Adjective Suffixes Research Articles

MORPHOLOGICAL INVESTIGATION OF AFFIXES IN IMAGINE DRAGONS LYRICS

This study was implemented to analyze the form of affixes’ changes in three Imagine Dragons songs as a study source for intermediate English students. This study applied qualitative corpus analysis initially the data results are presented in tabular form. Indeed, presented a detailed description of the data found. This research used document analysis to collect data where documents were taken from electronic form specifically at the website address lirikterjemahan.id. The results of this study show 39 words that have an affixation process in three songs, 35 (89,7%) inflectional affixes, and 4 (10,3%) derivational affixes were found. First, inflectional affixes do not change the part of speech but change the grammatical function belonging to the suffix –s as plural, -es as plural, -‘s as possessive, -ing as progressive (continuous), and -ed as past. Second, derivational affixes that can change the part of speech belonging to noun suffixes change the word to a noun in the suffix –ness, -dom, -er, and adjective suffixes change the word to an adjective in the suffix -less.  Keywords: Morphology, Derivational affixes, Inflectional affixes, Song lyric

A Corpus Based Study on Productivity Measurement of Suffixes -ous and -ish

In recent years, a growing number of studies have been conducted on the productivity of word formation. -ous and -ish are common adjective suffixes which have the same general meaning of to be similar to something and are consequently regarded as synonymous affixes. However, most prior studies have addressed lexical productivity from a single perspective, such as diachronic analysis or synchronic measurement, while few have combined the above aspects to conduct multi-angle studies. The comprehensive research perspective adopted in this paper provides several novel ideas for developing a further understanding of the productivity of the two affixes, and even for the wider study of morphological productivity.

Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

AbstractDigital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty‐six primary children (age 8–11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types—noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game—one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay. Practitioner notesWhat is already known about this topic Instructional supports, such as elaborative feedback, are a key feature of learning games. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. Prior knowledge is an important moderator to consider in the context of elaborative feedback. What this paper adds Providing additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay. Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game. Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research. Implications for practice and/or policy Pre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback. Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic). Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game.

On the origin and the structure of Latin medical adjectives of the coccygeus type

This paper concerns the issue of the length of vowel e in the final -eus of the Latin medical terminological adjectives of coccygeus type. These adjectives are not associated with ancient Latin nouns and do not have a digraphic combination in the Greek prototype at the junction of the noun base and the adjective suffix: anconeus, coccygeus, laryngeus, phalangeus, pharyngeus. The lexemes were created by anatomists between the 16th and 18th centuries, mostly by Jean Riolan the Younger, James Douglas, William Cheselden, Christian H. T. Schreger. The spelling of these words with the final -.us in the work by Douglas in 1707 was a failed (and faulty) attempt to unify the spelling of Latin medical adjectives with a final -eus. The next try belonged to Cheselden (1713): he writes these lexemes with the final -eus. The artificial origin, the presence of two variants of the spelling (-.us and -eus) and of an identical in spelling Latin morpheme (-ĕus), and the simplification of spelling of Latin medical terms are the reasons why different variants of the appearance of the Latin adjectives of coccygeus type exist: with finals -aeus, -ēus, -ĕus. At the same time, an original Latinized Greek adjective existed — coccygius (from κοκκύγιος, used by Pausanias). The author suggests changing the nomenclature spelling of the adjectives of coccygeus type, bringing them in line with the historical “living” appearance: anconius, coccygius, laryngius, phalangius, and pharyngius. Until this change is carried out, it is recommended to consider ⟨e⟩ in the final -eus as a short vowel stressing the antepenultimate syllable.

Suffixes of Adjectives in Italian and Russian

 The paper provides a comparative study of typological suffix education adjectives in Italian and Russian languages. We explored the semantics suffixes of adjectival. Identified factors that affect the expansion of adjectival morphemes in Italian and Russian languages.Typological studies of the Russian and Italian languages ​​were carried out in Italy, the city of Naples. In all European languages, the adjective has great semantic possibilities, so we chose adjective suffixes for research. We have studied the semantics of adjective suffixes in both languages, the productivity of derivational suffixes of adjectives, interesting cases of identical use of adjective suffix morphemes, common features of adjective suffix morphemes in both languages, etc. The purpose of the study is a typological analysis of the formation of suffixal adjectives in Italian and Russian; revealing similarities and differences between Italian and Russian adjectival suffixes at the word-formation level. The following methods were used in the study: statistical analysis, word-formation analysis, morphemic analysis, component analysis and component synthesis. The words of the colloquial language, literary language, fiction and terminological vocabulary were chosen for the study.

AN ANALYSIS OF DERIVATIONAL SUFFIXES IN JUSTIN BIEBER’S CHANGES ALBUM

Derivational suffix is a part of linguistics learn about word whichadded by affixes may change the meaning and the part of speech. This researchdeals with the derivational suffix of song lyrics. The researcher focuses onderivational suffix types and function. The objectives of the research were todescribe types and function about change class changing and class maintaining inderivational suffix in song lyrics. Descriptive qualitative method was used toanalyze the data. The techniques used in collecting the data is documentationThis research applied the theory of Plag (2002) to indentify the types ofderivational suffix. From the analysis, it is found that 36 derivational suffixesdivided into 3 types, 21 nominal suffix (is –er, -tion –al, -al –ment –ion –ion, -ment –ion –ence -tion –er –ity –ity ––ness –ion –ity –ion, -ist –ette, -age), 10 adverbsuffix (-y, –ly, –ly, –ly, –ly, –ly, –ly, –ly, -ly, -ly), 5 adjective suffix (: -ful, -ly, -y, -ual, -able). The suffixes which found in the data have 31 word class changingand 5 class maintaining,the researcher conluded that suffix –ly give manycontributions in the suffix found in lyrics of album.

The Prehistory of the Proto-Slavic Abstract Suffix *-ostь and its Baltic Congeners

ABSTRACT The study deals with the origin of the Proto-Slavic adjective abstract suffix *-ostь. Firstly, the existing proposals are systematized and evaluated. It is concluded that the most promising explanation is the one according to which the suffix *-ostь was metanalyzed from regular abstract nouns in *-ь (*zelenь -i ‘the color green’ ← *zelenъ ‘green’) built to an old class of adjectives in *-ostъ < *-osto-, not directly preserved but paralleled in other Indo-European languages (Latin angustus ‘narrow’). The article proceeds to provide a number of observations corroborating and extending this theory. Evidence for the ‘missing link’, i.e. the class of adjectives in *-ostъ, is sought in Old Polish personal names of the type Miłost and in the inferred basis of derivatives parallel to *-ostь, such as the noun *starosta. Furthermore, the Baltic evidence is engaged seriously: in line with recent research, Lithuanian -astis must be treated as cognate – and not borrowing – of Slavic *-ostь, which impacts the diachronic explanation. It is argued that formations such as Lithuanian abstracts in -asta(s) may reflect traces of a class of adjectives in *-asta- < *-osto- as well. The abstract in *-asti- can be considered as yet another meaningful innovation of Proto-Balto-Slavic.

The Distribution of -a- and -e- in the Lycian genitival adjective suffix

The Distribution of -a- and -e- in the Lycian genitival adjective suffix

PROPOSALS ON ADJECTIVE FORMATION FROM BORROWED TERMS IN ‑ГРАФІЯ, ‑ЛОГІЯ, ‑МЕТРІЯ, ‑СКОПІЯ

The article reviews the tendencies of activating the specific productive pattern for adjective formation in ‑ійний from the borrowed terms in ‑ія. These tendencies were normalized in the current edition of the “Ukrainian Orthography” of 2019. The theoretical basis of this study was the fundamental work of Kateryna Horodenska, which shows that for the nouns in ‑ія the hybrid adjective derivational suffixes ‑ічн‑/‑ичн‑, formed on the basis of the foreign adjective suffix ‑ic‑, are not required and it would be advisable to directly attach the specific Ukrainian suffix ‑н‑ to the borrowed noun stems. The main source chosen for analyzing the arrays of noun terms in ‑графія, ‑логія, ‑метрія, ‑скопія and related adjectives is the Academic Ukrainian-English Dictionary of Scientific Language (Physics and Related Sciences), the electronic version of which is available at https://e2u.org.ua/. It is shown that the adjective formation pattern in ‑ійний began to be spontaneously applied to the adjectives from nouns in ‑графія, ‑логія, ‑метрія, ‑скопія. In addition, quantitative assessments of the synchronous morphological and word-formative re-normalization of previously borrowed adjectives are presented, which shows that today only the first steps have been taken towards adapting the external forms of borrowed adjectives to the specific Ukrainian features. Proposals are made to maintain this tendency in the Ukrainian adjective formation, in particular: 1) in scientific works systematically to form and use adjectives in ‑ійний from all borrowed nouns in ‑ія without exception, both commonly used and newly borrowed; 2) in terminological dictionaries to include first of all the adjectives in ‑ійний from all borrowed nouns in ‑ія and, if necessary, to enter previously borrowed forms in ‑ічний/‑ичний of the same meaning and to put them in the second place with certain marks (for example, obsolete, not recommended etc., if these forms have no additional meanings); 3) in drafting standards to form and use the adjectives in ‑ійний which are derived from borrowed nouns in ‑ія, first of all newly borrowed, and also from those of common usage, if these adjectives in ‑ійний are already included in the dictionary or authoritative scientific works. It is noted that this is the only way to ensure the consistency of the Ukrainian terminology and contribute to protection of the originality of Ukrainian word formation against the influx of numerous new borrowings.

Adjective Learning by Spanish-Speakers Children and Adults. The Impact of Morphology and Semantic Information

The purpose of this research was to explore the kind of information Spanish-speaking 3-year-old children and adults use when learning adjectives in a joint picturebook reading situation. The impact of two linguistic clues was studied; a morphological clue (adjective suffix) and a semantic clue (descriptive information concerning the property). Results show that for children the description was decisive to map the new adjective with the property; for adults, instead, the presence of the suffix was crucial. These results illustrate a developmental shift in the sort of clues that shapes adjective learning.

Mixed categories: The morphosyntax of noun modification by Irina Nikolaeva and Andrew Spencer

Reviewed by: Mixed categories: The morphosyntax of noun modification by Irina Nikolaeva and Andrew Spencer Antonio Fábregas Mixed categories: The morphosyntax of noun modification. By Irina Nikolaeva and Andrew Spencer. Cambridge: Cambridge University Press, 2019. Pp. xi, 396. ISBN 9781108415514. $125 (Hb). A scientific theory is judged by its ability to provide a principled explanation of less straightforward facts that lie at the margins of the data normally discussed and captured by other theories. To the extent that those data naturally follow from the new proposal, a theory is successful in defining a new paradigm. Mixed categories, by Irina Nikolaeva and Andrew Spencer, is an excellent example of how to deliver a maximally explicit morphological theory in a way that complies with these scientific desiderata. As always, one can agree or disagree with some of the assumptions [End Page 951] made, but there is no doubt that this book makes a significant contribution to our understanding of grammatical categories and the relation between lexical and syntactic representations. In this respect, the title of the book might be a bit misleading in that it suggests that the book is devoted to a particular empirical phenomenon. That is not the case, even if the empirical phenomenon that names the book is discussed in depth and analyzed in a broad range of manifestations. This monograph goes far beyond the specific empirical domain that names it, as it defines in a maximally explicit way a full-fledged theory about the lexicon that addresses some of the foundational questions in morphology, from the divide between inflection and derivation to the integration of lexical information with syntactic structures. N&S present in this monograph an expansion of Spencer's generalized paradigm function morphology, an inferential word-and-paradigm theory that integrates Stump's (2016) paradigm function morphology with recursive function application in order to capture in a principled way both concatenative and nonconcatenative morphology. The theory itself challenges syntacticocentric approaches to word formation, such as Halle & Marantz 1993. But before I discuss N&S's contribution to these foundational issues, let us do justice to the phenomenon that the authors chose as title of the book by presenting their specific analysis. N&S follow Spencer 2013 in defining 'mixed categories' as 'lexical types that have not only some properties of the morphology, syntax, or semantics of one category, but also some properties of the morphology, syntax, or semantics of another category' (22). This categorial mixing is widely illustrated in the book, with examples that frequently have been obtained by the authors themselves, from a broad variety of languages. The Upper Sorbian possessive adjective bratowe in 1 (Corbett 1987) is a good example of a mixed category in the nominal domain (97). (1) The categorial mixing is visible in that the possessive adjective acts both as an adjective and as a noun. Externally, bratowe is an adjective in that it agrees in case and number with the head noun that it modifies (nominative plural). Internally, bratowe behaves as a noun that licenses the presence of a possessive determiner mojeho, which agrees with the nominal base bratr- in gender and number (masculine singular) and inflects for genitive case. For some syntactically inclined morphologists (such as myself), it has always been tempting to use these data to support a syntactic analysis of inflection and derivation. Roughly, the analysis would be to propose that the possessive adjective suffix -ow combines not with a morpheme 'brother', but with a syntactic phrase corresponding to 'my brother'. This dual projection analysis (discussed in detail by N&S in Ch. 4) would correspond roughly to 2. (2) N&S, however, show that this analysis cannot be right, specifically that the base of the possessive adjective cannot be a phrase (137). A coordinated base is, for instance, ungrammatical. (3) A dual projection analysis could try to argue that coordination is different from other phrases, but in any instance 3 shows that a phrasal analysis cannot be adopted without other (perhaps idiosyncratic) provisos. N&S then argue in detail that the solution for mixed categories is to be found in the lexicon, but in a very specific model of the lexicon...

Derivational and Inflectional Morphemes: A Morphological Analisis

This study was intended to describe the category of inflectional and derivational morphemes found in Reading Texts of 2013 Curriculum English Textbook for the X Grade of Senior High Schools Published by Ministry of Education and Culture. Morpheme is used to refer to the smallest unit that has meaning or serves a grammatical function in a language. The morphemes which can meaningfully stand alone are called free morphemes while the morphemes such as –er and –s, which cannot meaningfully stand alone are called bound morphemes. The design of this study was descriptive qualitative. The results of this study show that Derivational prefixes consist of inter-, eco-, un-, ar-, pre-, re-, pro-, be-, de-, in-, dis-, a-, ex-, auto-, mis-, agri-, em-, ap-, im- and al-. While, Derivational suffixes consist of four categories. Thus are nominal, verbal, adjectival, and adverbial suffixes. First, nominal suffixes, namely –ism, -ation, -al, -ing, -ist, -or, -ity, -er, -ance, -ment, -ion, -ess, -ium, -ature, -ry, -ant, -ce, -ive, -cy, -y, -r, -ge, and -ness. Second, Verbal suffixes, namely –n and –ize. Third, Adjectival suffixes, namely –al, -ly, -ous, -ing, -able, -ic, -ish, -ive, -ian, -ny, -less, -ed, -ary, -nese, -y, and –ful and the last is adverbial suffix –ly. Otherwise, the categories of inflectional morphemes that found in texts consist of Noun suffixes (plural) such as; –s, -ies, and –es, Noun suffixes (possessive) e.g; –s’ and -’s, Verb suffixes (3rd person singular) are –s and –es, Verb suffixes (past tense) are –ed and –d, Verb suffixes (past participle) such as; –n, -d, and -ed, Adjective suffixes (comparative) are –er, - r, and –ier and Adjective suffixes (superlative) are –st and –est. Therefore, based on the result of finding verb suffixes are not found.&#x0D;

Further evidence for self-organization in English spelling

Further evidence for self-organization in English spelling Kristian Berg and Mark Aronoff Geoffrey Sampson (2018) makes two claims in his response to our article about self-organization in spelling (Berg & Aronoff 2017): our explanation is redundant, and the phenomena we address can be better captured in more traditional terms. In our article, we showed first that the relation between graphemic form and morphological function is isomorphic for some suffixes, for example, the adjectival suffix -ous: in today’s English, all and only adjectives with this morpheme are spelled with final <ous>, even though phonographically, more words could be spelled that way in American varieties (cf. nervous/service). We also demonstrated that this system evolved gradually in an unsupervised process of self-organization. Sampson does not contest our synchronic statement, but brings forth a variety of distinct accounts for our diachronic findings. Overall, he suggests that phonology and etymology are sufficient to explain why the spellings are the way they are: in British English, nervous and service have (and more importantly, had) distinct reduced vowels. The distinct spelling is thus explicable from phonology here. Other spellings, Sampson argues, follow a widespread convention preferring etymological spellings: service has an <i> in Latin, and <ous> stems from Latin -os-; that is why *<servous> is not the accepted form. No need for a distinct principle of self-organization, says Sampson, because all the data are accounted for already. There are three misunderstandings in Sampson’s response. We take responsibility for the first, though not for the second and third. Let us start with the first. Synchronically, we showed that graphemic form and morphological function are isomorphic. We then ask how this situation arose historically, but the fact is that we looked at only half of the historical story. To show this, we need to step back a little and look at the relation between form and function. It is fine to talk about isomorphism as above—but it can be helpful to take the relation apart: we can distinguish between uniformity and uniqueness. Uniformity denotes the degree of consistency with which a function is represented in its form: is there more than one spelling for the suffix? Today, -ous is spelled (almost) uniformly <ous>,1 but in earlier stages of English, there were variants (e.g. <us>, <ouse>), so we can say that the spelling of this adjective suffix has become more uniform over the centuries. Uniqueness flips the perspective; it denotes the degree of consistency with which a form represents a function. Is there more than one interpretation for this string of graphemes? While <ous> is unique in representing this one adjective suffix, other suffix spellings are not; <er> represents (among others) the agentive nominal suffix in <singer> and the comparative suffix in <longer>, but also a nonmorphological word ending in <hammer>. Both uniformity and uniqueness are independent of phonology: they deal with the relation between spelling and morphology. When we take phonology into account, it is as circumstantial evidence: the fact that a number of words in today’s American English could potentially be spelled with <ous> (e.g. service) is a further argument for the uniqueness. [End Page e48] Synchronically, we showed that -ous/<ous> is both unique and uniform—but diachronically, we investigated only the uniformity of the suffix. We asked whether Latinate loans like status were responsible for the decline of the <us>-variant of -ous like <humerus> (short answer: probably not)—that is a question of uniqueness. But we did not investigate the uniqueness of each spelling variant in each time period, simply because the investigation was extensive enough already. That does not mean the question is uninteresting. A superficial search in the Helsinki corpus (a selection of English texts produced before 1710) indeed shows a number of words whose endings are like variant spellings of the suffix -ous (<ous>, <ouse>), but that did not contain the suffix, for example, <almous dedes> ‘alms’, <felouse> ‘fellows’, <alehous> ‘alehouse’, or <sparous> ‘sparrows’. It remains an open question how unique the respective spellings were at any given time. We now have data that show a striking case of the emergence of uniqueness over time in the spelling of the nominal...

О ДИНАМИКЕ ПРОДУКТИВНОСТИ СУФФИКСА ПРИТЯЖАТЕЛЬНЫХ ПРИЛАГАТЕЛЬНЫХ -ОВ- В РУССКОМ ЯЗЫКЕ (ПО ДАННЫМ ЛЕКСИКОГРАФИЧЕСКИХ ИСТОЧНИКОВ)

The article analyzes the dynamics of productivity of the possessive adjective suffix -ов- in different periods of existence of the Russian language. For the first time the author considers the evolution of a word-formative type from the XI century to our days. In the Old Russian language the semantic center of adjectives with this suffix is the meaning of belonging, which fades with time under the influence of the type, already existing in the language, with a relative suffix -ов- , facilitating the transition of possessive adjectives to other categories. The explanatory and historical dictionaries of the Russian language are the material for the study.

Boosting Students' Vocabulary through Index Card

There are thousands of words in English. Learning these words is a big problem for students of English. However, there are ways to solve this problem. One way is to become familiar with the process of word formation. This process enables students to understand how a word is formed. This analysis is in important and useful to learn because they are very commonly used in English. Developing some skills in taking words apart will help students better understand what they read, what the meaning ofa word, and finally increase students vocabulary.One way to learn word formation is through index card games. These games will help students learn how a word is constructed in various ways, and even stimulate them to initiate making new word or sentences using their own interest.The writers have conducted action research to use the index card to improve the students vocabulary. To get more successful achievement, the writes limit to teach suffixes only, namely Verb suffixes. Noun suffixes. Adjective suffixes and Adverb suffixes. For one semester, the writers teach suffixes using index cards in different models, such as Match it, Challenge it. Winsor Loses.The result shows that students may improve their vocabulary mastery (70%), uphold students motivation (60%), build confidences to speak (40%),generate classroom energy (30%), recognize word formation process (70%), participate in class discussion (25%), and &amp; get better class attendance. From the result above, the-writers believe index card is very useful to improve students vocabulary, particularly in word formation.

On Forming Deverbal Nouns and Adjectives in Russian

Some deverbal nouns and adjectives govern their complements as nouns and adjectives. In vladelec jazykov ‘polyglot’ genitive case is assigned by the Adnominal Genitive Rule, and in zabyvčiva na imena ‘forgetful of names’ na is required similarly as in the gloss. With other deverbal nouns and adjectives, e.g., vladenie jazykami ‘a command of languages’ and zabyvajuščaja imena ‘who forgets names’, the form of the complement is governed by the embedded verb; compare vladeet jazykami and zabyvaet imena . To capture this affinity, the noun phrase is represented as a noun headed by the noun suffix /-ij/ and containing a verb phrase corresponding to vladeet jazykami , and the adjective phrase is represented as an adjective headed by the adjective suffix /-ušč/ and containing a verb phrase corresponding to zabyvaet imena . These underlying representations give syntax the task of uniting /vlad/ with /-ij/ and /zaby/ with /-ušč/, matters traditionally relegated to a morphology component of the grammar. To relegate them to syntax is to enter uncharted territory.

Adaptation of loanwords of the suffix type *-eTA in Finnish and Saami

This article concerns loanwords that have been adapted to the adjective suffix type *-eTA in Finnish (-eA) and North Saami (-at). The questions to answer are: From which languages the loanwords have been borrowed and adapted to this adjective type? Which processes have been used to adapt loanwords to the suffix type *-eTA? Can we say something about the productivity of a suffix by studying the loanwords it has adapted? According to the data, the loanwords have been gained especially from Germanic and Scandinavian languages. Also, the North Saami and Finnish do not have common loanwords. They have borrowed words from same source but separately, i. e. they cannot be reconstructed to common Finno-Saamic form. However, both languages have used the same methods in adapting loanwords to the suffix type *-eTA. Both Finnish and North Saami has also young loanwords in suffix type *-eTA which indicates that the suffix has been productive enough to adapt loanwords perhaps longer than thought. It is likely that the Finnish -eA adjectives would be even now adapted to -at in North Saami.

Lietuvių kalbos būdvardžių su priesaga &lt;em&gt;*-lo-&lt;/em&gt; raida

DEVELOPMENT OF LITHUANIAN ADJECTIVES WITH THE SUFFIX *-lo-SummaryA lot of traits of archaic merger of the adjective suffixes *-lo-, *-no- and *-ro- have been attested in Lithuanian, cf. Lith. leĩ-las ‘slender, slim, thin’ (Latv. liels ‘big’), Lith. leĩnas ‘thin, flexible’ (OIc. linr, MIr. lían ‘soft’) and Gk. λειρός ‘lean, thin; pole; weak’; Lith. tuk-lùs, tùk-nas, tuk-nùs and tuk-rùs ‘fat’. The synonymic usage of derivatives with -lus (-ì) and -nus (-ì) is especially characteristic of Lithuanian, cf. kim-lùs (-ì) and kim-nùs (-ì) ‘hoorse, raucous’, patrauk-lùs (-ì) and patrauk-nùs (-ì) ‘attractive, winning’ a. o.On the other hand, in Lithuanian deverbal adjectives with the old suffix -las (-a) are going to become extinct under the press of very productive corresponding derivatives with the derivational ending -us (-i). A little more new adjectives are formed with -lus (-i) (i. e. with u-stem variant of the old suffix -las) but the great part of them have equivalents in -us (-i), cf. dyg-lùs (-ì) and dyg-ùs (-ì) ‘mickly’ tįs-lùs (-ì) and tįs-ùs (-ì) ‘extensive, lengthy’ a. o.Very few adjectives with the suffixes, based on *-lo-, are formed from nouns in Lithuanian. Some of them also have correspondences in other Indo-European languages, cf. Lith. ak-ýlas ‘sarp-sightedlant’ : akìs ‘eye’ and Lat. cīv-īlis ‘civic, civil’ : cīvis ‘citizen’.

Boosting Students' Vocabulary through Index Card

There are thousands of words in English. Learning these words is a big problem for students of English. However, there are ways to solve this problem. One way is to become familiar with the process of word formation. This process enables students to understand how a word is formed. This analysis is in important and useful to learn because they are very commonly used in English. Developing some skills in taking words apart will help students better understand what they read, what the meaning ofa word, and finally increase students' vocabulary.One way to learn word formation is through index card games. These games will help students learn how a word is constructed in various ways, and even stimulate them to initiate making new word or sentences using their own interest.The writers have conducted action research to use the index card to improve the student's vocabulary. To get more successful achievement, the writes limit to teach suffixes only, namely Verb suffixes. Noun suffixes. Adjective suffixes and Adverb suffixes. For one semester, the writers teach suffixes using index cards in different models, such as Match it, Challenge it. Winsor Loses.The result shows that students may improve their vocabulary mastery (70%), uphold students' motivation (60%), build confidences to speak (40%),generate classroom energy (30%), recognize word formation process (70%), participate in class discussion (25%), and &amp; get better class attendance. From the result above, the-writers believe index card is very useful to improve students' vocabulary, particularly in word formation.

Acquisition of Adjective-Forming Suffixes by EFL Freshman Students

English as a Foreign Language (EFL) freshman students at the College of Languages and Translation received direct instruction in adjective‐forming suffixes, then they took an immediate and a delayed test. Error analysis showed that 36% of the responses were left blank or the subjects duplicated the stimulus word. In 32% they mismatched the word and suffix, in 36% they made spelling mistakes; in 15% they spelled words phonetically, and in 15% they added a noun- or an adverb-forming suffix. Significant differences were found in the amount of errors made by the students on both tests. The number of errors made correlated with the students' vocabulary knowledge. A hierarchy of difficulty in attaching adjective‐forming suffixes, faulty strategies used in adjective morphology and possible causes of students’ difficulty in adjective suffix acquisition are given.