Topic 3: Morphology

Topic 3: Morphology

From the Wikipedia, Morphology in linguistic defined as the study of the structure and content of word forms. While Fromkin defined Morphology as the study of the internal structure of words and of the rules by which words are formed (Fromkin et.al 2007: 77).

                Morphology is the third topic that I learned for this course. I learned about different types of morphemes and word formations. Morpheme is a structure-based that can be broken into the smallest unit of meaning.  In morphology, a free morpheme is one that can stand-alone and has its own grammatical function. For example, the word “cat” is a basic morpheme that can occur on its own and has grammatical function as noun. On the other hand, a bound morpheme is a morpheme that only appears as part of a larger word. For example, the word “cats” is a combination of a free morpheme “cat” and a bound morpheme “s” (cat + s). It   A free morphemes best referred as roots while bound morpheme best referred as affix. In addition, I also learned that morpheme have their own function. Bound morpheme can be break into two part which is derivational morpheme (to make further new words and change their meaning) and inflectional morpheme (the use of affix to change the form and function only from the grammatical point with no change in part of speech of the word.

Example of derivational morpheme	Example of Inflectional morpheme
Part of speech Morpheme Function Example Verb [s] [ed] Singular present tense Past tense Shows Showed Noun [s] [s] Plural Possessive Girls Girl’s	Adjective to adverb *exact + ly, quiet +l y Noun to verb *haste + n, moral + ize

                Besides, I also learned about word formation. Words can be formed by the various morphology processes, which are:

*Affixation

*Compounding

*Reduplication

*Clipping

*Acronymy

*Blending

*Onomatopoeia

*Antonomasia

From my point of view, the knowledge that I obtained from learning about words formation enable me to see clearly how we can formed new words from a basic (root) word into new word with new form and function. Actually, I had learned this for many years since I started learning English but now i could see clearly and understand the process of forming words.

Concisely, topic 3 is more challenging compare to two topics that I learned previously. I had to concentrate more and read the notes that our lecture had given me. It is because there are many new term of word that I have to remember to make sure that I will not confuse and understand them better.

Activity

                In topic 3, my group and I had carried out one activity based on tutorial activity.

Question: Conduct language games on word formation (e.g compound words, stems and affixes)

For tutorial task 3, we had prepared language games on word formation (e.g. compound words, stems and affixes). My group comes out with one game that name as “Make word fun”. Here is the rule of our games.

1.   First, form a pair

2.    Second, every pair form a big circle

3.    The teacher will give a box of question to one of student

4.    Every pair have to pass the box to the next pairs when the music start

5.    They have to stop passing the box when the music stop

6.    The pair that gets the box will pick one of the questions from the box

7.    The pair has to discuss and answer the question

8.   Repeat step four until the game finish

After we carried out the game, we reflected on the activity that we had carried out. We think the strength of the games is that it is using music that can encourage fun environment while playing the games. Students also can learn about the word formation (the affixation) while they are playing. However, we realized that the game was not interesting enough that it is quite boring. I could see it from the responses by our participant. Apart from that, we got the feedback from our lecturer. She encouraged us to use more music that is interesting during the activity. She also recommended us using speaker so that all students in the class can hear the music. Besides, we should vary our question so that the games will be more challenging and interesting. 

Topic 2: Introduction to Phonology

Topic 2: Introduction to Phonology

For Topic 2, I learnt about phonology. Phonology is the study of how sounds are organized and used in natural languages. Therefore, I had exposed to the organs involved in the articulation of the sounds while learning that topic.   I had learnt about speech organs and English sounds (vowel or diphthong sounds and consonant sounds).   Speech organs produce many sounds for language. Organs used include the lips, teeth, tongue, alveolar ridge, hard palate, velum (soft palate), uvula and glottis.

 For ISL task 1, we had divided into the group of five. We were require to search information  for at least  tongue twister for pronunciation practice. Therefore, we had search for our tongue twister. After we choose our favorite tongue twister, we had practice to pronounce each word correctly. Actually, the tongue twister   is very useful to help me to pronounce English words since it is hardly to pronounced. I think the tongue twister competition that had been carried out really help me a lot especially for pronunciation aspect. The lectures given in class also help me in learning the vowel and diphthongs. Though I had learned them during my pre-degree (foundation) course, I mostly forgot them. Hence, this topic really benefits me in revising the phonology itself.  As I had mentioned in topic 1, our multicultural and dialect can affects our language. These also include our pronunciation as well. Therefore, tongue twister is the best activity to be carried out because we can practice to pronounce better in English.

 Then for ISL task 2, we were required to complete the table of minimal pair. We had identified five minimal pairs. I think that task was quite challenging since we had to find the word that had minimal pairs with initial, medial, and final phoneme differences. We had to change the words for so many times, because sometimes the words have minimal pairs with initial and final phoneme differences but not in medial differences.  Therefore, the dictionary is useful during finding the suitable word. 

  

Concisely, I think I really have enjoyed my time during learning this topic. I think phonology is  my favorite topic so far. I do not know why I like it but I really enjoy learning something new especially in pronouncing words in English. As teacher-to-be, it is important to learn phonology because it benefits us especially in pronouncing words. If I do not start it from now to pronounce well, I may face problem in teaching my students in the future. It is because as a English teacher we should not do pronunciation error or else we will jeer by our students later.  Hence, I really wish someday I could speak fluently like the British people since I learn to learn their language.  :)

Activity 1:

Access information from the internet for at least 3 tongue twisters for pronunciation practice in tutorial practice in tutorial week 5.

Tongue Twister Competition

We had chosen this tongue twister during the tongue twister competition in the tutorial.

Lesser weather never weathered lesser wetter weather.

/lɛsə wɛðə nɛvə wɛðərd lɛsə wɛtə wɛðər/

 Big black bugs bleed blue black blood but baby bugs bleed blue blood.

/bɪg blæk bəgz bli:d blu: blæk bləd bət beɪbi bəgz bli:d blu: bləd/

King thistle stuck a thousand thistles in the thistle of his thumb. A thousand thistles king thistle stuck in the thistle of his thumb. If king thistle stuck a thousand thistles in the thistle of his thumb, how many thistles did king thistle stick in the thistle of his thumb?

/kɪŋ θɪsəl stək ə θawzənd θɪsəlz ɪn ðə θɪsəl əv hɪz θəm/.

 /ə θawzənd θɪsəlz kɪŋ θɪsəl stək ɪn ðə θɪsəl əv hɪz θəm/

/ ɪf kɪŋ θɪsəl stək ə θawzənd θɪsəlz ɪn ðə θɪsəl əv hɪz θəm, haw mɛni θɪsəlz dɪd kɪŋ θɪsəl stɪk ɪn ðə θɪsəl əv hɪz θəm?/

Goup member: Adelina Guntor

                             Seranie Ngaoh

       Siti Khatijah

       Stefi Lavina (me)

Reference:

http://www.indianchild.com/tongue_twisters.htm:19/1/11

http://www.uebersetzung.at/twister/en.htm 19/1/11

http://www.fun-with-words.com/tong_example.html

http://www.alphadictionary.com/fun/tongue-twisters/english_tongue_twisters.html

http://www.worsleyschool.net/socialarts/tongue/twisters.html

Activity 2:

Access information from the internet to complete a table of five minimal pairs with initial, medial, and final phoneme differences. Transcribe the words in phonetics.

Here is our five minimal pair. 

Goup member: Adelina Guntor

                        Seranie Ngaoh

       Siti Khatijah

       Stefi Lavina (me)

Topic 1: Language and Communication

Language is a medium  for  communication. Using language we can understand,  interact,   and share our  point of view with others.  Language could be verbally, written,  or in term of body language.

For this topic, my focus of learning is in the language and communication.  In tutorial task 1, we had divided into four groups to discuss and search information on how Malaysian  culture affects English language by considering four factors.  For my group, we had discussed on the multicultural society factor  including major ethnic groups and dialect groups.

I think this topic is interesting as we learn how English can be affected by multicultural society. As we know, in Malaysia, there are many ethnic groups. Each group has their own dialect or "slang".  Malaysians commonly use "Manglish" to speak. It is widely use among Malaysian since it is easy to understand. As for me, I use "Manglish" to chat with my friends.  From the presentation, my group and I also get feedback from our lecturer and friends regarding "Manglish". I think I should try to speak more frequently in standard English rather than using "Manglish". In short,  I also think that language is unique because it can be influence by culture and society.

On the other hand, I also learn about function in language. As in our Independent Self Learning (ISL) we were required to prepare a dialogue with at least  five language functions. For the dialogue, my group and I had discussed to prepare a dialogue that happened in Gucci store. We had identified five language function such as to ask, to explain, to greet, to confirm, and to praise. Then, we had did a role play for the dialogue in tutorial week 1. After the role play, we had asked our classmates to identify language functions.  From this activity, I learnt that the language had many functions. We can ask someone, to seek information, and explain to others using language.

Next, I learnt more on the topic communication. Communication is a two-way between two parties.  In communication a sender will send message to receiver. For this topic, we were required to prepare  3 minute mime for non verbal communication. Therefore, my group and I had make a discussion and we had agreed to do a situation entitled "Husband having an affair with a lady" for tutorial presentation week 2. then, we asked our friend to identify the situation.  I think that activity was interesting because I saw how my group and other groups tried their very best to act without say any word. My group also got feedback from our lecturer on how to improve our role play. I learnt that it is not easy to communicate in non-verbal communication. It is not easy to make other understand our idea without saying any word but it is also one way to communicate and we can express our idea especially for deaf students.