II.2. ERRORS: TYPES AND CAUSES
II.2.10. Errors in the use of the prefix a- with negative meaning and this
The prefix a- and an- are normally used with elements of Greek origin, a- is used before consonants and an- is used before vowels. They affect the meanings of hundreds of words. In general, a-/ an- conveys the meaning of no, absence of, without, lack of or not. In these cases, they belong to negative prefixes. However, a- and an- possess the meaning of to or towards as well. On the other hand, they have the meaning of directions.
This type of errors accounts for 75%.
For example: Aback means back or backwards Abaft means towards the stem
This is the reason why learners often feel confused when identifying the exact meaning of this prefix. A- in the word aback or abaft does not mean not, no or lack of. Some of the students thought that aback was opposite in meaning to back. However, back and aback actually have similar shades of meaning.
III. SUGGESTED SOLUTIONS III.3.1. Suggested solutions
As can be seen from the previous parts of the thesis, the students’
errors are due to the limited understanding about negative prefixes to nouns and adjectives. After analyzing the mistakes made by the junior English
major in the Foreign Languages Faculty, some suggested solutions are introduced in the hope of minimize these errors.
III.3.1.1. Learning negative prefixes through context
As mentioned above, each negative prefix has its own meaning. When added to nouns or adjectives, these prefixes will change the meaning of the root. Therefore, learners must base themselves on the context to guess the meaning of this word, and then guess the meaning of this prefix.
For example:
There is an aggressive storm in Van Nam Island, so he is unable to come back to Vietnam right now.
In the sentence above, there is a word with a negative prefix; that is unable.
The context of this sentence is that the storm is in action in Van Nam Island. Van Nam is an island of China and the distance is so far. Obviously, this man cannot come back to Vietnam because of the storm. That is why readers may guess the meaning of the word unable: not likely to take place.
III.3.1.2. Grasping the defined rules of negative prefixes
In English, there are some defined rules of negative prefixes to nouns and adjectives. Students should know them as well as possible. Mastering these rules means that learners understand the foundation and ground principles.
Therefore, learners will know how to apply negative prefixes in the most suitable and useful way.
The rule for changing the prefix in- into im-, il-, and ir- is a typical example. Obviously, before the sound /b/, /m/, or /p/, in- will change into im-; before the sound /l/, we use il-. When the base or root begins with the sound /r/, the prefix ir- will be used instead.
III.3.1.3. Studying negative prefixes to nouns and adjectives through translation
Another method in learning these negative prefixes is translating them into the learners' mother tongue. This way will help learners understand the similar meaning of this prefix in their first language.
For example, the prefix un- in Vietnamese means không, bất, vô.
unacceptable: không thể chấp nhận được unsafe: bất an
unfounded: vô căn cứ
III.3.1.4. Practising speaking and writing
Negative prefixes to nouns and adjectives are really diversified and complex. Students do not have any choice to master them but to learn them by heart and practise as much as possible. Students should make use of negative prefixes in speaking and writing.
For example, instead of saying “I do not agree with this idea”, speakers can say “I disagree with this idea”. The second sentence is more succinct and easier to understand. In speaking, applying negative prefixes many times gradually becomes a habit. This word with its negative prefix will come in mind any time of communication. In writing, using the words with negative prefixes may help the writing much more academic and meaningful. Using these prefixes many times will help learners remember them well.
Moreover, students are advised to apply all types of negative prefixes so that they may have full understanding about them.
III.3.1.5. Learning negative prefixes based on part of speech
In English, different parts of speech may have different negative prefixes.
They depend on roots.
For example, the adjective able will go with the negative prefix un-, meanwhile the derivational noun ability goes with the negative prefix in-.
However, both the adjective and noun active and activity go with the prefix in-.
When studying negative prefixes to nouns and adjectives, it is the best for learners to set a table including different parts of speech with their prefixes.
For example:
ROOT ADJECTIVE WITH PREFIX
NOUN WITH PREFIX
advantage disadvantageous disadvantage
able Unable inability
legal Illegal illegality
III.3.1.6. Learning how to differentiate the meanings of negative prefixes
All prefixes belonging to negative prefixes at least have one common meaning, negative meaning. However, their uses or shades of meaning are not always similar. Thus, learners may base themselves on the use or shade of meaning to have the correct distinction.
For example, both un- and dis- convey the meaning of not. However, their shades of meaning are not the same. The prefix dis- is stronger than un-. In certain situations, dis- seems to imply a vector, or a change in state.
Look at another example of un- and in-. Although both have the meaning not, their uses are not the same. While un- can go with adjectives ending in -ing or -ed, it is not true with the prefix in-.
III.3.2 Suggested exercises
Exercises on the negative prefixes to nouns and adjectives in grammar and test books could be made to consolidate what students have learnt.
Moreover, they are also advised to design particular exercise types to minimize student’s errors in the use of these negative prefixes. Here are some suggested exercise types.
1. Identify the prefixes (if any) in the following words
2. Circle the best answer A, B, C, D to complete each sentence 3. Replace the underlined words with one suitable word
4. Choose the word which has a different stressed syllable from the others
As for the first exercise type, the student has to identify the negative prefix. This exercise is designed to help students distinguish the negative prefix with certain initial letters of words.
As for the second exercise, students learn how to apply different forms of the prefix in-to various roots, distinguish the prefix un- with the prefix dis-, or identify the meaning of the prefix non-.
The third exercise type is aimed at helping students understand the use of the prefixes non-, mis- and how to change the prefixes to suit different roots.
The last exercise is designed to consolidate what students have learnt about the change of stress on words having negative prefixes. By practicing this exercise type, they can minimize errors in identifying stress.
To sum up, these exercises are hoped to improve student’s understanding of negative prefixes, and then minimize their mistakes.
PART THREE CONCLUSION
Grammar is the science of language. In other words, it is the skeleton as well as the foundation on which all learners have to base themselves on to master a new language. Obviously, its importance has been affirmed by a large number of linguists and learners. Negative prefixes to nouns and adjectives belong to advanced and difficult aspects of English grammar.
Therefore, students, even advanced students, often face difficulties and make mistakes when dealing with them.
The analysis has shown that most students cannot grasp all types of negative prefixes to nouns and adjectives. Many students admitted that they often feel confused and find it hard to distinguish the differences between these prefixes. Many prefixes have similar meanings; they are different only in productivity and intensity. The research focused on definitions, types, uses and common mistakes made by the students. Especially, the differences between prefixes have been distinguished carefully and adequately.
Then a survey was conducted in order to test the students’ understanding of negative prefixes to nouns and adjectives and to find the common mistakes made by them. The survey was well prepared with the effort from the author as well as the consultancy from reliable sources of material.
Diversified exercises were included in the survey with the hope that students would feel more interested in doing them. The outcome of the survey has proved that the negative prefixes require advanced knowledge of English grammar.
According to the result of the research, the errors in the use of the prefix a- with negative meaning and this prefix with the meaning of “to” or
“towards” constitute the highest percentage (75%), . The errors in the distinction of the prefixes in- and im- with negative meaning and those referring to place or movement together with the mistakes related to the distinction of prefixes in-, im- with negative meaning and in- with the meaning of emphasis rank second at 62.5%. The errors connected to the distinction of the prefix un- with negative meaning and un- with the meaning of “do the verse” are the fewest, only 12%.
It can be seen that the major cause is that the meanings of negative prefixes are so diversified and plentiful. Learners always try to distinguish the uses of each prefix. That makes students confused. Moreover, the number of negative prefixes to nouns and adjectives is pretty large. Therefore, it is difficult for students to memorize and master all of them.
Based on the analysis, the following notes are useful:
To teachers:
- Lecture on the importance of negative prefixes to nouns and adjectives.
- Present the uses of such prefixes together with clear examples and illustrations.
- Provide students with sufficient knowledge of negative prefixes.
- Clarify and distinguish the different meanings of various prefixes.
- Introduce the ways and techniques to memorize all types of negative prefixes.
- Introduce adequate exercise types related to these prefixes.
- Motivate students to study negative prefixes, for example, through games.
To students:
- Beware of the importance and usefulness of negative prefixes to nouns and adjectives.
- Grasp the theory of negative prefixes and their uses.
- Do as many exercises as possible.
- Apply the rules when dealing with exercises.
- Try to use negative prefixes in everyday language as well as in writing.
It is hoped that the thesis has made certain contributions to the English teaching in Vietnam and that further research should be done.
REFERENCES
Baugh. A. C., & Cable, T. (1951). A History of the English Language.
India: Replika Press Pvt. Ltd.
Coleman, J. & Kay, C. (1998). Lexicology, Semantics, and Lexicography.
Manchester: John Benjamins Publishing Company.
Dzuganova B. (2007). Negative Affixes in Medical English. Slovakia:
Bratisl Lek Listy.
Dzuganova B. (2007). Seemingly or Partially Negative Prefixes in Medical English. Slovakia: Bratisl Lek Listy.
Dzuganova B. (2007). Synonymy of Negative Prefixes Concerns also Medical English. Slovakia: Bratil Lek Listy.
Fisiak, J. (1986). Linguistics across Historical and Geographical Boundaries. Berline: Walter de Gruyter GmBH & Co. KG, D – 10785 Berline.
Gardner, P.S. (2005). New Directions: Reading, Writing, and Critical Thinking. Cambridge: Cambridge University Press.
Garner, B.A. (1995). A Dictionary of Modern Legal Usage. Oxford: Oxford University Press.
Hamawand, Z. (2011). Morphology in English: Word Formation in Cognitive Grammar.London: Continuum International Publishing Group.
Harcourt, H. M. (1996). The American Heritage Book of English Usage.
America: Houghton Mifflin Company.
Imahayashi, O. & Nakao, Y. (2009). Aspects of the History of English Language and Literature. Hiroshima: The English Research Association of Hiroshima (ERA).
Lass, R. (1999). The Cambridge History of the English Language.
Cambridge: Cambridge University Press.
March. J. et. al. (2003). Negative Prefixes can be positively Confounding.
Edit Prosmarketing Communications.
Marchand, H. (1969). The Categories and Types of Present-day English Word-formation. California: Beck.
Plag, I. (2003). Word – Formation in English. Cambridge: Cambridge University Press.
Plag, I., Braun, M., Lappe, S. & Schramm, M. (2007). Introduction to English Linguistics. Berline: Walter de Gruyter GmBH & Co. KG, D – 10785 Berline.
Richek. A. M. (2011). The World of Words: Vocabulary for College Success. America: Wadsworth.
Stekauer, P. (1998). An Onomasiological Theory of English Word- formation. America: John Benjamins Publishing Company.
Tsoi, T. Linglish.net. 15th September, 2008. 22th April, 2012.
http://www.linglish.net/2008/09/15/so-many-negative-prefixes/
APPENDICES
SURVEY QUESTIONNAIRE
I. Exercise 1: Identify the prefixes (if any) in the following words For example: Unnecessary: prefix “Un”
1. Counterclockwise:
2. Contraposition:
3. Internal:
4. Abnormal:
5. Asocial:
6. Arise:
7. Dysfunctional:
8. Disloyal:
9. Ex-boyfriend:
10. Maladapted:
II. Exercise 2: Multiple choice 1. Our enthusiasm remained …
A. inabated B. reduced C. unabated D.
inreduced
2. …do not like alcohol, wine and even beer
A. Drinkers B. Nondrinkers C. Nondrinker people D.
Heavy drinkers
3. The word “maculate” is opposite to “…”
A. inmaculate B. ilmaculate C. irmaculate
D. immaculate
4. In your case the rules have been…
A. imapplied B. inapplied C. nonapplied D. misapplied
5. All our protests were…
A. unavailing B. inavailing C. nonavailing D. imavailing
6. Do you have anything …? I don’t drink wine and beer.
A. nonalcoholic B. unalcoholic C. misalcoholic D.
inalcoholic
7. I think we should clear up …
B. unapprehension B. misapprehension C. nonapprehension D. inapprehension
8. Petrol is highly…
A. inflammable B. flammable C. very flammable D. very inflammable
9. He is becoming increasingly …Nobody can bear him.
4. inrational B. imrational C. ilrational D. irrational
10. John is a foolish man, full of …plans.
A. nonpractical B. impractical C. mispractical D.
abpractical
11. Muriel has made a valuable contribution to our company’s success.
In contrast, what you have done is really …
4. invaluable B. worthless C. worthy D.
imvaluable
12. The opposite word of “infamous” is “…”
- famous B. notorious C. reputable D.
shameful
13. Meanwhile foreign imports into Britain continued to grow in the 1970s. In retaliation, Britain banned … of cloth to France.
A. port B. exports C. products. D.
production
14. Even the most minor forms of … were punished.
A. nonbehavior B. misbehavior C. unbehavior D.
inbehavior
15. “Non” in the word “nonagon” means…
A. no B. wrong C. eight D.
nine
16. Five hundred rebels were captured and …
B. disarmed B. unarmed C. inarmed D.
imarmed
17. This is a/ an … organization. These people are uninterested in politics, and not connected with any political party.
A. political B. impolitical C. inpolitical D.
apolitical
18. Children shouldn’t be … to adults.
A. unrespected B. disrespectful C. nonrespectful D.irrespectful
19. Make sure you use the … to make the chicken melted thoroughly.
A. imfroster B. unfroster C. defroster D. infroster 20. …dialects of English differ from standard English most importantly
at the level of grammar.
- Unstandard B. Misstandard C. Nonstandard D.
Instandard
III. Exercise 3: Replace the underlined words with one suitable word 1. The fence surrounding the camp is not high.
Answer:
2. Their political line is directed incorrectly.
Answer:
3. The protest against the government is not violent.
Answer:
4. Many teenagers are not able to talk to their parents about their problems.
Answer:
5. His lack of ability to control the ball.
Answer:
IV. Exercise 4: Choose the word which has the different stress from the others.
5. A. inaccuracy B. manage C. nebbish D. liable 6. A. engineer B. cucumber C. disappointed
D.noncompetitive
7. A. understand B. immigrate C. influenza D.nonappearance
8. A. unaccompanied B. referee C. committee D. refugee 9. A. insert B. infamous C. miserable D.
informal
SUGGESTED EXERCISES
Exercise 1: Fill in negative prefixes to form the OPPOSITE of each of the adjectives below.
__acceptable, __accurate, __adequate, __agreeable, __approachable, __appropriate, __bearable, __compatible, __complete, __conscious,
__contented, __convenient, __credible, __decisive, __desirable, __discreet, __excusable, __experienced, __faithful, __flexible, __frequent, __grateful, __healthy, __helpful, __hospitable, __legal,__ legible, __legitimate,
__literate, __logical, __mature, __moral, __mortal, __obedient, __organised, __passive, __patient, __perfect, __personal, __polite,
__probable, __readable, __regular, __resolute, __responsible, __respectful, __sane, __satisfactory, __satisfied, __sociable, __sufficient, __variable, __visible.
Exercise 2: Find the correct negative prefixes to complete these definitions.
1. Something that is __adequate is not good enough.
2. A person who can't read and write is __literate.
3. If something is __edible, it means it cannot be eaten.
4. Something that is __ reversible cannot be changed back.
5. If somebody is __ reliable, you cannot trust or depend on them.
6. If something is legitimate, it means it is not allowed or accepted.
7. A person who is __ honest cheats others.
8. If you get something __ solicited, you didn't ask for it and you don't want it.
9. Something that is __ measurable is too big to be measured.
10. If something is__ perfect, it is not completely correct.