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HBEL4403
MORPHOLOGY,SYNTAX AND SEMANTICS
JANUARY 2017 SEMESTER
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NAME : JAYA GOBEE A/L ARUMUGAM


MATRICULATION NO: 821111085827001
IDENTITY CARD NO. : 821111-08-5827
TELEPHONE NO. : 019-5981186
E-MAIL : jaygobee@gmail.com
LEARNING CENTRE : SEAMEO RECSAM PULAU PINANG
PART I Classifying Parts of Speech
Classify ALL the words in the article What is Procrastination? using the chart given
below:
Sentence

Form Classes (Content Words) Structure Classes (Function Words)

Determine

ons Conjuncti
Nouns

Adjectives

Adverbs

Auxiliaries

Qualifers

Pronouns

Relatives
ns Prepositio
Verbs

rs
1 Procrastinat is, urgent, the mor of, or, one
ion, carryi pleasur e, in, and s
practice, ng able, less to ,
tasks, out, impendi thus
things, doing, ng, later
preference, puttin
place, time g of
2 Order, Counter a in in It,
procrastinat producti ord
ion, ve, er,
delayin and
g,
needles
s
3 course, action expecti voluntar an, to at It,
, ng, ily be,
the for,
intende
d,

4 People, meeti the, is seve a, and bot


experience, ng, the deva re, h,
stati
efects,
ng,
time,
deadline,
business,
levels
5 Procrastinat produ stress, a, in, and
ion, ctivity, sense, of,f ,
personal, guilt or,
or
social,
commitmen
ts,
6 procrastinat combi feelings and thes
ion ne , e
7 force, procra anxiety, usually som does for, and This whic
attempts, stinati e by, , h,
stress,
justify, ng,
the, to how
behavior,
motiv ever
individual a,
ating, ,
reinfor this
ces,
,the,
the,
the

8 normal, to Som for, whil it,


people, procra e e,
in, thos
need, stinat
thos or e,
attempts, e, to
e
justify, the
to
acceptable mse
stop
lves
procas
tinatin
g, to
raise,
9 counselling, exhibi thos in, as, Tho who
psychologic t, e se, ,
al, chronic,
a,
disorder
an,
10 procrastinat identif regard, persona a,the to, as, us, who
ion, ying, rare, lly. ,
at
important,
truly whe
values,
n
task, hand
11 The to enjoy, truly The, certa to, how thei
procrastinat raise, in, ever r,
in,
or, value, to ,
priorities, in contin of
eve
order, lives ue,
n if,
produ
ctive,
in
ord
er,
12 The public, accom laziness thos of, and thos who
perception, panie , low e , e, ,
belief, d, willpow
the that
er,
,
irrespon
sbility,
low
ambitio
n
13 attitude, resear this, of, or, this, who
treat, ch, ,
the, in, whil thos
procrastinat
e, e, how
ion, general, thos
public e
your,
14 Clinical anxiety, ther , in, and ther
psychology, low e , e,
to,
mentality, sense,
a,a,
connection self- wit
defeatin and h,
g of,
at
15 majority, weak the, over of, How
studies, whel ever
on,
procrastinat ming ,
ion, , am
populations, on
extr
psychologic g,
emel
al, services,
y, in,
connection,
at,
wit
h
16 procrastinat conne self- strongly the, ins Inst
ion, lack, cted, confide tea ead,
and
nce, d,
or,
self-
wit
efficien and
h,
cy,
boredo
m,
apathy
17 impulsivene to stronge the, to, how
ss procra st, ever
stinati ,
on,

18 characteristi measu conscie fully thes are, of, as, thes whe
cs, trait, res, ntiousn e e, reas
whe
irrational, ess, ,
the reas
anxiety,
,
and
and
,
19 perfectionist compe conscie a, has, to, and that
, direct, nsate nti- , ,
and, by,
relationship, d, ousness
that
20 consensus, Self the, to in, that
predominan control bring ,
that,
t, , to
procrastinat the, do
e,
a
21 ought, gap, bring, that, to, and you wha
intention action , rself t,
and bet
,
we
en that
22 person, find, high, likely the, have of, and thos who
behavior, procra impulsiv , e, ,
a, has to,
self-control, stinati e,
tha
discipline, ng, and,
n,
trait, area develo
pment mor
e
thos
e
a
this
23 engage, contro ego, typically som of, and wha
deny, l, e for, , t
responsibilit delayi
and
y, ng,
justification
s,
24 critical, serve, underst thes to to, that that who
justification minim and, e conti , ,
by,
s, izing, good nue,
a, and thes
important, action of,
the, are e,
purpose, s, feel
allow, and,
continue,
person a

25 success, arise, confide extreme your, extr of, and this, whe
important, detac nce, ly emel , re,
an, in,
personal, hed, y,
wha
difficulty, stop, your,
t,
assessment, procra
stinati your,
ng and,
and,
this,
som
e
a
26 ways, minim underst your, in, and that
ize, anding, , ,
the, of,
and, wit
h,
the,
and,
your
27 Individual, coping emotion or, are, to, or,
responses, , al, or,
tha
procrastinat avoidan
n,
ion, ce,
28 Emotion, coping stress, and is to, and
important, , desi ,
wit
personal design gned
ed,
reduc h,
e,
of
29 justification, provid pleasur this, of, and this,
immediate, es, e, ,
and, to, our,
consequenc allows attentio
es, , n, the us,
procrastinat
ion
30 Procrastinat avoidi laziness an, muc of, and it, wha
ion, efect, ng, , higher, a, h , t,
influence, impulsiv
and
e,
boredo
m
31 reflect, procra recogni or, are, to, whe us, whe
intend, stinati ze, n, n,
and on, we,
justify ng,
or wha
ours
t,
elve
s, why
,
32 Procrastinat occur, impulsiv likely and, to, and our, whe
ion, fail, e, n,
the on,
control,
behavior, at
discipline,
task
33 fundamenta procra emotion the, have mor at, whe we, whe
l, core, stinat al, , e n, n,
the, of,
pleasures, e, influenc
moment, allow, e, mor on,
motivations, e
the
34 possible, learn, emotion the, to, and it,
intensity, manip al,
and, of, ours
importance, ulatin
elve
compliance, g, the
s
plans increa
se,
PART II : REFLECTION AND DISCUSSION

As we all parts of speech plays a vital part in language learning. This is mainly because

understanding the roles different parts of speech play in written and oral communication.
Learning the eight part of speech will help us to advance our vocabulary needs to enhance our

understanding on the language. As a learner, we have the responsibility to recognize or identify

the parts of speech through the sentences pattern as many words purpose in more than one role.

Analyzing the sentence context is important because it will help the learners to see how a given

word functions. Even tough, the importance of identifying speech may not appeal to everyone

but it will help us to punctuate correctly and choose precise words for clear, powerful writing.

Undeniably, being an English language teacher, I do face lots of challenges in teaching

my pupils on identifying parts of speech. Especially when I asked my pupils to identify nouns

and adjectives. This is mainly because they always confused with my requirements as they had

been taught to describe nouns as a person, place or thing while adjectives as modifiers. It always

ended up making them depending on their intuitions as what counts as what rather than make

them to understand the terms correctly. In that kind of situation, I need to come out from my

traditional way of teaching grammar. Even though I found it hard to find the solutions, then

based on my experience through learning morphosyntactic. I make sure that they really

understood the part of speech should determine by what it looks like according what affixes are

attached and where it appears in a sentence.

Although, the traditional or classic way of teaching this part of speech looks simpler, I

think there must be a necessity to emphasize the learners that words can be different under

different situation and also by adding a suffix will change the part of speech as it will be very

easy to provide examples of these. We should learnt a fact that word classification into part of

speech still remains one of the most controversial problems in modern linguistics but as a

language learner, I felt rather than finding a simpler way to teach them, making them to

understand it better is a major task that we need to accomplish.


Different approaches in teaching always helped me in making my learners to understand

better especially when it comes to part of speech learning process. Thankfully, teaching them

about the different parts of speech can be a lot of fun as well. Remember that through interactive

and engaging lessons, Im very sure that our students will quickly pick up on the parts of speech

easily in general and efficiently to fulfill the learning objectives successfully. One of the most

successful way in teaching parts of speech is through poetry as I feel that that strategy is one of

the way to engage the pupils and for the sake making them to remember it better.

Other than that, I found out that teach part of speech through games also gives an impact

in our lesson. For an example, recently, I set up a Jeopardy style board. I represented them with

four parts of speech in each round and with a bonus question for the final question. Some

possible answers that students must answer with the correct question include; This adverb

describes how the crocodile trying to cheat in the story The Crocodile and the Deer, This

interruption might be said when you see a cockroach or This adjective describes the colour of

your school bag. Then, I separate my students into teams and let them choose team names that

make up one or two parts of speech.

For a large classroom or with multiple intelligence students, Id rather choose to teach

them through a small group sketches. I normally instruct and emphasis them to focus primarily

on one particular part of speech. A sketch or role-play which based mostly on interjections could

have the actors speaking in excited notes and using interjections to get their points higher. After

one group had performed their sketch, the other students in the class could identify the part of the

speech that had been used in the sketch.

Next, another fun way that I applied to teach my students about part of speech is by

Making Marvelous Menu. The students will have to crate menus that describe the food and the
service using most of the part of speech especially nouns, adverbs and adjectives. Them, I asked

them to fold a blank sheet of copy paper into three sections to create the menu. Seriously, I found

out that, this way of teaching not only attracting them to learn the part of speech in a very fun

way but also as a great tie to understand the purpose of identifying parts of speech more

efficiently.