101. language comprehension: one of the three strand of psycholinguistic research,which studies the understanding of language.
102. language production: a goal-directed activety,in the sense that people speak and write in orde to make friends,influence people,convey information and so on.
103. language production: a goal-directed activity,in the sense that people speak and write in order to make friends,influence people,concey information and so on.
104. lexical ambiguity:ambiguity explained by reference to lexical meanings:e.g.that of I saw a bat,where a bat might refer to an animal or,among others,stable tennis bat.
105. macroproposition:general propositions used to form an overall macrostructure of the story.
106. modular:which a assumes that the mind is structuied into separate modules or components,each governed by its own principles and operating independently of others.
107. parsing:the task of assigning words to parts of speech with their appropriate accidents,traditionally e.g.to pupils learning lat in grammar.
108. propositions:whatever is seen as expressed by a sentence which makes a statement.It is a property of propositions that they have truth values.
109. psycholinguistics: is concerned primarily with investigating the psychological reality of linguistic structure.Psycholinguistics can be divided into cognitive psycholing uistics(being concerned above all with making inferences about the content of human mind,and experimental psycholinguistics(being concerned somehow whth empirical matters,such as speed of response to a particular word).
110. psycholinguistic reality: the reality of grammar,etc.as a purported account of structures represented in the mind of a speaker.Often opposed,in discussion of the merits of alternative grammars,to criteria of simplicity,elegance,and internal consistency.
111. schemata in text: packets of stored knowledge in language processing.
112. story structure: the way in which various parts of story are arranged or organized.
113. writing process: a series of actions or events that are part of a writing or continuing developmeng.
114. communicative competence: a speaker’s knowledge of the total set of rules,conventions,etc.governing the skilled use of language in a society.Distinguished by D.Hymes in the late 1960s from Chomsley’s concept of competence,in the restricted sense of knowledge of a grammar.
115. gender difference: a difference in a speech between men and women is”genden difference”
116. linguistic determinism: one of the two points in Sapir-Whorf hypothesis,i.e.language determines thought.
117. linguistic relativity: one of the two points in Spir-Whorf hypotheis,i.e.there’s no limit to the structural diversity of languages.
118. linguistic sexism:many differences between me and women in language use are brought about by nothing less than women’s place in society.
119. sociolinguistics of language: one of the two things in sociolinguistics,in which we want to look at structural things by paying attention to language use in a social context.
120. sociolinguistics of society;one of the two things in sociolinguistics,in which we try to understand sociological things of society by examining linguistic phenomena of a speaking community.
121. variationist linguistics: a branch of linguistics,which studies the relationship between speakers’social starts and phonological variations.
122. performative: an utterance by which a speaker does something does something,as apposed to a constative,by which makes a statement which may be true or false.
123. constative: an utterance by which a speaker expresses a proposition which may be true or false.
124. locutionary act: the act of saying something;it’s an act of conveying literal meaning by means of syntax,lexicon,and phonology.Namely.,the utterance of a sentence with determinate sense and reference.
125. illocutionary act: the act performed in saying something;its force is identical with the speaker’s intention.
126. perlocutionary act: the act performed by or resulting from saying something,it’s the consequence of,or the change brought about by the utterance.
127. conversational implicature: the extra meaning not contained in the literal utterances,underatandable to the listener only when he shares the speaker’s knowledge or knows why and how he violates intentionally one of the four maxims of the cooperative principle.
128. entailment:relation between propositions one of which necessarily follows from the other:e.g.”Mary is running”entails,among other things,”Mary is not standing still”.
129. ostensive communication: a complete characterization of communication is that it is ostensive-infer-ential.
130. communicative principle of relevance:every act of ostensive communication communicates the presumption of its own optimal relevance.
131. relevance: a property that any utterance,or a proposition that it communicates,must,in the nature of communication,necessarily have.
132. Q-principle: one of the two principles in Horn’s scale,i.e.Make your contribution necessary (G.Relation,Quantity2,Manner);Say no more than you must(given Q).
133. division of pragmatic labour: the use of a marked crelatively complex and/or expression when a corresponding unmarkeda(simpler,less”effortful”)alternate expression is available tends to be interpreted as conveying a marked message(one which the unmarked alternative would not or could not have conveyed).
134. constraints on Horn scales:the hearer-based o-Principle is a sufficiency condition in the sense that information provided is the most the speaker is able to..
135. third-person narrator: of the narrator is not a character in the fictional world,he or she is usually called a third –person narrator.
136. I-narrator: the person who tells the story may also be a character in the fictional world of the story,relating the story after the event.

137. direct speech: a kind of speech presentation in which the character said in its fullest form.

138. indirect speech: a kind of speech presentation in which the character said in its fullest form.

139. indirect speech: a kind of speech presentation which is an amalgam of direct speech.

140. narrator’s repreaentation of speech acts: a minimalist kind of presentation in which a part of passage can be seen as a summery of a longer piece of discourse,and therefore even more backgruonded than indirect speech representation would be.

141. narrator”srepresentation of thought acts: a kind of categories used by novelists to represent the thoughts of their of characters are exactly as that used to present speech acts.For example,,she considered his unpunctuality.

142. indirect thought: a kind of categories used by novelist to represent the thoughts of their characters are exactly as that used to present indirect speech.For example,she thought that he woule be late.

143. fee indirect speech: a further category which can occur,which is an amalgam of direct speech and indirect speech features.

144. narrator’s representation of thought acts:a kind of the categories used by novelists to present the thoughts of therir characters are exactly the same as those used to represent a speech e.g.He spent the day thinking.

145. indirect thought: a kind of categories used by novelist to represent the thoughts of their characters are exactly as that used to present indirect speech.For example,she thought that he would be late.

146. fee indirect speech: a further category which can occur,which is an amalgam of direct speech and indirect speech features.

147. narrator”s representation of thought: the categories used by novelists to present the thoughts of their characters are exactly the same as those used to represent a speech e.g.He spent the day thinking.

148. free indirect thought: the categories used by novelists to represent the thoughts of their characters are exactly the same as those used to represent a speech,e.g.He was bound to be late.

149. direct thought: categories used by novelists to represent the thoughts of their characters are exactly the same as those used to represent a speech..


150. computer system: the machine itself together with a keyboard,printer,screen,disk drives,programs,etc.
151. computer literacy: those people who have sufficient knowledge and skill in the use of computers and computer software.
152. computer linguistics: a branch of applied liguistics,dealing with computer processing of human language.
153. Call: computer-assisted language learning(call),refers to the use of a computer in the teaching or learning of a second or foreign language.
154. programnded instruction: the use of computers to monitor student progress,to direct students into appropriate lessons,material,etc.
155. local area network: are computers linked together by cables in a classroom,lab,or building.They offer teachers a novel approach for creating new activities for students that provide more time and experience with target language.
156. CD-ROM: computer disk-read only memory allows huge amount of information to be stored on one disk with quich access to the information.Students and teachers can access information quickly and efficiently for use in and out of the classroom.
157. machine translation: refers to the use of machine(usually computer)to translate texts from one language to another.
158. concordance: the use of computer to search for a particular word,sequence of words.or perhaps even a part of speech in a text.The computer can also receive all examples of a particular word,usually in a context,which is a further aid to the linguist.It can also calculate the number of occurrences of the word so that information on the frequency of the word may be gathered.
159. annotation: if corpora is said to be unannotated-it appears in its existing raw state of plain text,whereas annotated corpora has been enhanced with various type of linguistic information,
160. annotation: if corpora is said to be unannotated—it appears in its existing raw state of plain text,whereas annotated corpora has been enhanced with various type of linguistic information.
161. informational retrieval: the term conventionally though somewhat inaccurately,applied to the type of actrvity discussed in this volume.An information retrieval system does not infor(i.e.change the knowledge of)the user on the subject of his inquiry.it merely informs on the existence(or non-existence)and whereabouts of documents relating to his request.
162. document representative: information structure is concerned with exploiting relationships,between documents to improve the efficiency and effectiveness of retrieval strategies.It covers specifically a logical organization of information,such as document representatives,for the purpose of information retrieval.
163. precision: the proportion of retrieval documents which are relevant.
164. recall: the proportion of retrieval documents which are relevant.
165. applied linguistics: applications of linguistics to study of second and foreign language learning and teaching,and other areas such as translation,the compiling of dictionaries,etc
166. communicative competence: as defined by Hymes,the knowledge and ability involved in putting language to communicative use.
167. syllabus:the planning of course of instruction.It is a description of the cousr content,teaching procedures and learning experiences.
168. interlanguage:the type of language constructed by second or foreign language learners who are still in the process of learning a language,i.e.the language system between the target language and the learner’s native language.
169. transfer: the influence of mother tongue upon the second language.When structures of the two languages are similar,we can get positive transfer of facilitation;when the two languages are different in structures,negative transfer of inference occurs and result in errors.
170. validity: the degree to which a test meansures what it is meant to measure.There are four kinds of validity,i.e.content validity,construct validity,empirical valiodity,and face validity.
171. rebiability: can be defined as consistency.There are two kinds of reliability,i.e.stability reliability,and equiralence reliability.
172. hypercorrection: overuse of a standard linguistic features,in terms of both frequency,i.e.overpassing the speakers of higher social status,and overshooting the target,i.e.extending the use of a form inalinguistic environment where it is not expected to occur,For example,pronouncing ideas as[ai’dier],extending pronouncing post-vocalic/r/ in an envorienment where it’s not supposed to occur.
173. discrete point test: a kind of test in which language structures or skills are further divided into individual points of phonology,syntax and lexis.