Processes of Creating New Words: Blending in English and Compounding in Latvian
|1.1.||Reasons why to study language||3|
|2.1.||Definition: Contrastive linguistics||4|
|2.2.||Levels of comparison||4|
|3.2.||Methods of forming blends||7|
|4.2.||Semantic types of compounds||10|
|4.3.||Categories of compounds||11|
|List of literature||13|
It seems that nowadays more and more people are paying more and more attention to the language and everything connected with it. They want to know why do they speak in a way they speak and not different.
The aim of this paper is to pay attention to things that make language more colourful and interesting (the formation of new words) and also to show reasons why should we pay attention to the blending and compounding.
1.1. Reasons why to study language
There are many reasons why we should learn something about language and why should I do some research about formation of new words:
we need to study language because it is important for our communication so we can use our language correctly;
we learn language because it is a good manner to speak without any mistakes;
it is also important to study other languages that are different from our own language so we can understand other people;
the ability to see difference between written and spoken language is another reason why to study language.
There are many more reasons why to spend our time researching a language, but everything that we study has some features that are more interesting than other.
Further in this paper I will talk about what is contrastive linguistics. Then I will describe two processes of formation of new words – blending in English and compounding in Latvian. I will briefly describe these processes, give some examples and will draw conclusions.
The focus in contrastive linguistics can be on general or on language specific features. The study may be either theoretical, without any immediate application, or applied (carried out for a specific purpose).
The term ‘contrastive linguistics’, or as in other cases it is referred to as ‘contrastive analysis’, is especially associated with means of predicting and/or explaining difficulties of second language learners with a particular mother tongue in learning a particular target language.
While traditional contrastive linguistics compares the learner's mother tongue with the foreign language, current applied contrastive linguistics compares the learner's version of the foreign language (their interlanguage) with the standard target language version.…
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