Product naming in the classroom: a case study of word formation

This paper presents data collected from students from a product naming project where groups were responsible for naming four novel products. The product names were then analyzed and compared to a set of standard values for how new words typically enter the English language. This paper also discusses briefly how new words enter a language and the word formation process as it applies to the English language. Finally, implications of the results are discussed and consideration is given to how students could benefit by such product naming projects and having explicit knowledge about the word formation process in English