Synonyms, Antonyms & Phonological Features

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Lexis - Synonyms and Antonyms

Some lexis you will encounter will have similar spellings and sounds.

Synonyms

Synonyms are words that have the same meaning but are different words.
- For example, the synonyms of beautiful are pretty, attractive and handsome.

Antonyms

Antonyms are words that mean the opposite (think antagonist).
- For example, the antonyms of beautiful are ugly, horrible and disgusting.

Phonology - Homophones, Homographs and Homonyms

Some words you will encounter will have similar spellings and sounds.

Homophones

The ‘-phone’ morpheme means sound.
So this lexeme describes words with the same sound.
- For example: there, their and they’re.

Homophones - examples

I will accept the offer, except for the final term.
- Accept and except are homophones as they sound the same.
That bear is in bare clothing.
- Bear and bare are homophones as they sound the same.
I pray that I do not become prey.
- Pray and prey are homophones as they sound the same.

Homographs

The ‘-graph’ morpheme means written.
So this lexeme describes words with the same spelling.
- For example, read in ‘I read that book’ and ‘I like to read’.

Homographs - examples

'She is minute' and 'I will be ready in one minute'.
- Minute means tiny and a minute is a unit of time.
'Please bow for the queen' and 'have you seen my hunting bow?'
- To bow means to courtesy and a bow is a weapon.
'I use hair straighteners every day' and 'straightening hair is only one use of hair straighteners'.
- To use is a verb; use is also a noun.

Homonyms

The ‘-nym’ morpheme means everything.
So this lexeme describes words with everything the same.
- For example, the two meanings of ‘can’ in the sentence ‘I can throw that can in the bin’.

Homonyms - examples

'I saw a bat' and 'have you seen my baseball bat?'
- A bat is an animal as well as a piece of sports equipment.
'I shall wave goodbye' and 'that is an enormous wave'.
- A wave is a hand gesture and sea water coming into shore.
'It is such a bright day' and 'she is so bright'.
- Bright means very light and intelligent.

1Language Levels

1.1Assessment Objectives

1.1.1Assessment Objectives

1.2Lexis

1.2.1Introduction

1.2.2Common, Proper, Abstract & Concrete Nouns

1.2.3Collective Nouns

1.2.4Adjectives

1.2.5Main, Auxiliary & Copular Verbs

1.2.6Dynamic & Stative Verbs

1.2.7Transitive, Intransitive, Active & Passive Verbs

1.2.8Mood of Verbs

1.2.9Adverbs

1.2.10Personal, Possessive & Reflexive Pronouns

1.2.11Relative & Demonstrative Pronouns

1.2.12Determiners

1.2.13Conjunctions

1.2.14Synonyms, Antonyms & Phonological Features

1.2.15End of Topic Test - Lexis

1.3Grammar

1.3.1Morphology

1.3.2Clauses

1.3.3Phrases

1.3.4Present Tense

1.3.5Past Tense

1.3.6Future Tense

1.3.7End of Topic Test - Grammar

1.4Semantics & Pragmatics

1.4.1Semantics

1.4.2Pragmatics

1.5Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure

1.5.2Graphology & Orthography

1.5.3End of Topic Test - Semantics, Graphology etc.

2Language, The Individual & Society

2.1Children’s Language Development

2.1.1The Exam

2.1.2Phonemes, Vocal Tract & Articulation

2.1.3Writing About Phonemes

2.1.4Phonological Simplification

2.1.5A Child's First Year & Consonant Acquisition

2.1.6Beginning Stages of Language

2.1.7Lexical Development

2.1.8Stages of Development

2.1.9End of Topic Test - Child Language Development

2.2Children's Language Development - Theories

2.2.1Behaviourism

2.2.2Interactionism

2.2.3Challenging Interactionism

2.2.4Nativism

2.2.5Nativism - Exam Answer

2.2.6Cognitivism

2.2.7Social Constructionism

2.2.8Writing About Spoken Acquisition

2.2.9End of Topic Test - Development Theories

2.3Literacy Development: Reading

2.3.1Introduction

2.3.2Phonics vs Whole Word

2.3.3Debates in Reading

2.3.4Modelling Reading Acquisition

2.3.5Other Reading Theories

2.3.6End of Topic Test - Reading

2.4Literacy Development: Writing

2.4.1Orthography

2.4.2Kroll's Theory

2.4.3Barclay's Theory

2.4.4Creativity vs Accuracy

2.4.5Other Writing Theories

2.4.6The Exam

2.4.7End of Topic Test - Writing

3Language Diversity & Change

3.1The Importance of Gendered Language

3.1.1Writing About Gender

3.1.2Dominance Theory

3.1.3Interruptions - Zimmerman & West

3.1.4Deficit Theory

3.1.5Difference Model

3.1.6Difference Model - Men

3.1.7Diversity Model

3.1.8End of Topic Test - Gendered Language

3.2Social Groups

3.2.1Writing About Social Groups

3.2.2Social Class

3.2.3Social Class 2

3.2.4Age

3.2.5Age - Teen Speak

3.2.6Milroy’s Belfast Study

3.2.7Labov’s Martha’s Vineyard Study

3.2.8End of Topic Test - Social Groups

3.3Occupational Groups

3.3.1Writing About Occupational Groups

3.3.2Jargon

3.3.3Conversations

3.3.4Hierarchy & Power

3.3.5End of Topic Test - Occupational Groups

3.4Accents & Dialects

3.4.1Writing About Accent & Dialect

3.4.2Introduction to Accents & Dialects

3.4.3Accents - Matched Guide Experiment

3.4.4Accents - Received Pronunciation & Brummie

3.4.5Dialects - Dialectal Variations

3.4.6Accent & Dialect Case Study - London

3.4.7End of Topic Test - Accents & Dialects

3.5Language Change

3.5.1Writing About Language Change

3.5.2Modelling Change

3.5.3Modelling Change 2

3.5.4Lexical Change

3.5.5Semantic Change

3.5.6End of Topic Test - Language Change

3.6History of English

3.6.1Old English

3.6.2Old English 2

3.6.3Middle English

3.6.4Middle English 2

3.6.5Early Modern English

3.6.6Late Modern English

3.6.7Present Day English

3.6.8Global English

3.6.9American English

3.6.10Modelling Global English

3.6.11End of Topic Test - History of English

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