The document discusses verb paradigms and inflectional morphology. It defines a paradigm as a set of related word forms that share the same stem but have different affixes. Specifically, it examines the verb paradigm which consists of 5 forms: the stem, third person singular present, present participle, past tense, and past participle. Each form has a specific grammatical function, such as the stem is used in simple present tense except for third person singular and in imperatives. The past participle is used to form perfect aspect constructions and the passive voice.
Morpheme, morphological analysis and morphemic analysissyerencs
Structure of morphological analysis and morphemic analysis. The morpheme refers to either a class of forms or an abstraction from the concrete forms of language. A morpheme is internally indivisible, it cannot be further subdivided or analyzed into smaller meaningful unit. It is also externally transportable; it has positional mobility or free distribution, occurring in various context.
Morphemes are represented which curly brace { } using capital letters for lexemes or descriptive designations for types of morphemes.
Morpheme, morphological analysis and morphemic analysissyerencs
Structure of morphological analysis and morphemic analysis. The morpheme refers to either a class of forms or an abstraction from the concrete forms of language. A morpheme is internally indivisible, it cannot be further subdivided or analyzed into smaller meaningful unit. It is also externally transportable; it has positional mobility or free distribution, occurring in various context.
Morphemes are represented which curly brace { } using capital letters for lexemes or descriptive designations for types of morphemes.
Animated Transitions for Empowering Interactive Information Systems - Keynote...Jean Vanderdonckt
Animated transitions are widely used in many different domains of human activity, ranging from cartoons and movies to computer science for powerfully conveying a message more effectively and efficiently about a phenomenon of interest. This paper reviews a series of techniques for defining, analyzing, and exploiting animated transitions in different types of interactive information systems. A general conceptual model is provided that explicitly links a model of an interactive information system, its model elements and relationships to animated transitions in order to adequately reflect any change of the model into animated transitions. Two instantiations of this conceptual framework are discussed: animated transitions for representing adaptation of the graphical user interface of an interactive system, along with its implementation; and animated transitions between user interface views during development life cycle.
Affixation, compounding, multi - word verbs Mark Bouwens
this presentation is about three of the most common word formation strategies. It covers an outlined discussion of the topic with examples and exercises for mastery. It includes affixation, compounding, phrasal verbs
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Inflectional Paradigms - morphology- Dr. Shadia Yousef Banjar
1. LANE 333 -
MORPHOLOGY
Verb 2012 – Term 1
Paradigm
Noun Comparable
Paradigm Paradigm
Inflectional
Paradigms
Inflectional Paradigms 11
By: http://SBANJAR.kau.edu.sa/
Dr. Shadia Y. Banjar http://wwwdrshadiabanjar.blogspot.com
Dr. Shadia Yousef Banjar 1 10/26/2011
2. What is a paradigm?
•A paradigm is the complete set of related word-forms
associated with a given lexeme.
• A paradigm is a set of related forms having the same
stem but different affixes.
•Example:
a derivational paradigm with the stem head;
ahead, behead, header, headlong, headship,
heady, subhead.
•Paradigms are also defined by the grammatical
distinctions which a language chooses to code
morphologically.
•Example:
Nouns in English have to be inflected for NUMBER.
Dr. Shadia Yousef Banjar 2 10/26/2011
3. PARADIGMS
Paradigms are the devices used by
structuralists for establishing word
classes in English considering the ways
in which certain types of words can be
grouped into sets, called paradigms,
on the basis of the inflectional and
derivational affixes (prefixes and
suffixes) that they will take.
Dr. Shadia Yousef Banjar 3 10/26/2011
4. Types of Paradigms
Derivational
Paradigms
PARADIGMS
Inflectional
Paradigms
Dr. Shadia Yousef Banjar 4 10/26/2011
5. • A derivational paradigm is a set of related words which
have the same root but different stems.
Examples:
1. nature, natural, naturally
2. unnatural, unnaturally
3. naturalist, naturalistic, naturalistically
4. naturalize, naturalization
• An inflectional paradigm is a set of related words
consisting of the same stem to which different inflectional
suffixes have been added.
•Examples:
1. brighten, brightens, brightening , brightened,
brightened
2. great, greater, greatest
3. boy, boy’s, boys, boys’
Dr. Shadia Yousef Banjar 5 10/26/2011
6. Inflectional Paradigms
•The inflectional paradigm is formed by words to which the
inflectional suffixes are attached.
• As far as stems are concerned, we can say that the stem of
the word is that part of the word which remains when the
inflectional suffix is removed.
• Some authors refer to the stem as the base of the word.
• There are three types of stems:
1. Simple stems are identical to the root:
run, tree, room, chair
2. Derived stems consist of a root and one or more
derivational suffixes:
freedom, motherhood, anticapitalism
3. Compound stems consist of two or more roots:
blackberry, airplane, day-care
Dr. Shadia Yousef Banjar 6 10/26/2011
7. Inflectional paradigms
AN INFLECTIONAL PARADIGM is a
set of related words composed of the
same stem and all the inflectional
suffixes that can go with this stem.
A STEM + INFLECTIONAL SUFFIXES
INFLECTED FORMS OF ONE AND THE
SAME WORD
Dr. Shadia Yousef Banjar 7 10/26/2011
8. Inflectional categories
Affixes that are added to roots to indicate
grammatical relationships are known as
INFLECTIONAL ENDINGS, and the process
of combining these endings with roots is called
INFLECTION.
INFLECTIONAL CATEGORIES: are abstract
meanings that typically relate to a larger
linguistic system of contrasts. These categories
are: PERSON, NUMBER, GENDER,
TENSE, ASPECT, VOICE, MOOD , and
CASE.
Dr. Shadia Yousef Banjar 8 10/26/2011
9. Inflectional categories
PERSON: refers to the three–way distinction
between the speaker (first person), the hearer
(second person), and someone or something
else (third person).
GENDER: refers to the distinction between
MASCULINE, FEMININE, and NEUTER.
NUMBER: refers to the distinction between
singular and plural.
TENSE: indicates distinctions in the TIME
(PRESENT,PAST, FUTURE)
Dr. Shadia Yousef Banjar 9 10/26/2011
10. Inflectional categories
ASPECT:(PROGRESSIVE, PERFECTIVE) of an
action or state.
VOICE: refers to the distinction between ACTIVE and
PASSIVE.
MOOD: refers to the distinction between
INDICATIVE, SUBJUNCTIVE, and IMPERATIVE.
CASE: indicates the grammatical function of the
inflected word in a phrase , clause, or sentence;
(NOMINATIVE CASE), (ACCUSATIVE CASE),
(POSSESSIVE or GENITIVE).
Dr. Shadia Yousef Banjar 10 10/26/2011
11. Inflectional categories and affixes of English
Affix Used to Express
Word Class Inflectional Category
Category
Number -s: book/books
Nouns
-'s, -': the cat's tail,
Possessive
Charles' toe
3rd Person Singular
-s:It rains
Present
Past Tense -ed: paint/painted
Verbs -ed: (has painted)
Perfect Aspect
(past participle)
-ing: fall/falling,
Progressive Aspect ‘I’m falling’
(present participle)
Comparative -er: tall/taller
Adjectives
Superlative -est: tall/tallest
Dr. Shadia Yousef Banjar 11 10/26/2011
12. Types of Inflectional Paradigms
Verb
Paradigm
Noun Comparable
Paradigm Paradigm
Inflectional
Paradigms
Dr. Shadia Yousef Banjar 12 10/26/2011
13. A. The Noun Paradigm
FORMS STEM PLURAL POSSESSIVE PLURAL
POSSESSIVE
Inflectional {-s pl} {-s ps} {-s pl ps}
Suffixes
doctor doctors doctor’s Doctors’
MODELS mother mothers mother ’s mothers’
Dr. Shadia Yousef Banjar 13 10/26/2011
14. The Noun Paradigm
Nouns may be categorised in terms of number (singular
or plural) and case (possessive or not). Nouns only take
the genitive case clitic -‘s.
A paradigm for all the forms of a noun is called a
declension, and to write a paradigm for a particular noun
is called declining the noun. Here is an example of the
declension of the words: stone, ox, and man.
SINGULAR PLURAL POSSESSIVE PLURAL
POSSESSIVE
stone stones stone’s stones’
ox oxen ox’s oxen’s
man men man ’s men’ s
Dr. Shadia Yousef Banjar 14 10/26/2011
15. The Noun Paradigm
• The four-form paradigm is maximal:
not all nouns have the four forms.
• many nouns do not take the possessive
forms because an of structure often
takes the place of {-s ps} the morpheme.
Example:
“The ceiling of the room” – is more
likely to be used than - “the room’s
ceiling” .
Dr. Shadia Yousef Banjar 15 10/26/2011
16. The Noun Paradigm
• Some nouns have only the form of:
the stem: tennis, courage
plural form: clothes, trousers
ending with an –s, and treated as
singular: Physics, economics
ending with an –s, but may be
either singular and plural: measles,
ethics
Dr. Shadia Yousef Banjar 16 10/26/2011
17. Noun Plurals
To differentiate singular from plural forms, there are 3
useful tests for the NUMBER in the noun:
1. Pronoun substitution:
• a noun is singular if it can take he/him,
she/her, it, this, or that
• a noun is plural if it can take they/them, these
or those
2.The number of the noun may be signaled by a
modifier such as several, many, or by a
pronoun reference.
3.When a noun functions as a subject of a verb, its
number is sometimes shown by the form of
the verb.
Dr. Shadia Yousef Banjar 17 10/26/2011
18. Noun Plurals
Some collective nouns, may be either
singular or plural in meaning when they
are singular in form such as tribe, team,
faculty, family.
Examples:
• The family (the unit) is sitting at the dinner
table.
•The family (the individuals)have gathered
from many parts of the country.
Dr. Shadia Yousef Banjar 18 10/26/2011
19. Noun Plurals
REGULAR –
S PLURAL
NOUN
PLURALS
IRREGULAR
PLURAL
Dr. Shadia Yousef Banjar 19 10/26/2011
20. Noun Plurals
1. Regular plurals include the
three allomorphs of {-s pl} such as
hats/-s/, fads /-z/, and kisses
/-Əz/.
Dr. Shadia Yousef Banjar 20 10/26/2011
21. Noun Plurals
2. Irregular plurals have several small groups:
a. -en plurals e.g. oxen, children
b. -Ø (zero) suffixal plurals e.g. deer
deer /dir/(pl.)= /dir/ + / Ø/
c. Replacive allomorphs; e.g. geese
geese /gis/= goose/gus/+ /u>i/.
d. Morphophonemic changes: One set of
nouns has the stem of the plural an allomorph
that is different from the stem of the
singular. e.g. knife > knives
knives /nayvz/=/naif/ + /f > v/+ /-z/
Dr. Shadia Yousef Banjar 21 10/26/2011
22. Noun Plurals
Pluralization of borrowed nouns:
1. conforms to the rules of the borrowing
language as in:
soprano > sopranos
2. Kept the plural form of the original
language as in:
phenomenon > phenomena
3. Both plural forms :the original and the
borrowed languages as in:
Curriculum > Curriculums + curricula
Dr. Shadia Yousef Banjar 22 10/26/2011
23. Noun Possessive
Allomorphs of the possesive morpheme:
{-s ps}has the same phonologically
conditioned allomorphs as the plural:/-
ǝ
s/, /-z/, /-ǝz/ , plus a zero allomorph.
NOUN POSSESSIVE
dentist's /dentists/
ʧildrǝnz
children’s /ʧildrǝnz/
ʧildrǝn
ǝsǝz
ǝsǝz/
Waitress’s /weitrǝsǝz/
students’ /studnts/
Dr. Shadia Yousef Banjar 23 10/26/2011
24. Noun Possessive
There are different semantic relationships that can exist
between the possessive noun and the one that follows:
1. Possession or belongingness,
e.g. John’s hat
2. Characterization or description,
e.g. men’s coats
3. Origin,
e.g. Cary’s novels
4. Measure (time, value, space),
e.g. a dollar’s worth
5. Subject of act,
e.g. John’s flight
6. Object of act,
e.g. Eliot’s critics
Dr. Shadia Yousef Banjar 24 10/26/2011
25. Noun Possessive
Ambiguous possessive nouns:
Express more than one relation at the
same time
Example:
‘his son’s loss grieved him’
His son lost something
He lost his son ( subject of underlying verb)
( object of underlying verb)
Dr. Shadia Yousef Banjar 25 10/26/2011
26. Noun Possessive
{-s ps} vs. ‘of structure’:
There is a tendency to use the
inflected form with animate
nouns; thus, ‘the dog’s leg’ , but
‘the leg of the table’.
Dr. Shadia Yousef Banjar 26 10/26/2011
27. B. The Verb Paradigm
FORMS STEM PRESENT PRESENT PAST PAST
THIRD-PERSON PARTICIPLE TENSE PARTICIPLE
SINGULAR
Inflection {-s 3d} {-ING vb} {-D pt} {-D pp}
al Suffixes
show shows showing showed showed
MODELS
ring rings ringing rang rung
cut cuts cutting cut cut
Dr. Shadia Yousef Banjar 27 10/26/2011
28. The Verb Paradigm
•Verbs have five forms.
•Each of the five forms has its own uses:
1. The stem (base form) : occurs after to, modals,
,indicating simple present tense with all person except
3rd person singular, and indicating imperative mood.
2. The present third-person singular : {-s 3d}
used with he, she , it or nouns which these
pronouns will substitute.
SIMPLE PRESENT TENSE
PERSON SINGULAR PLURAL
1st person take(base form) take (base form)
2nd person take(base form) take (base form)
3rd person takes {-s 3d} take(base form)
Dr. Shadia Yousef Banjar 28 10/26/2011
29. The Verb Paradigm
3. The present Participle: {-ING vb}:
Combines with forms of verb ‘to be’
indicating progressive aspect.
• They were writing letters.
Can be used as subjectless verbal.
• Owning a cabin in the north woods, Jake was very
popular during the summer vacation.
• Not knowing what to say, Mary kept silent.
Not used with verbs indicating mental
activities:
• * Jake is owing a cabin in the north woods.
• * She was not knowing what to say.
Dr. Shadia Yousef Banjar 29 10/26/2011
30. The Verb Paradigm
EXAMPLES:
‘I speak’ (present tense)
‘ I spoke ’ (past tense)
‘ I am speaking ’ (present progressive),
‘ I was speaking ’ (past progressive)
‘ I have spoken ’ (present perfect),
‘ I had spoken ’ (past perfect)
Dr. Shadia Yousef Banjar 30 10/26/2011
31. The Verb Paradigm
4. The past tense: {-D pt} has regular and
irregular forms indicating SIMPLE
PAST TENSE.
5.The past participle: {-D pp}has
regular and irregular forms.
It is used with verb ‘to have’ to form
verbal phrases indicating PERFECTIVE
ASPECT.
It can be used with verb ‘to be’ to form
the passive form indicating PASSIVE
VOICE.
Dr. Shadia Yousef Banjar 31 10/26/2011
32. The Verb Paradigm
4. The past tense: {-D pt} has regular and
irregular forms indicating SIMPLE
PAST TENSE.
5.The past participle: {-D pp}has
regular and irregular forms.
It is used with verb ‘to have’ to form
verbal phrases indicating PERFECTIVE
ASPECT.
It can be used with verb ‘to be’ to form
the passive form indicating PASSIVE
VOICE.
Dr. Shadia Yousef Banjar 32 10/26/2011
33. Suppletion
• A total change in the paradigm is
called suppletion.
• Consider the verb ‘go’
• The entire stem /go-/ has been replaced
ɜ
by a wholly different stem /wɜn-/.
• The suppletion can be expressed by this
ɜ ɜ
formula : /wɜnt/ = /go > wɜn/ + /t/
Base [-s] ŋ
[-iŋ] [-ed1] [-ed2]
form form form form form
go goes going went gone
Dr. Shadia Yousef Banjar 33 10/26/2011
34. Suppletion
Suppletion is allomorphy that is produced by
retrieving from the lexicon different phonological
forms of the morpheme in question. A noticeable case
is the verb be in English, which has the suppletive
forms am, are, is, was, and were, as well as be,
being, and been. Originally suppletive forms were
those which were ‘supplied’ to fill in for missing
forms of a root in a ‘defective’ (i.e., incomplete)
paradigm. Under that definition, am, is, are, was,
and were are suppletive with respect to be, but been
and being are not. (David Tuggy ,1997)
Dr. Shadia Yousef Banjar 34 10/26/2011
35. Suppletion
It would be quite odd to posit a
phonological rule to derive, for example,
ӕ
/ӕm/ from /bi/, or vice versa, or both of
them from a third form; they are clearly
not phonologically-related forms. Thus, it
is normally assumed that forms such as
‘am, are, is, was, were, and be’ are
lexically stored.
Dr. Shadia Yousef Banjar 35 10/26/2011
36. Suppletion
It is also generally assumed that a form
like being, since it is predictable from
the combination of be with the suffix -
ing, is not stored.
A suppletive allomorph’s use may be
conditioned by grammatical context (e.g.,
am occurs in present tense with first
person singular subject). David Tuggy, 1997
Dr. Shadia Yousef Banjar 36 10/26/2011
37. C. Comparable Paradigm
Forms Stem Comparative Superlative
Inflectional {-ER cp} {-EST sp}
Suffixes
sweet sweeter sweetest
MODELS
soon sooner soonest
Dr. Shadia Yousef Banjar 37 10/26/2011
38. Comparable Paradigm
Comparable paradigm includes:
1. Nearly all one-syllable adjectives: hot
2. Some two-syllable adjectives mainly
ending in –ly and -y: funny
3. A few adverbials of one or two
syllables: early
4. One preposition: near
Dr. Shadia Yousef Banjar 38 10/26/2011
39. Comparable Paradigm
Other adjectives and adverbs usually
take the preceding more or most
instead of –er/-est.
Some adjectives have suppletive
(irregular) forms in the comparative
and superlative such as ‘good’:
ɛǝ ʊ ɛ
better/bɛtǝr/=/gʊd>bɛt-/+/ -ǝr/ǝ
ɛ ʊ ɛ
best /bɛst/ = /gʊd > bɛ-/ + /-st/
Dr. Shadia Yousef Banjar 39 10/26/2011
40. Conclusion
•In all inflectional paradigms, the stem
remains constant.
• The suffixes produce the difference in
meaning among the forms of each
paradigm.
•Membership in one of these inflectional
paradigms is one of the signals that
enables us to group words into four of the
major pats of speech- nouns, verbs,
adjectives, and adverbs.
Dr. Shadia Yousef Banjar 40 10/26/2011