There are four types of English sentence, classified by their purpose:
declarative sentence (statement)
interrogative sentence (question)
imperative sentence (command)
explanative sentence (exclamation)
Pronunciation: Sentence Stress for High School LearnersAbdul Halim
Data's been collected from the Internet. It's designed to give the learners a general idea of how stress in the sentence level can affect our way of communication
Pronunciation: Sentence Stress for High School LearnersAbdul Halim
Data's been collected from the Internet. It's designed to give the learners a general idea of how stress in the sentence level can affect our way of communication
English sentences and its type.
Presented in 3rd semester in Communication Skills subject.
Sentence and its types are discusses briefly and present such a way that it can easily understand able.
Tags: Sentences, Sentences and its types, Sentences & its types, English sentences and its types
In linguistics, markedness refers to the way words are changed or added to give a special meaning. The unmarked choice is just the normal meaning. For example, the present tense is unmarked for English verbs. If I just say "walk" that refers to the present tense. But if we add something to "walk" (marking it), such as adding ‘ed’ to the end, I can indicate the past: "walked".
Linguistics is often called "the science of language," the study of the human capacity to communicate and organize thought using different tools (the vocal tract for spoken languages, hands for sign languages, etc.) and involving different abstract and tactile components.
The term redundancy has more than one meaning.
(1) In grammar, redundancy generally refers to any feature of a language that is not needed in order to identify a linguistic unit. (Features that are not redundant are said to be distinctive.) Adjective: redundant.
(2) In generative grammar, redundancy refers to any language feature that can be predicted on the basis of other language features.
(3) In common usage, redundancy refers to the repetition of the same idea or item of information within a phrase, clause, or sentence: a pleonasm or tautology.
In some models of phonology as well as morphophonology in the field of linguistics, the underlying representation (UR) or underlying form (UF) of a word or morpheme is the abstract form that a word or morpheme is postulated to have before any phonological rules have applied to it.[1][2] By contrast, a surface representation is the phonetic representation of the word or sound. The concept of an underlying representation is central to generative grammar.
In linguistics, alternation is a variation in the form and/or sound of a word or word part. (Alternation is equivalent to allomorphs in morphology.) Also known as alternance.
A form involved in an alternation is called an alternant. The customary symbol for alternation is ~.
American linguist Leonard Bloomfield defined an automatic alternation as one that's "determined by the phonemes of the accompanying forms" ("A Set of Postulates for the Science of Language," 1926). An alternation that affects only some morphemes of a particular phonological form is called non-automatic or non-recurrent alternation.
The syllable is a constant feature in every spoken language in the world and most people have an intuitive sense of what a syllable is. Each language has its own rules about what kinds of syllables are allowed, and what kinds aren’t - but the general structure is the same everywhere.
Simply put, semantic analysis is the process of drawing meaning from text. It allows computers to understand and interpret sentences, paragraphs, or whole documents, by analyzing their grammatical structure, and identifying relationships between individual words in a particular context.
Grammatical form and grammatical function Ibrahim Muneer
A useful distinction in grammar is that of form and function. Grammatical form is concerned with the description of linguistic units in terms of what they are, and grammatical function is concerned with the description of what these linguistic units do. Note that we use capital letters at the beginning of function labels.
Understanding the way that form and function relate to one another has important implications for text production and comprehension, and enables students to more accurately discuss how grammatical structure relates to meaning.
What is a dictionary?
A dictionary is a reference book about words and as such it describes the functioning of individual words (sometimes called lexical items). It does so by listing these words in alphabetical order in the form of headwords, the words listed as entries in the dictionary.
Explanation: Collocation is the relationship between two words or groups of words that often go together and form a common expression. ... Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word
In corpus linguistics, a collocation is a series of words or terms that co-occur more often than would be expected by chance. In phraseology, collocation is a sub-type of phraseme. An example of a phraseological collocation, as propounded by Michael Halliday,[1] is the expression strong tea. While the same meaning could be conveyed by the roughly equivalent powerful tea, this expression is considered excessive and awkward by English speakers. Conversely, a corresponding expression in technology, powerful computer, is preferred over strong computer. Phraseological collocations should not be confused with idioms, where an idiom's meaning is derived from its convention as a stand-in for something else while collocation is a mere popular composition.
There are about six main types of collocations: adjective + noun, noun + noun (such as collective nouns), verb + noun, adverb + adjective, verbs + prepositional phrase (phrasal verbs), and verb + adverb.
Collocation extraction is a computational technique that finds collocations in a document or corpus, using various computational linguistics elements resembling data mining.
Etymology is the study of the origin of words and how the meaning of words has changed over the course of history. Let’s get meta and take the word “etymology” as an example. “Etymology” derives from the Greek word etumos, meaning “true.” Etumologia was the study of words’ “true meanings.” This evolved into “etymology” by way of the Old French ethimologie. That’s all fairly straightforward, but there are many, many words in the English language that have unexpected and fascinating origins. Here are a few of our favorite examples.
The generalized definition of the word bilingualism, is the ability to use two/ more languages.
• However, scholars like Peter A Hornby (1997; 3) quoted Bloomfield’s definition which says “the term bilingualism should be applied to those individuals who possesses a native-like like ability in both languages
Types of Bilingualism
1- Early bilingualism - there are two types: simultaneous early bilingualism and consecutive (or successive) early bilingualism.
Simultaneous early bilingualism refers to a child who learns two languages at the same time, from birth.
Successive early bilingualism refers to a child who has already partially acquired a first language and then learned a second language early in childhood (for example, when the child moves into an environment where the dominant language is not his or her mother tongue).
2- Late bilingualism – refers to bilingualism when the second language is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood.
Late bilingualism is a consecutive bilingualism which occurs after the acquisition of the first language (after the childhood language development period). This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingual uses their experience to learn the second language.
3- Additive bilingualism and subtractive bilingualism – The term additive -bilingualism refers to the situation where a person has acquired the two languages in a balanced manner. It is a strong bilingualism.
Subtractive bilingualism refers to the situation where a person learns the second language to the detriment of the first language, especially if the first language is a minority language. In this case, mastery of the first language decreases, while mastery of the other language (usually the dominant language) increases.
4- Negative bilingualism - refers to the ability to understand a second language without being able to speak it. Children who respond appropriately in English when addressed in French can become passive bilinguals, as they have less mastery of oral expression in French.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. The 4 English Sentence Types
There are four types of English sentence, classified by their purpose:
• declarative sentence (statement)
• interrogative sentence (question)
• imperative sentence (command)
• explanative sentence (exclamation)
3. The 4 English Sentence Types
form function example sentence
(clause)
final punctuation
1 declarative statement: It tells us
something
John likes Mary. .
2 interrogative question: It asks us
something
Does Mary like
John?
?
3 imperative command: It tells us to do
something
Stop!
Close the door.
! or .
4 exclamative exclamation: It expresses
surprise
What a funny story
he told us!
!
(form = structure / function = job)
4. 1. Declarative Sentence (statement)
Declarative sentences make a statement. They tell us something. They give us
information, and they normally end with a full-stop/period.
The usual word order for the declarative sentence is:
subject + verb...
Declarative sentences can be positive or negative. Look at these examples:
Declarative sentences are the most common type of sentence.
positive negative
I like coffee. I do not like coffee.
We watched TV last night. We did not watch TV last night.
5. 2. Interrogative Sentence (question)
Interrogative sentences ask a question. They ask us something. They want
information, and they always end with a question mark.
The usual word order for the interrogative sentence is:
• (wh-word +) auxiliary + subject + verb...
Interrogative sentences can be positive or negative. Look at these examples:
positive negative
Do you like coffee? Don't you like coffee?
Why did you go? Why didn't you go?
6. 3. Imperative Sentence (command)
Imperative sentences give a command. They tell us to do something, and they
end with a full-stop/period (.) or exclamation mark/point (!).
The usual word order for the imperative sentence is:
• base verb...
Note that there is usually no subject—because the subject is understood, it
is YOU.
Imperative sentences can be positive or negative. Look at these examples:
positive negative
Stop! Do not stop!
Give her coffee. Don't give her coffee.
7. 4. Explanative Sentence (exclamation)
Explanative sentences express strong emotion/surprise—an exclamation—
and they always end with an exclamation mark/point (!).
The usual word order for the explanative sentence is:
• What (+ adjective) + noun + subject + verb
• How (+ adjective/adverb) + subject + verb
Look at these examples:
• What a liar he is!
• What an exciting movie it was!
• How he lied!
• How exciting the movie was!
8. References:
Cambridge Dictionary. Cambridge University Press, 2017
Seely, John. Grammar for Teachers. Oxpecker, 2006
Trask, R.L. Penguin Dictionary of English Grammar. Penguin Reference, 2005
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