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Assuming that the a-sentences represent canonical word order, the b-sentences contain instances of topicalization. The constituent in bold is fronted to establish it as topic. The first two examples, which use topicalized adjuncts, are typical, but the last two examples with topicalized object arguments are comparatively rare.
A modal verb is a type of verb that contextually indicates a modality such as a likelihood, ability, permission, request, capacity, suggestion, order, obligation, necessity, possibility or advice. Modal verbs generally accompany the base (infinitive) form of another verb having semantic content. [1]
An idiom is a common word or phrase with a figurative, non-literal meaning that is understood culturally and differs from what its composite words' denotations would suggest; i.e. the words together have a meaning that is different from the dictionary definitions of the individual words (although some idioms do retain their literal meanings – see the example "kick the bucket" below).
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If separating words using spaces is also permitted, the total number of known possible meanings rises to 58. [38] Czech has the syllabic consonants [r] and [l], which can stand in for vowels. A well-known example of a sentence that does not contain a vowel is Strč prst skrz krk, meaning "stick your finger through the neck."
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.
This suggestion is of course controversial, since most theories of syntax assume that individual words are constituents by default. The conclusion one can reach based on such examples, however, is that proform substitution using a definite proform identifies phrasal constituents only; it fails to identify sub-phrasal strings as constituents.
William S. Cassel, a professor at the University of New Orleans conducted an experiment that was performed on Kindergarten, Grade 2, Grade 4, and adult subjects. They were required to view a brief video of two children arguing about the use of a bicycle. One week later subjects were asked for their free recall of the events in the video.
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