Definition and Examples of Hypercorrection in English

Hypercorrection (pronounced HI-per-ke-REK-shun) is a  pronunciation, word form, or grammatical construction produced by mistaken analogy with standard usage out of a desire to be correct. In some cases, hypercorrection may be a sign of language change. For example, in Understanding Language Use in the Classroom (2014), Susan Behrens points out that a hypercorrection such as Whom is it? would be rejected by everyone. However, Who did you see? would be rated by many as acceptable, even correct. Examples and Observations [H]ypercorrection crucially is motivated by the relationship between different dialects or languages--or rather by the relationship between these as perceived by their speakers.In many case, speakers focus on differences in prestige. Speakers of less prestigious dialects try to imitate a more prestigious one by adaptations in their pronunciation. . . .As the result of a variety of sound changes and analogical developments, English at a certain stage had two competing forms of the so-called gerund, a form in -ing (as in going) and a form in -en (as in goen). At a later stage, Standard English leveled out the form in -ing at the expense of -en. Many nonstandard dialects generalized -en, instead. This difference has since become one of the major features distinguishing standard from nonstandard English, and the use of the form in -en is often referred to as dropping ones gs. As speakers who drop their gs try to speak the prestige dialect, they replace their -en by -ing. And again, in ma ny cases they go too far and extend their substitution to words like taken (as in I have taking it). (Hans Henrich Hock and Brian D. Joseph, Language History, Language Change, and Language Relationship. Walter de Gruyter, 1996)I heard a good one on the preacher last week. You know somebody got into his barn a while ago, and stole every blessed chicking he had to his name. (Fred Lewis Pattee, The House of the Black Ring: A Romance of the Seven Mountains, 1905) Whomever [W]e saw a t-shirt proclaiming I am for whomever beats Harvard. The whomever usage is nonstandard in this sentence since the pronoun is the subject of the predicate beats Harvard. Such overuse of supposedly correct words, pronunciation, or structure is called hypercorrection. If you dont quite know the way whom should be used, but believe that it is more prestigious than who, you might indeed overuse it. (Susan J. Behrens and Rebecca L. Sperling, Language Variation: Students and Teachers Reflect on Accents and Dialects. Language in the Real World: An Introduction to Linguistics, ed. by Susan J. Behrens and Judith A. Parker. Routledge, 2010)My friend, you are yesterday. Whomever pulled off this caper is tomorrow. (Robert Vaughn as Ross Webster in Superman III, 1983) The Use of I for Me and Whom for Who Perhaps the most common example of hypercorrectness is the use of I for me in a compound subject: between you and I. Other common hypercorrect forms include whom for who, as for like (She, as any other normal person, wanted to be well thought of), the ending -ly where it doesnt belong (Slice thinly), some verb forms (lie for lay, shall for will), and many pronunciations. (W. R. Ebbit and D. R. Ebbitt, Writers Guide. Scott, 1978)She had very little to say to Cathy and I.Whom are we inviting to the party?The phrase between you and I looks like a hypercorrection (and is confidently described as such by some) starting with latter-day harping by school teachers on such supposed errors as It is me. But between you and I is far too ancient and persistent to be any such thing. (A. Sihler, Language History: An Introduction. John Benjamins, 2000) False Plurals [T]he attempt to foist proper Greek and Latin plurals has bred pseudo-erudite horrors such as axia (more than one axiom), peni, rhinoceri, and [octopi]. It should be . . . octopuses. The -us in octopus is not the Latin noun ending that switches to -i in the plural, but the Greek pous (foot). (Steven Pinker, Words and Rules. Basic, 1999) The Grammar of Anxiety Who is to give [schoolchildren] warning signals about the whole Grammar of Anxiety, which springs from the chronic fear of being thought uneducated or banal and coins such things as more importantly, he invited Mary and I, when I was first introduced, and the end result? (Alistair Cooke, The Patient Has the Floor. Alfred A. Knopf, 1986) Virus Theory The key construct of Virus Theory [a term coined by linguist Nicolas Sobin, 1997] is the grammatical virus, which is envisaged as a surface rule that is acquired relatively late (for example during schooling). The effect of a virus is to trigger (or license) a prestige usage that core grammar would not normally be expected to produce. . . .Unlike normal grammatical rules, viruses typically make reference to specific lexical items. Consider, for example, the It was/is I construction that is sometimes found in prestige English usage. The nominative case form of the post-copular pronoun in this construction clearly diverges from the unmarked pattern, according to which post-copular position correlates with accusative case. . . . We can thus infer that the rule that allows It was/is I in prestige varieties is an addition to the basic usage. (Nigel Armstrong and Ian E. Mackenzie, Standardization, Ideology and Linguistics. Palgrave Macmillan, 2013) Labov-Hypercorrection Labov-hypercorrection [is a] secular linguistic term associated with the embedding problem in which style stratification of marker is such that (usually) the second highest status group in a speech community uses higher status variants in formal styles more frequently than the highest status group. This linguistic behaviour can be interpreted as being the result of linguistic insecurity. Labov-hypercorrection should be distinguished from hypercorrection, whch is a feature of the speech of individuals. Labov-hypercorrection is term which is due to the British linguist J.C. Wells, who suggested that it was necessary to distinguish terminologically between individual hypercorrection and group hypercorrection of the type first described by William Labov in his research in New York City. (Peter Trudgill, A Glossary of Sociolinguistics. Oxford University Press, 2003)

Analysis Of The Film 3 Of Yuma - 920 Words

In the film â€Å"3:10 to Yuma† emphasizes a family of four going through a downside, and in order to recover back his home, save the town, is to be a hero. The hero needs to catch the suspect that is ruining the town, and killing innocent people. Therefore, the suspect needs to be escorted to a train that goes to Yuma, but it only comes at a certain time, which is at 3:10 pm. That hero is Dan Evans that has a lot of experience with weapons because he comes from the civil war. Also Evans has a missing leg that prevents him from doing things that he cannot do before. However, he has a son name William Evans that looks up to him, but Dan manages a way to save the town, so he can have a happy family. Ben wade is the killer that is looking for trouble, along with his crew, and also has escaped from prison twice. Although, in reality not all heroes wear capes or have super powers, but has a mind that can control the situation to help out the community, for a happy life. A hero is does not have to apply to a fairytale, movie, or a book, but a person, who likes to help out an individual, or the community from killing, raping, or even bullying. In the beginning of the movie Evans noticed gun shots outside of his ranch, and he saw part of place was getting burn. He knew who was the person, and was disappointed because he owed money, but he manages somehow to payback. Linda Seger points out â€Å"Generally, the hero begins as a non-hero; innocent, young, simple, or humble† (PG 2) Therefore,Show MoreRelatedDiscourse on Method Essay example3627 Words   |  15 Pagesmedia (xi) for the invention of new methods of academic research and the production of new kinds of texts. Theory, Ulmer notes, is assimilated into the humanities in two principal ways - by critical interpretation and by artistic experiment (3). Heuretics, then, is to be contrasted with hermeneutics. The relevant question for heuretic reading is not the one guiding criticism (according to the theories of Freud, Marx, Wittgenstein, Derrida, and others: What might be the meaningRead MoreAlternative Dispute Resolution Mechanism21967 Words   |  88 PagesConflict to Co-operation Potential (PCCP): Water for Peace,† and was made possible by the generous financial assistance of the Japanese government. CONTENTS Summary 1. Introduction and Overview 2. The ADR (Alternative Dispute Resolution) Spectrum 3. Negotiation: Principles and Procedures 3.1. Competitive and Integrative Models 3.2. Principles 3.3. Skills 3.4. Cultural and Identity Aspects 3.5. Psychological Aspects 3.5.1. Psychological Traps 3.6. International Negotiation 3.7. Negotiations OverRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision Making 165 Motivation Concepts 201 Motivation: From Concepts to Applications 239 3 The Group 9 10 11 12 13 14 15 FoundationsRead MoreAn Introduction to Hydrophonics and Controlled Environment Agriculture40110 Words   |  161 Pagesand Nutrient Solutions Greenhouse Site Selection Greenhouse Structures Greenhouse Control Systems Greenhouse Energy and Resource Alternatives â€Å"Greening† the Greenhouse Greenhouse Marketing, Economics Business Plans Appendices CHAPTER 2: CHAPTER 3: CHAPTER 4: CHAPTER 5: CHAPTER 6: CHAPTER 7: CHAPTER 8: CHAPTER 9: CHAPTER 10: CHAPTER 11: CHAPTER 12: CHAPTER 13: CHAPTER 14: CHAPTER 15: CHAPTER 16: Disclaimer: Any reference or mention of commercial products or companies in this manual is

Elaborate Rehearsal free essay sample

Elaborate Rehearsal Elaborate rehearsal is a good way to help people memorize new things (knowledge or hard concept). It is a technique to remember some hard stuff, and is much more effective and efficient than just reciting information repeatedly. The information organized in our mind is based on a schema; a schema is a collection of linked concepts. When we think about one thing we will also think about something else that relates to it. For example, talking about coffee, we will also mention sugar and cream; talking about penile, we will think about lead and eraser. Then, let’s talk about concept accessibility. It influences our ability of picking the information, which has already existed in our mind. There are three important factors that will influence concept accessibility. First, frequency of access, the more we use a concept, the higher accessibility to this concept we have. Then, emotion significance, some objects may be unforgettable in our mind because of a special experience . We will write a custom essay sample on Elaborate Rehearsal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Finally, recent of access, if we talk about one things a lot recently, this object will have a high accessibility. Elaborate rehearsal was based on the concept of accessibility and schema. When we trying to memorize some hard formula or concept, we can try to use something relate to it to help us remember. For example, in China, a high school teacher writes a chemical song to help student memorize chemical formula. The melody comes from a famous popular song. The popular music has a very high accessibility. By this way, students can memorize these formula much more easily than just recite. There is also a Brain Song in Youtube, it helps us to remember our brain’s structure and functions. Learning a new language is always a tough process, and vocabulary was the most difficult part. People came up with several good ways to recite vocabulary, like using etyma and affix. For example, lunar was the affix of moon, the words used this affix including sublunary, superlunary etc. Sublunary was component by sub and lunar, which means under the moon, we can easily relate this word with the mortal world. Superlunarysuper moon, its sounds like something crazy, so we can conclude its means unreasonable. Finally, think about how we learn biology in high school. How did we learn human being’s body structure? Teachers always showed us some picture of human’s body and organ or using a model to bring students a deep impression. Elaborate rehearsal is remembering something by using the information we are familiar and related to encode new information.

The American Dream and the American Negro free essay sample

How free were free blacks in the North? This is a question many of us have asked ourselves. This is a question that is opinion based really; it depends on what you think. I believe that they weren’t free enough. Sure they were ‘free’ but they weren’t free to do as much as the whites could so technically they weren’t free enough. I believe that they were not free enough because they couldn’t do as much as the whites. The ‘free’ blacks in the north were not free enough with their political freedoms. They did not have the right to vote so they were not free with the whites; they also could not be president. Just because they were a different color the whites looked at them differently and they could not do anywhere near as much with them in the political fields. Therefore the ‘free’ blacks were not free enough, with the politics they also could not do anything with the political freedoms such as being the legislative branch and other branches. We will write a custom essay sample on The American Dream and the American Negro or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With the political freedoms not being free enough the economic freedoms weren’t good either.Furthermore, the economic freedoms were not free enough either. The ‘free’ blacks had a hard time owning their own property because they had a hard time getting a job because they were â€Å"different† because they were black and not the normal white. Just because they were a different color they had to be treated differently. They could barely get a job at the simplest place to work because they were ‘free’ but not free enough for this reason. With not being free enough in both the political and economic freedoms they were also not free enough in their social freedoms.Lastly, the social freedoms that they had were no better than the economic and political. Their social life was not good at all, they couldn’t eat a restaurant with the whites, and they had to be put on the other side of the restaurant. The blacks couldn’t even go to church with the whites. The blacks had to have their own church built for them so that they could do what they wanted instead of learning the same ways of the whites with their religion ways. In conclusion, the blacks were not free enough. They should have been able to do whatever a white man/ woman could do, but no, they had to have their own rules of being free. The free blacks in the north were not free enough. They should be able to do whatever as long as it was the same law-abiding as the whites had. Therefore I believe that the free blacks were not free enough in the north because they had different rules than the whites had which I find not to be very fair.