1.2 Lexis, Word Formation, and Semantic Relations

Cambridge TKT Teaching Knowledge Test

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1 Introduction & Exam Overview

0.1 About the Cambridge TKT: Modules, Format, and Band Scores 0.2 TKT Task Types, Exam-Day Strategy, and How to Use This Guide

2 Chapter 1: Describing Language - Grammar, Lexis, Phonology, and Functions

1.1 Grammar Concepts and Sentence Structure 1.2 Lexis, Word Formation, and Semantic Relations 1.3 Phonology, Sound Systems, and Connected Speech 1.4 Language Functions and Exponents

3 Chapter 2: Language Skills and Sub-Skills

2.1 Receptive Skills - Reading and Listening Sub-skills 2.2 Productive Skills - Speaking and Writing Sub-skills 2.3 Integrating Skills and Text Analysis

4 Chapter 3: Background to Language Learning

3.1 SLA Theories and L1 vs. L2 Acquisition 3.2 Learner Characteristics, Learning Styles, and Autonomy 3.3 Learner Needs and Motivation 3.4 Errors, Slips, and Interlanguage

5 Chapter 4: Background to Language Teaching & Assessment

4.1 Presentation Techniques and Introductory Activities 4.2 Practice Activities and Task Types 4.3 ELT Methodologies, Approaches, and Frameworks 4.4 Assessment Types, Purposes, and Task Formats 4.5 Assessment Methods: Self, Peer, Portfolio, and Continuous Assessment

6 Chapter 5: Lesson Planning & Aims

5.1 Identifying and Selecting Lesson Aims 5.2 Components of a Lesson Plan and Stage Sequencing 5.3 Anticipating Learner Problems and Planning Solutions 5.4 Planning a Sequence of Lessons: Assumptions, Timetable Fit, and Common Sequences 5.5 Choosing Assessment Activities for a Lesson or Sequence

7 Chapter 6: Selection and Use of Teaching Resources

6.1 Coursebook Evaluation, Adaptation, and Supplementation 6.2 Supplementary Materials, Authentic Texts, and Teaching Aids 6.3 Reference Resources and Educational Technology

8 Chapter 7: Classroom Language & Interactions

7.1 Teacher Classroom Language, Instructions, and Eliciting 7.2 Functions of Teacher Language and Classroom Exponents 7.3 Learner Classroom Language and Interaction 7.4 Appropriacy of Teacher Language: Simplicity, Formality, and Using L1

9 Chapter 8: Classroom Management & Dynamics

8.1 Teacher Roles in the Communicative Classroom 8.2 Grouping Learners, Seating, and Interaction Patterns 8.3 Managing Classroom Participation and Pace 8.4 Classroom Rules, Routines, Praise, and Managing the Teaching Space

10 Chapter 9: Correcting Learners and Giving Feedback

9.1 Categorising Learners' Mistakes by Linguistic Type 9.2 Errors, Slips, and Deciding When to Correct 9.3 Immediate and Delayed Correction Techniques 9.4 Giving Effective Feedback and Encouraging Self-Correction

1.2 Lexis, Word Formation, and Semantic Relations

Key Takeaways Explain This Topic AI

Lexis encompasses individual words, compound words, multi-word units, and fixed idioms, moving beyond traditional single-word vocabulary views.

Morphology governs word formation through derivation (prefixes and suffixes altering meaning or word class) and compounding (combining free morphemes).

Lexical chunking—including collocations, phrasal verbs, and idioms—enhances learner fluency and naturalness in spoken and written production.

Semantic relationships (synonyms, antonyms, hyponyms, superordinates) allow learners to organize vocabulary logically into lexical networks.

Register and style dictate appropriate lexical choices depending on domain, formality, and relationship between speakers.

Last updated: July 2026

1.2 Lexis, Word Formation, and Semantic Relations

In modern English Language Teaching (ELT), vocabulary instruction has evolved from teaching isolated word lists to exploring lexis as an interconnected system. The term lexis covers single words, complex word formations, multi-word items, collocations, and idiomatic expressions. For Cambridge TKT Module 1 candidates, analyzing lexis requires understanding morphological processes, multi-word structures, semantic relations (sense relations), and sociolinguistic register.

1. Defining Lexis vs. Vocabulary: The Lexical Approach

Traditional approaches often equated vocabulary with individual dictionary items. However, Michael Lewis's Lexical Approach popularized the principle that "language consists of grammaticalised lexis, not lexicalised grammar." In ELT, a lexeme or lexical item is a unit of vocabulary that expresses a single unified concept, regardless of how many individual words it contains.

Lexical items are categorized into several types:

Single-word items : Book, happy, analyze.

Compound words : Bookcase, high-speed, breakthrough.

Multi-word units (Phrasal Verbs & Idioms) : Put up with, kick the bucket, by the way.

Collocations : Heavy rain, make a mistake, highly successful.

Institutionalized utterances / Fixed expressions : If I were you, I'd..., Have a nice day!

2. Word Formation Processes in Morphology

Morphology is the branch of linguistics that studies the internal structure of words and how morphemes (the smallest units of meaning) combine. Words are formed primarily through derivation , compounding , and conversion . Word Formation Processes

┌────────────────────────────────────────────────────────┐
│ Morphological Processes │
├────────────────────────┬───────────────────────────────┤
│ Derivation │ Base + Affix (Prefix/Suffix) │
│ │ e.g., Un-happy, Teach-er │
├────────────────────────┼───────────────────────────────┤
│ Compounding │ Free Root + Free Root │
│ │ e.g., Sun + flower = Sunflower│
├────────────────────────┼───────────────────────────────┤
│ Conversion (Zero Deriv)│ Word Class Shift (No change) │
│ │ e.g., Email (N) -> Email (V) │
└────────────────────────┴───────────────────────────────┘
A. Derivation (Affixation)

Derivation involves adding affixes to a root or base word to create a new word. Affixes are bound morphemes divided into:

Prefixes : Attached to the beginning of a base word. Prefixes usually alter the meaning of the word without changing its grammatical class.

Negative/Opposite: un- ( unhappy ), dis- ( disagree ), in-/im-/ir- ( impossible ).

Time/Order: pre- ( pre-teach ), post- ( postgraduate ).

Degree/Size: super- ( superman ), hyper- ( hyperactive ).

Suffixes : Attached to the end of a base word. Suffixes frequently change the grammatical category (part of speech) of the word.

Noun-forming suffixes: -tion ( educate → education ), -ment ( develop → development ), -ness ( kind → kindness ), -er/-or ( teach → teacher ).

Adjective-forming suffixes: -ful ( care → careful ), -able/-ible ( rely → reliable ), -less ( hope → hopeless ).

Adverb-forming suffixes: -ly ( quick → quickly ).

Verb-forming suffixes: -ize/-ise ( modern → modernize ), -ify ( simple → simplify ).

B. Compounding

Compounding involves combining two or more free morphemes (words that can exist independently) to form a single new lexical unit with a unified meaning:

Solid / Closed Compounds : Blackboard, bedroom, notebook.

Hyphenated Compounds : Well-known, check-in, mother-in-law.

Open Compounds : Ice cream, high school, bus stop.

C. Conversion (Zero Derivation)

Conversion occurs when a word shifts from one word class to another without any change to its physical form or spelling. For example:

"We received an email ." (Noun) → "I will email you the worksheet." (Verb).

"They run every morning." (Verb) → "They went for a morning run ." (Noun).

3. Multi-word Units: Collocations, Phrasal Verbs, and Idioms

Fluency in English relies heavily on mastering lexical chunks —words that naturally co-occur in native communication.

A. Collocations

A collocation refers to a natural, predictable combination of two or more words that frequently occur together in English. Collocations vary in strength:

Collocation Type Structural Pattern Examples Non-Standard / Unnatural Combination
Adjective + Noun Adj + N Heavy rain, strong coffee, golden opportunity Big rain , powerful coffee
Verb + Noun V + N Make a decision, do homework, take an exam Do a decision , make homework

Adverb + Adjective Adv + Adj Bitterly cold, highly successful, deeply disappointed Strongly cold , bitterly successful

Noun + Noun N + N Bar of chocolate, piece of advice, round of applause Slice of advice , sheet of chocolate
Verb + Adverb V + Adv Whisper softly, argue heatedly, rain heavily Whisper strongly , rain strongly

TKT Examination Note: Candidates are frequently asked to identify whether a learner error is a grammatical mistake or an unnatural collocation (e.g., "He made a mistake" vs "He did a mistake" —the latter is a collocational error).

B. Phrasal Verbs (Multi-Word Verbs)

Phrasal verbs consist of a main verb combined with one or two particles (adverbs or prepositions) to create an idiomatic meaning distinct from the individual words:

Intransitive Phrasal Verbs : Do not take a direct object ( "The plane took off at midnight" ).

Transitive Separable Phrasal Verbs : The direct object can be placed between the verb and particle ( "Please turn off the light" or "Please turn the light off " ). If the object is a pronoun, separation is mandatory ( "Turn it off" ).

Transitive Inseparable Phrasal Verbs : The particle must stay directly after the verb ( "She looks after her younger brother" ).

Three-Part Phrasal Verbs : Contain two particles and are always transitive and inseparable ( "I am looking forward to the weekend" , "We ran out of ink" ).

C. Idioms

An idiomatic expression is a fixed multi-word phrase whose meaning is non-compositional—meaning the total sense cannot be deduced simply from combining the literal dictionary definitions of its component words (e.g., "spill the beans" = reveal a secret; "bite the bullet" = face a difficult situation bravely).

4. Semantic Relations (Sense Relations)

Words do not exist in isolation; they are stored in the mental lexicon in interconnected semantic networks. ELT teachers leverage these relationships to teach vocabulary systematically.

Key Semantic Relationships

Synonyms : Words with identical or closely similar meanings in certain contexts. Absolute synonyms are extremely rare; most are near-synonyms that differ in register, connotation, or collocation:

Example: Huge / Enormous / Gigantic (size), Slender (positive connotation) vs Skinny (negative connotation).

Antonyms : Words that express opposite meanings. Antonyms fall into three structural types:

Gradable Antonyms : Exist on a continuous spectrum ( Hot – Warm – Cool – Cold ).

Complementary / Binary Antonyms : Mutually exclusive absolute opposites ( Dead / Alive, Pass / Fail ).

Converse / Relational Antonyms : Describe a relationship from opposite perspectives ( Teacher / Student, Buy / Sell, Parent / Child ).

Hyponymy and Superordinates (Hypernyms) :

A superordinate (or hypernym) is a general umbrella term representing a category.

A hyponym is a specific member of that broader category.

Co-hyponyms are words sharing the same superordinate. Hyponymy Hierarchy
[ Superordinate ]
VEHICLE
┌───────────────┼───────────────┐
[Hyponym] [Hyponym] [Hyponym]
Car Motorcycle Bicycle
│
┌────┴────┐
Sedan SUV (Sub-hyponyms)

Semantic Fields and Lexical Sets :

A lexical set consists of words belonging to the same topic and word class (e.g., appliances: refrigerator, microwave, toaster ).

A semantic field encompasses a broader range of related word classes connected by a common thematic domain (e.g., Hospital field: doctor [N], treat [V], surgical [Adj], carefully [Adv] ).

5. Register, Style, and Connotation

Selecting the right lexical item requires an awareness of register —the variety of language used in a specific social context, determined by field (topic), tenor (relationship between participants), and mode (spoken vs. written).

Formal vs. Informal Register : Investigate (formal written) vs Look into (neutral/informal) vs Check out (informal spoken).

Denotation vs. Connotation :

Denotation : The objective, literal dictionary definition of a word.

Connotation : The emotional, social, or affective association attached to a word ( Thrifty [positive] vs Stingy [negative]).