations, the grammar of English could in principle generate such sentences, but doing so in practice is so taxing on working memory that the sentence ends up being unparsable ...
Various sentences using the syllables mā, má, mǎ, mà, and ma are often used to illustrate the importance of tones to foreign learners. One example: Chinese: 妈妈骑马马慢妈妈骂马; pinyin: māma qí mǎ, mǎ màn, māma mà mǎ; lit. 'Mother is riding a horse... the horse is slow... mother scolds the horse'. [37]
In transformational grammar, each sentence in a language has two levels of representation: a deep structure and a surface structure. [3] The deep structure represents a sentence's core semantic relations and is mapped onto the surface structure, which follows the sentence's phonological system very closely, via transformations.
In linguistics and grammar, a sentence is a linguistic expression, such as the English example "The quick brown fox jumps over the lazy dog." In traditional grammar , it is typically defined as a string of words that expresses a complete thought, or as a unit consisting of a subject and predicate .
The genitive -é suffix is only used with the predicate of a sentence: it serves the role of mine, yours, hers, etc. The possessed object is left in the nominative case. For example: A csőr a madáré ('The beak is the bird's'). If the possessor is not the predicate of the sentence, the genitive is not used.
In foreign language teaching, sentence manipulations in the form of pattern drills can be mechanical and monotonous, which has raised the question as to whether practice on sentence variations can really further communicative competence. [3] Butzkamm & Caldwell [3] suggest bilingual semi-communicative drills as a possible solution.
The uncertain theory about Ural-Altaic proffers that there is a genetic relationship with this proto-language as seen in Finnish, Mongolian and Turkish, [7] and occasionally as well as Manchurian, Japanese and Korean. Many languages have developed agglutination. This developmental phenomenon is known as language drift, such as Indonesian.