II. Practical Tasks:

1. Represent the relationship between morphemes, allomorphs and morphs using a diagram.

Commissioned, prepared, sprawled

Stresses , watches, steps, eyes, horses, rocks

2. Make the syllabic and morphemic segments of the following underlined words (lexemes) and prove the difference.

Swimming costume, looked sympathetically

Good nourishment, nuclear disarmament

(It is important to avoid confusing morphemes with syllables.)

3. Point out haplology in the following underlined words

Students’ books

Horses’ dealers

There was a confused tramping of horses’ feet outside.

Both girls’ dresses were worn out.

4. Make a ‘Tree Diagram’ of the following words

a) unrestfulness b) unforgettable

c) illegitimatize (also –ise) (vt)

5. Analyze the following words according to the traditional

approach (Block M. Y.)

e.g. immediately, shameful, unconditioned,

playground, women’s washing, remembered

Exercise: 1.

a) Make a list of ten words containing the suffix ‘ic, as in ‘magnetic’ and ‘allergic’.

b) What word- classes do the bases to which- ic is added belong?

c) What is the word- class of the resulting word?

d) Is-ic an flectional or derivational suffix? What is in your evidence?

Exercise: 2. Study the examples below and, with help of a dictionary,

answer the questions below.

Monoism Unique

Monologue Unilateral

Monolingual Unitary

Monolith Unify

Monogamy Unipolar

Monogenesis Unicellular

Monochrome Unidirectional

a) What is the meaning of the morphemes ‘mono’ and ‘uni’?

b) What bases can these morphemes be attached to normally?

List as many relevant factors that play a role in the selection of these prefixes as you can think of.

c) What is the word- class of ‘mono’ and ‘uni’ according to the data above and why?

d) What is the word- class of the words formed by attaching ‘mono-’ and ‘uni-’?

Exercise: 3.

Compounding is a very important way of adding to the word stock of English. Sometimes it is bare roots that are combined in compounds, and sometimes an input base contains an affixed form as in hairdresser.

[hair] n [dress] v [-er] n > [hairdresser] n

[kind] a [heart] n [-ed] a [kindhearted] a

NB! In greater detail address F. Katamba and J.Stomhan “Morphology” ch.13 pp.:315-316. Read up the cited pages and fulfill the following tasks.

Exercise: 4.

Examine the underlined words. What is the syntactic and semantic relationship between the two words that make up each compound?

a) The boy sat struggling with a knife and a piece of whitewood.

b) The woman put her saucepan on the hob.

c) The spur of the officer caught in tree-root and a sharp-edged tree-base.

d) It was his duty to return with the beer-pot and the bottle.

e) The house was hunted by so much by-gone.

f) She ran out, and saw a long brown snake on the flower-bed.

g) Town-bread, everything seemed to her splendid.

h) He was a tall, well-built man in the prime of life.

Exercise: 5.

Present hierarchical structure of the words below through a ‘Tree Diagram’.

Understatement, telltale, attendance, awake, babyhood, baby moon, headless, beautiful.

Exercise: 6.

Present the hierarchical structure of the words below through ‘Labeled Bracketing’.

Upbringing, unwitnessed, yearlong, wrapper, notwithstanding, comfortable, tuque, malfunction.

Modal answer: unwitnessed.

Un-wit-ness-ed. can be represented with ‘Labeled

Bracketing’:

[A[V[V un-[n wit] ]-ed]

Now answer the question: Do you any difference between the two techniques (ways) of morpheme analysis If so, support your argument with well-formed examples?