STRUCTURE OF ENGLISH

[Document subtitle]
 MODULE 1

HISTORICAL BACKGROUND AND

PHONOLOGICAL STRUCTURE

Unit 1 Historical Antecedents to Modern English

Unit 2 Language and Structure
Unit 3 The Structure of the Sound System of
English
Unit 4 Syllable Structure in English
Unit 5 Non-Segmental Features of English

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 UNIT 1
HISTORICAL ANTECEDENTS TO MODERN
ENGLISH
1.0 INTRODUCTION
Every language has a history. The history of the English language is long and complicated. We
shall make do with just a notion selecting only the important milestones. For a fuller discussion of the
history of the English Language read A History of the English Language by Baugh and Cable 1978.
The account of the history of English given in this chapter is adapted from this source.
The history of English begins around 600 A.D. Before then is pre-history. Our linguistic
ancestors were savages wandering through the forests of Northern Europe. Their language was a part
of the Germanic branch of the Indo-European family. The English ancestors spoke a dialect of Low
German.

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Say who the English ancestors were and where they came from;
 Identify the features of Old English, Middle English and Modern English;
 Bring out any differences between Modern English and Middle or Old English; and
 Identify the main events that are responsible for the changes

3.0 MAIN CONTENT

3.1 The Angles, Saxons and Jutes

From the beginning of the Christian era, at the time of the Roman Empire about 400 A.D., the
speakers of what was to become ‘English Language’ were scattered along the northern coast of
Europe. Their language was a dialect of Low German. Specifically, they spoke many dialects since
they were different tribes. Some of the tribes migrated to England and the names of these tribes were
Angles, Saxons and Jutes who for convenience were referred to as Anglo-Saxons. The first contacts
of the Anglo Saxons with civilization were some occasional contacts with merchants and traders from
the Roman Empire on whose borders they lived. This period of brief contacts started the first of the
many borrowings from Latin. Words like kettle, wine, cheese, butter, cheap, plum, gem, bishop,
church were borrowed into English.
In the 4th century, the Roman power began to fall on evil days following attacks from the Goths
in the Mediterranean countries. The Anglo-Saxons began to attack Britain which had been ruled by
the Romans since 43 AD. The Roman influence did not however, extend to other parts of the British
Isles. In Scotland, Wales and Ireland for instance, the Celts, the original inhabitants of the British
Isles including England remained free and wild and made incessant attacks against the Romans in
England. The Roman power, even in England, was not strong enough to make Latin the national
language as was the case in Gaul and Spain. The people continued to speak Celtic with Latin only as
an official language.

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 The 4th century saw more and more troubles for the Romans in Britain. The wild tribes of
Scotland and Wales grew more restive; the Anglo-Saxons began to attack the eastern coast; there
were growing tensions away to fight in other places. In 410 A.D. the last Roman ruler in England left
and took the last of the legions with him. The Celts were now in possession of Britain but defenceless
against the imminent Anglo-Saxon attack.
According to the eighth century historian, Bede, the Jutes came in 449 to England in response to
an appeal by the Celtic King Vortigen who wanted help against the Picts. They (the Jutes) later
fought with Vortigen and settled permanently in Kent. Later, the Angles established themselves in
Eastern England and the Saxons in the West and South. Fighting went on for as long as one hundred
years before the Celts in England were all killed, reduced to slavery or driven into Wales. By 550
A.D. the Anglo Saxons were firmly established and English was now the language of England.

3.2 Old English

The history of English actually starts about 600 AD when the Anglo-Saxons were converted to
Christianity and learnt the Latin alphabet. The conversion was a great advance for the Anglo-Saxons
not only spiritually but also because it established again for them contact with the Roman civilization.
The history of the English Language is often divided into Old English (from the earliest records
about the 7th century to about 1100; Middle English from1100 to 1450 or 1500. Modern English is
divided into Early Modern, 1500 – 1700 and late Modern, 1700 to the present.
England was divided into several kingdoms which were more or less autonomous. One of the
kingdoms, Northumber, the area between the Humber River and the Scottish border became more
advanced, and developed a respectable civilisation. But in the eighth century the Northumbrian power
declined and the centre of influence shifted first south to Mercia, the kingdom of the Midlands and a
century later to Wessex, the country of the West Saxons. The most famous king of the West Saxons,
Alfred the Great who was not only a military man but also a champion of learning founded and
supported schools and caused many books to be translated from Latin to English in the West Saxon
dialect.
In the ninth and tenth centuries, the Norsemen came from Denmark and the Scandinavian
Peninsula to attack England. Alfred the Great rebuffed their sporadic attacks on England for some
years until the year 866 when the Norsemen landed on the east coast of England. In 877 the struggle
ended with a treaty by which a line was drawn from the North-West of England to the South-East.
The Norse were to rule the Eastern side and the Western side was to be governed by England.
The effect of this on the English language was a considerable influx of Norse into the English
Language. Norse at that time was not so different from English as to make the two languages
mutually unintelligible. There was however a considerable degree of word borrowing. Examples of
Norse words in the English language are: sky, give, law, egg, outlaw, leg, ugly, scant, sly, crawl,
scowl, take, thrust. It is supposed also that the Norsemen influenced the sound structure and the
grammar of English but this is difficult to demonstrate in detail.

A Specimen of Old English

A favourite illustration of a sample of old English is often the Lord’s Prayer probably because it
needs no translation. One of the versions is given here.

Faeder ure bu de eart on heofonum si pin nama gebalcod. Tohe gume pin rice.
Gewurde pin villa on cordan swa swa on heofonum, Urne ge daeghwamlican
hlaf syle us to daeg. An forgyf us ure gyltas swa swa we forgyfap urum
gyltendum. And ne glel pu us on costnunge ac alys us of ytele. Sodlice.

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 Besides the differences in grammar and orthography between the specimen of Old English
shown above and Modern English, there are observable differences in vocabulary. For one, Old
English was more highly inflected than Modern English. Most of the Old English words are native
English words in the sense that they have not been borrowed from other languages but have been a
part of English ever since English was a part of the Indo-European languages. Old English however
had some borrowed words. We have seen above some of the ones that came from Norse. A large
number too was borrowed while the Anglo-Saxons were still on the continent. These include cheese,
butter, bishop, and kettle. A large number came into English after the Anglo-Saxons were converted
to Christianity. These include: angel, candle, priest, martyr, purple, school, spend, oyster etc. But the
majority of old English words were native English.

3.3 Middle English

Between 1000 and 1200 AD important changes took place in the structure of English so that Old
English became Middle English. The single event which led to this was the Norman Conquest. The
Normans came from Scandinavia in the early years of the tenth Century, established themselves in
the north of France and established a powerful kingdom. In 1060 AD, under the leadership of Duke
William, they crossed the English Channel and installed themselves the rulers of England. For many
hundred years after this event, England was ruled by kings whose mother tongue was French. French
did not however become the national language in England because unlike the earlier Anglo-Saxon
invasion, the Norman Conquest was not a national migration. Although a large number of Normans
came to England, they came as rulers. Consequently, French became the language of polite society,
the nobility, the language of literature and education but it did not replace English as the language of
the people. English was therefore spoken as a vernacular.
However, English, though it survived as a vernacular and the national language, was deeply
affected and therefore changed after the Norman Conquest. Because it was a language of the common
people it became simplified; the case system of nouns and adjectives became simplified. People came
to rely more on word order and prepositions than on inflectional endings. The change was also aided
by changes in sound. Today English is less inflected than German, another member of the Germanic
group of Indo-European languages, perhaps because Germany did not experience a Norman
Conquest.
The effects of the Norman Conquest are more pronounced in vocabulary. Although after about a
hundred years French ceased to be the language of many people in England, it continued to be a
second language. Till today, it is a second language in England and regarded as the epitome of
elegance and sophistication. It was a sign of good breeding in England to spice one’s conversation
with French words and French ideas. In fact, it was considered that one was au courant. The last
expression shows that this practice is still with us as one often hears expressions like a la mode,
bourgeois and proletariat.
Thus, all sorts of French words came into English. There were words that have to do with
government: parliament, majesty, treaty, tax, alliance; words about the church: parson, sermon,
baptism, incense, crucifix, religion; words for food: beef, mutton, bacon, jelly, peach, lemon, cream,
biscuit. There were also colour words: blue, scarlet, vermilion; household words: chair, curtain, lamp,
towel, blanket, parlour, play words: dance, chess, music, leisure, conversation; logic, grammar, noun,
surgeon, anatomy, stomach. There were also ordinary words of all kinds like nice, second, very, age,
bucket, gentle, final, fault, flower, cry, count, sure, move surprise, plain.
All these and many more words poured into the English Language between 1100 and 1500. This
did not however turn English into French. English remained English in sound structure and grammar
although the grammar also felt some influence of the contact. Also, the very heart of the vocabulary
remained English as most of the high frequency words: pronouns, preposition, conjunctions and the
auxiliaries as well as many ordinary nouns, verbs and adjectives were not replaced by the borrowings.

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Thus, Middle English was still a Germanic language but it differed from old English in some ways:
the sound system and the grammar changed; speakers relied less on inflectional devices and more on
word order and structure to express their meaning.

A Specimen of Middle English

It appears that Middle English is simpler to us than Old English because it is closer to Modern
English. It is however doubtful if is not a case of exchanging one set of complexities for others. The
following passage is taken from Chaucer’s General Prologue to the Canterbury Tales written in the
fourteenth century:

There was also a nonne, a Prioresse,

That of hir smyling was ful symple and coy,
Hir gretteste oath was but by Seinte Loy,
And she was cleped Madam Eglentyne,
Fullwell she song the service dyvyne,
Entuned in hir nose ful semely,
And Frenshe she spak ful faire and fetishly
After the scole of Straford-atte-Bowe,
For Frenshe of Parys was to hir unknowne.

3.4 Early Modern English

The English of Shakespeare’s time is different from the time of Chaucer shown above because of
a couple of changes that English underwent between 1400 and 1600 AD. One change was the
elimination of a vowel sound in some unstressed positions at the end of words so that words like
wine, stone, name and dance which were pronounced as two syllables in Chaucer’s time were
pronounced as one in Shakespeare’s time. This change is one of the causes of the discrepancy
between the spelling and the pronunciation of Modern English words because it affected a lot of
words other than those, which end with vowel sounds.
The following words: laughed, seemed and stored which were pronounced as two syllables in
Middle English also became monosyllabic.
The Great Vowel Shift was the other big event, which made Middle English different from
Modern English. This involved the shifting of half a dozen vowels and diphthongs in stressed
syllables as can be seen from the examples below:

Middle English Modern English

name / a: / name / e /
wine / i: / wine / a :/
he / e / he /e : /
mouse / u: / mouse / au:/
moon /ə / moon / u: /

This change affected all the words which contained these sounds but the Middle English
spelling was retained thus creating another source of discrepancy between spelling and pronunciation
of Modern English words.
These two changes which constitute the main differences between Middle and Modern
English can also be said to account for the differences between English and other Germanic
languages like French, Italian and Spanish where no vowel shift occurred. The last development
which can be said to be responsible for standardizing the spelling of English, and unifying the various

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dialects of English is the invention of the printing press in 1475 by William Caxton. Books and
reading materials were produced and the printed word became the standard.

3.5 Modern English

In England the dialect of the East Midland became accepted as the literary standard. This
does not mean that there were no other dialects. In the plays and novels of the eighteenth and
nineteenth centuries there are often country gentlemen that speak their local dialects. But the
English of the upper class and the upper middle class tended to adopt a uniform standard which
was nurtured in the public schools. The public school English has been identified as a variant of
the South Eastern English and it became the language of the upper class whatever part of effect
and became the agency for the transmission of a non-localized form of English as the prestigious
form.
By 1770 movement between groups became accelerated what with the invention of the
steamship, the railway, the motorcar and the aeroplane. Man became more mobile and this
extended his linguistic exposure. Other developments like the telephone, the radio, the sound film
and the television all helped to standardize and spread Modern English.
The effect of all the above listed developments on the vocabulary was unprecedented. New
objects, new ways of seeing the world, new things to do and new thoughts brought new words
into the language so that nowadays there are words like psychedelic, spacelas, floppy discs,
computerese, esperanto etc. Many native forms combined prefixes and suffixes which have come
into the language to form new forms. Technical terms from scientific developments have also
entered the language. Loan words have also entered the language and with the spread of English
to other parts of the world Modern English is full of borrowings from other languages. As was
the case with Norse, French and Latin borrowings the process of borrowing and the words
borrowed throw some light on the nature of the relationship between England and these
countries. Also, in the last two hundred years, loan words do not seem to have the cultural
meaning they had. For example the following words borrowed from French do not have exactly
the same cultural meaning and usage they had: guillotine, regime, and epaulette.
It is interesting to note that English has resisted Celtic loan words despite the fact that they
live close to the Celtic communities and have intermarried throughout the period when English
has been spoken in Britain. Yet the spread of English to other parts of the world has produced
other varieties of English some of which are spoken as mother tongues.

4.0 SUMMARY
You have learnt from this unit that:

 The linguistic ancestors of English were the Angles, Saxons and Jutes and they were savages
who migrated from northern Europe and settled in England about 400 A.D.
 The history of English actually started about 600 AD when the Anglo Saxons, having killed
and driven out the original inhabitants of England, the Celts, and settled in England became
converted to Christianity.
 Old English as seen in the Lord’s Prayer differs from Modern English both in grammar,
orthography and vocabulary.
 Between 1000 and 1200 A.D., the Norman Conquest brought the French language to England.

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  English was used as the vernacular while French was the official language; consequently
English became simplified - the sound system and the grammar changed; speakers relied less
on inflectional devices and more on word order and structure to express their meaning.
 The elimination of the vowel sounds in unstressed positions so that words like wine and name
which were pronounced as two syllables [wi-ne] and [na-me] were pronounced as one
syllable, helped to make Early Modern English different from Middle English.
 Between 1400 AD and 1600 AD the Great Vowel Shift occurred, which also helped to change
Middle English. This involved the change of the quality of vowels in many two syllable
words so that words like wine and name which were pronounced as two syllables [wi-ne] and
[na-me], were now pronounced as one syllable ( e.g. wine [wa n] and name [ne m]) but the
spellings were retained.
 The invention of printing by William Caxton in 1475 standardised English spelling and with
the production of books and reading materials the printed word became the standard.
 In England, the dialect of the East Midlands became the literary standard used by the upper
and middle class and taught in schools although other dialects existed.

5.0 QUESTIONS:
1. Who were the Anglo-Saxons? Where did they come from? How did they come to settle in
England?
2. What two events have been responsible for the differences between Middle English and
Modern English?
3. What contributions did the Norman Conquest and the Great Vowel Shift make to the
development of the English Language?

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 UNIT 2
LANGUAGE AND STRUCTURE
1.0 INTRODUCTION
Language is one of the most useful and most brilliant of human inventions. By means of
language, people who live together are able to interact and express their thoughts and feelings to one
another.
Language is first perceived as a string of noises organised into a meaningful pattern for the
purpose of communication. It can as well be seen as graphic symbols also organised into meaningful
patterns. The particular patterns of noises or graphic symbols are meaningful particularly to people of
the speech community where the language is used. These patterns can however be learnt by people
outside the speech community.

2.0 OBJECTIVES
At the completion of this unit, you should be able to:

 Describe the nature of language;

 Identify the levels of structure of language;
 List he levels of structure of all units of English grammar ; and
 Give a brief description of the units of structure of English grammar.

3.0 MAIN CONTENT

3.1 The Nature of Language

There have been several explanations of language. One which is given above is that language is
the means by which people from the same and related communities interact and express their
thoughts and feelings to one another. This is one way of explaining the term language. There are
other ways of explaining this phenomenon. A classic explication is that of Sapir (1921, p. 18) which
explains language as ‘a purely human and non-instinctive method of communicating ideas, emotions
and desires by means of a system of voluntarily produced symbols’. Another famous definition of
language was given by Hall in his Essay on Language, where language is defined as ‘the institution
whereby humans communicate and interact with each other by means of habitually used oral-auditory
arbitrary symbols’ (Hall, 1968, pp. 158).
An examination of these explanations reveals that language is primarily spoken (i.e oral -
auditory). Writing is a recent development. There are many languages that exist only in the spoken
form. Another aspect of language evident in the explications above is that language has structure and
is normally organized into patterns – phonic (for spoken language) and graphic( for written
language). The specific characteristics of language may be summarized thus:

… it is difficult to give a comprehensive definition of language.

Any attempt that captures its essential characteristics: namely that
it is a system made up of phonic or graphic symbols which are
arbitrarily chosen or agreed upon by convention and are usually

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 learned and used by a speech community for the purpose of
communication can serve as a reasonable explication (Eka and
Udofot 1996:5)

A necessary implication of the use of language for the purpose of communication is that
information expressed by language has to be meaningful to the hearer otherwise communication or
interaction does not take place. This idea is stressed by Gimson’s (1980: 4-5) description of language
as:

…a system of conventional signals used for communication by a

whole community. This pattern of conventions covers a system of
significant sound units, the inflection and arrangement of words
and the association of meaning with words.

All the explanations of language given above agree on certain issues. First, that language is
arbitrary and conventional in the sense that there is often no link between a word and what it means.
There exists some form of unwritten agreement or convention about the way language is used. This is
like saying that flat-topped wooden or iron furniture with four supports is called a table not because
of any reason other than that the English people by agreement and later by convention call it that.
Secondly, that language is non instinctive. This means that it is a learned behaviour. Next, that
language is human and is used by a group of people (a speech community) whose ancestors agreed on
how certain symbols were to be used. Also, that although there are animal signs and computer
language, for example, it is the speech of human beings that is elaborate and systematic enough to be
studied. This shows that language is a peculiarly human behaviour. If conventional symbols have to
be associated with meaning, it follows that the words we use in language and the sentences we make
by putting words together have to mean something. This underscores the need for words and
sentences to have structure. Knowledge of the elements or parts and patterns of words and sentences
equips you with the means of forming them in the acceptable manner using the acceptable patterns of
a given language. This course is designed to arm you with the acceptable means of forming words
and sentences in English, using the appropriate structures.

3.2 The Structural Approach

The Structural Approach to the study of language can be traced to Bloomfield of the American
school of Linguistics who in his book Language published in 1933 laid the foundation which was
continued by Fries in his book The Structure of English published in 1952. Fries analysed living
English speech using a sentence grammar approach instead of the word grammar approach of
traditional grammar. Later grammars of English followed this approach until a different approach
became available with the publication of Chomsky’s Syntactic Structures in 1957 and later Aspects of
the Theory of Syntax in 1965.
The structural approach to the study of grammar came as a reaction to traditional grammar which
divided all the words in the language into parts of speech according to the functions they perform,
and prescribed rather than described their behaviour based on the rules of Latin grammar, paying
very little attention to the forms of words and sounds of the language. In other words, traditional
grammar looked at the functions of words and not at their structure.
The term structure is generally used to analyse all the units of grammar except the smallest unit -
the morpheme. In English we have sentence structure, clause structure, group structure and word
structure (Eka, 1994, p.24). The sentence is made up of one or more clauses; the clause is made up of

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one or more groups; the group is made up of one or more words and every word consists of one or
more morphemes.
The sentence:

She was dancing gracefully because the music was melodious.

can be broken down into two clauses:

1a. She was dancing gracefully (main clause)

1b. because the music was melodious (subordinate clause)

Each clause: 1a and 1b is made up of groups such as:

1c she, gracefully (pronoun/ adverbial group)

1d was dancing (verbal group)
1e because (prepositional group)
1f the music (nominal group)
1g was (verbal group)
1h melodious (adjectival group)

Each group consists of words. Some of the words such as dancing and gracefully have more
than one morpheme. Dancing is made up of {dance} and the progressive marker {ing} while
gracefully also contains two morphemes: {grace} and the derivational morphemes {-ful} and {-ly}.
The structural approach to the study of Language also spread to Europe. It was the French
linguist Ferdinand de Saussure who started people thinking along the lines of modern linguistics in
Europe when he drew the distinction between diachronic and synchronic study of language. A
diachronic study studies the historical development of language while a synchronic describes
language as it is used at a particular point in time. His lectures, published posthumously by his
students in a course in General Linguistics (Cours de linguistique généralé) inspired other linguists in
Europe namely: Henry Sweet whose ideas were elaborated upon by J. R. Firth of the London School
of Linguistics.
From the London School of Linguistics also came Halliday who suggested a model of grammar
often referred to as Neo-Firthian or Systemic Grammar. His model has structure as the surface
grammar and meaning as the deep grammar. Within the model, morphology studies the structure of
words while syntax studies the structure of sentences which are built up of words, yet they are ‘not
separated as levels but accounted for within the units of the grammatical rank scale’ (Eka, 1994,
p.24).The model discusses four fundamental categories of grammar one of which is structure and the
others are unit, class and system.
The Unit category identifies levels: the morpheme, the word, the group, the clause and the
sentence which are hierarchically related in the sense that the upper unit is made up of one or more
items of the lower unit next to it (as for instance the word which is made up of one or more
morphemes etc.) The morpheme occupies the lowest rank while the sentence occupies the highest
rank. Structure is used to analyse all the units except the morpheme. The elements of the clause in
English are: Subject(S), Predicator (P), Complement (C), Adjunct (A). All clause structures combine
some or all of the elements. The nominal group structure is Modifier (m), Head (h), and Qualifier (q).
A modifier is any structure before the head while a qualifier refers to any structure after the head as
in the following example:

The/ new/ students/ of the University of Santo Tomas

m m h q

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 Class refers to a set of items with similar characteristics. Items of the same class belong to the
same unit since they usually have the same structural possibilities. One can therefore refer to classes
of verbs, nouns, adjectives etc. and also to their behaviour as a group. For example verbs act as
predicators while the nouns often operate as head of the nominal group in the structure of a clause.
Every class also has sub-classes as for instance in the cases of nouns being countable and
uncountable (count and non-count nouns), proper and abstract while verbs can be transitive,
intransitive or linking.
System refers to a set of features from which only one has to be selected as for instance the
system of number which allows for choice between singular and plural; the system of voice of verbs
where a choice is made between active and passive and the system of polarity where the choice is
between positive and negative.
An attempt is made in this course to describe the structure of the English Language in terms
of the sound structure, the sentence structure, the group structure as well as the word and meaning
structure. The emphasis is to show the constituents; that is what each of these is made up of: the
sound system, the sentence, clause, group and the word.

4.0 SUMMARY
In this unit you have learnt the following:
 Language is a purely human behaviour and that is made up of sounds and symbols.
 Language is a learned behaviour; it is conventional and arbitrary
 Language is mainly for communication among a speech community
 Language is a system and has four main levels of structure: phonological, syntactic,
lexical and semantic
 The structural approach to the analysis of language is traceable to Bloomfield of the
American School of Linguistics.
 The approach spread to Europe and was developed into the Systemic Model By the
linguists of the London School of Linguistics mainly J.R Firth and M.A.K. Halliday
 The Structural Approach analyses language at four categories: unit, class, structure and
system.
 Structure is used to analyse all the units of grammar except the morpheme.

5.0 QUESTIONS:
1. Distinguish between diachronic and synchronic study of language.
2. Explain the term structure and its use.
3. From the definitions of language given above, make a list of the characteristics of
language.

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 UNIT 3
THE STRUCTURE OF THE SOUND SYSTEM OF
ENGLISH
1.0 INTRODUCTION

Speech sounds are vibrations in the atmosphere. They are produced by the organs of the body
associated with speech. The study of the physical features of speech sounds is called Phonetics while
the study of the sounds of a particular language in combination is referred to as the Phonology of that
language. In this course you will learn about the Segmental and Non segmental phonemes of English
and how they function in patterns in the language.

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Distinguish between phonetics and phonology;

 Identify the broad groups of speech sounds and the sounds of English;
 List the segmental phonemes of English;
 Describe the phonetic properties of English sounds and non segmental phonemes and how the
sounds are combined into patterns in speech.

3.0 MAIN CONTENT

3.1 Sound Production

When we speak we make a string of noises which is perceived as a continuous flow of sound.
This continuous flow is meaningful to anyone who understands the language. Every speech sound is
produced as a result of exhaled air from the lungs passing through the passage between the vocal
cords known as the glottis through the pharynx and out through the mouth or nose. This exhaled air is
called the pulmonic airstream. When the air from the lungs gets to the larynx (the Adam’s Apple)
and the space between the vocal cords (the glottis) is closed a lot of pressure builds up and forces the
glottis to open and close very rapidly. This results in the vibration known as voice. Any sound
produced with the glottis in this state is referred to as voiced. Examples of voiced sounds are /b, d, g,
e, u: /. English vowels are produced with the glottis in this state and they are all voiced. If the
pulmonic airstream (air from the lungs) gets to the larynx and the glottis is open, the air passes on to
the pharynx without any vibration. Sounds that are produced with the glottis open are said to be
voiceless. Examples of voiceless sounds are /p, s, t, k/.
When the air leaves the larynx, it gets to the pharynx and mouth. If the back part of the roof of
mouth called the soft palate or velum is lowered, the passage to the mouth is blocked and the air
escapes through the nose. These types of sounds are called nasal sounds. Examples of nasal sounds in
English are /m, n, /. If the soft palate is raised when the air from the larynx gets to the pharynx, the air
passes through the mouth and the sounds produced with the soft palate raised are called oral sounds.
All English sounds except the nasals i.e. /m, n, / are oral e.g. /p, k, s, r/.

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3.2 The Sounds of English

The sounds of all human language are classified as either vowels or consonants. They are called
vowels if there is no audible obstruction to the air as it passes from the lungs to the outside through
the mouth or the nose. Examples of vowel sounds in English are /a: / as in father; /i: / as in people and
/e/ as in bed. Consonant sounds on the other hand are sounds which are produced with some form of
obstruction of air along the speech tract by one or more organs of speech. The numbers of vowels and
consonants vary from language to language.
In English, there are twenty vowel sounds and twenty-four consonant sounds. These sounds do
not necessarily correspond with the letters of the alphabet. Though there are phonetic languages like
Ibibio, Igbo or Yoruba where sounds and letters correspond so that a word is pronounced the way it is
written, English is a classic example of a language which is not necessarily spoken the way it is
written. In the following words the sounds and letters do not correspond:

/f/ (sounds and letters) (letters and sounds)

physics father /a:/
effect man /æ/
cough ago /a /
philosophy name /e /

3.3 Consonants

Consonants are described using three criteria: (i) whether they are voiced or voiceless; (ii)
organ of production; (iii) manner of production.

3.4 Organs of Production

The organs used to produce speech sounds are also very important because sounds, especially
consonant sounds, are classified according to the organs used to produce them.
Considering the organs used to produce the sounds the following groups of consonants can be
identified:
i. Bilabial: These are sounds produced using the two lips. English has four bilabial consonants.
These are /p. b, m, w/.
ii. Labio-dental: These are sounds produced with the lower lip and the upper teeth. There are
only two labio-dental consonants in English. These are /f/ and /v/.
iii. Dental: These are sounds produced with the tip of the tongue coming between the two rows
of teeth. English has two dental sounds. These are /ɵ / and / ð /.
iv. Alveolar: These are sounds produced with the tip of the tongue touching the upper teeth.
English has many alveolar sounds namely /t, d, n, l, r, s, z/.
v. Palato-alveolar: These are sounds produced with the tip of the tongue touching the upper
teeth ridge and middle of the tongue simultaneously raised towards the hard palate. Palato-
Alveolar sounds in English include / t d /
vi. Palatal: These are sounds produced with the front of the tongue touching the hard palate.
English has only one such sound which is /j/.
vii. Velar: These are sounds produced with the back of the tongue touching the soft palate (the
velum). There are three velar sounds in English. These are /k, g, ŋ/.
viii. Glottal: Glottal sounds are produced in the glottis, that is, the space between the vocal cords.
English has only one glottal sound which is /h/.

13
3.5 Manner of Production

Consonant sounds are also classified according to the way the organs of speech behave during
their production. Six groups are often distinguished. According to Eka and Udofot (1996: 71-72) the
twenty-four consonants of English can be classified as follows:
(i) Plosives or Stops are those sounds produced through the coming together of the organs of
production to block the air passage coming from the lungs followed by a sudden release of
the sounds through a sudden parting of the organs. English plosive sounds are /p, b, t, d, k, g/
(ii) Fricatives: These are consonant sounds produced by the narrowing of the space between the
organs of production due to the movement of the organs towards each other. The sounds
produced filter through the narrowed space with a hissing sound. English has nine fricative
sounds which are / f, v, ʃ, ð, s, z, h, ɵ /.
(iii) Affricates: Affricates are produced like plosives with the coming together of the organs of
production to obstruct the air from the lungs followed by a gradual release of the sound.
English has two affricates which are / t / and / d /.
(iv) Nasals: These are sounds produced with the soft palate lowered and the sound released
through the nose. English nasals are three in number. These are /m, n, ŋ/.
(v) Liquids: These are sounds produced with the tongue raised and air escaping through the
sides of the tongue. English has two liquids: the lateral liquid /l/ produced with the tip of the
tongue touching the alveolar ridge (teeth ridge) and air escaping through the two sides of the
tongue and the rolled liquid /r/ which is produced with the tip of the tongue repeatedly
touching the teeth ridge.
(vi)Semi-vowels (approximants). These are sounds produced with the organs of production
coming together but not completely as in the case of the other consonants. They are
described as gliding consonants because they are “distinguished by the absence of friction
and a quick smooth glide to the sound that follows” (Udofot and Eshiett 1996: 13). English
has two semi vowels. These are /j/ and /w/.

3.6 Description of Consonants

Any consonant sound can be described using three criteria namely: voice or voicelessness, organ
of production and manner of production.
The twenty-four English consonant sounds can be described as follows:
/p/ Voiceless bilabial plosive as in pat, reap, leper
/b/ Voiced, bilabial plosive as in bed, labour, babe
/t/ Voiceless alveolar plosive as in table, cat, rat
/d/ Voiced alveolar plosive as in dance, lad, ladder
/k/ Voiceless velar plosive as in king, market, cook
/g/ Voiced velar plosive as in gold, big, bigger
/f/ Voiceless labio – dental fricative as in fish, infant, leaf
/v/ Voiced labio-dental fricative as in very, alveolar, leave
/ɵ/ Voiceless dental fricative as in thin, bath
/ ð / Voiced dental fricative as in though, other, bathe
/s/ Voiceless alveolar fricative as in city, sister, rice
/z/ Voiced alveolar fricative as in zebra, business, prize
/ʃ / Voiceless palato-alveolar fricative as in shoe, mission, push
/ʒ / Voiced palato-alveolar fricative as in vision, garage
/h/ Voiceless glottal fricative as in house, inhale
/ t / Voiceless palato-alveolar affricate as in church, teacher, catch

14
 / dʒ / Voiced palato-alveolar affricate as in joke, enjoy, judge
/m/* Bilabial nasal as in moon, lamp, calm
/n/* Alveolar nasal as in navy, nanny, none
/ ŋ/* Velar nasal as in bank, longing
/l/* Alveolar liquid (lateral) as in look, valley, pull
/r/* Alveolar liquid (rolled) as in wrong, marry, mirror
/w/* Bilabial semivowel as in woman, reward
/j/* Palatal semivowel as in yellow, student/stju---/

*Note that all nasals, liquids and semi-vowels are voiced.

3.7 Vowels

English has twenty vowels. Twelve of them are single sounds or monophthongs. Monophthongs
are also referred to as pure vowels. Eight of the English vowels are double sounds or diphthongs.
Vowels are produced without any audible obstruction of the speech tract by the organs of production.
They are characterised by vocal cord vibration or voice. The tongue and the lips are the most
important organs of production of vowels. Vowels are therefore described according to the part of the
tongue used in its production and the height to which the tongue is raised towards the hard palate.
The other criterion of description is the posture of the lips. In vowel production, the lips can be
rounded or spread or neutral.

3.8 Description of Vowels

A vowel can be described as

(i) Front: If produced using the front of the tongue e.g. /i: /
(ii) Back: If produced using the back of the tongue e.g /a: /
(iii) Central: If produced using the middle of the tongue e.g. / ə/

Considering the height to which the tongue is raised towards (but not touching the roof of the mouth),
a vowel can be described as:

(i) Close: If the tongue is raised very high towards the palate e.g. /i: /
(ii) Open: If the tongue is lowered and lying flat in the mouth e.g. /a: /
(iii) Half-Open or Half-Close: If the tongue lies halfway between the two extremes.

When considering the posture of the lips a vowel can be described as

(i) Rounded: if the vowel is produced with rounded lips e.g. /u: /
(ii) Unrounded: if the vowel is produced with spread or neutral lip posture e.g. /e/ and /a/

It is important to know the part of the tongue and the tongue height as well as the lip posture of a
particular vowel in order to be able to produce the vowel properly.

3.9 English Monophthongs

English monophthongs are conventionally numbered 1 – 12 as follows:

1. /i: / as in leap, people, seed
2. /ɪ / as in lip, sit, village
3. /e / as in fed, friend, bed

15
 4. /æ/ as in fan, anniversary
5. /a: / as in father, heart, arm
6. /ɑ / as in hot, watt, wander
7. /o: / as in wash, cord, war
8. /ᴜ/ as in could, cook, pull
9. /u: / as in two, stool, through
10. / ɚ/ as in much, love, blood
11. /3: / as in girl, early, bird
12. / ‫ כ‬/ as in again, water, director

3.10 English Diphthongs

1. /aɪ / as in fight, rhyme, eye

2. /au/ as in house, now, couch
3. /eə/ as in late, tail, day
4. /oᴜ/ as in so, home, know
5. /‫כ‬ɪ/ as in oil, joy, destroy
6. /ɪə/ as in here, ear, atmosphere
7. /3ə / as in air, tear, affair
8. /ᴜə/ as in poor, tour, sure

3.11 English Triphthongs

English also has triphthongs but these occur in careful and slow pronunciations. A triphthong
can be described as a combination of three vowel sounds pronounced together one after the other. For
example a careful pronunciation of the vowel in the word ‘tower’ begins with the sound /a/and a
quick smooth movement to the vowel /u/ and ends with the vowel / / ; thus / a u /. In English, there
are five triphthongs. These are:

1. /aɪə / as in fire, tyre

2. /auə / as in tower, flower
3. /e3ə/ as in layer, player
4. / auə/ as in sower, lower
5. / æə / as in loyal, royal

As already noted, it is only the slow and careful English speaker whose speech can feature
these complex vowels. In rapid or normal speech triphthongs are often reduced to long vowels and
diphthongs with the middle vowel heard slightly or not at all.

4.0 SUMMARY
In this unit the following main points have been made:
 Speech sounds are vibrations produced by the human organs of speech;
 The study of speech sounds and their properties is called phonetics while the study of the
sounds of a particular language is known as phonology
 Speech sounds are produced when exhaled air passes through the various speech organs and
are modified by them on their journey outside through the mouth and sometimes the nose.
 All human speech sounds can be classified into two broad groups: vowels and consonants

16
  Vowels are produced without obstruction to the air in the vocal tract while consonants are
produced with obstruction at some point of the vocal tract
 English has 44 sounds: 20 vowels and 24 consonants.
 Consonants are described according to organ of production, manner of production and
whether they are voiced or voiceless
 Vowels are described according to the part of the tongue used in its production i.e whether
front, central or back; the height to which the tongue is raised towards the roof of the mouth;
that is whether raised high up or pressed down low and the posture of the lips during
production i.e. whether rounded or neutral or spread.

5.0 QUESTIONS:
1. Describe how human speech sounds are produced.
2. Differentiate between vowels and consonants.
3. How many vowels and consonants are there in the English Language?

17
 UNIT 4
THE SYLLABLE STRUCTURE IN ENGLISH
1.0 INTRODUCTION
When you speak you produce a string of noises which is perceived as a continuous flow of
sound. This continuous flow is meaningful to anyone who understands. For instance, the English
word pen is made up of three sound segments; /p, e, n/. If the middle sound is replaced with other
sounds e.g. /e, ɪ, æ / we can have words like pain, pin and pan. Human speech can be broken down
into units called sounds. Each unit of sound is a segment. When segments are put together, they form
words and utterances.
A sound segment which causes a change in meaning when replaced by another segment is
said to be significant, contrastive or distinctive. Such a speech sound may be referred to as a
phoneme. Hyman (1975, p. 59) defines the phoneme as ‘a minimal unit of sound capable of
distinguishing words of different meanings’. For instance, the following English words: beat, bat and
bet are made up of three sounds: beat /bi:t/, bat /bæt/, bet / bet/ but they are different words because
of the difference in the middle sound. Similarly in the words road / r ud / and load / l ud / the
difference in meaning of the two words lies in the difference between the two initial sounds /r/ and /l/.
The sounds /i:, æ, e, r, l, / are therefore phonemes in English.
The phoneme is also the smallest unit of speech in all languages. In French for instance, the
difference between the two words: fille (girl) and ville (town) lies in the replacement of / f/ with /v/.
Similarly, in Hiligaynon, the two words hisa (envy) and hita (thigh) are different in meaning because
of the difference in the middle sound. A way to determine whether a particular sound is a phoneme or
not is to substitute that sound for another in two words which have the same spelling like the words
load and road. The words which are identical in this way are referred to as minimal pairs. Thus the
words road and load; coat and goat; tin and sin; are minimal pairs.
Each language in the world has its own number of phonemes and uses them differently from
other languages. But within the same language, a particular speech sound (phoneme can be realized
differently due to, among other factors, its position in a word or utterance. Experience shows that it is
not possible for the same sound to be pronounced in the same way many times even by the same
person. In the following words: peak, speak, and reap the pronunciations of the sound /p/ are not the
same. In peak, the /p/ is pronounced with a puff of air (aspirated); in speak the /p/ is unaspirated
while in reap the final /p/ is not released. The different phonetic realizations of a phoneme are
referred to as allophones. In the above examples the phoneme /p/ has three different realizations or
allophones: the initial or aspirated /p/, the medial or unaspirated /p/ and the final or unreleased /p/. To
an English speaker, the phoneme he hears is /p/. The difference in quality is due to the position where
the sound occurs in the word. When sounds combine to form syllable, words and sentences, it is the
phonemes that take part in such combinations.

2.0 OBJECTIVES
At the end of this unit you should be able to
 Explain the terms phonemes and allophones;
 Illustrate how speech sounds combine to form syllables and words;
 Define the syllable; and

18
  Describe the structure of the syllable in English.

3.0 MAIN CONTENT

3.1 The Nature of the Syllable

The syllable has been explained as the smallest unit of language which can be pronounced with
one breath. It is made up of a vowel with or without one or more consonant sounds. When we looked
at the sounds of English, it was shown that it was possible to say whether a particular sound was a
vowel or consonant on phonetic grounds; that is, in relation to whether the passage of air from the
lungs to the outside was obstructed or not; or phonologically in terms of their different distributions
and descriptions. Similarly, a syllable may be defined phonetically or phonologically. Phonetically, a
syllable may be defined (in relation to how it is produced or how it sounds) as consisting of a centre
which has little or no obstruction to the air flow and therefore sounds louder than the end of the
syllable where there is greater obstruction to the airflow and consequently less loud sounds. The
centre of the syllable is called the nucleus the beginning is called the onset while the end is called the
coda.
What might be called a minimum syllable would be a single vowel in isolation as for example in
the words are /a:ɪ /; or /ɪ:‫כ‬/ and which are preceded and followed by silence. Some syllables have
onset; that is the nucleus is not preceded by silence but by a consonant sound as in so /s ‫כ‬u/ and tea
/ti:/. Some syllables have no onset but a coda as in arm /a:m/; ought /‫כ‬:t/ and more /mo:/.Some
syllables have the onset, nucleus and coda as in sat /sæt/ , run /rən/ and fan /fæn/ .
The main problem about this phonetic description of the syllable is deciding where to divide the
syllable. Syllable boundary has been an issue where there is no agreement. An example is the word
extra /ekstrə/ where the following suggestions have been given: e+kstrə, ek+strə, eks+trə, ekst+rə and
ekstrə +. Normally the second or third option is the usual choice but it is not possible to say which
one is correct. Looking at the syllable from the phonological point of view proves more useful. This
involves looking at the possible ways the English phonemes combine. It is useful to begin with trying
to understand what the constructions are in the initial position of English syllables. Usually, we find
that the syllable can begin with a vowel or with one or two or three consonants. No syllable begins
with more than three consonants. Similarly, we can look at how a syllable end. Usually, it can end
with a vowel or one or two or three (and in rare cases) four consonants. No syllable ends with more
than four consonants.
Let us recapitulate. A syllable can be described as a unit of speech made up of a vowel with or
without one or more consonant sounds. Sounds combine to form syllables. For instance, in English
the word, /g ut/, three sounds:/g/, /u/ and /t/ combine to form a syllable, goat, which is also a word.
This is a monosyllabic word. Syllables also combine to form words. Some are disyllabic (two
syllables); trisyllabic (three syllables) and polysyllabic (four or more syllables). Note that every
syllable must contain a vowel sound. There are syllables which are made up of just one vowel sound
but a consonant sound alone cannot make a syllable. In cases where a syllable has no vowel sound to
function as a nucleus some special consonants, because of their sonorous nature, can function as the
nucleus of a syllable. They are called syllabic consonants. The common syllabic consonants of
English are /l/ and /n/ which are sonorous like vowel sounds as in the following: mutton / mᴜtn/. In
other words, the second syllable of this word has no vowel nucleus. The letter ‘o’ is omitted in
pronunciation.

3.2 The Structure of the English Syllable

19
 As already mentioned, the syllable has a structure; it is made up of the onset (or beginning), the
nucleus (or middle) and the coda (or end). The consonants occupy the onset and coda parts while the
nucleus is occupied by vowels and syllabic consonants. The nucleus is the obligatory part of the
syllable, thus there are as many syllables as there are vowels in an utterance. The onset and the coda
are optional parts. Four possibilities of syllabic structure may occur in a language. One may have
ONC (onset, nucleus, coda); NC (nucleus, coda); ON (onset, nucleus) and N (nucleus). All four
possibilities occur in English. A syllable that has a coda is called a closed syllable whereas one that
lacks it is called an open syllable.
Apart from the above structure which is done in terms of the phonetic analysis of the syllable, the
structure of an English syllable can be described phonologically in terms of the distribution of vowels
and consonants. Thus a syllable may be made up of a vowel alone e.g oh /‫כ‬u/. This may be
represented thus V. We may also have a consonant and a vowel as in tea /ti:/. The structure here is
CV where “C” stands for consonant and “V” for vowel.
Taking the consonants at the initial positions first, we may have one consonant initially as in
fee /fi: /. We can also have two consonants in initial position. These are of two main kinds: first “s”
followed by one of /p, t, k, f, n, l, w, j / as in speak, stay, sky, sphere, small, snail, sleep, swear, suit.
Second, we can have one of /p, t, k, b, d, g, f, v, m, n/ followed by one of /l, r, w, j/. Thus we may
have: play, try, cry, bread, dress, music, new, among others. Finally, we can have three consonants
initially. Here we have /s/ followed by /p, t, k/ followed by one of / r, j, l, w/which may be explained
as vowel-like sounds. Examples of words with three initial consonants are: spring, string, screw,
spurious, stupid, skewer, split, squash. Of these, the sequence /spj/ is not very common.
In the final positions we may have one consonant finally as in, face bed, tape. We may also have
two consonants finally as in cats, sweets and hens. Three consonants may also occur in the final
position in words like: facts, bounds, plunged. Lastly, in the final positions we can have more than
three consonants mainly because /s/ or /z/ has to be added to most nouns to form plurals; and /t/ or /d/
to form past time as in prompts /prəmpts/ and asked /æskt/.
The above information on the structure of the syllable in English may be summarized thus;
1 2 3
Are 0 V O
Car C V O
At 0 V C
Cat C V C
Star CC V O
Start CC V C
Stray CCC V O
Stretched CCC V CC
Strengths CCC V CCC
Prompts CC V CCCC

We therefore have (C ) (C ) ( C ) V (C ) (C ) (C ) ( C ) C0-3 V C0-4 showing the vowel as the

compulsory element.

4.0 SUMMARY
The following are the main points raised in this unit:
 Human speech can be broken down into units called sounds which can be put together to form
syllables, words and utterances.
 When sounds combine to form syllables and words it is the phonemes that take part in such
combinations

20
  A phoneme is the smallest sound segment that is significant and can cause a change in
meaning if replaced by another sound.
 Variations of a phoneme are called allophones; allophones do not cause a change in meaning
if replaced by another allophone
 A syllable consists of the onset, nucleus and coda if explained phonetically
 Phonologically, an English syllable is made up of vowels and consonants.
 A maximum of three consonants can occur in initial position in the syllable in English while a
maximum of four consonants can occur at the final position.
 Every syllable contains a nucleus which occupies the centre of the syllable; where there is no
vowel, a syllabic consonant functions like the nucleus of the syllable.
 The structure of the syllable in English can be represented with the formula: C0-3 V C0-4.

5.0 QUESTIONS:
1. What is a phoneme?
2. What do you understand by the term syllable?
3. Explain the terms, onset, nucleus and coda and how they combine to form the syllable in
English.

21
 UNIT 5
NON SEGMENTAL FEATURES OF ENGLISH
1.0 INTRODUCTION
English phonology, like the phonology of any language, is made up of both segmental and
non segmental phonemes. English non segmentals include accentuation, rhythm and intonation.
These, like segmentals, affect shades of meaning and at times cause a breakdown of understanding
when not properly used.

2.0 OBJECTIVES
By the time you complete this unit you should be able to:
 Describe the components of accentuation and how they operate in English;
 Identify the components of rhythm and explain how they operate in English.
 Describe English intonation tunes and how they function in English.

3.0 MAIN CONTENT

3.1 Accentuation

Accentuation comprises stress, duration and prominence. Simply put, ‘stress is the
prominence or emphasis given to certain syllables in words when they are uttered’ (Udofot & Eshiett
1993: 34). Syllables given such prominence or emphasis are said to be stressed or accented. Duration,
on the other hand, is the timing utilized in the articulation of a syllable as a result of the nature of the
vowel length and syllable structure. For instance, long vowels appear longer in open syllables and
shorter in closed syllables. The vowel sounds in the three words: fee, and feel are the same but
because of the nature of the syllable the vowel /i: / sounds longer in fee than in feel because fee has
an open syllable structure while feel has a closed syllable structure.
In pronouncing words, some syllables are given more attention and said with more force.
These are called stressed or accented syllables. The sign [‘] is conventionally used to show such
syllables. The sign is placed immediately before the syllables e.g. 'nation, e'leven, 'family, re'lation.
Any English word of more than one syllable has at least one stress. In English, the stress pattern is
fixed and should be learnt with the word.

3.2 Word Stress

In speech, words of one syllable e.g. ‘come’ are normally stressed when spoken in isolation.
When they appear in a sentence, they may or may not be stressed. Words of two syllables have one
primary stress which may occur at either the first or second syllable as for example in:

'blackboard a'way
'teacher im'prove
'English be'long
'easy suc'cess

22
 'very re'move

Note that in the examples above, the words in the first column have their primary stress on the
first syllable. In the second column the words have their primary stress on the second syllable. There
are no hard and fast rules as to where stress occurs in words. The stress disposition of a word is learnt
with the word. There are, however, some English words of two syllables with the primary stress on
both syllables. Here are some examples:

'out'side 'down'stairs
' in'doors 'four'teen

Some English words of two syllables have stress on the first syllable when they are nouns or
adjectives and on the second syllable when they function as verbs as in the following examples:

'present pre'sent
'record re'cord
'progress pro'gress
'convert con'vert
'suspect sus'pect
'protest pro'test
'increase in'crease
'conduct con'duct
'insult in'sult
'reject re'ject

You need to take note of the fact that not every word of two syllables behave in this way.
Only a couple of them exhibit this pattern of stress shift. Some speakers of English over-generalize
this rule and extend it to words like address, mistake which are pronounced with the stress on the
second syllable for both nouns and verbs. Since stress in English cannot be shifted at will it is
important to learn the stress pattern of a new word each time a new word is encountered.
In words of more than two syllables (polysyllabic words) only one primary stress is given.
Some polysyllabic words can have one or more secondary stress in addition. It is important to note
that prefixes and suffixes are hardly ever stressed. Your dictionary should help you to determine
where the stress should occur. Examine the following:

'calculate al'ready edu'cation

'hospital em'barrass elec'tricity
'photogragh in'evitable eco'nomic
'injury de'termine advan'tageous
'absolute con'gratulate indivi'duality

Note that the secondary stress is marked with a stroke below the syllable on which it occurs.

3.3 Sentence Stress

When words are in company not all categories of words are stressed. The types of words often
stressed in a sentence are the content words: nouns, verbs, adjectives, adverbs and the demonstratives
and negative markers. Pronouns, articles, auxiliary verbs, prepositions and conjunctions are not
normally stressed except for emphasis. In the following examples only the categories of words
specified above are given prominence:

23
 She 'got him 'out of it.
I 'want a 'pen 'not a 'pencil.
Do you 'like ‘rice?

Note that in the first example the verb and the adverb are stressed. In the second example, the
verb, the nouns and the negative marker only are stressed while in the last sentence the main verb and
the noun are stressed. The other structural words in the sentence are not stressed.

3.4 Contrastive Stress

It has already been stated in the above section that only certain categories of words are given
prominence in a sentence. It is however possible to stress any word (including those that normally
should not be stressed) if a meaning is intended or when the speaker wants to call attention to a
particular word. In this case the word that is stressed becomes the focus of attention. Examine the
following:

'Julia is my daughter (Not Janet).

Julia is 'my daughter (Not yours).
Julia is my ‘daughter (Not a friend).

John lives in a 'white house (Not a blue one)

'John lives in a white house (Not Henry)
John 'lives in a white house (Not just staying there)

Note that only one word is given prominence in the above sentence because of the intended
meaning of the speaker.

3.5 Rhythm

Stress and duration produce rhythm in English. According to Abercrombie (1967, p.6) the
rhythm of language is produced by the manner in which stressed and unstressed syllables succeed
each other. Languages can have stress-timed or syllable-timed rhythm. Languages with stress-timed
rhythm are those whose utterances can be divided into feet which are isochronous (i.e. of equal
length). The stressed syllables together with any number of unstressed syllables between the stressed
ones form a rhythm group. English and German are examples of languages with stress-timed rhythm.
The utterances of a syllable timed language, on the other hand, can be segmented into parts but the
unit of segmentation is the syllable which can be stressed or unstressed. It is therefore the number of
syllables that determine the duration of an utterance in a syllable timed language. Ibibio, Yoruba and
French are examples of languages with a syllable timed rhythm. In the following illustration:

I 'want a 'pen (English – stress timed).

‘A ‘yin ‘e ‘ka ‘m ‘mi (Ibibio – syllable timed).

In the first (English) utterance, there are two feet each with a stressed syllable. It takes the
same time to say I want as it takes to say a pen. In the second utterance (Ibibio) all the syllables are
stressed and it takes the same time to say each one of them. The syllables are thus of equal length just
as the feet in a stress timed language are of equal duration. That is the main difference between a
stress timed and a syllable timed rhythm.

24
 Rhythm in English is created by the tendency of stressed syllables to occur at roughly equal
intervals of time. A stressed syllable together with any unstressed syllables that follow it, form a
rhythm unit. In the utterance / ‘b ut ɔv ð əm 'left '3:li/ (both of them left early) each rhythm unit is
pronounced with the same amount of time. Also, the stressed syllables take longer to say than the
unstressed ones. Examine also the following utterance:

He 'works / in a 'shop/ in the 'market/ with his 'wife.

To achieve a proper rhythm, about the same time has to be spent in saying all the rhythm units. This
implies hurrying over the unstressed syllables and spending more time in saying the stressed ones.
Note that the stressed syllables are signalled to the hearer by means of pitch prominence. An
utterance containing many content words – nouns, verbs, adjectives, adverbs has more accentuation
than one having more structural words – pronouns, prepositions, conjunctions. It is the alternation
between the prominence given to stressed syllables and lack of prominence of the stressed syllables
which leads to hurrying over unaccented syllables that gives English its rhythm.
Also stressed syllables tend to have the same intervals of time between them even though the
number of unstressed syllables may be different. If there are several unstressed syllables, the rhythm
will be fast. If there are no unstressed syllables, the rhythm is slow because the stressed syllables are
often spoken more slowly. Compare the rhythm of the following utterances:

I. The 'boy/ 'jumped.

The 'lion/ es'caped.
The 'buffaloes/ 'stampeded.

II. I 'read /the 'book

He 'looked/ at the 'newspaper
I 'took/ 'out the/ 'dictionary

III. The 'man/ 'drove a/ 'car.

The 'headmaster/ was 'riding/ a 'bicycle.
The 'schoolchildren/ were 'listening/ to the 'radio.

3.6 Intonation

In natural languages, utterances are spoken with changes in the voice level or pitch. This
tendency of the voice to rise and fall is called tone when it relates to a word and intonation when it
relates to sentences or utterances of sentence status. A language that uses pitch on words is called a
tone language while a language with pitch variation on sentences is called an intonational language.
These variations in pitch are usually significant. Variations in tone result in changes in the meaning
of words while variations in intonation results in changes in the shades of meaning of the sentences
concerned. Similarly, in English, the expression ‘thank you’ if said with a falling tune shows
gratitude but if said with a rising tune shows a casual acknowledgement of something not very
important or someone whose duty it was to do a job for which he was thanked. If used in the wrong
situation it could show impoliteness or ingratitude (O’Connor, 1977:108).

Intonation Tunes

Intonation describes variations of pitch - the way the voice rises and falls when we speak (cf
Udofot and Eshiett: 1996: 44). English Language has its own melody which results from these

25
characteristic rises and falls at appropriate places. If this melody is lacking, the utterance sounds
monotonous. Most Philippine dialects are tonal. That means that the voice rises and falls on words
(not sentences or words of sentence status).
When English is spoken with tones of Filipino dialects it sounds funny to the native speaker.
Also, much attitudinal meaning conveyed by intonation in English is lost. Apart from this, intonation
has grammatical meaning too in English. A certain tune is used to speak a statement and another one
used to speak a question and a request. Thus, if one uses the tune used for a statement to speak a
request, he may sound rude. According to O’Connor (1977: 108) the expression ‘Thank you’ spoken
with a falling tune suggests genuine gratitude but when spoken with a rising tune only shows
politeness or a routine. If one were to receive a favour and use the rising tune, one would be
considered rude.
English has two basic tunes: Tune One, which is the falling tune and Tune Two, which is the
rising tune. Tune One starts on a high note and falls on the last primary stressed syllable. It is used for
statements (without implication) commands, questions which begin with question words and
exclamations as in the following:

1. My brother bought a new car. (statement)

2. Sit down. (command)
3. What is your name? (Wh-question)
4. What a pretty girl you are! (Exclamation)

The rising tune is used for Yes/No questions, lists, mixed clauses and additional remarks, pitch
contrast, keywords as in the following examples:

5. Will you go to church next Sunday?

6. She sweeps the floor, dusts the chairs cleans the louvers and washes clothes on
Saturday.
7. When he gets his salary, he goes to his village to see his family
8. Can I come in please, she asked politely.
9. My car is grey, not blue
10. You gave him your consent, didn’t you?

Note also that the falling tune starts on a high note and falls at the last stressed syllable and continues
to fall while the rising tune starts on a low note and rises at the last stressed syllable and continues to
rise.

4.0 SUMMARY
In this unit the following points have been made:
 Every English word of more than one syllable carries a primary stress on one of the syllables.
 Stress is the emphasis on a syllable which makes the syllable prominent and louder than the
other syllables in the word or utterance.
 Content words are often stressed in a sentence while structural words are often not stressed
except for emphasis.
 Rhythm is produced by the manner in which the stressed and unstressed syllables succeed
each other.
 Rhythm in English is created by the tendency of stressed syllables to occur at roughly equal
intervals of time.
 A stressed syllable together with any unstressed syllables that follow it form a rhythm unit.

26
  The stressed syllables take longer to say than the unstressed ones.
 To achieve a proper rhythm, about the same time has to be spent in saying all the rhythm
units. This implies hurrying over the unstressed syllables.
 Intonation refers to the rise and fall of the voice during speech.
 English has two basic intonation tunes: Tune One which is the falling tune and Tune Two
which is the rising tune.
 Tune One - the falling tune starts on a high note and falls on the last primary stressed syllable
and is used for statements (without implication) commands, questions which begin with
question words and exclamations.
 Tune Two - the rising tune is used for Yes / No questions, lists, mixed clauses, additional
remarks and for pitch contrast.
 The falling tune starts on a high note and falls at the last stressed syllable and continues to fall
while the rising tune starts on a low note and rises at the last stressed syllable and continues to
rise.

5.0 QUESTIONS
1. Discuss and illustrate any two non-segmental features and how they function in English.

27
 MODULE 2

SYNTACTIC STRUCTURE

Unit 1 Word Classes

Unit 2 Open class Items
Unit 3 Closed class Items
Unit 4 Sentence Structure
Unit 5 Sentence Types: Structural and Functional
Unit 6 Clauses in Sentence Structure
Unit 7 Group Structure

28
 UNIT 1
WORD CLASSES / OPEN CLASS ITEMS
1.0 INTRODUCTION
Class refers to a set of items with similar characteristics. Items of the same class belong to the
same unit since they usually have the same structural possibilities. One can therefore refer to classes
of verbs, nouns, adjectives etc. and also to their behaviour as a group. For example verbs act as
predicators while the nouns often operate as head of the nominal group in the structure of a clause.
Every class also has sub-classes as for instance in the cases of nouns being countable and
uncountable (count and non-count nouns), proper and abstract while verbs can be transitive,
intransitive or linking. According to Ndimele (1993, p. 25)

In defining word classes, three major criteria are taken into account. They
are the form of the word, the meaning of the word and most importantly
the function the word performs in a larger construction.

In this unit the categorization of English words into classes and subclasses is done to prepare you for
studying their behaviour in larger constructions later.

2.0 OBJECTIVES
At the end of this unit you should be able to:
 List the word classes in English;
 Identify the characteristics of the different classes;
 Describe the functions of the classes of words;
 Identify words when used in different word classes.
 Explain the features of nouns
 Describe the functions of nouns

3.0 MAIN CONTENT

3.1 Word Classes

Words are grouped into two broad classes; namely content words which constitute the open class
elements, and structural words which make the closed class elements. These two can be
contrasted thus:

a) Open Class Items

Open class items are so named because new items or creations are easily added to them by
inflection or derivation. They are defined in the dictionary as lexical items with identifiable meaning.
They occur in a succession in a given structure.
Open Class consists of:

29
 - Nouns: name a person, place, thing, state, action or quality e.g Akpan, Lagos, pen, laughter
- Verbs: act as predicators; express action, state of being e.g. think, be, run, feel
- Adjective: describe, modify, limit the noun, pronoun or another adjective e.g. strong man, few
hours, limited quantity
- Adverbs: modify a verb, adjective or another adverb e.g. think quickly, unusually ugly, very
slowly

b) Closed Class Items

Closed class items are also referred to as closed system items.
- They are fixed in number in a given language and do not admit new members as you find in
the open class items
- They are defined in terms of structural characteristics
- They are mutually exclusive in the sense that two of them of the same kind cannot function
together. For example you cannot say: The book is in under the table as you can do with
closed system items as in: He is a tall dark man.

Closed Class consists of

- Pronouns: substitute or take the place of nouns: e.g. he, she, it, they, ours, himself
- Prepositions, show the relationship between a noun or pronoun and some other word
e.g. Jump over the fence
Place it on the table
Stand beside the table.
- Conjunctions: Join two words or two groups of words e.g. Esther and James, small but mighty
- Interjections: show emotion or strong feeling e.g alas, hurrah, oh!

In addition to the eight word classes above the following are often added to the closed system
items:
- Articles: used with nouns to show whether the thing or person is a particular one or just
anyone e.g. the book, a pen, an orange.
- Demonstratives: Used to show the person or thing referred to e.g. this, that, those.

Each word class exhibits a set of features or characteristics by which it can be easily recognized.
These different notions include number (singular / plural), voice (active / passive), degree (positive,
comparative and superlative), gender (masculine / feminine), person (first, second and third), case
(nominative, possessive and objective), order of occurrence, connection (subordinating and
coordinating), tense (past and non-past).
Open classes, like closed classes, are structures that are used to realize sentence elements.
Together, they form what is generally referred to as parts of speech. They are also referred to in
English as form classes or word classes. Some writers use the term open class items. The terms refer
to the same thing.
Traditionally, there are eight word classes known as parts of speech: nouns, pronouns, verbs,
adverbs, adjectives, interjections, prepositions and conjunctions. But a word cannot be said to belong
to a particular part of speech unless it is used in a context. This is because one word may perform
different functions. For instance in the following passage, the word round is used in five different
senses:

As I round the building, I think about the fact that our

round world spins round on its axis, at the same time
making a circle round the sun that result in the round of the
seasons.

30
The word round in the above sentence functions first as a verb, next as an adjective, then as adverb in
the next two occurrences and finally as a noun.

3.2 Features and Function of Word Classes

Nouns

One of the most important functions of language is to give names to persons, things, places,
groups, qualities, ideas, and concepts that we come across daily. Nouns perform this function in
different dimensions. We have John, Mongol, goat, stone, Lagos, America, goodness, progress,
civilization, democracy, Olympics, etc. The different types of nouns can be discussed in pairs:

Proper versus Common Nouns

A proper noun names particular persons (Amy, John), places (La Paz, California), days of
the week (Monday, Tuesday), months of the year (January, February), institution (National Open
University, World Bank), geographical features (River Niger, Sierra Madre), and languages (English,
French, Cebuano). All proper nouns begin with capital letters when they are written.
Common Nouns on the other hand name persons or things that share class features or
essential general characteristics. These include dog, stone, table, boy, teacher, farmer, etc.
Common nouns can form a unit or a class that needs to be referred to as a complete whole.
They refer to a group of people, things etc. This class is called Collective Nouns. Examples are: a
crowd of people, a fleet of ships, a battalion of soldiers, a bevy of ladies, a troupe of dancers, a crew
of sailors, a congregation of worshippers, a team of players, a host of angels, a clutch of eggs.

Abstract Versus Concrete Nouns

Abstract Nouns name qualities, states, actions, conditions, emotions which can neither be
touched nor seen. Concrete Nouns name objects and substances that exist in the physical world of
things.

Abstract Concrete
faith lock
joy table
goodness stone
confidence bottle
truth key
favour book
sweetness fan

Count versus Non-Count Nouns

Count or Countable nouns refer to items that are separable into identifiable or numerable units
while Non-Count or Uncountable nouns are mass nouns which cannot be expressed in terms of
singular and plural. Quirk and Greenbaum (1980, p.60) state that there is a considerable degree of
overlap between count and non-count words as seen in difficulty/difficulties, experience/experiences,
talk/talks, etc. This overlap is explainable in terms of particularization in the count usage and
generalization in the non-count usage.

31
 As a guide, count nouns take the articles ‘a’ and ‘an’ in their singular forms and are generally
classified into singular and plural forms. Examples of count and non-count nouns:

Count Non-Count
(Singular Plural) --
box boxes oil
boy boys water
ox oxen air
child children sand
passer-by passers-by livestock
datum data light
city cities luggage
man men imagery
table tables equipment
house houses accommodation

Features of Nouns

Nouns are generally identified in terms of their morphological structures, number, gender and
case or position in the sentence. We shall now look at these briefly.

a) Number
Nouns express number (singular and plural). Singular nouns are usually converted or changed
to plural forms by the following rules:
i) Addition of ‘s’ to the singular:
pen - pens girl - girls
boy - boys house - houses
chair - chairs book - books
thing – things clock - clocks
train - trains table - tables
ii) Addition of ‘es’ to forms that end with ‘s’, ‘z’, ‘ch’, ‘sh’ and x
box - boxes mattress - mattresses
church - churches branch - branches
fox - foxes buzz - buzzes
iii) Replacement of ‘-y’ with ‘-ies’
city - cities baby - babies
party - parties lady - ladies
iv) Substitution of ‘-f’ and ‘-fe’ with ‘-ves’
loaf - loaves wife - wives
knife - knives leaf - leaves
v) Change of medial vowels
man - men mouse - mice
foot - feet louse - lice
vi) Addition of ‘-en’ and ‘-ren’
child - children
ox – oxen
vii) Addition of ‘-es’ to nouns that end in ‘o’
hero - heroes

32
 potato - potatoes
viii) Change of ‘-um’ to ‘-a’
datum - data memorandum - memoranda
stratum - strata agendum - agenda
curriculum - curricula
ix) Retention of original singular form
sheep - sheep
deer - deer
swine - swine
x) Change of internal ‘i’ to ‘e’
thesis - theses analysis - analyses
basis - bases crisis - crises
xi) Change of one component of the compound words
on-looker - on-lookers step-daughter - step-daughters
passer-by - passers-by maid-servant - maid-servants
by-law - by-laws going-on - goings-on
xii) Changes in all components of the compound words
man-servant - men-servants
woman-journalist - women-journalists
lord-justice - lords-justices

b) Gender
Nouns occur in different groupings according to sex. Four genders are often identified in English
namely Masculine, Feminine, Common and Neuter.
Masculine denotes male, while feminine denotes female.

Man - woman uncle - aunt

stallion - mare wizard - witch
fox - vixen widower - widow
hero - heroine bull - cow
nephew - niece cock - hen
bachelor - spinster peacock - peahen
monk - nun son - daughter

Common gender refers to nouns that denote both male and female. They include reader,
teacher, pilot, officer, cook, writer, thinker, dancer, scholar, singer, buyer, baby.
Neuter gender refers to lifeless things or things that are not capable of reproduction.
Examples: paper, chalk, stone, table, book, house, sun, moon, death, earth, love, sleep. Some of these
items can be poetically expressed in either the feminine or masculine depending on how strongly the
user feels about them or the prevalent convention in the area.

c) Case

This refers to the grammatical slots that nouns can fill in expressions.
They include:
Nominative Case (subject) e.g. Tom is here
Accusative Case (object or complement) e.g This is Tom.
Give me the book.
Possessive Case (ownership or possession) e.g. Rita’s dress, Armand’s car.

33
Problems related to Nouns

There are some inherent problems related to the use of nouns in English. We shall highlight
some of them and proffer solutions.

i) Exceptions to the rules of pluralization (non-pluralization).

They are some nouns that only function in mass interpretation. They do not take determiners that
indicate number except another unit of expression is applied.
Examples:
Information - some information
advice - a piece of advice
equipment - some equipment
stationery - items of stationery
staff - a member of staff
furniture - pieces of furniture
soap - tablets of soap

ii) Summation Pluralisation

Occurs in nouns which denote entities comprising parts which sometimes are equal or
disproportionate. Those that come in pairs are usually expressed thus: a pair of trousers, a pair of
scissors, a pair of pliers, a pair of spectacles.
Other nouns which go with ‘s’ include annals, surroundings, remains, credentials, earnings,
means, dregs, thanks, senses, measles, siblings, metrics, economics, statistics, antics, damages (in
law), etc.

iii) Problem Plurals:

There are some idiomatic patterns that defy the grammatical rules relating to nouns. Their plural
forms are not expressed with the addition of ‘-s’ but by the use of the definite article or determiner
‘the’. These should be noted:
The poor are not recognized.
The young shall grow.
The dumb need some help.
The aged are kept in welfare homes
The elite are to blame.

iv) Choice of articles also constitutes a problem in English.

Articles are classified into definite (the) and indefinite (a and an). They provide different
information about the nouns they modify. The general principles are as follows:
a) Use ‘a; with countable nouns that begin with a consonant: a book, a goat, a table, a knife, a
man, a woman, etc.
b) Use ‘an’ with count-nouns that begin with a vowel: an egg, an hour, an axe, an angel, an
afterthought.
c) Use the definite article with items that indicate previous knowledge of the person, or entity
e.g.
(i) The man on the street is good.
(ii) The book on the shelf is mine.
d) Use the definite article also to refer to a specific person, thing, event or group e.g. The
University of Iloilo, The man whose daughter won the scholarship, The National Association
of Women Academics.

34
v) Changes in usage also affect patterning of nouns.
Some usages are treated as archaic and are being replaced by some dynamic alternatives that are
adjudged right by convention. Examples are:
data (now used in the singular form)
agenda (now used in the singular form)
stadiums / stadia (used interchangeably)
medium / media (used interchangeably)
forums / fora (used interchangeably)

4.0 SUMMARY
In this unit the following points have been made:

 The words of a language are often categorized into classes known as form classes or parts of
speech.
 Traditionally, words in English are often categorized into eight classes: nouns, pronouns,
adjectives, verbs, adverbs, prepositions, conjunctions and interjections.
 Some classifications include articles and demonstratives among the word classes.
 Words are grouped into two broad classes namely content words which constitute the open
class elements and structural words which make the closed class elements.
 Open class items are nouns, verbs, adverbs and adjectives, they admit new members into the
group; they are defined as lexical items in a dictionary and can occur in succession.
 Closed class items are fixed in number; they do not admit new members; they are mutually
exclusive.
 The noun in English is a member of the Open class; it occurs as singular or plural; masculine,
feminine or neuter gender and in the subjective, objective or possessive case.
 Nouns also perform certain functions in the sentence: they function as subjects, objects,
complements, object of prepositions and as appositives.

5.0 QUESTIONS:
1. State the characteristics of nouns.
2. In your own sentences, illustrate the functions of nouns.

35
 UNIT 2
OPEN CLASS ITEMS (Part 2)
1.0 INTRODUCTION
The verb is a very important word class in any language. It is the word which says what is
happening in the sentence. It can express the action performed by the subject (e.g. eat, say), the state
that the subject is in (is, are be,) and possession (e.g. has, have). It can stand alone and still form a
sentence that makes sense as in ‘Sing’. It can also combine with the subject alone as in They Sing and
Birds fly. Verbs are best understood in terms of formations and forms, tense and aspect, voice and
mood.
Whereas verbs are predicators or words which express action, adverbs and adjectives are
modifiers. Adverbs modify verbs and other adverbs while adjectives modify nouns and other
adjectives.

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Describe features of verbs , adverbs and adjectives;

 Explain functions of verbs, adverbs and adjectives;
 Identify verbs, adverbs and adjectives when used in a sentence.

3.0 MAIN CONTENT

3.1 Features and Functions of Verbs

i) Formation of Verbs
By the morphological rule of derivation through affixation, verbs as members of the open class
system can be created from other words with the following morphemes –ize, -ate, -ish, -fy, en-, em-,
dis- .

E.g.
-ize : moral - moralize, real - realize
-ate : vaccine- vaccinate, terminal- terminate
- ish : brand- brandish, embellishment- embellish
- fy : electricity- electrify, magnitude- magnify
- en : danger- endanger, courage- encourage
em - : power- empower, body- embody
dis- : grace-disgrace, guise- disguise

ii) Main Verbs and the Auxiliaries

36
 Whenever a verb functions alone, it can be said to be the main Verb. On the other hand, the
auxiliary verb is a helping verb which indicates tense or mood of the main verb. The main verb is
always a finite verb and it belongs to the open class.
Examples of the main verb are:

- Bernie sings well.

- Tara dances gracefully.

The auxiliary verbs comprise the primary auxiliary verbs (do, have, and be) and the modal
auxiliary verbs (can/could, shall/should, may/might, must, ought to, used to, need, dare).
The auxiliary verbs belong to the closed class since they are fixed in number and also are not
subject to any form of derivation or inflection. They are however used informally in contracted
forms:

It is - it’s could not - couldn’t

I am - I’m ought not - oughtn’t
I will - I’ll need not - needn’t
will not - won’t is not - isn’t
shall not - shan’t are not - aren’t
would not - wouldn’t am not - ain’t

The auxiliary verb also has the following functions:

1. It is used in Yes-No questions e.g.
- Will you come tomorrow?
- Can you see him?
2. It is used in negative constructions.
- She does not misbehave.
- They were not speaking at the meeting.
3. It is used to avoid unnecessary repetition
- You spoke to him, did you?
- You haven’t seen him, have you?
4. It is used for emphasis or determination
- She does behave well.
- You must read today.

iii) Tense
One of the most important functions of the verb is the expression of tense or time reference.
Tense is the correspondence between the form of the verb and our concept of time. Tense indicates
the time of occurrence or completion of an action. Since time is expressed in terms of ‘before the
moment of speaking’ (past), the moment of speaking (present) and after the moment of speaking
(future); and considering that there are two forms of words to express this time as, for instance, eat
and ate, talk and talked, some linguists identify only two tenses in English: past and non-past.
According to Eka (1994: 97) two types of tenses are often identified from the viewpoint of English
morphology (i.e. changes that occur in the shapes of English words). From the viewpoint of time
reference three types are usually recognized -present, past and future. Examine the following:

PRESENT PAST FUTURE

I write I wrote I shall write
Simple He writes He wrote He shall write
They write They wrote They shall write

37
 I am writing I was writing I shall be writing
Continuous He is writing He was writing He will be writing
They are writing They were writing They will be writing
I am writing I have written I shall be writing
He has been writing He had been writing He will have been writing
They have been writing They had been writing They will have been writing

I have written I had written I shall have written

Perfective He has written He had written He will have written
They have written They had written They will have written

iv) Finite and Non-finite Forms

The finite forms of the verb exist in the simple present tense form and the past form. These are
the verb forms that can occur as verb forms in clauses and sentences; can show tense distinction; can
take subjects and indicate the subject - verb agreement e.g.

- They enjoy themselves daily.

- They enjoyed themselves yesterday.
- He enjoys himself daily.

The non-finite verb does not have the subject concord notion because it neither indicates number
nor person. Three types of the non-finite verb can be isolated. These are: the infinitive which
primarily begins with ‘to’ e.g. to sing, to laugh, to work; the participle and the gerund.
Examples of non-finite forms in sentences are:

A - He likes to sing.
B - They like singing
C - This is a deserted house

Recall that finite forms of verbs are the forms that show tense distinction. This means that they
occur in one tense or the other. They are also the forms that occur as verb elements in sentences, take
subjects and agree with the subjects in person and number. The non-finite forms on the other hand do
not show tense distinction neither do they take subjects nor show agreement.
Examine the verb forms in the following pair of sentences

- She hopes to travel next week (finite verb, has a subject which is she and occurs in
the present tense)
- Hoping to travel next week (Verb in the present participle, non-finite form which
cannot take a subject.

Note that any attempt to introduce a subject in the second sentence will produce a sentence like:

She hoping to travel next week*

This is an unacceptable sentence.

Non finite forms have other uses. In the examples A-C above they function as other parts of
speech. In Example A, to sing is a noun phrase gerund also functioning as a direct object of the verb
“likes” while the past participle form deserted functions as an adjective modifying the noun “house”
in Example C.

38
v) Active and Passive Voice
When a verb is in the active voice, the subject is the actor of the verb. The subject performs the
action of the verb directly. E.g.

- Okon kicked the ball.

- The congregation praised God.
- The girl killed the rat.

For some reasons, the position of the subject and the object or complement in the sentence may
be reversed with the emphasis removed from the one who performs the action to the action itself with
the object taking the place of the subject and appearing to be the doer of the action (i.e. passive
voice). E.g.

- The ball was kicked by Okon (Okon still the performer)

- God was praised by (someone/people who performed the action)

The passive voice is used when the speaker or writer wants to direct more attention to the action
performed than on who performed the action as in

- In March, the land is cultivated

- In April, yams are planted

The passive is therefore a useful aspect of literary or expository style. When the active voice is
used in everyday speech or writing, the description or narration is more lively and real.

vi) Transitive and Intransitive Verb

Transitive verbs require objects or complements to make full meaning in a sentence. Consider the
following verbs, buy, kill, sing, give. They cannot convey full meaning unless there are completer
elements added to them:

- They buy clothes monthly.

- Hunters kill animals for sale.
- Choristers sing songs of praise.
- We give alms to the poor.

Intransitive verbs denote actions that stop with the doer or subject. There is no need for a receiver
of the action. E.g

- Men laugh.
- Children sleep often.
- The bell rang.

Some verbs may be transitive and intransitive. E.g.

- Jesus saves.
- Jesus saves souls.
- The bell rang loudly
- The prefect rang the bell.

39
 A fuller discussion of transitive and intransitive verbs is made in Unit 4, Section 5.

vii) Singular and Plural Forms

Verbs change forms according to the singular or plural forms of the subject (subject-verb concord
or agreement). Only finite verbs respond to singular and plural subjects e.g.
The boy goes to school (singular subject).
The boys go to school (plural subject).

It should be noted that whereas the ‘noun’ boy takes ‘s’ to agree with the singular form the plural
form, the verb ‘goes’ sheds ‘es’ to agree with the plural subject.

viii) Participles and Gerunds

Participles are verb forms which combine with other verbs to indicate tense and adjectival
functions. Participles are used with the auxiliaries have, has or had to form the perfect tense as in the
following:

- I have given her the book.

- He has gone to Batangas.

Gerunds are verbal nouns. They are the present participle forms of verbs. They always end in
‘-ing’ e.g.

- I like reading.
- Dancing is my hobby.
- This is a standing committee.

ix) Regular and Irregular Forms

The classification of verbs into regular and irregular forms is based on past tense and the
constituent participle. The regular verbs are also called weak verbs while the irregular ones are called
strong verbs.
The regular verb forms the past tense and past participle by the addition of the morphemes ‘ed’ or
‘d’ to the present tense form. E.g.

call called
walk walked
bake baked.

The irregular verb does not take ‘d’ or ‘ed’ in forming the past tense or past participle. One way
this is done is the change in the vowel. E.g.

sing sang sung

drive drove driven
break broke broken
wind wound wound
forget forgot forgotten
lend lent lent
begin began begun

Some irregular verbs take completely new words in the formation of the past e.g.

40
 go went gone
do did done
bid bade bidden
lie lay lain
be was been

Other irregular verbs do not change their forms when functioning in the past; that is, the present
and the past forms are the same e.g.

put put put

let let let
burst burst burst
cut cut cut

x) Stative and Dynamic Forms

Dynamic verbs show action, event or process (Eka, 1996, p. 123). These verbs take the
progressive aspect which indicates that an action is continuing through time e.g.

- He is eating, drinking and talking.

- They are watching the film.

Stative verbs do not pattern with the –ing progressive marker. They only indicate the state of
affairs of the entity without showing any continuity. E.g.

- He is resembling his father. (wrong)

- He resembles his father (right)
- They are hating him (wrong)
- They hate him (right)
- I am feeling cold (wrong)
- I feel cold (right)

Other stative verbs are: possess, understand, belong, smell, seem, hear, wish, taste, agree, flash,
faint, collapse, die, contain, have.

3.2 Features and Functions of Adverbs

Adverbs modify verbs, adjectives and other adverbs, just as adjectives modify nouns and
nominals. Adverbs answer the questions: Where? When? How? and Why? They indicate place, time,
manner and degree.
The fact that adverbs modify adjectives and other adverbs sometimes sound difficult to
learners of English, who are made to believe that adverbs only specify the mode of action of verbs.
The difficulty is strengthened by the obvious reality that adverbs always cluster around verbs. In
these examples, the issues are better appreciated:

- Bassey dances well.

- Inyang dances extremely well.
- Archibong is really tall.

In the first example, the adverb of manner “well” modifies the verb ‘dances’. In the second
illustration, ‘extremely’, an adverb of degree modifies “well” while in the third example, the

41
adjective ‘tall” is modified by the adverb “really”. There are many other potential formations like
these in English.

i) Formation of Adverbs
These affixes are used in forming adverbs
- ly : exactly, quietly, extremely
- wise : clockwise, moneywise
-ward : forward, backward
a - : away, aside, afloat, afield

Many adverbs do not have any affixes and should be distinguished from adjectives. Though they
may look alike on the surface, syntactically, they perform different functions e.g. fast, near
- He runs fast
- His wedding day is drawing near.

ii) Degrees of Adverbs

Adverbs are compared in degrees: positive degree, comparative degree and superlative degree.
Examine the following:

Positive Comparative Superlative

soon sooner soonest
fast faster fastest
far farther farthest
aloud more aloud most aloud

iii) The Position of Adverbs

Adverbs can occur in a sentence initially, medially and finally. According to Ndimele (1993:
117), one quality of adverbials of manner is that they can be shifted from one position to another
without affecting the grammaticality of the sentence. This can be illustrated thus:

- Certainly, I know him.

- I certainly know him.
- I know him certainly.

Eka, (1996:149) also observes that even though all the above positions (of the adverb) are known
to occur in English utterances it would appear that the one that seems particularly true to the nature of
adverbs is the medial position.

iv) Classes of Adverbs

Adverbs are classified according to functions.

(a) Interrogative Adverbs are often used at the beginning of a sentence to ask a question e.g.
- When did you return?
- How do I put the items together?
- Where did you keep my book?
(b) Adverbs of Degree answer the question: ‘to what extent’? They mostly modify adjectives
and other adverbs, rarely verbs.
- The man is too slow.
- He walks very fast.
- She reads till late.

42
 (c) Adverbs of Place indicate the location of actions. Some of these adverbs resemble nouns by
nature but their functions are essentially adverbial. They are sometimes called nouns used as
adverbs. Examples:
- I am coming home.
- He is going there.

(d) Adverbs of Time denote the interval of occurrence of actions.

E.g.
- We trekked all day.
- Let us meet tomorrow.

3.3 Features and Functions of Adjectives

Things, persons, entities need to be distinguished, differentiated, limited, specified or

described so as to aid our understanding. We ask the questions: What kind? Which one? How many?
For example, we can say a tall man, this orange or four goats. The words that precede the nouns and
also modify or amplify their meaning are called adjectives.
Generally, adjectives state the attributes or characteristics of nominals (nouns, pronouns, and
noun phrases). Adjectives as modifiers make language lively as they help us to give precise pictures
of what we are referring to.

i) Formation of Adjectives
Adjectives take the following affixes

- ish : boyish, childish, mannish

- ous : virtuous, riotous, dangerous
- ary : salutary, rotatary, consolatary
-an : Elizabethan, Spartan
- ful: hopeful, thankful, faithful
- y : healthy, filthy
-some : loathsome, troublesome,
- less : faithless, motionless, stainless
- ory : sensory, provisory
- able : punishable, workable, movable
- ive : interactive, elective, inventive
- esque: picturesque, grotesque
- ate : affectionate, temperate, desperate
- al : national, natural, international
- ic : ironic, economic, electronic
- like : childlike, manlike
- ly : likely, stately, scholarly
- ible : sensible, accessible
- able : movable, readable

ii) Attributive and Predicative Adjectives

Syntactically, adjectives can occur before the nominal they describe or modify. E.g.

- The beautiful girl is here.

- The clean clothes were ironed.

43
 Some adjectives occur in the predicate part of the sentence following a linking verb to describe a
nominal in the subject part of the sentence. These are predicative adjectives e.g.

- The woman is beautiful

- The boy is courageous.

According to Ndimele (1993: 102-103), some adjectives can function both attributively and
predicatively e.g.

- The hungry man is here.

- This man is hungry.
- The genuine reason is offered.
- The reason is genuine.

iii) Regular and Irregular Adjectives (Comparisons)

Things and persons that may attract the same adjective or modifier are not necessarily always the
same. They may differ in their degree of quality. Adjectives exhibit the positive level where no
comparison is made as well as the comparative and superlative degrees of description. The
comparative degree is used when two entities are involved while the superlative degree is applied
when more than two entities are compared.

E.g.
- Tito is tall.
- Toto is taller than Tito.
- Tata is the tallest of them.

As a guide, many monosyllabic adjectives (adjectives with one sound units) take the ‘er’ and
‘est’ morphemes to form the comparative and superlative forms. These are called Regular or Variable
Adjectives.

Examples:
Positive Comparative Superlative
large larger largest
tall taller tallest
short shorter shortest
quick quicker quickest.

Some disyllabic and almost all adjectives of three or more syllables are compared by the use of
‘more’ or ‘most’. Degrees of inferiority may be indicated by the use of ‘less’ and ‘least’. These are
called invariables Examine the following:

handsome more handsome most handsome

useful more useful most useful
dangerous more dangerous most dangerous

A group of adjectives described as irregular adjectives also occur. They include:

good better best

little less least
bad worse worst

44
 Some adjectives cannot be logically compared since the qualities they denote operate in the
highest possible level or in absoluteness; their meaning indicates totality e.g. perfect, empty, mortal,
blind, wrong, childless, motherless, supreme, omnipotent, fatal, hopeless. One cannot say for instance
that Sarah is more childless than Esther or that the pot is emptier than the basin.

iv) Domains of Adjectives

These include:

1. Colour : red, blue, yellowish, forest green, sky-blue

2. Shape : oval, triangular, spherical, awkward, round
3. Age : new, old, young, aged, archaic, weary
4. Height : tall, short, high, low, sky-high
5. Weight : light, heavy, in units (kilograms)
6. Interrogation: which book? whose hand?
7. Number : first, second, one, three
8. Demonstration : this, that, these, those
9. Composition : sandy, wooden, earthen, watery

v) Nouns Used as Adjectives

Some nouns in their original or possessive forms can express syntactic adjectival functions e.g.
Christmas party, John’s book, College students, summer clothes, etc.

vi) Order of Adjectives

Adjectives can occur in a stretch indicating (a) quality, (b) temperature, (c) size, (d) shape (e),
colour (f) participials, (g) nationality, (h) nominal adjective and the headword. This order a-h is only
necessary if all the items are present otherwise only those which occur are indicated in constructions
as in:

- A very beautiful rich tall black Nigerian woman

- A rich intelligent bare-footed Asian traveller

Eka (1994: 137) suggests that the order of occurrence of adjectives can easily be determined
through a consideration of aspects which strike the observer immediately, followed by those which
are comparatively less easy to notice. This position is acceptable from the semantic perspective where
meaning is uppermost in the mind of the user.

4.0 SUMMARY
In this unit the following points have been made:

 The verb is the predicator element in the sentence; it expresses the action performed or the
state of the subject.
 Verbs can be derived through affixation; they can occur as main or auxiliary, finite or non-
finite, transitive or intransitive forms.
 Verbs also exhibit features like tense, aspect and voice.
 Some verb forms (participles and gerunds) perform the functions of other parts of speech.

45
  Verbs are classified as regular if they form the past tense with the addition of -d or –ed
morpheme or irregular if they change a sound or the whole form of the word; as dynamic if
they occur in the progressive form or stative if they do not.
 Adverbs modify verbs, other adverbs or adjectives; they can be derived from other words by
the addition of the morphemes –ly, -ward, -wise.
 Adverbs occur initially, finally or medially in clauses/ sentences.
 Adverbs are compared in degree: positive, comparative and superlative.
 Adverbs are classified according to functions; thus we can have adverbs of time, adverb of
place, degree etc.
 Adjectives precede nouns and also modify or amplify their meaning.
 Like adverbs, adjectives can be derived from other words, and they can also be compared.
 Adjectives can occur in a stretch indicating (a) quality, (b) temperature, (c) size, (d) shape (e),
colour (f) participials, (g) nationality, (h) nominal adjective before the headword.

5.0 QUESTIONS:
Give the word class and the functions of the underlined words in the following passage.

A few years past, an errant lunatic was knocked down by an unknown

motorist. He was spotted half- dead after a torrential rain that had lasted a
whole day. The discovery was instantly reported to the police. When the
police came, it was not to help the injured man who was still groaning
from his pains, but to arrest suspects and put them in a waiting van.

46
 UNIT 3
CLOSED CLASS ITEMS
1.0 INTRODUCTION
So far, we have discussed the elements in the open class namely: nouns, verbs, adjectives and
adverbs. We shall now consider the items in the closed class namely: prepositions, conjunctions,
pronouns, and interjections. Generally these elements have a fixed form in English, they are neither
inflectionally nor derivationally changeable.

2.0 OBJECTIVES
After studying this unit you should be able to:
 Define the features of prepositions, pronouns, conjunctions and interjections;
 Identify prepositions, pronouns, conjunctions and interjections in sentences.
 Use them in sentences.

3.0 MAIN CONTENT

3.1 Features and Functions of Preposition

The root of this word ‘position’ strongly indicates the meaning and primary function of the
preposition. It is used to indicate the positional relationship between words in a construction.
Prepositions are ‘hooks’ for making modifiers of nouns and pronouns. A preposition is always
accompanied by its object or complement (a noun or a pronoun) which it ‘hooks’ to some other parts
of a sentence.
Examine these sentences:

- They live in a bungalow near the village.

- They live in a bungalow in the village.
- They live in a bungalow beyond the village.

The underlined words connect the nouns ‘bungalow’ and ‘village’ to other parts of the
sentence and also express different relationships between them. The sentences are essentially the
same in all other respects except in the difference in meaning attributable to the different prepositions
in use. Therefore, as against the common consideration that prepositions merely link words in a
sentence, they actually in addition influence the meaning of the sentence.

i) Simple and Complex Prepositions

47
 Though most prepositions are simple, consisting of single words, there are other prepositions
which are complex, consisting of many words. Simple prepositions include the following:

above before for since

about behind into toward
across below inside through
after beneath into under
against between near up
among by of with
around down off within

ii) Prepositional Idioms

The complex prepositions are also called phrasal verbs, prepositional idioms or prepositional
patterns because they are collocative and most times a change in the preposition completely alters the
meaning of the construction.

e.g.
- Round off - to end
- Round on - to attack verbally
- Round about - encircle
- Round up - put together

Complex prepositions occur in:

a) Preposition + Nominal + Preposition e.g. in the company of, by means of, in comparison
with, in addition to, in place of, in love with.
b) Adverbial (Adverb) + Preposition e.g. along with, instead of, apart from.
c) Verb, Adjective, Conjunction + Preposition e.g. but for, owing to, far from, due to.

Quirk and Greenbaum (1979:145) notes generally that:

i) the monosyllabic simple prepositions are normally unstressed in constructions while
the polysyllabic prepositions, both simple and complex, are normally stressed. In
complex prepositions, the stress falls on the word preceding the final preposition. Such
words are adverbs or nouns.
ii) the preposition + nominal + preposition constitutes by far the most numerous category,
the noun in some complex prepositions being preceded by a definite or indefinite
article.

iii) Postponed Prepositions

These are patterns which tend to defy the notion that prepositions come before their objects. E.g.

- What a problem he got into?

- He is a difficult person to talk to or compliment.

In some wh-constructions, exclamations, passive forms and infinitive patterns, prepositions

may come after the object/complement.
Some scholars, especially traditional grammarians tend to oppose constructions that end with
prepositions like those ones, but this argument is unnecessary since prepositions, like adverbs,

48
can occur at different positions in a construction. Of course, the principles of formal and informal
usages may come in handy here.

iv) Functions of Prepositions

Prepositions indicate:

i) relationship in space
- The cat is near the ball.
- This is home away from home.
ii) location
- The house is beside the hill.
- The knife is in the kitchen.
iii) direction
- He walked along the street.
- The water is flowing downward.
iv) duration of a motion
- The programme is on.
- I will sleep at dawn.
v) sequence
- A comes before B.
- Call gentlemen after ladies.
vi) position (support or opposition)
- I will stand by you.
- I am against him.
vii) purpose or intention
- This money is for food.
- Everyone needs someone to lean on.

v) Special Usages of Prepositions

1. We travel by sea, land or air.

2. a. I will see you at 8 o’clock (point of time)
b. I will see you at night.
c. I will see you on June 12 (specific day)
d. I will see you in December (not specific)
e. The meeting will commence at 2‘Oclock (Exactly)
f. The meeting will commence by 2’Oclock (at or before)
3. I have known him for two years (length of time)
4. Divide this orange between Simon and Ella (two)
Divide this orange among Simon, Ella and Tonyo (three)
5. Stay beside me (near)
Besides, I need him (also, in addition to your plan)
6. We met on the train, bus, boat or plane.
7. I will see you with regard to the journey.
8. I agree with you on the plan.
I agree to for traveling tomorrow.
9. Let’s see about 3.00 p.m. (approximately)

3.2 Features and Functions of Pronouns

49
 Pronouns belong to the closed class or system of words because like the prepositions, they are
fixed in number. The major function of the pronoun is to substitute nominals (nouns and noun
phrases) in order to avoid monotonous repetition such as this:

- Anya told Ryan’s guest that Ryan was away and that Ryan would return soon.

This is better written as:

- Anya told Ryan’s guest that he was away and that he would return soon.

Note that the pronoun can only substitute or replace a noun that has already been mentioned
in a construction. This noun is called an antecedent of the pronoun.
Examine the following:

The girls are happy; they are dancing.

Many students do not read; they play around.

i) Types of Pronouns

a) Personal Pronouns have persons, number, gender and case which constitute the
grammatical categories of pronouns. In terms of persons, there are the first, second and third
persons which occur in singular and plural forms, function as subjects and objects distinctively
and indicate possession in different forms. This table illustrates the grammatical categories of
pronouns:
Subject Object Possessive form
1st person (singular) I me mine
1st person (plural) we us ours
2ndperson (sing/plu.) you you yours
3rd person singular he, she, it him, her, it his, hers, its
3rd person plural they them theirs

Of these, the most troublesome is the second person which is the same in the singular and
plural forms as well as the subject and object cases. It does not also show gender. This should
be particularly noted.
b) Relative Pronouns feature in (relative or adjectival clauses). They include who, what,
which, whom, whose, that, whoever, whichever. Relative pronouns show contrasts. Usually,
‘who’ and ‘whom’ refer to persons while ‘which’, ‘what’ and that refer to things.
c) Interrogative Pronouns are used in asking questions in the subjective, objective or
genitive cases. E.g.

who are you?

which is this?
whose is that?

d) Reflexive Pronouns refer to self or selves. They exist in compound forms and occur in first,
second and third persons with appropriate number as follows:

Person Singular Plural

1st person myself ourselves

50
 2nd person yourself yourselves
3rd person himself themselves.
herself
itself

Reflexive pronouns sometimes perform emphatic function. E.g.

- He himself knows the truth

- I myself cannot imagine that.

e) Indefinite Pronouns refer to persons / things in general. They do not really specify a
person or a thing. They include: each, both, all, everyone, everything, anybody, somebody,
someone, somewhere, anything, any, nothing, nobody, nowhere, none, little, few, one, etc.
f) Reciprocal Pronouns express relationship between two or more persons or entities. They
are

each other - (for two) one another - (for more than two)
e.g. - Ina and Steff love each other
- Ina, Steff and Selphy love one another.

g) Demonstrative Pronouns point at entities. They should not be mistaken for adjectives:

- This/that is mine. (pronoun, singular)

- This/that book is mine. (adjective qualifying book)
- These/those are mine. (pronoun, plural)
- These/those books are mine. (adjective qualifying books)

3.3 Features and Functions of Interjections

This constitutes the smallest group of words in any language. Quirk and Greenbaum
(1979:18) provide some examples in English. These are oh! ah! ugh! phew!
Interjections usually take exclamatory marks and they merely serve to express emotions such
as fear, surprise, admiration, joy and anger. Common examples are: How wonderful! Look at! Watch
out! Alas!
They can also be found in some thoughtful expressions and expressions of wish or regrets.

E.g. Good morning!

Fare well!
Hello! Hi!
Goodbye!
Had I known!
Long live our country!

3.4 Features and Functions of Conjunctions

Conjunctions specifically connect or join grammatical patterns (words, groups, clauses and
sentences). Three types of conjunctions are operational within the closed class. These are
subordinators, coordinators and the correlatives.

51
 a) Subordinators join elements of unequal weight. This means that one pattern which is
joined to the other is subordinate to it. They include: after, if, since, that, though, until, till,
yet, while, etc.
b) Coordinators join elements of equal rank. There are three in English, namely: and, but,
or.

- Grace sings and dances well

- Ara sings well but dances awkwardly.
- Buy the dress or keep back the money.

c) Correlatives occur in pairs. They usually have intervening words or phrases between
them. They include: either … or, neither nor, only … but also, both … and, etc.

i) Functions of Conjunctions
The multiplicity of the functions of conjunctions can easily lead to confusion between them
and prepositions or adverbs. The principle is to find out the function of each word before attributing it
to any part of speech.
Davidson (1959: 573) indicates the following groups of subordinating conjunctions according
to their functions:
- Cause : because, in as much as, since;
- Purpose : that, so that, in order that, lest;
- Comparison : than, as, as if, as well as;
- Condition : if, unless, whether, in case;
- Result : that, so that;
- Time : after, before, since, when, while;
- Concession : although, though;
- Place : where;
- Manner : how, as though;
- Degree : as far as, as much as;

4.0 SUMMARY
The main points raised in this unit are:

 Prepositions, pronouns, conjunctions and interjections being members of the closed class
are fixed in number; they cannot change by inflection or derivation.
 Prepositions indicate various relationships between constructions; they are simple,
complex, prepositional idioms and postponed prepositions.
 Pronouns substitute nouns and nominals to avoid repetition.
 The types of pronouns include: personal, interrogative, demonstrative, reflexive,
reciprocal and indefinite pronouns.
 Interjections constitute the smallest class of words in any language.
 The main function of interjections is to express emotion.
 Conjunctions join grammatical units.
 Three main types of conjunctions often identified are: subordinators, coordinators and
relatives.

5.0 QUESTIONS:

52
 1. What are the main functions of pronouns?
2. What is the main function of interjections?
3. Discuss the different types and functions of prepositions.

UNIT 4
SENTENCE STRUCTURE
1.0 INTRODUCTION
The sentence is often used to refer to a group of words of different word classes or parts of
speech which are put together in such a way that they make “a complete sense”. A period is
conventionally used to end a sentence. The following groups of words are not sentences:

1. the students of the National Open University

2. visit the study centre
3. nearest to their place of residence

The above groups of words are not sentences because they do not express a complete thought.
The first group tells us what the writer is talking about but the writer did not complete the sentence by
saying what the students did. The second group of words tells us that some persons visit the study
centre but the person is not mentioned. The third group of words says very little. It does not say who
was or what happened nearest to their place of residence. Nos. 1-3 are therefore not sentences
because some important parts are missing.

2.0 OBJECTIVES
By the time you complete this unit you should be able to:

 Identify the important parts of a sentence

 Describe the elements of a sentence
 Present acceptable and possible sentence patterns in English
 Distinguish between the structural and functional types of sentences.
 Construct complete sentences in English

3.0 MAIN CONTENT

3.1 Parts of a Sentence

53
 In order to make a complete sense, a sentence must have a subject, that is, the person or thing
about whom the writer/speaker is talking; and a predicate which is what the writer/speaker has to say
about the subject.
These are two important terms used to describe the essential parts of a sentence. The subject is
the word or group of words that tells us what or whom the speaker or writer is talking about. The
predicate makes a statement about the subject. It usually tells what the subject is doing, or what is
happening to the subject.
In the following sentences the subjects are italicised and the predicates are not.

4. My sister lives at Abuja.

5. The bag contains a lot of money.
6. The staff of the English Department are very dedicated workers.
7. The bell rang repeatedly.
8. Birds fly.

Note that the predicate can be one or more words. The verb together with other words that
follow it form the predicate. In No.8 Sentence the predicate is made up of only the verb ‘fly’. When
the subject is more than one word, there is often a particular word about which something is said.
That word is the simple subject. It is usually a noun or a pronoun.
Also in the predicate (when it is more than one word) there is often a word that serves as a
key to the predicate. That word is usually a verb which states the action performed or the state or
condition of the subject.
If the verb consists of more than one word, it is called a verb phrase. The verb by itself is
called the simple predicate. In the following examples, the subject is underlined while the simple
predicate is italicised.

9. The Nigerian president attended a conference in Accra.

10. The woman had many disappointments.
11. My father has bought a new house.
12. The house collapsed.

3.2 Compound Subject and Predicate

A sentence may have two or more simple subjects and two or more simple predicates. In the
following sentences, two simple subjects, “Gil” and “Ely” are joined by a co-ordinating conjunction.
In the next sentence, two simple predicates ‘went’ and ‘helped’ are also joined. They are therefore
compound predicates.

13. Gil and Ely are brothers.

14. Ana went home and helped her mother.

Some sentences have both compound subjects and predicates as in the following:

15. My brother and sister washed the clothes and ironed them.
16. The students and their teachers went to the auditorium and listened to the inaugural
lecture.

3.3 Sentence Fragments

54
 Any group of words that lacks any of the two essential parts of a sentence is a sentence
fragment or a fragmentary sentence. A fragment is a piece of something. It is therefore incomplete.
When either the subject or a predicate or both are missing, the groups of words do not express a
complete thought and is therefore not a sentence. In the following groups of words some are
sentences and others are fragments.

17. Hoping to see you again. (Fragment)

18. The registrar interviewed the candidate. (Sentence)
19. Received your message this morning. (Fragment)
20. With kind personal regards. (Fragment)

Note: The use of fragmentary or incomplete sentences is an unsatisfactory way of expressing

ones ideas. It must be avoided.

3.4 Sentence Elements

Every sentence must have a basic structure in order to express a complete thought. This basic
structure may consist of a subject (noun or pronoun) and a predicate (verb or verb phrase)
(Semmelmeyer and Bolander 1984: 85) as in the following sentence:

Birds fly.

Many sentences require a third part or an additional word or group of words in order to
express a complete thought. This additional part is needed to complete the idea expressed by the verb.
See the following group of words:

The teacher flogged

It contains a subject and a verb but another word or group of words is needed to give more
information as regards whom or what the teacher flogged thus:

The teacher flogged the pupil.

This is a complete sentence. The noun phrase “the pupil” completes the predicate. For this
reason, it is called a complement.
A complement completes the meaning expressed by a verb. So every sentence has the basic
structure containing a subject and a verb (S.V.) or a subject, a verb and a complement (S.V.C.). The
type of complement required by a particular verb depends on the type of verb, that is, the class of
verb used.

3.5 Complementation

Complementation is tied up with classes of verbs. This is because verbs are classified
depending on the type of complements they take as transitive, intransitive or linking verbs.

Complements of Transitive Verbs

Verbs which express action that passes from the performer to the person or thing affected take
direct object complements as in the following examples:

55
 The mechanic repaired the car.
She sang a song.
He refused my invitation.
I saw Grace.

In each of the above sentences, the italicised words are affected by the action of the verb.
They are the direct objects. This is to say that the verbs in the above sentences are transitive verbs
and they take direct objects as a complement.
There are verbs which take two objects: the direct object and the indirect object. The indirect
object tells to whom or for whom the action is performed. The indirect object is often used after
certain verbs: get, give, lend, offer, read, tell, buy, send, show, make, pay etc. In the sentences below,
the indirect objects are italicised.

The teacher read his pupils a story.

She made me a fine dress.
My father gave his driver a Christmas bonus.

Complements of Intransitive Verbs

Verbs that do not express actions that pass from the doer to the receiver are intransitive
verbs. This means that intransitive verbs do not take direct objects because even though they express
action the effect of the action is not felt by someone or something. In the following example the
intransitive verbs take no objects.

Alice is singing.

In the above example nobody is suffering the effect of the singing. If the sentence were

Alice is singing a song.

then the action of singing would affect the song so to say. Similarly, in the sentence;

She dances gracefully;

there is no direct object and the action does not pass from the doer to the receiver. The verb ‘is
singing’ and ‘dances’ are therefore intransitive.
Intransitive verbs take adverbial complements where necessary.

Alice is singing melodiously. (Adverb of manner)

She arrived before nightfall (Adverbial of time)

Some verbs can be used both transitively and intransitively. It is necessary to watch out for
when there is a direct object in which case the verb will be transitive and intransitive when the
complement is an adverbial. Study the following:

The time-keeper rang the bell.

The bell rang repeatedly.
We met the visitors.

56
 We met last week.

Complements of Linking Verbs

Linking Verbs do not express action. They express conditions and states. They have very
little meaning of their own but express various ideas in relation to the subject. Their main purpose is
to link the subject with some word in the predicate that gives the sentence a meaning. It is for this
reason that they are referred to as linking verbs.
A linking verb is always followed by a subject complement. A subject complement is simply
a noun, pronoun or adjective which refers to the same person or thing as the subject. A linking verb
therefore links the subject to the noun or adjective often referred to as predicate noun or adjective or
pronoun. Some common linking verbs are: be, feel, look, smell, appear, keep, stay, remain turn,
sound, prove.
In the following sentences, the predicate noun, adjective or pronoun is not direct objects but
subject complements.

My sister is intelligent. (Predicate adjective).

She became a medical doctor (Predicate noun).
This is she. (Predicate pronoun).

A linking verb cannot make a complete predicate. It always requires a subject complement.
That means that My Sister is * or she became* or This is* cannot stand on their own as ‘she cried’
can. They require something to complete the predicate; and as earlier stated linking verbs take subject
complements.

3.6 Sentence Patterns

Depending on the type of verb, the complement of a verb can be an object, adverbial, a
subject complement or a group of words functioning as any of the above. There are therefore five
basic sentence elements in the traditional classification. Note that these five basic elements are
classified as four elements in some models. In the Systemic Grammar Model for instance, four basic
grammatical units SPCA are identified. We have identified the three types of complements depending
on the classes of verb here, which in addition to the subject and the verb (predicator) add up to our
five elements.
Subject - S
Verb - V
Object) Direct Object - 0d
Indirect Object - 01
Adverbial - A
Complement) Subject Complement - Cs
Object Complement - C0

Of the five sentence elements: S V O A C, the subject and verb are constant; they are always
present while the object, adverbials or complements are variable. Their presence depends on the
pattern of sentence and the type of verb.
Also, the elements

1. Ocan be direct Od, or Indirect Oi

2. C can be Cs or Co that is subject or object complement
*
Note: The starred options are incorrect usages

57
 3. A can be adverbial of time, place, manner, condition, reason etc.

Using the five elements SVOAC the following sentence structures or patterns are possible:

V - Sing
SV - She is singing.
Birds fly.
The aeroplane has landed.
SVA - She is singing beautifully.
Funke dances gracefully.
Femi came immediately.
SVC - My brother is a doctor.
He is very successful.
He has become a commissioner for Health.
SVO - I ate the meat.
The students played basketball.
My father paid my fees.
SVOO - They gave their friends presents.
She lent me her book.
My father bought my mother a new pair of shoes.
SVOC - His father named him his heir.
I made her my successor.
The company nominated my brother the managing director.
SVAC - She was formerly a beauty queen.
I will remain forever grateful
SVOCA - They elected him chairman each year.
SVOA - My father put the money in the bank.
She hid her handbag somewhere.
The students spent their public holiday at the beach.

Thus there can be the following sentence patterns.

One Element - V
Two Elements - SV
Three Elements - SVO
- SVC
- SVA
Four Elements - SVOO
- SVAC
- SVOC
- SVOA
Five Elements - SVOCA

NOTE: It should be noted that a sentence may be a word as shown above. In this case either
the subject or predicate is implied.
With transitive verbs the following types of sentence patterns are possible:

SVO - I drank the beer

SVOO - She gave me the beer
SVOA - He poured the beer into my glass;

58
 On the other hand, the following patterns are possible with intransitive verbs:

SV - You are joking

SVC - You are humorous
SVA - Your friend is in the car

With linking verbs only the following patterns are possible:

SVC - She is beautiful.

SVAC - She was formerly a beauty queen.

It is important to note that any of the sentence elements can be a word, a phrase or a clause as
the following sentences show:

SVO - Ekaette ate yams (words)

SVA - The pen was seen in the bag (SVA= phrases).
SVA - The biro pen was seen where it was kept (A= Clause).

4.0 SUMMARY
The following are the important points made in this unit:

 A sentence is a group of words of different word classes which are put together in such a
way that it expresses complete thought.
 A complete sentence must have a subject and a predicate which can be simple or complex.
 A group of words which lacks any of the essential parts is called a fragment.
 A complement completes the meaning expressed by the verb. The nature of the verb
determines the type of complement. Transitive verbs take direct and/or indirect objects;
intransitive verbs take adverbial complements when necessary while linking verbs take
subject complements.
 There are five basic sentence elements in the traditional classification; these are:
Subject(S), Verb (V), Object (O), Adverbial (A) and Complement (C) often represented as
SVOAC.
 Of the five elements, the verb is the compulsory element while the other elements are
optional.
 Sentences can be formed using the five elements as follows: V, SV, SVO, SVA, SVOO,
SVAC, and SVOAC

5.0 QUESTIONS:
Which of the following groups of words are complete sentences and which are fragments?

1. The sound of the car.

2. The sound of the car alerted us
3. A desirable habit.
4. Singing in the hall.
5. The dress you gave me.
6. Under the table.

59
 UNIT 5
SENTENCE TYPES
1.0 INTRODUCTION
Sentences can be classified according to the internal structure of the sentence, that is, the way
they are made up. This classification depends largely on the number and kinds of clauses which the
sentence contains (Semmel Meyer and Bolander, 1984: 199). Every sentence has at least one
independent clause which carries the idea of the sentence. Some have more than one.

2.0 OBJECTIVES
After studying this unit, you should be able to:

 Identify the different types of English sentences; and

 Construct the different types of sentences.

3.0 MAIN CONTENT

3.1 Simple and Compound Sentences

A sentence that contains one independent clause is called a simple sentence. For example, the
following sentence has only one subject and one predicate and is therefore a simple sentence.

Edison joined the army last year.

A simple sentence can also have a compound subject or predicate as in the following
examples:

Eve and Anne became fashion models (Compound subject)

They sang and danced at the concert. (Compound predicate)
Rose and Anna sang and danced at the concert.

60
 (Compound subject compound predicate)

A compound subject does not suggest that there are two subjects but rather that one subject is
made up of two nouns or pronouns. Similarly a compound predicate does not mean two predicates
but one predicate which is made up of two or more verbs or verb phrases.
A compound sentence, on the other hand, is made up of two or more independent clauses
joined by a co-ordinating conjunction to form one sentence. In the following sentence each of the
clauses joined by ‘and’ can stand by itself:

Peter joined the army and his friend went to a university.

When not joined by a conjunction, two independent clauses can be linked together by a semi-
colon. A comma can also be used with a conjunction to link a compound sentence but not a comma
alone.
Examine the following:

The author wrote many stories for children, and he also wrote a number of poems.
I went to the bank; I later rushed back for my lectures (semicolon).

3.2 Complex and Compound Complex Sentences

Another type of sentence is the complex sentence. This is made up of one independent clause
and one or more subordinate clauses. A dependent or subordinate clause depends for its meaning on
the main clause. It cannot stand by itself. A subordinate clause is usually introduced by a subordinate
conjunction or a relative pronoun. These connecting words make it clear that the clause depends on
another part of the sentence for its meaning. Examine the following complex sentences:

I shall be at home when you come.

She wore the blouse and the perfume which her son gave her for Christmas.
If it rains, I shall stay at home.

Note that the italicised sections of the above sentences are dependent on the main/independent
clauses which are not italicised. They cannot stand on their own. In the first sentence the dependent
clause is introduced by the subordinate conjunction ‘when’, while in the second sentence it is
introduced by the relative pronoun ‘which’. In the third sentence, the dependent clause is introduced
by the subordinate conjunction ‘if’.
Meanwhile, the following sentence which is also a complete sentence contains more than one
subordinate clause.

When he spoke to me, I refused to answer him because he was very impolite.

The italicised sections are subordinate clauses introduced by the subordinate conjunctions
‘when’ and ‘because’. Occasionally some sentences are constructed which have two or more
independent clauses and two or more subordinate clauses. They are the Compound Complex
Sentences. The next examples illustrate this sentence structure.

As soon as it starts raining, farmers begin to plant and they always hope that
the rains will come regularly.

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 Before he gained admission into a university, his mother was always
worried and she never stopped planning what he would do when he finished
his university education.

3.3 Multiple Sentences

A fifth structural sub type of sentence - the multiple sentence is often identified. A multiple
sentence has at least three main clauses and no subordinate clause. The following are examples
multiple sentences:

I came, I saw, I conquered.

Mary cooked breakfast; Augusta washed the dishes and Tom swept the compound.
My mother was excited at the news; she sang and danced and cried simultaneously.

The first two sentences are made up of three sentences each, while the third one has four
verbs (excited, sang, danced, cried) and therefore has four sentences with the last three sharing the
same subject (she).
Whereas commas are used to separate the first example because they are very short and are
made up of only SV structure, a semicolon is used to separate the first part in the other two examples
while the coordinating conjunction and is used to join the others. According to Eka (1994: 45) ‘these
variations are largely stylistic but they can also be seen as attempts to avoid monotony’. Multiple
sentences are often long and involved. Students are expected to recognize them when they are used
but are advised to avoid them or use them with care.

3.4 Declarative and Interrogative Sentences

A sentence that makes a statement is called a declarative sentence. A declarative sentence

ends with a full stop. The normal order is for the subject to appear at the beginning. However, for
variety or emphasis, the subject may appear at other places in the sentence. Here are some examples
of declarative sentences.

a) The athletes ran down the street.

b) Down the street, the athletes ran.
c) My sister is a teacher.

A sentence that asks a question is called an interrogative sentence. The interrogative sentence
is generally written in an inverted order; sometimes it starts with a verb and sometimes it begins with
an adverb:

d) Did you bring your camera?

e) Where did you buy your watch?

To determine the subject and predicate, the interrogative sentence should be placed in a
normal order. The interrogative sentence ends with a question mark. For example, Sentences (d) and
(e) can be can be rewritten in the normal order as follows:

You did bring the camera or You brought your camera.

You did buy your watch where? or you bought your watch where?

3.5 Imperative and Exclamatory Sentences

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 A sentence that gives a command or makes a request is called an imperative sentence. It
usually ends with a full stop and sometimes with an exclamation mark. The subject of an imperative
sentence is seldom expressed. If the subject is not expressed it is the word, ‘you’. Sometimes an
imperative sentence begins with a noun that indicates the name of the person to whom the command
or request is given:

Go out of the class (Command)

Jesse, (please) give me your pen (Request)

Eka (1994: 47-48) identifies four types of imperative:

(a) Mild Imperative

These are commands which have been rendered mild by the addition of ‘please’ to show
politeness as in the following examples:

Please sit down.

Give me your pen, please.

The above examples are different from polite requests which involve changing the structure of
the imperatives to questions or statements e.g.

Will you sit down, please?

I wonder whether you would mind giving me your pen.

(b) Forceful Imperatives

Forceful imperatives are sharp and tend to suggest that the speaker is irritated. In the written
form, forceful imperatives end with the exclamation mark instead of the period used to end mild
imperatives.
The following exemplify this subtype:

Go out before I shut the door!

Remove your shoes from the rug!

Some forceful imperatives can be coated with pleasantness with the addition of do and let as
in:

Do bring the car before noon

Let us meet today at 4.00pm prompt

(c) Negative Imperatives

Negative imperatives emphasize what should not be done. They usually begin with the word
‘Don’t’. See the following examples:

Don’t enter the room without knocking

Don’t cross the field

(d) Single Word Imperatives

Single word imperatives are usually verbs which always have the implied subject ‘You’.
Examine the following

63
 (You) Shut the door
(You) Stand up

The sentence that expresses strong feeling is called an exclamatory sentence. It is often
written in an inverted order. To determine the subject and predicate, the sentence should be
transposed, that is, written in the normal order. Exclamatory sentences usually end with exclamation
marks.

What a mess this is! (Inverted Order)

This is what a mess! (Normal Order) *Not in common use.
Alas, she is dead!

Sometimes, the word ‘there’ is used as an expletive to introduce a sentence. When ‘there’ is
used in this way, it is NOT an adverb. It is used merely to fill up the place occupied by the subject.
The subject appears later in the sentence. Examine the following:

There are many books in my library.

Many books are (there) in my library.

4.0 SUMMARY
The following main points have been made in this unit:

 Sentences can be classified according to their structure and uses.

 According to structure five main types of sentences can be identified; these are simple,
compound, complex, compound complex and multiple sentences.
 According to function, four main types of sentences can also be identified: the
declarative, interrogative, imperative and exclamatory.
 The word ‘there’ often used to start a sentence is not an adverb but merely used to fill
up the space occupied by the subject.
 a simple sentence has one main clause and no subordinate clause
 a compound sentence has two main clauses and no subordinate clause.
 a complex sentence has one main clause and at least one subordinate clause, while a
compound complex sentence has two main clauses and at least one subordinate clause.
 A multiple sentence has at least three main clauses and no subordinate clause.

5.0 QUESTIONS:
1. Separate the following sentences into dependent and independent clauses;
a. As soon as it starts raining, farmers begin to plant and they always hope that the rains will
come regularly.
b. Before he gained admission into a university, his mother was always worried and she
never stopped planning what he would do when he finished his university education.

2. Discuss the various uses of sentences in communication.

64
 UNIT 6
CLAUSES IN SENTENCE STRUCTURE
1.0 INTRODUCTION
Clauses are groups of words which can modify other structures. They contain finite verbs and
they also have subjects and predicates. They can function like nouns, adjectives, adverbs and
sentence elements. A clause is named according to its function. In the following examples clauses
and their functions are identified.

The bag which you gave me is very lovely.

(Adjectival Clause), modifying the noun ‘bag’
They hurried home because it started raining.
(Adverbial clause of reason)

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Identify clauses and their structure;

 Identify the different types of clauses;
 Analyse sentences into constituent clauses.

3.0 MAIN CONTENT

3.1 Clause Types

A clause, as already explained, is a group of words which has a subject and a predicate. When
the group can stand by itself and express a complete thought it is called an independent or main
clause. On the other hand, when the group of words has a subject and a predicate but cannot stand on
its own it is called a dependent or subordinate or bound clause.

65
 An independent clause is a simple sentence when it stands alone. For instance the following
sentence is made up of two independent clauses joined by ‘and’:

The referee blew the whistle and the football match began.

Each clause can be written as a sentence and it will express a complete thought as in the
examples below:

a. The referee blew the whistle.

b. The football match began.

Subordinate Clauses

Three types of subordinate clauses are often identified in English. These are Adjectival
Clauses, Adverbial Clauses and Noun Clauses. Each of these clauses can be used as a part of
speech and it performs the functions of an adjective, an adverb or a noun as the case may be. Note
that phrases can also perform the functions of nouns, adverbs and adjectives. In the following
examples, the italicised groups of words function as parts of speech and are named after the word
class or part of speech whose function they perform.

The man whose daughter won the essay competition is my uncle.

(Adjectival clause modifying the noun man)
I believe that the girl is honest.
(Noun clause – subject complement)
Before the doctor arrived, the man had died.
(Adverbial clause (of time) modifying the verb ‘had died’)

Adjectival Clauses
An adjectival clause is a subordinate clause that functions as an adjective. That means that it
is used to describe a noun or pronoun. An adjectival clause is usually introduced by a relative
pronoun. A relative pronoun is a pronoun that joins an adjectival clause to some word in the
independent or main clause. The word to which it joins the clause is the ‘antecedent’ of the relative
clause. The pronouns often used in this way are who, whom, which and that. Who and whom are
often used to refer to people while which refers to things. The pronoun “that” is however sometimes
used to refer to both people and things although it should refer to things. The following sentences
contain relative clauses introduced by relative pronouns.

a) Chika has brought the fruits that you ordered.

(Adjectival clause introduced by that).
b) I like the food which my mother gave me.
(Adjectival clause introduced by which)
c) Children who talk early are usually intelligent.
(Adjectival clause introduced by who)
d) This is the man whom you spoke to me about.
(Adjectival clause introduced by whom)

In the first example, the subordinate clause is italicised. It is an adjectival clause which
modifies the noun fruits. This clause is introduced by the relative pronoun that. The antecedent of the
relative pronoun “that” is fruits.
In formal constructions, whom is used after prepositions.

66
 a. To whom did you give the book?
b. The man to whom I gave the book is in the car.

Sometimes an adjectival clause is introduced by the word whose the possessive form of the
pronoun who. In such cases, whose modifies the noun which follows it. When used in this way in an
adjectival clause, whose is referred to as a relative adjective. The word relative suggests that whose
refers to its antecedent in the main clause. In the following example the word whose is a relative
adjective modifying the noun woman in the main clause.

This is the woman whose baby was stolen.

The relative adjective also connects the subordinate clause to woman.

Adjectival clauses are sometimes introduced by the relative adverbs, where, and why as in the
following examples:

I found the house where my sister lives.

(Adjectival clause modifying ‘house’)
The test was fixed at a time when we were all free.
(Adjectival Clause modifying the noun, ‘time’).
He gave the reason why he resigned his appointment.
(Adjectival clause modifying the noun, ‘reason’).

Note that adverbs modify verbs and other adverbs. The difference between a relative adverb
and a simple adverb is that the relative adverb is found in an adjective clause and it refers to its
antecedent in the main clause.

Adverbial Clauses
An adverbial clause is a group of words with a subject and a predicate which functions as an
adverb. Adverbs tell how, when, where, to what extent, for what reason etc. an action is performed.
An adverbial clause answers the same questions and also expresses several other ideas which the
simple adverb does not express. An adverbial clause is usually introduced by a subordinate
conjunction. The connecting word is called a subordinate conjunction because the idea expressed by
the clause is subordinate to the main idea in the sentence. The subordinate clause also shows the
relation between the subordinate clause and the word in the main clause which the subordinate clause
modifies.
Adverbial clauses express a number of different ideas. The following are ten of the important
ideas, often, expressed by adverbial clauses: time, manner, place, degree, purpose, result, condition,
comparison, concession, and reason. The following subordinate conjunctions are commonly used in
adverbial clauses of various types:

(a) Time: after, before, when, whenever, until, since, while, as soon
as: Before the doctor arrived, the patient had died.
(b) Place: where, wherever;
I parked the car where it could be seen by the security men.
(c) Manner: as, as if, as though:
The girl cried as if her heart would break.
(d) Degree: that, as … as, not so … as, than;
Irma is not as beautiful as her sister (is beautiful).

67
 (e) Comparison: as, than, so … as, as … as
The bus arrived earlier than it usually does.
(f) Purpose: that, so that, in order that.
Etim worked very hard so that he might meet the deadline.
(g) Condition: If, provided, provided that, unless;
I shall go home early if I finish my assignment.
(h) Result: that, so that
The food was so delicious that I asked for another plate.
(i) Concession: although, though, even if
Although she was ill, she travelled to Abuja last week.
(j) Reason: as, because, since;
The students bought the school journal because they were compelled to do so.

The adverbial clause is often preceded by the main clause. Sometimes, an adverbial clause is
placed at the beginning of a sentence for emphasis. When that happens, it is usually separated from
the main clause with a comma.

Noun Clauses
Unlike adjectival and adverbial clauses, noun clauses are not modifiers. They perform the
same function as nouns. Like nouns, the noun clause performs any of the following functions:

i) Subject of the Sentence

A noun clause like a noun often functions as the subject of a sentence as in the following
examples.

What the Chairman proposed was not feasible (Noun Clause – subject)
Where we could rest for the night was our problem (Noun Clause – subject)
That you are my sister is not debatable. (Noun Clause – subject)

Notice that the noun clauses in the above sentences are introduced by what, where, how and
that. These same words also introduce adjectival or adverbial clauses. The way to determine that the
clause one is dealing with is a noun clause is to ensure that it performs the functions of a noun.

ii) Direct Object of the Sentence

A noun clause frequently serves as the direct object of the verb. A noun clause used as the
object completes the verb and in most cases answers the question what? asked after the verb, as in the
following examples:

I believe (what) that you will be promoted.

(Noun Clause – Direct object).
We knew (what) what to do in an emergency.
(Noun phrase – Direct object).

iii) Predicate Noun/Subject Complement

After a linking verb, a noun clause may be used as a predicate noun or subject complement
NOT as an object as in the following:

The rumour was that he had died.

(Noun Clause – means the same as rumour)
. This is what you vowed to do.

68
 (Noun Clause – means the same as this)

iv)Object of a preposition
A noun clause is sometimes used as the object of a preposition as in the following examples:

Give the message to whoever is available.

(Noun clause; object of the preposition ‘to’)
I did not agree with what the doctor said.
(Object of the preposition ‘with’)

v) An Appositive
A noun clause is also often used in apposition with another noun, that is, it is placed near
another noun to explain or identify it in some way. We often speak of a person and then add
something to explain who he is or identify him in some way:

Mike, who is our driver, is very careful.

We called on Dr. Bella Black, the one who is a feminist critic.
Manila, which is the Capital of the Philippines, is located in the North.

A noun clause is often used in apposition to a word or group of words. It usually explains an
idea, fact, belief, report, rumour etc. Noun Clauses in apposition are not set off by commas as in the
following examples.

The rumour that she had an accident spread rapidly.

(Noun Clause in apposition with ‘rumour’).
The fact that she passed her examination made her parents proud of her.
(Noun Clause, in apposition with (‘fact’).

Additionally, an appositive noun clause with that differs from a relative clause because that is
not an element in the clause structure (subject, object etc) as it must be in a relative clause (Quirk and
Greenbaum 1980: 383).

Noun Clauses and the introductory ‘it’

Sometimes a sentence begins with an introductory word (for instance ‘it’). It should be noted
that in such sentences, the introductory word is not the real subject of the sentence. The real subject
usually appears later. In such sentences, the real subject is usually a noun clause as in the following
examples:

It is evident that you are not the owner

(Noun clause – subject)

The sentence can be rewritten as follows:

That you are not the owner is evident.

In such a sentence as the above, the word ‘it’ simply fills the place normally occupied by the
subject. It is an expletive. Sentences that begin with an expletive or ‘filling in’ word are usually easy
to recognise because they follow the same pattern.

It is important that you leave at once

69
 (Expletive) (Noun clause – subject)
(It) That you go home at once is important.
(transposed order)

Words that introduce Noun Clauses

A noun clause is often introduced by a subordinate conjunction. The following conjunctions
are the ones normally used to introduce noun clauses: that, whether and sometimes whether … or.
The main function of the subordinate conjunction is to join the noun clause to the main clause as in
the following examples:

I wonder whether he will recognise me.

Orion knew that he would be punished.

Other words often used to introduce noun clauses include the relative pronouns; who, what,
whatever, whoever as well as the adverbs how, when, why and where.

4.0 SUMMARY
In this unit, the following points have been made:

 A clause is a group of words with a subject and a predicate which can modify other
structures and also function as a part of speech.
 When a clause can stand by itself, it is called a main or independent clause.
 When a clause depends on another part of the sentence, it is called a dependent or
subordinate clause.
 Three types of subordinate clauses are often identified: the adjectival, the adverbial and
the noun clause.
 The adjectival clause functions as an adjective: it modifies a noun.
 The adverbial clause functions as an adverb: it modifies a verb or another adverb.
 An adverbial clause gives information as to the place, time manner, reason etc. that the
action expressed by the verb occurred.
 The noun clause performs the functions of a noun such as serving as the subject, object,
subject complement, object of a preposition and an appositive.

5.0 QUESTIONS:
Identify the italicized clauses as well as their functions in the sentences below:

(i) The candidates who are successful in the examination will be admitted.
(ii) Nobody could understand why the results were late.
(iii) Whoever wants to succeed must work hard.

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 UNIT 7
ELEMENTS OF GROUP STRUCTURE
1.0 INTRODUCTION
A group refers to a set of more than one word. It can function as any part of speech or
sentence element. The group is also called a phrase. For example, the verb ‘dance’ is a single word
verb but the groups “is dancing, has danced, would have danced” are verb phrases. Similarly there are
noun phrases, prepositional phrases, adjectival phrases when more than one word is involved. But
except for a verb phrase, any group of words that has no subject and no finite (main) verb is called a
phrase.
Phrases are called by the classes of words to which they belong. They are also called by the
word class to which the most important word in the phrase belongs as shown in the following
examples.

(a) The good woman – noun phrase

(b) beautiful and healthy – adjectival phrase
(c) On the table – prepositional phrase
(d) Last week – adverbial phrase
(e) has been called – verb phrase.

2.0 OBJECTIVES
At the end of this unit you should be able to

 Identify phrases and their structure;

 Identify the different types of phrases;
 Analyse sentences into constituent phrases; and
 Describe the structure of the nominal, verbal, adverbial and adjectival groups

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3.0 MAIN CONTENT
3.1 Kinds of Phrases

Prepositional Phrase

A prepositional phrase consists of the preposition and its object. Sometimes a noun which
serves as the object of the preposition has modifiers but the important words are the preposition and
the object. Study the following examples:

1. She strolled round the building.

(Preposition) (Object)
2. The girl in the black lace is a law student.
(Preposition) (Object)

In sentence No.1 for instance the preposition is round, the object is the building while the
prepositional phrase is round the building.
A prepositional phrase usually functions as an adjective or an adverb. Since adjectives and
adverbs modify, the prepositional phrase is also a modifier.

Adjectival Phrase

An adjectival phrase is a prepositional phrase that modifies a noun or pronoun. It often

functions as an adjective. The following examples contain adjectival phrases.

3. The man at the gate opened the door for me.

4. They took the road near the market.

In No. 3, the prepositional phrase at the gate modifies the noun gate while the prepositional
phrase near the market modifies the noun road in No.4. An adjectival phrase, also called adjective
phrase, may follow the noun it describes or it may be used as a predicate adjective after a linking verb
as in the following examples:

5. She wore a wrapper with blue beads.

6. The injured girl was in a coma.
7. He drove in a cream coloured car.
8. The woman was in a terrible rage.

Notice that in the above examples the prepositional phrases in Nos.5 and 7 follow linking
verbs and therefore function as predicate adjectives while the ones in Nos. 4 and 6 follow the nouns
which they describe.

Adverbial Phrases:

An adverbial phrase is also a prepositional phrase which performs the functions of an adverb:
modifying a verb, an adjective, or another adverb. Like the adverb, the adverbial phrase answers the
questions when? where, how? and to what extent? Adverbial phrases express additional ideas about
the verb such as time, place, manner and degree as in the following examples:

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 9. I shall come in the evening (time).
10. The children played in the field (place).
11. Write your name in capital letters (manner)
12. He withdrew from school because of financial problems (reason).

In No. 9, the adverbial phrase modifies the verb shall come. It gives information about the
time that I will come. In No. 10, the adverbial phrase modifies the verb played saying where the
children played while the adverbial phrases in Nos11 and 12 modify the verbs write and withdraw
respectively. In No. 11, the adverbial phrase gives information about how or in what manner the
name is to be written and in No. 12, the adverbial phrase gives the reason why he withdrew from
school.
Adverbial phrases which modify adjectives and adverbs are not always so easy to identify. As
a guide, the adverbial phrase that modifies an adjective often follows that adjective as in the
following examples.

The woman looked frightened of the man.

She was therefore ready at any time.

Note also that a preposition is not always a single word as in the following.

I packed the car in front of our house.

The professor resigned on account of his political appointment.

Noun Phrase

The noun Phrase contains a noun a modifier and sometimes a qualifier. These together
constitute the nominal group. At other times, a noun phrase contains nouns joined by a conjunction.
The following are examples of noun phrases:

Esther and Naomi;

The students of the Department of English;
My elder sister and her friends;

From the three examples above it can be seen that some noun phrases have modifiers while
some do not have modifiers. The noun phrase can serve as a substitute for a noun and perform the
functions often performed by nouns (See Module 2: Unit 6).

3.2 Group Structure

The Nominal Group

The nominal group has a minimum of one and a maximum of three elements: modifier, head
and qualifier usually represented by the letters m h q alternatively referred to as premodifier, head,
and postmodifier. The head is usually the noun in the group. The head may have a modifier alone as
in; that woman, the tree, a table, some water. It may have a head and a qualifier: women of our
church, trees in the garden. It may have all three as in the following (m h q):

The women of our church;

m h q
The trees in the garden;

73
 m h q
A table in the centre of the room
m h q

Of the three elements, the head is the compulsory one. The modifier and the qualifier are
optional elements. This information can be summarized as follows: (m) h (q). Each nominal group
has a structure. In a nominal group there may be many modifiers and qualifiers but usually, there is
one head which may be single or compound.

The m Element
We can have a zero modifier element in a construction that begins with the head e.g

Women of our church.

Where there are modifier elements we can have a maximum of eleven modifier elements
though in real life it is never necessary to use more than three or four e.g.

The tall beautiful young woman

m m m m h
beautiful young woman
m m h
young woman
m h

Note that the reduction of the number of pre-head modifiers does not create structural or
meaning problems because each modifier modifies the head.
How is this example different from the others? Note that in the last example all the elements
together modify the head whereas in the previous examples each of the elements individually
modifies the head. A structure in which all the elements together modify the head is called a
univariate structure as opposed to a multivariate structure where each element modifies the h element.
The difference is that in a univariate structure each entry of the m element describes the one in front
of it.

Patterning of m Element DOEN

There can be many elements within the m element. These include:

- Deictic elements which locate the speaker in space and time e.g this, that, those;
- Ordinals e.g One, two, second, fourth etc.
- Epithet which indicates attributes e.g. young, old, beautiful,
- Nominals e.g cane, wooden etc.

Usually, the deitic elements come first followed by ordinals, epithets and nominals as in the
following (DOEN):

m m m m h
My first fine leather bag
Deictic ordinal epithet nominal noun

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 Occasionally we can have up to two determiners within the deitic system and as many as five
adjectives and two nominals in addition to the usual possibilities within the m element as in the
following example:

All the first three beautiful long woven African cane chairs.
m m m m m m m m m h

The h Element
The h element is usually a noun. It must be present before we can claim to have a nominal
group. The h element also determines the nature of the qualifier in terms of concord and meaning as
in the following:

The beds are

John talked
*The book talked (unacceptable except ‘book’ is used in a special way)

We can have single and compound elements e.g

Townsville,
The city of Townsville

In the above example, Townsville and city form a compound because they are coreferential i.e.
they function as appositives.
Other compound elements include:

Bread and butter

Rice and stew

It is important to note that compound h elements take singular verbs like single h elements.

The q Element
The q element usually comes after the h element. The term qualifier is said to have emanated
from scale and category grammar (Eka, 1994, p 94). The q element can be a single word (often an
adjective, a pronoun or an adverb for example:

Someone special (adjective)

h q
Helen herself (reflexive pronoun)
h q
The house across the road (adverb)
(m) h q

The q element can sometimes be a phrase or a group as in the following:

The girl in the blue dress (is my niece).

m h q
A house to live in (is what I need).
m h q

Sometimes qualifiers co-occur to function as double or multiple qualifiers as in:

75
 Thomas/ my eldest brother/ the livewire of the family (came home).
h q
All/ the/houses/ that my father built/ which we never lived in (were rented as government offices).
m m h q q
Constructions in which many qualifiers co-occur are said to be recursive: showing repetitions
of patterns (sometimes in a layered manner) as in the above examples. At other times they are said to
co-occur in a linear manner as in the example below:

Simon, driver, businessman, politician etc. (is very clever)

Structure of the Verbal Group

The verbal group is the predicator element in a clause whether it operates in a dependent or
independent clause. The primary structure of the verbal group consists of one or more than one
possible elements: the auxiliary often represented as x and the head often represented as h.
The size of the verbal group depends on the nature of the utterance. There may be only one
auxiliary verb, in which case it will serve as the head which is normally a compulsory element, as for
instance, in the following:

He may

Which may be interpreted to mean ‘he may come/ do it / go’ etc. At other times, there may be
just be main verb. e.g

He /plays /football

In this case the main verb serves as the head.

Two factors determine the structure of the verbal group – the size of the verbal group and the
nature of the composition. Thus the verbal group in English may be simple, compound, complex and
compound complex. A simple verbal group has just one item usually the head the main verb (h)

She wrote the letter (h)

Note that the single item may also be an auxiliary as in:

I can
I could

A complex verbal group has the structure (x h i.e. auxiliary + head) e.g

She has taken the examination.

There can be an extension of the verbal group through the increase of the number of x
elements as in the following:

She must have taken the examination.

She might have been helped by her sister.

A compound verbal group has two or more heads joined or not by a conjunction or not as in

76
 I came, saw and conquered
The child was frightened, screamed, ran to safety.

A compound complex verbal group has a minimum of an auxiliary and two heads as in the
following:

The lecturer should teach and examine.

x h h
The actor had appeared, disappeared and reappeared.
x h h h

Structure of the Adverbial Group

The structure of the adverbial group may be summarized as follows:

i. It can consist of only the head as in

Jane danced gracefully (head)
ii. It can be made of an intensifier and head as for example in
Her brother runs very fast (intensifier plus head)
iii. It can comprise of a head and an intensifier as in:
She writes legibly enough (head + intensifier)
iv. It can consist of an intensifier, a head and an intensifier as in
He did very well indeed (intensifier + head + intensifier).
v. Sometimes there can be multiple intensifiers as in the following:
The dancers performed very very beautifully indeed
(intensifier + intensifier + head + intensifier).
vi. At times there can be a head within the structure as in
She should come as soon as possible (head-underlined within the structure)
He spoke more brilliantly than I expected (head underlined within the structure)

Structure of the Adjectival Group

The structure of the adjectival group can be summarized as follows:

i. The adjectival group can consist of an intensifier and a head as in:

Very good, quite satisfactory (Intensifier + Head)
ii. It can also be made up of a head and an intensifier as in :
good enough, happy indeed (Head + Intensifier)
iii. Sometimes there may be more than one intensifier as in
very good indeed, certainly good enough (intensifier + head + intensifier)
iv. The adjectival group can also have a determiner and a head as in:
an amiable (person); the best (solution) (Determiner +Head).
v. Sometimes there can be a head and a qualifier as in:
difficult to understand, easy to get on with (Head +qualifier)
vi. When adjectives occur in a row all the adjectives precede the noun head as in the
following:
a very beautiful young woman
a fashionable old looking green Senegalese gown
vii. Usually the adjectives follow the following order: Determiner/other
adjectives/size/age/participle/colour/place of origin/material/head as shown below:
det other size Age participle colour Adj. of origin place material Head
a very long old looking blue Senegalese Silk boubo

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4.0 SUMMARY
The following points have been made in this unit

 Groups are also referred to as phrases.

 A group or phrase refers to a set of more than one word which can function as a part of
speech or word class.
 Phrases are called by the classes of words to which they belong.
 They are also called by the word class to which the most important word in the phrase
belongs.
 Adjectival, Adverbial and Noun Phrases perform the functions of adjectives, adverbs and
noun respectively.
 Most adjectival and adverbial phrases are prepositional phrases.
 Groups also have structures: the nominal group usually has the following elements: m h q;
the elements of the verbal group are: x h; the adjectival and adverbial group has the
elements intensifier + head.
 The elements in each case can come before or after the head and sometimes both before
and after.
 When many adjectives occur in a row, they all come before the head.

5.0 QUESTIONS:
1. What is common between a prepositional phrase and an adverbial or adjectival
phrase?
2. What are the functions of nouns which the noun phrase can also perform?
3. What do the following elements of the nominal and verbal groups stand for: m h q;
xh

78
 MODULE 3

MORPHOLOGICAL STRUCTURE

Unit 1 Basic Units of Word Structure

Unit 2 The Nature of the Morpheme
Unit 3 Affixation
Unit 4 Inflection and Derivation
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Unit 5 Other Word Formation Processes

UNIT 1
BASIC CONCEPTS
1.0 INTRODUCTION
The study of the internal structure of words and the rules governing the formation of words in
a language is the preoccupation of the branch of language study referred to as morphology. Although
interest in the study of words, their meaning, structure and function has been a part of grammar from
the classical to the medieval times, the study of word structure did not become a distinct level of
grammatical analysis until the nineteenth century.
Early studies of word structure were more diachronic in nature, having more to do with the
origins and evolution of languages from a study of word formation patterns of different languages.
For instance in the nineteenth century Franz Bopp produced evidence based on the comparison of
sound systems and word formation patterns of Sanskrit, Latin, Persian and Germanic languages to
prove that these languages evolved from the same ancestor. This supported a claim earlier made by
William Jones in 1786 (cf Katamba 1993:1). Also, between 1819 and 1837, Jacob Grimm published
his Deutsche Grammatik tracing the common ancestry of the Germanic and other Indo- European
languages through comparing their word formation patterns and sound systems.
Morphology in this century is synchronic in approach. This means that it focuses on studying
the word structure of a language at some stage of its life rather than how the words of the language
have changed in form and meaning over a period of time. In spite of the general acknowledgement in
linguistic circles of the place of the study of words and its structure, the discipline of morphology has
not received the attention given to other branches of language like phonology, phonetics and
grammar. It was the works of the American structuralists which brought the study of morphology to
the limelight. Nida’s 1949 course book titled Morphology streamlined the structuralist theory and
practice and laid the criteria for the descriptive study of words.
Traditional grammar looked at the word as the basic unit of grammatical analysis but the
structuralists show that words can be analysed in terms of the morpheme which is the smallest unit of
speech that has semantic and grammatical meanings. While traditional grammar treated word
structure as part of sentence structure under grammar, the structuralists’ approach saw morphology as

80
a distinct branch of language study preoccupied with ‘the study of morphemes and their arrangements
in forming words’ (Nida 1949:1).

2.0 OBJECTIVES
At the end of this unit you should be able to

 Explain and give examples of morphemes and allomorphs.

 Identify the different allomorphic variations
 Analyse words into constituent morphemes

3.0 MAIN CONTENT

3.1 Morphemes and Allomorphs

The analysis of words into morphemes starts with the identification of morphs. ‘A morph is a
physical form representing some morpheme in a language’ (Katamba 1993:24). It is a distinctive
recurrent sound segment or a sequence of sound segments. In the following sentences:

a. I ate the food.

b. You ate the food.
c. She eats the food.
d. I eat the food.
e. We eat the food.
f. You eat the food.

the morphs are:

a. /a / e. / t/
b. /i:t/ f. /fu:d/
c. /wi:/ g. /ju:/
d. /s/ h /e t/

In the examples above each morph represents a separate morpheme.

This is however not always the case. Sometimes, the same morpheme is represented by
different morphs. For example, the plural morpheme {s} in English as in ‘books’/buks/ can be
represented as {z} as in boys/b‫כ‬ɪz/. The past tense of regular verbs in English which is spelled ‘-ed’ is
pronounced /t/, /d/, or / d/ depending on the last sound of the verb to which it is attached - its
phonological environment.

The Morpheme
The morpheme has been explained as the smallest unit of speech that is meaningful (Udofot,
1999: 4). In other words it is the smallest meaningful unit of grammatical analysis. A word such as

81
‘pen’ is a single morpheme while ‘pens’ is made up of two morphemes: the normal meaning of ‘pen’
and the signal which indicates number. This information is obtained from the /z/ ending in /penz/.
The plural morpheme has other variants namely: {s, z} and the zero plural morphemes /ʃ/ as in
‘sheep’. The term morpheme is sometimes identical with the term ‘word’ as for example in the words
‘boy’, ‘cat’, and ‘ church’ being morphemes and also words. When however these words take the
additional {s, z, z}, they cease to be single morphemes because they can be further broken down into
parts (in this case the semantic element of the word and the signal for more than one). At other times,
the term morpheme is seen as the next in rank to the word in the ranking of grammatical units:
sentence, clause, phrase, word, morpheme (cf. Tomori 1977:16-17). In other words, a word is said to
be a morpheme when it cannot be further broken down into parts without destroying the meaning
Meaning is therefore very important in the study of morphology since morphemes are
meaningful units. In the following examples: ‘paints, painting, painted’ the words can be broken
down into {pe nt} + {s}; {pe nt} + {ɪŋ}; {pe nt} + {d}. The word ‘paint’ has meaning in English
while the /s/ indicates the present tense marker, /ɪŋ/ the progressive marker and / d / is the past
participle marker.

The Allomorph
If different morphs represent the same morpheme, they are referred to as allomorphs of that
morpheme. Thus, /t/, /d/ and / d/ are allomorphs of the past tense morpheme in English. The past
tense morpheme is realized as
(a) / d/ if the verb ends in /d/ or /t/ as for instance in:
mend /mend/; mended /mend d/ want /wənt/; wanted /wənt d/.
(b) /d/ if the verb ends in a voiced sound except /d/ as in:
clean /kli: n/ cleaned / kli: nd/
beg /beg/ begged / begd/.
(c) /t/ after verbs ending in any voiceless consonant other than /t/ as in:
park /pa:k/ parked / pa:kt /
miss /mi s/ missed / mist /.

The relationship between morphemes and allomorphs can be diagrammatically represented as

shown below using the past tense morpheme in English:

/ d/ /d/ /t/

It can be said that / d/, /d/ and /t/ can be grouped together as allomorphs of the past tense
morpheme. The notion of distribution is central to the identification of morphemes in any language.
By distribution we mean the context in which a particular linguistic element occurs. A set of morphs
are classified as allomorphs of the same morpheme if

(i) they represent the same meaning or serve the same grammatical function;

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 (ii) they occur in the same contexts.

When the above criteria are satisfied, the morphs are said to be in complementary distribution.
Thus the three morphs / d, d, t / which are realizations of the regular past tense morpheme are in
complementary distribution because each morph only occurs in the context described above and are
therefore allomorphs of the same morpheme. Similarly, the negative morpheme which means not can
be realized as / n /, / m / and / ŋ/ as in the following examples:

inactive /i nækt v /
indecent / indi:snt /
impenitent / im pen tɪ nint /
impossible / impɔsɪbl /
incomplete /ɪŋ kɔmpli:t /
incorrigible / ɪŋk ridbl /

It can be noted that the nasal consonant in the various allomorphs of the morpheme {in} is
pronounced the way it is depending on the nature of the sound that follows it:
a. / im / is used before labial consonants like /p, b, m / as in ‘impossible’;
b. /ɪŋ / is used before velar consonants like / k / and / g / as in ‘incorrigible’;
c. / in/ is used elsewhere as for example before alveolar consonants like / t, d, s,
z, n / as in ‘indecent’;

The three allomorphs / m, ŋ, n / of the morpheme {in} are therefore in complementary distribution in
that the use of one in one slot excludes the other.

Allomorphic Variations
An allomorph as already explained is a member of a family of a morpheme – a variant of a
morpheme depending on the environment where it occurs. The plural morpheme {s} for example
changes its nature depending on the phonological environment where it occurs. The addition of the
{s} morpheme to a word obtains not only in the formation of plurals in English but also in the
formation of possessives as, for instance, in goat, goat’s, John, John’s as well as in changes in verb
patterns as a result of changes in person as in I dance, she dances. The three sets of {s} morphemes
are generally referred to with the umbrella term the Z Morpheme. When the Z Morpheme relates to
plural formation, it is called Z1 Morpheme; when it is concerned with the formation of possessives, it
is referred to as Z2 Morpheme; when it has to do with changes in verb forms, it is referred to as Z3 or
Concord Morpheme. The different kinds of Z Morpheme therefore are:

Z1 Plural
Z2 Possessive
Z3 Changes in verb forms

i. Z1 or Plural Morpheme
In English, the Z1 Morpheme has four allomorphs: /s/, /z/, / z/ and /ʒ/. The allomorph /s/
occurs with words ending in voiceless sounds except /s/, /ks/ and / t / as in the following examples:

cats /kæts/
books /buks/
cups /cəps/

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 The /z/ allomorph occurs with words ending in voiced sounds including all vowels and voiced
consonants as in the following examples:

mangoes / mæng uz/

boys / bɔɪz/
bags /bægz/

The allomorph / z / is selected by words which end in alveolar or alveopalatal sibilants ( that
is consonants with sharp hissing sounds

fishes /fɪʃɛ z/
bushes /bᴜʃɛz/
churches / tʒə: tʒɛz/

The zero allomorph /ʒ / occurs with words which normally do not have plurals reflected in
their morphological shapes as for instance in ‘sheep’ and ‘deer’.

ii. The Z2 or Possessive Morpheme

This morpheme is similar in distribution to the Z1 Morpheme. The only difference is in the
orthographic convention. The possessives have the apostrophe in specific places in words whereas
plurals are not written with apostrophes. The distribution of the Z2 morpheme is as follows:

a. /s/ occurs with words ending in voiceless sounds except the sibilant consonants as in
Jack’s / dʒæks/.
b. /z/ occurs after voiced sounds other than sibilants as in Jane’s /dʒe nz/.
c. / ɪz/ occurs after the sibilants as in nurse’s /n3:sɪz/.
d. /ʒ / occurs with words which end with the sibilants which may be plurals or words
that naturally end with the letter ‘s’ as in Jones’ /dʒɔ ns/ and students /stju:dɪnts/

The possessive morpheme, unlike the plural morpheme, does not occur frequently because in
real life people own things so the possessive morpheme tends to go more regularly with proper
names. Also, the possessive is often replaced with of + noun phrase constructions as in: the custom of
the country instead of the country’s customs. This type of construction is often preferable to
possessives in some clumsy sounding cases as in the following:

a. The eve of St. Agnes instead of St. Agnes’ Eve;

b. The history of Nigeria instead of Nigeria’s history;
c. The Vice President of the University of Iloilo instead of University of Iloilo’s Vice
President.

iii. The Z3 or Concord Morpheme

This is the morpheme that shows changes in verb patterns occasioned by changes in person or
number, as for instance, in:

I go, she goes.

Like the other Z morphemes, it is phonologically conditioned as follows:

a. /s/ after voiceless consonants except sibilants as in walks /wɔks/.

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 b. /z/ after voiced sounds other than sibilants as in goes /g z/.
c. / z/after sibilant sounds as in washes /w z/.

The Z3 morpheme is also often referred to as the third person singular present tense
morpheme.

The D or Past Time Morpheme

The allomorphs /t, d, d/ are phonologically conditioned. In addition to the allomorphs /t/, /d/
and / ɪd/ there is a / / allomorph which occurs where there is no change in the morphological shape of
the verb, as for instance, in the verbs ‘hit’ and ‘put’ which have the same morphological shapes for
both present and the past.
The phonological conditioning noted in the behaviour of the ZI, Z2, and Z3 morphemes is not
peculiar to these morphemes. We have noted this behaviour with the D morpheme too and earlier in
the various allomorphs of the morpheme {-in} The allomorphic variations so far discussed can be
summarized as follows:

1. For the Z Morpheme

a. /s/ becomes [s] in voiceless environments except sibilants.
b. /s/ becomes [z] in voiced environments except sibilants.
c. /s/ becomes [ɪz] after sibilants.
2. For the D morpheme
a. /d/ becomes [t] in voiceless environments except after /t/
b. /d/ becomes [d] in voiced environments except after /d/
c. /d/ becomes [ ɪd] after /t/ and /d/
3. For any sibilant suffix in English the different phonetic representations are as follows;
a. /s/ after voiceless consonants other than the sibilants.
b. /z/ after vowels and voiced consonants like / b, n, d /.
c. / ɪz/ after the alveolar and alveo-palatal sibilants:/ s, z, ʃ, ʒ, t , d /.

4.0 SUMMARY
The following points have been made in this unit

 Traditional grammar saw the word as the basic unit of grammatical analysis but the
structuralists saw the morpheme as the smallest unit of grammatical analysis.
 A morph is the physical representation of a morpheme in a language.
 A morpheme is the smallest meaningful unit of grammatical analysis.
 An allomorph is a variant of a morpheme which occurs in a specific environment.
 Allomorphs of a morpheme occur in complementary distribution
 The Z morphemes and the D Morphemes have at least three allomorphs.
 The Z1 or plural morpheme has four allomorphs - /s/, /z/, / ɪ z/ and /ʒ /.
 The Z2 or possessive morpheme also has the following allomorphs: /s/, /z/, / ɪz/ and / ʒ/.
 The Z3 or Concord morpheme has the following allomorphs: /s/, /z/, /ɪ z/.
 The D or past time morpheme has the following allomorphs: /t/, /d/ and /ɪd/ there is a //
allomorph which occurs where the past and present tense forms are the same.
 All allomorphs are phonologically conditioned.

5.0 QUESTIONS:

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 1. Explain the terms morphology and morpheme
2. Discuss the usefulness of morpheme in word formation.
3. What is an allomorph?

UNIT 2
THE NATURE OF THE MORPHEME
1.0 INTRODUCTION
The morpheme is sometimes confused with the syllable but it is different. Syllables are made
up of sounds which are grouped together for pronunciation purposes. For instance, the word ‘star’ is
made up of the sounds /s/, /t/ and /a: / which add up to /sta: /. The division of words into the
component sound (phonemes) makes it possible for languages to be written using letters. Words can
also be broken down into syllables. Some words are composed of one syllable as the word ‘pens’
/penz/. Others are made up of two or more syllables as the words ‘today’/t de /, ‘saliva’ /sæ-la -v /,
‘embarrass’ / m-bæ-r s/ and ‘companion’ /k m-pæn n/.
While the syllable is the unit of pronunciation, being the smallest stretch of sound that can be
uttered with one breath (Abercrombie, 1975, p. 350), the morpheme is the smallest unit of meaning
and of grammatical analysis. For instance, the words ‘today’ and ‘embarrass’ are made up of two and
three syllables respectively but they are composed of only one morpheme each. On the other hand the
word ‘pens’ is a monosyllabic word (made up of one syllable) but has two morphemes namely: the
morpheme {pen} and the plural morpheme {s}.Therefore, when we divide words into morphemes,
we isolate groups of sounds that have semantic and grammatical meanings, the fact that they do not
constitute syllables notwithstanding.

2.0 OBJECTIVES
At the end of this unit you should be able to
 Differentiate between morphemes and syllables
 Differentiate between bound and free morphemes
 Differentiate between roots, stems and bases
 Identify some Greek and Latin root and how to use them in word formation.

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3.0 3.0 MAIN CONTENT
3.1 Types of Morphemes

Free and Bound Morphemes

Morphemes are free when they can stand on their own and constitute independent words as
the following words: “black, board, tea, pot, sweet, heart”. Single words as the ones listed above are
the smallest free morphemes which are capable of independent existence. When joined together to
form compound words like “blackboard, teapot, sweetheart”, each of the two morpheme words still
retain meanings of their own which add up to the meaning of the words of which they are part.
In contrast, bound morphemes are those morphemes which are not capable of independent
existence. They occur usually with some other word-building element attached to them. Examples of
bound morphemes are given below:

(a) -ceive as in receive, perceive

(b) -mit as in permit, commit
(c) -intro as introspect, introduce
Some words are made up of two bound morphemes as is the case in ‘introduce’ while many
other words are made up of free and bound morphemes as in the words ‘pillows’ and ‘cleaner’.
The bound morphemes also often occur as prefixes and suffixes but never in isolation as words.

Roots, Stems, and Bases

Some morphemes are the core of words while some are additions and appendages (cf Tomori
1977:32). The morpheme which carries the core meaning is referred to as the root of the word. In the
word ‘faithfulness’ for instance, the core of the word or root morpheme is faith. Similarly, in the
word ‘naturalisation’ the root morpheme is nature. The root of the word is that part that is always
present.
The stem of the word is that part to which the last morpheme is added. It is thus the part in
existence before any inflectional affixes (those additions required by the grammar of a language such
as indicators of number in nouns, tense in verbs etc.). In the words ‘cats’ and ‘learners’, the {s}
morpheme is added to the root ‘cat’ while the agentive morpheme {er} is added to the root ‘learner’
to mean one who learns. In ‘learners’ the root is learn while learner is the stem to which the
inflectional morpheme {s} is added to give the additional meaning of ‘more - than - one’. A base on
the other hand is a unit to which any affix can be added. The affix may be inflectional (selected for
grammatical reasons) or derivational in which case it alters the meaning or grammatical category of
the base.
A root to which no affix has been added like ‘girl’ can be a base since it can take an
inflectional affix like {-s} to form the plural ‘girls’ or a derivational like {–ish} to turn the noun into
an adjective ‘girlish’. In effect, all roots are bases but roots are stems when they take inflectional
suffixes. Thus although all roots are bases, not all roots are stems. In the word ‘faithfulness’, faith is
the root of the whole word; it is also the stem of ‘faiths’ and the base of ‘faithful’ while faithful
becomes the base for ‘faithfulness’. This explanation of roots, stems and bases is contrary to
Tomori’s (1977:32) analysis which equates stems with bases rather than with roots. Katamba
(1993:45) however sees all roots as bases but stems as bases only in the context of inflectional
morphology. This is the sense in which we use roots, bases and stems although we are also aware of
Eka’s (1994) use of root and base in the sense in which Tomori uses root and stem while Francis
(1967) employs the terms root, stem and base as largely synonymous. All the usages referred to

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above tend to overlap in the sense in which root is used. The slight differences in the senses of base
and stem appear idiosyncratic.
Knowledge of the root of words can be used to explain the origin and core meaning of words
from Latin or Greek.

4.0 SUMMARY
The following points have been raised in this unit:

 The syllable is the unit of pronunciation while the morpheme is the smallest unit of
meaning and of grammatical analysis.
 Free morphemes can stand by themselves as words but bound morphemes are incapable of
independent existence.
 The morpheme which carries the core meaning of a word is the root.
 The stem of the word is that part to which the last morpheme is added.
 A base on the other hand is a unit to which any affix can be added.
 Although all roots are bases, not all roots are stems.
 Knowledge of the root of words can be used to explain the origin and core meaning of
words from Latin or Greek.
5.0 QUESTIONS:
Some common Latin and Greek roots are given below. Find the missing explanation.

Latin Root Words Meaning

ann- (year) annual yearly
-enn perennial through the years
centennial _______________

carn- (flesh) carnivorous _______________

incarnation presence in the flesh

culp- (guilt) culpable guilty

exculpate to be free
culprit _______________

doc- (teach) doctor one who teaches

docile easily taught
doctrine _______________

–gress (march) progress a marching toward

congress a coming together
regressive _______________

–laps (fall) relapse fall back (into habit)

elapse to glide away (as time)
collapse _______________

loqu-– talk eloquent talking well

colloquial chatty

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 ventriloquist _______________

magn – great magnify _______________

magnitude size
magnificent _______________

-metre measure chronometer measures time

barometre measures pressure
thermometer _______________

–pos put compose put together

impose put up
depose _______________

Greek Root Words Meaning

bibl – (book) bibliography list of books
bible sacred books
` bibliophile _______________

path – (feel) sympathy feeling for or with

pathology study of diseases
psychopath _______________

phil – (friend) philosopher friend of wisdom

philantrophist friend of man
anglophile _______________

pyre – (fire) pyre pile for burning the dead

pyrothenics fireworks
pyromaniac _______________

thermo – (heat) thermometer measures heat

thermostat _______________

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 UNIT 3
AFFIXATION
1.0 INTRODUCTION
New words can be formed in many languages by the addition of morphemes to bases. Such
morphemes can be added before or after the base. The morphological process in which morphemes
are added to existing words to form new words is called affixation. The morphemes so added are
called affixes. An affix is not capable of independent existence except as an attachment to another
morpheme such as a root, stem or base. Affixes are therefore bound morphemes. For example, no
English word is made up of an affix like ‘–al, -er, -ed’ or ‘im’. Similarly, affixes cannot be joined
together in a recognizable structural bond to form words as the following examples show: *im –al,
*al – ed, *im –ed.
There are two types of affixes which generally operate in English: prefixes which are added
before the bases to form new words and suffixes usually added after the base. A word like
‘unreasonableness’, for instance, is made up of the root morpheme {reason} after which the prefix
‘un –’ and the suffixes ‘–able’ and ‘ness’ have been added. Prefixation and suffixation are the major
forms of affixation and therefore major morphological processes in English.

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Identify common affixes in English;

 Describe prefixation and how it operates in English;
 Describe suffixation and how it operates in English; and
 Explain the meaning of some Greek and Latin affixes and how to use them in word
formation.

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3.0 MAIN CONTENT
3.1 Prefixation

As already explained, a prefix is a morpheme that is attached at the beginning of a root. Many
English words derived from Latin and Greek consist of a familiar root and a prefix. The prefix is
usually a syllable or two. The Latin prefix sub– means ‘below’ or ‘under’. When added to ‘soil’ for
instance, it modifies the meaning of the root. ‘Subsoil’ is therefore a layer of soil that is below the
surface soil. If the prefix mal– is added to ‘treat’ it becomes ‘maltreat’ which means ‘treat badly’.
Occasionally the prefix alters the word class of the base as in the following example:

en + danger (noun) becomes endanger (verb).

Many prefixes in English are from Latin or Greek.

The common ones are:

Prefix Meaning Prefixed Words

un} unkind, unfortunate
in} not inclement, insanitary
im} impossible, imperfect
anti against antidote, anti-aircraft
ante before antenatal
intra between intravenous
inter among international
mis} mismanage
mal} badly maltreat
non not non-fat, non-native
re again revise, rearrange
tele distance telephone, telegram
co together co-operation, co-announcer
trans across transfer, transfusion
pre before prefix, prehistoric
per through pervade, percolator
neo new neo-colonialism, neologism
bene good benefactor, benediction
bi two bilateral, bicycle
mono one monotheism, monotransitive

3.2 Suffixation

Suffixation is a morphological process involving the addition of a morpheme to a root or

base. Many English words derived from Greek or Latin are made up of familiar roots and common
suffixes. Like prefixes, suffixes, can be made up of one or more syllables attached at the end of a
word to modify its meaning. Suffixes are of two types namely inflectional and derivational suffixes
which reflect two major word formation processes: inflection and derivation. Knowledge of Greek
and Latin suffixes helps to explain words we encounter and use everyday though many of them are

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common in technical or scientific fields. Science students for instance encounter many words which
end in –derm meaning ‘skin’ or ‘tissue’ and –meter which means ‘measure’.

3.3 Multiple Affixations

It is also possible in English to form complex words by the addition of several affixes
(derivational morphemes) to roots and bases. For example if we take the root ‘friend’ we can create a
word by adding {-ly} to form ‘friendly’. To the base ‘friendly’ can be added the derivational prefix
-un and the suffix – ness to form the complex word unfriendliness. This process of forming complex
words such as unfriendliness by the addition of several affixes is the process of multiple affixations.
The process takes place in a number of steps so that the word formed by one step by affixation
becomes the base for the next step as can be seen in the following examples:

nature natural unnatural naturalization

4.0 SUMMARY
The following main points have been raised in this unit:
 The morphological process in which morphemes are added to existing words to form new
words is called affixation
 Prefixation and suffixation are the major forms of affixation and therefore major
morphological processes in English.
 A prefix is a morpheme that is attached at the beginning of a root.
 Suffixation is a morphological process involving the addition of a morpheme at the end of
a root or base.
 The process of forming complex words by the addition of several affixes is called multiple
affixation.
 Knowledge of Greek and Latin suffixes helps to explain words we encounter and use
everyday

5.0 QUESTIONS:
Some common Greek and Latin suffixes are given below. Supply the missing words:

1. -cide killing insecticide kills insects;

A homicide squad investigates killings of people.
Killing oneself is _____________________
2. - cracy rule In a _____________________ the people rule.
In a theocracy priests rule.
An autocracy is the government by one person.
3. -ennial yearly A centennial is a one hundredth anniversary.
A ______________ plant lasts through the years.
4. -fy make A magnifying glass makes things larger.
An _________________ makes sounds stronger.
5. - logue speech A monologue is a speech addressed to oneself.
In a __________ two people speak to each other.
A prologue is a short speech introducing a play.

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 UNIT 4
INFLECTION AND DERIVATION
1.0 INTRODUCTION
Affixes can be divided into two categories depending on their functions in word formation.
These are derivational morphemes and inflectional morphemes. This division recognizes two major
processes of word building: inflection and derivation. Inflectional and derivational morphemes
behave differently in word formation.

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Describe inflectional morphemes and their behaviour in word formation in English;

 Describe derivational morphemes and how they operate in English; and
 Explain the differences between inflection and derivation as word formation processes in
English

3.0 MAIN CONTENT

3.1 Inflectional Morphemes

Inflectional morphemes always come at the end of words in English. They are therefore
suffixes. By the rules of word formation in English no other morpheme can be added after an
inflectional morpheme. It is also not possible to have more than one inflectional morpheme at a time.
In the word ‘contemplations’ for instance, the root of the word is {contemplate}. The derivational
morpheme is {-ation} while the inflectional morpheme is /z/ which is spelt‘s’ and it comes at the end
of the word. No other morpheme can be added to ‘contemplations’ after the addition of the

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inflectional morpheme {s}. In the following examples none of the words can further be inflected for
plural, possession, comparison or concord:

Word Inflectional suffix Inflected Word

Girl -s girls
John -s John’s
Go -es goes
Take -en taken
Old -er older

An inflectional morpheme does not alter the word class of the root to which it is added.
Inflectional morphemes only modify the form of the word to enable it fit into a particular
grammatical category. For instance, the {s} morpheme of nouns as in ‘tables’ merely carries the
information regarding the number of tables in question. The word itself remains a noun. It is for that
reason that Katamba (1993:51) describes inflectional morphemes as those which ‘do not change
referential or cognitive meaning’. The frequently used inflectional suffixes (English has no
inflectional prefix] are shown below:

Suffix Stem Function Example

-s Noun plural cats
-s Noun possessive Mary’s
-s Verb 3rd person singular sings
present tense
-ed Verb past tense danced
-ing Verb present progressive dancing
-er Adjective comparative degree bigger
-est Adjective superlative degree biggest

3.2 Derivational Morphemes

Derivational morphemes form new words by:

(i) changing the meaning of the base to which they are added as for instance in the examples
clean/unclean which are both adjectives; one has a meaning which is opposite to the other.
(ii) changing the grammatical class of the base as for instance the addition of –ly to ‘slow’
forms another word ‘slowly’ therefore changing the word ‘slow’ from an adjective to an
adverb. In English, it is, as a rule, possible to form adverbs by adding the suffix –ly to an
adjectival base.

Examine the following :

1. quick (adjective) - quickly (adverb)

2. beautiful (adjective) - beautifully (adverb)
3. break (verb) - breakage (noun)
4. joy (noun) - joyful (adjective) - joyfully (adverb)
5. beauty (noun) - beautify (verb)
6. electric (noun) - electrify (verb)
7. fat (noun) - fatten (verb)
8. slave (noun) - enslave (verb)
9. father - fatherly (adverb)

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 10. nation (noun) - national (adjective)

Sometimes a derivational suffix is added to an already derived base as in:

natural naturalise naturalization

power powerless powerlessness
beauty beautiful beautifully

As can be seen in the two groups of examples above, a derivational affix can cause a major
grammatical change from one word class to another as in slave/enslave, power/powerless where a
noun becomes a verb in the first case and an adjective in the second. At times the addition of a
derivational affix may cause just a minor change as when the base changes to a minor subclass within
the same word class as in pig/piglet: both are nouns but one is the diminutive form of the other. This
brings us to the addition of some suffixes (bound morphemes) which carry emotive undertones as for
instance:

- nette - kitchenette - smallness

- ish - girlish - bad qualities of
- like - womanlike - good qualities of
- let - piglet - small of
- ling - duckling - small of
- ock - bullock - small of

The following tables show common derivational prefixes and suffixes, the types of bases to
which they can be attached and the words that can be formed together with the word classes of the
derived words:

Suffix Word Class of Meaning Word Class of Examples

Base Derived Word
- ment verb result or product of doing noun govern - government
the action of the verb
- ness adjective quality, state or condition abstract noun happy–happiness
- ity adjective state or condition abstract noun depraved– depravity
- ship noun state or condition abstract noun friend– friendship
- hood noun status abstract noun mother– motherhood
- ly adjective manner adverb graceful– gracefully
- al verb pertaining to or act of abstract noun refuse– refusal
- al noun pertaining to/of adjective medicine– medicinal
- er verb the kind who does what the noun read- reader
- or verb indicates sail- sailor
- ar agent lie- liar
- ful noun indicates having adjective beauty– beautiful

4.0 SUMMARY
In this unit the following important points have been made:

 Inflection and derivation are two major word building processes in English.

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  Inflectional morphemes always come at the end of words in English. They are therefore
suffixes.
 No other morpheme can be added to a word after an inflectional morpheme.
 An inflectional morpheme does not alter the word class of the root but only modifies it to
enable it fit into a particular grammatical category.
 A derivational affix can change the word class and the meaning of the base to which it is
added.

5.0 QUESTIONS:
1. Distinguish between inflexion and derivation.
2. What modifications does an inflectional morpheme make to the base to which it is added?

UNIT 5
OTHER WORD FORMATION PROCESSES

1.0 INTRODUCTION
In recent years, linguists have extended the domains of morphology to include not only an
analysis of the structure of existing words but also rules that guide the creation of new words. In the
last three units, we noted an open ended tendency of English words in the sense that there appears to
be no upper limit to the number of affixes or the length of forms that may function as bases for the
formation of new words. We shall observe in this unit a tendency of existing words to combine to
form compounds. It is this productive nature of morphology that this unit will examine.

2.0 OBJECTIVES
At the end of this unit you should be able to:

 Explain what a compound word is and how compounds are formed

 List other minor word formation processes in English.
 Explain and illustrate these processes.
 Create new words in English following English morphological rules.
 Analyse compound and newly formed words into their constituent morphemes.

3.0 MAIN CONTENT

3.1 Compounding

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 Apart from the derivation of new words by the addition of affixes many English words can be
formed from two or more bases. This is the process of compounding and the resulting words are
called compounds. In other words, a compound word contains at least two morphemes which can
stand on their own as words. In the following example, words are formed from roots and bases.

a. flash + light flashlight

Verb Noun Noun
b. play + mate playmate
Verb Noun Noun
c. kind + heart + -ed kindhearted
Adjective Noun Adjective
d. wind + break + -er wind breaker
Noun Verb Noun

Note
Compounding is a very important way of creating new words in English. According to Quirk
and Greenbaum (1975:444) ‘there is no one formal criterion that can be used for a general definition
of compounds in English’ but some observations about them can be made. For instance, the elements
that make up English compounds have some syntactic relations. Quirk and Greenbaum (1975:444)
analyses the compounds ‘playboy’ and ‘call-girl’ as follows:

playboy - the boy plays i.e. subject + verb

call girl - someone calls the girls i.e. verb +object

Thus although the two compound words ‘playboy’ and ‘call-girl’ ‘are superficially similar yet
the relations of their elements are different.’

3.2 Creativity

Creativity has sometimes been used in the same sense as productivity to refer to the
capability of human language users to produce an infinite number of words and utterances using the
word formation rules of languages which are themselves finite. In morphology, creativity can be rule-
governed when the formation of new words follow the rules and principles learnt and internalized by
the user of the language as, for instance, when abstract nouns are formed from verbs in English by the
addition of the suffix –ion/ition as in ‘addition’ and ‘information’.
Creativity can also be rule-bending when users bend the rules and at times do violence to the
everyday meaning of words in an attempt to create new words. Creativity of this kind does not follow
dutifully the word formation rules of the language. It is this kind of creativity that allows writers to
coin new words to express their peculiar situations and communicate in a more memorable way, at
times idiomatically. Many compound words and neologisms are formed in this way.
Our preoccupation so far has been with rule-governed word formation. In this unit, we treat as
creativity any word formation process that is rule-bending on the one hand or resulting from the
contact of English with another language. We will also treat the minor word formation processes in
English: clipping, blending and acronymy as creative rather than productive processes because there
are inherent in them some elements of rule-bending which are not consistent in all the cases but
require for different words different treatments as we will see later.

3.3 Neologisms

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 These are words that are coined to express some new phenomena or the attitude of the speaker
or writer. A typical example is snail-mail referring to the postal service as opposed to the modern
electronic mail. Extension of meaning could be said to be a characteristic feature of neologisms. In
the case of snail-mail above, the characteristic slow speed of the snail is extended to the speed of
postal services.
Neologisms constitute a very fertile way of expanding the vocabulary. Many neologisms, also
often referred to as, nonce words however take time to catch on but are usually understood in the
environment where they were first coined. For example, the word “Eraption”, which came to be
understood as term for English so bad it’s become a joke, came from the nickname of former
Philippine president Joseph “Erap” Estrada, who was known for his kind of English that has become
the butt of too many jokes.
Many neologisms are compounds which are semantically opaque. In present-day English the
words walk-man and tallboy are ready examples. A tallboy is not a kind of boy but a piece of
furniture, while a walk-man is not a kind of man but a type of stereo equipment.

3.4 Clipping

In informal style, English words are formed by the deletion of one or more syllables from a
word. This process, referred to as clipping can occur at the beginning as in the example phone
created from telephone. It also occurs and more commonly so at the end as in the case of photo
created by the deletion of – graph from photograph. At other times clipping occurs at both ends. This
process is somehow rare but is attested in a word like flu created from influenza where the initial
syllable - in and the final ones –enza are deleted to create the word flu. Other clipped words include
Mum and Dad, from Mummy and Daddy; lab from laboratory, pub from public house, exam from
examination, cable from cablegram, bus from omnibus and zoo from zoological garden.

3.5 Blending

Blending involves clipping of a special kind. Letters, not syllables, of words are extracted and
used to from new words. Blends are also informal and have only short life spans. Some of them have
however, been fully assimilated as in the following examples:

Breakfast + Lunch = brunch

Motor + Hotel = motel
Smoke + Fog = smog
Transfer + Resistor = transistor

An examination of the examples above shows that the selection of elements to form blends
tends to be idiosyncratic as it does not appear to follow set down rules as regards the number of
segments or letters selected from the input words. Perhaps the selection obeys (apparently
unconsciously) the phonotactic rules of English because the example smog for instance could not
have been *smfog since the sequence / sf / and / smf / are not acceptable clusters in English.
Similarly, brunch could not have been *brlunch.

3.6 Acronymy

Acronymy is the process of creating new words from the initial letters of existing words.
Sometimes acronyms are created from parts of words larger than letters. This is quite a productive
process as new acronyms are freely and daily produced particularly for the names of organizations.

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 Acronyms can be pronounced as sequences of letters as in P.B.A. for Philippine Basketball
Association, C.O.D. for Cash on Delivery and U.N. for the United Nations, and the letters represent
full words. Sometimes the letters of an acronym represent elements of a compound or are just parts of
a word as in T.V, or Tee vee for television and GHQ for General Headquarters.
Some acronyms are pronounced as words such as radar for radio detecting and ranging,
UNICEF for United Nations Children’s Fund; VAT for Value Added Tax, UNESCO for United
Nations Educational, Scientific and Cultural Organization and FIFA for Federation of International
Football Association.

4.0 SUMMARY
In this unit the following important points have been made:

 A compound word contains at least two morphemes which can stand on their own as
words
 Creativity refers to the capability of human language users to produce an infinite number
of words and utterances using the word formation rules of languages.
 Neologisms are words that are coined to express some new phenomena or the attitude of
the speaker or writer e.g money laundering
 English words can be formed by the deletion of one or more syllables from a word. This
process, referred to as clipping can occur at the beginning or end of a word and sometimes
at both ends as in flu from influenza and photo from photograph.
 Blending involves the extraction of letters, not syllables, of words which are used to form
new words as in motel from motor and hotel
 Acronymy is the process of creating new words from the initial letters of existing words as
in UNICEF or RADAR

5.0 QUESTIONS:
1. What are neologisms?
2. Explain the terms clipping, blending and acronymy. Which of them do you consider
the most creative in English word formation and why?

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