English Words

4.5
SUMMARY
In this chapter we have explored the building blocks available for constructing words. We have established
that roots are the core units to which different types of affixes can be attached. Affixes that precede the base
are called prefixes and those that follow the base are called suffixes. Affixes may be neutral or non-neutral
in their effect on the base.
Further, we have seen that word-formation involves two main processes: inflection and derivation.
Inflection is motivated by syntax. Inflectional processes assign a stem certain grammatical properties so as
to produce a grammatical word that can fit in a given syntactic slot. Derivation is not steered by syntax; its
function is to create lexical items. There are three major classes of derivational processes: affixation,
conversion and compounding. I have stressed the point that many words have internal structure and can be
semantically analysed using compositionality. So the phrase structure rules used in syntax to generate
innumerable permissible sentences can also be used to account for the productivity observed in
compounding.
Finally, there is a substantial minority of reduplicative compounds which are driven by phonology. Such
compounds are typically motivated by either rhyme or ablaut.
EXERCISES
1. Illustrating your answer with fresh examples, explain the following:
a. morpheme and formative
b. root, stem, base
c. neutral vs. non-neutral suffix
d. inflectional morpheme vs. derivational morpheme
e. conversion
2. Study the following list of bound roots:
-ceive
-gress
-scribe
-tect
-cur
-ject
-serve
-tract
-duce
-mand
-side
-trude
-fer
-mit
-spect
-vert
-fine
-pand
-spire
-vade
-form
-port
-sume
-vide
a. List two different verbs formed by attaching prefixes to each of the above roots.
b. With the help of a good etymological dictionary, work out the meaning of each root.
c. Which of these roots should be recognised as living morphemes in contemporary English? Explain
why.
ENGLISH WORDS 55

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Note:
Linguists normally keep totally separate what people know today about their language from what is
known about its history and evolution. This is meant to reflect the fact that an infant acquiring the language
has no access to its history. The aim of this exercise is to get you to consider some of the problems
encountered by a student of English words who tries to enforce the separation of knowledge that
contemporary speakers have from knowledge that is of purely historical interest.
3. Draw labelled trees to show the structure of the following words:
motherhood
re-examining
unnaturalness
showmanship
shoemakers
shoplifted
dislocation
range-finder
unputdownable
underprivileged
unclassifiable
worm’s eye view
4.
a. Provide two fresh examples of different kinds of phonologically motivated word-formation.
b. Explain in detail the main phonological phenomenon that plays a role in the process you have
chosen.
56 BUILDING WORDS

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Chapter 5
Masquerading allomorphs