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2009 FF UP Morphosyntax - Skripta-Libre
2009 FF UP Morphosyntax - Skripta-Libre
complex. We
provisionally call this the position.
Auxiliary do: In declarative positive nonemphatic structures the initial Aux do remains
phonetically empty. It is, however, visible in interrogative, negative or emphatic
structures, where it provides DO-support.
138
20.2 Negation (Position of not)
Clausal Negation: inserting the particle NOT. What is the position of not?
(4) (a) Marcel canNOT be reading. (b) ?Marcel can be NOT reading.
(c) *Marcel can be reading NOT. (d) *Marcel NOT reads.
(e) *Marcel reads NOT. (f) Marcel does NOT read.
The negative particle not appears in front of some Verbs but after others. Assuming the
structure proposed in (3) on page 137, we can propose the following uniform scheme.
Notice the importance of the first phonetically present Mod/Aux, distinct from V
LEX.
This
element precedes the particle not (or its bound form -n't ).
(5) Negative particle (+negative/ short Adverbs) follows the first Aux/Mod : O
Marcel can NOT - - - read
will never semantically empty
might just nonemphatic do becomes lexicalized
is (-ing) to provide DO-support
do for the particle not.
SUBJECT NEG - - - VERB
20.3 Question Tags, Short Answers, Questions of Surprise
The role of O operator (the first Mod/Aux) is again crucial. DO-support reappears.
(6) (a) John can see us, can't he? - Yes, he can. - Can he?
(b) John has been reading, hasn't he? - Yes, he has. - Has he?
(c) *John reads them, reads he not? - *Yes, he reads. - *Reads he?
(d) John reads them, doesn't he? - Yes, he does. - Does he?
Conclusion:
With respect to their distribution/ syntax, MOD/AUXs form a special group within the
category of VERBS and their characteristics can be stated as in (9) on page 139.
Morphological vs. syntactic criteria
The morphological template of an English Predicate consists of up to 5 elements, the 5-
slot Predicate model (Quirk, 1985):
(7) Modal Perfect Progressive Passive Lexical
John will/can have been being introduced
139
For syntactic analysis, however, i.e. when discussing the word order of English clause, the
2-slot Predicate is sufficient as well as more elegant. The first slot is the operator (=
the first Modal MOD/AUX , preceding any NEGATION); the others are all the following
Aux/Vs.
(8) O V(s) = one or more AUXs / Vs
John will/can have been being introduced
(9) Classification of the verbal elements
a) Modals : central Modals appear always in the position
b) Auxiliaries: appear either in or in some following (V) position
c) Lexical Verbs: never appear in the position
The above allows us to define Central Modals in English in a more precise way.
(10) Central Modals in English:
a) lack verbal morphology
b) always appear in O i.e. - they are unique and
- always precede Aux
(11) The specific properties of 'the first modal/auxiliary' position (here as O):
Huddleston & Pullum (2002) : NICE (NICCEE)
a) Negation O takes not, lexical V does not
b) Interrogation O inverts in questions, lexical V does not
c) Coda O is used in short reactive structures (question tags, questions
of surprise), lexical V is not
(i) John must speak English, mustn't he?. - Must he?
(ii) John speaks English, speakn't he? - *Speaks he?
d) Contraction O contracts, lexical V does not
e) Emphasis O is used to emphasize the polarity, lexical V is not
(i) A: John cannot speak English. - B: (No,) John can so speak English.
A: John can speak English. - B: (No,)John can't either speak English.
(ii) A: John speaks English. - B: *(No,) John speaks so English.
f) Ellipsis O is used in ellipsis, lexical V is not
(i) John can speak English - and so can/should/do I. but/so Mary needn't.
John could speak English - before Mary could /did. - if Mary did.
(ii) John spoke English - *and so spoke I. - before Mary spoke.
20.4 Negative Questions (Testing the proposed verbal structure)
Notice the pattern, referring to (3) on page 137 and (5) on page 138.
Negative questions should (i) have inversion, and (ii) contain the particle not (or -n't ).
Discuss in more detail which element (how many of them) inverts with a Subject, reflecting
on the categorial status (= particle) of not (or -n't ).
140
(12) (a) Marcel will often be reading. (b) Will Marcel often be reading?
(c) *Will be Marcel often reading? (d) *Will often Marcel be reading?
(e) *Will be reading often Marcel?
(13) The above issues are clarified by the possible morpho-phonetic contraction of not:
(a) David won't be reading. (e) David will not be reading.
(b) Won't David be reading? (f) *Will not David be reading?
(g) Will David not be reading?
(c) David doesn't read. (h) David does not read.
(d) Doesn't David read? (i) *Does not David read?
(j) Does David not read?
20.5 Exercises
(14) EXERCISE ===========================================
Assuming the syntactic distinction(s) between Aux/Mod and Verbs, i.e. referring to
(i) their need for DO-support, (ii) their ability to invert, and (iii) infinitive or agreement
morphology, discuss the underlined Verbs and state their category (V or Aux or Mod).
(A) (a) Do you go swim often? - No, I don't go swim.
(b) * Go you swim? - * No, I go not swim. Example shows a typical
(c) I want to go swim. pattern of .........................
(B) (a) * Do you can go? - * No, I don't can go.
(b) Can you go? - No, I cannot go. Example shows a typical
(c) * I want to can go. pattern of .........................
(C) (a) * Do you be going now? - * No, I don't be going now.
(b) Are you going now? - No, I am not going now. Example shows a typical
(c) I want to be going now. pattern of .........................
(15) EXERCISE ===========================================
Explain the ungrammaticality of the following sentences, referring to the rule for
Subject-Verb agreement in English. (Giving a possible correct form is NOT an
explanation! Use the reasoning in terms od the model (8) on page 139)
(a) *A lot of guests arrives today. (e) *Bill wills read a journal.
(b) *Their type arrive pretty often. (f) *Knows John about the situation?
(c) *Mary or John are reading the book. (g) *Do John knows about the situation?
(d) *Bill will reads a journal. (h) *Do John know about the situation?
(16) EXERCISE ===========================================
Referring to your rules for question formation and for making clause negation in
English, explain the ungrammaticality of the following examples.
(a) *Can be John running? (f) *Will not John come soon?
(b) *John not reads much. (g) *John reads never novels.
141
(c) Does he understand? - *Not (so). (h) *John don't reads good books.
(d) *Can Mary havent read that book? (i) *Needs Bill do anything about this?
(e) *Dare John to notify the police? (j) *Does John will know about it soon?
(17) EXERCISE ===========================================
Construct relevant examples which show whether the following underlined Verbs are
Aux/Mod Verbs. For the criteria see (8) on page 139 and (10) on page 139.
(a) Julien can be leaving London just now.
(b) Mary has been writing her essay for two weeks already.
(c) Livia was introduced to Martin.
(d) Claire has to read this paper tonight.
(e) Hugo is to help his mother with the shopping.
(18) EXERCISE ===========================================
Assuming the properties of the best case Modals as discussed above, see (8) on page
139 and (10) on page 139, and considering above all:
(i) no do-support,
(ii) no inflectional morphology,
(iii) followed by bare infinitive,
find out what makes central Modals distinct from the marginal Modals, modal idioms and
semi-Auxiliaries. (See (2) on page 133.)
(19) EXERCISE ===========================================
Write the correct forms and explain the ungrammaticality referring to the model (8)
on page 139.
(a) *William need to go to school. .......................................................................
(b) *Harry dares now go to the cinema. .......................................................................
(c) *Neednt they to go to school? .......................................................................
(d) *Dont they dare go to the cinema? .......................................................................
(e) *Needs he not to go to school? .......................................................................
(f) *Does he not dare see his friend? .......................................................................
(20) EXERCISE ===========================================
Compare the particle not with the negative Adverb(ial) never. Discuss their
properties suggested by the questions below. Use the examples below (and create more of
your own) to demonstrate the phenomena.
(i) Is their position the same?
(ii) Do they both require DO-support ?
(iii) Where do they appear in (negative) questions?
(iv) Can both of them contract?
(v) Under which condition can they appear in front of the Subject?
(vi) Can they be used alone in isolated answers?
(vii) Which kind of verbal inflections can(not) appear after them?
(a) Livia will not be (*not) reading. (a') Livia will never be (not/ *never) reading.
(b) *Livia not reads. (b') Livia never reads.
142
(c) Livia does not read. (c') ??Livia does never read.
(d) Will Livia not read? (d') Will Livia never read?
(e) Won't Livia read? (e') *Will never Livia read?
(f) *Not will he help her. (f') Never will he help her.
(g) Will you help? - *Not. (g') Will you help? - Never.
(h) *Livia not does read.. (h') Livia never does read.
(21) EXERCISE ===========================================
To describe the English word order, the simple model S V O is often used, which
employs a single (synthetic) symbol V for the whole Predicate. In this section we have
been using a 2-slot model for the analytic English Predicates in model (8) on page 139 and
mentioned the 5-slot Predicate (see (7) on page 138) for the complex verbal forms of
English.
A. What is the distinction? Make a schematic picture of both, label the components and
give examples
5-slot-model
2-slot-model
B. How would you define (= describe) the element labeled here O?
C. In the following examples underline the full Predicates and describe their structure.
Which model seems to you descriptively most adequate? What are the reasons for
your choices?
(a) This house must have been being built for years already.
(b) The picture could not be seen because of the shadow.
(c) Your money is being spent just now.
(d) *Will not you help your brother?
- Will you not help your brother?
D. Using the two models, try to answer the following questions?
(i) How many elements can appear in each slot?
(ii) Is the order of the units obligatory? Try to give relevant data (give examples)!
(iii) Are all/ some of the members of the form(s) in a given slot obligatory?
(iv) What is the position of negation (NOT) in each scheme?
(v) Which element (slot?) inverts in questions?
(vi) In which element (slot?) does the 3sg morpheme s appear in the Present Tense?
(22) EXERCISE ===========================================
Discuss (explain, comment) the distinctions between the 'first modal/auxiliary' O
providing examples of all the diagnostics NICE. (Negation, Inversion, Coda,
Emphasis).
143
21 THE ENGLISH VERBS DO, BE AND HAVE
See also: Huddleston & Pullum (2002) pp. 71-212, Huddleston & Pullum (2005) pp. 29-62;
Greenbaum & Quirk (1990) pp. 24-69; Quirk, Greenbaum, Leech & Svartvik (2004) pp.93-
240; Dukov (1994) pp. 174-180; Svoboda and Oplov-Krolyov (1989) pp. 7-50;
Leech (1971).
Every English Auxiliary and Modal is rather idiosyncratic (= specific, sui generis, with
some unpredictable property or properties). Recall the following:
(1) Classification of the verbal elements
a) Modals: central Modals always appear in the O position
b) Auxiliaries: appear either in or in some following (V) position
c) Lexical Verbs: never appear in the O position
The following examples illustrate that apart from the Auxiliary "do", there also exists in
English a lexical Verb "do". Considering all the distinction(s) among Aux/Mod/Lexical
Verbs discussed in the above sections, the two kinds of "do" are distinct lexical items, each
of which behaves regularly with respect to its characteristics.
(2) Lexical do Auxiliary do
(a) Emma did her homework. (a') Emma did read the novel.
(b) Did he do his homework? (b') *Did he do read the novel?
(c) *Did he his homework? (c') Did he read the novel?
(d) He wants to do his homework. (d') *He wants to do read the novel.
(e) Dont do your homework again. (e') *Dont do read the novel again.
(f) *She didnt her homework yet. (f) She didnt read the novel yet.
(g) *Do not your homework here! (g) Do not read the novel here!
21.1 Specificity of be
The English Verb be can be analyzed as several different elements, depending on its
complementation.
(3) Kinds of be
(a) He is reading some novel, isn't he? be (+ing) = progressive Aux
(b) It is written in English, isn't it? be (+en) = passive Aux
(c) Peter is a teacher/ silly, isn't he? be (+NP/AdjP) = Copula
(d) Mary is at home, isn't she? be (+PP/AdvP) = location
(e) There is a man in the garden, isn't there? there construction = existential be
(f) I am to read this article by next week. be (+ to-infinitive) = Modal
The position of "be" in the English analytic Predicate
In terms of the 2-slot Predicate model (8) on page 139, notice the special properties of the
English Verb "be" as illustrated below. Consider all formal distinction(s) among
Aux/Mod/Lexical Verbs discussed in earlier sections.
144
(4) (a) Is he at home?
(b) *Does he be at home? be inverts like an Aux/Mod.
(c) He is not reading any books.
(d) *He does not be reading any books. be precedes NEG like an Aux/Mod.
(e) We arranged for it to be translated.
(f) I want to be a teacher. be can be non-finite like Lexical Vs.
(g) There are men here. There is a man here. be has inflection like an Aux.
(h) He can/ will (not) be (*not) at home. be can appear after Mod/Aux.
(i) Don't be silly! be co-occurs with Aux do.
As schematically illustrated in (3) on page 137 and (5) on page 138, a standard Predicate in
an English sentence has (at least) two syntactic positions: O (an operator, the first
Mod/Aux) and a second V position for (Aux and Lexical) Verbs.
The Verb be is special, because it can occupy both positions.
(5) Schematic structure for all uses of the Verb be (within the analytic Predicate)
(a) Emma IS not at home.
(b) Emma can BE at home.
Emma IS not at home.
can BE
SUBJECT =Mod/Aux Neg VERB
analytic Predicate
Note: It seems that only one use of be, Modal be, occurs only in the position:
*We may be to read that article next week. *I wouldnt want to be to report to the office.
The Verb be occupies (in some abstract sense) the position of the lexical Verb, i.e. is NOT
followed by another (bare) V. In a sentence, however, unlike any other V, any be can also
appear in the position of the O when this position would otherwise be empty.
Another way to say this: In finite ( non-imperative) clauses with be, there is no do-support.
21.2 Specificity of have
Using the 2-slot Predicate model (8) on page 139, compare the examples of the Verb have
below with the structure of be in (5) above.
(6) Archaic stative have .... a structure identical with be.
(a) I (can) have a book here. I want to have more books.
(b) Have you a book here?
(c) I haven't any book here.
145
The Predicate in Old English was not as analytic as in Modern English, and the examples
above suggest that the archaic usage of the stative (possessive) Verb have is structurally
similar to the Verb be, i.e. have
(a) is NOT followed by another V
(b) is able to move to the position of the AUX/MOD (in front of negation) whenever
possible/ needed.
Languages, however, have a tendency to get rid of irregularity and Modern English does
not freely use the archaic form of have as illustrated above. Look below at the strategies
applied in Modern British and American English.
The following examples (7) show that British English has made stative (possessive) have
into a non-lexical element, Auxiliary. The position of the lexical Verb is represented by got.
(7) Stative/ possessive have in Modern British English
(Consider its similarities with the standard perfective Aux have.)
(a) I (*will) have got new books. (a') I (will) have received new books.
(b) Have you got a new book? (b') Have you received a new book?
(c) * Do you have got a good book? (c') * Do you have received a good book?
(d) I haven't got any books. (d) I haven't received any books.
(e) * I don't have got any books. (e') * I don't have received any books.
(f) Youve got new ones, havent you? (f) Youve received them, havent you?
The following example (8) shows that in contrast to the British usage, American English
treats stative (possessive) have as a lexical Verb.
(Consider its similarities with standard lexical Verb receive.)
(8) (a) Do you have new books? (a') Do you receive new books?
(b) Yes, I (do) have new books. (b') Yes, I (do) receive new books.
(c) No, I don't have any books. (c') No, I don't receive any books.
(d) You (do) have some, dont you? (d) You do receive some, dont you?
(9) Schematic picture of the stative/ possessive Verb have
Compare the structure below with structure of be in (5) on page 144.
Archaic HAS not
British Emma HAS not got any toys
American (does) not HAVE
SUBJECT =Mod/Aux Neg VERB
Apart from stative/ possessive have, English uses other kinds of have, too. In these usages,
British and American are the same. The following examples show that have can be Aux,
Mod, and Lexical Verb as well.
146
(10) Perfective have: You (may/ *can) have written a letter.
(a) Have you written a letter? (a') * Do you have written a letter?
(b) I haven't written a letter. (b') * I don't have written a letter.
(c) You have written one, havent you? (c) * You have written one, didnt you?
(d) For Jane to have written a letter would surprise me.
(11) Modal have: I (may/ *can) have to go there immediately.
(a) *Have you to go there? (a') Do you have to go there?
(b) *I haven't to go there now. (b') I don't have to go there now.
(c) *You have to go now, havent you? (c) You have to go now, dont you?
(d) For Jane to have to go now would surprise me.
(12) Dynamic have : (i) You (can) have a look around.
(ii) They (can) have good times later.
(iii) I (could) have lunch with Joe.
(a) *Had you a look around? (a') Did you have a look around?
(b) * I haven't a look around often. (b') I don't have a look around often.
(c) * Had they some good times later? (c') Did they have some good times later?
(d) * I haven't good times lately. (d') I don't have good times lately.
(e) * Have you lunch with Joe today? (e) Did you have lunch with Joe today?
(f) * I hadn't lunch with Joe. (f') I didn't have lunch with Joe.
(g) * She often has lunch, hasnt she? (g) She often has lunch, doesnt she?
(13) (a) John has a shower every day. Agentive/Experiencer have
(b) John has Mary carry his suitcase. Causative have
(b) John has his car repaired. Concern have
21.3 Exercises
(14) EXERCISE ===========================================
Assuming the 2-slot predicate model (8) on page 139 and considering the position of
negation (and the ability to invert in questions), does the Verb be occupy the position of
Aux/Mod or the position of a Verb?
(a) Julie is not at home. (b) Emma cannot be at home.
(c) Be ready to go at five! (d) Don't be late again!
(e) Arent they ready yet? (f) To be or not to be, that is the question.
(15) EXERCISE ===========================================
Considering the distinction between the following examples
i) w.r.t. the meaning (epistemic vs. deontic interpretation)
147
ii) w.r.t. the characteristics of the finite verb (see criteria (8) on page 139 and (10) on
page 139).
iii) Explain the distinction in making the past tense of the two forms.
(a) He must be at home ... (...every day / - mustn't he? / -Isn't he?)
(b) He has to be at home...
(16) EXERCISE ===========================================
Assuming the 5-slot predicate model (see (7)on page 138), make English sentences putting
the correct form of be into the bold framed slot (try to fill the other positions with some
element, too, if possible). Are all positions available for be?
Which of the verbs be illustrated in (3) on page 143 is in which position?
How would the same exercise look assuming the 2-slot predicate model?
Mod Perf Prog Pass Verb
(a) Adam
(b) Adam
(c) Adam
(d) Adam
(e) Adam
(17) EXERCISE ===========================================
Consider the examples of Modal be below which test
(i) the form of negation and question formation,
(ii) the ability to appear in every Tense/ Aspect,
(iii) the ability to appear as infinitive.
Try to test the same properties with the other kinds of be given in (3) on page 143.
(a) I am (not) to leave at six o'clock. (a') He is (not) to leave at six o'clock.
(b) I was (n't/ not) to leave before six. (b') They were (n't/ not) to leave before six.
(c) Am I (not) to leave at six o'clock? (c') Were they (not) to leave at six o'clock?
(d) *He will be to leave at six o'clock. (d') *They had been to leave at six o'clock.
(e) * To be to leave at six a.m. is irritating.
(18) EXERCISE ===========================================
Consider the same questions as in exercise (14) above for the Modal have (to) and
also the other kinds of have.
(19) EXERCISE ===========================================
Explain the ungrammaticality of the following sentences in terms of the syntactic
distinctions among the LEX-AUX-MOD Verbs.
(a) *Had you a quick look at this book?
(b) *Have you to write a letter to Julie already?
(c) *Do you have written a letter to Wilma?
(d) *Im surprised that John had not a good time in London.
148
(e) *For him to havent written yet worries me.
(20) EXERCISE ===========================================
Which form of a Verb follows the Modal? A bare infinitive or to-infinitive?
Consider the following sentences and find similar examples to demonstrate your claim.
(a) I must go now. (a') *I have go now.
(b) *I must to go now. (b') I have to go now.
(c) I must have gone too early. (c') *I had go too early.
(d) *I must to have gone too early. (d') I had to go too early.
(e) *I dont want to must live forever. (e') I dont want to have to live for ever.
(21) EXERCISE ===========================================
In the following sentences classify all the verbal elements among Lex-Aux-Mod.
Give relevant arguments for your decisions.
(a) Theo is looking at Jane. (f) Theo is looking for Jane.
(b) Theo has got a book. (g) Theo has gotten a book.
(c) Theo has had to go. (h) Theo is having a shower.
(d) Theo will make trouble, I am sure. (i) Theo started to read a book.
(e) Theo may have read that book. (j) Theo has been reading that book.
(22) EXERCISE ===========================================
Discuss the properties of the following dynamic usages of have. Give more examples
of the kind.
I. Agentive: Tourists (can) have a look around the museum before they leave.
(a) *Have you often a look around it? (a') Do you often have a look around it?
(b) *I haven't always a look around it. (b') I don't always have a look around it.
(c) .........................................................................................................................................
II. Causative: You (can) have somebody help you with the homework.
(a) *Had you somebody help you? (a') Did you have anybody help you?
(b) *They haven't anybody help them. (b') They don't have anybody help them.
(c) .........................................................................................................................................
III. Concern: They (will) have their house repainted every year.
(a) * , havent they? (a') , wont they?/ , dont they?
*Have they really? Will they really?/ Do they really?
(b) *I haven't ever mine repainted.
(b'). I didn't/ wont ever have mine repainted.
(c) .........................................................................................................................................
149
(23) EXERCISE ===========================================
In (substandard) spoken American English the possessive Verb have (see (8) on
page 145 above) is often replaced by 'got', especially in a positive declarative context.
Consider the examples below. Notice that this paradigm of got looks like a lexical Verb
paradigm, but because of example (d), it cannot be taken for a regular type.
(a) I/ You/ We/ They got a new book. = I/ You/ We/ They have a new book.
(b) I/ You/ We/ They don't got a new book. = I/ You/ We/ They don't have a new book.
(c) Do I/ you/ we/ they got that book? = Do I/ you/ we/ they have that book?
(d) *He gots a new book. (d') He's got a new book.
(e) He hasn't got a new book.
(f) Has he got a new book?
Notice that the form used is "got" not "get" (Standard English: to get to V = to have of
advantage of V-ing)
(g) We get to (can, manage to) visit the museum free every Wednesday.
(24) EXERCISE ===========================================
Consider also the following examples in which gotto is replacing have to = must.
(The written form is unlikely to appear since these forms are more or less colloquial only.)
Is gotto in the V position or the O operator position? Why?
(a) You [gotto] go, don't you?
(b) They [gotto] go, don't they?
(c) You don't [gotto] go, do you?
(d) He's [gotto] go.
(e) Has he [gotto] go?
(f) You [gotto] get the book soon, don't you?
(g) *You [gotto]not come back soon.
(h) To [gotto] go now is a pain.
(25) EXERCISE ===========================================
i) Find all the sentence members in the following examples.
ii) Which constituents (phrases) represent the sentence members? Make the phrases
more rich // replace them by a short variety of the same category.
iii) Find the VP and discuss the valency of the Verb. How are the Arguments realized?
Which kind of Verb is it using the Table 7 on p. 131
iv) Look in more detail at each word, giving its category and explaining its form.
(a) His younger brother saw your friend in front of the main building.
(b) I introduced Mary's boyfriend to my grandfather.
(c) They were determined to put all the exercise books to the bottom shelves.
(d) The free people of Uganda will be electing their President soon.
(e) To read all those huge books of short stories every day is more than extremely
boring.
(f) While at school, all the students must respect the official rules.
150
22 APPENDIX: LIST OF SOME ENGLISH BOUND MORPHEMES
22.1 Negative affixes
Discuss the distinction between the NEGATIVE PREFIXES w.r.t. their origin and
diachronic/synchronic productivity .
un-
Germanic
unable, unabridged, unclothed, unadvanced, unalloyed, unadorned,
unambiguous, unambitious, unaffected, unaltered, uneducated, unfinished,
unhurried, unknown, unloved, unread, unspoken, untouched, unwelcome
in-
Latin/French
(i) inability, inadequate, inaccessible, inarticulate, inhospitable, intolerable,
insatiable, invisible
(ii) imperfect, impossible, improbable, implacable, immature, immoral,
immobilized, immoderate, imbalance, impassionate, immortal
(iii) irresistible, irreclaimable, irregular, irreligious, irrelevant, irreparable,
irresolute, irresponsible, irresistible, irrational,
(iv) illogical, illegal, illegible, illiterate, illusion, illiberal, illicit
non- nonsense, nontoxic, nonstop, nonconformist, nonevil, nonprofit, nonplus,
nonage, nontaxable, nonphenomenal
non-American vs. un-American
dis- disarm, disagree, disabled, disadvantage, discourage, disease, dishonor,
disgrace, disgusting, discredit, disloyal, distrust, discontented, dissolved,
disregard, dispose, disapprove, disinherit
-less baseless, artless, careless, effortless, friendless, graceless, fearless,
helpless, homeless, hopeless, noiseless, powerless, sleepless, tasteless,
voiceless, trackless, weightless
-less+ness carelessness, effortlessness, hopelessness, sleeplessness, shamelessness,
lifelessness, restlessness
-free fat free, insect free, caffeine free, noise free, dust free
22.2 Some of the more frequent English suffixes
(a) State/Define the meaning and kind of the morpheme
(b) State the resulting categorial change
(c) Discuss the origin and the diachronic/synchronic productivity
-able (i) capable, bearable, agreeable, acceptable, comfortable, enjoyable,
transferable, laughable, manageable, portable
(ii) terrible, forcible, horrible, edible, transmissible, visible
-ad(a/e)
parade, brigade, barricade, marinade, cannonade, tirade, cavalcade, decade,
lemonade, serenade, myriad, monad
151
-age carriage, courage(ous), outrage(ous-ly), marriage, marriage(able),
envisage, damage, salvage, storage, pillage, visage
-al sensual, autumnal, animal, aural, cerebral, decimal, gradual, intellectual,
infernal, internal, manual, mental, natural, optional, oral, spiritual,
technical, usual, phenomenal
-ance/y
-ence/y
(i) alliance, elegance, reluctance, intolerance, relevance, resistance,
assistance, attendance, allowance, endurance, vigilance, militancy
(ii) difference, competence, conference, existence, influence, obedience,
patience, fluency, urgency
-a/e/ory (i) N: factory, memory, dictionary, category, burglary, depository,
dormitory, bakery, bravery, bribery, repertory, reformatory, witchery
(ii) Adj: necessary, primary, voluntary, obligatory, stationary
-ate advocate, dedicate, educate, abbreviate, deviate, enumerate, exaggerate,
fascinate, segregate, emancipate
-dom boredom, Christendom, dukedom, earldom, freedom, kingdom,
martyrdom, officialdom, random, whoredom, wisdom, Yankeedom
-ee employee, referee, alienee, donee, invitee, hiree, divorcee, appellee,
biographee, devotee, deportee, fiance, mortgagee, nominee, refugee,
trustee, expellee
recipient
-en (i) silken, frozen, oaken, woolen, wooden, golden, brazen
(ii) broaden, brighten, hasten, heighten, lighten, roughen, soften, frighten
NA
A/NV
made of N; silk+en = made of silk,
made st. A/N; to light+en = to make it light
-er (i) baker, fighter, dancer, killer, toiler, wrecker, painter
(ii) waiter, starter, hamburger/frankfurter, banger, breezer, poster
-or/-ar actor, beggar, radiator, carburetor, censor, debtor/creditor, doctor, editor,
jailor, liar, professor, rector, sailor, tractor
-(e/a)sis analysis, anabasis, genesis, hypnosis, neurosis, psoriasis, symbiosis
action, process, condition
152
-ful frightful, careful, doubtful, graceful, grateful, fearful, beautiful, dutiful,
helpful, joyful, pitiful, restful, shameful, tearful, tactful, worshipful
-fy diversify, fortify, ratify, simplify, terrify, testify, verify, unify, amplify,
solidify, intensify, modify, typify
-ian Cuban, African, Dominican, Ethiopian, Italian, Jamaican, Somalian,
Libyan, Mongolian, Liberian, Syrian, Tunisian, Ugandian, Australian
-cian logician, musician, technician, physician, magician, electrician, dietician
-ic poetic, endemic, barbaric, acidic, geologic, metallic, drastic, heroic,
majestic, prosaic, patriotic, strategic, satanic, emphatic, realistic
-ile domicile, docile, agile, fertile, fragile, imbecile, juvenile, infantile, mobile,
projectile, senile, reptile, sterile, volatile, versatile
-ine (i) columbine, divine, saturnine, supine
(ii) feminine, genuine, masculine, routine
-ise/-ize modernize, memorize, centralize, liberalize, penalize, nationalize,
privatize, acclimatize, familiarize, fertilize
ise >>> isa(+tion)
-ish brutish, foolish, childish, clownish, amateurish, bluish, bookish
Scottish, Irish, Swedish, Danish, Polish, Turkish, Jewish
-ism alcoholism, baptism, barbarism, colloquialism, despotism, heroism,
Nazism, nihilism, charisma, plagiarism, romanticism, terrorism
-ite Israelite, Semite, suburbanite, appetite, favorite, exquisite, dynamite,
meteorite, graphite, stalagmite, stalactite, pyrite
N // -A native of, quality of, mineral product // property of
-ity clarity, absurdity, debility, ambiguity, authority, captivity, ability, charity,
complexity, dignity, eternity, fraternity, humanity
153
-ive explosive, declarative, affirmative, additive, aggressive, assertive,
authoritative, cohesive, abusive, cooperative, exhaustive, expletive
-ment instrument, apartment, achievement, statement, testament, government
-ology morphology, biology, ethnology, philology, ontology, theology
-oid asteroid, Negroid, thyroid, tabloid
-ous serious, delicious, gracious, homogenous, mysterious, obvious, spacious,
malicious, nervous, tremendous, voracious, obnoxious, ridiculous
-ship hardship, friendship, apprenticeship, authorship, scholarship, fellowship,
lordship, ladyship, championship, citizenship, dictatorship
-(s/t)ion diction, celebration, action, injection, formation, infection, function,
junction, limitation, location, option, partition, question, reflection,
suspension, verification
-tude attitude, gratitude, multitude, solitude, similitude, latitude, longitude
-ure censure, exposure, future, legislature, overture, literature, picture,
prefecture, pressure, procedure, tenure, temperature, culture
-wise (i) counterclockwise, edgewise, marketwise, timewise, crosswise,
othewise, moneywise
(ii) streetwise, worldlywise
Adv /Adj
-y cheery, catty, arty, crafty, furry, dreary, faulty, dirty, foxy, hairy, itchy,
misty, rosy, salty, sleepy, wary
NA tends/inclines to have the property of the N
154
22.3 Prefixes of Germanic origin
be- beloved, bedeck, belabor, bemused, bewail, bequest, betoken, benighted,
bestow, bereave
for- forward, forego, forget, foresee, foretell
with- without, withstand, withdraw
out- outcome, outrun, outrageous, outswim, outlast, outtalk, output
over- overcome, overrule, overthrone, oversee, overact, overestimate
22.4 Non-German prefixes
ab- absolve, abnormal, abolish, abortion, abbreviate, abdicate, absorb,
abstract, abstain, aberration
amb- ambivalent, ambiguous, ambidextrous, ambulance, ambition
around, about, both
an- anemia, anesthetic, anomaly, anonym, anorganism, anecdote
absence of
ad- adaptable, addict, adequate, adhere, adjacent, adjunct, admire, advance,
advocate, advise, administer
ana- anabasis, analogy, analyze, anachronism
up, back, again, too
ante- antecede(nt), antedate, antemeridian, antebellum, anterior
bi(n/s)- biceps, bicycle, biennial, bimonthly, bifocal, bigamy, bilabial, bilingual
co(n)- (i) connect, congress, congregation
(ii) combine, compound, cooperation, collect, correlate, coherence
155
de- deprive, defend, depend, deform, decay, debark, denude, depose
di- dichotomy, diameter, dilemma, dialog, diphthong, dioxide, dicephalous
en- (i) environment, entrap, encamp, encourage, endanger, enroll, signature
(ii) embark, embrace, embitter, employ, embody, employable, embellish
ex-
e-
ec-/ef-
(i) extract, exclaim, extend, exclude, exit, exact, excel, excite, expression,
excavate, exception
(ii) elaborate, eject
(iii) eclipse, eccentric, efficient, effort, effect, effervescent
in- (i) interior, influx, inhale
(ii) impress, imprison, immigrate, important
mal- malign, malady, malcontent, malefactor, maltreated, malediction,
malevolent, malicious, malapropism
post- postfix, postmeridian, postmortal, postnatal, postpone, postgraduate
pro- proceed, process, procedure, proclaim, produce, product, profess,
professor, project, prolific, progress, profluent
sub- subdivide, subscribe, submarine, submission, subject, subpoena
sys-
syl/m/n-
system, syllogism, syllable, symbol, symmetry, symphony, syndrome,
synonym, synthesis
with, together
trans- transatlantic, transportable, translate, transform, transmit, transplant
re- rebuild, recall, reflect, refold, regain, reiterate, rejoin, relate, relive,
remind, remarry, repay, resell, return, reverse, rewarm, rewrite
156
(26) SOME OF THE MORE FREQUENT ROOTS OF LATIN ORIGIN
-ali/ter alias, alibi, alien, alienable, alter (ego)r, alternation, alternative
Lat. ali, allo, alter ( other)
-a/enni/u- annual, per annum, annuity, anniversary, biennial, triennial...
Lat. annus ( year)
-aud- audible, auditor, audience, auditorium, inaudible, audibility, audiovisual
Lat. audire ( hear/listen)
cap/cep(t)- capable, caption, captive, accept, deception, exception, perceptive,
Lat. capere ( take)
cise/cide concise, circumcise, caesura, decide, decisive, precise, homicide, suicide
Lat. caesus ( kill, cut)
-cla(i)m- reclaim, claimable, declaim, proclaim, exclamatory, unclaimed
Lat. clamare ( call out)
-clud/s- conclusion, recluse, exclude, inclusive, seclusion, preclusion, occlusion
Lat. claudere ( shut)
-co(u)rd- cordial, courage, discouraged, court (-martial), courtesy, courtship
Lat./Fr. court ( heart)
-fac(t)-
-fic(t)-
-fec(t)-
(i) fact, factory, faculty, factive, satisfaction, facility, manufacturer
(ii) efficient, certificate, personification, proficient
(iii) affect, defective, effective
Lat. facer (Lat. clamare to make, the deed, construct)
-fer- coniferous, circumference, deference, fertile, fertilization, conference,
reference, inference, preference, suffer, transfer
Lat.ferre ( bring, bear, yield)
-fin- final, finish, finite, affinity, confine, define, definitive, infinite, finance
Lat. finis ( end)
-gen- gene, genetics, genial, genius, generic, general, generate,
genitals, Gender, genre, genuine, progeny, indigenous
Lat. genus ( race, kind)
-id morbid, splendid, horrid, tepid
V ADJ Lat.(French): ADJ having the quality of the Verbs. In ModE: frozen
-ist artist, biologist, chemist, dentist, evangelist, violinist, humanist, legalist,
monarchist, naturalist, pianist, racist, chartist, communist
N N Lat. advocate of X (co-occurs with -ism) (anarchist)
157
N ADJ practitioner of X (violinist, *drumist)
advocating X (sexist)
-mar- mariner, marina, mermaid, marsh, marshy, Margaret
Lat. mar ( sea)
-mem- memory, remember, memoir, memorandum, memento, commemoration
Lat. meminisse ( remember)
mitt/ss mission, missile, admission, submission, commit, submit, transmit, permit
Lat. mittere, missus ( send)
-nat-, -nasc- native, nation, nativism, internationalism, nature, natural, naturalize,
naive, naivity, innate, renascence
Lat. natus ( be born)
-omni- omnibus, omnipotent, omnipresent, omnicompetent
Lat. omnis ( all)
-port- port, porter, portable, export, importer, exportation, deportee, report,
reporter, reporting, support
Lat. portare ( carry)
-spond/s sponsor, respond, response, responsible, correspond, irresponsible
Lat. spondere ( pledge, answer)
-scrib/p describe, script, transcript, ascribe, prescribe
Lat. scribere/scriptus ( write)
-tempo- temporary, extempore, contemporary
Lat. tempus ( time)
-tend/s intend, intention, Tense, intensity, intensification, attention, detention
Lat. tensus ( stretch, strain)
-tent- tenant, tenable, contented, intention, retain, continue, maintain
Lat. teneo ( hold)
-trib- tribute, Attribute, contribute, distribute
Lat. tribuere ( pay, bestow)
-vi(n)c(t)- victory, victim, convict, convince, invincible
Lat. vincere ( conquer)
-vis- visa, vis--vis, visage, visible, vision, visionary, visit, visitor, vista, visual,
visualize, invisible, evident, provide, provisional, providential
Lat. visus ( see)
158
-viv(i)/-ta vital, vitamin, vivacity, revive, survive, vivisection
Lat. vita ( alive, life)
-voc/k- voice, vocal, vocabulary, vocation, invoke, evoke, provoke
Lat. vox, vocis ( voice, call)
22.5 Some morphemes of Greek origin
auto- autobiography, autocracy, autogenesis, automat, automatic, automobile,
autonomy, autonomous
Gr. autos ( self)
-chron- chronic, chronicle, chronology, synchronic
Gr. chronos ( time)
-itis bronchitis, arthritis, sclerosis, appendicitis
Gr.: inflammatory disease (in Greek: derived feminine Adjective
-drome- dromedary, airdrome, hippodrome, syndrome
Gr. dromos ( running)
eu- euphony, eureka, euphemism, Eudora, euphoria, euthanasia, eurhythmics
Gr. ( well, good)
hypo- hypochondria, hypocrite, hypotaxis, hypothetical
Gr. ( sub, under, less)
mon(o) monad, monarchy, monogamy, monologue, monotony
Gr. monos ( one, alone)
-p(a)ed- (i) pedagogue, pedophilia, pediatrics
(ii) pedestrian, pedometer, orthopedian, pedestal, podium
Gr. paidos ( boy =child/foot )
-phil- philologist, philosophy, philodendron, philanthropy, philharmonic,
Philadelphia, philatelist
Gr. philos ( love)
pro- progress, project, procedure, produce, promote, professor, proletariat
Gr. pro ( forward, before)
-soph- Sophia, sophisticated, sophomore, philosopher
Gr. sophos ( wisdom)
-the(o) theocracy, theocentric, theology, theologist, atheist
Gr. theos ( God)
159
RELATED LITERATURE
(A) The list A below gives practical manuals of English grammar which can help
students not fully familiar with the pratical usage of the structures discussed. The working
knowledge of this manuals is assumed for the course.
(B) The list B provides bibliography for the more theoretical manuals covering the topics
in more detail. They provide some discussion of the phenomena, provide much more data
and demonstrate alternative terminologies and analyses.
(C) The list C provides bibliography for the cited works and some additional literature
related to the topics discussed in the course.
A. PRACTICAL MANUALS
Alexander, L.G. (1993): Longman Advanced Grammar. Reference and Practice. Longman.
Hewings, Martin (2005): Advanced Grammar in Use (2
nd
edition) with answers and CD
ROM. CUP.
Jones, Leo (1991): Cambridge Advanced English. Cambridge: Cambridge UP.
Leech, Geoffrey & Svartvik, Jan (1975) A Communicative Grammar of English.
Longman, London.
Murphy, Raymond (2004): English Grammar in Use With Answers and CD ROM : A
Self-Study Reference and Practice Book for Intermediate Students of English. 3rd
edition. CUP.
Svoboda, Ale & Oplov-Krolyov, Mria (1998) A Brief Survey of the English
Morphology. Filozofick fakulta Ostravsk univerzity, Ostrava.
B. THEORETICAL MANUALS
Dukov, Libue (1994) Mluvnice soucasn anglictiny na pozad cetiny. Academia Praha,
Prague.
Huddleston, Rodney and Pullum, Geoffrey K. (2002) The Cambridge Grammar of the
English Language. Cambridge University Press, Cambridge.
Huddleston, Rodney and Pullum, Geoffrey K. (2005): A Students Introduction to English
Grammar. Cambridge University Press, Cambridge.
Leech, Geoffrey (1971) Meaning and the English Verb. 3
rd
edition. Longman, London
2004.
Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (2004) A Comprehensive Grammar
of the English Language. Longman, London
Quirk, R., and Greenbaum, S. (1991): A Students Grammar of the English language.
Longman1991.
160
C. FURTHER RELATED / CITED LITERATURE
Akmajian, A., Demers, R.A., Farmer, A.K. & Harnish, R.M. (1990) Linguistics: An
Introduction to Language and Communication. MIT Press, Cambridge, Mass.
Chomsky, Noam (1981), Lectures on Government and Binding. Foris, Dordrecht.
Comrie, Bernard (1989) Language Universals and Linguistic Typology. Blackwell,
London.
Croft, William (1991) Syntactic Categories and Grammatical Relations. Chikago:
University of Chikago Press.
Crystal, David (1987) The Cambridge Encyclopedia of Language. Cambridge University
Press, Cambridge.
Demers, Richard A. & Farmer, Ann K. (1991) A Linguistics Workbook. The MIT Press,
Cambridge, Mass.
Finegan, Edward & Besnier, Niko (1990) 'Structured Meaning in Words.' In: Language:
Its Structure and Use. HBJ.
Fromkin, Victoria & Rodman, Robert (1990) 'Morphology : The Words of Language.'
In: An Introduction to Language. HBJ.
Katamba, Francis (1993) Morphology. The Macmillan Press Ltd.
Matthews, P.H. (1974) Morphology. Cambridge University Press.
Spenser, Andrew (1991) Morphological Theory. Blackwell, Oxford UK & Cambridge
USA.