Page 213 - English - Teaching Academic Esl Writing

LEXICAL CLASSES OF VERBS 199
con- (also: col-, cor-, co-)
de-
in- (also: im-, il-, ir-)
re- (also: retro-)
with, together, in- side
not,away from, down from
into or not
back, again, backwards
conflict, constitute, contain, contradict, contrast
decrease (vs. increase) decline (vs. incline, recline)
illustrate ([shine] light in)
imply (Vs. comply)
include (Vs. exclude)
indicate (i.e., into point)
involve (i.e., into volition/action)
reflect (vs. deflect, inflect)
replace (i.e., place again/back) represent (i.e., before others again) resemble (vs. semblance; similar) result (i.e., as a consequence—back)
Verb Prefixes and Academic Verbs
To circumvent the tedium often associated with learning a high number of English affixes, students can learn whole words without parsing them into constituent parts in those cases when affixes appear to be particularly opaque (Adams, 2001; Schmitt, 2000). Numerous teaching materials are available for prefixes and suffixes practice, and lists, exercises, classroom activities, and homework assignments can be found in practically all read- ing and vocabulary textbooks for NNSs, as well as NS basic college-prepa- ration textbooks.
Because in English derivational suffixes are less numerous than lexically abstract Greco-Latinate prefixes, teaching derived deverbal forms (e.g., compete-completiori) is comparatively easier (Sinclair & Renouf, 1988). Most dictionary entries for verbs ( a n d other words) provide all possible derivational suffixes, derived word forms, and essential syntacticinforma- tion, as well as collocational expressions and sentence examples (see the dic- tionary exercise in the Teaching Section of this chapter).
Morphologically complex relationship verbs are a good place to start work on derivational forms and suffixes while providing learners an oppor- tunity to learn words in other ways. In general terms, deverbal nouns (ger-
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