AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: JANA ALTMANOVA.
DOI: 10.24193/subbphilo.2019.4.06
Published Online: 2019-12-15
Published Print: 2019-12-30
pp. 119-130
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Lexical Creativity and the Teaching of FFL. Decoding Hapax Legomena as a Motivational Task in Vocabulary Learning. The analysis presented in this article comes from teaching experience gained during a course in morphology and lexical semantics designed for second year Italian-speaking students. One of the course objectives is to advance the students’ knowledge of French derivational and compositional morphology in order to facilitate vocabulary learning by advanced students (A2-B1). As we shall try to demostrate, neology and lexical creativity employed in the context of language learning can, despite their variable status, stimulate vocabulary learning and thus facilitate memorisation and the integration of the main formation rules in the creative process, since a non-native learner uses, broadly speaking, the same learning strategies as a native child in his/her early years. By analysing a corpus of hapax neologisms invented by children and by French students and uploaded on the Robert Junior platform, the Italian-speaking learners were able to measure their morpho-semantic competence by composing and de-composing these neologisms in a “dynamic” way, that is by thinking of the words not only as complete units in the form of final products, but also in an analytic way, as the result of a combinatory morphological process.
Keywords: neologisms, vocabulary, learning, hapax, lexical creativity.
