Module 5 The Meaningful Units of a Language LE the last two modules, you read up on the significant sounds of English, the basic units of the language. You learned to tell the difference between what is phonetic and what is phonemic. You also found out that the significant sounds or phonemes of a language are made up of distinct sound segments or segmentals—either consonants or vowels—and other significant sounds over and above the segments, namely, stress, intonation and juncture, which are referred to as suprasegmentals. In the first module of this course, it was pointed out that although the basic units of a language are its significant sounds or phonemes, these distinct sounds in themselves carry no meanings. In the final analysis, language is used as a means of transferring meanings from the sender of the message or encoder to the receiver of the message or decoder, Modules 3 and 4 underscored the fact that un the sounds in themselves carry no eaning, they combine to form meaningful units. These meanii i i meaning-bearing units are the concern of this module. —_— Objectives | After working on this module, you should be able to: 1. Discuss the different types of meaning and how these are signaled;. 2. Distinguish between morphs, allomorphs, and morphemes; 3. Discuss and cite examples of the different types of morphemes—bound (inflectional and derivational) and free (function words and content | words); and Show how insights from | morphology may be utilized by the language teacher in the classroom. ‘Scanned with CamScannerve re does Meaning reside? Is it in the term or in the context of 4, uation? Is it the intended meaning of the encoder or the meaning perceived by the decoder? What kinds of meaning are there? What for, do these meaning-bearing units take? These are some of the question: that this module will answer. Types of Meaning Why does communication breakdown oc: ur? Why is the intended meaning of a speaker sometimes misconstrued by the listener? Why do decoders of a message sometimes put meaning where there is none? Is it because there are many variables that affect meaning? Actually, linguistics is concerned with two areas phonetics or the study of sounds of a language, and semantics, the study of its meanings Fora while, the structural linguists were wary of describing language with meaning, in mind because of the many variables that affect meaning, In fact, it took some time for structural grammar to give way to semantic grammar. SAQ 5-1 Charles Fries, an applied linguist, cites four different types of meaning based on the linguistic item that signals the meaning The first of these is intonational meaning, As the term goes, ts the intonation that signals the change in meaning, Read these sentences which have been marked with lines to show the rise and fall in the pitch of the voice. Note that the utterances: make use of the same words but differ in the intonation. Write the letter of the utterance that answers the question about each set of utterances. a. Realy b. Beal 1. Which one expresses surprise? 2 Which one shows that the speaker does not put too much importance on what was said? ‘Scanned with CamScannerUnit | Module 5 103 SAQ 5-1 cont'd. c. heard himsa “Fire!” | d. Lheard him sayl “fire e. Leas im syl "Fe" 3. In which sentence is fire captain of a firing squad? given as a command by the 4. In which sentence is fire mentioned as a response to the question, “What did he say? 5. In which sentence is fire uttered as a warning that | something has caught fire? f£, WWat? swe | 6. What question is uttered when someone calls your | name and you respond to find out what he wants? 7. Which utterance shows disbelief? | h. Is thal so? i. AW thal so? —— 8. Which utterance shows disbelief? —___ 9 i Which utterance seeks information? ‘Scanned with CamScanner104 EDL 201 Applied Linguistics for Communication Arts ASAQ 5-1 As was mentioned in Module 4, intonation is a suprasegmental phoneme because a change in the intonation results in a change in meaning, Find out if you pinpointed the correct meaning signaled by the intonation used in the sentences you have just read. a_i. b_ 2. e. 3. The answer is a surprise because of the extra high intonation used. You learned in Module 4 that the extra high intonation indicates strong emotions. . The rising-falling intonation shows that the speaker considers what was said earlier as inconsequential so he uses the ordinary rising-falling intonation. ‘The extra-high rising-falling intonation is used to mark the utterance as a command in contrast to the rising-falling, intonation which is the normal matter-of-fact way of saying, things. . The utterance is a casual response to a question so the ordinary rising-falling intonation is used Since the utterance is a warning, that something is on fire, the extra-high rising intonation is used to convey strong feelings. _ The one-word utterance would actually be, if written out in full, “What do you want?” An ellipsis has been done, deleting the last three words and leaving only the question word what. Since this is the shortened form of a wh- question, the normal rising-falling intonation is used . This time the extra-high rising intonation is used to signal strong feelings of disbelief, surprise and even shock. Since the sentence is not a yes-no question the rising intonation is not used. Rather, the sentence is said within a final rising-falling intonation. . This time the sentence is a yes-no question, so the final rising intonation is used. ‘Scanned with CamScannerUnit I Module 5 105 Still another type of meaning according to Charles Fries is morphological meaning, which refers to the added meaning given by affixes to a root word. From the form of the word, the root word is evident but the affixes indicate added meaning, In the examples that follow, note that the plural- marking affixes give the added meaning that there are “more than one” of the object mentioned in the root word. The past tense-marking affix, on the other hand, gives the added meaning that the action mentioned in the root word took place in the past. book + s = books (more than one book) child + en = children (more than one child) want + ed = wanted (I wanted it sometime in the past) run + (vowel change) = ran (Iran sometime in the past) SAQ 5-2 Here is a list of words with affixes that give added meaning to the root word. Group together all the words whose affixes signal the same added meaning. Then, write on top of each group the additional meaning signaled by those affixes. How mar y groups did you come up with? act - actor fox - foxes legitimate- sing - song illegitimate - | Beg - beggar genus - genocide — modest-immodest stand - stood | brook - brooklet goose - geese mouse - mice statue-statuette creep - crept hero - heroine opera - operetta steward - stewardess Decide - decided homo-homicide ox - oxen stop - non-stop suck - ducks infant - infanticide pest - pesticide study - studies, direct - indirect insect - insecticide play - playlet tie - untie duke - duchess, Island - istet prince - princess violin - violinist electric - electrician janitor -janitress refuge - refugee wolf - wolverine figure - fi igure - figurine keep - kept regular - irregular write ~ writer ‘Scanned with CamScannerASAQ 5-2 Did ider Vou come up with seven groupings? And were you able to atify the meaning signaled by the affixes in each group? Here is the words should be grouped how Group A Group 8 Group Ploval-Marking Affixes Past Timo-Marking Affixes Actor-Marking Affixes ro ducks creep crept act actor tox mores keep kept bea beggar OOse decide decided write writer mouse study ~ studied electric electrician o sing = sang refuge ~ refugee stand — stood violin. — violinist GroupD GroupE Negative-Marking Affixes Gender-Marking Affixes direct ~ indirect duke = duchess legitimate ~ illegitimate janitor - _janitress modest - immodest prince princess regular - irregular steward - stewardess te — untie hero — heroine stop ~ non-stop wolf = wolverine GroupF GroupG Diminutive Size-Marking Affixes Affix Indicating “To Slay” brook - — brooklet genus ~ genocide istand - islet homo — homicide play - _ playlet infant’ - infanticide statue - statuette insect - insecticide opera — operetta pest - pesticide figure - figurine A. The plural-marking affixes are the final s morpheme, the change in vowel or en The past time-marking, affixes are final ed, vowel change and a change in vowel + the addition of t. Phe actor-marking, affixes are er, or, or ar, ian, ist, ee, fhe negative-marking, affixes are un, non and in, iin, ih depending on the initial phoneme of the reat word to whieh it is affixed. The yender-marking, affixes are ess or ine. ‘The affixes el, effe, we indicate a small size version of the ebject mentioned in the root word The affix cide indicates “to slay.” ‘Scanned with CamScannerUnit | Moauie 9 wr tt might be pointed out that the different meaning-bearing, morphs in each group are by no means exhaustive other morphs signaling the same meaning as the group, affixes or You may want to add other morphs in the A third type of meaning as pointed out by Charles | ties is lexical meaning. ‘This refers to the meaning, of the root word or word base. In this respect, however, Fries underscores the fact that a word may take on several meanings depending on the context in which it is used. Do you recall Tram Module | how Malinowski, an anthropologist, indicated that meaning resides in the context of the situation? Look at this sentence and try to guess what the underlined word would refer to in the situations ed after the sentence: He finally got the chair. 4. referring to a convict found guilty of a heinous crime death b. concerning a prof punishable by sor who was awarded a grant in recognition of his expertise in the field and to enable him to conduct a research project and give a scholarly talk on it c. about a person shopping for furniture for his house Well, in the first situation, the chair ref erred to must be the electric chair becauee of the words in the context: convict, guilty of a heinous crime and punishable by death. In the second situation, the chair referred to is a hinted at in the clue words profe conduct a research project and give a professorial chair sor, a grant, recognition of his expertise, ccholarly talk on it. In the “ e, in B the last example, the expression shopping for furniture gives us a clue is time that the chair in this situation must be a piece of fur intended for persons to sit on. ture Now, look at these s Now, look at hese sentences where you have the word run used in different aie i i has different meanings depending, on the context J How many meanings of run can you guess? You check your yuess against the n dictionary. Le wainst the different meanings of wan give , ee given in any \ Ste has a rar in her stockings. 3. There is a run in the bank 3 fur product is still on a trial ran. ‘Scanned with CamScannerae the colors of this cloth will not run? any post this coming, election? a riat for your money, J seasons, 4. Are you sure 5. De you intend to rv for 6. Your opponent may give you Some stage plays ria tor seyera How fast can you mat ? c SAQ 5-3 Here are other expressions whose underlined words have different meanings depending on the context in which they are used. ven in Column B that suit the Tene, Write the letter of the meaning underlined word in the expressions given in Column A in each set Set I A B ___ 1. ahead of cabbage a, leader —__2. a clear head b. intellectual inclination and ability ____3._ the head of our team c. mind ____ 4. come to a head d. part of the body that contains the brain ____5. ahead wound e. be the first or be at the top ~~ 6. ahead for business f. a unit of measure of a leafy vegetable rolled up in the shape of a ball ____7. head for shore g. point of convergence ____ 8. head the list h. to move towards a place Set I A B a mark of good taste a. target a high mark in the test b. sign c. starting point aniss the marl On your mark, Get Set. d, Prints _13. leave marks on the floor e, pay attention to a warning Mark my word {legacy Leave your mark on sociely core ‘Scanned with CamScannerASAQ 5-3 Were these your the context to pick out the | use your knowledge of the world as a source Nn 6. f answers in the matching exercise? Did you use exical meaning of the term? Did you and your background experience of information as to the meaning of the word? You probably matched the word cabbage with the expressions leafy vegetable and rolled up in the shape of a ball to come up with the conclusion that in this context the word head means a unit of measure. The word clear tells you that in this case head means mind. Because of the phrase of our feam you can tell that head means leader. The verb phrase come fo tells you that head, this time, must mean point of convergence. The word wound tells you that in this case, head refers to the part of the body containing the brain. might have chosen mind to stand for head in the expression “a head for business”. However, the expression intellectual inclination and ability is better suited to head in “a head for business”. Because of the phrase for shore you can tell that head in this instance means to move towards a place. The word list gives you a clue that head in this phrase must mean be at te top or be the first. The phrase of good taste tells you that mark means sigit. Because of the phrase in the fest, you can tell that mark must mean score since score is associated with fest. The word miss tells you that mark in this case means target. You know for a fact that the whole utterance is the Ret ae You also know that runners that in this meas ima ee eee ahaa ia s ance, mark must mean starting point. The word mark, this time, must mean prints because of the clue on the floor, The phrase my word tells you that mark means pay attention to the warning which you give, oe Because of the clues es ause of the clues in society and leave, you can tell hat mark in this instance means legacy. ‘Scanned with CamScannerA ormuninatian ALS Ho OL got Applied Ene tor Hon f ? that which 4 nd the meaning, po oF meaning acorns to Charles Pries | the arden ot position of the words ina sentence | yes orale Thonan the geanimiar oF ny BETS ofa langue (hin the sentence bs called syntactical The fourth ty cane ¥ siggnatedt by careter ds retertes Fatecd by the paasition Ob (ne we ke note af theag two sentences meaning. ba ‘a. The huntor killed the tion by. The tlon killed the huntor are identical, Thus, liken separately, ther, in AM the words dn the fwo sentence the words have the same fexical meaning, However, pat tog, sentence a itis the fon who died and the hunter who killed it, On the other hand, insentence bit bs the hanter who died and the lion who killed him. This change in meaning, was due toa shift in the position of the Words in the bwo sentences where the doer of the action comes before the verb and the receiver of the action comes after the verb Itis not only word order, however, that signals syntac tical meaning, The propertios of the verb do, too, since these are considered part of grammar Hence, these three sentences, although they do not observe the same order, siynal the same meaning, Tho judgos voted Nepomuceno Athlete of the Year 4. Nepomuceno was voted by the judges Athlete of the Year ©. Nepomuceno was voted Athlete of the Year by the judges One of the properties of the verb is voice, Sentence ¢ has the doer of the action in subject position since the verb voted is in the active voice, In contrast, sentences dand ¢ have the receiver of the action before the verb because the verb was coled is in the passive voice For one to Know the syntactical meaning, one has to be aware of the syntactical structures ofa sentence, This would be the concern of the next module. Selet trom the four types of meaning, given by Charles Fries, there are other sc eaning: The 5 other Kinds of meaning, The meaning of words given in the dictionary is called denotative meaning since it gives what the word is supposed to stand for or denote. In contrast te this is the eee to adword, These are other meanings shit takes place and the word tak domain of its reference.” connotative meaning attached i associated with the word. A semantic A ord takes on new meanings, “extending the hese associated me, 3s are if determinedt and metaphorical Meanings are usually culturally ‘Scanned with CamScannerUnit 1 Module5 111 A dive, for example, is denotatively a bird that aoe cooing sound and is usually white. Connotatively, dove stands for peace and for love. This is why doves are used in wedding receptions. The word red names a primary ise that resembles blood. Connotatively, it stands for courage since a courageous man does not mind shedding his blood as dying ee country. It could also connote anger because a bull gets angry w “ it see a red flag. In fact, the expression “saw red” means to get enraged. How about trying your hand at guessing the connotative meaning. of these colors? Some may have more than one connotative meaning: 1. white 5. black 2. green 6. pink 3. blue 7. brown 4. yellow 8. purple One connotative meaning, of white is purity because it has no stain. But in these sentences white would mean something else 1. 2 ler face was white as a sheet Her hair turned y © out of fright ‘The color green, on the other hand, would have both positive and negative connotations, Because green plants sprout up in springtime, two positive connotative meanings of green are life and youth. However, in these expressions the connotative meanings of green are negative. 3. “the green-eyed monster” (referring, to jealousy) A. “turned green with envy” (referring to envy) Like green, the color blue also h: : as both positive and negative connotations, Puta plus sign (+) before the expression if it gives ‘ 4 positive connotation of blue and puta minus (-) sign if the connotative meaning is negative. 5. bluebird of happiness 6. blue skies 7. true blue —— 8. blue-blooded royalty —— 9. blue Monday ~~ ——10. black and blue marks 1. feel blue —_12 sing the blues ‘Scanned with CamScannerIF you marked numbers 5 to 8 with a plus sign and numbers 9 to 12, with a minus sign, then you are correct, The word happiness in number 5 tells, you that the bluebird is welcome. When skies are blue with no clouds at all as indicated in number 6, then there is no trouble in sight. In numbers 7 and 8 blue refers to the & traordinary, to kings and queens, to nobility, It ie said that whereas the common man has red blood, royalty are blue blooded, So blue in numbers 7 and 8 would have pesitive connotations In contrast, blue in numbers 9, 10, 11 and 12 refers on Monday because it marks the start of five d are sad songs sung by Negroes w blue, one is to sadness, We are sad ays of hard work. The blues hen they were slaves; when one feels and downeast, Black and blue marks are a sign of internal bleeding under the skin when one is hit. The word blue, therefore, in numbers 9 to 12 would have negative connotations. In our country, when do we display our flag with the blue field up? When do we display it with the red field up? The color yellow connotes: cowardice. Cowards are said to have a yell ow streak running dow n their back. In our country, however, the color yellow took on a different meaning during the EDSA revolution, Would you say it acquired a positive or a negative connotation? We usually associate black with deatlt and hopelessness but lately, black has come to be considered beautifirl and elegant. The color pink is associated with baby girls, and since babies have pink skin, the color pink is a sign of good health, as in the expression “in the pink of health.” Since leaves turn brown before falling from the tree in autumn or as they wither, then brown connotes aging, as in the expression “brown wilh age.” On the other hand, because kings and queens us color purple connotes nobility and royalty. » purple robes, then the Morphs, Allomorphs and Morphemes In Module 3, you learned that the study of the sounds of a language is called pl ny. PI i i led phonology, Phonology is concerned with the description of all the speech sounds or phones, the gnificant sounds or phonemes (both segmentals and suprasegyr s a ‘asegymentals), and the variar is r 4 a ariants of those sounds of allophones resulting, from chang SOUT) A parallel may be drawn betw of mea in the environment of the said sounds. een phonology and morpholo; y 7 ny a orphology, the study Ngful units or morphemes of the Language. at See if you e. phonology an fill up this grid to show the aa ees how the parallel between the units of ‘Scanned with CamScannerUnit | Module5 113 Morphology Ste aaigeae h Sounds) (The Study of Meaningful Units) (The Study of | - — meaningful units coe a eae = Significant meaningful Phonemes - significant speech sign sounds it van i Signi — variants of a significan' Aap — meaningful unit i i i i then you are able to make use of Does your grid look like this? If it does, pele y ea previous learnings to draw parallelisms between old and new insights. Morphology Phonology , | \ (The Study of Speech Sounds) (The Study of Meaningful Units) \ | phones - speech sound Morphs —-_ meaningful units Phonemes - significant speech Morphemes - significant meaningful sounds units | Allophones - variants of significant speech sounds L Allomorphs - variants of a significant meaningful unit Morphs are the meaningful units of a language. They may come in the form of affixes or root words. Whatever form they take, the morphs signal meaning. Examples of these would be um to signal negation when it is affixed to a word, and able to indicate “capacity to doa task.” Put together, the word unable would mean “lacking the capacity to do something.” it might be noted, however, that there are different morphs that signal the same meaning. In SAQ 5-2 you note d how the meanings given below were signaled by different affixes or mor i 4 7 a phs. See if you can a 2 affixes to those given in each number, ¥ somare 1. Plural-marking affixes 2 Past tense-marking, affixes, S, en, 0 morph (e.g. deer-deer) where there is no change in the form, singular or plural ed, change in vowel, change in vowel + final t, 0 morph (e.g, put-put) where the same form is used to signal past time and present time : ‘Scanned with CamScanner3. Negative-marking affixes un, in, il, ir, im, dis, non 4. Feminine gender-marking ess, ine affixes 5. Actor-marking affixes ar, or, er, ist 6. Diminutive size-marking, et, ette, ine affixes Alll of those affixes are allomorphs or variants of the same morpheme since they signal the same meaning. They differ because of the change in their environment or the word to which they are attached. SAQ 5-4 | Give the negative-marking morpheme that you would attach to these words. Note that the words to which they are to be attached actually have the same roots. However, they now belong to different form classes. They may be nouns, verbs, or adjectives. As such, the negative marking, affix attached to them would also differ. Study the example that follows. Inoperable non-operational The root word of the two terms in the example is the verb operate. With the addition of the affix able, the resulting term is an adjective | to which we may add the negative-marking prefix in. On the other hand, with the addition of the affix ion the resulting term is first a noun and with the further addition of the affix al, the term also becomes an adjective. But this time, we add the negative-marking, affix non instead of in. Now, add the negative-marking morpheme to the following words: 1. __ gratitude _— grateful 2. __ ability ___ abled __ able Fi —— belief __ believer ___ believable equality — equal equivalent 5. __ pleased —_ pleasant — § print printable ion _— consolable — __stopped ee ‘Scanned with CamScannerASAQ 5-4 | Were these your answers? 1. ingratitude ungrateful 2. inabilitv disabled unable 3. disbelief non-believer unbelievable 4. inequality unequal non-equivalent 5. displeased unpleasant 6 unprintable 7. inconsolable 8. unstopped Sometimes, a phonemic change occurs in the morphemes because of the environment in which it occurs. When this happens, then we refer to it as a morphophonemic change. This is true of the final s plural-marking morpheme and the final ed past time- marking morpheme as shown in Set A and Set B. SetA s=/s/ s=/z/ es = /Iz/ ships, crabs fishes masts clams seahorses rocks shells watches reefs, waves buzzes shrimps stones ledges Fill in the blanks to complete this generalization about the morphophonemic change in the final s plural-marking morpheme. | ; - ; the final plural-marking morpheme is pronounced: afler voiceless sounds except hissing sounds after voiced sounds except hissing sounds after hissing sounds ‘Scanned with CamScannerASAQ 5-4 contd Sot B | eden ed = Idi ed = /Id/ chopped watered planted watked pruned cultivated laughed climbed uprooted cleared decided plowed demanded Fill in the blanks to complete this generalization about the morphophonemic change that takes place in the final ed in the past-time marking morpheme. ‘The final ed in the past tense form of regular verbs is pronounced: after voiceless sounds except /t/ _ after voiced sounds except /d/ after /1/ or /d/ Types of Morphemes | sure you must have noted that there are different kinds of morphemes or Significant meaningful units. On the whole, they may be categorized bound ond free morphemes. The former come in the form of affixes. y cannot cecur in isolation. Because they have to be attached to a root » these affixes are called bound morphemes. You wor these bound morphemes in SAQ 5-2 of this module. we ed on some of Free morphemes, on the other hand, can stand by themselves, As pointed out earlier, all free morphemes have a denotative meanings are given in the dictionary connotative meanings as well meanings to cover culturally Farlier, you were given exampl free morphemes meaning, that is, thet! Some, however, may have These are usually metaphorical extended determined associations with the werd es of these two Meanings imputed to some ‘Scanned with CamScannerBy way of reviewing what you have learned so far in this module you may want to answer these questions: 1. If phonology is concerned with speech sounds and the significant sounds of a language, what is morphology concerned with? w The area of linguistics that studies the sounds of a language is called phonetics, What is the area that studies meaning called? What four types of meaning are given by Charles Fries? Can V you give an example of each type of meaning described by Fries? If the smallest significant sound is a phoneme, what is the smallest meaningful unit of a language? Activity 5-1 Pause a while and on one whole sheet of bond Papel E : ’ r make a lagram showing the two main categories of morphi lemes. Comments on Activity 5-1 Does your diagram look like th is? If ’ diagram and put it aside eoeen t, then i for now, modify your | Morphemes, | | | | { 4 | \ ee ! \ oo. — Free Morphemes | ‘Scanned with CamScanner118 EDL 201 Applied Linguistics for Communication Arts smes or affixes may in turn be categorized into two types bound morphemes, which create different functional roles of inflectional bound Bound morphe y The first of these are the inflectional “variant forms of a word to conform to the the word ina sentence.” On nouns and pronouns these morphemes mark grammatical functions like case (he-him his) or semantic notions like number (plural-marking, morphs — s, el, unmarked or 0 inmorph). On verbs they usually mark tense (past tense marking, affix-final edand the progressive marking, affix ig). On adjectives they serve to mark degree (er to indicate the comparative degree and est to signal the superlative degree). ‘The second type of bound morpheme is the derivational bound morpheme: One kind of derivational bound morpheme changes the form class or part of speech of the words to which they are affixed. The meaning, remains basically the same but the part of speech or form class of the word changes, ‘Thus, a word like act becomes an adjective with the addition of ive as in active and another noun activity with the addition of -fy to the adjective: When, however, the affix -ly is added to the adjective, the resulting, word actively, becomes an adverb, The word act becomes a verb (enact) when the prefix en is attached to the root word. Thus, there are four kinds of derivational morphemes, namely, noun-marking, verb-marking, adjective marking and adverb-marking morphemes, ‘The other kind of derivational bound morpheme is the meaning-bearing, morpheme which changes the meaning, of the word to which it is attached Without altering, its syntactic function: nouns would remain nouns, verbs stay as verbs, adjectives as adjectives, and adverbs as adverbs. Examples of this kind of derivational affix are negative-marking, affixes (appear disappear), gender-marking, affixes («idlor-aviatrix), and diminutive size- marking, affixes (river-rivulet). Activity 5-2 | Pause and add the new categories to the diagram you made earlier here i i Where in the diagram would you put them? | ‘Scanned with CamScannerComments on Activity 5-2 Does your expanded diagram look like this? If it doesn’t, then make | the needed modifications. Morphemes _ ee al | Bound Morphemes Free Morphemes | (cannot occur in isolation) (can occur in isolation) | Inflectional Derivational On nouns and “— pronouns (mark Changes the case and number) meaning __ On verbs (mark - / fees) | negative marking | —size-marking ES On) adjectives) (mark L__gender-marking comparative and superlative degree) Changes the form class |—noun-marking |— verb-marking | —adjective-marking '—adverb-marking —| As me ed earli pena d earlier, free morphemes can stand by themselves. Fries ivides them into four sub-types although three of these can be Brouped topet} gether because, ike the rl i € phenomena in the unlike the fourth one which stands for ‘Among, the ee the first three stress grammatical relations. nal 266 pr ical rela ; substitute stress grammatical relations are function words, and paired expressions indi absence of "= nena? ired expressions that indicate the presence or words, ‘Scanned with CamScanner420 EDL 201 APPIN oe jon words are markers of content words: auxiliaries Himark verbs, articles, namely, aa the which Jere such as very and truly which mark modifiers yrds like what, who, ihn, ele, are also function as wh questions. Also included as tc, which show the Examples of func like is, has, can, etc. wh mark nouns; and inten Interrogatives or question We words since they mark the utterance function words are prepositions such as of, it, fo, e' relationship between two nouns, and conjunctions, namely, and, but, for, etc. which connect parallel items. Other linguists would also consider interjections like Oh! and Really! as function words. Still another set of words which signal grammatical relations are substitute Words, These would include noun substitutes or pronouns like he, she, it, ete. as well as verbal and even phrasal and clausal substitutes, as in the sentence “I know the answer but he doesn''t.” ‘The paired expressions that signal the presence or absence of “a negative” are some-any, yet-already, too or also-cither as shown in the examples that follow. 1. [have some but he doesn’t have any. 2. Lhave yet to know, but he already does. 3. [know it and he does too. he also does. so does he. 4. [don’t know it and he doesn’t either. neither does he. In contrast to those three sets of words that show grammatical relations are the content words which refer to items in the world. These could be names of things which Fries refers to as Class I words. In effect these could be the nouns. Then, too, the content words could be actions, which are referred to as Class II words or verbs. Finally, for Fries, the third set of content words name modifiers. These are called Class II] words or adjectives. Although Fries gives only three form class words, we could add a fourth class, Class IV, which modify verbs. These would be adverbs Activity 5-3 | Now complete your diagram about the different types of | morphemes. Put in the categories that fall under free morphemes: ‘Scanned with CamScannerComments on Activity 5-3 Here look like: [ ne L what your final diagram of morpheme categories should is wha Free Morphemes Bound Morphemes: {ean occur in (cannot Oo in isolation) isolation) C Words that indicate grammatical coe eal 0 relations prone (enark, casey ca i - ‘an rurnbor) - ; = On vas (mar ogee marbing {ronenon wats | mee size-tmartang a On anyortrns (rank I gender-marking anti ceanparative avs ~ ais suipetatiy degre) raat — prepositions |~ noureenartang — vortvanarking ~ adjective: ranting vorb substitute propositions, phrasal of ~ clausat substitute) Expressions that | signal presence! absence of negates. lo synthesize what we learned thus far which is concerned with the ' Jooks into the diff Morphological, added are ferent types of me. lex and connotative meanings. = — Words that indicate ‘grammatical relations Class | - Nouns (tring) L Adpectives (moxsifiers of Adverbs (mositiers of we can say that morphology, study of the meaningful units of a language, ines aning. These would be intonational, al and syntactical. selcatenoniceni ia 1 be ‘denotative yntactical. Other categories that could be ‘Scanned with CamScanneration ALS EDL 201 Applied Linguistics fOr Communicator AP 1. How clear are those type of meaning, te you? suinh one from the other? | 2, Can you distings 3 Can you cite examples of eae hy of those type ee negative to any of those three questions, If you answered in the , sread the seetion in this module entitled then you might want to re types of Meaning.” The meaningful units that morphology serutinizes are called morphs, allomorphs and mor phemes, The last of these may be bound or free morphemes, Bound morphemes may be inf lectional or derivational. Free morphemes, on the other hand, may signal grammatical relations or name phenomena in the real world Once more: 1. Can you tell what these concepts are 2, Can you explain how one differs from the other? 3. Can you give examples of each of them? 4, Can you discuss and give examples of each of their subtypes? If you cannot answer any of those four questions in the positive then you could reread the sections “Morph, Allomorph and Morpheme” and “Types of Morpheme.” | Forming Words When bound morphemes or affixes are attached to free morphemes fF root words, they form new words. The resulting word may exhibit ¢ modification in meaning depending on the affix that is attached to it, The new word, for example, may now be plural or it could be denoting the past. It may now be negative or it could name the female of the specie Atother times, however, the resulting, word exhibits no change in meaning, with the addition of a bound morpheme, Instead, a functional shift eccu™ changing, the word from one form class to another, Thus, a root wer that was originally a noun may be changed to a verb, an adjective oF 2” adverb as the case may be, depending, on the affix attached to it, Nour may be changed to a verb as in friend - befriend or an adjective as in /"e™" ‘Scanned with CamScanner- friendly. The noun or verb form can be changed to an adjective as in construct - constructive and the adjective may in turn be changed to an arb as in constructive = cost tively. adv also combine with other free mor phemes to come iting compound word may bea solid es are merged together to form one hence the term solid compound. Ia many instances, the meaning of the compound word may be arrived at by putting together the meaning, of the free morphemes that comprise it. Tana analysis, in this case, would be a good strategy to employ to arrive aning of the term. Some examples of solid atan educated guess of the me oat (made up of the free morphemes house and boat), and nonetheless (composed of three morphemes, namely, non, the and less). It might be pointed out, however, that this is not always the case with compound words. There are, in fact, some compound words like silverfish whose meaning cannot be inferred by putting together the meanings of ‘re awo words silver and fish that compose it since silverfish is an insect and not a fish nor a marine animal. morphemes may up with a compound noun The resul compound Ww here the two morphem: word. In writing, they are joined as one, Free compounds are [ous Sometimes, free morphemes which are combined to form compounds are not merged into one but rather, are written as separate words as in the rote constructs given below. In such a case, they are called separate compounds. These two-word verbs are written as two separate words in contrast to their noun equivalents, which are usually written as solid compounds as shown in the paired list that follows. Orally, the difference between the two is signaled by the stress patterns used. In writing, however, noun constructs come in the form of solid compounds whereas verb constructs come in the form of separate compounds. Noun Constructs Verb Constructs a dropout todroy pout a blackout to black out a standout to stand out Other ex examples of separate c a vperatinng ® of separate compounds are swimming pool, sewing machine, veri table which are taken to name one item. The first word is Pepe ae describe the second word as in the expressions not compound w: smelling flower or barking dog, Those last three one ‘ords but are made — s are noun ‘ je up of a ve nctive i ‘AS was pointed out in Module 4, we verbal acest modilying a , we can say: A shining hinting star is a star that is shining, A sweet-smellin . smelling flower A bu i, ig is a flower a urking dog is a dog that is ee smells ‘Scanned with CamScanner124 EDL 201 Applied Linguistics for Communication Arts But we cannot say fe Aswimming pool A sewing machi @ Anoperating table i J is a pool that ine that is sewing. able that s operating. Rather, we may ; + A swimming pool is a pool used for swimming A sewing machine is a machine used for sewing. a table used for operating on patients. © An operating table |\ third kind of compound word is the hyphenated compound. Here, the free morphemes are not written out as one. Rather, a hyphen is used to show that these morphemes joined by the hyphen are to be considered as tne unit. Examples of hyphenated compounds are son-in-law, ladies-in- waiting, commander-in-chief. Aside from affixation and compounds, new words can also be formed by combining parts of existing words. Examples of the resulting blends are smog (smoke and fog), motel (motor and hotel), and glasphalt (glass and asphalt) Then, too, new words may be formed by shortening the original term. Examples of this would be jet for jet plane, obit for obituary, and the colloquial yuppy for young urban professionals + y. Morphology and The Language Teacher Now that you have gone through this module, can you tell how morphology can help you develop these vocabulary skills in your students? Can you add to this list of “word-attack” and vocabulary building skills that could be developed if ane had a knowledge of morphology? 1. Arriving at the meaning of unfamiliar terms through word analysis 2. Determining, the form class of a word and building words through affixation 3. Distinguishing between the denotative and connotative meaning of 4 erm . 4. Coming, up w! Coming, up with semantic maps to show collocations and associations of meaning, with a given term 5. Arranging wor : ging words in a cline to show difference in shades of meaning ‘Scanned with CamScannerUnit | Module 5 125 Determining morphophonemic changes in given terms Choosing the negative- marking affix that goes with the different form classes of a term Using context to determine meaning, of unfamiliar words 9_ Determining which words go together in a given context. You may discuss your ideas about those skills and how morphology may be of help to you when you meet your facilitator in the next study session. ‘Scanned with CamScanner