A study on the comparison of new words between Japanese and Korean in terms of word type : word type and pattern of word compound of the constituent elements of compound word on the loanblend

<p>Affixation is one of the process of morphological in Mandarin. Affixes are bound morphemes that are added to other morphemes to form larger units such as words, especially to form a compound word (成词 héchéng cí). Mandarin has two types of affixes: prefixes (precedes the morpheme) and suffixes (follows the morpheme). Prefixes are rare in Mandarin, such as {初chū-}, {第dì-}, {非fēi-}, {可kĕ-}, etc;while suffixes are more numerous, such as {儿-er}, {化 –huā}, {家 –jiā}, {们 –men}, {员 –yuán}, {者 –zhĕ}, {子-zi}, etc. In Mandarin, affix morphemes can also be divided into two functional categories, namely inflectional morphemes and derivational morphemes, both refers two principal word formation processes: inflection and derivation. Although, Mandarin is not the inflection language, only prefix {初chū-} and suffix {们–men} are inflectional morphemes. Therefore, the derivation process is more productive in Mandarin. Derivational morphemes form new words by changing the meaning of the base (root) and the word class. In consequence, derivation in Mandarin may cause a change of word classes; such as nouns, verbs, and adjective, but generally form nouns.</p>

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The Impact of Different Context Levels on Vocabulary Learning and Retention

Shanlax International Journal of Education ◽

10.34293/education.v9i4.4049 ◽

2021 ◽

Vol 9 (4) ◽

pp. 24-34

Author(s):

Elham Zarfsaz ◽

Parisa Yeganehpour

Keyword(s):

University Students ◽

Word Learning ◽

Vocabulary Acquisition ◽

Vocabulary Learning ◽

Vocabulary Development ◽

Word Type ◽

New Words ◽

The Impact ◽

Target Words

According to research on new vocabulary development by text, frequent experiences with foreign words, as well as the context in which these words appear, facilitate word learning and retention. The aim of this analysis was to see how context levels, word occurrence rates, and the combination of these variables affected the understanding and retention of unfamiliar words. Both zero, reduced, and high contexts were included in the study. The research included 60 Turkish EFL university students, with 20 in each of the three situations. The target words were the same for all learners in each condition. The high informative context was discovered that increasing word occurrences had significant effects on both productive and receptive knowledge of meaning while increasing word occurrences had significant effects on both productive and receptive knowledge of word type. The influence of frequent experiences with new words on vocabulary learning was only seen in the more comprehensive sense. It is realistic to provide learners with new words in high context to trigger vocabulary acquisition and retention.

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Analysis of The English Open Compound Words

Jurnal Ilmiah Pendidikan Scholastic ◽

10.36057/jips.v3i1.350 ◽

2019 ◽

Vol 3 (1) ◽

pp. 42-47

Author(s):

Fadlan Ihsan ◽

Raflis Raflis

Keyword(s):

Initial Step ◽

Data Sources ◽

Compound Word ◽

Compound Words ◽

Raw Data ◽

Word Combination ◽

Library Research ◽

Before And After ◽

Word Writing ◽

Word Compound

Compound words are one of the elements found in the field of morphology. Where the morphology is the study of morphemes, and morphemes are elements of language that have meaning and contribute to support meaning. The morphology field will involve two elements, namely the free element and the bound element. The problem in this study is to analyze the compound word found in the Jakarta post. The word compound which is discussed is the compound word that is open (separate word writing).This research is a type of research belonging to the field of linguistics. This study also uses Qualitative Descriptive research methods. This research method refers to the form of the word. In addition, this research also uses library research or library research. Putaka's research only discusses the data that has been provided by processing and donating data obtained from data sources by using the basic theory that supports the research. In this study the writer took data sources from one edition of the Jakarta Post. All data needed comes from the data source.The initial step used by the writer is to extract raw data taken from the source. After all the raw data is collected, the author will classify the data in several groups. Since the writer only discusses three topic issues, the information is in accordance with the problem. The first problem is the form of the compound word separated which is found in the Jakarta Post Newspaper. Second is what is the meaning of the compound words before and after combined. And the last is the rule that is owned by the compound. Based on this research, the writer find the uniqueness that results from a separate word combination. Among them is if one word is combined with another word it will have a different meaning. Based on this research the author understands in depth about the separate word combination.

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The Derivational and Compounding Process in William Shakespeare’s Literary Works

Jadila: Journal of Development and Innovation in Language and Literature Education ◽

10.52690/jadila.v1i1.18 ◽

2020 ◽

Vol 1 (1) ◽

pp. 69-84

Author(s):

Rosalia Revita Cahyani ◽

Sara Immaculata Terra Istinara ◽

Agnes Chika Damayanti ◽

Kurniadining Sri Pertiwi

Keyword(s):

Qualitative Method ◽

English Language ◽

Literary Work ◽

Compound Word ◽

Word Class ◽

Literary Works ◽

New Words ◽

Know How ◽

Morphological Approach

One importance of studying morphology in literary work is increase the vocabulary. Perhaps the biggest contributions to the English language of Shakespeare may be the addition of new words and phrases that have transformed the language and make it more vivid and descriptive. Shakespeare also changing nouns into verbs, verbs into adjectives, connecting words never used together, adding affixes, and devising words wholly original. This study aims to know how the words are formed through derivational and compounding process. In this paper, we take the data from some of William Shakespeare’s works. We use qualitative method by using morphological approach to analyze the data. Morphological approach focused on the identification and interpretation of the meaning of the words and the analysis of the morphemes attached to the words. We collect the data by downloading 11 of William Shakespeare's works, reading the words, selecting the data, and summarizing the data. Then, it’s followed by describing and determining the function of the morphemes and analyzing the change of the word class as techniques of analyzing the data. The result of this study shows that for derivational process, affix {-ish }, {-y }, {-less }, {-ate }, {-eous }, {fore- }, {pur- }, {fore- }, {-y }, and {un- } as adjectivalizer, affix {-ify }, {en- }, {un- }, and {fore- } as verbalizer, and affix {-er }, {-y }, and {-ment }, as nominalizer. For compounding process, we found there are two types of compound word : hyphenated compound and closed compound.

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Prologue to the Forum: Vocabulary Across the School Grades

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00007 ◽

2019 ◽

Vol 50 (4) ◽

pp. 461-465 ◽

Cited By ~ 1

Author(s):

Suzanne M. Adlof

Keyword(s):

Word Learning ◽

Vocabulary Instruction ◽

Elementary Grades ◽

Reading Disorders ◽

Vocabulary Intervention ◽

New Words ◽

School Grades ◽

Grade Levels ◽

Ability Levels ◽

Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

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