Study Cards (.doc)
What is linguistics?
* The scientific study of language |In the compound sign THINK-SAME, a movement segment is added between the final hold of THINK and the first movement of SAME. This is an example of: [61p]
* movement epenthesis |What is the nonmanual marker for Rhetorical Question?
* Raised eyebrows, and may also use a slight shake or tilt of the head | |
|What is language? [p1] |When two signs are compounded, the noncontact holds |What is the symbol for glossing of Yes-No questions?|
| |between movements are eliminated. This principle is:| |
|* A rule-governed communication system |[p31] | |
| | |* A “q” on a line above the question phrase |
| |* hold deletion | |
|Morse code, semaphore, traffic signals, public |If I do the sign BELIEVE, and at the beginning of |What is the symbol for glossing of Wh-questions? |
|symbols; and the information exchange processes used|the sign my right hand forms on somewhat of a “C” | |
|by bees, birds, dolphins, apes are examples of: [p1]|handshape (rather than the typical “1” handshape) |* A "wh-q" on a line above the question phrase |
| |what is taking place? [p61] | |
| | | |
|* Rule governed communication systems |* assimilation | |
|Have arbitrary and/or iconic symbols that are |LOOK and STRONG come together (compound) to form the|What is the symbol for glossing of "Question Mark |
|organized and used systematically, and are shared by|sign: [p62] |Wiggle?" |
|members of a community: [p5-8] | | |
| |* "resemble" |* QM wg |
|* Languages and communication systems | | |
|These are “productive,” have ways of showing the |Fingerspelled letters: [p64] |What kind of questions tend to squint the eyebrows |
|relationship between symbols, can be used for an | |and use signs like: where, who, when, what, and why?|
|unrestricted number of domains, and change over |*Are actually signs, are a direct result of language|[128] |
|time: [p8-12] |contact with English, and may resemble the written | |
| |symbol |* Wh-questions |
|* Languages | | |
|What do you call an English word that has been |A “C” “handshape” is simply a phoneme, but the |The nonmanual markers of "making direct eye contact |
|selected to correspond to an ASL sign in order to |fingerspelled letter “C” is actually a … |and maybe frowning" are used with which kind of |
|represent that sign in written form? |[p64] |sentence? |
| | | |
|* A gloss |* Free Morpheme |* Commands |
|What do you call the principle that states that in a|In fingerspelling, a number of separate morphemes |What is the Wh-question nonmanual marker? |
|two-handed sign, if both hands move, then they will |may begin to act like one single morpheme. When this| |
|have the same handshape and type of movement? [p3] |happens the result is called: [p64] |* Squint eyebrows, and may also: tilt head, lean |
| | |slightly forward, or hunch shoulders |
|* The symmetry condition |* Lexicalized fingerspelling | |
|What do you call the principle that states that in a|When glossing we use the symbol # to indicate: [p64]|What do we sometimes use at the end of a question |
|two-handed sign, if each hand has a different | |when signer is surprised? [p129] |
|handshape, then only the active hand can move; the | | |
|passive hand serves as a base and does not move. |* Lexicalized fingerspelling |* Question Mark Wiggle |
|[p3] | | |
| | | |
|* The dominance condition | | |
|What are the seven basic handshapes used by the |When a fingerspelled word becomes lexicalized, the |Look like questions but the signer doesn’t expect an|
|passive hand in a two-handed sign. (Note “G” and “1”|location, handshapes, and orientation may change. |answer. [p129] |
|are considered the same handshape.) [p3] |Letters may be deleted. Movement may be added. Which| |
| |of the following isn’t one of the changes that |* Rhetorical Questions |
|* A, B, C, G, O, S, and 5. |sometimes takes place in lexicalized fingerspelling?| |
| |[p64-67] | |
| | | |
| |* Each letter may begin to act as a separate | |
| |morpheme | |
|What term means that the actual form of a symbol |Lexicalized means: [p68] |The gloss for a rhetorical question is: [p130] |
|doesn’t reflect the form of the thing or activity it| | |
|symbolizes? [p5] |* “Like a word” |* “rhet” |
| | | |
|* Arbitrary | | |
|What term means that the form of a symbol is an icon|When two languages are in contact, then tend to |It is common to do these signs: WHEN, WHO, WHAT, |
|or picture of some aspect of the thing or activity |borrow from each other. ASL borrows from other sign |WHERE, FOR-FOR, and REASON with raised eyebrows in |
|being symbolized? [p5] |languages. The signs that are borrowed from one |what type of question? [p130] |
| |language to another are called: [p69] | |
|* Iconic | |* Rhetoricals |
| |* Loan Signs | |
|What do you call it when the sound of a word |Quite a few of the indigenous signs used by people |The process of changing an affirmative sentence to a|
|symbolizes the sound of the object or activity to |in other countries to refer to their country have |negative is called: [p131] |
|which the word refers? [p5] |been adopted by ASL users to refer to those | |
| |countries. For example, instead of using the former |* negation |
|* Onomatopoeia |ASL signs for JAPAN, ITALY, CHINA, and AUSTRALIA, we| |
| |now use the signs used by each of those countries. | |
| |These signs are: [p69] | |
| | | |
| |* Loan Signs | |
|What do you call groups of words that resemble each |Meaningful units of language that cannot occur alone|What do we call it when the object of the sentence |
|other and whose form seems to reflect their meaning?|are called: [p72] |is moved to the front of the sentence? [p131] |
|[p5] | | |
| |* Bound morphemes |* Topicalization |
|* Phonesthesia. | | |
|What are the three main communication domains of |Signs are composed of various parameters and |What is a lexical item? (135) |
|animals? [p10] |articulatory features. Which of the following is not| |
| |a parameter or articulatory feature of signs? |* A lexical item is basically a “word” (Or a “sign”)|
|* mating, danger, food | | |
| |* Glosses | |
|Who established the Connecticut Asylum for the |In the sign WEEK, you can change the handshape from |When discussing "time" in linguistics, the special |
|Education and Instruction of Deaf and Dumb? (Which |a 1 to a 2, or a 3 and so on to mean a specified |morphemes in English “s” and “ed” are called: |
|was later changed to the American School for the |number of weeks. This process in ASL is known as: | |
|Deaf). [p14] |[p72] |* tense markers |
| | | |
|* Thomas Hopkins Gallaudet and Laurent Clerc |* Numerical incorporation | |
|What term refers to the various sign systems that |The sign “TWO-WEEKS” can be thought of as having two|In English “s” and “ed” are: (135) |
|were developed to represent English on the hands? |meaningful parts. The first part would be the bundle| |
|[p14] |of information consisting of the holds, movement, |* Bound morphemes |
| |location, orientation, and nonmanual signal. What is| |
|* Manually Coded English (MCE) |the other meaningful part? [p73] | |
| | | |
| |* The handshape | |
|(According to the text) In spoken languages, do |In the sign “TWO-WEEKS” the “2 handshape”: [p74] |The number handshape in signs that use numerical |
|smaller gestures combine to form larger gestures? | |incorporation is a: (136) |
|[p15] |* Is a bound morpheme | |
| | |* Bound morpheme |
|* No | | |
|“Language contact” like what happened at Deaf Way is|For most native signers, the handshape for WEEK can |Is there really an imaginary time line that we use |
|an avenue or process of introducing new symbols into|be changed from 1 through: [p74] |in ASL? |
|ASL. Name another process for introducing new | | |
|symbols that also begins with the letter “c.” [p.9] |* nine |* Yes –it runs perpendicular to your body (from |
| | |behind you to in front of you -- going off into the |
| | |distance both ways). |
|* compounding | | |
|In ASL you wouldn’t use a preposition such as “on” |The handshape change that we see in “ages 1 to 9” is|Name some common time signs discussed in the chapter|
|to indicate a book is on a table. What would you use|the result of: [p74] |that are only partly related to the timeline: (136) |
|instead? [p.9] | | |
| |* phonological assimilation | |
|* classifier predicate | |* YESTERDAY, TOMORROW, NOT-YET, RECENTLY |
|What nonmanual signal uses pouted lips with the |In the sign LOUSY, its individual parts: [p74] |Name the time signs identified in the book as being |
|tongue visibly positioned between the teeth and can | |strongly linked to the time line: (136) |
|be translated as meaning “carelessly?” [p.8] |* do not have independent meaning | |
| | |* UP-TILL-NOW AND FROM-NOW-ON |
|* “th” | | |
|The study of how the meaning conveyed by a word or |In the signs SUMMER, UGLY, and DRY, space is used to|Name some time signs that (according to the authors)|
|sentence depends on aspects of the context in which |indicate what kind of contrast? [p77] |signing further out on the timeline serves only to |
|it is used (such as time, place, social relationship| |emphasize the concept. |
|between speaker and hearer, and speaker’s |* phonological | |
|assumptions about the hearer’s beliefs). [p2] | |* NOW, TODAY, LATER, LONG-TIME-AGO, and FUTURE |
| | | |
|* Pragmatics | | |
|The application of the methods and results of |The sentences “I GIVE YOU” and “YOU GIVE ME” makes |Name some time signs that allow numerical |
|linguistics to such areas as language teaching; |what kind of use of space? [p77] |incorporation: (137) |
|national language policies; lexicography; | | |
|translation; and language in politics, advertising, |* morphological |* MORNING, AFTERNOON, NIGHT, NOON, MIDNIGHT, DAY, |
|classrooms, courts, and the like. [p2] | |MINUTE, TIME |
| | | |
|* Applied Linguistics | | |
|The study of the way in which words are constructed |If I use movement and space to show that someone is |Name some signs that can use location and/or |
|out of smaller meaningful units. [p2] |“giving” continually or over and over again, what |orientation to indicate units of time in the past or|
| |kind of marker am I using? [p77] |the future. (137) |
|* Morphology | | |
| |* aspectual |* WEEK, YEAR |
|The study of meaning; how words and sentences are |When a location in space is associated with a |EVERY-WEEK, EVERY-MORNING, and Every-MONDAY Are |
|related to the objects they refer to and the |nominal, it performs what kind of function? [p77] |examples of 137 |
|situations they describe. [p2] | | |
| |* referential |* Habitual time |
|* Semantics | | |
|The study of the brain and how it functions in the |When you use space to provide information about the |What time signs (according to the author) can |
|production, perception and acquisition of language. |location of a person or object in a |commonly be used as an exclamation point? (137) |
|[p2] |three-dimensional network, what sort of function are| |
| |you using? [p77] |* WILL, FINISH |
|* Neurolinguistics | | |
| |* locative | |
|What do we call the smallest contrastive units of |A good example of a signer describing something |What is “semantics?” (138) |
|language? [p19] |using a “relative frame of reference” would be: | |
| |[p77] |* The study of the meaning of words and sentences. |
|* Phonemes | | |
| |* Signing a scene from his or her perspective. | |
|What term do sign language linguists use to refer to|A good example of a signer is describing something |Sign Language Dictionaries (142) |
|the study of how signs are structured and organized?|using an “absolute frame of reference” would be: | |
|[p19] |[p77] |* Are almost necessarily bilingual |
| | | |
|* Phonology |* Giving directions using the standard signs EAST, | |
| |WEST, NORTH, and SOUTH. | |
|What are the five basic parts of signs? [p19] |A good example of a signer is describing something |How was Stokoe’s Dictionary of American Sign |
| |using an “narrative perspective” would be: |Language was different from most other sign language|
|* handshape, movement, location, orientation, | |dictionaries? (142) |
|nonmanual signals |* A phrase in which the person takes on the role of | |
| |one of the characters as if he were actually that |* It presented signs by the parameters of location, |
| |person. [p77] |handshape. |
|What term means choosing an appropriate English word|Location can have independent meaning in ASL Signs. |Includes information about the signer’s feelings, |
|for signs in order to write them down? [p21] |[p76] |attitudes, or opinions [143] |
| | | |
|* Glossing |* TRUE |* Affective Meaning |
|What kind of features are indicated on a line above |Locative verbs [p79] |Includes information about the identity of the |
|sign glosses? [p21] | |language user [142] |
| |* The direction or location of the sign contains | |
|* Nonmanual features |specific meaning |* Social Meaning |
|When glossing, what do we use “small capital letters|Plain verbs: [p76] |The idea, thing, or state of affairs described [142]|
|in English” to represent? [p21] | | |
| |* The function of location is articulatory | |
|* Signs | |* Referential Meaning |
|When glossing, what do we represent with small |One difference between locative verbs and classifier|The social and affective meaning of a sign is often |
|capital letters preceded by the # symbol? [p21] |predicates is that: [p79] |called its [143] |
| | | |
|* lexicalized fingerspelled words |* The handshape in locative verbs doesn’t have |* Connotation |
| |independent meaning | |
|When glossing, what is represented by dashes between|Verbs that include information about two subjects |Referential meaning of a sign is often called its |
|small capital letters? [p21] |and two objects simultaneously such as the verb |[143] |
| |"LOOK-AT-EACH-OTHER" are best described as: [p78] | |
|* full fingerspelling | |* Denotation |
| |* reciprocal verbs | |
|Name two systems that have been developed for |Plain verbs: [p76] |The collection of words or signs that users of a |
|describing the structure of signs. [p22] | |language know is called the [144] |
| |* The function of location is articulatory | |
|* “The Stokoe system” and the “The Liddell and | |* Lexicon |
|Johnson system” | | |
|What do we call the agreed-upon symbols that |"I give to you" is best described as what kind of |The study of the rule governed ways in which |
|linguists use to describe the structure of signs in |verb: [78] |languages structure meaning [141] |
|a consistent and predictable manner? [p22] | | |
| |* indicating verb |* Semantics |
|* Conventions | | |
|William C. Stokoe designed the first system for |Verbs that contain information related to action or |The rules for making sentences [113] |
|describing ASL. His system claimed that signs |state of being and/or that convey information about | |
|consisted of three cheremes [parameters or parts). |certain aspects of their meaning such as showing |* Syntax |
|What were the parts? [p26] |where things are in space, showing what things look | |
| |like, and/or showing how things move are best | |
|* tab – location, dez – handshape, and sig – |described as: [80] | |
|movement | | |
| |* depicting verbs | |
|The Stokoe system of describing ASL is limited in |The linguistic term for verbs or predicates that do |The prefix "hypo-" means [144] |
|its usefulness as a description system. Stokoe’s |not allow objects is: [p83] | |
|system provides an insufficient | |* below |
| |* Intransitive | |
|* See Page 26-30 | | |
|What model for describing the structure of signs did|The term for verbs that allow objects is: [p84] |The relationship between "hand" and "arm" is best |
|Scott K. Liddell and Robert E. Johnson develop? | |described as [144] |
|[p37] |* Transitive | |
| | |* Part/Whole |
|* The Movement-Hold Model | | |
|According to the Movement-Hold Model, signs consist |The basic word order in ASL for sentences is: [p84] |Gradable and nongradable are two types of [145] |
|of hold segments and movement segments that are | | |
|produced: [p37] | |* Antonymy |
| |* Subject-Verb-Object | |
|* sequentially | | |
|There are at least six possible movement hold |In languages that do not use the verb "to be" a |"If/then" relationships such as teacher and student |
|combinations, which one is not used? [p38] |predicate may consist of: [p90] |[147] |
| | | |
|* HM |* verbs, nouns, or adjectives |* Converseness |
|The Liddell and Johnson system claims that the basic|A classifier is: [p91] |An extension of the use of a word beyond its primary|
|units of signs are produced: [p40] | |meaning [148] |
| |* A symbol for a class of objects | |
|* sequentially | |* Metaphor |
|Stokoe claimed that parameters of signs were |A classifier, when combined with location, |Orientational, ontological, and structural are types|
|produced:[p40] |orientation, movement, and nonmanual signals, forms |of [148] |
| |a [p91] | |
|* simultaneously | |* Metaphor |
| |* classifier predicate | |
|Linguists’ have come up with varying numbers of |Name two basic parts of classifier predicates: [p92]|The relationship between two signs that are opposite|
|“primes” for sign parameters (handshapes, locations,| |in meaning [145] |
|orientations, movements, holds, and nonmanual | | |
|signals). How many primes did Stokoe count? [p40] |* the movement root and the handshape |* Antonymy |
| | | |
|* nineteen | | |
|Linguists’ have come up with varying numbers of |Name three kinds of movement roots: [p92] |What are the "semantic roles" played by signs in a |
|“primes” for sign parameters (handshapes, locations,| |sentence? [152] |
|orientations, movements, holds, and nonmanual |* Stative descriptive, process, contact | |
|signals). How many did Liddle and Johnson count? | |* Agent, Patient, Experiencer, Instrument, and Cause|
|[p40] | | |
| | | |
|* more than 150 | | |
|What is the segmental structure of CHAIR? [p40] |The signed concept “MOUND OF RICE” would fall into |In the sentence: CAT CHASE DOG, the sign "CAT" fills|
| |which of the following classifier types or movement |which semantic role? |
|* MMMH |roots: [p92] | |
| | |* Agent |
| |* Stative descriptive | |
|Sometimes a movement segment is added between the |The signed concept “TREES-GO-BY” would fall into |In the sentence: TREES, TORNADO DESTROY, the sign |
|last segment of one sign and the first segment of |which of the following classifier types or movement |"TORNADO" fills which semantic role? |
|the next sign. The process of adding a movement |roots: [p92] | |
|segment between two signs is called: [p42] | |* cause |
| |* Process | |
|* movement epenthesis | | |
|The elimination of holds between movements of signs |The signed concept “PILE-OF-COINS” would fall into |We use "function words or morphemes" to indicate |
|that occur in sequence is called: [p42] |which of the following classifier types or movement | |
| |roots: [p92] |* Tense, Aspect, Reference, Deixis |
|* hold deletion | | |
| |* Stative descriptive | |
|Sometimes parts of the segments of a sign can change|The signed concept “CAT-SIT” would fall into which |ASL tends to indicate tense by: |
|places. This is called: [p44] |of the following classifier types or movement roots:| |
| |[p92] |* Adding separate lexical items and/or using the |
|* metathesis | |location of the hands relative to the body, or |
| |* Contact root |leaning. |
|The signs DEAF, CONGRESS, FLOWER, RESTAURANT, |To show a crowd of people you would use the sign |The manner in which the action of a verb is |
|HONEYMOON, NAVY, TWINS, BACHELOR, PARENTS, HOME, and|“SCADS OF.” What type of classifier handshape is |performed has to do with [154] |
|HEAD can all use this phonological process: [p44] |“SCADS OF?” [p93] | |
| | |* Aspect |
|* metathesis |* on surface morpheme | |
|This phonological process occurs when a segment |What type of classifier handshape is the sign “FLAT |If we alter the basic structure of the sign SIT to |
|takes on the characteristics of another segment near|TIRE?” [p93] |mean: "SIT-FOR-A-LONG-TIME" we are using what type |
|it: [p46] | |of function morpheme? |
| |* extent morpheme | |
|* assimilation | |* Aspect |
|Consonants and vowels in spoken languages are |A movement root and a classifier handshape combine |Provides information about the relationship between |
|parallel to what in sign languages? [p48] |to form: [p93] |noun phrases and their referents [154] |
| | | |
|* holds and movements |* A classifier predicate |* Reference |
|What is the study of the smallest contrastive parts |Which term most closely refers to the process |The difference in meaning between "The man is silly"|
|of language that do not have independent meaning? |whereby the meanings of the small units get lost in |and "A man is silly" is due to the use of |
|[p51] |the meaning of the large unit? [p95] | |
| | |* A determiner |
|* phonology |* Lexicalization | |
|In considering phonology and morphology, which of |Productive classifier predicates: [p96] |Marks the orientation or position of objects and |
|the following signs doesn’t fit with the other on | |events with respect to certain points of reference. |
|the list? [p52] |* Each part of the sign has independent meaning. | |
| | | |
|* THREE-DOLLARS (In this sign, the three handshape | |* Deixis |
|functions as a morpheme] | | |
|In English, adding “er” to the term “walk” to create|Lexicalized classifier predicates: [p97] |The area of linguistics that investigates the role |
|“walker” is an example of: [p54] | |of context in understanding meaning. [155] |
| |* The parts of the sign do not have independent | |
|* using a form morpheme to create a noun from a verb|meaning |* Pragmatics |
|In English, emphasizing or “stressing” the first |The linguistic term for adding grammatical |What do we call the study of the interrelationship |
|syllable of the word subject instead of the second |information to a word or sign: [p105] |of language and social structure? [161] |
|syllable, is an example of: [p54] | | |
| |* Inflection |* Sociolinguistics |
|* using a process morpheme to create a noun from a | | |
|verb | | |
|What types of signs differ in their movement but |When the signing space for a sign is reduced and the|When a user of a language knows how to use language |
|share the same handshape, location, and orientation?|movement is done quickly it inflects the meaning of |for both communicative and social functions he or |
|[p54] |a verb to mean: [p107] |she is said to be |
| | | |
|* noun-verb pairs |* IN-A-HURRY |* communicatively competent |
|The process of repetition is called: [p55] |For a sign like “ANALYZE,” the meaning of |Regional variation at the phonological level is |
| |“IN-A-HURRY” can be indicated with: [p107] |referred to as what? |
|* reduplication | | |
| |* inflection of the internal movement of the fingers|* Accent |
|The process of adding bound morphemes to other forms|Another temporal aspect marker is “activity |This person graduated Gallaudet College, was a |
|to create new units is called: [p55] |performed under pressure and then concluded.” This |respected teacher and leader in the Deaf community, |
| |can be shown by: [p108] |served two terms as president of the NAD and in 1913|
|* affixation | |gave a speech that came to be known as "Preservation|
| |* Signing with the lips parted and tense, the eyes |of the Sign Language." |
| |squinted, and then the mouth drops open and the eyes| |
| |relax |* Veditz |
|The use of affixation in ASL would result in the |The sign ARRIVE (M H) can be produced with an added | Use of language that goes beyond the sentence |
|creation of a: [p54-56 “read for understanding”] |initial hold (H M H) to mean ARRIVE-AT-LAST OR | |
| |ARRIVE-FOLLOWING-SOME-DELAY. The added initial hold |* discourse [169] |
|* form morpheme |is essentially an: [p108] | |
| | | |
| |* affix | |
|Noun-verb pairs provide an example of: [p54-56 “read|The process of making new units for a language is |Apologizing, warning, threatening, commanding, |
|for understanding”] |typically described as: [p110] |requesting, recognizing someone's existence, and |
| | |striving to control other's behavior are examples |
|* creation of a process morpheme |* Derivational morphology |of: |
| | | |
| | |* Functions of language: |
|The creation of a new word by combining two free |Making nouns from verbs (noun/verb pairs), |Storytelling, poetry, ABC games, and number games |
|morphemes is called: [p58] |compounding, lexicalized fingerspelling, numerical |are examples of: |
| |incorporation, classifier predicates, and | |
|* compounding |perspective verbs, are all examples of: [p110] |* Language as Skilled Work: |
| | | |
| |* Derivational morphology | |
|The first contact rule applies to: [p59] |The process of adding grammatical information to |How many people can talk at once, how much should |
| |units that already exist is: [p111] |one person sign, what can be signed about, and turn |
|* compounds | |taking: |
| |* Inflectional morphology | |
| | |* The Norms and Structure of Language Use |
|When compounds are made in ASL, internal movement or|Changing the verb “SIT” to mean the noun “CHAIR” is | Used in conversations to tell someone about a |
|the repetition of movement is eliminated. This |an example of a [p110] |conversation that has already taken place (“He said |
|principle is called: [p60] | |…then she said…”) |
| |* Derivational process | |
|* The simple sequence rule | |*Constructed Dialog (Role Shift) |
|When a right handed signer signs the concept |Changing the verb “SIT” to mean "sit for a long |The setting in which discourse takes place (formal |
|“BELIEVE,” (which is made up from the signs “THINK” |time" is an example of a [p111] |vs informal) and choosing language appropriate for |
|and “MARRY”) his left hand is formed into a “C” | |certain occasions |
|handshape while the right hand is signing “THINK.” |* Inflectional Process | |
|This is an example of: [p60] | |* Register Variation [172] |
| | | |
|* weak hand anticipation rule | | |
|Movement epenthesis, hold deletion, and assimilation|Which of the following sentence types isn't marked |Consideration of using a first name vs using a |
|are what kind of rules? [p61] |by any particular nonmanual signal? [p127] |formal title would be an example of what aspect of |
| | |discourse analysis? |
|* Phonological rules |* declarative | |
| | |* Social Identity |
|The first contact rule, the simple sequence rule, |What is the nonmanual marker for Yes-No Questions? |Colonialism, military invasions, social economic |
|and the weak hand anticipation rule are what kind of|[p127] |reasons, nationalism, education, urbanization, and |
|rules [p59] | |intermarriage are common reasons for: |
| |* raise eyebrows , and might also: tilt head, lean | |
|* morphological rules |body forward, raise shoulders, hold last sign longer|* Bilingualism |
|Fingerspelling, I have “cha” homework, mouthing of |Pizza and spaghetti (in English) as well as |_ |
|English words, lexicalized mouthing and code |AUSTRALIA ITALY JAPAN CHINA (in ASL) are examples | |
|switching between ASL and SEE are examples of: |of: | |
| | | |
|*Unique phenomena |* Lexical borrowing | |
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