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3 results

  • Chapter 1 - What Is Morphology?

  • Rochelle Lieber, University of New Hampshire
  • Book:
    Introducing Morphology
    Published online:
    18 October 2021
    Print publication:
    26 August 2021, pp 1-10

  • Summary

    This chapter introduces students to the study of morphology. We look in a preliminary way at the difficulty inherent in defining what we mean by a word and introduce the term morpheme. We introduce the basic concepts of simple versus complex words. Students learn the distinction between word tokens, word types, and lexemes. We end with a brief introduction to the difference between inflection and derivation.

  • 7 - Intentional Vocabulary Learning

  • Norbert Schmitt, University of Nottingham, Diane Schmitt, Nottingham Trent University
  • Book:
    Vocabulary in Language Teaching
    Published online:
    28 September 2020
    Print publication:
    16 July 2020, pp 161-185

  • Summary

    Chapter 7 discusses how vocabulary can be learned intentionally through explicit study. It outlines the need for explicit instruction, and discusses what makes a word easier or harder to learn. It then looks at the role of the L1 in L2 vocabulary acquisition, and how engagement affects learning. Finally, vocabulary learning strategies are covered.

  • 15 - Computational primitives in morphology and possible brain correlates

  • from Part II - Mind, brain, behavior
  • Edited by Cedric Boeckx, Kleanthes K. Grohmann, University of Cyprus
  • Book:
    The Cambridge Handbook of Biolinguistics
    Published online:
    05 May 2013
    Print publication:
    14 February 2013, pp 283-308

  • Summary

    In order to build their lexicon, infants firstly have to find word units in the speech stream, and then associate each word form with a meaning. This chapter discusses these two steps of lexical acquisition, and focuses more precisely on the role of two cues: phrasal prosody and function words. The main language-universal cue is the use of statistical or distributional information. The intuition behind the use of transitional probabilities between syllables or phonemes is that sound sequences that occur frequently and in a variety of contexts are better candidates for the lexicon than those that occur rarely or in few contexts. The syntactic category of words is the simplest cue that could constrain word meaning. Indeed, nouns typically refer to objects, whereas verbs generally refer to actions and adjectives to properties. Recent studies have demonstrated that young infants know something about the categories of function words.