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LING 201 Final Exam
Dr. Bay Winter 26 Final Exam
| Term | Definition | Examples |
|---|---|---|
| thematic roles | semantic function a noun phrase performs in a sentence, but not grammatical role | agent, patient, etc |
| agent (thematic roles) | NP that intentionally performs an action knowingly and purposefully; not necessarily the same as a subject | She ate the apple. (She) |
| patient (thematic roles) | NP involved in or affected by an action, receives the action; difference between object vs patient is that the patient still receives the action | She ate the apple. (apple) |
| experiencer (thematic roles) | NP that has feeling/perception, knows something or in a specific state; different from agent because it is not causing a verb, but the verb describes its state of being | He relaxed as she gave a massage. (He) |
| stimulus (thematic roles) | NP that triggers a psychological state, does not have to be the subject, but is paired with experiencer | He relaxed as she gave a massage. (massage) |
| recipient (thematic roles) | NP that receives the transfer of a possession, indirect object; attached with the verbs give/send | I sent him a cake. (him) |
| benefactive (thematic roles) | NP that benefits from an action (i.e. for and in behalf of) | I made him a cake. (him) |
| goal (thematic roles) | NP that an entity moves toward | I will go to Korea over the summer. (Korea) |
| source (thematic roles) | NP that an entity moves from, does not necessarily need a destination or goal | I extracted coal from the cavern. (cavern) |
| antonymy | semantic role of being opposites | gradable, relational, complementary |
| gradable antonyms | opposites on the same scale; if you can attach more/less before the two extremes, it is likely gradable | hot/cold; varying levels of hot and cold, therefore must be gradable |
| relational antonyms | opposites that are two sides of the same relationship, one word implies and requires the existence of the other | teacher/student, divisor/dividend; you cannot be a teacher if you have no students, you cannot be a divisor if there is no dividend |
| complementary antonyms | true opposites, cannot do or be both at the same time; boolean | push/pull, dead/alive; you cannot push and pull the same block at the same time, one individual cannot be concurrently truly dead and truly alive (even though dead implies alive) |
| synonymy | the state of having multiple words with similar meanings due to dialectical variation, borrowing, language change, and level of formality (style/register) | dialectical: hood (US)/bonnet (UK) borrowing: ask (German) question (French) language change: nice (agreeable -> pleasant) style/register: yeet (causal)/launch (formal) |
| hyponymy | words that fall under a broader category (broader category called hypernym) | hyponym: daisy, rose hypernym: flower |
| polysemy | words with two or more related meanings | head: body part (n), leader (adj), soccer term (v) |
| deixis | when words have different meanings depending on who, when, and where | temporal, spatial, personal |
| temporal deixis | when a word has a different meaning depending on when the speaker is; adverbs & verb tense | tomorrow (unless you know the date it was said, it is ambiguous) |
| spatial deixis | when a word has a different meaning depending on where the speaker is; spatial adverbs, demonstratives, some verbs | here, there (here for a speaker would be there for a far listener, vice versa) |
| personal deixis | when a word has a different meaning depending on who the speaker is; personal pronouns | you (Speaker A refers to B, Speaker B refers to A) |
| structural ambiguity | when the structure does not clarify, syntactic ambiguity with complements | [Visiting relatives] can be boring. (the relatives who visit are boring) [Visiting [relatives]] can be boring. (going to visit relatives is boring) |
| Gricean maxims | four rules within the cooperative principle, or that speakers will make a sincere effort to collaboratively exchange information in conversation | quantity, quality, relevance, manner |
| maxim of quantity | the speaker gives just enough information | A: Do you know when the next bus is coming? B: Yes. (does not give enough information, even though it is an answer) |
| maxim of quality | the speaker tells the truth with no baseless claims | Lee: I am the greatest mathematician to ever live. (he did not pass calculus) |
| maxim of relevance/relation | the speech is relevant to the conversation; if it could follow a NPC dialogue tree | A: My uncle just died. B: The Egyptian khopesh originated from an axe that developed into a sword. (khopeshes have nothing to do with the conversation) |
| maxim of manner | avoiding obscurity, ambiguity, wordiness, or orderliness | These traits in one present a character that is compelling enough to invoke a strong emotional response from the reader. (Just say the character sucks) |
| conversational implicature | when intentionally flouting a maxim creates ambiguity where implications can be drawn from the context | A: Get the phone. B: I'm in the shower. (seems to flout maxim of relevance, but implies that since B is showering, they cannot get the phone) |
| language classification | grouping languages into categories based on shared characteristics, ancestry, or structural features | morphological typology, genetic classification, linguistic typology, etc |
| morphological typology | classification of language according to morphology; how they group morphemes | polymorphemic, isolating, agglutinative, etc |
| isolating language | words usually only contain one morpheme, no affixes, also usually analytic | Vietnamese, Mandarin Chinese, Yoruba, etc |
| analytic language | relies on word order, auxiliary words, and grammatical particles to establish grammatical relationships | Mandarin, Cantonese, Viet, Thai, English etc |
| synthetic language | words consist of several morphemes, some contain grammatical meaning | Latin, Spanish, Russian, etc |
| agglutinative language | words are made up of a linear sequence of distinct morphemes, and each component of meaning is representative by its own morpheme | Korean, Japanese, Turkish, etc |
| fusional language | one form of a morpheme can encode several grammatical meanings, but morpheme boundaries may be indistinct because morphemes may include more than one meaning | Latin, Greek, Spanish, French, Albanian, etc. |
| polysynthetic language | one word can contain many morphemes; typically contain "sentence-words" (words that would be rendered a complete sentence in other languages) | Inukituit, Navajo, Mohawk, Cherokee, etc |
| historical linguistics | study of how languages change over time | Great Vowel Shift, Old-Middle-Modern English, etc |
| Great Vowel Shift | 1500s-1700s, long high vowels to dipthongs, other long vowels to higher vowels | high to low/dipthongs, mid to high, low to mid |
| semantic changes | words changing their meaning over time | broadening, narrowing, amelioration, pejoration, etc |
| amelioration | a word that begins w/ a negative meaning is elevated to a neutral or positive meaning | Dutch kronen -> croon ModEng slap (to hit) -> slap (slang, to be good) OE dysig (foolish) -> dizzy (neutral) |
| pejoration | a positive or neutral word deteriorates to a negative meaning | ME hussy (house wife) -> brazen woman OE sely (happy, blissful) -> silly ME villein (peasant) -> villain |
| broadening | meaning of a word becomes broader over time | OE bridd -> any kind of bird |
| narrowing | meaning of a word becomes more specific and exclusive in meaning | OE hund -> hound (specific kinds of dogs) OE deer -> wild ruminant w/ antlers (not all animals) |
| first language acquisition | process of a child learning their first language; requires experience, caregiver speech, recasting, critical period, and universal grammar (brain supply categories w/ vocabulary and rules from prevalent language) | |
| caregiver speech | subconscious changes made to speech (phonetic, lexical, semantics, syntax, conversational) | phonetic: slowed speech, higher pitch lexical: limited vocabulary semantics: reference to here and now syntax: complete shorter sentences, imperatives/questions conversational: fewer utterances per conversation |
| second language acquisition | reaching communicative competence with another language | foreign language missions |
| communicative competence | ability to use language accurately, appropriately, and flexibly (language (organizational and pragmatic) and strategic) | organizational: grammar and textual organization pragmatic: illocutionary (function), sociolinguistic (correct dialect/register) strategic: way to communicate when you don't have language skill |
| positive transfer | transfer of similarities between L1 and L2 | Spanish and German are gendered, despite being different language families (Latin/Germanic) |
| negative transfer | transfer of different features from L1 and L2; may hinder comprehensibility, common in early stages of SLA | English has articles (a, an, the), Korean does not (Koreans struggle with articles in English) |
| instrumental motivation | learning an L2 to achieve a goal or to use L2 as a tool | learning Spanish to look good on job applications |
| integrative motivation | learning an L2 to be part of the L2 community | learning Spanish to interact with Hispanic people |
| input | the spoken, written, or signed language a learner is exposed to | |
| interlanguage | an intermediate linguistic system created by an L2 learner, incorporating rules from both L1 and the L2 | |
| fossilization | when an interlanguage cease to develop further | |
| bilingualism | having fluency/proficiency in two languages (3 or more is multilingualism); societal: communities speak 2+ languages, both are used in gov't, media, etc; individual: one person speaks two languages | A: What do you call someone who knows 2 languages? B: Bilingual. A: 3? B: Multilingual. A: 1? B: American. |
| early bilingualism (simultaneous) | learning both languages FROM BIRTH before age 3 | |
| early bilingualism (sequential) | children who learn both languages between 2-3 years old through adolescence (dominant language changes over time) | |
| late bilingualism | learn a new language between late adolescence to adulthood | |
| additive bilingualism | 2 majority languages, both languages are supported sociopolitically | |
| subtractive bilingualism | w/ heritage languages (parents/grandparents, usually lost by 3rd gen, minority language), don't hear or use the language | |
| psycholinguistics | how the brain processes language/comprehension/production | |
| how words are stored in the brain | interconnected semantic networks, phonologically (first letters and rhymes), collocations (habitual juxtaposition of a word and other words); topographically in similar areas of the brain | |
| slips of tongue | exchange: switching initial or final phonemes of two words in a sentence (metathesis), phoneme swap, word swap, blends, and deletion | |
| tip of tongue phenomenon | searching for the right word, failure of the word storage organization of the brain | |
| lexical decision | controlled experiment used to judge the speed at which words in the mental lexicon are accessed | |
| priming paradigm | controlled experiment used to determine how words are related in the mind | |
| step-by-step model | how the brain processes speech production and comprehension; conceptualization, grammatical/phonological encoding, and articulation | |
| parallel psycholinguistics model | Input → all processes happen at once and back and forth; proposes that language processing (comprehension and production) occurs simultaneously across multiple levels—such as phonological, lexical, and semantic—rather than in a strict sequential order | |
| computational models | like the parallel psycholinguistics model, but with several thousand more boxes and arrows; uses computers to map inputs onto different areas of language acquisition, processing, and production | |
| sociolinguistics | variations in the pronunciation, grammar, and vocabulary of a language occur based on demographic factors | |
| language variation | systematic inherent difference in language use including pronunciation, grammar, and vocabulary, influenced by regional, social, and contextual factors | |
| regional variation | one kind of variation, how language changes across geographical areas, creating dialects and accents | |
| social variation | how language differs across groups of speakers based on social factors like gender, age, class, and ethnicity | |
| dialect | a language without an army or navy; more than just the phonology and phonetics; stigmatized, one form is better than all other forms | |
| accent | variation in phonology and phonetics ONLY, while dialects can involve variations in syntax, morphology, vocabulary | |
| variable | feature, either lexical or phonetical, that is correlated with extralingual factors such as the setting, speaker, addressee etc | |
| variant | one concrete instance of linguistic variable | |
| linguistic discrimination | restricting access or opportunities based on speech (accent, pronunciation, grammatical systems, tone, pitch, etc) | |
| pidgin | forms when two languages come in contact, cannot be a native language, comes from business/trade or colonialism; restricted to social situations, limited grammar and vocabulary, can extend over time | Hawaiian Pidgin, Tok Pisin, Russenorsk, etc |
| creole | a language that develops from a pidgin, develops into a lasting stable langauges | French Creole, Papiamento, Gullah |
| how pidgins form | forms when two languages come in contact due to trade or colonialism | Hawaiian Pidgin came from a need for plantation workers to communicate with each other |
| how creoles form | forms when children speak a pidgin as a native language and fill gaps in morphology, syntax, and lexicon; has all the features of a complete language | Nicaraguan Sign Language developed from a pidgin between deaf children with home signs, then into a full sign language over time |
| creole continuum | variety closest to lexifier language (acrolect) to least like lexifier language (substrate language) (basilect) | Jamaican Creole acrolect: "It's my book" (English) mesolect: Iz me buk basilect: A fi mi buk dat |
| decreolization | when the lexifier language has higher social prestige; in the acrolect, lexifier structure replaces creole structures of tense, aspect, morphology, pronouns, phonological shifts, word order, etc; kind of code-switching | Jamaican Creole: basilect at home, acrolect/British English in public |
| ideogram | more abstract and symbolic form that represents a script | Chinese script |
| pictogram | written form of language that more consistently represents an image and message | certain cave paintings |
| logogram | abstract symbols that matches up with a word | 0-9, @, & %, etc |
| syllabary | each symbol represents a single syllable; unconnected symbols for syllables, unlike abugidas | Japanese Katakana, Cherokee |
| hieroglyphics | written langauge that logographic, syllabic, alphabetic elements | Egyptian hieroglyphics, Cuneiform |
| alphabet | writing system where each symbol represents basic sounds in a language | Latin alphabet, Cyrillic alphabet |
| abjad | alphabetic system that contains only consonants; developed from hieratic | Hebrew, Arabic, etc |
| abugida | alpha syllabary, all syllables have similar features for one sound w/ inflections for each alphabet; take a consonant syllable, add an inflection for vowels | Afroasiatic and Nilo-Saharan languages |
| featural system | each letter represents the features of phonemes, not just the phonemes themselves | Korean (only natural featural language); Quenya/Tengwar, other conlangs |
| Nicaraguan sign language (Idioma de Señas de Nicaragua) | natural sign language developed by deaf children in Nicaragua | |
| history of ISN (Nicaraguan sign language) | children went to school for the deaf to learn Spanish, used home signs and younger students developed grammar for the pidgin that older students had created | |
| significance of ISN (Nicaraguan sign language) | recent birth of a natural language, implications for universal grammar, innate ability to learn and shape language, critical period for language learning, inherent need for language, importance of community in language creation/development | |
| garden path sentence | a grammatically correct sentence that starts in such a way that a reader's most likely interpretation will be incorrect | The old man the boat. -> The old (people) man (verb) the boat. |
| copular verb | describes a state of being rather than action | be, is |
Created by:
asherhlee
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