Free morpheme: bad Bound morpheme: ly Word: badly
When we talk about words, there are two groups: lexical (or content) and function (or grammatical) words. Lexical words are called open class words and include nouns, verbs, adjectives and adverbs. New words can regularly be added to this group. Function words, or closed class words, are conjunctions, prepositions, articles and pronouns; and new words cannot be (or are very rarely) added to this class.
Affixes are often the bound morpheme. This group includes prefixes, suffixes, infixes, and circum fixes. Prefixes are added to the beginning of another morpheme, suffixes are added to the end, infixes are inserted into other morphemes, and circum fixes are attached to another morpheme at the beginning and end. Following are examples of each of these:
Prefix: re- added to do produces redo
Suffix: -or added to edit produces editor
Infix: -um- added to fikas (strong) produces fumikas (to be strong) in Bontoc
Circumfix: ge- and -t to lieb (love) produces geliebt (loved) in German
There are two categories of affixes: derivational and inflectional. The main difference between the two is that derivational affixes are added to morphemes to form new words that may or may not be the same part of speech and inflectional affixes are added to the end of an existing word for purely grammatical reasons.
The other type of bound morphemes are called bound roots. These are morphemes (and not affixes) that must be attached to another morpheme and do not have a meaning of their own. Some examples are ceive in perceive and mit in submit.
English Morphemes
A. Free
1. Open Class
2. Closed Class
B. Bound
1. Affix
a. Derivational
b. Inflectional
2. Root
There are six ways to form new words. Compounds are a combination of words, acronyms are derived from the initials of words, back-formationsare created from removing what is mistakenly considered to be an affix, abbreviations or clippings are shortening longer words, eponyms are created from proper nouns (names), and blending is combining parts of words into one.
Compound: doghouse
Acronym: NBA (National Basketball Association) or scuba (self-contained underwater breathing apparatus)
Back-formation: edit from editor
Abbreviation: phone from telephone
Eponym: sandwich from Earl of Sandwich
Blending: smog from smoke and fog
Grammar is learned unconsciously at a young age. Ask any five year old, and he will tell you that "I eat" and "you eat," but his "dog eats." But a human's syntactical knowledge goes farther than what is grammatical and what is not. It also accounts for ambiguity, in which a sentence could have two meanings, and enables us to determine grammatical relationships such as subject and direct object. Although we may not consciously be able to define the terms, we unconsciously know how to use them in sentences.
Syntax, of course, depends on lexical categories (parts of speech.) You probably learned that there are 8 main parts of speech in grammar school. Linguistics takes a different approach to these categories and separates words into morphological and syntactic groups. Linguistics analyzes words according to their affixes and the words that follow or precede them. Hopefully, the following definitions of the parts of speech will make more sense and be of more use than the old definitions of grammar school books.
Sub categorization defines the restrictions on which syntactic categories (parts of speech) can or cannot occur within a lexical item. These additional specifications of words are included in our mental lexicon. Verbs are the most common categories that are subcategorized. Verbs can either be transitive or intransitive. Transitive verbs take a direct object, while intransitive verbs take an indirect object (usually they need a preposition before the noun).
Individual nouns can also be subcategorized. For example, the noun idea can be followed by a Prepositional Phrase or that and a sentence. But the noun compassion can only be followed by a Prepositional Phrase and not a sentence. (Ungrammatical sentences are marked with asterisks.)
IV. CONCLUSION
To sum it up, it should be noticed that :
I. Allan was an outstanding man and had an amazing heart for his fellow mankind.
II. He will be remembered for his deep love of God, outrageous and very informative stories and his great wisdom that he loved to share.
III. He was a Linguistics Professor at the Hartford Seminary, where he also received his doctorate. He traveled to India where he was a visiting Linguistics scholar for two years. Allan then became a Professor of Linguistics at the University of Toronto for 23 years.
IV. Allan was also a Pastor in mission churches in the mountains of Fancy Gap Virginia as well as being a member of the American Bible Society, He served on numerous church committees in the United States and Canada. He also served as a consultant for the Miriam Webster Dictionary. God has you in his keeping, we will always have you in our hearts.
V. REFERENCES:
ENGLISH
1. Gleason, H. Allan. 1955a. Introduction to Descriptive Linguistics. New York: Holt, Rinehart and Winston. (Revised edition: 1965)
2. Gleason, H. Allan. 1955b. Workbook in Descriptive Linguistics. New York: Holt, Rinehart and Winston. (Revised edition: 1967)
3. Jump up^Praxis: News from Hartford Seminary XIX (1): 10. April 2007. Missing or empty |title= (help)
4. Jump up^ Agard, Frederick B.; William G. Moulton (1956-07-01). "Review of "An Introduction to Descriptive Linguistics"".Language 32 (3): 469–477. doi:10.2307/410568. ISSN 0097-8507. JSTOR 410568.
5. Jump up^ "Gleason, H. Allan Jr.". Hartford Courant. 2011. Retrieved 12 June 2011. Gleason, H. Allan Jr. January 18, 2007
UKRAINIAN
1. "Дескриптивна лінгвістика" у Великій радянській енциклопедії - bse.sci-lib.com/article024235.html