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Description
Flashcards by Penelope Stewart, updated more than 1 year ago
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Created by Penelope Stewart
almost 8 years ago
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| Question | Answer |
| Sentence | - basic unit of language that we will consider in our study of English grammar - because it is at this level that grammar primarily operates |
| Words | - make up a sentence - must be in a certain order for understanding to take place - if not, will sound wrong, & be asked for repetition or clarification |
| Morphemes | - elements that make up words - 'morph': shape, form - e.g. prefixes, suffixes - 2 types: free & bound morphemes |
| Prefix | - comes at the front of a word - changes the meanings of words - e.g. to the opposite (INsincere) * hence MORPHeme |
| Suffix | - comes at the end of a word - changes the functions of words - e.g. to the abstract notion (friendSHIP) * hence MORPHeme |
| Free morphemes | - morphemes that can stand freely by themselves as independent words e.g. tiger, gorgeous, but, in - has 2 groups: lexical morphemes / content words VS grammatical morphemes / function words |
| Content words | - a.k.a. lexical morphemes - allow us to create an image of some kind in our minds e.g. beautiful, build, fast, thought |
| Function words | - a.k.a. grammatical morphemes - show relationships amongst content words - by themselves do not have the power to create an image in our minds; dependent on content words to give them a meaning - e.g. but, in, are, these, she |
| Bound morphemes | - elements of words that cannot stand freely & independently - bound / connected to free morphemes - have no meaning till attached to free morphemes - e.g. prefixes & suffixes - e.g. REstate, quietNESS, pencilS, helpED - 2 groups: derivational VS inflectional morphemes |
| Derivational morphemes | - allow us to make new words in the language - and / or to change one grammatical category to another e.g. restate is a new word built from state; quietness (n) is derived from quiet (adj) |
| Inflectional morpheme | - show grammatical function of a word - e.g. how many (pencilS), time that sth. happens (talkING, helpED), comparisons to other adj. (smallER) - always suffixes - 8 in English |
| Word classes | - a.k.a. parts of speech |
| Nouns | - traditional description: a person, place or thing - easier to identify by bound morphemes, specifically inflectional morphemes - e.g. -s (singular or plural); -'s (possessive?) - MOST reliable way to identify: its position in a sentence (*especially when N has the same form as V) - e.g. 'PAINT is expensive' VS 'Artists PAINT pictures' - 2 groups: proper VS common nouns - 2 other groups: concrete VS abstract nouns - 2 more groups: count VS noncount nouns |
| Proper nouns | - formal names / titles of ppl., countries, days, months, languages, businesses - in English, almost always begins with a capital letter |
| Common nouns | - all other nouns that are not proper nouns |
| Concrete nouns | - describe things we can touch or sense in some way |
| Abstract nouns | - have no substance, and can only be imagined or thought about |
| Count nouns | - the forms of a noun that may be counted - has a plural form |
| Noncount nouns | - forms of a noun that cannot be counted - only have singular forms |
| Specific count nouns VS General noncount nouns | * most nouns have both count & noncount forms: count n always indicate a more specific form of the noun; whilst noncount nouns a more general form * sometimes they have completely different meanings |
| Verbs | - typically said to describe an action / a state of being - more easily identified by their position in a sentence (usu. comes after n.) - more easily identified by inflectional morphemes (-s, -ing, -ed1, -ed2) - 2 types: dynamic VS stative - other classifications: active VS passive; transitive VS intransitive |
| Dynamic verbs | - describe an action - typically show activities, processes, transitional & momentary events |
| Stative verbs | - describe a state of being - typically show cognition, perception, emotion & relation |
| Adjectives | - modify the nouns that they occur with (tell the qualities of a noun, e.g. size, shape, condition, age, colour, origin) - 2 types: attributive VS predicate adjectives * cannot usu. be identified by their inflectional morphemes (-er & -est are specialised forms that are ONLY applied during comparisons -> so not always present) * may have derivational morphemes (e.g. -ful, -ive, -ed, -ing, -like, -ly) |
| Attributive adjectives | - come directly before the noun |
| Predicate adjectives | - disconnected from the noun they modify, typically coming after a verb like 'be' - e.g. 'That woman is BEAUTIFUL' |
| Adverbs | - tells us sth. abt. the verbs they occur with (i.e. they modify verbs) - tell us how frequently they take place, how, to what degree, where, when, etc. * can also modify adjectives & other adverbs in similar ways * most mobile word class (can occur directly before or after a v., at the beginning or end of sentence) * when not directly adjacent to v., tends to modify the whole sentence, not just the v. alone |
| Pronouns | - take the place of a noun that has been clearly identified in a text or by a situation - so as not to have to repeat a noun - i.e. replaces the antecedent - dif. types: subject, objects, possessive, reflexive, demonstrative pronouns - e.g.. I, he, everyone, him, each, myself, some, mine, his, theirs, that |
| Auxiliary verbs | - help main verbs accomplish certain functions (a.k.a. helping verbs) e.g. be, have, do - also function as main verbs - HOWEVER, only main verbs occur by themselves in a sentence; aux. v, need a partner - also include modals |
| Modals | - can never function as main verbs - cannot occur by themselves, only with a main verb - show possibilities & obligations |
| Prepositions | - show a particular relationship btw. 2 or more nouns (most commonly place / time) - others show accompaniment (with, without), comparison (like, as), possession / relation (of), means (by, by means of), etc. |
| Determiners | - establish / determine certain features of a noun that are dif. from the qualitative features described by adj. - e.g. quantity (many, all, a lot of, both, every), show definiteness (the), possession (my, John's), sequence (first, another?, the other?) - always come before the noun or its modifiers * principal characteristic: cannot occur without a n. * many have same form as pronouns |
| Conjunctions | - connect 2 or more grammatical elements (words, phrases, or clauses) - usu. appear either btw. 2 grammatical elements / just before the end of a list of such elements - types: coordinating conjunctions |
| Coordinating conjunctions | - conjoin things of coordinate or equal value. - e.g. and, but, or, so - and: shows additional information - but: contrary - or: alternative - so: consequential |
| Ch.1 Words | * recognise that a word class is determined more by position & function of a word in a sentence than by any def. of the word class ** esp. true for Eng. cos word order determines meaning + same word can often perform dif. function of dif. word class |
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