Morphology

Morphosyntactic level general qualities in detail

Morphosyntactic level

The morphosyntactic level refers to the study of the way in which words are organized to form logical phrases that allow a coherent message to be transmitted. This concept is focused on the analysis of how different human groups construct sentences to communicate effectively with each other. Morphosyntactic level general qualities

In other words, the morphosyntactic level studies the correct way in which the types of words that we find in a sentence should be related (pronouns, verbs, adjectives …). One of the most common applications is in the study of children’s linguistic development, to demonstrate the learning process in children’s speech.

To achieve what is described in the previous paragraph, the morphosyntactic level starts from the basic knowledge of words, how the child uses them to form sentences and later sentences until they find a specific message.

Obviously, this concept is directly linked to the morphology of words and the syntactic relationship between them. That’s where the compound word “morphosyntax” comes from. Its main particularity is in the approach to how language learning occurs in children to achieve unambiguous communication.

General qualities of the morphosyntactic level

Among the general qualities of the morphosyntactic level, these three stand out:

1-Study the correct link between the elements of language

Applied to the different groups and subgroups that make up human societies, this resource determines how well structured the different dialects are. To do this, it uses the analysis of sentences (written or spoken) handled on a daily basis and determines if its components have the logical linguistic order.

2-Determine the effectiveness of a message

After applying the morphosyntactic level to a particular sentence, it can be determined whether it is coherent or not. Therefore, this resource helps to know if a message is effective for those to whom it is directed or if it presents ambiguities.

An example would be: “The house is beautiful.” If we analyze morphosyntactically, we may notice a number error. This leads us to write two possible solutions:

– Or the announcer wanted to say: “The houses are beautiful.”

– Or the announcer wanted to say: “The house is beautiful.”

3-It allows to know the qualities of each dialect and sub-dialect

Language is subject to what its speakers do with it. Therefore, each group and subgroup of people have their own qualities, linguistically speaking.

Applying the morphosyntactic level in the way a community communicates, not only allows us to see what errors may occur, but also shows dialect marks typical of that society. We understand by dialect marks the phrases or words used by the inhabitants of that region.

For example, the continuous use of the diminutive -ito can be considered a dialect mark or quality of certain communities if it occurs very often in speaking or writing. The words can be found:

– Horse.

– Trolley.

– Little boy.

Morphosyntactic level in children

When applying the study of the morphosyntactic level in children, the following general characteristics are evidenced: Morphosyntactic level general qualities

1-Non-linguistic intonations (0 to 6 months)

When analyzing the expressions of the children in this period, it can be seen that the sounds they pronounce tend to lack logic. This is normal, since they are in a process of adaptation in which they repeat what they hear with the little control they still have of their vocal cords.

2-Babbling (6-9 months)

Already at this stage there is greater control of the vocal cords. In addition, the child links sounds with actions. You can even see that levels of intonation and rhythm are handled. This makes what they are trying to communicate more powerful, even though there are no specific words or words.

3-Pre-conversation (9-10 months)

In this period, there is usually a medium jump in the communication process of children. Cases of children who already speak words at this stage have been documented. There is a greater mastery of vocalization, and after emitting their babbling they usually wait for the response of the adults.

4-Increased understanding of language (11-12 months)

This stage usually means a huge leap. The child already understands much of what his relatives say and his communication improves considerably. Greater precision is evidenced when pronouncing and intoning words. In fact, he already manages to be understood with several isolated words. These can be: dad, mom, tete (bottle).

5-Appearance of the “semantic over-extension” (12-18 months)

This is an interesting phenomenon that occurs at this stage. Try that the child links a single word with groups of objects or beings. For example, with “cat”, point to all the animals. Or with “papa2, point to all the men. Morphosyntactic level general qualities

6-Simple sentences, negation and question marks (18-24 months)

At this stage, two-word phrases are already evident. Additionally, children recognize denial and implement it. The use of “no” becomes repetitive. As an interesting fact, the first simple interrogative sentences also appear.

7-Progressive advances in subsequent periods (to years onwards)

Little by little it is appreciated how each child is progressively mastering their language. It is important to note that the morphosyntactic level varies in each infant. It should also be taken into account that each advance is conditioned by the environment and how the children are motivated.

An environment where people speak correctly and understood continuously ensures rapid language development in children.

Literary resources of the morphosyntactic level

This section is directly linked to the special uses that a person or community give to language when communicating. Among the most common, we have:

1-Parallelism

This refers to how some people repeat structures when speaking. It is common in poetry. However, it also occurs in everyday life.

Examples

– I like it, I like it, I like that house.

– She has gone, she has moved away, she has become rain.

2-Antithesis

It refers to the presence of contrary concepts in the same sentence. It is also common in poetry. However, there are communities that present this type of literary device in their speech.

There is an interesting case in Venezuela. There, to say “a lot”, certain communities say “more little.” As will be understood, “little” is a determinant that indicates “low amount of something.” And “greater” is an adjective that indicates greatness. And yes, both words contradict each other. However, in several localities of Venezuela “more little” is understood as a lot.

Examples

– I come, I come, I stay still.

– Darkness and clarity, I want them.

3-Hyperbole

This resource is very common in the colloquial speech of the peoples worldwide. It is characterized by a notable exaggeration when communicating an idea or experience.

Examples

– The car was huge, bigger than the house.

– The plane flew low, almost touching the roof of the house.

4-Metaphor

This resource is characterized by the substitution of one word for another. It is given by a relationship of similarity that the person imagines or considers that these words have. It is widely used in poetry, but there are notable cases in colloquial speech. Morphosyntactic level general qualities

Examples

– Mary , my angel , your hands are soft handkerchiefs . (Angelic woman / delicate hands).

– That man is a mad bear . (Strong character).

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