Affixation is one of the most common and productive ways to form new words in English and forming words through suffix, an affix that is placed after a base, and is a significant component of affixation. Although numerous studies on common suffixes have been conducted, relatively little attention has been paid to the seemingly less used affixes, say the suffix-esque. A thorough analysis is conducted of the properties of the suffix-esque, specifically the etymology, the semantic meaning, the formation rules, the orthographic properties, the productivity and the stylistic tendency with the help of the Corpus of Contemporary American English (COCA). The findings are helpful in English teaching or learning. Index Terms-suffix,-esque, properties, COCA I. INTRODUCTION A. Research Background Morphology in linguistics is always referred to as "the systematic study of morpheme" (Hu, 2001, p. 61). It studies the internal structure of words, and the rules by which words are formed (Hu, 2001, p. 61). So the study of morphology can help people better understand languages and also the nature of language. With regard to language learning, the study on morphology and its results can greatly benefit the language learners, particular in learning words. That's why study on morphology by linguists from all over the world never ceased during the past two millennia. One of the major research focuses in morphology is the word formation. Numerous linguists from both home and abroad have conducted investigations into the word formation rules in different languages particularly the affixation of English words. Nevertheless, former studies always focused on the common affixes, for example-y,-ness,-ful,-ic/ical, etc. Relatively little attention has been paid to the seemingly less used affixes, say the suffix-esque. B. Research Purpose It is generally accepted that learning new words with the help of affixes is a much easier and more efficient way in English teaching and learning. Thence the author conducts a thorough investigation into the etymology, the semantic meaning, the formation rules, the orthographic properties, the productivity and the stylistic tendency of the English suffix-esque with the help of the corpus in order to elaborate the properties of this suffix. The findings may be helpful in teaching or learning English. II. LITERATURE REVIEW A. Affixation and Suffix Affixation is one of the most common and productive ways to form new words in English. It is so important that almost all linguists will first define the term of affix before givng an introduction on morphology or word formation rules. As is defined by Hu Zhuanglin, affix is "a collective term for the type of morpheme that can be used only when added to another morpheme (the root or stem)" (Hu, 2001, p. 62). Hu gives another definition in his book Linguistics: An Advanced Course Book as that "affixes are forms that are attached to words or word elements to modify meaning or function" (Hu, 2002, p. 132). Another linguist Ingo Plag defines affix as "the cover term for a...
New forms of intellectual inequality have become evident with the internationalisation of higher degree researchers (HDRs) education, in particular theoretical dominance and dependency. However, the linguistically and theoretically based inequalities associated with local/global currents of standardized monolingual English HDRs education are gradually opening up to scholarly debates. In the field of education, bilingual HDRs have the potential disposition, and some have the capabilities for multilingual theorizing. Some make use of their knowledge of more than one language to extend the possibilities for theorizing educational phenomena or otherwise naming and making sense of problems. This multilingual theorizing may provide another path to transform the problems with uniformized, Anglophone HDRs education. With this concern, this paper reconsiders the universalisation of Euro-American theories through their embodiment in monolingual English in HDR education. A Dui Hua (对话) standpoint to other languages and theoretical knowledge is outlined and debated to highlight the divergences of languages and thoughts. Thus this paper probes into the possibilities of multilingual educational theorizing, whereby bilingual HDRs generate original conceptual tools that benefit the wider educational research community.
Raising the global awareness and mobilising the originality of postgraduate researchers have been emphasized in the internationalisation of postgraduate education in many countries. However, linguistically and theoretically based academic inequalities are still pervasive, which has marginalised non-native English-speaking researchers and their non-English theoretical knowledge systems. Postgraduate researchers in this context tend to depend on Anglo-American and Eurocentric theories which are mostly in English to do research, undermining their possibilities for original research. Bilingual postgraduate researchers, nevertheless, have great potentials for original theorising using translanguaging if a translanguaging perspective is adopted in postgraduate education. By digging into the Chinese word 理论 (lǐ lùn), the paper explains how bilingual postgraduate researchers may be engaged in bilingual theorising with translanguaging and what such theorising capabilities may value. By activating their entire linguistic-theoretical repertoire in this way, bilingual postgraduate researchers, therefore, are able to devise new conceptual and analytical tools to interpret and explain academic issues.
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