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Observe the morphological process of the formation of the following words:
Now analyze the following statements.
I. -context- and -tangle- are free roots, while -ident- is a bound root.
II. These three words are formed both by prefixation and suffixation.
III. In the noun, -ual- and -iz- are derivational suffixes, while in the adverb, -ifi- and -ab- are inflectional suffixes.
IV. dis- and en- both have negative meanings.
V. The head of the noun is -ation, the head of the verb is en- and the head of the adverb is -ly.
The correct statements are
I. Comment: the introduction should briefly describe the theme of your research, its aims and explain the importance of your research. Area: communicative aim of the genre.
II. Comment: I can understand your point here, but connect the sentences in this paragraph using linkers. Also, avoid repetition of words by using pronouns and synonyms. Area: organization and coherence.
III. Comment: avoid talking to your reader, that is not typical of introduction in research projects. Area: language accuracy.
IV. Comment: your target reader is the professor and/or another researcher, so use formal language, avoiding contractions and colloquial expressions. Area: appropriate register of the genre.
V. Comment: use present perfect here, since there is no time reference for the action and this can happen again. Area: appropriate tone of the genre.
VI. Comment: you discuss a number of different points in a single block. Divide it into different paragraphs. Area: layout and organization.
The statements in which the feedback comment is completely in line with the area are
Abstract Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units. Key words: Phrasal Verbs, Cognitive Linguistics, Corpus, Instruction Materials, TEFL, Second Language Acquisition.
Source: SPRING, Ryan. Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List. Advances in Language and Literary Studies: Volume: 9 Issue: 5. 2018.
Regarding the genre “abstract” and the model above, choose the correct alternative.