Transcript 11 Feb 09 - Pegasus @ UCF

What is Morphology?
The study of words and word parts
The SMALLEST UNIT of MEANING or
GRAMMATICAL FUNCTION in any
language
Morphology
We have the ability to understand words we
have never seen before based on their
structure.
EX: cartoonification
Morphemes
• Just like syllables, words have different parts
too.
• For example, the word teacher has 2 parts –
“teach” + “er”. The word students also has 2
parts – “student” + “s”.
• These parts are called morphemes
How many morphemes are in the
following words?
1. Untied
2. United
3. Nonsmoker
4. Preschooler
5. Reassessment
6. Purified
7. Functional
8. Ladder
9. Lovingness
10.Inconsiderate
Morphemes, cont.
• What does each additional morpheme do?
• What does “-s” tell us? What about “-er”?
Each morpheme gives us grammatical
information.
Two kinds of morphemes
• Free morpheme – a morpheme that can stand
alone.
• Bound morpheme – a morpheme that must
be attached to another morpheme.
Bound morphemes
Bound morphemes HAVE TO be connected to a
STEM; they cannot stand alone.
EX: mis-communicat-ion
BOUND---FREE (stem)---BOUND
Take a look at page 63-64 in your book.
– Do you agree with the repeat example?
• Does “-peat” carry any meaning?
• Maybe we don’t know enough about the ETYMOLOGY of “-peat”
• Look at page 66 under “Problems in Morphology”
Kinds of free morphemes
Free morphemes can occur in two types
• Consider the words: tree, near, kind, think
• Now, consider these: of, but, however, she,
away
What is the difference?
Lexical vs. Functional
• Lexical morphemes give us meaning and
content (nouns, verbs, adjectives, adverbs,
gerunds, etc.)
• Functional morphemes have a job or function
in a sentence (prepositions, conjunctions,
transitions, etc.)
Kinds of bound morphemes
• There are also 2 kinds of bound morphemes.
• Look at these bound morphemes: -able, re-,
-ment, -ize, -less, anti-, -ish.
• Now consider these: -s, -en/-ed, -ing, -er, -est.
Do you see a difference?
Derivational vs. Inflectional
• Derivational morphemes change a words
meaning by changing the word category
(nouns become verbs, verbs become adverbs,
etc.)
• Inflectional morphemes change a words
grammatical purpose. (words become plural,
past tense, or can be used to compare)
Morphemes
Free
Lexical
Bound
Functional
Derivational
Inflectional
Allomorphs
Remember ALLOPHONES?
What were they?
What do you think ALLOMORPHS are?
Allomorphs, Cont.
“a” and “an” are allomorphs
The use of either “a” or “an” depends on the
sound following it, but they still serve the
same purpose.
Allomorphs, Cont.
allomorphs for /-s/
[s] = cats
[z] = dogs
[Iz] = horses
Allomorphs, Cont.
allomorphs for /-ed/
[t] = stopped
[d] = played
[Id] = counted
The Morphophonemic Rules
• [-s] allomorphs
– [-s] after voiceless sounds
– [-z] after voiced sounds
– [-iz] after sibilants ([ch], [dg], [z], [sh])
• [-ed] allomorphs
– [-t] after voiceless sounds
– [-d] after voiced sounds
– [-Id] or [-ed] after [t] or [d] sound; after alveolar stops
Allomorphs, Cont.
• The /-s/ and /-ed/ allomorphs are the trickiest
for ELLs and also the most common.
• Knowing those two will be enough for helping
your students.
But why is it important to teach the different
allomorphs?
So what…the kid pronounces the /-ed/ awkwardly.
What difference does it make?
Any questions about morphemes?
And now it’s time for…
a YouTube Video!
YIPEE!
http://www.youtube.com/watch?v=
OT4-sxU7ewI