To dig into_english_forms_issues_group_551019_20

TASK 3: ENGLISH FORMS ISSUES 1
Morphology, Grammatical categories, and Basic semantic relations
Presented by:
Sugey María Daza Curiel
Alicia Chiquillo
Olga Milena Restrepo
Liseth Gomez
Group: 551019_20
Tutor:
Diana Constanza Cruz
Universidad Nacional Abierta y a Distancia UNAD
Escuela de Ciencias de la Educación
Octubre 5 de 2017

Table of Contents
Introduction.......................................................................................................................3
Basic Concepts..................................................................................................................4
Morphology: .....................................................................................................................4
Morpheme:........................................................................................................................4
Types of Morphemes ........................................................................................................5
Free morphem...................................................................................................................5
Bound morphem................................................................................................................5
Root morphem ..................................................................................................................5
Stem morphem..................................................................................................................5
Grammatic Category and Basic Semantic Relation..........................................................9
Alicia’s Participation: .......................................................................................................9
Olga’s Participation: .........................................................................................................9
Liseth’s Participation:.....................................................................................................17
Sugey’s Participation:.....................................................................................................21
Link One Note.................................................................................................................25
Conclusion ......................................................................................................................26
Bibliography ...................................................................................................................27

Introduction
In this activity all the participants of the module define and exemplify concepts on
morphology, grammatical categories to obtain a deep understanding of the forms of the English
language, at different times initially individually and then in a collaborative way using the digital
tool One Note in where the concepts on semantic relations will be exposed.
The appropriation of the different concepts will allow to understand the grammar structures and
give coherence and understanding to what is expressed and what is written according to the
corresponding case and the linguistic category used.
In these activities, you can notice the use of linguistic, obtaining a set and skills to
improve and promote the integral development of each participants.

Basic Concepts
Morphology:
Word derived from the ancient Greek μορφή, form and the suffix λογία lodge. In a linguistic
context is usually defined as the study of internal structure or form of words, that trying to
propose a definition.
As a branch of linguistics considers the principles, processes and characteristics the
formation of words, the rules by how they are formed in a language studying as it governs their
flexion, composition and derivation of the same,
Morphology studies the way in which words are used in each culture starting from the
functions of morphemes.
The study of the combination of morphemes to yield words. For example: Unfriendly: Un-
friend-ly
Morpheme:
From the Greek μορφή morphḗ form' and ma. Minimum unit isolated in the
morphological analysis .(ASALE, s. f.)
A morpheme is the smallest mean unit in a language, it is not necessarily equivalent to a
word, but may be a smaller unit. In other words, it is the smallest meaningful unit of a language.
The field of study dedicated to morphemes is called morphology. Example: Headphones consists
of the three morphemes head, phone and s
A morpheme has the following characteristics:
a) it is internally indivisible; it cannot be further subdivided or analyzed into smaller meaningful
units
b) it has internal stability since nothing can be interposed in a morpheme

c)-it is externally transportable
d) It has positional mobility or free distribution, occurring in various contexts.
Morpheme are represented within curly braces {}.(Brinton & Brinton, 2010)
Types of Morphemes
Free morphem
These morphemes those which can stand alone as words. Also called an unbound
morpheme or a free-standing morpheme. Examples: dog, now, class, room, paper, carrot, head.
house, carrot, farm, run, duck and quick. none of these words can be divided into smaller parts
that are also meaningful.(McCabe, 2011)
Bound morphem
Are those morphemes which must be attached to another morpheme.
For example: s, er, un, be, de, ate, ness, re, in, pre, dis and ’s. another example is adding the
prefix: re to the verb start, creates a new word or at least a new form of a word, like restart.
Root morphem
Are the smallest unit of lexical meaning; they cannot be analyzed into smaller units for
example write, Pack and root as ceive from receive or conceive. A root is a morpheme from
which other words grow, usually through the addition of prefixes and suffixes. Also called a root
word. For example, huckle or Boysen both word combine with berry but none can be
alone.(McCabe, 2011)
Stem morphem

Is a root morpheme plus any affixes. A stem is the root or roots of a word, together with
any
derivational affixes, to which inflectional affixes are added. For examples: The root write we can
add the affix er to from writer also we can add the plural affix s to form writers (McCabe,
2011); the
verbs tie and untie are both stems. The inflectional third person singular suffix -s may be added
to the stems to form ties and unties. («Stem», 2015).
Derivational Morpheme
Is an affix that's added to a word to create a new word or a new form of a word. For
example, adding -ful to beauty changes the word from a noun to an adjective (beautiful), while
adding -er to merge changes the word from a verb to a noun merger.(Nordquist, s. f.) there are
another examples: Friend (noun) Friendly (adverb); Friendly (adverb) friendliness (noun). Some
derivational morphemes limit themselves to certain word classes to form new words. For
example, -ly attaches to adjectives to form adverbs: Sad (adjective) – Sadly (adverb); Happy
(adjective) – Happily (adverb),
Quick (adjective) quickly (Adverb).
Other derivational morphemes change or add to the meaning of the root or stem, but do not
change the grammatical class for example: unhappily: he prefix un- usually attaches to adjectives
(not to adverbs) so to the root happy we add un- to create the stem unhappy, to which we add the
suffix –ly to get our surface form unhappily our spelling rules of English change the surface
written form to unhappily(McCabe, 2011).
Inflectional Morpheme

Do not change the essential meaning or the grammatical category of a word; rather, they
change the word because of constraints provided by the syntax of their surrounding phrase or
sentence. Inflectional morphemes provide information on case, gender, person, mood, tense,
voice, or aspect. English uses eight inflectional morphemes: Nouns: s, ’s, Adjective: er, est,
Verb: s, ed, ing
Morpheme Function examples
Noum
s
’s
Plural Regular: Dogs, Books
Plural Irregular: Feet
Possessive: John’s, the cat’s
Adjectives
er
est
Comparative: smaller, cheaper, faster
Superlative: smallest, cheapest, fastest
Verb
s
ed
en
ing
3rd-singular present: walks, eats, screams, closes
Past tense regular: Walked, screamed, closed
Past tense irregular: ate, swam
Past participle regular: cooked, washed
Past participle irregular: chosen, written
Present Participle: walking, screaming
Affixes
Are bound morphemes which attach themselves to roots or stems in various different
ways. The affixes can be Inflectional Affixes with these characteristic: only suffixes, only one
per word, attach to all (or most) members of a word class, have one function: indicate
grammatical meaning. And Derivational Affixes with these characteristic: either prefixes or
suffixes, optionally more than one per word, attach idiosyncratically to only a limited number of
roots, have two functions: to cover one part of speech to another and to change the meaning of
the root precede the inflectional suffix.(Brinton & Brinton, 2010)

Prefixes
Is an affix which is placed before the stem or root of a word. When Adding it to the
beginning of one word changes it into another word. In other word, In other words, can be attach
at the beginning of root or stem morphemes (McCabe, 2011) for example: co: cooperation, di:
dipole, a: asymmetric, allow: allotransplantation, bi: bicentennial, an: anaerobic.(Wikipedia,
2017)
Suffixes:
Is an affix which that attach after the stem or root of a word. In other words, can be attach
at the end of root or stem morphemes, (McCabe, 2011) for example: s: Third person singular
present, ed: past tense, s: plural, er: comparative, fy: usually changes nouns into verbs, less:
usually changes nouns into adjectives, tion: usually changes verbs into noun, among others.

Grammatic Category and Basic Semantic Relation
Alicia’s Participation:
https://youtu.be/UYqZdnlV_Cc
Olga’s Participation:
1. Explain and exemplify two (2) grammatical categories from the nominal and verbal
points of view:
Person:
Is a property of pronouns, and differentiates participants in a conversation.
The category of person has three terms:
1st person: the speaker, person speaking;
2nd person: the addressee/hearer, person spoken to; and

3rd person: the person or thing spoken about.
Person distinctions are expressed by the inflected forms of the pronouns, for example:
Personal pronouns: I, you, he, they
Personal possessive determiners: my, your his, their
Personal possessive pronouns mine yours his, theirs
Personal reflexive pronouns myself yourself himself, themselves (Brinton, 2010, p. 118)

The form one expresses generic person (all persons) in English, but since it is often
considered rather formal, it coexists with other forms that also express generic:
1st p pl we We're often misinformed by the media.
2nd p you you never can tell.
3rd p sg one One doesn’t do that in polite company.
3rd p pl they They’ll find a cure for cancer soon.
The generic you are the most common in informal usage. Finally, a few apparently deviant uses
of person are the following:
3rd p for 2nd p your Excellency, your honor
3rd p for 1st p present company, the writer, your teacher,
Caesar (spoken by Caesar himself)
1st p for 2nd p we won’t do that anymore, will we (spoken by a parent to a child)
(Brinton, 2010, p. 119).

Tense:
is a property of verbs, is the linguistic indication of the time of an action. In fact, tense
establishes a relation: it indicates the time of an event in respect to the moment of speaking (or
some other reference point).
The only tense distinction expressed inflectionally in English is that between present and
past, as in walk/walked or sing/sung, even though it is conventional to talk about a three-way
distinction between past, present, and future tense. However, the future is expressed
periphrastically and thus is not formally parallel to the past and present (Brinton, 2010, p. 124).
Examples
Present tense:
1. Habits: I walk to work every day. She smokes. We eat dinner at 6:00.
2. States: She lives at home. I like chocolate. I believe you.
3. Generic statements: Beavers build dams. Tigers are ferocious.
4. Timeless statements: The sun sets in the west. Summer begins on June 21st.

5. Gnomic (proverbial) statements: A stitch in time saves nine. Haste makes waste.
6. Future statements: We leave tomorrow. I see the doctor this afternoon.
7. Instantaneous commentary: He shoots; he scores. Now I beat in two eggs.
8. Plot summary: Hamlet dies at the end of the play. Emma marries Mr. Knightley.
9. narration in the present (the “historical present”): Then he says …
10. Information present: I hear/see that Manfred has been promoted. (Brinton, 2010, p.
125)
Past tense: generally, it denotes a past time divorced from, or distinct from, the present moment:
1. An event or a state in past time: Haydn composed the symphony in 1758 or Handel lived
in England for many years;
2. Narration: Two days after the war ended, my sister Laura drove a car off a bridge
3. Past habit: I drove to work last year
4. Politeness: I was hoping you would help. (Present hope; future help)
5. Hypothetical: If you studied more, you would do better.
Future tense: is expressed by a variety of periphrases as well as by the inflected simple tense:
1. Will/shall + infinitive: I will help you tomorrow.
2. The simple present: The party begins at 4:00.
3. The present progressive: We’re having guests for dinner.
4. Be going to, be about to + infinitive: The child is going to be sick. The boat is about to
leave.
5. Shall/will + the progressive: I will be moving next week. (Brinton, 2010, p. 126)

Define and Give Examples of Basic Semantic Relations:
Paraphrase:
An utterance is a paraphrase of another when it has the same meaning as another. In
other words, is when people use their own words to express someone else´s message or ideas.
In a paraphrase, the ideas and meaning of the original source must be maintained.
Examples:
Original sentence: Paraphrased sentence:
Philip purchased an automobile Philip bought a car

The police chased the burglar The burglar was chased by the police
A dog bit John John was bitten by a dog
Original sentence:
Giraffes like Acacia leaves and hay, and they can consume 75 pounds of
food a day.
Paraphrased sentence:
A giraffe can eat up to 75 pounds of Acacia leaves and hay every day.
Contradiction:
“a statement or sequence of utterances is logically contradictory; that is, if one is true, the other
must be false” (Brinton, 2010, p. 147).
Is a combination of words that seems to be the opposite of each other with the result that the
phrase has no clear meaning.
Examples:
Original sentence: Contradicts
He is an orphan His parents are living

Ata is a bachelor Ata is married
John is a middle age American man John is female
How can these topics enhance your current or future role as an English teacher?
Language is not a bunch of words, is a system of communication that allow human
beings can communicate with each other, hence, in our role as an English teacher is necessary to
have a proper understanding about how language is learned though a correct use of semantics,
because when people can communicate their messages clearly the process of communication is
reached avoiding misinterpretation. Thus, the topics about morphology, grammatical categories
and semantic relations are fundamental issues that we need to know for a better teaching of
English as a second language.

Liseth’s Participation:

Sugey’s Participation:
https://youtu.be/CUEtozI2XUc
https://youtu.be/TIRkKXFm8pE

Inclusion
One utterance encompasses another, as I like fruit includes I like apples. Again, this
relationship is unidirectional: I like apples does not include I like all fruit.(Brinton & Brinton,
2010)
Sense relations
Recurrence: significant sense relations recur frequently across the vocabulary of a language
structuring it: dog: animal; banana: fruit
Discrimination: significant sense relations not only include a significant number of lexical pairs
but also exclude a significant number of lexical pairs
Lexicalizability: significant sense relations are lexicalized or readily expressible in verbal form:
A dog is a kind of animal, long is the opposite of short.
Abstract sense relations: Lexical semanticists are mostly concerned with abstract relations.
abstract relation: dog: animal; apple: fruit
X is more specific than Y. Prototypically, all the features of Y are contained in the meaning of X.
concrete relations: refers to one member of one lexical items
Multiple simultaneous relations: A number of sense relations can hold simultaneously between
a pair of lexical items.(Cruse, 2004)
Paradigmatic relations of identity and inclusion
Identity and inclusion: hyponymy, meronymy.
Hyponymy:
Is the semantic relationship that exists between two (or more) words in such a way that the
meaning of one word includes (or contains) the meaning of other words(s).
Apple is a hyponym of fruit.

Frame: A is a type/kind of B.
Fruit is a superordinate of apple.
Extensionally, the superordinate includes the hyponym
Intensionally, the hyponym includes the superordinate.(Zapata, s. f.)
Superordinate: Vehicle Animal
Hyponymy: car bus van cats dogs birds
Syntagmatic consequences:
X and other Y (apples and other fruit) (Y must be the superordinate of X);
X is Y (Y must be the superordinate of X) (Apples are my favorite fruits.)
Meronymy
Part-whole relation, for example: hand: finger; Finger is a meronym of hand, Hand is a holonym
of finger.
Frame: X is a part of Y; Y has X.
Link One Note
https://1drv.ms/u/s!An8-4OAr7mNEg0n1CJaqOFjAI8BP

Conclusion
This moment was developed defining and exemplifying the different basic concepts on
morphology grammatical categories and semantic relations
that allow to deepen in the linguistic structures and the essential parts of are used in the use of a
language knowing the different characteristics, understanding the functioning of the language to
learn to express itself in an appropriate way avoiding the grammatical errors giving him feeling
to the one conformed in the different phrases.
In addition to the foregoing, the activity was developed through the use of the One Note
tool allowing to know its applicability, forming in a group way the whole structure of the
presentation, which finally promotes the appropriation of the different concepts exposed in this
theme

Bibliography
ASALE, R.-. (s. f.). RAE RECREAR. Recuperado 22 de septiembre de 2016, a partir de
http://dle.rae.es/?id=VVjjOMS
Brinton, L. J., & Brinton, D. (2010). The Linguistic Structure of Modern English. John
Benjamins Publishing.
Cruse, D. A. (2004). Meaning in Language: An Introduction to Semantics and Pragmatics.
Oxford University Press.
McCabe, A. (2011). An Introduction to Linguistics and Language Studies. Equinox Pub.
Nordquist, R. (s. f.). What Are Derivational Morphemes? Recuperado 11 de octubre de 2017, a
partir de https://www.thoughtco.com/derivational-morpheme-words-1690381
Stem. (2015, diciembre 3). Recuperado 11 de octubre de 2017, a partir de
http://www.glossary.sil.org/term/stem
Wikipedia. (2017, septiembre 26). Prefix. En Wikipedia. Recuperado a partir de
https://en.wikipedia.org/w/index.php?title=Prefix&oldid=802495612
Zapata, B. (s. f.). A handbook of general and Applied linguistic. Recuperado 15 de octubre de
2017, a partir de
https://www.google.com.co/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&u
act=8&ved=0ahUKEwjV4IjQ9PLWAhVFeSYKHRkbAZMQFghXMAU&url=http%3A
%2F%2Fwebdelprofesor.ula.ve%2Fhumanidades%2Fazapata%2Fmaterias%2Fenglish_4
%2Funit_1_semantic_relationships.pdf&usg=AOvVaw0DmY7URmuVL8dWMLhHNU
eY

To dig into_english_forms_issues_group_551019_20

Recommended

Recommended

More Related Content

What's hot

What's hot (19)

Similar to To dig into_english_forms_issues_group_551019_20

Similar to To dig into_english_forms_issues_group_551019_20 (20)

Recently uploaded

Recently uploaded (20)

To dig into_english_forms_issues_group_551019_20