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Question		Answer
 Coinage start learning		a trade name for a product becomes a name used to refer to all the products of this kind, no matter the manufacturer/brand, e.g.
 Eponym start learning		a name of a person / place becomes a general name for an invention (created or copyrighted by, or associated with, this person / created in this place), e.g. teddy bear, sandwich, hoover, jeans, denim, wellington boots
 Borrowing related items (paella, ravioli, jalapeño, chili con carne), names of some animals (zebra, kangaroo), but also emotions / attitudes (machismo, naivete) start learning		taking over a word from another language like food
 Loan translation start learning		a specific kind of borrowing which involves full phrases and not single words; each word in the phrase is translated into the target language to fit its syntax e.g. how come (literal translation from Dutch hoekom) or superman (from German Übermensch)
 Compounds start learning		a very productive and economical way of making new words,
 Blending start learning		The beginning of word 1 + the ending of word 2 = a new word, e.g.
 Clipping 2 syllable(s), e.g. crocodile  croc, representative  rep, professional  pro, British (Briton)  Brit, literature  lit, univeristy  uni start learning		Shortening a longer word to 1
 Backformation start learning		shortening a word + changing the part of speech by adding an ending
 Conversion start learning		a word is used as a different part of speech
 Acronyms start learning		DIY, DUI, laser, CIA, MS, OCD, RSVP, a set of words
 Derivation start learning		Forming new words, or new parts of speech, by adding affixes, divided into prefixes, suffixes and infixes
 Displacement start learning		The ability to talk / write about anything which exceeds the ‘here and now’ or, in other words, our immediate environment
 Reflexivity start learning		we can use language to talk (or write) about language itself
 Informative signals start learning		not intentional, involuntary & not verbalised in any way (appearance, way of dressing, the manner of speaking, tone of voice, reflexes, physical reactions)
 Communicative signals start learning		intentional and typically with the use of language involved, we want the addressee to know we are communicating sth (higher level)
 Arbitrariness start learning		symbolic connection between the way a word is written and what it represents, or between the form and the meaning
 Productivity start learning		finite number of linguistic symbols (sounds)  however, an infinite number of words possible
 Cultural transmission start learning		there is probably a language gene that we are equipped with (see previous presentation, discussion on the innateness hypothesis) but it allows us to acquire a language
 Duality(Double articulation) start learning		Human languages are organized at two levels at the same time
 Cuneiform writing start learning		The oldest writing system, ca. 5,000 BC, the languages recorded in cuneiform  Sumerian + Accadian (the best known),
 Rebus writing start learning		an attempt at representing sounds in a language via writing, i.e. ndspeak2u / back@ya
 Syllabic writing start learning		writing system which employs a set of symbols each of which represents the pronunciation of one syllable, the Cherokee script, the first nation to come to use a syllabic writing system in 100%  the Phoenicians
 Broca’s area start learning		damage to this region of the brain means extreme difficulty in speech production (slow, laboured speech with a lot of pauses), while language comprehension was unaffected
 Wernicke’s area start learning		damage to this region of the brain means heavily impaired language comprehnsion (speech was unaffected and fluent but generally incomprehensible and incoherent, a lot of vacuous phrases, roundabout expressions, no ‘essence’)
 The motor cortex ¬ start learning		the muscles of the articulatory organs (jaw, tongue, larynx, face)
The arcuate fasciculus start learning		damage to the arcuate fasciculus  problems with transferring information (language input) between Broca’s area and Wernicke’s area
 malapropisms start learning		tip of the tongue phenomenon: we feel that the word we want to utter is ‘almost here’
 slip of the tongue(spoonerisms) start learning		a switch/reversal of (usually initial) sounds in two words in a phrase (e.g. to shake a tower in lieu of to take a shower) or two whole words in a phrase (e.g. to gap a bridge in lieu of to bridge a gap)
 Slips of the ear start learning		sounds are heard and identified, but we organize them in a different way, Intended meaning: Please bring me a grey tape
 The innateness hypothesis start learning		we have a language gene and our brain has a capacity which helps us to acquire a language
 Overgeneralization start learning		applying a regular grammatical rule in an irregular situation (I runned / he hitted / you buyed)
 overextension start learning		using a word to refer to more objects than is usual in the language, i.e. papa (daddy)  all the men the child sees
agent start learning		entity that performs the action
theme start learning		entity involved
instrument start learning		an entity used by another entity to perform an action
experiencer start learning		an entity who has a feeling, perception or state
location start learning		where something occurs
the source start learning		where an action starts
the goal start learning		the goal
 Hyponymy start learning		‘hierarchies’ of words from most general to most specific
 Homophones start learning		two or more different (written) forms with the same pronunciation (bare/bear, meat/meet, flour/flower, pail/pale, right/write, sew/so etc.), different spellings and different meanings
 Homonyms start learning		one form (written or spoken) has two or more unrelated meanings (same spelling, same pronunciations, different meanings), i.e.
 Polysemy start learning		two or more word swith the same form + related meanings
 Metonymy start learning		a kind of substitution where the concept is replaced by:
 Prototypes start learning		How every person perceives the most typical representative of a category (appearance, features, proportions), or the most prominent / characteristic member of said category

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