Transcript Inflectional morphemes

Welcome on behalf
of
Helen D. Cabanilla
Ann Marie Eugenio
John Angelo V.De leon
Fr. George Rozario,csc
2 y’s u r
2 y’s u b
I c u r
2 y’s 4 me.
2 y’s u r
2 y’s u b
I c u r
2 y’s 4 me.
Too wise you are
Too wise you be
I see you are
Too wise for me.
Teachers, you are
 tender
 enthusiastic
 active
 caring
 hardworking
 endurable
 responsible
 sincere
Good, better, best
Never let it rests
Until your good is better
And the better best.
A journey of 1000 miles
begins with a single
step.
Presentation
On
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Development of Morphology and Syntax in
Pre-School years
There are three men on a train. One of them is
an economist and one of them is logician and
one of them is a mathematician … They have
just crossed the border into Scotland ….and
they see a brown cow standing in the field …
1. The economist says, ‘Look, the cows in
Scotland are brown.’
2. And the logician says, ‘No. There are cows in
Scotland of which one at least is brown.’
3. And the mathematician says, No. There is at
least one cow in Scotland, of which one side
appears to be brown.’ (Haddon 2003:142)
Introduction:
Morphology and Syntax are inter-related. We
are going to have a presentation on these two
themes in regards of preschoolers. How do they
acquire these complex morpho-syntactic
paradigm of skills in their cognitive domains?
We are hopeful that you will find our
presentation useful and interesting and at the
same time enjoyable.
What is Morphology?
 Etymology: The word ‘morpheme’ derived
from the Greek word morphe which means
‘form, shape;
 What is morpheme?
 It is the smallest meaningful part into which a
word can be divided.
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Morphology is a study of word structures
It is a study of morphemes of a language and
of how they are combined to a word (Oxford
Dictionary).
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Morphemes are not merely the smallest units
of grammatical structure but also the
smallest meaningful units. The area of
grammar concerned with the structure of
words and with relationships between words
involving the morphemes that compose them
is technically called morphology, (Andrew
Carstairs-Mccarthy 2009)
Morphology
Study of morphemes
Study of word structure
Morphe (GK)
Form Shape
smallest unit
meaningful
 For
example: ‘Runs’ contains two morphemes
– ‘run’ and ‘s’.
‘Unlikely’ contains three morphemes –
‘un-like-ly’ (un=prefix, like=root and ly=suffix)
 How
many morphemes are there in this word?
 ‘antidisestablishmentarianism’
Anti-dis-establish-ment-ari-an-ism= 7
Morphemes
Lexical
Free
Grammatical
Bound
Free
Inflectional
Bound
Derivational
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Lexical morphemes:
example:
Free : boy, run, green, quick, paper, large
Bound: -cept > concept, intercept, except
(..cept comes from a Latin verb meaning ‘to
take’.)
A lexical morpheme has a meaning that can
be understood fully in and of itself. Nouns,
verbs, adjectives, and adverbs are typical
kinds of lexical morphemes.
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Grammatical morphemes:
Examples:
Free
: and, but, in, at
Bound: ness, less, ly,
They can be understood completely only
when they occur with other words in a
sentence. Typical kinds of grammatical
morphemes include prepositions,
conjunctions, articles, and all prefixes and
suffixes.
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Inflectional morphemes:
1. Dog + s = dogs plural
2.Walk+s = He walks to UST every day.
3. Walked = They walked to UST yesterday.
Here dogs and walks and walked are inflected. So
they are called inflectional morphemes. They do
not change their parts of speech.
The morphemes add grammatical information
required by their context are called inflectional
morphemes. When s is added to dog to form
dogs, it indicates the number of animals, adding
plural morpheme does not change the
grammatical class (the part of speech). Similarly,
suffixing the past tense morpheme to the verb
walk gives other verbs, walks, walked.
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Derivational morphemes:
1.Walk-er
2.Un-walk-able
The affixes er un, able change the word ‘walk’
into new words. Hence new words are
derived, they are called derivational
morphemes. The derived word may change
word category. While walk is a verb, walker is
a noun and unwalkable is an adjective.
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Null morphemes:
Sheep sheep, deer deer, fish fish
There are few words there is no audible
distinction between singular and plural. The
pronunciation is identical for both forms.
They are labeled as a null/zero morphemes.
 Compounds:
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Teapot, boyfriend, hotdog
These words all contain two lexical roots side
by side and are called compounds.
Cranberry morphemes:
cranberry, blackberry, strawberry
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Circumbfixes:
nacolar = former wife
A circumfix is an affix with two parts that
adds an element to both the beginning and
the end of the root. It hugs the stem.
Infixes: Infixes are opposite of circumfixes.
Infixes are inserted into the middle of a root.
The area of morphology is one in which
languages tend to display a considerable
amount of irregularity, especially if one does
not pry( look, inquire) beneath the surface. Why,
for instance, should the plural of child be
children, and not expected childs,? Why women
and sheep instead of womans and sheeps? Why
should the tense of eat be the irregular ate and
not the regular eated? There would seem to be
no principled reason for our using went instead
of goed. (Ronald W. Langacker -1968).
Syntax: Etymology : from Gk ‘syntassein’= to
arrange together
 It is rules for sentence-building (oxford
Dictionary)
 It is the study of sentence patterns
 It shows how words are combined to form
sentences
 How words are put together to build phrases,
with how phrases are put together to build
clauses or bigger clauses and with how
clauses are put together to build sentences
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Every human language has devices by which its
speakers can construct phrases, clauses and
sentences
All languages show concatenation which always
obeys syntactic principles. (Lenneberg- 1967)
Concatenation means linking together; series of
things or events linked together.
The concatenation system by which man represents
language is as historically static as is man’s
bipedal gait.
Correct version of syntactic structure in various languages :Background: J.F. Kennedy airport, N.Y, at baggage carousel, belt failed to disgorge their
luggage.
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1.English
: Where are my two suitcases?
2.Philippino : Where are my two suitcases?
(Saan iyon dalawang bakaha ko?)
3.Bangladeshi : my suitcase two where?
4.Chinese
5.Spaniard
(amar suitcase duti kuthai?)
: My two suitcase at where?
(Wo de liang ge xingi zai na li?)
: (Where are my two suitcases?
(?Dode me dos boslos?)
Dog bites man or man bites dog.
Pre-school
 There are 3 stages of pre-school :
1. Nursery, 2. kinder and 3. Preparatory
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How do they progress their morphological
and syntactic knowledge in their cognition?
How do they acquire L2 in the pre-school
classroom environment? What kind of books
do they use? What are the curriculums? How
many words do they learn in pre-school and
what are the approaches?
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Thank you Dr. Melchor A. Tatlonghari, Ph.D.,
Dear classmates for listening to our presentation
patiently.
We, educators should always remember that teaching,
when made enjoyable is a thousand times more
effective, a thousand times more efficient, and a
thousand times more lasting for the children. Each
child may have different way of learning, but they all
learn BEST when they are having FUN.
Thanks a million again for listening our presentation.
Enjoy your study at UST.
Fr. George, Halen, Ann Marie, Angelo
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Bibliography:
1.Murray, Thomas E., 1995. The Structure of English.
Allyn and Bacon, Massachusetts.
1.Miler, J. 2002. An Introduction to English Syntax.
Edinburgh University Press Ltd, Edinburgh.
2.Carstairs-McCarthy, Andrew. 2002. An Introduction
to English Morphology. Edinburgh University Press
Ltd, Edinburgh.
3.Harley, Heidi. 2006. English Words, A Linguistic
Introduction. Blackwell Publishing, Malden, MA, USA.
4.Radford, Andrew. 2004. English Syntax, An
introduction. Cambridge University Press, United
Kingdom.