Introduction to Morphology and Etymology

Introduction to Morphology and Etymology

  • Focus of the lecture: Understanding morphology and etymology, including their significance in initial teacher education.

Morphology

  • Definition: Study of the internal structure of words and the rules governing word formation.

    • Derived from the root Greek word 'morph', meaning "shape".

    • Two morphemes: morph (shape) and ology (the branch of knowledge concerning).

    • Refers to understanding the shape or form of words.

Etymology

  • Definition: Investigation into the history of words.

    • Originates from the Greek word 'etumos', meaning "true".

    • Key questions for etymologists:

      • Origins and evolution of words across languages and time.

      • Changes in meanings and sounds of words over time.

      • Borrowing of parts or whole words.

    • From Durkin's Oxford Guide to Etymology: Etymology applies historical linguistic methods to create coherent accounts of individual word histories.

Importance of Morphology and Etymology in Teacher Education

  • Significance for pre-service teachers:

    • Essential for developing a strong level of personal literacy.

    • Knowledge of literacy is vital for addressing the Australian Curriculum's general capability of literacy.

  • General Capabilities in Australian Curriculum:

    • Addressed across all teaching areas from foundation to year 12.

    • Literacy is one of seven capabilities.

    • Relevant in all educational contexts, ensuring effective teaching and learning.

Component of Literacy in Education

  • Students develop literacy through various modes:

    • Listening, reading, viewing, speaking, writing, and creating various texts.

    • Involves modifying language for different purposes across contexts.

  • Productive vs. Receptive Literacy:

    • Productive: Creating literate products (writing, visual/digital texts, speaking).

    • Receptive: Receiving language through reading and listening.

Specific Literacies

  • Success in learning areas is dependent on the use of distinctive literacies:

    • Specific literacy required for different subjects (science, math, history, performing arts, etc.).

Elements of the Literacy General Capability (Version 9)

  • Organized into three elements:

    • Speaking and Listening

      • Sub-elements: listening, interacting, speaking; each subdivided into levels of proficiency.

    • Reading and Viewing

      • Sub-elements: phonological awareness, phonic knowledge, word recognition, fluency, understanding texts.

    • Writing

      • Sub-elements: creating text, grammar, punctuation, spelling, handwriting, keyboarding.

  • Changes from previous versions (8.4) are notable, particularly in the emphasis on phonological awareness and phonic knowledge to enhance reading skills.

Connection between Spelling, Morphology, and Etymology

  • Understanding morphology and etymology is directly related to skills in spelling.

  • Grammar and punctuation also have connections, albeit less direct, to these concepts.