Today we are going to continue with explaining
compounding in English and Arabic Last time we
spoke about compounding in English we explain the
different types of compounding morphologically and
semantically.
Today we are going to speak about these types in
Arabic.
Morphologically, we refer to what is called solid
compounds.
hyphenated compounds and spaced or open compounds.
This is for morphological site. However,
semantically, we have only three types. We have
endocentric compounds, exocentric compounds, and
general compounds. Do we have the same system in
Arabic? This is what we are going to see just now.
Compounding in Arabic. We have three main
categories of compounding in Arabic. First of all,
constructed state. المضاف إليه أو المركب الإضافي.
This is the
Possessor, sorry, the possessor in English, when I
say قصر الملكي. الملكي is a constructed state.
دودة الأرض. الأرض, constructed state. يوم الحساب.
Al-hisab, constructor state. Okay? So you have all
compounds in Arabic are open or spaced. We don't
have hyphenation in Arabic at all. Okay? We have
fusional compounds. This is al-murakkab al-masji.
Once I say for example, bayt ul-ahm. New York.
We cannot know about the source or the
constituents of these compounds. We don't have any
relation between bait and lahm. New York, okay, in
Arabic. So, the compound in Arabic here is one
unit. It's a fusional unit, okay? We have what is
called predicative compound.
The relation
here is based on predication.
The predicate.
We have other categories.of compound nouns, these
are represented in compound numbers. Number 11 to
19.
Al-hadi ashar. Al-tasa ashar. Okay?
Numbers from 21 to 99. Al-wahid wal-ashrun. Al
-tasa wal-tisrun.
Okay, these are compounds in Arabic. We have also
compound particles like innama, robbama,
haythuma, kaythama, mahma,
lasiyama, raythama, Also, we have defective verb
compounds like ما برحى ما دامى ما زالى ما فاتقى We
have also interrogative pronouns like ما ذى ما ذا
Okay And
we have proper compounds such as القاموس المحيط
So these are proper nouns We
have compounds consisting of noun and adjective in
Arabic like البحر الأحمر red sea البحر الأحمر you
have noun plus adjective You have Arabic
possessive or genitive structure like طلوع النهاري
عابر سبيلًا We
have compound adjectives يعني two adjectives
together أزرق غامق أزرق غامق So two adjectives
more beautiful.
Okay? But it is not necessarily to have every
compound in English to be compound in Arabic. We
don't have the equivalence of compounds in English
always be compounds in Arabic. So, for example,
trustworthy in English, it is trustworthy.
Trustworthy is not a compound. Okay? Because the
two languages morphologically are different from
each other.
We have compounds consisting of similes. I say...
So
we have here simile. We have compounds consisting
of noun, adjective and adjective.
مصاب بدوران البحر sea sick متعطش
للدماء okay
blood thirsty we have adverb adjective زائد الخضرة
دائم الخضرة evergreen ever ripe etc so If you look
to these types in Arabic, you find them different
completely from English. So this represents an
area of difficulty. We find that our students
cannot have the quality for making what's called
compounding in English very easily. So this makes
them commit serious errors, okay? As we've seen,
lots of derivations by using prefixes, suffixes,
and infixes, but we don't have estimate rules.
We've seen suffixes of Greek origin, of Latin
origin, okay, of various origins. But having
specific rule or what is called rule-based system
is not available in English, but maybe available
in Arabic. Okay? So this makes the quality or the
proficiency of constructing compounds or be
familiarized with compounds in English by our
students quite difficult. Okay? Now, if you look
to spelling, the spelling of English is also
difficult because we don't have productive rules
or role-based system for making or for writing
English. But still we have some specific rules
that may near the situation. Like for example, the
letters CK or KE. When to write CK, when to write
KE. I say for example, cake. It ends with k e okay
this is because it is preceded by a vowel or
preceded by a consonant okay
however if there be a short vowel if the k sound
is preceded by a short vowel then it is translated
in writing by using c k i say for example clock it
is ck
So once preceded by a short vowel it is ck once
preceded by a long vowel or consonant it is ke we
have sometimes ch as like church church church
okay church here we have
The ch preceded by what?
It is preceded by a long vowel. Church. طيب. We
have ch and we have tch. Match. Match. It is short
vowel. Okay? Once preceded by a short vowel, it is
tch. Match. however once preceded by a long vowel
it is ch church or consonant okay I
say for example shake check shake
here we have ke check you have ck
We have words
ending in double L, doubling, double S, or double
F. These if preceded by short vowels. Okay? So I
say for example, staff, double F. Will, double L.
Miss, double S. okay otherwise it is not doubled,
the final letter cannot be doubled if preceded by
a long vowel or consonant or consonant okay we
have dge or ge in case of having dge you find the
sound preceded by short vowel I say judge judge
judge okay j u d g e it is d g e however I say
cage what's the difference it is g e only so g e
is preceded by long vowel or consonant I say range
range it is g e I say George g e however judge it
is d g e we have exceptions for that if you say
college for example College, it ends with GE
preceded by a short vowel. So these are only
estimate rules. Okay? So you can teach your
students or inform your students about these
specific rules just to facilitate the process of
spelling and writing. Okay? However, you know,
compounding is a solid. subject, quite difficult,
okay, because it relies on practice and
memorization. You have to introduce this very
simply to your students by using activities or
techniques that can be familiar to them according
to their levels, either junior or intermediate or
advanced. Okay, so we have specific activities for
teaching compounding and for teaching other types
of morphological aspects of English to our
students. You have to be highly selective and
highly accurate in choosing the activity that
suits your students. Okay, now we need to touch
this area to see how could we teach word formation
systems to our students. And the derivation
system, the inflection system, and the compounding
system. Okay? I don't know whether you're prepared
or you just have any activity to be presented just
now. Who would like to volunteer just speaking
about some activities for teaching word formation?
Good morning, sisters. How are you? My name is
Fatima Boufaida. I'm going to teach you activities
for teaching compounds with. I have teach it or I
want to show you how to teach it through games. I
prepared three games for your students. The first
game is grouping students. How we can do this
game? We know that we have a very large classes,
divided the class into three groups or four
groups, name each group as a type of compounded
words. For example, student group, hybrid group,
and spaced group. And give them a sheet of papers,
have many words, compounded words, and each group
select the word that belongs to them. Student
group just collect the word as a single compound,
and like that. This is the first games that men
used. The second one, which is Moon, Sun, and
Play. Moon, Sun, and Play is a very famous in
schools. We know that Moon, Sun, and Play, which
is game. We can also use it by asking students to
make Moon write some compound words, just the
first part, like black space, orange space, and
they continue it, and they ask them to be sons,
and complete it in a sheet of paper. What does it
mean moon, sun here? Just to ask your students,
once you say moon, your students will sleep.
Sleep, yeah. And then you can hide whatever you
like from the parts of the compounds. Yeah. Then
you say sun, your students raise their heads and
then they can guess what is missing. yeah this is
the whole games yeah because it's very famous most
games it's very famous in the schools the last one
is a very exciting one you know this place which
is try to find the similar words like number one
flower number two piano number three flowers oh
one and three is the flowers you know it yeah we
can use it in school like that for example this
number one it's arm okay Number two, paper. Number
three, chair. Okay. Number one, arm. Number three,
chair. This is a compound verb. Arm, chair. You
know what, like that. And maybe, may you ask
yourself how we can apply it in the school. Just
give a sheet of paper, please, your pop. And have
magnetism. Write number one here. And if you don't
have LCD and laptop, write number one here, write
the arm here, and put it number one like that. It
will show it for students. And ask the students
one by one to select and compound this word to
each others. That's all. Thank you very much.
Thank you. Well done. Anyone else? So we need
activities for teaching either compounding of
wealth formation or inflation.
Someone else.
We have lots of activities for teaching
compounding or whatever parts of word formation.
Anisam just tell me how to teach compounding.
It's quite difficult to have the subject
introduced to your students like so. So you have,
for example, flashcards.
You can write words on specific cards. Then you
ask your students, you can fix them on the board.
You ask your students to have to use by using moon
sun activity as your your colleague mentioned say
moon your students will sleep then you hide one
card then you ask them to remember the card missed
okay this is a compound noun you can have
different parts of the compounds split and then
you ask your students to combine them, reunite
them, okay? So they can completely like, yes?
Play the
doctor.
or a lady doctor, I show them the card to woman,
ask them the part of speech, if it is noun or
adjective or verb, then the other part of the
word, after that I can bound them and show them
and... You mean the flash card? Yes, flashcard is
very, very important, and it's very easy means for
just transferring or conveying the message of
compounding to your students. So if you have, for
example, the compound noun, lady, doctor, then you
can split it, lady, then doctor, and two
flashcards. You can mention the syntactic type of
the compound saying it is noun, noun. Lady is
noun. doctor's noun, then you ask them to guess
how to combine these two parts for making a
compound noun, okay? You can have lady, you can
have other parts like man, like woman, okay? Then
you ask them to select which one can fit with the
meaning of doctora in Arabic. So, they can guess
either lady, doctor, or whatever. And then you
have to correct them, okay?
This is This activity fits with all types of
compounds, either verb-verb compound, adjective
-adjective compound. When I say for example,
green, white, shirt. Green, white, shirt. Smash
and grip. This is two verbs. Green, white, this is
two adjectives hyphenated. Okay? Lady doctor, two
nouns. Blackboard. Adjective noun. Okay.
Overall. It is preposition or adverb then pronoun.
He got. Pronoun hyphen got. She get. She pronoun
hyphen then get. Okay? So you can use the
flashcards for making these compounds. Okay? And
the most important thing is just to create
motivation and competition inside the class. You
need to divide the class into groups and then run
a competition among these groups. Okay? By writing
the marks on board. Okay? On the blackboard. So
the winning group can have a club from the whole
class.
Because teaching is fun. So don't be very stiff
just introducing and introducing your subject. Try
to communicate with your students. Try to let your
students use the material you explain practically
in the class. Communication is very, very
important. This is done by letting, by giving your
students the chance to speak. to use English okay
so don't have the chance limited to you or don't
explain the whole period long you have to divide
your class into different parts okay and then you
have to leave specific space for activities okay
made by the students in explaining the lesson
Okay. You ask them or you can do that for yourself
and then you let your students have the chance to
answer to practice English. Okay.
We have other activities for teaching. The most
important ones are those which the students use
their own eyes and ears, meaning visible
activities. The more the students use their
senses, the more they understand. So you have to
teach contextually and not to teach formally. You
have to focus on inductive teaching, meaning let
your students deduce, and not to teach
deductively, meaning just giving or delivering
explanations or lecturing inside the class for the
low level or intermediate level or even advanced
level. Okay? So, the teacher is an artist. You
have to be very skillful artists inside the class.
Your target is to convey your message very, very
attentively and smoothly to your students. You
have to be very brilliant in selecting, predicting
activities for conveying your message very
successfully to your students. Just to have them
speaking English competently and very fluently at
the end of the day. That's it. Okay?
Now we have
a certain say quiz or certain questions just to
check your information on compounding.
Anyway, it is answered. They are answered
questions. They are models for you just to let you
completely
understand the word formation or compounding.
Okay.
Okay. Okay.
I don't know whether you could just see that very
clearly.
Tell him how many. Tell him 16, 20. I'm going to
make it all black, okay? No, no, leave it as it
is. Leave it as it is? Yes.
I'm going to make it more.
If you look to this quiz or this passage, this
passage contains lots of compound nouns.
Two and a half years ago, my 52-year-old brother
-in-law. We have 52-year-old brother. Okay? 52
-year-old. It is hyphenated. Why?
Okay? Why is it hyphenated?
If you have number, we have
number then,
you have,
that's true, yes, we have a number here, then
followed by a noun, then it is hyphenated, rather
in law, It's originally hyphenated because you
have here parts of speech, brother as a noun,
preposition, and then you have noun. It is
hyphenated. So 52-year-old brother-in-law, a
highly respected and might I add, well-paid.
Okay? Vice President. of a bank, well-paid vice
president of the bank. Well-paid is open, open
compound. Vice president is hyphenated compound as
you see. Move to the 43rd floor. Again, it is
number, so it is hyphenated. of a high rise
apartment, high rise hyphenated mainly because I
know I told you that we have hyphenation and we
have open systems for the hyphenated compounds
they are mainly new in English So they are
hyphenated according to some references. Still,
the open compounds are deeply rooted in English.
So they are familiar with all English native
speakers. So there is no need for having a hyphen.
We also have difference in the use of hyphens in
American English and received English. So what is
hyphenated? in British
English may not be hyphenated in American English
and vice versa.
So, vice president of a bank, vice president, 43rd
floor number, high-rise apartment,
brand new, unheard of. So you can follow this
page, this passage, and see the red color words
and the blue color words all of them are compounds
all of them are compounds let's try to check why
these are hyphenated or spaced okay this is what
we need okay
I leave you this passage on my page okay try to
analyze it at home and say why this happened you
have some hyphenated compounds and some open
compounds and morphologically as we have mentioned
we have three types the solid ones the hyphenated
ones and the open or spaced one. So now this
passage contains lots of compounds. I need you
just to revise the passage, see the passage,
analyze it and then revise the information which I
explained and then give interpretation about the
different types, okay? This will be next time
among other activities mainly the activities for
teaching word formation. Next time try to come
with presentations for introducing activities for
teaching compounding word formation and
inflections in English. Okay?