Example sentences of "[prep] words " in BNC.

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1 ‘ The art or science dealing with a language 's inflexions and other means of showing the relation between words
2 What emerges from recent counter-theory is that French-inspired theory tends to destroy straw men in its attack on reference , insisting that the relation between words and meaning is entirely arbitrary , a matter of difference only .
3 There is still a sense in which the relation between words and object can be called ‘ arbitrary ’ , since we are not dealing with onomatopeia , but it is quite unproblematical .
4 ( viii ) Pupils should be taught to help the reader by leaving a space between words and by ending sentences with a full stop or question mark and by beginning them with a capital letter .
5 They might rediscover the space between words and the gulf between them and those with whom they live .
6 ( Ignore punctuation marks and spaces between words in your count . )
7 The ordinary hyphen is used between words that are hyphenated wherever they appear in a line and when those words would be split by a line-ending at the hyphen-point : eg well-known , time-consuming , up-to-date .
8 And what is the nature of this relationship between words and contexts 1 have referred to ?
9 I have presented grammar as a device for mediating between words and contexts .
10 Learners need to realize the function of the device as a way of mediating between words and contexts , as a powerful resource for the purposeful achievement of meaning .
11 The bibliographer Lowndes , over a hundred years ago , categorically listed eight different title-pages for the first edition of Milton 's Paradise Lost , pointing out such differences as large or small italic capitals for the poet 's name ; in one case the use of his initials only-groups of stars between words , or none ; with or without fleur-de-lis ornaments , etc .
12 the semantic relations between words in English vocabulary as a whole and in texts ;
13 The gap between words and experience is already great ; at its best , the language struggles towards a fullness it can never achieve .
14 Finally , while Chomsky assumed that without a priori knowledge , a distributional analysis of a naturally occurring language sample would inevitably fail to identify correspondences between words and their respective lexical roles , more recent studies have suggested that this view may have been unduly pessimistic ( Maratsos 1983 ) .
15 Just as words represent concrete things in the world and the relationship between words in an utterance refers to a relationship between concrete things , so cultural artefacts refer back to the history of culture .
16 using small spaces between letters and larger spaces between words which can easily be distinguished by the recogniser , the following was often found :
17 Bold print , clear layout of the page and adequate margin and spacing between words and letters , however , may well mean that at least in deciphering print , the pupil with sight difficulties is not having to deal with unnecessary complexities to compound existing problems .
18 Already we have that dichotomy between words and deeds that typifies hypocrisy , and which runs throughout the play .
19 Finally , the development of a semantic typology allows the identification of horizontal and vertical links between words , the tracing of hyponyms and hypernyms of given words , and the identification of the properties of premodifiers and postmodifiers .
20 A positive result would provide evidence of the technique 's ability to identify genuine semantic relationships between words , independent of any particular application area .
21 If this proves to be the case , then evidently the process is sensitive to semantic relationships between words ; specifically those that people are sensitive to .
22 ( Consider the nonsensical case where the core vocabulary is only half a dozen words — strong overlaps between words would be almost inevitable ! ) .
23 The syllables making up an instruction are placed immediately after the syllables of the previous instruction , without regard for the boundaries between words .
24 Indeed , in Mason 's experiment , the skilled readers showed smaller overall response time differences between words and nonwords .
25 Comprehension depends upon rapid work recognition , for if the reader is devoting time and attention to the individual words , then the relationships between words will not be appreciated and the integration of word meanings will not be calculated .
26 Historically , it originated in the recognition by the early scribes in the twelfth–fourteenth centuries that readers needed visual clues to tell the difference between words that otherwise would look identical ; and one of the ways they tried to show this was by the addition of the e .
27 In presenting the traditional semantic view of reference , Lyons ( I968 : 404 ) says that ‘ the relationship which holds between words and things is the relationship of reference : words refer to things ’ .
28 However , there is a marked difference in the degree of interruptibility between words and phrases .
29 In the Turkish example , although several grammatical elements can be inserted within the word , they are strictly determinate in number and identity ; whereas between words , if one takes into account coordinations and parenthetical insertions , the possibilities are infinite .
30 Instead of denoting a direct relationship between words and extra-linguistic objects , reference is limited here to the relationship of identity which holds between two linguistic expressions .
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