In this post I would like to continue sharing about an International Journal. The title of the Journal is THE ERROR ANALYSIS OF DERIVATIONAL MORPHOLOGY IN EFL’S ENGLISH NARRATIVE COMPOSITION. Actually this post is just a repetition task. The difference is only the chosen Journal, but this Journal still has relationship with the previous Journal.
DISCUSSIONS
Based on some theories mentioned above, there are some errors found on the learners’ English narrative composition. Mostly, the errors are about affixes. The above descriptions showed about the errors happened in derivational morphology.
The errors are about derivational in noun, adverb, gerund after preposition and after certain verb, to-infinitive, participle in present and passive, modals and adjective. Here are the discussions about the derivational morphology found in the learners’ English narrative composition.
Derivational in Noun
1. The lady could control her curiously.
The word “curiously” is wrong because it is an adverb meanwhile after the word “her”, it needs noun. The noun of “curiously” is “curiosity”, so the sentence becomes The lady could control her curiosity.
2. He walked to school with his angry face.
The sentence is wrong because the word “angry” is an adjective as for in this sentence it needs noun after the word “his”. The correct sentence is He walked to school with his anger face.
Derivational in Adverb
1. The shepherd boy screamed loud for help.
The sentence is wrong because the word “loud” is an adjective, meanwhile after the word “screamed”, which shows about verb, it needs a noun or an adverb. In this sentence, it needs an adverb and the adverb for “loud’ is “loudly”. The correct sentence is the shepherd boy screamed loudly for help.
2. Charlie still kept patient and considered that it was the smartest parrot.
The explanation of the sentence is same as the above sentence. The adverb for “patient” is “patiently”. The correct sentence is Charlie still kept patiently and considered that it was the smartest parrot.
Derivational in Gerund after Preposition
1. After arrived at home, he put the stone on the table.
The sentence is wrong because after the word “after”, which shows as a preposition, should be followed by a noun or verb –ing as a gerund. In this sentence needs verb –ing as a gerund and the verb –ing of “arrive” is “arriving”. The correct sentence is after arriving at home, he put the stone on the table.
2. The man spent a long time for thought.
The explanation for the second sentence is same as the first sentence. The word “thought” is the past participle of “think.” In this sentence needs verb –ing as a gerund after “for.” The verb-ing of “think” is “thinking,”so the correct sentence is the man spent a long time for thinking.
The rest of the errors are about derivational in gerund after certain verb, to-infinitive, and participle in the present and passive, modals and adjective.
Derivational Gerund after Certain Verb
1. Finally, they stopped fought.
The sentence is wrong because after the word “stopped” should be followed by gerund. There aresome certain verb that should be followed by gerund, they are stop, mind, enjoy, keep, finish, quit, postpone, put off, consider, think about, discuss, talk about, understand, tolerate, admit, advise, can’t help, mention, etc. The gerund of “fought” is “fighting”, so the correct sentence is finally, they stopped fighting.
Derivational in to Infinitive
1. Anastasya tried to stole the fairy Godmother’s wand and she could steal it.
The sentence is wrong because after the word “tried to” should be followed by to infinitive, meanwhile the word “stole” is the past participle of “steal” so the correct sentence is Anastasya tried to steal the fairy Godmother’s wand and she could steal it.
Derivational in Present Participle
1. Anna Maria cried and her mother hugged her cry baby.
The sentence is wrong because the function of the word “cry” is as an adjective and this is present participle so the word “cry” should be changed into “crying”. The correct sentence is that woman hugged her crying baby.
Derivational in Passive Participle
1. He went home with the shooting bear.
The sentence is wrong because the function of the word “shoot” is as an adjective and this is passive participle so the word “shoot”should be changed into “shot”. The correct sentence is He went home with the shot bear.
Derivational in Modals
1. Anastasya tried to steal the fairy Godmother’s wand and she could stole it.
The sentence is wrong because after the word “could” as a modal should be followed by verb 1. There are some common modals in English, they are can, could, may, might, will, would, shall, must and should. The verb 1 of “stole” is “steal”,so the correct sentence is Anastasya tried to steal the fairy Godmother’s wand and she could steal it.
Derivational in Adjective
20. They were getting hungrier.
The sentence is wrong because the word “hungrier” is the comparative form of “hungry”, meanwhile the sentence needs adjective after to be in past time “were”. The correct sentence is They were getting hungry.
CONCLUSIONS
There are some mistakes related to the derivational morphology found in the learners’ English narrative composition. The mistakes found mostly in derivational in noun. The mistakes are happened because; (1) Most of the learners haven’t mastered the target language well so they tended to make mistakes in their mother tongue; (2) Mostly the mistakes happened in derivational noun; (3) The learners’ weren’t familiar with the derivational morphology; (4) It needs well comprehension about using derivational morphology in writing especially writing English narrative composition; (5) The changing in derivational morphology should be learnt well not only to the EFL but also to the learners who want to write well.
Senin, 29 April 2019
Minggu, 21 April 2019
In this post I would like to continue sharing about an International Journal. The title of the Journal is THE ERROR ANALYSIS OF DERIVATIONAL MORPHOLOGY IN EFL’S ENGLISH NARRATIVE COMPOSITION. Actually this post is just a repetition task. The difference is only the chosen Journal, but this Journal still has relationship with the previous Journal.
Introduction.
There are many aspects of grammar that should be mastered by learners which can cause some errors in learning English. Thus, the study of the language involved the learners in appraisal of all of the following levels of the expression: language phonology which studies about sounds, morphology which studies about meaningful combination of sounds, lexis which examines about words, syntax which investigates about meaningful combination of words, semantic which studies about meaning and discourse which studies about how syntax is combined.
There are two kinds of morphology; they are derivational and inflectional morphology. Derivational morphology discusses about the morphemes can be used to form new words. It also studies the principles governing the construction of new words, without reference to the specific grammatical role a word might play in a sentence. Inflectional morphology occurs with nouns, pronouns and verbs. It also studies the way in which words vary (or “inflect”) in order to express grammatical contrasts in sentence.
Literature Review
The term morphology takes its origin from morph which means form, shape, etc. and ology which involves the study of something. August Schleicher, a German linguist, named morphology as a sub-discipline of linguistics in 1859 for the first time.
Aronoff, (2011, p. 2) stated that morphology referred to the mental system involved in word formation or to the branch of linguistics that deals with words, their internal structure and how they are formed. Kolenchery (2015) written that morphology sold with the construction of words. Knowing, knowingly and unknowingly are kinds of derivational morphology. The base word is understood, and it is added to morphemes –ing, -ly and un-. Morphemes are related to morphology as they are attached to the words to change the meaning of the words.
Morphological processes fulfill two primary purposes, they are (1). To create new words in a language; and (2). To modify existing words. Morphology is the study of word formation.
Methodology
Descriptive method was used to do the research. There are three types of descriptive methods: observation, case study and survey designs. Observational method as a part of descriptive method was used to take the data for this study.
Descriptive method was used as (Best, 1974) explained that descriptive method is the method which tries to give the explanation about the symptoms relating with the recent situation. It consists on the effort of giving the note, the analysis and the interpretation of the recent symptoms which have the characteristics as follows: try to give the fact, straight to the problem and the recent variables aren’t manipulated by the researcher.
Introduction.
There are many aspects of grammar that should be mastered by learners which can cause some errors in learning English. Thus, the study of the language involved the learners in appraisal of all of the following levels of the expression: language phonology which studies about sounds, morphology which studies about meaningful combination of sounds, lexis which examines about words, syntax which investigates about meaningful combination of words, semantic which studies about meaning and discourse which studies about how syntax is combined.
There are two kinds of morphology; they are derivational and inflectional morphology. Derivational morphology discusses about the morphemes can be used to form new words. It also studies the principles governing the construction of new words, without reference to the specific grammatical role a word might play in a sentence. Inflectional morphology occurs with nouns, pronouns and verbs. It also studies the way in which words vary (or “inflect”) in order to express grammatical contrasts in sentence.
Literature Review
The term morphology takes its origin from morph which means form, shape, etc. and ology which involves the study of something. August Schleicher, a German linguist, named morphology as a sub-discipline of linguistics in 1859 for the first time.
Aronoff, (2011, p. 2) stated that morphology referred to the mental system involved in word formation or to the branch of linguistics that deals with words, their internal structure and how they are formed. Kolenchery (2015) written that morphology sold with the construction of words. Knowing, knowingly and unknowingly are kinds of derivational morphology. The base word is understood, and it is added to morphemes –ing, -ly and un-. Morphemes are related to morphology as they are attached to the words to change the meaning of the words.
Morphological processes fulfill two primary purposes, they are (1). To create new words in a language; and (2). To modify existing words. Morphology is the study of word formation.
Methodology
Descriptive method was used to do the research. There are three types of descriptive methods: observation, case study and survey designs. Observational method as a part of descriptive method was used to take the data for this study.
Descriptive method was used as (Best, 1974) explained that descriptive method is the method which tries to give the explanation about the symptoms relating with the recent situation. It consists on the effort of giving the note, the analysis and the interpretation of the recent symptoms which have the characteristics as follows: try to give the fact, straight to the problem and the recent variables aren’t manipulated by the researcher.
Senin, 01 April 2019
In this post I would like to continue sharing about an international journal. The title of the journal is The Role of Morphology in the Process of Language Acquisition and Learning. In previous post I shared a little of methodolohy of the Journal, and in this post will share a little about the discussion or the result of the journal.
Word formation rules allow the combination, in a fixed order, of words and affixes and affixes and words to form new derived and compound lexical units. They opérate on words and affixes contained in the dictionary, and on new lexical formations produced by previous operations of the morphological rules. Each rule contains a series of conditions which determine the bases on which they opérate and a series of constraints and filters which restrict their productive power. Simplifying it considerably we can reduce word formation rules to three; they can be formulated in the following way:
1. (prefix - (w)) -» Derived word: inaccurate, reopen
2. ((w) - sufflx) -» Derived word: industrial, wordless
3. ((w) - (w)) -* Compound word: headache, apple tree
The meaning of complex and compound words is componential only when the structure is transparent to the speaker, when they are the result of the application of a word formation rule which is currently productive. Once formed, words may take on unpredictable meanings, which cannot be deduced from the meanings of their component parts. But even in tranparent words there is always a meaning which is proper to the compound; shoemaking in English is not only the actíon of making shoes, but the activity or job which consists in making shoes.
To learn an added language means to acquire some knowledge of the language system which allows the learner to express himself with the greatest fluency possible. During the last two decades or so linguists have been looking for evidence to test the philosophical bases of the linguistic thought brought about as a consequence of Chomsky's linguistic revolution. Nowadays psycholinguists coincide in stating that added language acquisition is favoured by the learner's interaction in the added language creating his own grammatical constructions and building hypotheses on their use.
Something very important for the added language teacher is the contribution of the learner's native language to the learning of the added language. Language theoreticians have not reached a general consensus about it yet. We will make some remarks regarding the acquisition of words and the rules of word formation. We assume that learning takes place when we associate new concepts and ideas with others acquired before. In the added language learning situation the influence of the first language is noticeable in those structures whose similarity in the native and in the target language is patent. An example is the influence of the native language lexicón on that of the added language during the learning process
Word formation rules allow the combination, in a fixed order, of words and affixes and affixes and words to form new derived and compound lexical units. They opérate on words and affixes contained in the dictionary, and on new lexical formations produced by previous operations of the morphological rules. Each rule contains a series of conditions which determine the bases on which they opérate and a series of constraints and filters which restrict their productive power. Simplifying it considerably we can reduce word formation rules to three; they can be formulated in the following way:
1. (prefix - (w)) -» Derived word: inaccurate, reopen
2. ((w) - sufflx) -» Derived word: industrial, wordless
3. ((w) - (w)) -* Compound word: headache, apple tree
The meaning of complex and compound words is componential only when the structure is transparent to the speaker, when they are the result of the application of a word formation rule which is currently productive. Once formed, words may take on unpredictable meanings, which cannot be deduced from the meanings of their component parts. But even in tranparent words there is always a meaning which is proper to the compound; shoemaking in English is not only the actíon of making shoes, but the activity or job which consists in making shoes.
To learn an added language means to acquire some knowledge of the language system which allows the learner to express himself with the greatest fluency possible. During the last two decades or so linguists have been looking for evidence to test the philosophical bases of the linguistic thought brought about as a consequence of Chomsky's linguistic revolution. Nowadays psycholinguists coincide in stating that added language acquisition is favoured by the learner's interaction in the added language creating his own grammatical constructions and building hypotheses on their use.
Something very important for the added language teacher is the contribution of the learner's native language to the learning of the added language. Language theoreticians have not reached a general consensus about it yet. We will make some remarks regarding the acquisition of words and the rules of word formation. We assume that learning takes place when we associate new concepts and ideas with others acquired before. In the added language learning situation the influence of the first language is noticeable in those structures whose similarity in the native and in the target language is patent. An example is the influence of the native language lexicón on that of the added language during the learning process
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