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Various sentences using the syllables mā, má, mǎ, mà, and ma are often used to illustrate the importance of tones to foreign learners. One example: Chinese: 妈妈骑马马慢妈妈骂马; pinyin: māma qí mǎ, mǎ màn, māma mà mǎ; lit. 'Mother is riding a horse... the horse is slow... mother scolds the horse'. [37]
In linguistics and grammar, a sentence is a linguistic expression, such as the English example "The quick brown fox jumps over the lazy dog." In traditional grammar , it is typically defined as a string of words that expresses a complete thought, or as a unit consisting of a subject and predicate .
The garden-path sentence effect occurs when the sentence has a phrase or word with an ambiguous meaning that the reader interprets in a certain way and, when they read the whole sentence, there is a difference in what has been read and what was expected. The reader must then read and evaluate the sentence again to understand its meaning.
In linguistics, syntax (/ ˈ s ɪ n t æ k s / SIN-taks) [1] [2] is the study of how words and morphemes combine to form larger units such as phrases and sentences.Central concerns of syntax include word order, grammatical relations, hierarchical sentence structure (constituency), [3] agreement, the nature of crosslinguistic variation, and the relationship between form and meaning ().
Popular examples of the Mandela effect. Here are some Mandela effect examples that have confused me over the years — and many others too. Grab your friends and see which false memories you may ...
For example, Yoruba, a language of the Niger-Congo family, does not observe crossover effects in wh-movement examples like the ones given on this page; [7] expressions such as those are completely grammatical to native speakers. Adesola (2006) describes a process by which Yoruba (and its related languages) avoids crossover effects in wh ...
Popular belief: Kit-Kat Reality: Kit Kat Yes, it’s true: A hyphen doesn’t separate the “kit” from “kat.” The brand even addressed the Mandela effect in a tweet from 2016, saying “the ...
Note that the person(s) supposed to sing is/are the addressee(s) in (2), thus making it a command. In (3), however, the intended singer(s) is/are the addressee(s) together with the speaker, thus effecting the modality of mutual encouragement that the speaker and the addressee(s) are to perform the action.