Word Formation in University-Level German Language Instruction – An Essential Interface Between Vocabulary and Grammar

Word Formation in Electronic Dictionaries Pius ten Hacken In this article I will discuss various aspects of the relationship of word formation to dictionaries. Although the focus here is on electronic dictionaries, the discussion will also touch on certain types of dictionaries for human use, especially learner's dictionaries. I propose that an approach diverging significantly from the traditional treatment of word formation in dictionaries has decisive advantages for the development and use of electronic dictionaries, and that some of these advantages carry over to the treatment of word formation in learner's dictionaries . In section 1 the problem is explained. Section 2 is devoted to a review of some approaches that are modeled on the traditional division of labor between dictionaries and grammars. In section 3 the approach incorporated in Word Manager is presented, which has a number of advantages compared to the approaches discussed in section 2. Section 4 outlines a way of using these advantages in learner's dictionaries . Section 5 summarizes the conclusions. 1. Introduction One of the most common ways for the vocabulary of a language to be extended is by the creation of new words by word-formation rules. Word formation is traditionally divided into derivation, e.g., forming regularize from regular, and compounding, e.g., forming bookshop from book and shop. Word formation as a whole, considered as a component of interacting rules, is very productive. A rule such as the one adding -ness to adjectives can apply to almost any adjective, and the adjective itself may be the result of another word-formation rule, e.g., adding -ful or -less to a noun (fruitful ) . The meaning of such words is largely predictable on the basis of their components, but various de- Word Formation ¡? Electronic Dictionaries1 59 grees of irregularity may arise once the new word exists. Thus, textbook and modifier have specialized senses that are more specific than can be predicted on the basis of the rules and the words to which they apply. 1.1. Electronic and other dictionaries In dictionaries for human users, word formation is usually not seen as a major issue. There is an almost general consensus that can be summarized as follows: it is impossible to achieve completeness because of the productivity of word formation and at the same time unnecessary to aim for it because of the regularity of the new words. Of course irregular cases should be treated, but there is no need to treat a compound like textbook as being any different from simple words such as textile. As far as the relationship of text and book is relevant, it is reasonable to expect that any user will immediately recognize this relationship . Regular cases such as yellowness are typically given as run-on entries without definition, considering space limitations. This treatment is legitimized by the assumption that human users of the dictionary know the word-formation rules of their language and can apply them even without being consciously aware of them. Electronic dictionaries are different from dictionaries for human users primarily because they are intended for use by computers in systems developed in computational linguistics (CL). Examples of CL systems are grammar checkers, machine translation systems, and dialog systems giving access to information encoded in a database. In general, CL systems are programs that make the computer perform certain tasks dependent on human language. The properties of computers differ greatly from those of human dictionary users and in order to fulfill the users' needs, electronic dictionaries should be set up quite differently from dictionaries for human users. The basic differences are that electronic dictionaries are more explicit and more specialized. Explicitness is required because only information expressed in a formalism the computer can read is accessible to the CL system. Specialization is required not only for areas we find in human dictionaries, e.g., language and subject area, but also for the task of the CL system, the theory used in the approach to this task, and the formalism with its exact interpretation. As a consequence of these differences, two important issues in the production of electronic dictionaries are reusability and consistency . Specialization results in an increasing number of different die- 160Pius ten Hacken...

The aim of the article is the manifestation of linguistic creativity in modern English and Russian economic media discourse. Different techniques and methods are used in the research: lexical and semantic analysis, descriptive and comparative analysis, analysis of the stylistic and emotional impact of using economic terminology in mass media texts, contrastive method. Interaction between texts types of the media discourse and the status of economic vocabulary units is established. The authors describe functioning and specific features of economic vocabulary in texts of news, on-line articles, presentations, business trainings, and advertisements. A certain range of unique characteristics of addressees, topic, functions, and goals makes a significant contribution to the study of the lexical and semantic originality of economic news texts, business trainings, advertising and other types of texts related to the media discourse. Each type of economic media text has a dominant function (informative, evaluative, suggestive, influencing, etc.), which prejudges the presence of the main lexical units and stylistic devices in this type of text. The cultural orientation of some types of texts causes the presence of figurative, emotive, and evaluative lexical units in them as manifestation of the linguistic creativity. When working with such texts, it is necessary to understand the status of the economical lexical unit, its properties, and its role in the text according to the main function of this text. The theoretical significance of the work is due to the proposed classification of economical lexis in the modern media course from a functional point of view, since understanding the status of each lexical unit is necessary for its adequate interpretation in different cultures. From a practical viewpoint understanding the features of economic lexical units will allow you to create, interpret and translate presentations, business trainings, advertising articles, and other types of texts of the economic media discourse, using linguistic creativity and preserving their dominant function and impact on the addressee. Features of the lexical units used in economic media texts in both cultures have linguistic commonalities and their own unique characteristics. These specific national peculiarities must be considered.

The aim of the present paper is to analyze the perception of recorded spoken texts in a foreign language by undergraduate students in ESP classes. The study explores the role of the background knowledge and pragmatic information in recognizing lexical units in the stream of speech. The paper describes a case study of undergraduate students’ performance in acquiring special vocabulary in ESP classes while listening to a recorded text in the field of speciality. The two main tasks of the listener in word recognition are the identification of words and activation of knowledge of the meanings of words. There are two models of comprehension processes of spoken texts: bottom-up and top-down. Top-down listening infers the meaning from contextual clues and from making links between the spoken message and various types of the knowledge of the world or the background knowledge. Listening takes place in real time, learners listen and have to comprehend what they hear immediately. There is no time to go back and review, look up for unknown words, etc. Consequently, non-native listeners with partial linguistic knowledge are in the situation that requires them to use their background knowledge in the form of schemata and scripts. The activation of the background knowledge helps to compensate for the lack of the linguistic knowledge in a foreign language that is necessary to understand the meaning of lengthy spoken texts. Language learners have to apply the previous knowledge of the world and the knowledge of the context trying to infer the meanings of words in the context. Thus in the educational settings, where a listening activity is partly de-contextualised, pre-listening activities stimulate students’ knowledge of the world in the form of schemata, and they use it to infer the meaning of unknown words or words they cannot recognise in the stream of speech in a foreign language. There are three processes that account for a word in a foreign language being remembered: noticing, retrieval and generative use (Nation, 2003). “Noticing” means creating the awareness of the word, “retrieval” involves recall of the previously studied or noticed words, “generating” means a creative use of the word in different tasks. During the study the undergraduate students of Economics, Latvia University of Agriculture, participated in vocabulary knowledge tests that checked their knowledge of lexical units acquired incidentally during listening activities, which involved pre-, while- and post-listening tasks with repeated opportunities to meet the same vocabulary in the process of the listening activity. The method called the “time series design” was applied in the case study. It can be represented graphically in the following way: T1 X PT1+PT2, where “T1” is the pre-test, “X” is the treatment (the recorded spoken text + exercises), PT1 is the 1st post-test after the treatment and PT2 is the 2nd post-test after another two weeks. The results of Post-test 1 show a noticeable increase in students’ specialised vocabulary knowledge. There is a slight decrease in the knowledge of the target lexical units in Post-test 2 in comparison with Posttest 1, but the specialised vocabulary knowledge retained was superior to the knowledge the students had before listening. Students have to compensate for insufficient phonological, lexical and syntactic knowledge of foreign language. The creation of the context and the activation of the background knowledge in the pre-listening stage helped students to notice the boundaries of the unknown words of the specialised vocabulary in the stream of speech, guess their meaning and later retrieve them. Consequently, in the educational environment, it is very important to pay attention to 1) activating the background knowledge of students, 2) giving information about the context of situation, 3) providing students with repeated opportunities to meet the same lexical units during the listening session to enhance the comprehension process of the spoken text in a foreign language. DOI: http://dx.doi.org/10.7220/2335-2027.1.12

The article is devoted to the main problems faced by students of philology in the study of English lexicology. In the university course lexicology is considered as a branch of linguistics that has its own goals and methods of research, main tasks and systematic description of vocabulary according to its origin, development and current use. The paper emphasizes the importance of studying lexicology in the course of higher education institution, because knowledge of lexical units is the basis for the formation of communicative competence and for mastering a foreign language in general. The study of lexicology plays an important role in all types of speech activity (reading, speaking, writing and listening). A sufficient number of programs and textbooks on English lexicology served the material of the article. After analyzing the research material, we can identify the main thematic blocks that are traditionally studied in the course of English lexicology in higher education institution: word formation, semasiology and etymology of the word. The main problems in studying word formation are the distinction between "morpheme" - "allomorph" - "morph", recognizing different affixes, knowledge of which promotes better understanding of texts and the ability to speak succinctly orally and in writing, defining different ways of word formation. In the thematic block "Semasiology" the most problematic issues are the meaning of the word, as well as synonymy and polysemy, due to which a large number of new meanings of words appear in the English language. Studying the problems of the thematic block "Etymology of the word", including the classification of native and borrowed vocabulary, the presence in English of such concepts as etymological doublets, triplets and hybrids, etc., will allow students of philology not only to distinguish English lexemes from borrowed ones, but it will also show them the richness of the English language, its development, dynamics and improvement, it will cultivate respect for the history and language of the English people. Lexicology should be considered the basic of the English language course in the higher education institution, as the formation of lexical competence is an important component in the formation of foreign language communicative competence. In the process of studying the course, students learn new words, phrases, phraseological units that they need to develop skills of their usage in various types of productive (speaking, writing) and receptive (reading, listening) activities.

Interlinguale Phraseologie: Theorie, Praxis und Perspektiven

The problem and the aim. Development of linguistic diversity, creative ideas in foreign language communication are key areas of international activity supported at the level of the United Nations. An important condition for effectiveness of any dialogue is verbal creativity. Preparation of the individual for professional creative thinking, for overcoming verbal stereotypes takes place within the framework of higher education. The authors suggest using interactive resources of flash cards in teaching a foreign language to develop students' verbal creativity. Research methods. Teaching a foreign language using flash cards is based on the Leitner method. Flash cards as thematic cards depicting objects (concepts) are also used for development of speech (vocabulary, morphology, word formation, syntax, pronunciation), and psychological processes leading to new results (fluency, originality, flexibility). The testing developed by the authors is carried out, it includes the parts "Vocabulary", "Morphology", "Word formation", "Syntax", "Pronunciation", "Torrance figure test". An experimental study was conducted at Vyatka State University during the study of the disciplines "Electronic resources in the professional activity", "Foreign language". 60 first-year students studying Psychology (bachelor degree level) are involved. The Lexilize resource is used to create flash cards. Statistical processing of the results was performed using Pearson's χ2 (chi-square) test. Results. Students study services for creating flash cards, use them to process new material, memorize and present concepts, word formation in a variety of contexts. Statistically significant differences in the qualitative changes that occurred in the system according to the levels of development of verbal creativity were revealed, χ2obs. 2 > χ2crit0.05 (9,997 > 9,488) In conclusion the features of the presented version of using flash cards when teaching a foreign language are described: combination with other means (mobile applications, simulators, infographics) and traditional forms of information transfer; interdisciplinary connections. Rules are formulated, implementation of which ensures effectiveness of using flash cards for development of verbal creativity.

Word formation and derivation, although receiving considerable attention on the part of theoretical and descriptive linguists (Aronoff 1975; Dardano 1978; Bauer 1983; Scalise 1984, etc.), have not yet been granted the same treatment in psycholinguistics from the point of view of both firstand second-language acquisition (but see Vasvari Fainberg 1983). This is rather surprising since derivation seems to be the perfect testing ground for a number of theoretical claims, whether they are concerned with linguistic structure, acquisitional processes, language transfer, language competence or firstand second-language pedagogy. This paper deals exclusively with lexical derivation as it is manifested in the oral and written production of Anglophone learners of Italian. There are four main assumptions underlying my analysis: 1. Lexical derivation belongs to that linguistic competence which is based on creativity. In other words, speakers have the ability not only to generate sentences never before heard, but also to create and understand derived words never before heard. 2. It follows from (1) above that no essential differences exist between native and non-native speakers regarding their ability to utilize this competence. Differences are apparent, however, at the level of production, and they will be discussed below. 3. Foreign language learners, contrary to the hypothesis expressed in Vizmuller (1983:78), do indeed engage in the spontaneous activity of deriving new words from those they already know by means of suffixation and prefixation. 4. Straight language transfer plays a relatively minor role in this particular linguistic process. Lexical (or morphological) derivation is basically a process which is used to form new words from those already existing in the language by means of prefixes, suffixes (and, less frequently, infixes). For a number of reasons, in a setting where foreign language acquisition takes place,

The article is devoted to studying the principles of the language economy of modern English word-forming. The most productive ways of word-formation are highlighted, illustrating the tendency of the language to compress nominative units. In the system of English word-formation, the most effective ways to save speech are affixal word formation, word composition, and conversion. Due to the considerable potential of these methods of word formation, the vocabulary of the English language has such qualities as the richness of vocabulary, functionality, and economy. The main aim of the study is to consider the principles of word-formation in the modern English language through word-forming models represented by the concepts of length and depth of the generating word. The authors of the article explore the mechanism of the principle of the economy through the consideration of the ideas of “mental energy”, “word-forming energy”, and “pronouncing energy”. There are issues that attempt to answer; how does the principle of economy work in the English language – its word formation? What are the significant models of word formation in modern English? The findings indicate that there are active processes in the word-formation of the English language, which can cause the formation of new words without changing the length and depth of the generating term expanding the possibilities of word composition and conversion.

In the history of linguistics, the problem of word change and word formation is always closely intertwined. Vocabulary in Kazakh linguistics began in the 1990s. In general, the problem of vocabulary is directly related to the function of language. The issue here is grammatical regularities. On the basis of verbal facts related to morphology, the concepts of linguistics "word-change", "word-formation", "personality" were born. Word formation, like other language systems, is a set of linguistic approaches, which are mainly used to create a new phoneme, to create a new meaning from an existing meaning in a lexical unit. Vocabulary is used not as a word-former, but as a set of language techniques to create new words. Auxiliaries are persons and words whose lexical meaning is weakened or lost, who do not have independence, but are pronounced only with the main words and serve as auxiliary. In the system of word change and word formation in new word formation or word change, there must be structural units that are compatible with their lexical or grammatical meanings. Such units are grammatical entities and categories. Scientific abstractions in the language system, such as "word-formation category", "word-formation" person, "grammatical category", "grammatical person" corre-spond.It is known that there are two main methods of expression, one is a synthetic approach, the other is an analytical approach. The synthetic approach includes simple vocabularies created with the help of various lexical applications. The analytical approach includes auxiliary words formed by various auxiliary mor- phemes. And the problem of vocabulary is considered mainly from the morphological point of view, that is, from the point of view of the peculiarities of vocabulary. The article considers word change and word formation as a set of morphemes of the language mechanism, as a system of grammatical indicators, i.e at the level of units that enrich the vocabulary, not at the structural level of morphology, vocabulary as a set of language techniques is used to create new words

This study examines word formation trends in contemporary popular music through an analysis of Meghan Trainor’s song “Made You Look.” The aim is to explore how linguistic creativity in pop lyrics contributes to emotional expression and social interaction. Utilizing a qualitative approach, specifically discourse analysis, the research investigates how word formation processes shape cultural identity and audience engagement. The study relies on theories from Levitin (2006), Lieber (2009), and Yule (2010) to understand the cognitive, morphological, and structural aspects of language in music. Findings indicate that the lyrics of “Made You Look” incorporate various word formation processes, particularly clipping (3), coinage (1), derivation (1), compounding (4), and conversion (2). Examples such as “nothin’” (clipping), “Gucci” (coinage), and “‘bout” (clipping) reflect the informal, conversational tone characteristic of pop music. These linguistic choices enhance relatability, reinforce cultural identity, and contribute to the song’s rhythmic appeal. Additionally, the study highlights how Trainor’s use of word formation aligns with sociolinguistic trends in informal speech, particularly within African American Vernacular English (AAVE). The study concludes that word formation in pop lyrics is not merely stylistic but also serves as a strategic linguistic tool for self-expression, audience connection, and cultural representation. This research contributes to the broader understanding of language evolution in media and popular culture.

This research aims: (1) To find out whether or not the use of deconstruction analysis effective to develop the students’ vocabulary in word formation, word meaning and word usage and (2) to find out the aspect which is mostly affected by using deconstruction analysis. This research employed quasi experimental design. The population of this research was the second semester students of English department at Cokroaminoto University Palopo, which consisting of seven classes in 2013/2014 academic year. The total number of population was 300 students. This research used purposive sampling . The samples of this research, one class was as an experimental class and the other was as a control class. The samples of each class were 30 students. The research data was collected by using vocabulary test to get the students’ vocabulary achievement in covering word formation, word meaning and word usage, which were analyzed by inferential statistic through SPSS version 17 for windows program. The students’ result of posttest of experimental group is significantly developed than the students’ result of posttest of control group by the mean score 76.22 > 37.55. The difference of both scores is statistically significant based on the t-test value at significant level 0.05 in which the probability value is lower than the significant level (0.00 < 0.05). So, H 1 was accepted and H 0 was rejected. Then, the three aspects (word formation, word meaning, and word usage) have the same average score, the score of F-obs (1.64) was smaller than F-table (2; 87; 0.05) was 3.10 or 1.64 < 3.10. So, in this case H 1 was rejected and H 0 was accepted. It can be concluded that the use of deconstruction analysis effective to develop the students’ vocabulary in word formation, word meaning and word usage and the three aspects have the same average score. So, there is no that mostly affected by using deconstruction analysis

The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to determine the scope of the development of metacognitive and socio-affective learning strategies during the process of foreign language learning. Quantitative and qualitative methods have been used to determine the frequency and mode of the above-mentioned types of learning strategies during the process of teaching and learning English as a foreign language (EFL). Two hypotheses have been raised: (1) Metacognitive strategies are often disregarded in the process of language learning in the classes for adolescents; (2) The potential of implementation of socio-affective strategies in EFL classes is underestimated in the process of language learning in the classes for adolescents. The object of the research consists of 12 selected EFL textbooks and activities included in them. The research results prove the fact that much more attention to metacognitive learning strategy development is needed during EFL classes, as these strategies strongly benefit the overall process of language acquisition. To compare, socio-affective learning strategies are more often implemented during EFL classes; however, their development is rather unsystematic.

In the context of multilingual education in Kazakhstan, the study of a second foreign language takes on special significance since the formation of a multilingual personality is an important direction of the language policy in Kazakhstan. University teachers face the issue of updating the methodology of teaching a second foreign language within the allocated hours for this discipline. The article is devoted to the study of some methods of teaching the vocabulary of a second foreign language to students with the state language of instruction. The article discusses the linguodidactic principles of teaching vocabulary and word formation of the German language, such as morphological, lexical and conceptual differences between the Kazakh and German languages. These features affect the selection of active vocabulary and require the use of methods that facilitate the process of mastering vocabulary. The purpose of research is to study effective methods of assimilation of lexical units and methods of word formation in the German language. Specific attention is paid to the importance of considering cognitive and linguacultural phenomena when choosing methodological approaches that help adapt the learning process to students. The article presents three effective methods identified through testing during the experiment: contextual learning, the method of interlinguistic associations and contrastive analysis.The results of the methodological experiment display the efficiency of the proposed methods for the formation of an active vocabulary in the experimental group compared to the control group. The use of these methods allows to reduce the level of difficulties that arise while studying vocabulary in German and contribute to the successful implementation of new lexical units and word-formation models.The novelty of the study lies in the adaptation and testing of these methods in the context of Kazakhstani multilingual education. The results of the study have practical importance and can be used in the preparation of curricular, massive open online courses and teaching aids for students with the state language of instruction.

This chapter approaches one of the most controversial topics concerning word formation and lexical creation: classification processes for lexical units according to the creation resources they are based on. The paper analyzes the lists of word formation mechanisms given by different authors and surveys the typologies proposed for the classification of new lexical units. On the one hand, it claims the lack of unanimity regarding word formation processes; and, on the other hand, it argues that the classification of newly created lexical units does not fit in any of the lists of word formation mechanisms that already existed; by contrast, there is a tendency to elaborate new proposals. The lack of agreement complicates the task of classifying words following the criteria of the creation method they are based on. Keywords: Word formation processes; classifications; neologisms

Problem and goal. Development of linguistic diversity, creative ideas in foreign language communication are key areas of international activity supported at the level of the United Nations. An important condition for effectiveness of any dialogue is verbal creativity. Preparation of the individual for professional creative thinking, for overcoming verbal stereotypes takes place in professionally-oriented communication. The authors suggest using interactive resources of flash cards in teaching to develop students’ verbal creativity. Metodology. Teaching a foreign language using flash cards is based on the Leitner method. Flash cards as thematic cards depicting objects (concepts) are also used for development of speech (vocabulary, morphology, word formation, syntax, pronunciation), and psychological processes leading to new results (fluency, originality, flexibility). The testing developed by the authors is carried out, it includes the parts “Vocabulary,” “Morphology,” “Word formation,” “Syntax,” “Pronunciation,” “Torrance figure test.” An experimental study was conducted at Vyatka State University during the study of the disciplines “Electronic resources in the professional activity,” “Foreign language.” 60 first-year students studying psychology (bachelor degree level) are involved. The Lexilize resource is used to create flash cards. Statistical processing of the results was performed using Pearson’s chi-square test. Results . Students study services for creating flash cards, use them to process new material, memorize and present concepts, word formation in a variety of contexts. Statistically significant differences in the qualitative changes that occurred in the system according to the levels of development of verbal creativity were revealed. Conclusion. The features of the presented version of using flash cards when teaching are described: combination with other means (mobile applications, simulators, infographics) and traditional forms of information transfer; interdisciplinary connections. Rules are formulated, implementation of which ensures effectiveness of using flash cards for development of verbal creativity.