Routledge
Useful Web Links Colour Paintings: Unit 1 Children's Language Acquisition Language & Educational Linguistics
Discussion Topics Conversation Analysis Pragmatics Gricean Implicature Interpreting Utterances Sociolinguistics Grammar Language Change Multilingualism Semantics Words
What is a sentence? Apostrophes Matter Lost Consonants Old Words, New Meanings Punctuation Matters Startings and Finishings
Introduction Contents List Sample Reading Reader Sample Bookmap Strands Bookmap Cross-referencing

Introducing Language in Use: a Coursebook

Fun with Language

Startings and Finishings

Add as many items as possible to each of the following lists and explain (using precise linguistic terminology) what the pattern is and therefore why your chosen items continue the list:

  1. book, king, great, tyre, enormous, sugar…
  2. make, kernel, elevate, teardrop, opportune, near…
  3. I, on, the, four, alive, sleepy, coinage, elephant…
  4. hoof, phalange, judge, jerk, cuddle, levitation, knee…
  5. scene, below, obfuscate, dictionary…
  6. my, many, minimum, maximalize, memorisation…

If it is impossible to continue a list, explain why.

The linguistic points listed below might help you in your explanations.

Of course, now you can try any of these activities in any other language that you know. The same linguistic points will be valid for consideration.

Linguistics points for consideration (these questions all relate to the examples of English given above):

Now create some similar rules for yourself and see how many words you can create following those rules.