In recent times, paradigmatic approaches to word formation have become increasingly popular, but the very concept of derivational paradigm is still far from being clear and universally accepted: while paradigms are a useful construct for the treatment of inflectional phenomena, less straightforward is their adoption in the realm of derivation, which is characterized by numerous gaps and inconsistencies. The aim of our theoretical contribution is to discuss the representation that morphological entities and derivational relationships receive in paradigmatic approaches, especially those which are gaining popularity in recent developments of the research. Specifically, we will reflect on how word-internal and word-external morphological relationships are explained and modeled in different topological representations, starting from traditional organizations of cells in columns, to three-dimensional arrangements of morphological families, to schematic representations along the lines of the Construction Morphology framework and, finally, to Bybee’s multidimensional networks.
In this contribution, I consider the paradigmatic structure of compounds in English, showing that the various paradigms overlap and interlock, leading to a network of paradigmatic structures. I briefly consider the implications of such a structure for non-compound structures as well, and discuss how to deal with the productivity of paradigmatic structures in such a framework.
The creation of compound verbs remains among the most contested phenomena of English word formation and the studies targeting these units have normally portrayed them as inconsistent or almost anomalous. This perception, together with the heterogeneous origins and the contested status of compound verbs, might explain why two central questions remain unanswered: (i) are these genuine compounds? and (ii) how can they be analyzed in a uniform manner? This paper tackles English verbal compounding with two hypotheses in mind: (i) that it is crucial to differentiate between a product- and a process-oriented approach to the phenomenon, and (ii) that a paradigm-based analysis acknowledging the role of analogy and the weight of metonymy proves highly beneficial.
This chapter demonstrates the applicability of the notion of derivational paradigms and word-formation families to the study of compounds. Three families of English compounds are investigated which are headed by deverbal -er nominals. The semantic homogeneity of each of those compound families is assessed by analysing data from the Corpus of Contemporary American English (COCA), supplemented by some lexicographic searches and web searches. This involves the examination of the polysemy of the head nouns, the implicit semantic relation between compound elements and the transparency (or opacity) of the compounds which belong to the selected compound families. Comments are provided on the use of construction schemas to generalize over the internal structure and semantic interpretation of compound families (or subfamilies).
This chapter investigates a set of ten English combining forms attested in the Oxford English Dictionary between 1980 and 1997 and discusses the suitability of paradigms for the conceptualisation of analogy-based combining-form combinations. In this chapter, the focus is on the secreted type of combining forms, which involve both abbreviation and secretion, as in initial Franken- (from Frankenstein, in Frankenfood) or final -erati (from literati, in glitterati), respectively used to refer to ‘genetically modified –’ and ‘a prominent or elite group related to –’. Using a corpus-based approach, the chapter shows that secreted combining forms offer word-formation paradigms that apply to series of similar words in the lexicon and are applicable to other new words which are at the basis of English vocabulary expansion.
In this paper, I seek to identify some recurrent and predictable patterns in the formation of deverbal converted nouns in English (to climb > the climb), which crucially differ from denominal conversion verbs (the bottle > to bottle) in showing only limited productivity. I will argue, however, that noun conversion exhibits regularities with respect to the morphological make-up and the semantic class of the base verbs, as well as to the noun’s interpretation in comparison to other competing suffix-based nominalizations, which I will describe as creating relatively stable derivational series within derivational paradigms (Hathout & Namer 2019).
The study deals with English noun/verb conversion pairs that have both formally and semantically close counterpart pairs in Czech. The study’s aim is to examine how these nouns and verbs, linked with similar semantic relations in English and Czech, are accommodated in the two languages with different morphological structures and conversion playing a different role. The noun/verb pairs, extracted from the British National Corpus and from the SYN2000 corpus, are analysed as two-cell paradigms and examined along with selected derivatives. The data suggest that in the Czech sample, nominals are preferred over verbs in expressing the particular meanings and most verbs appear as denominal formations, often differently from their English counterparts.
This paper intends to present arguments that favour a paradigmatic approach to conversion, extending Bonami & Strnadová’s (2019) proposal of aligning relations within paradigmatic systems to the aligning relation criteria. The paper compares English and Portuguese conversion and syntactic nominalisations, according to the aligning relation criteria. Those criteria compare the different phenomena with affixed deverbal nouns situated in a paradigmatic level. A paradigmatic approach strengthens the concept of conversion as word formation because it enables us to observe an alignment between conversion pairs and affixation pairs, in contrast to syntactic nominalisations, which do not obey the same features of affixed deverbal nouns and are, thus, not aligned with them.
Denominal and deadjectival complex verbs form a heterogenous set. They all belong to the coarse-grained class of causative verbs, but they may be obtained by different morphological processes, namely suffixation (code n → codify v ; laic adj → laicize v ), conversion (water n → water v ; dry adj → dry v ), or parasynthesis (globe n → englobe v ; rich adj → enrich v ). The focus of this paper is on the description and comparative analysis of the three processes, based mainly on data from European Portuguese (e.g., planificar v ‘plan’, jogar v ‘play’, esburacar v ‘make a hole’, fragilizar v ‘fragilize’, secar v ‘dry’, envelhecer v ‘grow old’) and English (e.g., codify, play, debug, fragilize, dry, enrich). The analysis will deal with each of these verb-forming processes individually and how they relate with each other.
In this contribution, I explore the plausibility of a paradigm-free view to the analysis of different irregularities involving participles in English. I propose that making reference to paradigm-like entities is inescapable to provide a full account of the forms, but that the role of paradigms is more limited than standardly assumed in the literature. We will provide arguments in favour of the idea that most irregular participles (gone, been, written) emerge through the structurally-determined competition between stored verbal exponents. There will only be a small number of cases where it is necessary to invoke a higher-level object such as the paradigm, in the form of a diacritic (e.g., ABA cases such as come-came-come; Bauer et al. 2013).
This chapter surveys the different uses of the English participles and discusses their status with respect to the distinction between derivation and inflection. In the debate about whether participles are verbal or adjectival, or indeed a mix between the two, most scholars have taken the position that ability to undergo further derivation (with affixes like -ness or negative un- for instance) indicates adjectival status. The paper assumes a descriptive focus and, without aiming to take a conclusive position relative to this general debate, explores such derivation further. The patterns covered in the paper are relatively few, but productive. This leads to derivational networks with sparse membership, but generally stable formal and semantic alignment.
Developing morphological awareness is an effective learning strategy which can simplify learning L2 vocabulary. The present chapter explores how far morphological-awareness activities are represented in over 100 international ELT coursebooks, 10 teacher training manuals and 17 practice books. The results show the coverage is rather low and unsystematic except in specialist manuals for vocabulary teaching and vocabulary practice books. Even in them the quality varies. Materials mostly focus on affixation and are not based on research findings. Attention should be paid to presenting teachers and teacher-trainees with more information on teaching derivational paradigms, and to introducing existing research and reliable materials which contain quality exercises and explicit information for students as well as ideas for classroom use.
In recent times, paradigmatic approaches to word formation have become increasingly popular, but the very concept of derivational paradigm is still far from being clear and universally accepted: while paradigms are a useful construct for the treatment of inflectional phenomena, less straightforward is their adoption in the realm of derivation, which is characterized by numerous gaps and inconsistencies. The aim of our theoretical contribution is to discuss the representation that morphological entities and derivational relationships receive in paradigmatic approaches, especially those which are gaining popularity in recent developments of the research. Specifically, we will reflect on how word-internal and word-external morphological relationships are explained and modeled in different topological representations, starting from traditional organizations of cells in columns, to three-dimensional arrangements of morphological families, to schematic representations along the lines of the Construction Morphology framework and, finally, to Bybee’s multidimensional networks.
In this contribution, I consider the paradigmatic structure of compounds in English, showing that the various paradigms overlap and interlock, leading to a network of paradigmatic structures. I briefly consider the implications of such a structure for non-compound structures as well, and discuss how to deal with the productivity of paradigmatic structures in such a framework.
The creation of compound verbs remains among the most contested phenomena of English word formation and the studies targeting these units have normally portrayed them as inconsistent or almost anomalous. This perception, together with the heterogeneous origins and the contested status of compound verbs, might explain why two central questions remain unanswered: (i) are these genuine compounds? and (ii) how can they be analyzed in a uniform manner? This paper tackles English verbal compounding with two hypotheses in mind: (i) that it is crucial to differentiate between a product- and a process-oriented approach to the phenomenon, and (ii) that a paradigm-based analysis acknowledging the role of analogy and the weight of metonymy proves highly beneficial.
This chapter demonstrates the applicability of the notion of derivational paradigms and word-formation families to the study of compounds. Three families of English compounds are investigated which are headed by deverbal -er nominals. The semantic homogeneity of each of those compound families is assessed by analysing data from the Corpus of Contemporary American English (COCA), supplemented by some lexicographic searches and web searches. This involves the examination of the polysemy of the head nouns, the implicit semantic relation between compound elements and the transparency (or opacity) of the compounds which belong to the selected compound families. Comments are provided on the use of construction schemas to generalize over the internal structure and semantic interpretation of compound families (or subfamilies).
This chapter investigates a set of ten English combining forms attested in the Oxford English Dictionary between 1980 and 1997 and discusses the suitability of paradigms for the conceptualisation of analogy-based combining-form combinations. In this chapter, the focus is on the secreted type of combining forms, which involve both abbreviation and secretion, as in initial Franken- (from Frankenstein, in Frankenfood) or final -erati (from literati, in glitterati), respectively used to refer to ‘genetically modified –’ and ‘a prominent or elite group related to –’. Using a corpus-based approach, the chapter shows that secreted combining forms offer word-formation paradigms that apply to series of similar words in the lexicon and are applicable to other new words which are at the basis of English vocabulary expansion.
In this paper, I seek to identify some recurrent and predictable patterns in the formation of deverbal converted nouns in English (to climb > the climb), which crucially differ from denominal conversion verbs (the bottle > to bottle) in showing only limited productivity. I will argue, however, that noun conversion exhibits regularities with respect to the morphological make-up and the semantic class of the base verbs, as well as to the noun’s interpretation in comparison to other competing suffix-based nominalizations, which I will describe as creating relatively stable derivational series within derivational paradigms (Hathout & Namer 2019).
The study deals with English noun/verb conversion pairs that have both formally and semantically close counterpart pairs in Czech. The study’s aim is to examine how these nouns and verbs, linked with similar semantic relations in English and Czech, are accommodated in the two languages with different morphological structures and conversion playing a different role. The noun/verb pairs, extracted from the British National Corpus and from the SYN2000 corpus, are analysed as two-cell paradigms and examined along with selected derivatives. The data suggest that in the Czech sample, nominals are preferred over verbs in expressing the particular meanings and most verbs appear as denominal formations, often differently from their English counterparts.
This paper intends to present arguments that favour a paradigmatic approach to conversion, extending Bonami & Strnadová’s (2019) proposal of aligning relations within paradigmatic systems to the aligning relation criteria. The paper compares English and Portuguese conversion and syntactic nominalisations, according to the aligning relation criteria. Those criteria compare the different phenomena with affixed deverbal nouns situated in a paradigmatic level. A paradigmatic approach strengthens the concept of conversion as word formation because it enables us to observe an alignment between conversion pairs and affixation pairs, in contrast to syntactic nominalisations, which do not obey the same features of affixed deverbal nouns and are, thus, not aligned with them.
Denominal and deadjectival complex verbs form a heterogenous set. They all belong to the coarse-grained class of causative verbs, but they may be obtained by different morphological processes, namely suffixation (code n → codify v ; laic adj → laicize v ), conversion (water n → water v ; dry adj → dry v ), or parasynthesis (globe n → englobe v ; rich adj → enrich v ). The focus of this paper is on the description and comparative analysis of the three processes, based mainly on data from European Portuguese (e.g., planificar v ‘plan’, jogar v ‘play’, esburacar v ‘make a hole’, fragilizar v ‘fragilize’, secar v ‘dry’, envelhecer v ‘grow old’) and English (e.g., codify, play, debug, fragilize, dry, enrich). The analysis will deal with each of these verb-forming processes individually and how they relate with each other.
In this contribution, I explore the plausibility of a paradigm-free view to the analysis of different irregularities involving participles in English. I propose that making reference to paradigm-like entities is inescapable to provide a full account of the forms, but that the role of paradigms is more limited than standardly assumed in the literature. We will provide arguments in favour of the idea that most irregular participles (gone, been, written) emerge through the structurally-determined competition between stored verbal exponents. There will only be a small number of cases where it is necessary to invoke a higher-level object such as the paradigm, in the form of a diacritic (e.g., ABA cases such as come-came-come; Bauer et al. 2013).
This chapter surveys the different uses of the English participles and discusses their status with respect to the distinction between derivation and inflection. In the debate about whether participles are verbal or adjectival, or indeed a mix between the two, most scholars have taken the position that ability to undergo further derivation (with affixes like -ness or negative un- for instance) indicates adjectival status. The paper assumes a descriptive focus and, without aiming to take a conclusive position relative to this general debate, explores such derivation further. The patterns covered in the paper are relatively few, but productive. This leads to derivational networks with sparse membership, but generally stable formal and semantic alignment.
Developing morphological awareness is an effective learning strategy which can simplify learning L2 vocabulary. The present chapter explores how far morphological-awareness activities are represented in over 100 international ELT coursebooks, 10 teacher training manuals and 17 practice books. The results show the coverage is rather low and unsystematic except in specialist manuals for vocabulary teaching and vocabulary practice books. Even in them the quality varies. Materials mostly focus on affixation and are not based on research findings. Attention should be paid to presenting teachers and teacher-trainees with more information on teaching derivational paradigms, and to introducing existing research and reliable materials which contain quality exercises and explicit information for students as well as ideas for classroom use.