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This list contains Germanic elements of the English language which have a close corresponding Latinate form. The correspondence is semantic—in most cases these words are not cognates, but in some cases they are doublets, i.e., ultimately derived from the same root, generally Proto-Indo-European, as in cow and beef, both ultimately from PIE *gʷōus.
The term antonym (and the related antonymy) is commonly taken to be synonymous with opposite, but antonym also has other more restricted meanings. Graded (or gradable) antonyms are word pairs whose meanings are opposite and which lie on a continuous spectrum (hot, cold).
Converses can be understood as a pair of words where one word implies a relationship between two objects, while the other implies the existence of the same relationship when the objects are reversed. [ 3 ] Converses are sometimes referred to as complementary antonyms because an "either/or" relationship is present between them.
A contronym is a word with two opposite meanings. For example, the word original can mean "authentic, traditional", or "novel, never done before". This feature is also called enantiosemy, [1] [2] enantionymy (enantio-means "opposite"), antilogy or autoantonymy. An enantiosemic term is by definition polysemic.
Word stress, or sometimes lexical stress, is the stress placed on a given syllable in a word. The position of word stress in a word may depend on certain general rules applicable in the language or dialect in question, but in other languages, it must be learned for each word, as it is largely unpredictable, for example in English.
[2] When the antiphrasal use is very common, the word can become an auto-antonym , [ 3 ] having opposite meanings depending on context. For example, Spanish dichoso [ 4 ] originally meant "fortunate, blissful" as in tierra dichosa , "fortunate land", but it acquired the ironic and colloquial meaning of "infortunate, bothersome" as in ¡Dichosas ...
A phonemic orthography is an orthography (system for writing a language) in which the graphemes (written symbols) correspond consistently to the language's phonemes (the smallest units of speech that can differentiate words), or more generally to the language's diaphonemes.
The KWL chart was created by Donna Ogle in 1986. [2] A KWL chart can be used for all subjects in a whole group or small group atmosphere. The chart is a comprehension strategy used to activate background knowledge prior to reading and is completely student centered. The teacher divides a piece of chart paper into three columns.
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