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Replacing an expected word with another, half rhyming (or a partly sound-alike) word, with an entirely different meaning from what one would expect (cf malapropism, Spoonerism, aphasia). [5] I'm ravished! for "I'm ravenous!" or for "I'm famished!" "They build a horse" instead of they build a house. The strained use of an already existing word ...
Mitigated speech is a linguistic term describing deferential or indirect speech inherent in communication between individuals of perceived High Power Distance which has been in use for at least two decades with many published references.
In 2022, Shawna Shapiro published the book Cultivating Critical Language Awareness in the Writing Classroom. [8] It included chapters describing four pathways teachers can use to implement critical language awareness in the classroom: sociolinguistics, critical academic literacies, media literacy and discourse analysis, and "communicating-across-difference".
Thetical grammar forms one of the two domains of discourse grammar, the other domain being sentence grammar.The building blocks of thetical grammar are theticals, [1] that is, linguistic expressions which are interpolated in, or juxtaposed to, clauses or sentences but syntactically, semantically and, typically, prosodically independent from these structures.
The basic meaning of the clause is made explicit after the verb. Common forms of construction for sentences that contain a syntactic expletive begin with "it is", "here is", or "there is". The expletive serves as the grammatical subject of the independent clause that it begins.
The first published English grammar was a Pamphlet for Grammar of 1586, written by William Bullokar with the stated goal of demonstrating that English was just as rule-based as Latin. Bullokar's grammar was faithfully modeled on William Lily's Latin grammar, Rudimenta Grammatices (1534), used in English schools at that time, having been ...
In linguistics (particularly sub-fields like applied linguistics and pragmatics), a hedge is a word or phrase used in a sentence to express ambiguity, probability, caution, or indecisiveness about the remainder of the sentence, rather than full accuracy, certainty, confidence, or decisiveness. [1]
In an experiment by Cairns et al., preschool children aged 4–6 were presented sentences such as (14) and (15) orally. (To make sure that the meaning of the sentences was clear to the children, sentences were enacted with toys.) While sentence (14) is well-formed in the adult grammar, sentence (15) is not, as indicated by the asterisk (*).