In my opinion all high school students all over the world must learn latin and greek prefixes and suffixes to a considerable level as a seperate lesson because almost all natural sciences, medical sciences, social sciences, humanity courses use these words which are combinations of prefixes and suffixes. Once the students learn these they will have much more deeper and broader understanding and evaluating capacity both in their education and posteducation life.
Hi! I agree that learning some prefixes, suffixes and perhaps even more important, morphems, is very practical shortcut to a lot of instant pre-understanding of new complex words in English and related languages. Scientific vocabulary in general is very dominated by Latin and Greek words. I studied both Latin and Greek during my high-school years, and I have also taught a special course in Swedish high school; ”General language knowledge” (allmän språkkunskap), which is offered to some students.
Maybe a separate course is not necessary, but as you have rightly observed, Latin and Greek roots play a vital role in lexical development and a supplementary pedagogical module on this can fortify possibilities of success in vocabulary teaching courses.
Hi! I agree that learning some prefixes, suffixes and perhaps even more important, morphems, is very practical shortcut to a lot of instant pre-understanding of new complex words in English and related languages. Scientific vocabulary in general is very dominated by Latin and Greek words. I studied both Latin and Greek during my high-school years, and I have also taught a special course in Swedish high school; ”General language knowledge” (allmän språkkunskap), which is offered to some students.
Dear Colleagues,
I have often made the above arguments. Maybe a channel devoted to this on YouTube would make the young gens more eager to learn it? What do you think?
Gloria
In the 19th century, Russian gymnasium students studied both Latin and Greek. Now only philology and medical students study Latin (philologists also get the basics of Old Slavonic). In my opinion, studying dead languages, or these components, is an excessive knowledge for modern students. But, nevertheless, a course that could be called "scientific terminology" would not be superfluous for future researchers. In this case, they would know that in Russian, for example, there is a complete thesaurus of scientific terminology. For "young" languages in which there is no established and generally accepted scientific terminology, such a course is simply necessary. Then they would not replace the tradirional terms by calques of English. Now youth is doing just that.
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