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—The purpose of this paper is to emphasize the issue of word-formation mechanisms in the area of foreign language learning / teaching, and to provide a critical view on the selected English language coursebooks series named Action Pack from the viewpoint of vocabulary selection and teaching techniques they employ. Vocabulary, as compared, for instance, with language functions and other grammatical structures, is still assigned to parts of speech (noun, verb, adverb, adjective, etc.) by a method which goes back for two millennia (Matthews,1974). The new communicative trends disregard the role of word-formation mechanisms; they focus on syntax and/or vocabulary without analyzing the mechanisms involved in the creation of new lexical items. As is pointed out by Lessard-Clouston (1996), EFL materials are often organized along the lines of the four major skills: listening, speaking, reading and writing, vocabulary, on the other hand, is seldom explicitly mentioned, although it is always present. In other words, learning of English word-formation mechanisms is seen as a by-product of other linguistic learning. No wonder, then, that vocabulary is less systematically taught and learnt than other aspects of the FL. Since words play an important role in expressing our feelings, and ideas to others during the act of communication, FL teachers should attribute importance to teaching word-formation in their classes. Textbooks play a pivotal role in the realm of language teaching and learning and they are looked upon as an indispensable vehicle for FL learning. The paper has two main objectives: first, the morphological system including word-formation mechanisms will be reviewed, second, to clarify and discuss the necessity for word-formation teaching to learners of EFL context.
This research paper attempts to focus on the main and major differences and idiosyncrasies of grammar and grammar related issues in British and American English. These differences have a great influence on learning and using the English language. In fact, British and American English are one language having two (slightly) different grammars. Although there is a popular notion about American English to be more simplified and flexible, we have to keep it in mind about the subtleties, complexities and identifications too. American English is now different from its British mother and we could say it is more than another dialect due to its importance as well as control over the world affairs at present. The fall of the then USSR, the US popular media, open market, globalization, the internet etc have made American English more powerful than ever before. But still today, the number of British English users is more than that of American English. Sometimes, it is noticed by and large that the misuse and the misconception in handling these two major varieties of English pose various problems. So, the main concern of this current paper is to remove the possible mistakes and confusions about the two different but related varieties of English, specially in most of the areas of grammar, syntax and the like.
The derived (origin) of words is more productive in the system of word-formation. It is the same in languages and in this case and studies between Albanian and English language. With the word or the derived (origin) understand the formation of the new words or the words that exits in the language. The derived (origin) of the word can make by prefix , suffix , prefix-suffix and with out infixes. The origin of the word and compound are another way that can crated the new words. This type of word-formation is possible to be the same in both of languages. In English language e.g. ―... new nouns can be formed by derivation and compounding. Derived nouns are formed torhugh the addition of derivation affixes (prefixes and suffixes), as in disbleief (dis + belief)...‖ In both of languages we have three models of word-formations e.g. Simple words and derived; Compound; By changing the function or the meaning (conversion).