Titlebook: Using English Words; David Corson Book 1995 Springer Science+Business Media New York 1995 English.native speaker.philosophy.psycholinguist

彩色

The Research Studies,l allows strong interpretations to be made, it still provides only commonsense inferences of a different sort from those used in deductive logic. Even when commonsense inferences depend upon true premises and correct reasoning, their conclusions are still only probable. Much the same is true of argu

Corroborate

Using Words in Educational Performance and for Sociocultural Reproduction, as classmates, are both saying much the same thing and saying it clearly, but in different words. From an evaluative point of view, the differences in the choice of words may be significant or they may be trivial, depending upon the evaluator’s perspective and purpose. Later in this chapter I will

aesthetician

Morphology and the Mental Lexicon,Until recent years, answers to these questions were little more than guesswork. But since the late 1970s, psycholinguistic studies into the processing of words in the brain have progressed to the point where some firmer conclusions can be drawn, especially about the role of morphology in processing

窒息

Difficulty in Lexical Access: The Lexical Bar,list words extracted by the G-L Instrument. Chapters 5 and 7 also mentioned features that can make these words ‘difficult in access’ relative to other words. This chapter looks more closely at some of the features that appear more often in specialist G-L words as a group, features that may make the

轻浮思想

Changing Practices: Further Research, Equity Matters, and Other Lexical Bars,udies were so startling that it seemed wrong to argue from them for educational reforms, in case those reforms were seen as the motivation for the studies in the first place. Since the release of that book, the supporting evidence has grown, as set out especially in Chapters 2, 4, 7 and 8 of this bo

Terminal

Book 1995hat the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo­ Saxon and the Latinate elements in English: "the familiar homely-sounding and typically very short words" that we learn very early in life and use for most e

BARGE

ted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo­ Saxon and the Latinate elements in English: "the familiar homely-sounding and typically very short words" that we learn very early in life and use

简洁

The Historical Development of the Lexical Bar, became the basis for an enlarged English vocabulary drawn from those languages. This process excluded the many, who received no education, from the new vocabularies of the few who did. The many continued to use a very Germanic vocabulary which became less and less central to the formal expression of the meaning systems of the literate culture.

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