Before anyone utters a sentence, there is a lot of work involved in order to produce it. This may be misleading due to how fast we speak; however, there are at least four known steps involved in producing sentences. Before anything, we must have a hunch of what we want to say. That is, we must have an idea of the semantics of our sentence, which composes a "deep structure" for us to subsequently impose grammar and phonology.

After we have a "feeling" of what we want to say, the grammatical structure (i.e. the syntax) is formed as a template for the words we will pick. The term "template" means the categories of words that are being used as well as the combinational rules used to arrange them.

After getting a "hunch" of what we want to say, we create the grammatical structure for our sentence. Once that is constructed, it becomes our so-called "template.” We fill this template with semantically relevant words. These words are as specific to the meaning we want to convey as possible. For instance, if we want the person we are speaking to know that the cat we are talking about is a young cat, then we would use the word "kitten" instead of "cat.”

Once we have an idea of what we want to say, create the general structure of our sentence, and select the semantically relevant words to use, we have completed the conceptual part of sentence processing. During the fourth step, we are ready to solve how our sentence will sound. This is a complex process, which involves subconsciously knowing the phonemes and their variants of the language.

When listening to a sentence, using given information to connect new information to memory is known as the “given-new strategy.” Although the other answers may sound correct, the given-new strategy is a technical linguistic term for what happens when we process sentences. When someone says, "I like eating out too,” the speaker is relying on already established information to add new information. The old information is that the listener has already expressed they like eating out. The new information is that the person speaking also enjoys eating out. 

Establishing common ground is a commonly studied linguistic phenomenon that happens in conversational exchange. It is the way parties negotiate what the shared knowledge is in the exchange group and henceforth able to continue with the exchange. It is important to find the common knowledge quickly so as to make the interaction efficient. If a person is talking about buying a red chair, then they will not need to say "I need to buy a red chair at a store.” This is because it is common knowledge that things are typically bought at a store of some kind.

Conversational implicature is the meaning that is conveyed in an utterance that is not explicitly stated. For instance, I ask my friend when she'll be ready to go out and she replies, "make yourself a drink". This is by no means a direct answer to my question, which requests for an amount of time. What is implied is that by the time I will have made a drink and drunk it, she will be ready. This is the conversational implicature.

Prosody is a linguistic term in phonology. After the speaker subconsciously works out which sounds are involved in their utterance, prosody brings all of these sounds together. The prosodic rules of English will determine the stress of each word, the stress of the sentence, the intonation, and rhythm of the sentence as a whole. Although these rules may be "musical" in a certain respect, the technical linguistic term is prosody.

A "whimperative" is a linguistic term which is made from "wh" to signify question words and "imperative" to mean commands. A whimperative is a command in the form of a question. The command is thus not fully meant as a question but as a strong request that a person may chose to accept or deny. This is seen almost everywhere such as the following:

"Could you pass the salt?"

"Would you give me a hand with this?"

"Can you please keep it down?"

Note that the construction is primarily made up of conditionals such as "will/could/can/would" as opposed to questions words "who/what/when/why.” Question words signify a request for information. The constructions are such that the answer can only be a yes or no. 

Early research from the mid-twentieth century seemingly identified a critical period of language learning ability that cuts off after puberty; however, Johnson and Newport challenged this finding in 1989. They studied data from second-language learners and found that, while second-language acquisition prior to age 7 is identical in proficiency to first-language acquisition, learning ability decreases gradually into adulthood—not suddenly with the onset of puberty. This relationship has led researchers to interpret developmental changes in language learning ability as corresponding with lifelong changes in neuroplasticity, rather than puberty specifically.