

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
CHUNKING
المؤلف:
John Field
المصدر:
Psycholinguistics
الجزء والصفحة:
P60
2025-08-06
531
CHUNKING
Memory constraints mean that we can only deal with a limited number of pieces of information (probably around seven) at a time. The way in which we overcome this limitation is to ‘chunk’ or combine items into larger units.
There appear to be a large number of lexical phrases and syntactic sequences in our lexicon which are pre-assembled and which we produce as a single chunk with a single or composite sense (e.g., should’ve = past = obligation = unfulfilled). These sequences make a major contribution to fluency: they enable speakers to assemble sentences efficiently without undue pausing for planning.
Some chunked sequences are lexicalised (have a single meaning and the status of a dictionary entry) and some are partly lexicalised. But many are simply ‘memorised’ or ‘institutionalised’: they are stored as chunks as a result of the frequent co-occurrence of the words within them, and produced as unanalysed wholes. They may take the form of complete sentences (Need a hand? What’s for dinner?) or they may provide frames with constituents which vary (Sorry to keep/have kept you/them waiting).
There is evidence that chunking plays a part in the way in which children acquire lexical, pragmatic and syntactic sequences (whyncha + verb = why don’t you?; wammeda + verb = do you want me to?). Language acquisition appears to include a process whereby recurrent chunks are acquired formulaically and then gradually deconstructed into their parts. There is evidence of a similar process among second language learners acquiring their L2 in naturalistic conditions.
See also: Fluency
Further reading: Pawley and Syder (1983); Peters (1983); Wray (2003)
الاكثر قراءة في Linguistics fields
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية

قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)