VINH UNIVERSITY

FOREIGN LANGUAGES DEPARTMENT

FINAL PROJECT
ENGLISH LEXICOLOGY AND SEMANTICS

THE TOPIC: ENVIRONMENT

Class: 02_Group: 3

Members of group:

No Full name Code

1 Le Thi Hoang Giang 215714023110221
2 Dang Mai Anh 215714023110002
3 Nguyen Thi Cam Ly 215714023110453
4 Le Thi Yen Nhi 215714023110155
5 Le thi Thanh 215714023110435

Nghe An, May 2023

Table of Content

s
1. Reasons for choosing the topic.....................................................................................3
2. Data Analysis................................................................................................................. 3
2.1. Reading texts....................................................................................................3
2.2. Tables of analysis...........................................................................................15
3. The findings................................................................................................................. 42
3.1. Finding 1........................................................................................................42
3.2. Finding 2........................................................................................................45
4. Suggestions..................................................................................................................46
4.1. For learners of English...................................................................................47
4.2. For teachers of English / users of English in other jobs related to translation,
interpretation........................................................................................................47
5. Reference..................................................................................................................... 49
1. Reasons for choosing the topic
   It is widely recognized that vocabulary is a fundamental aspect of language acquisition
and effective communication. The ability to understand and express ideas accurately relies
heavily on lexical knowledge, particularly in speaking and writing. Researchers, including
educators and students, have shown a long-standing interest in understanding the role of
vocabulary in facilitating efficient communication and learning. While various vocabulary
learning techniques exist, developing a comprehensive and successful vocabulary study
program can be challenging, indicating the ineffectiveness of certain approaches. Currently,
many students are exposed to limited, or low-level terminology, typically categorized as A1,
A2, and B1 levels. The extent of high-level vocabulary knowledge among students is largely
unknown. However, encountering numerous advanced words in English passages often leads
to incomplete comprehension of lesson content or the speaker's intended message. Moreover,
students often study vocabulary in isolation without contextualized sentences, which hinders
their grasp of the words' meaning. Insufficient emphasis on topic-based vocabulary learning
further hampers students' ability to recall and utilize words effectively. Considering these
factors, our research group has embarked on a study focused on the topic Environment. The
topic of the environment offers a rich and diverse lexicon with various subtopics and
specialized vocabulary. Exploring the lexical variations related to nature, ecology, climate
change, and conservation allows us to examine how different contexts and communities
shape their language to address environmental issues. By thoroughly examining the
components and word levels found in relevant readings, we aim to provide valuable insights
and guidance for both students and teachers in effectively enhancing vocabulary knowledge
in this domain.
2. Data Analysis
2.1. Reading texts
Text 1: Title: Rising sea (collected by Dang Mai Anh)

Paragraph 1. INCREASED TEMPERATURES

The average air temperature at the surface of the earth has risen this century, as has the
temperature of ocean surface waters. Because water expands as it heats, a warmer ocean
means higher sea levels. We cannot say definitely that the temperature rises are due to the
greenhouse effect; the heating may be part of a “natural” variability over a long-time scale
that we have not yet recognized in our short 100 years of recording. However, assuming
the build-up of greenhouse gases is responsible, and that the warming will continue.
Scientists and inhabitants of low-lying coastal areas would like to know the extent of
future sea level rises.

Paragraph 2.

Calculating this is not easy. Models used for this purpose have treated the oceans as
passive, stationary, and one-dimensional. Scientists have assumed that heat simply
diffused into the sea from the atmosphere. Using basic physical laws, they then predict
how much a known volume of water would expand for a given increase in temperature.
But the oceans are not one-dimensional, and recent work by oceanographers, using a new
model which takes into account a number of subtle facets of the sea-including vast and
complex ocean currents-suggests that the rise in sea level may be less than some earlier
estimates had predicted.

Paragraph 3

An international forum on climate change, in 1986, produced figures for likely sea-level
rises of 20 cm and 1.4 m, corresponding to atmospheric temperature increases of 1.5 and
4.5C respectively. Some scientists estimate that the ocean warming resulting from those
temperature increases by the year 2050 would raise the sea level by between 10 cm and
40 cm. This model only takes into account the temperature effect on the oceans; it does
not consider changes in sea level brought about by the melting of ice sheets and glaciers,
and changes in groundwater storage. When we add on estimates of these, we arrive at
figures for total sea-level rises of 15 cm and 70 cm respectively.

Paragraph 4

It’s not easy trying to model accurately the enormous complexities of the ever-changing
oceans, with their great volume, massive currents and sensitively to the influence of land
masses and the atmosphere. For example, consider how heat enters the ocean. Does it just
“diffuse” from the warmer air vertically into the water, and heat only the surface layer of
the sea? (Warm water is less dense than cold, so it would not spread downwards).
Conventional models of sea-level rise have considered that this the only method, but
measurements have shown that the rate of heat transfer into the ocean by vertical
diffusion is far lower in practice than the figures that many models have adopted.
Paragraph 5

Much of the early work, for simplicity, ignored the fact that water in the oceans moves in
three dimensions. By movement, of course, scientists don’t mean waves, which are too
small individually to consider, but rather movement of vast volumes of water in huge
currents. To understand the importance of this, we now need to consider another process-
advection. Imagine smoke rising from a chimney. On a still day it will slowly spread out
in all directions by means of diffusion. With a strong directional wind, however, it will all
shift downwind, this process is advection-the transport of properties (notably heat and
salinity in ocean) by the movement of bodies of air or water, rather than by conduction or
diffusion.

Paragraph 6

Massive oceans current called gyres do the moving. These currents have far more
capacity to store heat than does the atmosphere. Indeed, just the top 3 m of the ocean
contains more heat than the whole of the atmosphere. The origin of the gyres lies in the
fact that more heat from the Sun reaches the Equator than the Poles, and naturally heat
trends to move from the former to the latter. Warm air rises at the Equator, and draws
more air beneath it in the form of winds (the “Trade Winds") that, together with other air
movements, provide the main force driving the ocean currents.

Paragraph 7

Water itself is heated at the Equator and moves poleward, twisted by the Earth’s rotation
and affected by the positions of the continents. The resultant broadly circular movements
between about 10 and 40 ' North and South are clockwise in the Southern Hemisphere.
They flow towards the east at mind latitudes in the equatorial region. They then flow
towards the Poles, along the eastern sides of continents, as warm currents. When two
different masses of water meet, once will move beneath the other, depending on their
relative densities in the subduction process. The densities are determined by temperature
and salinity. The convergence of water of different densities from the Equator and the
Poles deep in the oceans causes continuous subduction. This means that water moves
vertically as well as horizontally. Cold water from the Poles travels as depth-it is denser
than warm water-until it emerges at the surface in another part of the world in the form of
a cold current.
Paragraph 8. How the greenhouse effects will change ocean temperatures

Ocean currents, in three dimensions, form a giant “conveyor belt”, distributing heat from
the thin surface layer into the interior of the oceans and around the globe. Water may take
decades to circulate in these 3-D gyres in the lop kilometer of the ocean, and centuries in
the deep water. With the increased atmospheric temperatures due to the greenhouse effect,
the oceans conveyor belt will carry more heat into the interior. This subduction moves
heat around far more effectively than simple diffusion. Because warm water expands
more than cold when it is heated, scientists had presumed that the sea level would rise
unevenly around the globe. It is now believed that these inequalities cannot persist, as
winds will act to continuously spread out the water expansion. Of course, of global
warming changes the strength and distribution of the winds, then this “evening-out”
process may not occur, and the sea level could rise more in some areas than others.

(Source: https://mini-ielts.com/)
Text 2: Title: The wild side of town (collected by Le Thi Hoang Giang)
The countryside is no longer the place to see wildlife, according to Chris Barnes. These
days you are more likely to find impressive numbers of skylarks, dragonflies and toads in
your own back garden.
The past half century has seen an interesting reversal in the fortunes of much of Britain's
wildlife. Whilst the rural countryside has become poorer and poorer, wildlife habitat in
towns has burgeoned. Now, if you want to hear a deafening dawn chorus of birds or
familiarise yourself with foxes, you can head for the urban forest.
Whilst species that depend on wide open spaces such as the hare, the eagle and the red
deer may still be restricted to remote rural landscapes, many of our wild plants and
animals find the urban ecosystem ideal. This really should be no surprise, since it is the
fragmentation and agrochemical pollution in the farming lowlands that has led to the
catastrophic decline of so many species.
By contrast, most urban open spaces have escaped the worst of the pesticide revolution,
and they are an intimate mosaic of interconnected habitats. Over the years, the cutting
down of hedgerows on farmland has contributed to habitat isolation and species loss. In
towns, the tangle of canals, railway embankments, road verges and boundary hedges lace
the landscape together, providing first-class ecological corridors for species such as
hedgehogs, kingfishers and dragonflies.
Urban parks and formal recreation grounds are valuable for some species, and many of
them are increasingly managed with wildlife in mind. But in many places their
significance is eclipsed by the huge legacy of post-industrial land demolished factories,
waste tips, quarries, redundant railway yards and other so-called ‘brownfield’ sites. In
Merseyside, South Yorkshire and the West Midlands, much of this has been spectacularly
colonised with birch and willow woodland, herb-rich grassland and shallow wetlands. As
a consequence, there are song birds and predators in abundance over these once-industrial
landscapes.
There are fifteen million domestic gardens in the UK. and whilst some are still managed
as lifeless chemical war zones, most benefit the local wildlife, either through benign
neglect or positive encouragement. Those that do best tend to be woodland species, and
the garden lawns and flower borders, climber-covered fences, shrubberies and fruit trees
are a plausible alternative. Indeed, in some respects gardens are rather better than the real
thing, especially with exotic flowers extending the nectar season. Birdfeeders can also
supplement the natural seed supply, and only the millions of domestic cats may spoil the
scene.
As Britain’s gardeners have embraced the idea of ‘gardening with nature’, wildlife’s
response has been spectacular. Between 1990 and the year 2000. the number of different
bird species seen at artificial feeders in gardens increased from 17 to an amazing 81. The
BUGS project (Biodiversity in Urban Gardens in Sheffield) calculates that there are
25.000 garden ponds and 100.000 nest boxes in that one city alone.
We are at last acknowledging that the wildlife habitat in towns provides a valuable life
support system. The canopy of the urban forest is filtering air pollution, and intercepting
rainstorms, allowing the water to drip more gradually to the ground. Sustainable urban
drainage relies on ponds and wetlands to contain storm water runoff, thus reducing the
risk of flooding, whilst reed beds and other wetland wildlife communities also help to
clean up the water. We now have scientific proof that contact with wildlife close to home
can help to reduce stress and anger. Hospital patients with a view of natural green space
make a more rapid recovery and suffer less pain.
Traditionally, nature conservation in the UK has been seen as marginal and largely rural.
Now we are beginning to place it at the heart of urban environmental and economic
policy. There are now dozens of schemes to create new habitats and restore old ones in
and around our big cities. Biodiversity is big in parts of London. thanks to schemes such
as the London Wetland Centre in the south west of the city.
This is a unique scheme masterminded by the Wildfowl and Wetlands Trust to create a
wildlife reserve out of a redundant Victorian reservoir. Within five years of its creation
the Centre has been hailed as one of the top sites for nature in England and made a Site of
Special Scientific Interest. It consists of a 105-acre wetland site, which is made up of
different wetland habitats of shallow, open water and grazing marsh. The site attracts
more than 104 species of bird, including nationally important rarities like the bittern.
We need to remember that if we work with wildlife, then wildlife will work for us and
this is the very essence of sustainable development.
(Source: https://mini-ielts.com/ )
Text 3: Title: Environmental Management (collected by Nguyen Thi Cam Ly)
Section A
The role of governments in environmental management is difficult but inescapable.
Sometimes, the state tries to manage the resources it owns, and does so badly. Often,
however, governments act in an even more harmful way. They actually subsidise the
exploitation and consumption of natural resources. A whole range of policies, from farm-
price support to protection for coal-mining, do environmental damage and (often) make
no economic sense. Scrapping them offers a two-fold bonus: a cleaner environment and a
more efficient economy. Growth and environmentalism can actually go hand in hand, if
politicians have the courage to confront the vested interest that subsidies create.

Section B

No activity affects more of the earth's surface than farming. It shapes a third of the
planet's land area, not counting Antarctica, and the proportion Is rising. World food output
per head has risen by 4 per cent between the 1970s and 1980s mainly as a result of
increases in yields from land already in cultivation, but also because more land has been
brought under the plough. Higher yields have been achieved by increased irrigation, better
crop breeding, and a doubling in the use of pesticides and chemical fertilizers in the 1970s
and 1980s.

Section C

All these activities may have damaging environmental impacts. For example, land
clearing for agriculture is the largest single cause of deforestation; chemical fertilizers and
pesticides may contaminate water supplies; more intensive farming and the abandonment
of fallow periods tend to exacerbate soil erosion; and the spread of mono-Culture and use
of high-yielding varieties of crops have been accompanied by the disappearance of old
varieties of food plants which might have provided some insurance against pests or
diseases in future. Soil erosion threatens the productivity of land In both rich and poor
countries. The United States, where the most careful measurements have been done,
discovered in 1982 that about one-fifth of its farmland was losing topsoil at a rate likely to
diminish the soil's productivity. The country subsequently embarked upon a program to
convert 11 per cent of its cropped land to meadow or forest. Topsoil in India and China is
vanishing much faster than in America.

Section D

Government policies have frequently compounded the environmental damage that

farming can cause. In the rich countries, subsidies for growing crops and price supports
for farm output drive up the price of land. The annual value of these subsidies is
immense: about $250 billion, or more than all World Bank lending in the 1980s.To
increase the output of crops per acre, a farmer's easiest option is to use more of the most
readily available inputs: fertilizers and pesticides. Fertilizer use doubled in Denmark in
the period 1960-1985 and increased in The Netherlands by 150 per cent. The quantity of
pesticides applied has risen too; by 69 per cent In 1975-1984 in Denmark, for example,
with a rise of 115 per cent in the frequency of application in the three years from 1981.

In the late 1980s and early 1990s some efforts were made to reduce farm subsidies. The
most dramatic example was that of New Zealand, which scrapped most farm support in
1984. A study of the environmental effects, conducted in 1993, found that the end of
fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the
decline in world commodity prices, which cut farm incomes). The removal of subsidies
also stopped land-clearing and over-stocking, which in the past had been the principal
causes of erosion. Farms began to diversify. The one kind of subsidy whose removal
appeared to have been bad for the environment was the subsidy to manage soil erosion,

In less enlightened countries, and in the European Union, the trend has been to reduce
rather than eliminate subsidies, and to introduce new payments to encourage farmers to
treat their land In environmentally friendlier ways, or to leave it follow. It may sound
strange but such payments need to be higher than the existing incentives for farmers to
grow food crops. Farmers, however, dislike being paid to do nothing. In several countries
they have become interested in the possibility of using fuel produced from crop residues
either as a replacement for petrol (as ethanol) or as fuel for power stations (as biomass).
Such fuels produce far less carbon dioxide than coal or oil, and absorb carbon dioxide as
they grow. They are therefore less likely to contribute to the greenhouse effect. But they
die rarely competitive with fossil fuels unless subsidised - and growing them does no less
environmental harm than other crops.
Section E

In poor countries, governments aggravate other sorts of damage. Subsidies for pesticides
and artificial fertilisers encourage farmers to use greater quantities than are needed to get
the highest economic crop yield. A study by the International Rice Research Institute Of
pesticide use by farmers in South East Asia found that, with pest-resistant varieties of
rice, even moderate applications of pesticide frequently cost farmers more than they
saved.Such waste puts farmers on a chemical treadmill: bugs and weeds become resis-tant
to poisons, so next year's poisons must be more lethal. One cost is to human health. Every
year some 10,000 people die from pesticide poisoning, almost all of them in the
developing countries, and another 400,000 become seriously ill. As for artificial
fertilisers, their use world-wide increased by 40 per cent per unit of farmed land between
the mid 1970s and late 1980s, mostly in the developing countries. Overuse of fertilisers
may cause farmers to stop rotating crops or leaving their land fallow. That, In turn, may
make soil erosion worse.

Section F

A result of the Uruguay Round of world trade negotiations Is likely to be a reduction of

36 per cent In the average levels of farm subsidies paid by the rich countries in 1986-
1990. Some of the world's food production will move from Western Europe to regions
where subsidies are lower or non-existent, such as the former communist countries and
parts of the developing world. Some environmentalists worry about this outcome. It will
undoubtedly mean more pressure to convert natural habitat into farmland. But it will also
have many desirable environmental effects. The intensity of farming in the rich world
should decline, and the use of chemical inputs will diminish. Crops are more likely to be
grown in the environments to which they are naturally suited. And more farmers in poor
countries will have the money and the incentive to manage their land in ways that are
sustainable in the long run. That is important. To feed an increasingly hungry world,
farmers need every incentive to use their soil and water effectively and efficiently.

(Source: https://mini-ielts.com/)
Text 4: The true about the environment (collected by Le Thi Yen Nhi)
For many environmentalists, the world seems to be getting worse. They have developed a
hit-list of our main fears: that natural resources are running out; that the population is ever
growing, leaving less and less to eat; that species are becoming extinct in vast numbers,
and that the planet’s air and water are becoming ever more polluted.
But a quick look at the facts shows a different picture. First, energy and other natural
resources have become more abundant, not less so, since the book The Limits to Growth’
was published in 1972 by a group of scientists. Second, more food is now produced per
head of the world’s population than at any time in history. Fewer people are starving.
Third, although species are indeed becoming extinct, only about 0.7% of them are
expected to disappear in the next 50 years, not 25-50%, as has so often been predicted.
And finally, most forms of environmental pollution either appear to have been
exaggerated, or are transient – associated with the early phases of industrialisation and
therefore best cured not by restricting economic growth, but by accelerating it. One form
of pollution – the release of greenhouse gases that causes global warming – does appear to
be a phenomenon that is going to extend well into our future, but its total impact is
unlikely to pose a devastating problem. A bigger problem may well turn out to be an
inappropriate response to it.
Yet opinion polls suggest that many people nurture the belief that environmental
standards are declining and four factors seem to cause this disjunction between perception
and reality.
One is the lopsidedness built into scientific research. Scientific funding goes mainly to
areas with many problems. That may be wise policy, but it will also create an impression
that many more potential problems exist than is the case.
Secondly, environmental groups need to be noticed by the mass media. They also need to
keep the money rolling in. Understandably, perhaps, they sometimes overstate their
arguments. In 1997, for example, the WorldWide Fund for Nature issued a press release
entitled: ‘Two thirds of the world’s forests lost forever’. The truth turns out to be nearer
20%.
Though these groups are run overwhelmingly by selfless folk, they nevertheless share
many of the characteristics of other lobby groups. That would matter less if people
applied the same degree of skepticism to environmental lobbying as they do to lobby
groups in other fields. A trade organization arguing for, say, weaker pollution controls is
instantly seen as self-interested. Yet a green organization opposing such a weakening is
seen as altruistic, even if an impartial view of the controls in question might suggest they
are doing more harm than good.
A third source of confusion is the attitude of the media. People are clearly more curious
about bad news than good. Newspapers and broadcasters are there to provide what the
public wants. That, however, can lead to significant distortions of perception. An example
was America’s encounter with El Niño in 1997 and 1998. 
This climatic phenomenon was accused of wrecking tourism, causing allergies, melting
the ski-slopes and causing 22 deaths. However, according to an article in the Bulletin of
the American Meteorological Society, the damage it did was estimated at US$4 billion
but the benefits amounted to some US$19 billion. These came from higher winter
temperatures (which saved an estimated 850 lives, reduced heating costs and diminished
spring floods caused by meltwaters).

The fourth factor is poor individual perception. People worry that the endless rise in the
amount of stuff everyone throws away will cause the world to run out of places to dispose
of waste. Yet, even if America’s trash output continues to rise as it has done in the past,
and even if the American population doubles by 2100, all the rubbish America produces
through the entire 21st century will still take up only one-12,000th of the area of the entire
United States.
So what of global warming? As we know, carbon dioxide emissions are causing the
planet to warm. The best estimates are that the temperatures will rise by 2-3°C in this
century, causing considerable problems, at a total cost of US$5,000 billion.
Despite the intuition that something drastic needs to be done about such a costly problem,
economic analyses clearly show it will be far more expensive to cut carbon dioxide
emissions radically than to pay the costs of adaptation to the increased temperatures. A
model by one of the main authors of the United Nations Climate Change Panel shows
how an expected temperature increase of 2.1 degrees in 2100 would only be diminished to
an increase of 1.9 degrees. Or to put it another way, the temperature increase that the
planet would have experienced in 2094 would be postponed to 2100. So this does not
prevent global warming, but merely buys the world six years. Yet the cost of reducing
carbon dioxide emissions, for the United States alone, will be higher than the cost of
solving the world’s single, most pressing health problem: providing universal access to
clean drinking water and sanitation. Such measures would avoid 2 million deaths every
year, and prevent half a billion people from becoming seriously ill. It is crucial that we
look at the facts if we want to make the best possible decisions for the future. It may be
costly to be overly optimistic – but more costly still to be too pessimistic. 

(Source: https://upgradabroad.com/ )
Text 5: Reducing the Effects of Climate Change (collected by Le Thi Thanh)

Mark Rowe reports on the increasingly ambitious geo-engineering projects being

explored by scientists
Such is our dependence on fossil fuels, and such is the volume of carbon dioxide already
released into the atmosphere, that many experts agree that significant global warming is
now inevitable. They believe that the best we can do is keep it at a reasonable level, and at
present the only serious option for doing this is cutting back on our carbon emissions. But
while a few countries are making major strides in this regard, the majority are having
great difficulty even stemming the race of increase, let alone reversing it. Consequently,
an increasing number of scientists are beginning to explore the alternative of geo-
engineering - a term which generally refers to the intentional large-scale manipulation of
the environment. According to its proponents, geo-engineering is the equivalent of a
backup generator: if Plan A - reducing our dependence on fossil fuels - fails, we require a
Plan B, employing grand schemes to slow down or reverse the process of global
warming.  

Geo-engineering has been shown to work, at least on a small localized scale. For decades,
May Day parades in Moscow have taken place under clear blue skies, aircraft having
deposited dry ice, silver iodide and cement powder to disperse clouds. Many of the
schemes now suggested look to do the opposite, and reduce the amount of sunlight
reaching the planet. The most eye-catching idea of all is suggested by Professor Roger
Angel of the University of Arizona. His scheme would employ up to 16 trillion minutes
spacecraft, each weighing about one gram, to form a transparent, sunlight-refracting
sunshade in an orbit 1.5 million km above the Earth.  This could, argues Angel, reduce the
amount of light reaching the Earth by two per cent.  

The majority of geo-engineering projects so far carried out - which include planting
forests in deserts and depositing iron in the ocean to stimulate the growth of algae - have
focused on achieving a general cooling of the Earth. But some look specifically at
reversing the melting at the poles, particularly the Arctic. The reasoning is that if you
replenish the ice sheets and frozen waters of the high latitudes, more light will be
reflected back into space, reducing the warming of the oceans and atmosphere.  

The concept of releasing aerosol sprays into the stratosphere above the Arctic has been
proposed by several scientists. This would involve using sulfur or hydrogen sulfide
aerosols so that sulfur dioxide would form clouds, which would, in turn, lead to a global
dimming. The idea is modeled on historic volcanic explosions, such as that of Mount
Pinatubo in the Philippines in 1991, which led co a shore-term cooling of global
temperatures by 0.5 °C. Scientists have also scrutinized whether it's possible to preserve
the ice sheets of Greenland with reinforced high-tension cables, preventing icebergs from
moving into the sea. Meanwhile in the Russian Arctic, geo-engineering plans include the
planting of millions of birch trees. Whereas the region's native evergreen pines shade the
snow and absorb radiation, birches would shed their leaves in winter, thus enabling
radiation ro be reflected by che snow. Re-routing Russian rivers can increase cold water
flow ro ice-forming areas could also be used to slow down warming, say some climate
scientists.  

Bue will such schemes ever be implemented? Generally speaking, those who are most
cautious about geo-engineering are the scientists involved in che research. Angel says that
his plan is 'no substitute for developing renewable energy: the only permanent solution'.
And Dr Phil Rasch of the US-based Pacific Northwest National Laborarory is equally
guarded about che role of geo engineering: 'I chink all of us agree that if we were ro end
geo-engineering on a given day, then the planet would return ro its pre-engineered
condition very rapidly, and probably within ten ro twenty years. That's certainly
something to worry about.'  

The US National Center for Atmospheric Research has already suggested that the
proposal to inject sulfur into the atmosphere might affect rainfall patterns across the
tropics and the Southern Ocean. 'Geo-engineering plans to inject stratospheric aerosols or
co seed clouds would ace ro cool the planet, and ace co increase the extent of sea ice,'
says Rasch. 'Bue all the models suggest some impact on the distribution of precipitation.'  

'A further risk with geo-engineering projects is that you can "overshoot",' says Dr Dan
Lunt, from the University of Bristol's School of Geophysical Sciences, who has studied
the likely impacts of the sunshade and aerosol schemes on the climate. 'You may bring
global temperatures back to pre-industrial levels, buc the risk is that the poles will still be
warmer than they should be and the tropics will be cooler than before industrialisation.'
To avoid such a scenario, Lum says Angel's project would have to operate at half
strength; all of which reinforces his view that the best option is to avoid the need for geo-
engineering altogether.  

The main reason why geo-engineering is supported by many in the scientific community
is that most researchers have little Faith in the ability of politicians to agree - and then
bring in - the necessary carbon cues. Even leading conservation organizations see the
value of investigating the potential of geo-engineering. According to Dr Martin
Sommerkorn, climate change advisor for the World Wildlife Fund's International Arctic
Programme, 'Human-induced climate change has brought humanity to a position where
we shouldn't exclude thinking thoroughly about this topic and ics possibilities.'  

(Source: Cambridge English IELTS 11)

2.2. Tables of analysis

No Word (Part of Components Origins Meaning Word-formation

speech+level) processes

The
1 Oceanographer ocean/ Old Compound word
scientific
s ographer/s French combinethe words
study of the
"ocean," which is a
(C2-Noun) sea
noun, and "grapher"
which is a noun
(indicate person) 

Corresponding cor/respond/ing Latin similar to,

2 affixation(suffix)
(C2-Adj) connected
use the root word
with, or
“respond” and add
caused by
the suffix “ing”
something
else

Estimates estimate/s Latin to guess or

3 affixation(suffix)
(B2-Verb) calculate the
cost, size,
value, etc. of
something

Layer lay/er Latin a level of

4 affixation(suffix)
(B2- noun) material,
use the root word
such as a
“Lay” is verb and
type of rock
add the suffix “er”
 or gas, that
to form a noun
is different
from the
materialabov
e or below
it, or a thin
sheet of a
substance

Massive mass/ive very large in

5 Latin affixation(suffix)
(B2- Adj) size,
use the root word
amount, or
“mass” is adjective
number
and add the suffix
“ive” to form a
adjective. 

Downwards down/ward/s German towards a

6 Compounding
(C1- Adv) lower
nouns
position
(Adverb+Noun) the
word "Downwards"
is formed by
combining the
words "down " and
"wardward" to
create a new word

Conventional con/ventio/nal France traditional

7 Affixation
(B2-Adj) and ordinary
(prefix+suffix) use
the root word
“ventionvention” is
adjective and add
 the suffix “al”, the
prefix ‘con’ to form
a adjective

Vertical vert/ical Latin standing or

8 Affixation(suffix)
(C1-adj) pointing
use the root word
straight up
“vert” is adjective
or at an
and add the suffix
angle of 90°
“ical” to form a
to a
adjective
horizontal
surface or
line

Adopted adopt/ed An adopted

9 Latin Affixation(suffix)
(B2-adj) child has
use the root word
been legally
“adopt” is adjective
taken by
and add the suffix
another
“ed” to form a
family to be
adjective
taken care of
as their own
child

Simplicity simple/ity the fact that

10 English Affixation(suffix)
(C1-Noun) something is
use the root word
easy to
“Simple” is
understand
adjective and add
or do
the suffix “ity” to
form a noun

Dimensions di/mension/s a
11 Latin Affixation(prefix)
(B2-Noun) measuremen
use the root  ‘
t of
 something in
mension’  is and
a particular
add the prefix di- to
direction,
form a noun. 
especially its
height,
length, or
width

Legislation a law or set

12 legislate/ion Latin Affixation(suffix)
(C2-noun) of laws
use the root
suggested by
“legislate” and add
a
the suffix “-ion” to
government
form a noun 
and made
official by a
parliament

Densities dense/it(y)/es the number

13 Latin Affixation(suffix)
(C1-Noun) of people or
use the root word
things in a
“dense” is adjective
place when
and add the suffix
compared
“ity” to form a noun
with the size
of the place

Atmospher(e)/ relating to
14 Atmospheric Greek Affixation (suffix)
ic the air or to
use the root word
(C1- Adj) the
“atmosphere” is
atmosphere
noun and add the
suffix “ic” to form a
adjective

Distributing dis/tribute/ing to give

15 Latin Affixation(suffix)
 (B2- Verb) something
- By adding the
out to
suffix "-ing" to the
several
verb "distribute,"
people, or to
we form the present
spread or
participle
supply
"distributing".
something

Interior inter/ior the inside

16 Latin affixation(suffix)
(B2- noun) part of
use the root word
something
“inter” is a verb and
add the suffix “ior”
to form verb

17 Assuming assum/ing Latin to accept Affixation(suffix) 

(B2-verb) something to
- By adding the
be true
suffix "-ing" to the
without
verb "assume," we
question or
form the present
proof
participle
"assuming".

18 Inhabitants inhabitant/s Latin a person or Affixation (Suffix)

animal that
(B2-Noun) - The suffix "-s" is
lives in a
added to the noun
particular
"inhabitant" to form
place
the plural noun
"inhabitants." The
suffix "-s" is
commonly used to
indicate the plural
 form of many
nouns in English.

19 Complexities complex/it(y)/ Latin the features Affixation (Suffix)

es of
(C2-Noun) - By adding the
something
suffix "-ities" to the
that make it
adjective
difficult to
"complex," we
understand
form the noun
or find an
"complexities." The
answer to
suffix "-ities" is
commonly used to
form nouns that
indicate a state or
quality.

20 Respective respect/ive Latin relating or Affixation (Suffix)

belonging to use the root word
(C1-Adj)
each of the “respect” is a noun
separate and add the suffix
people or “ive” to form a
things you adjective
have just
mentioned

21 Impressive Impress/ive Latin If an object Affixation

or (Prefix+suffix)
(B2-Adj)
achievement
-  The suffix "-ive" is
is
added to the base
impressive,
word to create the
you admire
adjective
or respect it,
 usually
because it is
special,
important, or
very large

22 Familiarise Familiar/ise Latin to learn Affixation (Suffix)

about
(C2-Verb) - The suffix "-ise"
something
is added to the base
word to create the
verb

23 Revolution Revol(ve)/tion Latin a change in Affixation (Suffix)

the way a
(B2-Noun) - The suffix "-tion"
country is
is added to the root
governed,
word "revolve" to
usually to a
form noun
different
political
system and
often using
violence or
war

24 Demolished Demolish/ed Greek to Affixation (Suffix)

completely
(B2-Verb) - The suffix "-ed" is
destroy a
commonly used to
building,
indicate the past
especially in
tense or the past
order to use
participle form of a
the land for
verb.
something
 else

25 Catastrophic Catastroph/ic Latin causing Affixation (Suffix)

sudden and
(C2-Noun) - The suffix "-ic" is
very great
added to the root
harm or
word "catastrophe"
destruction
to create the
adjective
"catastrophic"

26 Ecological Ecolog/ic/al Latin relating to Affixation (Suffix)

ecology or
(B2-Adj) - The suffix "-ical"
the
is added to the root
environment
word "ecology" to
create the adjective
"ecological"

27 Restore Re/store Latin to return Affixation (Prefix)

something
(B2-Verb) - The prefix "re-" is
or someone
added to the root
to an earlier
word "store" to
good
create "restore."
condition or
The prefix "re-"
position
indicates repetition,
back to a previous
state, or the
undoing of an
action.

28 Brownfield Brown/field English used to Compounding

describe an nouns
 (C2-Adj) area of land (Adj+Noun)
in a city that
was used by
industry or
for offices in
the past and
that may
now be
cleared for
new
building
development

29 Post-industrial Post-/industri/ English belonging or Affixation

al relating to (Prefix+Suffix)
(B2-Adj)
an economy
- The prefix "post-"
that is no
in this context
longer based
denotes "after" or
on heavy
"following." It
industry,
signifies a transition
such as the
or progression from
making of
a previous phase or
large
era.
machines
- By adding the
suffix "-al" to the
noun "industry," the
word becomes an
adjective,
"industrial." 

30 Domestic Domest/ic Latin relating to a Affixation (Suffix)

(B2-Adj) person's own
 country - The suffix "-ic" is
added to the root
word "domesticate"
to create the
adjective
"domestic"

31 Encouragement Encourage/ Latin words or Affixation (Suffix)

(B2-Noun) ment behaviour
- The suffix "-
that give
ment" is added to
someone
the root word
confidence
"encourage" to
to do
create
something
"encouragement"

32 Woodland Wood/land English land on Compounding

which many nouns
(C2-Noun)
trees grow, (Noun+Noun)
or an area of
this

33 Predators Predator/s Latin an animal Affixation (Suffix)

that hunts,
(C1-Noun)
kills, and
eats other
animals

34 Supplement Supple/ment Latin something Affixation (Suffix)

that is added
(C2-Noun) - The suffix "-
to something
ment" is added to
else in order
the root word
to improve it
 or complete "supple" to create
it; "supplement." The
something suffix "
extra

35 Calculates Calculate/s Latin to judge the Affixation (Suffix)

(B2-Verb) number or
- The suffix "-s" is
amount of
added to the root
something
word "calculate" to
by using the
create "calculates."
information
The suffix "-s" is
that you
commonly used to
already
indicate the third-
have, and
person singular
adding,
form of a verb in
taking away,
the present tense.
multiplying,
or dividing
numbers

the
36 Isolation Isolat(e)/ion Latin Affixation (Suffix)
condition of
(C1-Noun)
being alone, - The suffix "-s" is
especially added to the root
when this word "calculate" to
makes you create "calculates."
feel unhappy The suffix "-s" is
commonly used to
indicate the third-
person singular
form of a verb in
the present tense.
37 Communities Communiti/es Latin the people Affixation (Suffix)
(B2-Noun) living in one
- The suffix "-ies"
particular
is added to the root
area or
word "community"
people who
to create
are
"communities." The
considered
suffix "-ies" is
as a unit
commonly used to
because of
form the plural
their
form of many
common
nouns in English.
interests,
social group,
or
nationality

38 Traditionally Tradition/al/ly Latin according to Affixation (Suffix)

(B2-Adv) tradition; in
- The suffix "-ly" is
a traditional
added to the
way
adjective
"traditional" to
create the adverb
"traditionally." The
suffix "-ly" is
commonly used to
form adverbs that
indicate the manner
or way in which an
action is performed.

39 Marginal Margin/al Latin very small in Affixation (Suffix)

(C2-Adj) amount or
- The suffix "-ies"
 effect is added to the root
word "community"
to create
"communities." The
suffix "-ies" is
commonly used to
form the plural
form of many
nouns in English.

40 Biodiversity Bio/divers(e)/ Greek & the existence Affixation

ity Latin of a large (Prefix+Suffix)
(C1-Noun)
number of
- The combining
different
form "bio-" is
kinds of
added to the root
animals and
word "diverse" to
plants which
create "biodiverse."
make a
This combining
balanced
form indicates a
environment
relationship to life
or living organisms.
The suffix "-ity" is
added to the
combining form
"biodiverse" to
form "biodiversity."

Scrapping scarp/ing To get rid of Affixation

41
(C2-v) English something (suffix)
that is no
longer
useful or
wanted,
 often using
its parts in
new ways

Abandonment abandon/ment Latin The act of Affixation (noun

42
(B2-n) leaving suffix)
someone or
something - use the root word
or of ending “abandon” is verb
or stopping and add the suffix
something, “mentment” to form
usually a adjective
forever

Cultivation cultivat(e)/tion Latin The act of Affixation (noun

43
(C1-n) preparing suffix)
land and The suffix "-tion" is
growing added to the root
crops on it, word (verb-
or the act of cultivate) to create
growing a the noun with
particular meaning action
crop

Breeding breed/ing English The keeping Affixation

44
(B2-n) of animals (suffix)
or plants in Using the root word
order to and adding the
breed from suffix "-ing" to
them form the V_ing,
which breeding
from animals. 

Management manage/ment Latin The control Affixation (noun

45
and suffix)
(B2-n)
organization - The suffix "-
 of ment" is added to
something the root word
disease or (manage-verb) to
problem create the noun

Consumption consum(e)p/ Latin The amount Affixation (noun

46
(C1-n) tion used or suffix)
eaten The suffix "-ion" is
added to the root
word (verb-
consume) to create
the noun with
meaning action

Vanishing vanish/ing English Beginning to Affixation

47
(B2-Adj disappear (adjective suffix)
The suffix "-ing" is
added to the root
word (verb-vanish)
to create the adj

Disappearance dis/appeare/ Latin The fact of Affixation

48
(B2-n) ance someone or (prefixes and noun
something suffix)
disappearing Prefixes “dis”
meaning no, not.
And adding noun
suffix ance
meaning act to
create the noun

Subsequently subsequent/ly Latin After Affixation (adverb

49
(C1-Adv) something suffix)
else The suffix "-ly" is
 added to the root
word (subsequent-
adj) to create the
adv

Non-existent non/existent Latin Something Affixation

50
(C1-Adj) that is non- (prefixes)
existent does The prefix non is
not exist or added to create
is not meaning not
present in a
particular
place

Desirable desir(e)/able Old Worth Affixation

51
(B2-Adj) French having and (adjective suffix)
wanted by The suffix "-able"
most people is added to the root
word (v) to create
the adj

Suited suit/ed Latin Right for Affixation 

52
someone or (suffix)
(C1-Adj) something The suffix "-ed" is
added to the root
word (n-suit) to
create the adj

Negotiations negotiat(e)/ Latin To have Affixation (noun

53
ion/s formal suffix)
(C1-n)
discussions The suffix "-able"
with is added to the root
someone in word (v) meaning
order to action to create the
 reach an noun
agreement
with them

Incentives incentive/s Latin Something Affixation

54
that (suffix)
(C2-n) encourages a
person to do
something

Insurance insur(e)/ance Latin Affixation

55 An
(noun suffix)
(B2-n) agreement in
The suffix "-ance"
which you
is added to the root
pay a
word (v-insure) to
company
create the noun
money and
with meaning act
they pay
your costs if
you have an
accident,
injury, etc

Sustainable sustain/able Latin Able to Affixation 

56
(C1-Adj) continue (Adjective suffix)
over a The suffix "-able"
period of is added to the root
time word (v) to create
the adj

Efficiently efficient/ly Latin Working or Affixation

57
operating in (Adverb suffix)
(B2-Adv)
an The suffix "-ly" is
organized, added to the root
quick, and word (adj) to create
 effective the adv with
way meaning in the
way/manner

Output out/put English An amount Compounding

58
(C2-n) of
something
produced by
a person,
machine,
factory,
country, etc

Poisoning poison/ing the Old Illness Affixation

59
(B2-n) French caused by (suffix)
word eating, Using the root word
and the drinking, or and adding the
Latin breathing a suffix "-ing" to
word dangerous form the V_ing,
substance which means
dangerous
substance

Weeds weed/s the Old Any wild Affixation

60
(C2-n) English plant that (suffix)
grows in an
unwanted
place,
especially in
a garden or
field where
it prevents
the
cultivated
 plants from
growing
freely

Starving starve/ing Old Suffering or Affixation (Suffix)

61
(B2-Adj) English dying from The suffix "-ing" is
hunger added to the root
word (verb) to
create the adj

Environmentali environment/ French A person Affixation (Suffix)

62
st al/ist who is The suffix “-ist” is
(C1-N) interested in added to the word
the natural “environmental”
environment (adj) to create a
and wants to noun (indicate
improve and person)
protect it

understandably understand/ English In a way that Affixation (Suffix)

63
(C1-adv) ably seems The suffix “-ly” is
normal and added to the word
reasonable “understandable”
in a (adj) to create an
particular adv 
situation

industrialisatio industry/ Latin The process Affixation (Suffix)

64
n isation of use the root word
(C1-N) developing "industry" and add
industries in the suffix "-isation"
a country to form a noun 

accelerating accelerate/ Latin To happen Affixation (Suffix)

65
(C1-V) ing faster or using the root word
earlier and adding the
 suffix "-ing" to
form the V_ing,
which indicates
speeding up.

weakening weaken/ing English Making Affixation (Suffix)

66
(C1-n) something The suffix “-ing” is
become less added to the word
strong, “weaken” to create
powerful, a noun 
determined,
or effective

devastating devastate/ Latin Causing a Affixation (Suffix)

67
(C2-Adj) ing lot of use the root word
damage or (v) and add the
destruction suffix "-ing" to
form an adj

inappropriate in/appropriate Latin Not suitable Affixation (Prefix)

68
(C1-Adj) or use the root word
appropriate "appropriate" and
in a add the prefix "in-"
particular to form the negative
situation

Restricting restrict/ing Latin To limit the Affixation (Suffix)

69
(V_ing-C1) size, amount using the root word
or range of and adding the
something suffix "-ing" to
form the V_ing

Overwhelmingl over/whelm/ Old Very great Affixation

70
y ing English or very (Prefix+Suffix)
(C1-Adj) strong; so use the root word
 powerful "whelm", adding
that you the prefix "over"
cannot resist and the suffix "-
it or decide ing" to form
how to react adjectives

Confusion confuse/ion Latin A state of Affixation (Suffix)

71
(B2-N) not being use the root word
certain about "confuse" and add
what is the suffix "-ion" to
happening, form nouns
what you
should do,
what
something
means, etc

Broadcasters broadcast/er/s native a company Affixation (Suffix)

72
(B2-N) English that sends use the root word
out "broadcast" and add
television or the suffix "-er" to
radio form a noun
programmes

Encounter en/counter Old unexpectedl Affixation (Prefix)

73
(B2-V) French y experience use the root word
+ Latin or be faced "counter" and add
with the prefix "en-" to
(something form the opposite
difficult or
hostile)

Hit-list hit/list Latin to become Compound word

74
(B2-N) smaller, combine the words
weaker, etc.; "hit," which is a
to make verb, and "list,"
 something which is a noun
become
smaller,
weaker, etc

Radically radical/ly Latin completely Affixation (Suffix)

75
(adj-C1) or extremely use the root word
(adj) and add the
suffix "-ly" to form
an adv

Emissions Emis/sion/s Latin the Affixation (Suffix)

76
(B2-N) production use the root word
or sending "emit" and add the
out of light, suffix "-ion" to
heat, gas, etc form nouns
indicating discharge

Adaptation adapt/ation French the action or Affixation (Suffix)

77
(C1-N) + Latin process of use the root word
changing "adapt" and add the
something, suffix "-ation" to
or of being form a noun
changed, to
suit a new
purpose or
situation

Postponed post/pone(ed) Latin to arrange Compound word

78
(C1-V) for an event, combine the words
etc. to take "Post" means
place at a "after" and "pone"
later time or is taken from the
date than Latin verb "ponere"
 originally which means "to
planned put" or "to put in"

Pessimistic pessimist/ic Latin expecting Affixation (Suffix)

79
(B2-Adj) bad things to use the root word
happen or "pessimist" and add
something the suffix "-ic" to
not to be form adjectives
successful indicating the
quality or condition
of a person with a
negative opinion

Optimistic optimist/ic Latin Expecting Affixation (Suffix)

80
(B2-Adj) good things use the root word
to happen or "optimist" and add
something to the suffix "-ic" to
be form adjectives
successful; indicating the
showing this quality or condition
feeling of a person with a
positive opinion.

81 Ambitious ambit /-ious Latin Having a Affixation (Suffix)

(B2- Adj) strong wish - The suffix "-ous"
to be is added to the root
successful, word "ambition"
powerful, or (noun) to form the
rich.  adjective
"ambitious."

82 Dependence depend / -ence Latin The Affixation (Suffix)

(C2-N) situation in - The suffix "-ence"
which you is added to the root
need word "depend"
 something (verb) to create the
or someone noun "dependence."
all the time,
especially in
order to
continue
existing or
operating

83 Reasonable reason /-able Latin based on or Affixation (Suffix)

(B2-Adj) using good - The suffix "-able"
judgment is added to the root
and word "reason"
therefore (noun) to create the
fair and adjective
practical "reasonable."

84 Inevitable in/ evit/able Latin certain to Affixation (Suffix)

(C1- adj) happen and - The suffix "-able"
unable to be is added to the root
word "inevit"
(adjective) to form
the adjective
"inevitable."

85 Reversing reverse /-ing English to change Affixation (Suffix)-

(C1-Verb) the The word is formed
direction, by the verb
order, "reverse" and
position, adding the suffix "-
 result, etc. of ing."
something to
its opposite

86 Alternative alter/ -native Latin An Affixation (Suffix)

(B2- Adj) alternative - The suffix "-ative"
plan or is added to the root
method is word "alter" (verb)
one that you to form the
can use if adjective
you do not "alternative."
want to use
another one

equi-/valent Latin Having the Affixation (Suffix)

87 Equivalent
same - The suffix "-ent"
(C1-Adj)
amount, is added to the root
value, word "equival"
purpose, (adjective) to create
qualities, the adjective
etc. "equivalent."

88 Transparent trans/parent Latin If a Affixation (Prefix) -

(B2- Adj) substance or The prefix "trans-"
object is is added to the root
transparent, word "parent"
you can see (adjective) to form
through it the adjective
very clearly. "transparent."

89 Stimulate To
Latin Affixation (Suffix)
(B2-Verb) encourage
 - The suffix "-ate"
something to
is added to the root
grow,
word "stimul"
develop, or
(noun) to create the
become
verb "stimulate."
active

90 Reflected reflect/ -ed Latin If a surface Affixation (Suffix)

(B2-Verb) reflects - The suffix "-ed" is
light, heat, added to the root
sound, or an word "reflect"
image, it (verb) to form the
sends the past tense verb
light, etc. "reflected."
back and
does not
absorb it

91 Releasing release / -ing English To give

Affixation (Suffix)
(B2-Verb) freedom or
- The word is
free
formed by the verb
movement
"release"
to someone
and adding the
or
suffix "-ing."
something

92 Explosions
explode/-sion Latin The fact of Affixation (Suffix)
(B2-Noun)
something - The suffix "-sion"
such as a is added to the root
bomb word "explode"
exploding (verb) to form the
past tense noun
"explosions "
93 Aircraft English
air-/ craft Any vehicle, Compound word
(B2-Noun)
with or formation. The
without an word "aircraft" is
engine, that formed by
can fly, such combining the
as a plane or words "air" and
helicopter "craft" to create a
new word.

94 Radiation Latin Affixation (Suffix)

radiat/ -ion A form of
(C1-Noun) - The suffix "-ion"
energy that
is added to the root
comes from
word "radiat" (verb)
a nuclear
to form the noun
reaction and
"radiation."
that can be
very
dangerous to
health

95 Implemented English Affixation (Suffix)

im-/ implement To start
(B2-Verb) - The suffix "-ed" is
/ -ed using a plan
added to the root
or system
word "implement"
(verb) to create the
past tense verb
"implemented."

96 Substitute Affixation (Suffix)

sub-/ stitute Latin To use
(B2-Verb) - The suffix "-ute"
something
is added to the root
or someone
word "substit"
instead of
(verb) to form the
another
 thing or
noun "substitute."
person

97 Distribution distribute/ -ion The process Affixation (Suffix)

Latin
(C1-Noun) of giving - The suffix "-ion"
things out to is added to the root
several word "distribute"
people, or (verb) to form the
spreading or noun "distribution "
supplying
something

98 Humanity human/-ity Latin People in Affixation (Suffix)

(C1- N) general - The suffix "-ity" is
added to the root
word "human"
(noun) to form the
noun "humanity "

99 Investigating in-/ To examine

Latin Affixation (Suffix)
(B2-Verb) investigate /- a crime,
- The suffix "-ing"
ing problem,
is added to the root
statement,
word "investigat"
etc.
(verb) to create the
carefully,
gerund
especially to
"investigating."
discover the
truth.

ex- / clude Latin

100 Exclude To prevent Affixation (Prefix) -
(C1-Verb) someone or The prefix "ex-" is
something added to the root
from word "clude" (verb)
 entering a form the verb
place or "exclude."
taking part
in an
activity.

3. The findings 
3.1. Finding 1

1. Analysis chart of word level

After analyzing and selecting 6 paragraphs, we have filtered out 100 words with levels from
B1 upwards. Specifically, B2 accounted for the highest proportion, at 50%. The figures for
C1 and C2 were lower, at 34% and 16% respectively. At the advanced C1 and C2
proficiency levels, students must be capable of comprehending specialized, academic, and
abstract reading materials. This implies that a broader vocabulary and a deep understanding
of subject-specific knowledge is necessary. In summary, enhancing vocabulary plays a
crucial role in enhancing English reading comprehension abilities among students. 
 2. Analysis chart of word origin

The pie chart shows that the words with Latin origins accounted for the vast majority (71.9
percent). According to recent statistics, English-derived words made up 17.7% of all words,
ranking second in frequency. Then, followed by French-derived words, which accounted
7.3% of the total. Other words such as: German, Italia, Greek, make up the least amount of
words, with percentages of about 3.1%. 

3. Analysis chart of word-formation

After analyzing the word-formation of 100 words, a pie chart illustrates that the highest
proportion is 81% for words with a suffix, corresponding to 81 words. Besides, among the
collected words, 6% have both a prefix and a suffix, which accounts for a lower percentage
compared to the remaining words. Furthermore, there are 5 words with a prefix, representing
5%, and 8 compound words, making up 8%. Through the analysis, it can be seen that English
words are very diverse and generally regular, prefixes like "-dis; -un; im; ir;...etc" or the
suffix "ion-"; ment; -al; ic...etc" is a sign that helps learners recognize or
guess.https://www.upgradabroad.com/exam/ielts/the-truth-about-the-environment

 
4. Analysis chart of part of speech
The chart shows that nouns have the highest proportion (43%), followed by adjectives as the
second-highest (31%), and in third and fourth place are verbs (20%) and adverbs (6%)
respectively. It is evident that in order to effectively learn vocabulary, one should not only
focus on meanings but also learn the part of speech and how to identify them to use them
proficiently and grammatically correctly, avoiding situations of speaking incorrectly.

3.2. Finding 2

In the survey of 25 individuals, who are studying in the Foreign Languages Department,
we surveyed on the level of understanding and using of the word.
 1.    The method used to determine meaning

  In the survey of 25 individuals, 52% chose the first option, 16% chose the second
option; 24% chose the third option and out of which only 8% chose the last option.

2.    Number of students chose the root in word “Post-industrial”

  In the survey of 25 individuals, 44% chose the correct answer as "industry"; 36% got
confused in the "industrial" solution; and 20% chose wrong in the remaining two answers.
 3.    Number of students chose the finding the compounding

  In the survey of 25 individuals, only 48% chose the correct answer as ''Postpone'' while
the remaining 52% chose the wrong answer including 10% chose the answer
“pessimistic’’; 12% chose the answer “revolution”. and 24% chose the answer
"environmentalist".

4.    Number of students chose the origin of the word “environmentalist”

  In the survey of 25 individuals, 64% chose the wrong answer including 8% chose
"Greek", 16% chose "English '', and 40% chose "Latin". While only the remaining 36%
chose the correct answer as "French".

4. Suggestions
4.1. For learners of English
Firstly, learning vocabulary by topic: is a way to help better understand the properties
of vocabulary, and improve the ability to distinguish vocabulary types. For example,
studying topics such as sports, environment, health, etc. can help learners easily
remember and avoid confusion.
 In addition, vocabulary learning apps have many features that make it easier for us to
search for new words. Practice using vocabulary: Learners need to practice using
vocabulary in daily activities to remember and reinforce their knowledge. This not only
helps to improve quickly but also creates a habit of learning vocabulary, when practicing
a lot, you will discover mistakes to improve.
Furthermore, immersing oneself in English-speaking environments can greatly enhance
vocabulary acquisition. This can be achieved through activities such as watching English
movies or TV shows, listening to podcasts, engaging in conversations with native
speakers. Exposure to authentic language use allows learners to encounter new
vocabulary in context, grasp idiomatic expressions, and acquire a more nuanced
understanding of word usage.
 Moreover, reading extensively is a proven method for expanding vocabulary. By
regularly reading books, articles, and other written materials in English, learners
encounter a wide range of vocabulary in various contexts, which helps them develop a
deeper understanding of word meanings and usage. Reading also exposes learners to
different writing styles, which aids in the development of their own writing skills. 
Finally, it is essential to maintain a positive attitude and perseverance when learning
vocabulary. Building a rich lexicon takes time and effort, but with dedication and
consistent practice, learners can gradually progress from their current proficiency level to
higher ones, fulfilling their goal of reaching C1 and C2 proficiency in English.

4.2. For teachers of English / users of English in other jobs related to translation,
interpretation.

In the field of language education and translation, a strong command of vocabulary and
meaning in English is crucial for effective communication and successful language-related
careers. 
As language professionals, it is essential to continuously expand and update your own
vocabulary. Engage in extensive reading, both within your field of expertise and in a variety
of genres. Explore newspapers, magazines, books, academic articles, and online resources to
encounter new words and phrases. Regularly review vocabulary lists and make a conscious
effort to integrate new words into your speaking and writing.
Teach vocabulary and meaning in context to ensure meaningful and memorable learning
experiences. Provide learners with authentic materials, such as newspaper articles, speeches,
or professional texts, that reflect real-world language use. Encourage learners to analyze and
comprehend vocabulary within these contexts, as it enhances their understanding of word
meaning, collocations, and idiomatic expressions.

Highlight word families and associations to deepen learners' understanding of vocabulary.

Teach related words and their derivations, such as noun-verb pairs or adverb-adjective
combinations. Explore synonyms, antonyms, and semantic relationships to help learners
grasp the subtle nuances in word meanings. Engage in activities that encourage learners to
make connections between words and explore the layers of meaning they convey.

Leverage technology tools to enhance vocabulary and meaning instruction. Use online
dictionaries, vocabulary-building apps, and language learning platforms to provide learners
with instant access to word definitions, examples, and pronunciation. Encourage learners to
use language learning apps that offer interactive exercises and quizzes to reinforce
vocabulary retention. Virtual flashcards and word games can also make vocabulary practice
engaging and enjoyable.

For individuals in translation and interpretation fields, incorporate contextualized translation

and interpretation practice to strengthen vocabulary and meaning skills. Assign translation
tasks that focus on the accurate and appropriate use of vocabulary in specific domains.
Engage in simultaneous or consecutive interpretation exercises that require quick thinking
and a solid understanding of word meanings in different contexts.

Encourage learners and professionals to maintain vocabulary notebooks or glossaries. In

these personal dictionaries, they can record new words, their meanings, example sentences,
and relevant contexts. Encourage learners to review and revise their vocabulary notebooks
regularly, reinforcing their understanding and retention of words.

Immerse yourself in the English language by actively engaging in authentic language use.
Watch movies, TV shows, and documentaries in English. Listen to podcasts or radio
broadcasts to expose yourself to different accents, idioms, and expressions. Engage in
conversations with native English speakers or language exchange partners to further develop
your vocabulary and grasp the subtleties of word meaning in real-life communication.

Enhancing vocabulary and meaning skills is essential for teachers of English and
professionals in translation and interpretation. By continuously expanding vocabulary,
teaching in context, focusing on word families and associations, incorporating technology
tools, practicing contextualized translation and interpretation, maintaining vocabulary
notebooks, and immersing oneself in authentic language use, language professionals can
strengthen their command of vocabulary and meaning in English. This, in turn, will enable
them to excel in their careers, provide accurate language services, and effectively
communicate with others in the English-speaking world
5. Reference
[1] Rising sea retrieved from https://mini-ielts.com/237/reading/rising-sea
[2] The wild side of town retrieved from https://mini-ielts.com/601/reading/the-wild-side-of-
town
[3] The true about the environment retrieved from https://upgradabroad.com/
[4] Reducing the effects of climate change source from Cambridge English IELTS 11 
[5] Environement managent retrieved from https://miniielts.com/152/reading/environmental-
management
[6].https://media.neliti.com/media/publications/256372-the-analysis-of-word- formation-
processes-ebb16fc6.pdf by Journal of Linguistics, English Education and Art (LEEA)
Volume 1 No 1, Desember 2017, e-ISSN:2597-3819