Ta’lim sohasi: 110000 Pedagogika Ta’lim yo`nalishi

Change	Semantic Effect
Examples
Suffixes
-able	V  A	able to be X’ed		readable
-ation	V  N	the result of X’ing		realization
-er	V  N	one who X’s		teacher
-ing	V  N V  A	the act of X’ing in the process of X’ing		playing the sleeping girl
-ion	V  N	the result or act of X’ing		graduation
-ive	V  A	having the property of doing X		impressive
-ment	V  N	the act or result of X’ing		achievement
-al	N  A	pertaining to X		legal
-ial	N  A	pertaining to X
-ian	N  N N  A	pertaining to X		politician Russian
-ic	N  A	having the property of X		organic
-ize	N  V	put in X		hospitalize
-less	N  A	without X		jobless
-ous	N  A	the property of having or being X		curious
-ate	A  V	make X		activate
-ity	A  N	the result of being X		similarity
-ize	A  V	make X		modernize
-ly	A  Adv	in an X manner		silently
-ness	A  N	the state of being X		kindness
Prefixes
ex-	N  N	former X		ex-wife
in-	A  A	not X		incompetent
un-	A  A V  V	not X reverse X		unhappy undo
re-	A  A	X again		revisit

Each line in this table can be considered a word-formation rule, which predicts how new words may be formed. Thus, if there is a rule whereby the suffix –ment may be added to the verb achieve, resulting in a noun, denoting the act or result of achieving, then we can predict that if the suffix –ment is added to certain verbs, the result will be a new noun.

These rules may be used to analyze words as well as to form new words. Derivation can also create multiple levels of word structure. Although it may seem complex, correctional, unkindness, and organizational have structures consistent with the rules in the table (above).


Organizational

In the example with the word unkindness, the observation here is that the prefix un- readily combines with adjectives before it converts to a noun. We see from these examples that complex words have structures consisting of hierarchically organized constituents.

5.1.1 Types of Derivational Affixes
Derivational affixes are subdivided into two groups: class-changing and class-maintaining. Class-changing derivational affixes change the word class to which they are added. Thus, the verb achieve and the suffix –able create an adjective achievable. However, class-maintaining derivational affixes do not change the word class but change only the meaning of the word; for example, the noun adult and the suffix –hood create another noun adulthood, but now it is an abstract noun rather than a concrete noun. Class-changing affixes, when added to the stems, immediately change the class of the words, making them alternatively as a verb, a noun, an adverb, or an adjective. Therefore, derivational affixes determine or govern the word class of the stem. For instance, nouns may be derived from verbs or adjectives; adjectives may be derived from verbs and nouns; adverbs -- from either adjectives or nouns; and verbs may be derived from nouns or adjectives. English class-changing derivations are mostly suffixes. Noun-derivational affixes, which are also called nominalizers, are the following:


Verb-derivational affixes, also known as verbalizers, are used to coin verbs from other classes of words. Although verbs are used to form other classes of words, they are not readily formed from other parts of speech. The following derivational affixes build verbs from nouns and adjectives.

Adjective derivational affixes, or adjectivizers, are used to form adjectives mostly from the nouns and rarely from the verbs.




Adverb-derivational affixes, or adverbializers, are affixes which help form adverbs frequently from adjective and rarely from the nouns.

Class-maintaining derivations refer to those derivations which do not change the class of the stem to which they are added but change its meaning. Unlike class-changing derivations, which are mainly suffixes, class-maintaining derivations are prefixes and suffixes.
Noun patterns:

English adverbs are not used to form words of other classes; therefore, there are no adverb patterns, as nouns, verbs, and nouns have.
Seminar № 9. Conversion
Outline:
1. Productive way of forming words
2. Non – productive way of wordformation
3. Noun converted form

Time	The procedure of the lesson
	Teacher	Student
Stage I Motivation (15 min.)	1.1. Warm up exercises. Optional. a. Phraseological units b. About feelings. c. Problem solving. 1.2. Teacher presents key words of the seminar	Students take part in warm up exercise. Students try to give the definition to the words
Stage II. Presentation (30 min)	2.1. Teacher presents the theme of today’s seminar and consequent questions to be discussed. Give instructions to present their explanations 2.2 Teacher asks questions	Students present their explanations on the stated issue. Students work with the map. Ask questions on the problem discussed. Answer the teacher’s questions
Stage III. Practice ( 20 min)	3.1 Teacher explains the instructions of the exercises on Textbook page 45 3.2. Teacher checks their tasks. 3.3 Teacher evaluates their work.	Students complete the IE family tree (pair work) Students correct their mistakes. Answer the questions given in the exercises (individual work) Students correct their mistakes.
Stage IV. Production ( 15 min)	Teacher gives the task of answering the questions using key-words. Teacher evaluates students’ answers. 4.3.Teacher gives the theme and questions to be discussed at the next class. Gives instructions to present their speech.	Students answer the questions using key words. Students make notes.

Ўқитиш технологияси

Theme 9:	Phraseological units
1.9. Teaching technology of the lesson
Time – 2 hours	The number of the students: 12-16
Type of the lesson	Seminar
The plans of the lesson:	1. Productive way of forming words 2. Non – productive way of wordformation 3. Noun converted form
The aims of the lesson: To get learners to study phraseological units and their classification thoroughly;
Pedagogical objectives: -to enable students investigate phraseological units and their classification - to clarify points which are not understood by the learners; - to enable students to learn free Word-Group		Learning outcomes: Student will be able: - to investigate phraseological units;
The methods of teaching	Brainstorming, Questioning and answering, Demonstration;
Teaching resources	Internet sources, handouts, cards with questions;
Interaction patterns	Individual work, pair work, whole group
The condition of the teaching	room equipped with computer technologies and whiteboard

Although conversion, the term first used by Henry Sweet (1898, p. 38), is one of the most productive means of coining new words in Modern English, scholars still argue whether this phenomenon should be studied within syntax, morphology, word-formation, or even semantics. Georgious Tserdanelis and Wai Yi Peggy Wong take a syntactic approach to conversion. They believe that conversion is the creation of new words “by shifting the part of speech to another part without changing the form of the word” (2004, p.430), contending that in Modern English, there is no distinction between parts of speech, i.e. between a noun and a verb, noun and adjective, and others. Thomas Pyles and John Algeo (1993, p.281) use the term ‘functional shift’ to refer to the same process to highlight that words are converted from one grammatical function to another without any change in form, e.g., paper (n)--paper (v). This functional approach to conversion cannot be justified and should be rejected as inadequate because one and the same word cannot simultaneously belong to different classes of words, or parts of speech. We defend a position that conversion is a word-forming process and should be studied within word-formation because conversion deals with forming new lexical units and perfectly fits the definition of word-formation as the process of coining new words from the existing ones.

The major kinds of conversion are noun verb, verbnoun, adjective noun, and adjective  verb. For example:
Noun verb: bottle (n)—bottle (v), network (n)—network (v), father (n)—father (v), mother (n)—mother (v), eye (n)—eye (v), head (n)—head (v), paper (n)—paper (v), taxi (n)—taxi (v), and trash (n)—trash (v).
Verbnoun: call (v)—call (n), command (v)—command (n), impact (v)—impact (n), commute (v)—commute (n), blackmail (v)—blackmail (n), e-mail (v)—e-mail (n), and fax (v)— fax (n).
Adjective  verb: better (adj)—better (v), savage (adj)—savage (v), and total (adj)— total (v).
Adjective noun: crazy (adj)—crazy (n) and poor (adj)—the poor (n). Such conversions are relatively rare. Some scholars believe that they are not conversions at all but substantivized adjectives.
Adverbs, prepositions, conjunctions, interjections may act as bases for conversion, e.g. up (adv)—up (v) and down (adv)—down (v).
Although some scholars (Jackson & Ze Amvela, 2005) believe that conversion may occur within the same word class, e.g., walk (v) and walk (v) a dog, we do not consider them as conversions because they have different meanings of one and the same word, and these meanings are realized in the context. We do not recognize the class of marginal cases of conversion (Bauer, 1983), or partial cases of conversion. If any change is made in the structure, spelling, or pronunciation while new words are formed from the existing ones, we do not recognize them as conversions.