MARIUSZ MISZTAL TESTS (ht ENGLISH WORD-FORMATIONCONTENTS INTRODUCTION ..... PREFIXES ......... 1. NEGATIVE AND REVERSATIVE PREFIXES ...... 2. PRIORATIVE PREFIXES sore 3, CONVERSION PREFIXES 4, PREFIXES OF ATTITUDE . 5. PREFIXES OF DEGREE OR SIZE... 6. PREFIXES OF TIME AND ORDER 7. NUMBER PREFIXES ....... 8, OTHER PREFIXES 9. GENERAL PREFIX EXERCISES GENERAL NOUN SUFFIX EXERCISES 2. ADJECTIVE AND ADVERB SUPFIXES 2.1, NOUN—ADJECTIVE SUFFIXES .. 2.2. VERB—ADJECTIVE SUFFIXES 2.3. GENERAL ADJECTIVE SUFFIX EXERCISES 3. VERB SUFFIXES ...... 4, GENERAL SUFFIX EXERCISES GENERAL PREFIX AND SUFFIX EXERCISES ....... SeispTintocbeatk 82 COMPOUNDS .. 1. COMPOUND NOUNS . 2. COMPOUND ADIECT! 3.COMPOUND VERBSCLIPPING AND BLENDING . 101 1. CLIPPING 101 2, BLENDING 103 ACRONYMS . 104 WORD FAMILIES ..... 105 INDEX 623 s0se9 seawevesens ey eanumniwererriny retenpaann aeons =. 163 KEY INTRODUCTION AIM OF THE BOOK ‘This fs the third book in the seties TESTS IN ENGLISH, following Thematic Vocabulary and Structural Conversion. This book lias the aim of testing and, by testing, of teaching English word: formation. By mastering the ability to form new words, one can create from a single root wort a family of, sometimes, more than twenty lexical items! 1's heen shown that ten Latin andl two Greek stems (facio, duco, tendo, plico, specio, pono, teneo, fero, mitto, capio; logos, graplo) enter in some form or other into the composition of 2500 English words! Knowing prefixes and suffixes helps ane ques the meaning of completely new words, also. ‘Word: formation is tested in most of the recognised examinations but itis given haxdly any atten- tion in the well-known coursebook. This book is an atterspt to fill the sap. TESTS AS TEACHING MATERIAL Both testing and teaching are s0 closely interrelated that it is virtually impossible to work in cither field without being constantly concerned with the other, Tests may be constructed primarily as devices to reinforce learning and to motivate the student, They may develop and increase the stu- deat’s awareness, as well as his stock, of English structures. A well-constructed test will provide the student with an opportunity to show his ability to recognise or to produce the correct forms of the language. Provided that details of his performance are given as soon as possible after the test he stu- ‘deat should be able to learn from his errocs and consolidate the pattern taught. this way a test can be used as a valuable teaching device. (Heaton, 1975:1-2) LEVEL AND THE CHOICE OF STRUCTURES ‘The book is intended for intermediate and advanced students. It will, itis hoped, also be use- ful to teachers of Baglish, if only as a source of test material. The choice of prefixes and suffixes is based on Hans Marchand, The Categories and Types of Present-Day English Word-Formation (1960, 1969), the most comprehensive review of English ‘word-formation, and their division into groups on Randolph Quirk et al. A Grammar of Contemporary English (1992). ORGANISATION ‘A comprebeusive index shows where each field of word-formation cau be found. All the prefixes, sulfixes cind main parts of compounds tested are indexed, so it is usually pot difficult to locate quick- 4y the matetial you need. ‘The more difficult tests are marked with an asterisk (*). Answers to the tests are given in the Key. ‘The pages with exercises which can be wed as pholocopiable material are marked on the margin with a “COPY” sign.