Word formation pdf upper intermediate

• 18 ETAS Journal 33/1 Winter 2015

  M A I N A R T I C L E

  adjective + -ed morpheme (e.g. bad-tempered /bdtemp.d/) number +
  noun (e.g. third-rate /dret/) compounds as adverbs (e.g. upstream
  /pstrim/) compounds as verbs (e.g. ill-treat /ltrit/)

  AffixationAffixation is the process of adding prefixesand
  suffixes to the root in order for a wordto change its meaning; in
  some cases thisalso forms a new part of speech.

  e.g. love

  love + ly = lovely

  un + love + ly = unlovely

  un + love + ly + ness = unloveliness

  Affixation sometimes also affects thestress and pronunciation of
  an item.

  e.g. history /hs.tr.i/historic /hstr.k/mania /me.ni./maniac
  /me.ni.k/maniacal /mna.kl/

  PrefixationPrefixes can be classified semanticallyaccording to
  the kind of change theyproduce in the meaning of the originallexeme
  (Llins i Grau & Reeves, 1998, p. 41). The main semantic
  categories ofprefixes in English are the following (Quirk &
  Greenbaum, 1973):

  negative e.g. unkind

  privative disability

  pejorative malformed

  degree or size underfed

  attitude antisocial

  locative intercontinental

  time and order prehistory

  number bipolar

  Even though prefixes usually retain thesame word class, there
  exist a number ofprefixes that change word class:

  be- noun/verb/adjective e.g. bewitch transitive verb

  en- noun verb enthrall

  a- verb adjective/adverb afloat

  D A N I E L X E R R I

  Word-formation for upper-intermediate level students

  Compound adjectivesMost compound adjectives involve the use of a
  participle adjective(McCarthy & ODell, 2001).Adjective/adverb +
  past participle is perhaps the most common pattern (e.g.
  cold-blooded, densely-populated). Compoundadjectives are not
  hyphenated whenadverb + past participle combinationsare used with a
  copular verb andfollow the noun they modify.

  e.g. The curtains in this room are brightly patterned.

  This house seems old fashioned.

  Compound adjectives can also be formed bymeans of other
  patterns, some of which donot involve the use of a participle
  adjective(Learning English, n.d.):

  adjective/adverb/noun + present participle (e.g. good-looking,
  record-breaking) noun + past participle (e.g. sun-dried) noun +
  adjective (e.g. world-famous) adjective + noun (e.g. deep-sea)
  number + noun (e.g. forty-page) adjective + preposition (e.g.
  hard-up).Compound adjectives are described asproductive features of
  English (Huddleston,1984) and hence permit a level
  ofexperimentation on the part of the speaker.

  Compound verbsAccording to Carstairs-McCarthy (2002),verbs
  formed by compounding are much less usual than verbs derived
  byaffixation (p. 60). The most commonpattern is probably
  preposition + verb (e.g. input). Other ways of forming compound
  verbs include the following(Carstairs-McCarthy, 2002):

  Verb + verb (e.g. stir-fry) Noun + verb (e.g. air-condition)
  Adjective + verb (e.g. whitewash).

  Pronunciation of compoundsLieber (2005) explains that stress
  often but not always distinguishes compoundsfrom phrases in English
  (p. 376). Usually the left-hand element is stressed (e.g. apple
  cake, truck driver), however, this is not always the case (e.g.
  apple pie).In fact, Roach (2009) suggests that the rulesaying that
  stress always falls on the firstelement in a compound is not
  completelyreliable (p. 85). These are some examplesof compounds
  that receive stress on thesecond element (Roach, 2009):

  IntroductionThis article explores how to assist
  upper-intermediate students with word-formation.Word-formation
  processes are highly significantgiven that they allow students to
  expand their range of vocabulary with relative ease.

  In my experience, one of students biggestchallenges is that of
  enhancing their lexicalcompetence and this is partly due to the
  fact thatthey find it somewhat hard to acquire a criticalmass of
  words for use in both understanding andproducing language
  (Thornbury, 2002, p. 2).Lessons that focus on word-formation are
  likelyto pay dividends for the learner both receptivelyand
  productively (Gairns & Redman, 1986,p. 48). The three main
  word-formationprocesses in English are compounding,affixation, and
  conversion (Bauer,1983), each one of which I shall consider in
  turn.

  CompoundingCompounding is the process by means of which words
  are formed from two itemsthat can exist independently,
  producingcompound nouns, compound adjectives, and compound verbs.
  Compounds areformed by a modifier + head. The head is usually the
  right-hand element and it isthis that determines the word-class of
  the whole compound (Plag, Braun, Lappe,& Schramm, 2007, p.
  97).

  Compound nounsCompound nouns are the commonest typeof compound
  in English (Carstairs-McCarthy,2002, p. 60). They are either
  written as two words or as a hyphenated word,however, some compound
  nouns may be written in both ways (e.g. letter box,letter-box).
  They may be countable oruncountable (e.g. tea-bag, cotton wool) and
  used only in the singular or plural (e.g. brain drain, sunglasses).
  Compoundnouns are commonly formed in threedifferent ways: noun +
  noun (e.g. featurefilm); possessive noun + noun (e.g. goatscheese);
  and prepositional structures (e.g. the bottom of the hill). Other
  ways of forming compound nouns include thefollowing (Learn English
  Grammar, n.d.):

  adjective + noun (e.g. weekly ticket) verb + noun (e.g. swimming
  pool) preposition + noun (e.g. underground) noun + verb (e.g.
  haircut) noun + preposition (e.g. hanger on) adjective + verb (e.g.
  dry-cleaning) verb + adjective (e.g. blow-dry) preposition + verb
  (e.g. output).

• 19 ETAS Journal 33/1 Winter 2015

  Potential errorsWhen teaching word-formation it isimportant to
  be aware of a host of potential errors that students might
  make.

  Compounding form errorsI have sometimes found that my
  studentsattempt to form a compound noun oradjective by combining
  two words that arenot usually combined together. Usually
  thishappens either because students attemptto describe something
  for which therealready exists a compound word that theyhave not yet
  learnt, or else because theycannot remember that specific
  compound.

  e.g. two-floor bus

  seasonal ticket

  whitepainted

  Affixation form errors My upper-intermediate students
  sometimesmake affixation errors by inserting a prefix or suffix in
  the wrong position, thus producing words that do not feature in
  English.

  e.g. considerationness

  unuseless

  demaginary

  lovelyful

  The most common mistakes are related tospelling. Students tend
  to misspell wordsthat take certain prefixes and suffixesbecause
  they are unsure about the rulesgoverning the formation of such
  words.

  e.g. beautifull

  ilegal

  happyness

  responsable

  Affixation meaning errorsIn my experience students sometimes
  find it very hard to determine the meaningof a particular affix and
  hence they tend tomisunderstand the meaning of a particularword.
  This happens most often withprefixes like in-, which has two
  differentmeanings: not and in/into. So my studentstend to assume
  that flammable andinflammable are opposites. Other examplesthat
  give students problems include the following:

  e.g. relay: to lay again

  calculable: able to calculate

  I have learnt that when students are notused to an explicit
  analysis of affixationthey usually find it hard to break down aword
  in terms of its constituent parts inorder for them to work out its
  meaning. Forexample, one particular upper-intermediateclass could
  not work out the meaning ofwords like lawlessness and
  joyfulnessdespite being familiar with the roots.

  Conversion errorsThe most common mistake that my studentsmake
  when it comes to conversion is that ofconfusing words like advice
  (n.) and advise(v.). Words like record (v.) /rkd/ and record (n.)
  /rek.d/ also give them problemsbecause they tend to confuse stress
  patterns.Another common mistake is to use a word asif it were one
  part of speech whereas inEnglish it does not yet function as such.
  This tends to happen with nouns that areincorrectly used as
  verbs.

  e.g. We footballed against their team.

  I mobiled my mother.

  Pronunciation errorsVery often my students apply the rule
  ofstressing the left-hand element in a compound indiscriminately.
  Hence they end up mispronouncing words and causing a strain on the
  listener.

  e.g. coolheaded /kulhed.d/one-handed /wnhn.dd/downgrade
  /dangred/

  Sometimes they also mispronounce wordscontaining affixes,
  perhaps not realising that in certain cases affixation changes
  awords pronunciation.

  e.g. terrific /ter..f.k/optimistic /p.t.ms.tk/

  Effective teaching activitiesIn the next few sections I discuss
  five activities that I found to be effective in helping
  upper-intermediate students with word-formation. The teaching of
  vocabulary is meant to develop both comprehension and production
  strategies but the teacherneeds to draw a clear distinction
  betweencomprehension and production, for these seem to be different
  skills that require differentmethods in the classroom (Nattinger,
  1988, p. 62). The first three activities targetcomprehension
  strategies while the last two focus on production strategies.

  Compounds in a news broadcast(adapted from Nation, 1994, p.
  53)

  Aim: To help students understand the use of compounding in a
  news broadcast.

  Procedure: Students first listen for gist andthen answer a few
  comprehension questionsabout the broadcast. Then they read the tape
  script and underline all the examples of compounding they can find.
  They try toderive the meaning of these compounds from the meaning
  of the two constituent unitsand from context.

  Commentary: This activity presents the target language in
  context and hence allowsstudents to employ their
  comprehensionstrategies in order to identify the meanings of
  compounds in the text. It is a cognitionalactivity because learners
  need to make

  SuffixationSuffixation is probably the most widelyused process
  of word-formation in English(Llins i Grau & Reeves, 1998, p.
  43).According to Gairns and Redman (1986),suffixes may indicate
  parts of speech andhave little semantic value (e.g. tion
  inindication) or else have an intrinsic value(p. 47) (e.g. less in
  soulless). English hasan extensive list of suffixes but perhaps the
  two most common ones are ed(e.g. walked) and ing (e.g. walking).
  These two suffixes have an importantgrammatical function in that
  they form pastand present participles. Other commonsuffixes and
  their meanings (as well asrelevant examples for
  upper-intermediatelevel) are the following:

  er one who e.g. forger

  able relevant to, fashionable, able assessable

  ful full of frightful

  ly like fiercely

  Usually suffixation leaves the spelling of theroot word intact
  but a number of wordgroups experience a change in spelling withthe
  addition of a suffix. For example, somewords require the doubling
  of their lastconsonant when a suffix is added to them(e.g.
  beginner) while other words require achange in the last letter
  (e.g. noisy).

  ConversionConversion is the process that allows anitem to
  function as two different parts ofspeech without changing its form.
  It involvesthe derivation of a new word without anyovert marking
  (Plag, 2003, p. 107).Conversion is similar to suffixation in
  thatsyntactic and semantic changes may beinvolved (Gairns &
  Redman, 1986, p. 48).However, no affixes are used in conversionand
  this is why the process is sometimesreferred to as zero affixation.
  These are the most common types of conversion(Plag, 2003):

  noun to verb (e.g. the water, to water) verb to noun (e.g. to
  spy, a spy) adjective to verb (e.g. empty, to empty) adjective to
  noun (e.g. blind, the blind).

  The above pairs of words arederivationally related and are
  completelyidentical in their phonetic realization (Plag, 2003, p.
  107). However, certainexamples of conversion require changes in
  pronunciation (e.g. to permit /pmt/, a permit /p.mt/) and spelling
  (e.g. to advise, the advice).

  …teachers beliefs in terms of L1 use are shaped by many
  factors, including teaching experience, teacher

  training, experience as language learners, and perspectives of
  others,

  such as colleagues, managers, policy makers, and

  teacher educators.

• 20 ETAS Journal 33/1 Winter 2015

  M A I N A R T I C L E

  Word-formation for upper-intermediate level studentsdecisions
  about the meaning of thesecompounds based on the meaningful
  contextin which they feature (Stevick, 1976).

  Meaning of prefixes(adapted from Oxenden &
  Latham-Koenig,2008, p. 111)

  Aim: To help students understand howprefixes determine the
  meaning of a word.

  Procedure: Students read a text andunderline all the words
  containing a numberof prefixed words. In pairs they discuss
  themeaning and class of these words and usea dictionary to confirm
  their guesses.Subsequently all the prefixes in the text are matched
  with their meanings (e.g. anti- against) by means of a table.

  Commentary: This activity allows studentsto understand the
  meaning of a number ofprefixes by first presenting them with
  thetarget language in context. Thornbury(2002) points out that
  words need to bepresented in their typical context, so thatlearners
  can get a feel for their meaning(p. 30). The act of matching the
  prefixeswith their meanings helps students totransfer this learning
  to similarly prefixedwords in English.

  Form and meaning of suffixes(adapted from Cunningham & Moor,
  2005, p. 20)

  Aim: To enable students to understand the form and meaning of
  suffixes.

  Procedure: Students first match a list ofwords with suffixes
  organised in table form before deciding on the noun forms of a set
  of adjectives and verbs. Finally, they read a text that provides
  twoalternatives to choose from for each keyword (e.g.
  enjoyable/enjoyment).

  Commentary: This activity enables studentsto inductively work
  out which suffixes areadded to which words and to become awareof
  how suffixes change the class of a word.The multiple-choice task
  enables studentsto understand the different meanings givento a base
  word by different suffixes.Students are encouraged to realise
  thatsome affixes are very selective about what parts of speech they
  are added to(Bauer, 1998, p. 26).

  Personalised use of compound adjectives(adapted from Acklam
  & Crace, 2006, p. 22)

  Aim: To enable students to use compound adjectives as a means of
  talking about themselves.

  Procedure: Students read a short readingtext and underline six
  compound adjectives

  used to describe the man in the article.They discuss the meaning
  of theseadjectives as used in the context and howeach one is
  formed. Then they are given two lists of words and asked to
  combinethem to make compound adjectives afterwhich they insert
  these compoundadjectives in a gap-fill text. Finally, they askeach
  other a number of questions usingthese compound adjectives.

  Commentary: By encountering thecompound adjectives in a text
  students are being encouraged to guess meaningfrom context
  (Schmitt, 2000) and to noticedifferent ways in which
  compoundadjectives are formed in English. This thenallows them to
  apply these rules to formother compound adjectives and see whether
  they fit the context. The questionsencourage students to
  personalize the useof the target language and to be creative ifneed
  be, especially since the meaningrelationships that hold between the
  twoparts of a compound are not strictlylimited (Bauer, 1998, p.
  23).

  Pronunciation of affixes(adapted from Vince, 1992, p. 90)

  Aim: To help students with thepronunciation of affixed
  words.

  Procedure: Students first complete a gap-fill exercise in which
  they have to form a suitable word by means of the givenprefixes and
  suffixes. Then they mark thesyllable with the most stress in each
  one of these words. After that they listen to arecording of each
  word and check theiranswers. At the end of each recorded
  word,students can repeat saying the word.

  Commentary: This activity helps students to come up with the
  right form from thegiven affixes and enables them to improvetheir
  pronunciation of multisyllabic words.Thornbury (2002) points out
  that teachingshould direct attention to the sound of new words,
  particularly the way they arestressed (p. 30). Students inductively
  work out where to put stress and becomeaware that affixation
  sometimes changesthe way a word is pronounced.

  ConclusionIn this article I have explored how upper-intermediate
  students may be helped toaddress their lexical gaps by means
  ofword-formation processes. For Nattinger(1988), teaching the most
  productive ofthese to students may help ease them togreater fluency
  by giving them ways of filling these gaps (p. 71). Hence, bymaking
  students fully aware of how toemploy such processes, we would
  beenabling them to expand their vocabulary in an autonomous
  manner.

  References

  Acklam, R., & Crace, A. (2006). Total English:
  Upper-intermediate. Harlow, UK: Pearson Longman.

  Bauer, L. (1983). English word-formation. Cambridge,UK:
  Cambridge University Press.

  Bauer, L. (1998). Vocabulary. London, UK:
  Routledge.Carstairs-McCarthy, A. (2002). An introduction to
  English

  morphology. Edinburgh, UK: Edinburgh University
  Press.Cunningham, S., & Moor, P. (2005). New cutting edge:

  Upper-intermediate. Harlow, UK: Pearson Longman. Gairns, R.,
  & Redman, S. (1986). Working with words:

  A guide to teaching and learning vocabulary.Cambridge, UK:
  Cambridge University Press.

  Huddleston, R. (1984). Introduction to the grammar ofEnglish.
  Cambridge, UK: Cambridge University Press.

  Learn English grammar. (n.d.). Retrieved May 10, 2015, from
  http://www.learnenglish.de/grammar/nouncompound.html

  Learning English (n.d.). Retrieved May 10, 2015,
  fromhttp://www.bbc.co.uk/worldservice/learningenglish/youmeus/learnit/learnitv224.shtml

  Lieber, R. (2005). English word-formation processes. In P.
  tekauer & R. Lieber (Eds.), Handbook of word-formation (pp.
  375-422). Dordrecht, theNetherlands: Springer.

  Llins i Grau, M., & Reeves, A. (1998). English grammar:An
  introductory description (2nd ed.). Barcelona:Universitat Autnoma
  de Barcelona.

  McCarthy, M., & ODell, F. (2001). English vocabulary inuse:
  Upper-intermediate (2nd ed.). Cambridge, UK:Cambridge University
  Press.

  Nattinger, J. (1988). Some current trends in vocabularyteaching.
  In R. Carter et al. (Eds.), Vocabulary andlanguage teaching (pp.
  60-82). London, UK: Longman.

  Nation, P. (1994). New ways in teaching vocabulary.Alexandria,
  VA: TESOL.

  Oxenden, C., & Latham-Koenig, C. (2008). New Englishfile:
  Upper-intermediate. Oxford, UK: Oxford University Press.

  Plag, I. (2003). Word-formation in English. Cambridge,UK:
  Cambridge University Press.

  Plag, I., Braun, M., Lappe, S., & Schramm, M.
  (2007).Introduction to English linguistics. Berlin: Mouton de
  Gruyter.

  Quirk, R., & Greenbaum, S. (1973). A university grammar of
  English. London, UK: Longman.

  Roach, P. (2009). English phonetics and phonology: A practical
  course (4th ed.). Cambridge, UK:Cambridge University Press.

  Schmitt, N. (2000). Vocabulary in language teaching.Cambridge,
  UK: Cambridge University Press.

  Stevick, E. W. (1976). Memory, meaning and method.Rowley, MA:
  Newbury House.

  Thornbury, S. (2002). How to teach vocabulary. Harlow, UK:
  Pearson.

  Vince, M. (1992). Highlight: Upper-intermediate. Oxford, UK:
  Heinemann.

  About the AuthorDaniel Xerri teaches English language and
  literatureat the University of Malta Junior College. A
  prolificresearcher, he is the author of a number of
  academicpublications, mostly on literature in languageeducation and
  teachers professional development inELT. In 2014, he was awarded a
  Research MobilityProgramme Award by the World Universities
  Networkto conduct research at the University of Sydney oncreativity
  in English. Some of his talks andpublications can be found at
  www.danielxerri.com

In word formation exercises the learner is given the most basic form of a word, known as “the root” form. You need to change the prefix or suffix to adapt the word into the correct form and make it fit in the 8 gaps in the text so that it makes perfect sense.

The best way to do this exercise is to focus on the word class (type of word: noun, verb, adjective, adverb), grammar (singular or plural, verb tenses, +/-) and spelling. The words must be spelled correctly and if a capital letter is needed, it must be used.

You ought to think of this as a 3 step process:

What type of word do I want? Noun, verb, adjective or adverb.

What grammar is needed? Singular or plural noun, the tense of the verb

Is it affirmative or negative? Which prefix or suffix do I need?

To aid the candidate’s understanding of this part of the exam. we have included a prefix and suffix list, high frequency root words list and also example sentences with answers in the extra resource section.

Key materials in PDF:

Study word formation on our site to improve your understanding of word classes. See the Root Word HERE and our Prefix and Suffix list HERE. We also have example exercises in alphabetical order HERE

Английское словообразование, English Word Formation, Шидловская С.Н., 2019.

   Цель пособия — систематизация теоретического и практического учебного материала по английскому словообразованию. В теоретической части рассматриваются смысловые функции суффиксов и приставок со списками однотипно образованных слов и приведена удобная в использовании таблица по словообразованию. Практическая часть обеспечена большим объемом упражнений, выстроенных по тематическому принципу (существительное, глагол, прилагательное, наречие, отрицательные слова), с последующим переходом на упражнения-ситуации.
Предназначено для подготовки к централизованному тестированию и экзамену, а также для самостоятельного изучения английского языка.

Приставки и суффиксы.
-able.
Возможность.
Суффикс -able употребляется в прилагательных, образованных от глаголов. Такие прилагательные означают непосредственное воздействие процессов, описываемых соответственными глаголами. Например, если говорится о ком-то, отличающемся «замечательными» качествами (admirable qualities), это означает, что он обладает качествами, достойными восхищения.

Орфографический комментарий: в словах, оканчивающихся на букву ‘e’ при добавлении суффикса -able окончание ‘е’ опускается, за исключением случаев, когда ему предшествуют согласные ‘с’и ‘g’. При добавлении суффикса -able окончание ‘у’ после согласных заменяется на ‘i’. Окончание ‘ate’ полностью заменяется суффиксом -able: to admire-admirable
e.g. Deaths caused bv reckless driving are avoidable.

Содержание.
Введение.
ПРИСТАВКИ И СУФФИКСЫ.
ТАБЛИЦА СЛОВООБРАЗОВАНИЯ.
УПРАЖНЕНИЯ ТРЕНАЖЕРЫ ПО ПРАВОПИСАНИЮ.
Приставки и суффиксы существительных.
Приставки и суффиксы глаголов.
Приставки и суффиксы прилагательных.
Приставки и суффиксы отрицательного словообразования.
УПРАЖНЕНИЯ ТРЕНАЖЕРЫ ДЛЯ ОДНОКОРЕННЫХ СЛОВ.
УПРАЖНЕНИЯ.
Существительные.
Глаголы.
Прилагательные.
Наречия.
Отрицательное словообразование.
КЛЮЧИ.
Литература.

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Дата публикации: 05.03.2021 07:48 UTC

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