Samarkand state institute of foreign languages english faculty II department of integrated course of english language

Conclusion on chapter II
Nowadays, the terms ‘word formation’ does not have a clear cut, universally accepted usage. It is sometimes referred to all processes connected with changing the form of the word by, for example, affixation, which is a matter of morphology. In its wider sense word formation denotes the processes of creation of new lexical units. Although it seems that the difference between morphological change of a word and creation of a new term is quite easy to perceive, there is sometimes a dispute as to whether blending is still a morphological change or making a new word. There are, of course, numerous word formation processes that do not arouse any controversies and are very similar in the majority of languages. One of the distinctive properties of human language is creativity, by which we mean the ability of native speakers of a language to produce and understand new forms in their language. Even though creativity is most apparent when it comes to sentence formation, it is also manifest in our lexical knowledge, where new words are added to our mental lexicon regularly. In this paper the most comprehensive expositions of word formation processes that speakers of a language use regularly (and unconsciously too) to create new words in their language are presented
CONCLUSION
Word formation processes and creation of meanings can occur in very many ways so teachers should learn to incorporate these processes to facilitate learning. For instance, language learners normally use compounding as a way of making new meanings from simpler words (free morphemes). For example, waterfall is derived from the free morphemes water and fall. Teachers can therefore contribute towards better and faster second language learning by finding out some of the simpler words that their students know and then teach them how to combine these morphemes to create compounded words (Dixon & Aikhenvald, 65).
The same concept can be applied during the process of derivation (where derivation refers to the addition of prefixes like mis- and pre- and suffixes like -less, -able to words) examples of derivation processes include misrepresent, unprepared, meaningless, reliable from represent, prepare, meaning and rely. Teachers need to start working with the simple words that students know and then teach them about the rules applicable in deriving meaning from them. They need to show the interrelationship between the derived words and the simpler ones. For example misrepresent is the opposite of represent and reliable is an adjective used to describe someone who one can rely on.
In derivation, some language learners may utilize their own creative capabilities in order to create meaning. In other words, they can create words that they had never heard before using this methodology. Teachers need to tap into this tendency by looking for ways in which they can encourage spontaneous word derivation. Native and non native speakers can utilize this potential so it is not restricted to just one group (Vizmuller-Zocco, 45). Creative word formation can be encouraged through other classroom activities that encourage development of this skill such as through the use of games.
Importance of Word Formation for Supporting Clear Communication. Teachers need to know what students think about the activities, tasks and challenges in their classroom. This is because it is essential for students to fully understand what is expected of them in a linguistics class. Teachers can do this by asking them questions directly in class. Alternatively, they may request students to write journals that cause them to reflect upon their learning within the classroom (Tjeerdsma, 78).
Teachers can also create an environment of cooperation in their classroom by being approachable while at the same time being direct. This would ensure that students are clear about the expectations of the class and they will be better able to communicate clearly (Paralink, 5).
Communication misunderstandings are often caused by a lack of awareness of the requirements within a class. Some students simply may not know the parameters or standards that will be used to assess them. Therefore, they will take on tasks in the classroom without having a clear cut direction of what is expected of them. This misunderstanding in communication is brought on by the lack of creation of classroom goals.


USED LITERATURE
Dixon, R. & Aikhenvald, A. Word: a cross linguistic typology. Cambridge: Cambridge university press, 2007.
Bybee, L. A study of the relation between meaning and form. Amsterdam: John Benjamins, 1985.
Vizmuller-Zocco, J. Linguistic creativity and word formation. Italian teachers Journal, 13(1985): 45.
Tjeerdsma, B. Enhancing classroom communication between teachers and students. Physical education, recreation and dance journal, 68 (1997): 78.
Paralink. The importance of clear communication. 2005. Web.
O’ Grady, D. Drilling down to the depths of clear communication. 2010. Web.