In the 2011 Census, 8,248 people in England gave Welsh in answer to the question "What is your main language?" The Office for National Statistics subsequently published a census glossary of terms to support the release of results from the census, including their definition of "main language" as referring to "first or preferred language" (though that wording was not in the census questionnaire itself). The wards in England with the most people giving Welsh as their main language were the Liverpool wards of Central and Greenbank, and Oswestry South.
GreekModernModern Greek language
See also the Greek language question. Pontic was originally spoken along the mountainous Black Sea coast of Turkey, the so-called Pontus region, until most of its speakers were killed or displaced to modern Greece during the Pontic genocide (1919–1921), followed later by the population exchange between Greece and Turkey in 1923. (Small numbers of Muslim speakers of Pontic Greek escaped these events and still reside in the Pontic villages of Turkey.) It hails from Hellenistic and Medieval Koine and preserves characteristics of Ionic due to ancient colonizations of the region.
The Nonne (also Nonnenstein) is a roughly 18-metre-high, isolated, standing sandstone rock and climbing peak in Saxon Switzerland in Germany. The rock is located southeast of Rathen, east of the rock chain of Rauenstein.
Riograndense and European Portuguese normally distinguishes formal from informal speech by verbal conjugation. Informal speech employs tu followed by second person verbs, formal language retains the formal você, followed by the third person conjugation. Conjugation of verbs in tu has three different forms in Brazil (verb "to see": tu viste?, in the traditional second person, tu viu?, in the third person, and tu visse?, in the innovative second person), the conjugation used in the Brazilian states of Pará, Santa Catarina and Maranhão being generally traditional second person, the kind that is used in other Portuguese-speaking countries and learned in Brazilian schools.
Num may refer to:
The Germanic languages are a branch of the Indo-European language family spoken natively by a population of about 515 million people mainly in Europe, North America, Oceania and Southern Africa. The most widely spoken Germanic language, English, is the world's most widely spoken language with an estimated 2 billion speakers. All Germanic languages are derived from Proto-Germanic, spoken in Iron Age Scandinavia.
The Jakaltek (Jacaltec) language, also known as Jakalteko (Jacalteco) or Poptiʼ, is a Mayan language of Guatemala spoken by 90,000 Jakaltek people in the department of Huehuetenango, and some 500 the adjoining part of Chiapas in southern Mexico. The name Poptiʼ for the language is used by the Academia de Lenguas Mayas de Guatemala and the Guatemalan Congress.
Chinese characters arrived in Korea (see Sino-Xenic pronunciations for further information) together with Buddhism during the Proto-Three Kingdoms era in the 1st century BC. It was adapted for Korean and became known as Hanja, and remained as the main script for writing Korean through over a millennium alongside various phonetic scripts that were later invented such as Idu, Gugyeol and Hyangchal. Mainly privileged elites were educated to read and write in Hanja. However, most of the population was illiterate. In the 15th century, King Sejong the Great personally developed an alphabetic featural writing system known today as Hangul.
A more formal style of writing was based on Roman square capitals, but cursive was used for quicker, informal writing. It was most commonly used from about the 1st century BC to the 3rd century, but it probably existed earlier than that. It led to Uncial, a majuscule script commonly used from the 3rd to 8th centuries AD by Latin and Greek scribes. New Roman cursive script, also known as minuscule cursive, was in use from the 3rd century to the 7th century, and uses letter forms that are more recognizable to modern eyes;,,, and had taken a more familiar shape, and the other letters were proportionate to each other.
CyrillicCyrillic alphabetUzbek Cyrillic
Various informal romanizations of Cyrillic, which adapt the Cyrillic script to Latin and sometimes Greek glyphs for compatibility with small character sets. Cyrillic: U+0400–U+04FF. Cyrillic Supplement: U+0500–U+052F. Cyrillic Extended-A: U+2DE0–U+2DFF. Cyrillic Extended-B: U+A640–U+A69F. Cyrillic Extended-C: U+1C80–U+1C8F. Phonetic Extensions: U+1D2B, U+1D78.
Answer ellipsis (= answer fragments) is a type of ellipsis that occurs in answers to questions. Answer ellipsis appears very frequently in any dialogue, and it is present in probably all languages. Of the types of ellipsis mechanisms, answer fragments behave most like sluicing, a point that shall be illustrated below. Standard instances of answer ellipsis occur in answers to questions. A question is posed, and the answer is formulated in such a manner to be maximally efficient. Just the constituent that is focused by the question word is uttered. The elided material in the examples in this article is indicated using a smaller font and subscripts: This sort of data could easily be expanded.
A newer trend is to write in dialect for informal use. When writing an SMS, Facebook update, or fridge note, most younger people write the way they talk rather than using Bokmål or Nynorsk. There is general agreement that a wide range of differences makes it difficult to estimate the number of different Norwegian dialects. Variations in grammar, syntax, vocabulary, and pronunciation cut across geographical boundaries and can create a distinct dialect at the level of farm clusters. Dialects are in some cases so dissimilar as to be unintelligible to unfamiliar listeners.
Here, B implicates via the maxim of relation that he drove somewhere (as this is the fitting answer to A's question), but this information is also entailed by his answer. ;Are quantity implicatures actually implicatures? At least some scalar and other quantity "implicatures" seem not to be implicatures at all but semantic enrichments of the utterance, what is variously described as an explicature or impliciture in the literature.
School House Diary: Reflections of a Retired Educator notes that teachers are fond of saying this phrase, and suggests that while they themselves want to call out the stupid questions, they fall back on the adage in order to prevent the child from being ridiculed. * Ask a Stupid Question Day Those questions that have already been answered, but the asker wasn't listening or paying attention. Questions that can be answered on one’s own with complete certainty. After all, information found online or from other sources can be wrong, so it never hurts to check. Questions of which the answer should be painfully obvious to any person with a pulse who has lived on this earth for more than a decade.
argumentationArgumentation theoristlegal argument
The rationality of the public is a major question in this line of research. Political scientist Samuel L. Popkin coined the expression "low information voters" to describe most voters who know very little about politics or the world in general. In practice, a "low information voter" may not be aware of legislation that their representative has sponsored in Congress. A low-information voter may base their ballot box decision on a media sound-bite, or a flier received in the mail.
Complications sometimes arise in the case of responses to negative statements or questions; in some cases the response that confirms a negative statement is the negative particle (as in English: "You're not going out? No."), but in some languages this is reversed. Some languages have a distinct form to answer a negative question, such as French si and Swedish jo (these serve to contradict the negative statement suggested by the first speaker). Languages have a variety of grammatical rules for converting affirmative verb phrases or clauses into negative ones. In many languages, an affirmative is made negative by the addition of a particle, meaning "not".
How the question is constructed can depend on the type of research or discipline. Specifying the research question is one of the first methodological steps the investigator has to take when undertaking research. Having an interest in or knowledge of a particular subject can be useful in the construction of a research question. Formation of the research question is largely determined by, and likewise influences, where and what kind of information will be sought. The research question must be accurately and clearly defined.
Spanish intonation varies significantly according to dialect but generally conforms to a pattern of falling tone for declarative sentences and wh-questions (who, what, why, etc.) and rising tone for yes/no questions. There are no syntactic markers to distinguish between questions and statements and thus, the recognition of declarative or interrogative depends entirely on intonation. Stress most often occurs on any of the last three syllables of a word, with some rare exceptions at the fourth-last or earlier syllables.
interobangInterröbanginverted version of the interrobang
, is a punctuation mark used in various written languages and intended to combine the functions of the question mark, or interrogative point, and the exclamation mark, or exclamation point, known in the jargon of printers and programmers as a "bang". The glyph is a superimposition of these two marks. The interrobang was first proposed in 1962 by Martin K. Speckter. A sentence ending with an interrobang asks a question in an excited manner, expresses excitement or disbelief in the form of a question, or asks a rhetorical question.
In the second sentence, which involves the subject-auxiliary inversion of a yes/no-question, the subject immediately follows the finite verb (instead of immediately preceding it), which means the second criterion is flouted. And in the third sentence expressed in the passive voice, the 1st and the 2nd criterion combine to identify chemistry as the subject, whereas the third criterion suggests that by Tom should be the subject because Tom is an agent. The fourth criterion is better applicable to languages other than English given that English largely lacks morphological case marking, the exception being the subject and object forms of pronouns, I/me, he/him, she/her, they/them.
trueTruth theorytheory of truth
Language is a means by which humans convey information to one another. The method used to determine whether something is a truth is termed a criterion of truth. There are varying stances on such questions as what constitutes truth: what things are truthbearers capable of being true or false; how to define, identify, and distinguish truth; what roles do faith and empirical knowledge play; and whether truth can be subjective or if it is objective (in other words, relative truth versus absolute truth). The English word truth is derived from Old English tríewþ, tréowþ, trýwþ, Middle English trewþe, cognate to Old High German triuwida, Old Norse tryggð.
word sentenceword sentences
Other languages use sentence words as well. * In Japanese, a holophrastic or single-word sentence is meant to carry the least amount of information as syntactically possible, while intonation becomes the primary carrier of meaning. For example, a person saying the Japanese word e.g. "はい" (/haɪ/) = 'yes' on a high level pitch would command attention. Pronouncing the same word using a mid tone, could represent an answer to a roll-call. Finally, pronouncing this word with a low pitch could signify acquiescence: acceptance of something reluctantly. * Modern Hebrew also exhibits examples of sentence words in its language, e.g. ".חַם" = "It is hot." or ".קַר" = "It is cold.".
, understatement ("Sure, what the hell, it's only cancer..."), rhetorical questions ("What, does your spirit have cancer?"), double entendre ("I'll bet if you do that, you'll be communing with spirits in no time...") and jocularity ("Get them to fix your bad back while you're at it.") should all be considered forms of verbal irony. The differences between these rhetorical devices (tropes) can be quite subtle and relate to typical emotional reactions of listeners, and the rhetorical goals of the speakers.
A selectively literal translation of this example to illustrate the point might look like this: : He "came" on Friday evening, after a hard day at work and the usual annoyances that had time and again been troubling him for years now at his workplace, with questionable joy, to a meal which, as he hoped, his wife had already put on the table, finally at home "on". German word order is generally with the V2 word order restriction and also with the SOV word order restriction for main clauses. For polar questions, exclamations and wishes, the finite verb always has the first position. In subordinate clauses, the verb occurs at the very end.
No do-support in questions and negatives. Questions were usually formed by inverting subject and finite verb, and negatives by placing ne before the finite verb, regardless what verb. Multiple negatives can stack up in a sentence intensifying each other (negative concord). Sentences with subordinate clauses of the type "when X, Y" (e.g. "When I got home, I ate dinner") don't use a wh-type conjunction, but rather a th-type correlative conjunction such as þā, otherwise meaning "then" (e.g. þā X, þā Y in place of "when X, Y"). The wh-words are used only as interrogatives and as indefinite pronouns. Similarly, wh- forms were not used as relative pronouns.