Preposition in the context of "Broca's aphasia"

Michael Alexander Kirkwood Halliday (often M. A. K. Halliday; 13 April 1925 – 15 April 2018) was a British linguist who developed the internationally influential systemic functional linguistics (SFL) model of language. His grammatical descriptions go by the name of systemic functional grammar. Halliday described language as a semiotic system, "not in the sense of a system of signs, but a systemic resource for meaning". For Halliday, language was a "meaning potential"; by extension, he defined linguistics as the study of "how people exchange meanings by 'languaging'". Halliday described himself as a generalist, meaning that he tried "to look at language from every possible vantage point", and has described his work as "wander[ing] the highways and byways of language". But he said that "to the extent that I favoured any one angle, it was the social: language as the creature and creator of human society".

Halliday's grammar differs markedly from traditional accounts that emphasise the classification of individual words (e.g. noun, verb, pronoun, preposition) in formal, written sentences in a restricted number of "valued" varieties of English. Halliday's model conceives grammar explicitly as how meanings are coded into wordings, in both spoken and written modes in all varieties and registers of a language. Three strands of grammar operate simultaneously. They concern (i) the interpersonal exchange between speaker and listener, and writer and reader; (ii) representation of our outer and inner worlds; and (iii) the wording of these meanings in cohesive spoken and written texts, from within the clause up to whole texts. Notably, the grammar embraces intonation in spoken language. Halliday's seminal Introduction to Functional Grammar (first edition, 1985) spawned a new research discipline and related pedagogical approaches. By far the most progress has been made in English, but the international growth of communities of SFL scholars has led to the adaptation of Halliday's advances to some other languages.

In grammar, a part of speech or part-of-speech (abbreviated as POS or PoS, also known as word class or grammatical category) is a category of words (or, more generally, of lexical items) that have similar grammatical properties. Words that are assigned to the same part of speech generally display similar syntactic behavior (they play similar roles within the grammatical structure of sentences), sometimes similar morphological behavior in that they undergo inflection for similar properties and even similar semantic behavior. Commonly listed English parts of speech are noun, verb, adjective, adverb, pronoun, preposition, conjunction, interjection, numeral, article, and determiner.

Other terms than part of speech—particularly in modern linguistic classifications, which often make more precise distinctions than the traditional scheme does—include word class, lexical class, and lexical category. Some authors restrict the term lexical category to refer only to a particular type of syntactic category; for them the term excludes those parts of speech that are considered to be function words, such as pronouns. The term form class is also used, although this has various conflicting definitions. Word classes may be classified as open or closed: open classes (typically including nouns, verbs and adjectives) acquire new members constantly, while closed classes (such as pronouns and conjunctions) acquire new members infrequently, if at all.

An analytic language is a type of natural language that uses affixes very rarely but in which a series of root/stem words is accompanied by prepositions, postpositions, particles, and modifiers. This is opposed to synthetic languages, which synthesize many concepts into a single word, using affixes regularly.

Syntactic roles are assigned to words primarily by word order. For example, by changing the individual words in the Latin phrase "fēl-is pisc-em cēpit" ("the cat caught the fish") to "fēl-em pisc-is cēpit" ("the fish caught the cat"), the fish becomes the subject, while the cat becomes the object. This transformation is not possible in an analytic language without altering the word order. Typically, analytic languages have a low morpheme-per-word ratio, especially with respect to inflectional morphemes.

An adverb is a word or an expression that generally modifies a verb, an adjective, another adverb, a determiner, a clause, a preposition, or a sentence. Adverbs typically express manner, place, time, frequency, degree, or level of certainty by answering questions such as how, in what way, when, where, to what extent. This is called the adverbial function and may be performed by an individual adverb, by an adverbial phrase, or by an adverbial clause.

Adverbs are traditionally regarded as one of the parts of speech. Modern linguists note that the term adverb has come to be used as a kind of "catch-all" category, used to classify words with various types of syntactic behavior, not necessarily having much in common except that they do not fit into any of the other available categories (noun, adjective, preposition, etc.).

Sometimes the dative has functions unrelated to giving. In Scottish Gaelic and Irish, the term dative case is used in traditional grammars to refer to the prepositional case-marking of nouns following simple prepositions and the definite article. In Georgian and Hindustani (Hindi-Urdu), the dative case can also mark the subject of a sentence. This is called the dative construction. In Hindi, the dative construction is not limited to only certain verbs or tenses and it can be used with any verb in any tense or mood.

Expressive aphasia (also known as Broca's aphasia) is a type of aphasia characterized by partial loss of the ability to produce language (spoken, manual, or written), although comprehension generally remains intact. A person with expressive aphasia will exhibit effortful speech. Speech generally includes important content words but leaves out function words that have more grammatical significance than physical meaning, such as prepositions and articles. This is known as "telegraphic speech". The person's intended message may still be understood, but their sentence will not be grammatically correct. In very severe forms of expressive aphasia, a person may only speak using single word utterances. Typically, comprehension is mildly to moderately impaired in expressive aphasia due to difficulty understanding complex grammar. A better way to describe aphasia is fluent or non-fluent rather than "expressive" or "receptive" given the typical presence of both expressive and receptive language deficits in all subtypes of aphasia.

It is caused by acquired damage to the frontal regions of the brain, such as Broca's area. Expressive aphasia contrasts with receptive aphasia, in which patients are able to speak in grammatical sentences that lack semantic significance and generally also have trouble with comprehension. Expressive aphasia differs from dysarthria, which is typified by a patient's inability to properly move the muscles of the tongue and mouth to produce speech. Expressive aphasia also differs from apraxia of speech, which is a motor disorder characterized by an inability to create and sequence motor plans for conscious speech.

In the traditional grammar of Modern English, a phrasal verb typically constitutes a single semantic unit consisting of a verb followed by a particle (e.g., turn down, run into, or sit up), sometimes collocated with a preposition (e.g., get together with, run out of, or feed off of).

Phrasal verbs ordinarily cannot be understood based upon the meanings of the individual parts alone but must be considered as a whole: the meaning is non-compositional and thus unpredictable. Phrasal verbs are differentiated from other classifications of multi-word verbs and free combinations by the criteria of idiomaticity, replacement by a single verb, wh-question formation and particle movement.