Abstract
The paper is a close examination of the treatment of affixes in the latest print versions of four English advanced learner’s dictionaries, i.e., OALD9, LDOCE6, COBUID8, and CALD4, at both macrostructure and microstructure levels. Through comparison and contrast, the author has produced some major findings. Firstly, special sections on affixes are a desirable supplement to prevalent alphabetical listing of affixes in the A-Z text. Secondly, forms for presentation of affixes include specification of the part of speech of the root with which an affix can be combined and indication of the part of speech of the derivative thus formed. Thirdly, cross-references help to establish the semantic relations between affixes like variant spellings, allomorphs, and synonymous affixes. Finally, more research needs to be done on lexicographical representation of affixes, especially on the wise use of space and on the proper establishment of relations between affixes.
Highlights
In the analysis of linguistic units, morphemes are usually divided into two sub-categories: free morphemes which can stand alone as words, and bound morphemes which can only be meaningful or functional as parts of words
Special sections on affixes are a desirable supplement to prevalent alphabetical listing of affixes in the A-Z text
In order to develop a multi-dimensional view of affixes, the learner needs to be made aware of various properties concerning their form and meaning: spelling, pronunciation and stress, part of speech and that of the roots they combine with, definition, restrictions in usage if there is any, and sense relations with other affixes in some cases
Summary
In the analysis of linguistic units, morphemes are usually divided into two sub-categories: free morphemes which can stand alone as words, and bound morphemes which can only be meaningful or functional as parts of words. 110-125) has taken a close look at the entries for prefixes and suffixes in the OED and found a problem caused by the strict adherence to the etymological principle, as is shown the entry for the prefix re-: while some examples can be interpreted as containing re- in the sense of “again” (e.g., re- in rearrange, reignite), other examples (e.g., re- in recluse, relic) would not have been analysable into a prefix and a base at the time of borrowing so that it would not have been possible to extract a living prefix from them, constituting an element that originated as a prefix at some time in history but can no longer be regarded as a meaningful element in the lexical items in question These researches may lead to the conclusion that treatment of affixes in general dictionaries is far from satisfactory. With respect to the treatment of affixes in the print learner’s dictionary, nothing has been found, which renders a probe into the issue both necessary and urgent
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
