Chapter 3, Lexeme Formation: The Familiar Video Solutions, Introducing Morphology

Problem 1

Divide the following words into morphemes and label each morpheme as a prefix, suffix, free base, or bound base. If you find difficulties in segmenting and labeling parts of these words, discuss what issues you find (see Section 3.3.5).
a. beginning
reheatable
non-smoker
impurity
b. intermediate
telephonic
overcompensation reheatability c. advanced hypoallergenic non-morphological unrepresentative

Leah Lampen

Numerade Educator

01:14

Problem 2

On p. 41 we gave the word formation rules for -ize. Now consider the words below and discuss what other sorts of restrictions we would have to add to our rules for -ize.
catechize, evangelize, antagonize, metabolize

Shahab Ullah

Numerade Educator

01:26

Problem 3

Using the data below, write a word formation rule for the suffix -able. Consider what category it attaches to, and what part of speech the resulting words belong to. Does it seem to have any phonological or semantic restrictions? Then draw the word trees for the words unwashable and rewashable.
$\begin{array}{ll}\text { washable } & \text { tyawnable } \\ \text { dryable } & \text { "ariveable } \\ \text { heatable } & \text { "fallable } \\ \text { readsble } & \text { "blinkable } \\ \text { lowable } & \\ \text { knowable } & \end{array}$

Emily Himsel

Numerade Educator

03:39

Problem 4

The word unwindable is potentially ambiguous. What are its two possible meanings? Draw two tree structures and show which meaning goes with each structure.

Shahina -

Numerade Educator

01:19

Problem 5

The linguist Laurence Horn has argued (2002) that the prefix un-really does attach to nouns, contrary to what we said in Section 3.3. He has collected such examples as undeath, uncountry, uncopier, unphilosophy, and unpublicity. Can you think of or find other examples where un- has attached to nouns? What do you think these un- nouns mean? (You can use a corpus or dictionary to help think of examples.)

Anand Jangid

Numerade Educator

00:27

Problem 6

In Section 3.3, we discussed the meanings (or lack thereof) of bases like ceive, -mit, and -port, but not the meanings of the prefixes with which they combine. Consider the prefixes re- and de-in words like report, deport, receive, deceive, remit, and demit. Do these seem to be the same prefixes as the re- and de-in rewash, rewind, reload or debug, de-ice, derail? Why or why not?

Amy Jiang

Numerade Educator

04:06

Problem 7

How many meanings can you come up with for the complex compound miniature poodle groomer manual? Try to draw the trees that correspond to each meaning you've come up with.

Noah Boudrie

Numerade Educator

02:07

Problem 8

Classify the compounds below as attributive, coordinative, or subordinative, and as either endocentric or exocentric. Example: book shelf is an endocentric attributive compound; truck driver is an endocentric subordinate compound.
oil burner
lighthouse
blue blood
hell raiser
scholar athlete
blue-eyed
pickpocket
house-hunting

Preeti Kumari

Numerade Educator

03:11

Problem 9

Many languages use compounding as a strategy for forming new words. Consider the data below and try to determine: (a) which element is the head, (b) whether the resulting compounds are endocentric or exocentric.

Lena Jake

Numerade Educator

Problem 10

Consider the following noun/verb conversion pairs in English. In each case decide whether the noun was converted from the verb or vice versa. Give arguments based on meaning to support your choices.
$\begin{array}{ll}\text { bug } & \text { to bug } \\ \text { kick } & \text { to kick } \\ \text { saddle } & \text { to saddle } \\ \text { paint } & \text { to paint } \\ \text { catch } & \text { to catch } \\ \text { book } & \text { to book (eg. a twble in a restaurart) }\end{array}$

Check back soon!

01:16

Problem 11

Take a look at the words you (and your classmates) have collected so far in your Word Logs. Can you classify them according to the means of word formation used to create them? Does any one means of word formation predominate? If so, think about why this might be.

Lizabeth Tumminello

Numerade Educator

01:30

Problem 12

Following the directions in Section 3.8, use COCA to search for the suffix -eer (as in auctioneer or mountaineer). Make a list or a spreadsheet of the data that you find, and use those data to formulate a word formation rule for-eer.

John Barone

Numerade Educator

Problem 13

In this chapter, we used-tarian,-licious, and -tastic as examples of splinters. See if you can think of other examples of splinters in English and search for novel words using those splinters in COCA.

Check back soon!

04:59

Problem 14

Consider the semantic categories of affixes discussed in $\underline{\underline{\text { Section }} 3.3 .3}$. First look at the data below from the Yuman language Hualapai, spoken in northern Arizona. Assume that a process of affixation creates the pairs of verbs in this language. What semantic category would you place these affixes in? (Data from Watahomigie, Bender, and Yamamoto 1982: 280.)
$$
\begin{array}{|c|c|c|c|}
\hline \text { dabs } & \begin{array}{l}
\text { To frrow towond } \\
\text { the apesoler }
\end{array} & \text { damk } & \begin{array}{l}
\text { bo throw from } \\
\text { the specker }
\end{array} \\
\hline \text { ext } & \begin{array}{l}
\text { 7o gvermeorice } \\
\text { (towod me)' }
\end{array} & \text { exk } & \text { po sendf } \\
\hline \text { hack } & \text { lo bok this way? } & \text { haink } & \text { to look over thet wyy } \\
\hline \text { inult } & \begin{array}{l}
\text { Tasend one persory } \\
\text { arimal townd } \\
\text { the spedier }
\end{array} & \text { humk } & \begin{array}{l}
\text { to send one person? } \\
\text { arimd avay? }
\end{array} \\
\hline \text { unt } & \text { ho come and vee? } & \text { Mrmk } & \text { 'bogo and see' } \\
\hline \text { yode } & \text { Bo come home } & \text { vomk } & \text { bogh horre' } \\
\hline
\end{array}
$$

Sana Riaz

Numerade Educator