The prague phological school

Compound words

• Compound words
• mentalistic [menta:listik]
• 1. There are 11 letters in this word.
• 2. There are 11 sounds in this word.
• 3. There are 4 syllables in it.
• 4. The first syllable is stressed.
• 5. There are 4 vowel sounds (a- hard, e- hard, i- soft vowel).
• According to the horizontal movement of the tongue: a:- back-advanced, i- back,
• According to the vertical movement of the tongue: a:- low-broad, i- close.
• According to the position of the lips: a:- rounded position of lips, i- rounded.
• According to the quantitative features: a:- long, i- short, monophtongs.
• 6. There are 7 consonant letters: m, n, t, l, s, t, c
• n- bilabial, plosive
• c, l- post-alveolar, approximant
• t- dental, fricative
• m- nasal, bilabial
• 7. The reduction of this word is in the last syllable. This is the reduction of the third types of syllable.

Conclusion:

• In addition, Prague has become the site of many conferences on linguistics, in particular those organized by the Institute for Applied and Formal Linguistics (UFAL) at Charles University. Eva Hajicova, the director of UFAL, also became co-editor of the Cicle's Travaux.
• The Circle, profoundly influential in the earlier part of the twentieth century, still has much to offer. With the freedom experienced in much of Europe at the end of the twentieth century came new opportunities for publication which confirmed that ”the traditions of cooperation, especially those in Central Europe, had not died out. Remaining hidden for the forty years of adversity they are still alive and under the new conditions they may obviously be able to make in their field an important contribution to the unification of Europe” (Doubravová 1999).
• The Prague School stresses the function of elements within language, their contrast to one another, and the system formed by these elements. They developed distinctive feature analysis, by which each sound is regarded as composed of contrasting articulatory and acoustic features, with sounds perceived as different having at least one contrasting feature.
• While they were known for their identification of the "distinctive features" of language, these theorists also explored culture and aesthetics. In fact, Jakobson considered language to be a means of the expression and development of culture.
• Thus, the general approach of the Prague school can be described as a combination of functionalism—every component of a language, such as phoneme, morpheme, word, sentence, exists to fulfill a particular function—and structuralism—the context not just the components is what is important. In addition, synchronic and diachronic approaches are seen as interconnected and influencing each other. They regard language as a system of subsystems, each of which has its own problems but these are never isolated since they are part of a larger whole. As such, a language is never in a state of equilibrium, but rather has many deviations. It is these deviations that allow the language to develop and function as a living system (Doubravová 1999).