KATOLICKI UNIWERSYTET LUBELSKI JANA PAWA II Wydzia Nauk Humanistycznych Instytut Filologii Angielskiej

Magorzata Anna uszcz

Generative Morphology

Lublin 2012

Abstract Introduction Literature Review Aspects of Generative Morphology Comparison between Generative and Critics of Findings Perspectives for further studies Conclusion References Word formation i generative m Abstract

The aim of this paper is to find what is generative morphology,

propose a solution to the problem with English phraseology acquisition. Virtual learning environment has become natural for educational purposes. The blog project combines multiple skills that are required to assimilate even the most complex phraseologisms. Blogs reinforce what the students are learning and can be viewed as a cognitive, communication, resourceful tool. The task that stands before sudents is to write a personal blog, using new phraseologisms. At any time they can edit the content and use formative feedback. The blog project generates valid affordances. Technological devices used as didactic tools turn ordinary exercises into interesting activities. Internet turns out to be very helpful in the project and the search-engine is viewed as a corpora. By means of intelligent software the students explore the proposed or given subject. They use webquest, phrase bulder, word manager etc. The open research measures the development of language correlated to the degree of phraseology acquisition. A computational lexicography approach contributes to the increase in language awareness. The blog project definitely enriched the vocabulary and made students more confident about their language abilities.

Keywords: English phraseology, blogging, the blog project, computer-assisted language acquisition, learner autonomy, tools for education

It is crucial to gain the full perspective of the current state of knowledge and information about teaching phraseology. Oservations in the article are based on the current experience in teaching the aspects of English phraseology. Introduction Techniques of teaching phrases should employ the advances in practical linguistics of phraseological units. The outcomes of applied phraseology are valid to the pragmatic approach in education that stresses the importance of context. Modern methods of teaching phraseology aspire to overcome the difficulties in learning English phraseology. Internet-based techniques of learning and teaching optimalisation are becoming more and more popular. Helpful and accessible online resources constitute an active and effective teaching by means of

multimedia. Online courses, radiotelephony and e-learning form an integral part of modern education. Learning English from computer programs and games gives outstanding results. What should be taken into account when teaching English phraseology is that it becoame natural, a part of life, to communictae via blogs. Indeed blog can be used as a resourceful and creative tool in teaching English. Blogs are designed to create natural environment for education. In such an environment phraseology is acquired in a latent way. The process of writing a blog becomes a process of phraseology acquisition. Phrases learnt from paper exercises are a part of the passive knowledge and are eventually forgotten. That poses a profound problem which should be challenged by advances in modern technology. The blog project is envisaged to solve this very problem. Bearing in mind the scale of the problem, traditional methods should be supplemented by emerging methods. Some of the traditional methods may even be accused of being obsolete and no longer natural. Educational methods should benefit from contemporary state of knowledge from all branches of science. The blog project is an innovative method in teaching English phraseology that extends the educational horizons and encourages to autonomous phraseology acquisition. (Lee, 2011, p.6)