A corpus-based list of academic English derivational suffixes

Suhandoko, S.; Ningrum, Dian Riesti

doi:10.17509/ijal.v10i2.28589

Cited by 5 publications

(6 citation statements)

References 30 publications

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“…Affixation analysis works to identify the distinctive morphological marker (Sari, 2023). In addition, Suhandoko and Ningrum (2020) pointed out that corpus helps conduct affixation analysis.…”

Section: Corpus Designmentioning

confidence: 99%

Linguistic aspects of English slogans in Indonesian products

Denistia,

Yuda,

Perwira

et al. 2024

Indonesian J. Appl. Linguist.

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Slogans use a variety of language features to entice potential purchasers. For Indonesian products to compete worldwide successfully, companies must engage in more efficient marketing strategies, such as using English slogans. This study examines the linguistic aspects of English slogans produced by Indonesian brands. The question addressed in this research is related to linguistic aspects that occur in slogans. We collected a slogan corpus data consisting of 225 slogans. The slogans were taken from the Indonesian company’s product websites and marketplaces. The data were classified manually based on the linguistic aspects covering phonological style (Wales, 2011), word formation process, figurative language (Knowles Moon, 2006), and speech acts (Searle, 2005). We present the data in both qualitative description and quantitative analysis using simple statistical measures. The results show that alliteration, hyperbole, and assertive statements are noticeable patterns that Indonesian companies use to promote their products. The reason why sound repetition occurs in slogans is to make the slogan more memorable. A simple morphological process is employed to generate slogans, which also helps readers remember them. Furthermore, the use of hyperbole makes the audience feel connected to the product. Finally, assertiveness as a primary pragmatic strategy promotes product quality and buyer benefits. From a linguistics perspective, our findings shed light on the criteria for slogans to be memorable.

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Section: Corpus Designmentioning

confidence: 99%

Linguistic aspects of English slogans in Indonesian products

Denistia,

Yuda,

Perwira

et al. 2024

Indonesian J. Appl. Linguist.

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“…In citation practices, the use of RV is essential in introducing cited works; therefore, RV instruction which is also part of academic vocabulary, requires EFL writing teachers' attention (Suhandoko & Ningrum, 2020). As an essential feature of knowledge construction in academic writing through citations, Hyland (1999) emphasizes the cautious selection of RV because they might demonstrate writers' attitudes towards the cited materials and further establish the credibility of their claims.…”

Section: Introductionmentioning

confidence: 99%

"I Am Aware, but Who Am I to Comment.": Critical Stance in Indonesian EFL Students' Academic Essay

Suhandoko

2022

NOBEL

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The study examined the reporting verbs (RV) and tenses of RV in the academic essay of English-majored undergraduate students in Indonesia. Employing a sequential explanatory mixed-method research design, the study first collected quantitative data in the form of frequency of RV using Hyland’s (2002) framework and tenses of RV using Thomas and Hawes’ (1997) framework. Qualitative data were then collected to explain the reasons behind the use of RV and the tenses of RV. The study found that discourse verbs are prevalent in the students’ essays, with 66,67% occurrence of total corpus, followed by research verbs, with 30,72% occurrence of the total corpus. Cognition verbs, however, were the least used, with 2,61% of the total corpus. The study also found that present tense (58,82%) and past tense (41,18%) were the most frequently used tenses in students’ RV. The interview revealed students’ reasons behind the frequent use of discourse and research verbs and the limited use of cognition verbs in their essays. Among which are their lack of engagement with literature and reticence to evaluate the author’s claims due to their inadequate cognitive competence and English proficiency. The study concludes that students’ use of discourse and research verbs reflects their relatively low criticality toward the cited materials.

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“…Considering the penultimate stressed suffixed words which conformed to the expected pattern, two words were most frequently produced by the participants after they learned the rules, including "production" and "contractual". According to Jarmulowicz (2002) and Suhandoko and Ningrum (2020), the suffixes {-tion} and {-ual} are frequently found in academic English. Therefore, the frequency of suffixes might play a role in participants' learning.…”

Section: Pattern ( -| -)mentioning

confidence: 99%

“…The suffixed words which were mostly produced with the expected pattern in the posttest included "community", "communicate", "original", and "political". After analysing the frequency of these suffixes according to Suhandoko and Ningrum (2020), it was found that {-ity}, and {-al} were the most frequent suffixes in academic English. Thus, the participants possibly picked up the stress pattern of the high frequency suffixes better than the low frequency suffixes.…”

Section: Pattern ( --| ) or ( | -| )mentioning

confidence: 99%

“…The words that were found mostly produced with the expected patterns were the words ending with suffix {-tion} including "education", "situation", and "population". As the suffix {-tion} is a frequently occurrring suffix in academic English (Suhandoko and Ningrum, 2020), it was suggested that the participants learn the stress placement rules of the words with the high frequency suffixes better than the words with the low frequency suffixes.…”

Section: Pattern ( --| -) or ( | -| -)mentioning

confidence: 99%

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Stress patterns and metalinguistic knowledge before and after praxis intervention on the pronunciation of English derivational suffixed words by Thai learners

Piyapattaranop¹

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This research study investigated the stress patterns and metalinguistic knowledge of Thai learners on the pronunciation of English derivational suffixed words. The study compared how the learners performed before and after the praxis intervention, where the stress placement rules of English suffixed words were explicitly taught and trained. Thirty first-year university students were selected by stratified random sampling based on their proficiency levels and were grouped into the high and low proficiency groups. They took the pre-test which was the read aloud task of the base and the suffixed words. Their performance was recorded, and the stress patterns were analysed. Then, they joined the three-week praxis intervention sessions which included the video lessons, classroom activities, and homework assignments. Within a week after the praxis intervention, the participants took the post-test by performing the read-aloud task which included another list of the base and the suffixed words, and then they did metalinguistic knowledge elicitation task. The participants were further interviewed after the post-test. They reflected on their learning performance and provided their metalinguistic knowledge regarding stress placement of English suffixed words. The results of the stress patterns revealed that the high group performed the patterns which were in agreement with the English accentual system more often than the low group. The stress error patterns performed by the Thai learners revealed the intralingual and interlingual influences. The results of learners’ performance, before and after praxis intervention, showed that level of achievement in their learning was dependent on many factors such as motivation, time of exposure, and time practicing the rules and pronunciation. The results from the metalinguistic knowledge elicitation task revealed different metalinguistic knowledge between the high and low proficiency groups. The highly proficient learners used morphophonologically oriented knowledge more than the less proficient learners who used either morphologically or phonologically oriented knowledge more. The low proficient learners also gave numerous impressionistic answers. The findings exhibited that teaching materials and praxis intervention can help enhance metalinguistic knowledge and contribute to English language teaching and learning. The study also provides pedagogical implications for English language classrooms regarding English phonology and English pronunciation.

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A corpus-based list of academic English derivational suffixes

Cited by 5 publications

References 30 publications

Linguistic aspects of English slogans in Indonesian products

Linguistic aspects of English slogans in Indonesian products

"I Am Aware, but Who Am I to Comment.": Critical Stance in Indonesian EFL Students' Academic Essay

Stress patterns and metalinguistic knowledge before and after praxis intervention on the pronunciation of English derivational suffixed words by Thai learners

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