Download World Link Book 2: Developing English Fluency by Susan Stempleski, James R. Morgan, Nancy Douglas, Andy PDF

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By Susan Stempleski, James R. Morgan, Nancy Douglas, Andy Curtis

International hyperlink is a center sequence for younger adult/adult freshmen of English from the low-beginning to high-intermediate point. Combining dynamic vocabulary with crucial grammar and common themes, global hyperlink allows scholars to speak hopefully and fluently. a whole package deal of supplementary fabrics motivates scholars and empowers academics to maximise school room time.

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Extra resources for World Link Book 2: Developing English Fluency

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B. Mary Smith has eaten some food in her lifetime. Mary Smith has eaten lunch today. g. Bach, 1994), relevance theorists do not claim that the logical form of Mary’s utterance in (11) is enriched simply to the point where the minimal proposition in (12a) is obtained but treat it as enriched into the more specific proposition in (12b), where the period of time involved and type of food eaten are further narrowed down in context. 1 . For excellent detailed insight into the contribution of pragmatics to explicit communication see Carston (2002a).

The assumption that electric trains do not emit smoke in (5), and the assumption that survivors are alive (intrinsic to the meaning of the word survivor) in (6)). Other examples of illusion often considered in the literature include questions, such as the following: (7) Can a man marry his widow’s sister? (8) How many animals of each kind did Moses put in the ark? People’s typical answers these questions are ‘yes’, in (7) and ‘two’, in (8). 6 Much of the work and evidence presented so far in this chapter has focused on the performance of a range of cognitive tasks that did not need to involve actual communication.

When this selective processing results in a representation which denotes a subset (or superset) of the general category of birds we can say that a new concept has been constructed ad hoc. In this way, a single encoded concept, say , can be used as the starting point to construct a wide array of ad hoc concepts, say *, **, ***, on different occasions, each one with a different denotation. . In the following chapter, we will refer to this process as ‘lexical narrowing’. In that chapter, we will also look at ‘lexical broadening’.

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