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Homework 3
ESC 757 Language and Linguistics
Fall 2014
1. Identify word formation processes
Go to the Word of the Year list for 2013: http://www.americandialect.org/becauseis-the-2013-word-of-the-year
Choose 20 words from the list that exemplify the following processes (clipping,
blending, acronymy, alphabetism, shift, zero derivation, word coinage, affixation,
and compounding) and identify the word formation process involved in each
case. Give a short explanation of how the word was formed. You may also use
words from previous years.
1. Slash: used as a coordinating conjunction to mean and/or (e.g., come and
visit slash stay) or so (I love that place, slash can we go there?).
I believe that what happened with this word is shifting. It changed its lexical
category. The common use for slash is as a noun, but in this transformation it
became a conjunction.
2. ACC: aggressive carbon-copy, used to undermine the position of the recipient
of an email, such as ccing the boss or legal counsel.
This is an example of alphabetism. The initials of the words that compose the
expression were put together to form the alphabetism ACC.
3. Cronut: a croissant-doughnut hybrid.
What happened with this word is blending. The words croissant and
doughnut were put together in one word.
4. Thigh gap: a space between the thighs, taken by some as a sign of attractiveness
(also box gap).
What happened with this word I believe to be compounding. Two free
morphemes were put together in order to create a different meaning.
5. Drone: (trans. verb) to target with a drone, typically in a lethal drone strike.
I would say that what happened to this word is shifting. It went from one lexical
category (noun) to another (verb).
6. Cray-cray: slangy shortening and reduplication of crazy.
I believe that this is an example of clipping, along with reduplication. The free
morpheme crazy was shortened to cray, and was reduplicated.
7. #Hashtag: a word or phrase preceded by a hash symbol (#), used on Twitter to
mark a topic or make a commentary.
This is an example of compounding. Two free morphemes, hash and tag,
were joined to mean something else.
8. Meggings: a blend for male leggings.
As it suggests, what happened to this word is blending. The free morphemes
male and leggings were clipped, and then joined to form the word,
meggings.
9.
10. Dancelexia: inability to pull off dance moves (such as misspelling YMCA).
I believe that what happened to this word is affixation. The bound morpheme
lexia was attached to the verb to dance, and it became a noun.
11. Feels: slangy shortening of feelings.
In this example, I believe that what happened is clipping. The word feelings
was shortened to feels and still has the same meaning.
12. Self-deportation: policy of encouraging illegal immigrants to return voluntarily
to their home countries.
What happened with this word I believe to be prefixing. The bound morpheme
self was combined with the free morpheme deportation.
13. Evolution: change of opinion.
This lesson plan is meant for teenage high-beginner level, ESL students. The objective of
this class is to familiarize the students with the derivational suffix er in English, to
change verbs into nouns (note: it does not apply to all verbs, the teacher needs to explain
the difference, but it is important to familiarize the students with the main agents, where
this transformation works). Students will build the words together with meaningful
examples, based on their own experience.
For the activity the teacher will need to bring pictures illustrating different
professions/agents, such as painter, writer, teacher, soccer-player, hunter, house-cleaner,
singer, and swimmer. The teacher gives the pictures to the students, and after modeling
the activity to the students, with her/his own example, the teacher asks the students to
describe what the people in their pictures are doing. Example: The man on my picture is
painting. He is a painter. The man on my picture is cleaning the house, he is a housecleaner.
While the students are describing their pictures the teacher writes the words on
the board, so that he/she can point to the pattern (er ending) when all the students have
described their pictures.
After helping the students to identify the pattern (the verb to teach becomes the
noun teacher, for example), the teacher asks the students to think of one of their family
members and their occupation. Students take turns coming to the front of the classroom,
and acting out the given occupation for the rest of the class to guess, as a way to
practice and get familiarized to the derivational morpheme er.