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It is a belief which is reinforced by the smaller bilingual dictionaries where single word translations are often offered, and perhaps too by the teen Little Bree practice of teaching vocabulary by setting pupils to learn bilingual lists. It is a belief that should be corrected by even a short exposure to a foreign language, yet as teachers know it persists into quite advanced stages of learning. The strong implication of blame which is present in the first sentence is completely absent from the second. Since we share the littlebree contexts in which language is used with other members of our culture, it is not surprising that much of the connotative meaning of words is also shared. However it is also true that words may have associations of a purely personal character and therefore meanings which are not shared with anybody.

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The very fact that such meanings are not shared makes them irrelevant to language teaching. he question arises as to whether we should make explicit use of the significant linguistic relationships indicated by a structural approach to semantics. Whenever the sex movie is in contact with spoken and written utterances, he is exposed to these intralinguistic relations, but it might be possible to go further than simple exposure by constructing materials to exploit littlebree notions like synonymy, hyponymy and antonymy. Practice is divided. There are ardent advocates and equally ardent opponents of using Little Bree synonyms and antonyms as a way of teaching meaning. The counter-argument is usually that in the absence of 'true synonymns' it is misleading to use them at all. Yet the structural interpretation of petite Bree sex meaning might lead us to precisely the opposite conclusion. In the restricted use of synonym given above, it is recognized that there may be a substitute for a word in a given context.