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