Today we are going to continue with explaining
compounding in English and Arabic. Last time we
spoke about compounding in English. We explained 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 the morphological side. 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,
the 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, constructed 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 a noun and adjective in
Arabic like البحر الأحمر, red sea, البحر الأحمر. You
have a noun plus an adjective. You have Arabic
possessive or genitive structure like طلوع النهاري.
عابر سبيلًا. We
have compound adjectives. You know, 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 a 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 a simile. We have compounds consisting
of a noun, adjective and adjective.
مصاب بدوران البحر, sea sick, متعطش
للدماء. Okay.
Blood thirsty. We have an 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 rules or what is called a 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 being
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 rule-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 ke. 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 ck. 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 a 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 a 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 we could 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 taught 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 can we do this
game? We know that we have a very large class.
Divide 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 paper,
have many words, compounded words, and each group
selects the word that belongs to them. Student
group just collect the word as a single compound,
and like that. This is the first game that can be
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 a 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 on 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 game, 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 to try to find similar words, like number one,
flower, number two, piano, number three, flowers. Oh,
one and three are 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 word. Arm, chair. You
them, okay? So they can completely like, yes?
Play the
doctor.
or a lady doctor, I show them the card to women,
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?