Tài liệu Common errors in the use of negative prefixes to nouns and adjective

HANOI PEDAGOGICAL UNIVERSITY N02 FOREIGN LANGUAGES FALCULTY  LUONG THI MY THIEU COMMON ERRORS IN THE USE OF NEGATIVE PREFIXES TO NOUNS AND ADJECTIVES (SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR OF ARTS IN ENGLISH) SUPERVISOR: NGUYEN VAN DEN, M.A. Hanoi, May 2012 ACKNOWLEDGEMENTS I would like to take this chance to express my greatest gratitude to Mr. Nguyen Van Den, M.A., my supervisor, for his patience in providing continuous and careful guidance as well as encouragement, indispensable suggestions and advice. Also, I would like to express my particular thanks to all my beloved lecturers, who always motivated and encouraged me to finish my thesis early. Especially, I would like to show my sincere thanks to the junior students in class K35 in the Foreign Language Faculty, who helped me with my questionnaire. I am particularly grateful to all my friends for their precious assistance throughout the process of writing this thesis. Last but not least, I owe a debt of gratitude to my beloved family, for their whole – hearted encouragement and endless support. ABSTRACT Negative prefixes to nouns and adjectives are a unique and interesting category of English grammar. The number of negative prefixes is very large, and each prefix has its own characteristics as well as uses. Therefore, they sometimes cause confusion to learners of English. As a result, students of English often make errors when they use negative prefixes to nouns and adjectives. Therefore, this research work entails studying the uses of these negative prefixes and conducting a survey for error analysis. Based on the results of the survey, the types of errors and causes have been found. Solutions to the problems have been suggested. STATEMENT OF AUTHORSHIP Title: Common Errors in the Use of Negative Prefixes to Nouns and Adjectives I certify that no part of this thesis has been copied from any other person’s work without acknowledgements and that the thesis is originally written by me under the instructions from my supervisor. Date submitted: April, 24 Student Supervisor Luong Thi My Thieu Nguyen Van Den, M.A. PART ONE INTRODUCTION Acknowledgments Abstract Statement of authorship I. RATI0NALE ............................................................................................... 1 II. RESEARCH PRESUPPOSITION ........................................................... 2 III. RESEARCH OBJECTIVES ................................................................... 2 IV. RESEARCH SCOPE ............................................................................... 2 V. RESEARCH TASKS ................................................................................. 3 VI. RESEARCH METHODS ........................................................................ 3 VII. RESEARCH SIGNIFICANCE .............................................................. 3 VIII. RESEARCH DESIGN ......................................................................... 4 PART TWO DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1. LITERATURE REVIEW IN BRIEF.................................................... 5 I.2. NEGATIVE PREFIXES TO NOUNS AND ADJECTIVES ............... 6 I.2.1. English word – formation ...................................................................... 6 I.2.1.1. Definition of word – formation........................................................... 7 I.2.1.2. Productivity of word – formation ...................................................... 7 I.2.1.3. Kinds of word – formation ................................................................ 8 I.2.1.3.1. Affixation ........................................................................................ 8 I.2.1.3.2. Compounding .................................................................................. 8 I.2.1.3.3. Shortening ....................................................................................... 9 I.2.1.3.4. Conversion ..................................................................................... 9 I.2.1.3.5. Back – formation ........................................................................... 10 I.2.1.3.6. Sound imitation ............................................................................. 10 I.2.2. Affixation ............................................................................................. 11 I.2.2.1. Definition of an affixation ................................................................. 11 I.2.2.2. Common kinds of affixation .............................................................. 11 I.2.3. Prefixation............................................................................................ 11 I.2.3.1. Definition of prefixation .................................................................... 11 I.2.3.2. Classification of English prefixes ...................................................... 12 I.2.3.2.1. Regarding etymology ..................................................................... 12 I.2.3.2.2. Regarding uses ............................................................................... 12 I.2.3.2.3. Regarding semantics....................................................................... 13 I.2.3.3. Definition of negative prefixes .......................................................... 13 I.2.3.3.1. Definition of negative prefixes to nouns ......................................... 13 I.2.3.3.2. Definition of negative prefixes to adjectives ................................... 13 I.2.4. Common features of negative prefixes ................................................. 14 I.2.4.1. Negative prefixes and parts of speech ............................................... 14 I.2.4.2. English prefixes and stress on derivatives ......................................... 14 I.2.4.3. Negative prefixes used mainly in medicine: anti-, contra-, counter-, dys-, ex-, extra-, mal-, de-, a- ........................................................................ 14 I.2.4.4. Other features of negative prefixes .................................................... 15 I.2.5. Kinds and uses of negative prefixes to nouns and adjectives ................ 15 I.2.5.1. Basic negative prefixes ...................................................................... 16 I.2.5.1.1. The prefix a- /(an-) ......................................................................... 16 I.2.5.1.2. The prefix dis- ................................................................................ 16 I.2.5.1.3. The prefix in-, ir-, il-, im- ............................................................... 17 I.2.5.1.4. The prefix non-............................................................................... 18 I.2.5.1.5. The prefix un-................................................................................. 19 I.2.5.2. Negative prefixes expressing diverse opinions .................................. 20 I.2.6. Differences among prefixes .................................................................. 23 I.2.6.1. Difference between un- and dis- ........................................................ 23 I.2.6.2. Difference between non- and un- ...................................................... 24 I.2.6.3. Difference between anti- and counter- .............................................. 24 CHAPTER TWO: COMMON ERRORS IN THE USE OF NEGATIVE PREFIXES TO NOUNS AND ADJECTIVES II.1. SURVEY .............................................................................................. 25 II.1.1. Purpose of the survey .......................................................................... 26 II.1.2. Population of the survey ..................................................................... 26 II.1.3. Type of the survey .............................................................................. 26 II.1.4. Construction of the survey .................................................................. 27 II.1.5. Preparation of the survey .................................................................... 27 II.1.5.1. Questionnaire items ......................................................................... 27 II.1.5.2. Arrangement of the test items .......................................................... 28 II.1.6. Administration of the try-out............................................................... 29 II.1.6.1. Preparation of the try-out ................................................................. 29 II.1.6.2. Try-out ............................................................................................. 29 II.1.7. Method of data analysis ...................................................................... 30 II.1.8. Results of the survey ........................................................................... 30 II.2. ERRORS: TYPES AND CAUSES ..................................................... 32 II.2.1. Errors in the distinction of meanings between un- and dis- ................ 32 II.2.2. Errors in the distinction of words whose initial letters are the same as negative prefixes but whose meanings are different ...................................... 33 II.2.2.1. Errors in the distinction of the prefix un- with negative meaning and un- with the meaning of do the verse ...................................................... 33 II.2.2.2. Errors in the distinction of the prefixes in- and im- with negative meaning and those referring to place or movement ...................................... 34 II.2.2.3. Errors in the distinction of the prefixes a- and an- with negative meaning and those with the meaning of being in a particular condition or way; or the meaning of being in, to, at or on something ................................ 35 II.2.2.4. Errors in the distinction of prefixes in-, im- with negative meaning and in- with the meaning of emphasis .......................................................... 36 II.2.2.5. Errors in the distinction of the prefix non- with negative meaning and non- with the meaning of nine ................................................................ 37 II.2.3. Errors in the addition of the prefix in- to certain adjectives having suffix -ed and ing .......................................................................................... 37 II.2.4. Errors in the identification of part of speech of words having negative prefixes .......................................................................................... 38 II.2.5. Errors in the determination of different spelling forms of the negative prefix in- to various roots ................................................................ 39 II.2.6. Errors in the determination of negative prefixes to different parts of speech of the same word ............................................................................... 39 II.2.7. Errors in the determination of stress on words with negative prefixes . 40 II.2.8. Errors in the addition of the prefix un- to the common words which have the opposite ........................................................................................... 41 II.2.9. Errors in the addition the prefix non- to verbs ..................................... 41 II.2.10. Errors in the use of the prefix a- with negative meaning and this prefix with the meaning of to or towards ...................................................... 41 II.3. SUGGESTED SOLUTIONS AND EXERCISES .............................. 42 II.3.1. Suggested solutions............................................................................. 42 II.3.2. Suggested exercises ............................................................................ 45 PART THREE CONCLUSION PART ONE INTRODUCTION I. RATIONALE English is used as an international language in many countries all over the world. In Vietnam as well as in other countries, there is a greater and greater need to learn English, from young to old, and from male to female. Therefore, English is taught in Vietnam at every educational level. Vietnamese learners have to face many difficulties or obstacles when they learn this international language because each language has its own origin, characteristics and values. It is inevitable that when learning English as a foreign language, Vietnamese students usually have problems on account of the differences between Vietnamese and the target language. The differences in the system of language may bring about learning problems for foreign language learners. It is proved that English grammar is complex and often causes embarrassment to students especially in communication. Negative prefixes are one of the grammatical items that play an important role in learning and communicating as well. Negative prefixes are used widely. However, using these prefixes correctly and effectively is rather complex. Negative prefixes consist of plentiful meanings, forms and characteristics as well. Students find it hard to realize the similarities and differences between English negative prefixes. Of course, in learning English in general and negation in particular, being influenced by the mother tongue is unavoidable. Due to its various uses, it is assumed that there are many errors which may be made. As a senior student in the Foreign Languages Faculty, this thesis is accomplished with the hope of making a contribution to the process of adding negative prefixes to nouns and adjectives. For the reasons above, this study is conducted with the aim of focusing on errors in using negative prefixes to nouns and adjectives. II. RESEARCH PRESUPPOSITION Some questions are raised: 1. What kinds of errors in using negative prefixes are made by the junior students in the Foreign Languages Faculty? 2. What kinds of errors in the addition of negative prefixes to nouns and adjectives are the most often made by the junior students in the Foreign Languages Faculty? 3. What are the causes of the errors in using negative prefixes made by the junior students in the Foreign Languages Faculty? 4. What are the effective ways to minimize the errors made by the junior students in the Foreign Languages Faculty? III. RESEARCH OBJECTIVES The study is aimed at the following goals: 1. To find out the kinds of errors in the use of negative prefixes to nouns and adjectives made by the junior students in the Foreign Languages Faculty. 2. To find out the causes of the errors in the use of negative prefixes to nouns and adjectives made by the junior students in the Foreign Languages Faculty. 3. To offer some suggestions to minimize errors in using negative prefixes to nouns and adjectives. IV. RESEARCH SCOPE The general research area of this study is grammar. The phenomenon is the errors in using negative prefixes to nouns and adjectives made by the junior students in the Foreign Languages Faculty. Others relating to the negative prefixes are also briefly mentioned. The population involved in the study is sixty three students in class K35A and K35B. V. RESEARCH TASKS The study involves fulfilling the following tasks: 1. To study the definition, formation, classification and meanings of negative prefixes in English 2. To study the grammatical features of negative prefixes in English 3. To conduct a survey to find out error types and causes of negative prefixes in English. On the basis of the findings, some suggested teaching methods are sought to minimize the students’ errors VI. RESEARCH METHODS To achieve the objectives of the study, the following methods have been applied: 1. Collecting data from books 2. Consulting the supervisor, experienced teachers and friends 3. Synthesizing theoretical materials on English grammar and linguistics 4. Conducting a survey and analyzing the results VII. RESEARCH SIGNIFICANCE Errors in any language teaching and learning, particularly in English as a foreign language, are sometimes predictable and sometimes unpredictable. Therefore, it is essential for teachers to give better treatment to anticipate errors. After the research, it is hoped that the result will be helpful to provide: 1. Input for learners of English in order to have better understanding about negative prefixes to nouns and adjectives in English 2. Input for learners in order to minimize their errors in using negative prefixes 3. Input for teachers of English with information on error types and solutions to the problems in order to help their students have a deep insight into negative prefixes VIII. RESEARCH DESIGN The research work has three main parts: Introduction, Development, and Conclusion. The part Development consists of two chapters. Chapter one Theoretical Background consists of two sections. Section one presents literature review in brief and section two deals with negative prefixes in English in terms of definition, types, and forms. Moreover, the differences among the negative prefixes are mentioned as well. Chapter two is Common errors in the use of negative prefixes to nouns and adjectives. It describes the research method. It is composed of three sections. Section one is devoted to the survey. The second deals with error types and causes. The last one is on solutions to the problems and suggested exercises on negative prefixes. PART TWO DEVELOPMENT CHAPTER ONE: THEORETICAL BACKGROUND I.1. LITERATURE REVIEW IN BRIEF Negative prefixes to nouns and adjectives have been dissected by many grammarians like Roger Lass (1999), Peter S. Gardner, (2005), Zeki Hamawand,( 2011), Osamu Imahayashi and Yoshiyuki Nakao (2010), Julie Coleman and Christian Kay (1998) and so on. They have accessed negative prefixes to nouns and adjectives in their own ways. It is visible that their contributions are so great. Generally, they often focus their attention on the kinds and uses of negative prefixes. Pavol Stekauer in the book An Onomasiological Theory of English Word-formation (1998) studies the definition of word – formation as well as the process of coining a new naming unit (words) and productivity of word – formation processes. Studying word – formation is the foundation for studying negative prefixes. In the book The Cambridge History of the English Language, Roger Lass (1999) traces the development of the English language in orthography and punctuation, phonology and morphology, syntax, lexis and semantics, regional and social variations, especially history, characteristics and productivity of negative prefixes. The book Introduction to English Linguistics by Ingo Plag (2007) introduces beginning university students to the study of English linguistics, with a strong focus on linguistic analysis and argumentation; especially, Ingo Plag shows the major methods of word – formation such as affixation, compounding, conversion, and so on and features of prefixes. In Longman Dictionary of Contemporary English, the author explains the definition, origin of negative prefixes as well as gives precise illustrations for them. Thomas Tsoi (2008) in a study on the website http://www.linglish.net discusses the meaning, origins, productivity and especially ways to classify negative prefixes. Jacek Fasiak (1986) in the book Linguistics across Historical and Geographical Boundaries studies the characteristics as well as uses of negative prefixes to nouns and adjectives. Dzuganova B (2006) in his series of studies about affixes in medicine like Negative Affixes in Medical English and Seemingly or Partially Negative Affixes in Medical English describes the uses, characteristics and productivity of medical affixes that are sometimes considered to be negative prefixes. He also makes comparisons among prefixes in his surveys. In short, much research has been conducted on the negative prefixes to nouns and adjectives. Most grammarians focus on definitions, forms, characteristics and productivity of these prefixes. However, not many researchers have studied the differences among negative prefixes as well as the errors often made by learners. In addition, the errors students make when using negative prefixes have not been studied specifically and profoundly. Therefore, it is essential to have a comprehensive study of the common errors in negative prefixes to nouns and adjectives. I.2. NEGATIVE PREFIXES TO NOUNS AND ADJECTIVES I.2.1. English word – formation The existence of words is usually taken for granted by speakers of a language. To speak and understand a language means knowing the words of that language. The average speaker knows thousands of words, and new words enter our minds and our language on a daily basis. Word formation is one of the most useful methods to coin new words. I.2.1.1. Definition of word – formation According to Pavol Stekauer (1998) in An Onomasiological Theory of English Word-formation, word – formation studies the process of coining new naming units in accordance with the naming needs of a speech community. Pavol Stekauer also mentions the view of S. Thompson (1975: 332) about productivity of word – formation. S. Thompson defines the productive process as one “which accounts for a speaker’s ability to form and understand new words.” Productive lexical processes provide an opportunity to denominate things for which there is no word in lexicon. Roger Lass (1999) in the book The Cambridge History of the English Language also states that word – formation is concerned with the patterns of language on which new lexemes are formed. It accounts for composites which are analyzable both formally and semantically. Word formation is the process of creating new words from the material available in the language following certain structures and semantic formulas and patterns. Word – building is one of the main ways of enriching vocabulary. There are certain main ways of word-building in modern English, for example, affixation, composition, conversion, abbreviation, sound and stress interchange, sound imitation, blends, and back formation. I.2.1.2. Productivity of word – formation Methods of creating new words are considered to be really productive. However, their productivity remains one of the most contested areas in the study of word formation, and several authors have studied this specifically. Assessing the productivity of word – building must be based on the meanings and usefulness of new words created. There are many newly formed words which are really productive; some others are rather productive; certain new words are less productive; and some are unproductive. Due to the limited time and conditions, the productivity of all ways of word – formation cannot be covered. The thesis only lists principal ways according to the degree of productivity. I.2.1.3. Kinds of word – formation I.2.1.3.1. Affixation Affixation is the formation of new words by adding derivational affixes to the stems. Therefore, affixation is divided into prefixation and suffixation because derivational affixes consist of prefixes and suffixes. According to Ingo Plag, Maria Braun, Sabine lappe, Mareile Scramm (2007) in the book Introduction to English Linguistics, affixation is one common strategy of creating new words, namely adding affixes to existing bases. For example: PREFIX ROOT SUFFIX NEWLY FORMED WORD un accept -ed unaccepted non exist -ence nonexistence mis calculate -ion miscalculation I.2.1.3.2. Compounding Compounding is the building of a new word by joining two or more words. This way of word formation is very popular in English. For example: school gate, dining – room, headmaster. Compounds usually have two stems. The second element usually expresses a general meaning. In a sentence, compounds can function as separate lexical units. From different viewpoints, there are different ways to classify English compounds: in terms of part of speech, componential relationship or meaning, and so on. We often deal with compounds classified according to part of speech. In this way, compounds consist of: - Compound nouns: bedroom, heart attack. - Compound verbs: whitewash. - Compound adjectives: self – confident. - Compound prepositions: into, onto. According to Ingo Plag (2003) in the book Word – formation in English, compounds generally have leftward stress. I.2.1.3.3. Shortening Shortening is the formation of a new word by creating roots from new morphemes. There are different ways to produce shortenings such as abbreviation and blending. - Abbreviations are composed of acronyms and clippings For example: BBC (British Broadcasting Corporation) VIP (Very Important Person) - Blending is a special type of shortening where parts of words merge into a new word. For example: smog (mixture of fog and smoke) brunch (a late morning meal eaten instead of breakfast and lunch) I.2.1.3.4. Conversion Conversion is the process of coining a new word in a different part of speech and with a difference in distribution characteristics without adding any derivative elements. For example: Noun Verb hand to hand sleep to sleep In this way of word formation, we do not have to add any morphemes to the available words. Therefore, conversion is an extremely productive way of producing new words in English. I.2.1.3.5. Back – formation The great majority of back formations in English are verbs. In the light of modern data, back – formation can be defined as the formation of new lexemes by the deletion of actual or supposed affixes in longer words. The process can be seen from the formula below, which uses the examples of editor and exhibitor. For example: verb plus-or noun exhibit exhibitor verb or-minus noun edit editor I.2.1.3.6. Sound imitation Sound imitation is the meaning of an action or thing couched by a more or less exact reproduction of a sound associated with it, e.g. word naming sounds and movement of water: bubble and gush. According to the source of sound, words fall into a few definite groups. First, many verbs denote sounds produced by human beings in communicating or expressing their feelings, e.g. murmur, chatter, whisper, and etc. Second, many sounds are produced by animals, e.g. mew, crow, and etc. Next, verbs imitate the sound of water like bubble, plash, and etc. In addition, some sounds imitate the noise of metallic things of forceful motion like twinkle, whip, crash, and etc. I.2.2. Affixation I.2.2.1. Definition of an affixation According to Longman Dictionary of Contemporary English, an affix is a group of letters added to the beginning or end of a word to change its meaning or use, such as un-, mis-, -ness, or -ly. On the website thefreedictionary.com, the author says that an affix is a word element, such as a prefix or suffix that can only occur attached to a base, stem, or root. As mentioned above, affixation is the formation of new words by adding derivational affixes to the stems. The website thefreedictionary.com also gives the definition of affixation. That is the formation of a word by means of an affix. I.2.2.2. Common kinds of affixation Affixation consists of prefixation and suffixation. Prefixation rarely forms a new part of speech and can be classified in many ways, either according to their origin or function or meaning. Suffixation often changes the meaning of the stems, both in lexical and grammatical meaning. Suffixation also transfers words into different parts of speech. I.2.3. Prefixation I.2.3.1. Definition of prefixation Prefixation is the formation of new words with the help of prefixes or in other words, by means of prefixes (according to thefreedictionary.com). For example: PREFIX ROOT NEW WORDS im- practical (adj) impractical (adj) counter- clock (noun) counter – clock (adj) dis- graceful (adj) disgraceful (adj) From the above examples, these prefixes il-, counter- and dis- are used to modify the meaning of the original roots to create new words. Prefixation brings about another way of broadening vocabulary and learning English new words. When mastering the meaning of these prefixes, learners can guess the meaning of newly – formed words. I.2.3.2. Classification of English prefixes I.2.3.2.1. Regarding etymology Many English words were borrowed from other languages, mainly from Greek, French and Latin. A large number of affixes also originated from these languages. Therefore, English prefixes have been classified according to their origin as follows: - Old English origin: a-, over-, un-, mis-, and etc. - Greek origin : apo-, hemi-, pare-, and etc.