ENGLISH AFFIXATION AND ITS IMPLICATION IN TEACHING VOCABULARY

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT ENGLISH AFFIXATION AND ITS IMPLICATION IN TEACHING VOCABULARY SEMANTICS ( Final Assignment ) Student Nguyễn Thị Thanh Group K18C Supervisor Dr Hà Cẩm Tâm HÀ NỘI –2010 Table of contents Chapter 1 Introduction Chapter 2 Development 2 1 Affixation definitions 2 2 A classification of English affixation 2 2 1 Suffixes 2 2 2 Prefixes Chapter 3 Implications fo.

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST- GRADUATE DEPARTMENT

ENGLISH AFFIXATION AND ITS IMPLICATION

IN TEACHING VOCABULARY

SEMANTICS ( Final Assignment )

Student: Nguyễn Thị Thanh

CHAPTER 1: INTRODUCTION

1 Rationale

As English becomes the world dominant language in every aspect of social lifeand Vietnam is certainly not an exception However, the problems raised by thecomplexity and diversity of the language vocabulary have driven all learnersconfused and discouraged Semantics researcher have carried out uncountablenumber of studies on this matter and obtained considerable results which areproved to be useful and practical for the learning and teaching process

On the other hand, mastering the English vocabulary is not merely rememberingthe word usage and meaning but also involves controlling its affixation whichcreates new vocabulary The solution to this will therefore benefit languagelearning and teaching in many fields

2 Aims of the study

In the first place, the study mainly focuses on the definition and classification ofthe English affixation according to Ingo Plag (2002) This is followed by somefurther implications for teaching and learning English as a foreign language

3 Methods of the study

The study is conducted based mainly on the collection and selection of academicresearch and literature in the same topic Some reliable websites on the Internethave been great helpful Furthermore, information from the Semantics MA coursealso contributes to this study

4 Design of the study

There are 5 main chapters in the research Chapter 1 reveals the reason leading tothe study, chapter 2 develops definition and classification of the English affixationaccording to Ingo Plag (2002), chapter 3 shows some implications for teachingand learning language Chapter 4 summarizes what has been covered in the studyand the last chapter provides the sources of information used

CHAPTER 2: DEVELOPMENT

2.1 Affixation definition

According to Cambridge Advanced Learner’s Dictionary (second edition), affix is

a letter or group of letters which are added to the beginning or end of a word to

make a new word Therefore, “un” and “dis” can be categorized as affixation.

Moreover, Matthews (1991) also cited that affixation is the morphological processwhereby an affix is attached to a root or stem

However, Ingo Plag (2002) defined affix as a bound morpheme that attaches to thebase He also pointed out that the problem of what is supposed to be the free andbound morpheme and when something is treated as the root or the morpheme Insuch cases, he concluded, only a careful analysis of its linguistic properties canreveal whether the element in question is really the same in both cases

2.2 A classification of English affixation

It is obvious to admit that there are enormous ways of classifying affixation That

can be divided into derivational, like –ness and pre, or inflectional, like plural –s and past tense – ed.

However, for fear of complicated classification confusing low level learners, thatway of classification will not be discussed here This study deals with the view ofIngo Plag because of its simplicity and authenticity, which would be regarded aslearner-centered teaching methodology

In his book “Word formation in English”, Ingo Plag divided affixation into threesub-groups: suffixes, prefixes, and infixes However, this study only focus on thefirst two categories due to their domination and popularity in teaching and learningthe English language

2.2.1 Suffixes

2.2.1.1 Nominal suffixes

Nominal suffixes are often employed to derive abstract nouns from verbs,adjectives and nouns Such abstract nouns can denote actions, results of actions, orother related concepts , but also properties, qualities and so on Another largegroup of nominal suffixes derives person nouns of various sorts Very often thesemeaning are extended to other

The following table is a short summary of nominal suffixes

1 - age Activity, or its result, nouns

denoting a collective entity orquantity, location

CoverageLeakageAcreageVoltageOrphanage

an action or the result of anaction

ArrivalRecitalRenewal

-ancy, - ency

FurtheranceExpectanceDependenceDependency

4 - ant Nouns referring to person or Applicant

to substances involved inbiological, chemical orphysical process

DefendantAttractantDispersantSuppressant

5 - cy / - ce States, properties, qualities or

facts or can refer to an office

or institution

ConvergenceEmergenceAdequacyIntimacypresidency

something”, refer to collectiveentities, domains, realms orterritories

ApedomSlumdomClerkdomBoredomFreedomStudentdomKingdomCameldomMaoridom

entities that are involved in anevent as non – volitionalparticipant

EmployeePickpocketeeBiographeeAmputeeStandeeRehabilitee

8 - eer “person who deals in, is

concerned with or has to dowith something”

AuctioneerBudgeterCameleer

9 -er/ or Volitional participants in an

event, instrument nouns,place, origin or residence

BlenderMixerDinerLoungerWinnerLondonerNew YorkerConductor

10 - (e)ry Locations which stand in

some kind of connection towhat is denoted by the base

BakeryPotteryFisheryCanneryCakery

11 - ess Nouns refer exclusively to

female human or animals

PrincessLioneesHostessActress Stewardesswaitress

12 - ful Partitive nouns from nominal

base words that can beconstrued as containers

BootfulHandfulCupfulStickfulTumblerfulbasketful

13 - hood Concepts, collectivity Adulthood

ChildhoodFarmerhoodNeighborhoodCompanionhood

14 - an/ -ian/ - ean Nouns denoting persons and

places

TechnicianElectricianMusicianBostonianLancastrianMongolianUtopian

RunningBuildingSleeping

16 - ion Events or results of processes,

are found primarily inscientific discourse

ColonizationCollocationStarvationIdentificationClassificationSedimentation

17 - ism Forming abstract nouns from

other nouns and adjectives,denoting concept state,condition, attitude, system ofbelief or theory

BlondismParkinsonismConservatismRevisionismMarxism

18 - ist Person, attitudes, belief and

theory

BallonistCareeristFantasistMinimalist

19 - ity Changing the stress pattern of

the base

CuriosityProductivityReadabilityResponsibilitySolidity

processes or results from

AssessmentEndorsementInvolvementTreatmentImprovement

21 - ness Can be attached to practically

any adjectives

ThingnessHappinessOver – top – ness

22 - ship State, condition, base words

are mostly person nouns

FriendshipApprenticeshipStatesmanshipPost mastershipCensorship

2.2.1.2 Verbal suffixes

There are four suffixes which derive verbs from other categories: ate, en, ify, ize

- ate Represent a rather large

heterogeneous group

There is a class ofderivatives with chemicalsubstances as bases,which systematicallyexhibit ornative andresultative meanings

FluorinateMethanateRegulateDissonateFidateMercurate

something”

BlackenBroadenQuickenStrengthenLengthen

related meanings

HumiditySolidityNazifyPurify

causative, resultative,inchoative, performative,similative

ComputerizeRandomizeCannibalizeEmphasizeFeminize

2.2.1.3 Adjectival suffixes

The Adjectival suffixes can be subdivided into two major groups A largeproportion of derived adjectives are relational adjectives, whose role is simply torelate to nouns the adjective qualifies to the base words The other group thatexpresses more specific concepts is called qualitative adjectives.

“liable or disposed to X”

PerishableFashionableReasonableKnowledgeableAllocable

2 - al Attaches to almost Latin

bases

AccidentalColonialCulturalFederalModalInstitutional

3 - ary Again a relational adjective –

forming suffix

ComplementaryDocumentaryFragmentaryEvolutionaryLegendaryPrecautionary

4 - ed “having X, being provided

with X”

Broad- mindedPig – headedWooded

Empty – headedShort – leggedKind – hearted

5 - esque Convey the notion of “ in the

manner or style of X”

PicturesqueChaplinesqueHeingwayesqueKafkaesque

characterized by X”

BeautifulPurposefulTactfulResentfulForgetful

7 - ic/ ical Attaches to foreign bases Economic

MagicHistoricHistoricalelectricalelectric

BoringRunningWaitingRaining

the character of X, like X ot

ClearishFreeish

pejorative meaning Soonish

ChildishSelfish

from Latin verbs and boundroot

ConnectiveInstinctiveMassiveActiveReceptivePassiveOffensive

11 - less As antonymic to –ful, means

“without X”

ExpressionlessHopelessCarelessThanklessSpeechless

12 - ly In the manner of X, like an X

or temporal concepts

WomanlyManlyDailyMonthlyFatherly

nouns and bound root, thevast majority being of Latinorigin

CuriousErroneousDangerousAmbiguousContinuous

2.2.1.4 Adverbial suffixes

- ly The presence of this exclusively

de- adjectival suffix is for themost part syntactically triggeredand obligatory, therefore it can

be considered inflectional

ShortlyHardlyDrylyDarklyCarelesslyHappily

- wise In the manner of X, like X,

indicates movements,arrangement

Food- wiseLike – wiseCross – wiseStatus-wise

rupt scrib/scrip sect

ven ver viv

(break)(write)(cut)(come)(turn)(live)

erupt describe bisect intervene divert survive

circulate exit include return subway telephone transatlantic

3 UNIVERSE

geology territory hydroplane aquatic astronaut pyrotechnics

corporation cardiology dermatologist manual dentist pedestrian captain

5 HUMAN STATES

PART MEANING EXAMPLE PART MEANING EXAMPLE am

path mania phobia psycho bio mor

(feeling)(crazy)(fear)(mind)(life)(death)

sympathymaniacclaustrophobiapsychologybiologymortal

patriarchmaternityfraternaldominationjudgmentanthropologydemocracy

7 SENSES

spectatorvisit/ videotelescopetelephoneaudiencedictateeloquent

CHAPTER 3: IMPLICATIONS FOR TEACHING AND LEARNING VOCABULARY

In the author’s point of view, the implications of English affixation can be applied

in every aspect of teaching and learning the language However, due to the highly– recommended practicability and usefulness of this issue, it is suggested thatimplications for teaching and learning vocabulary would be of greater necessitythan reading, speaking, listening and writing skills

That is the reason why this study will mainly focus on teaching and learningvocabulary Further study about English affixation in teaching other skills can beconducted in the future

Controlling the vocabulary will be much efficient if teacher pay attention to equiplearners with at least some basic concepts about affixation

The table of suffixes and prefixes were designed in a learner friendly way, so thatnot only teachers but also students will find it easy to follow and understand Oncegiven the basic knowledge about common suffixes and prefixes, there can be no

considerable difficulty for learners to remember the meaning of long and complexwords.

Examples of some techniques to teach student about English affixation will bediscussed in the following analysis

3.1 Using pictures and maps

SPECTATOR (spec = see) CAPTAIN (cap = head)

DENTIST TELEPHONE

(dent = tooth) (tele = far; phone = speak)

3.2 Using games

Game 1: Guessing word meaning through multiple choice question

1 What is the meaning of dermatologist

A a scientist deals with biology

B a doctor who specializes in the treatment of diseases of the skin

C a theory of dental

D none of the above

The correct answer is B, student will be able to answer this question if they have

already known that derma = related to skin and ist = person doing the action.

2 Which word can complete the following sentence?

The … told every sailors what to do in the terrible storm

A Dentist

there will be no difficult for them to choose the right answer C in this question.

Game 2: Find out the correct affixation

Teacher may create matching, filling the blank or correcting the wrong affixation

in this kind of game

• Matching the suitable affixation

OAbleAbleous

• Filling the blank

1 ….ctator :see

2 …sit/ ….eo : see

3 ….scope: far

CHAPTER 4: CONCLUSION

English affixation is one of the most fascinating but confusing part of English.Whenever the students of English are aware of this matter they will not regard it asdifficulty they have to face with That is also the reason why I am so concernedabout English affixation and its usefulness

On the other hand, I believe that further implications of teaching and learningEnglish affixation can be later studied in the field of teaching reading, listening,speaking and writing skills That may be the interest for future research andstudies

In conclusion, although I have tried to cover every aspect of English affixation,there are still limits and drawback in my study Thus, all comments and feedbacksabout my study will be highly appreciated

CHAPTER 5: REFERENCES

1 Ingo Plag, 2002, Word – formation in English, Cambridge University

Press

2 Cambridge Advanced Learner’s Dictionary, second edition

3 Adams, Valerie 2001, Complex Words in English, Harlow: Longman

4 Bauer, Laurie 1998b, “When is a sequence of two nouns and is it productive?”, Linguistics 36: 403 -422

5 Booji, Geert E 1977, Dutch Morphology: A Study of Word Formation in Generative Grammar, Lisse: de Ridder.