Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 820 Available online at www.sciencedirect.com [627624]

Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820 Available online at www.sciencedirect.com
ScienceDirect
1877-0428 © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer
-review under responsibility of the organizing committee of GlobELT 2016
doi: 10.1016/j.sbspro.2016.10.110
International Conference on Teaching and Learning English as an Additional Language,
GlobELT 2016, 14-17 April 2016, Antalya, Turkey
Teaching Neologisms in English as a Foreign Language Classroom
Irina Retsa,*
aSakarya University, Education Faculty, 54300 Hendek,Turkey
Abstract
This article draws attention of English teachers to the increasing number of new words or neologisms that appear in the English
language. It is argued that one can understand the culture by examining its new words, thereby neologisms should be integrated
into the vocabulary material offered to English learners. After giving an overview on the current perspectives and theories on the
notion of neologisms as well as eliciting the results of the surv ey aimed at estimating how well the English learners are famil iar
with this lexical group and analyzing their feedback concerning integrating it into the classroom practice, the author proposes
four strategies of teaching them in the classroom. The strategies outlined in the article are experimental and have a potential to
further improve communicative and cultural competences of the English learners.
© 2016The Authors. Published by Elsevier Ltd.
Peer-review under responsibility ofthe organizing committee of GlobELT 2016.
Keywords: Neologism; language teaching strategy; vocabulary teaching; motivating students.
1. Introduction
Since the last several decades languages around the world have experienced a sharp increase in the number of
new words. This process is caused by rapid changes in technology and science, economics and communication as
well as by the expansion of intercu ltural interaction. The English language is arguab ly affected most by these factors
among other languages. Being a truly gl obal language and having already a vocabulary in public sphere of over
500000 words English continues to borrow new words from all over the world or form new words with the
borrowed stems and affixes [available at www.languagemonitor.com]. Among the latest acquisitions of the English
language are burkini , blend of burqa and bikini – ‘a swimsuit worn by Muslim women which covers the whole
* Corresponding author. Tel.: +90-264-295-3548.
E-mail address: [anonimizat] © 2016 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer
-review under responsibility of the organizing committee of GlobELT 2016

814 Irina Rets / Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820
body’ (available at http ://www.wordspy.com/), haveli (Indian – ‘mansion’), arré (Indian – ‘interjection used to
attract someone’s attention’). According to the survey carried out by Globa l Language Mon itor, the English
language obtains a new word every 98 minutes (Payack, 2008).
2. Literature review
In this research I focused on neologisms in the English language and in particular on the problems and strategies
of teaching these lexical units to students. The first difficulty that arises when analysing this subject and developing
the most suitable methodology of teaching it is the definition of a neologism. Literature review shows that depending on the adopted theory and approach the underst anding of neologisms differs. There are 5 basic theories
which define neologisms from different perspectives: xStylistic theory defines neologisms as words which are stylistically marked by the novelty of their usage in the
language: a case example can be metalanguage or jargon whic h gain momentum in everyday English, e.g. tech.
eye candy ‘visually entertaining but in tellectually undemanding’ or tech. downtime ‘time when one is not
working or active’ (F ischer, 1998; Rets, 2014).
xDenotation theory defines neologisms as words which stand for new things and ideas and thus have new
denotative meanings (e.g. smartphone, selfie, e-book ) (Ulanova, 2014).
xStructural theory defines neologisms as words with a completely new form and structure or unique acoustic
pattern: a case example can be authorisms or words invented by writers such as hobbit by Tolkien (Sari, 2013).
xEtymological theory defines neologisms as words which already exist in a lang uage but developed a new
meaning over the recent years: e.g. umbrella 1) ‘device used as protection against rain’; 2) ‘a protecting force or
influence’ (Cook, 2010; Rets, 2014).
xLexicographic theory defines neologisms as words which are not yet registered in dictionaries (Sanders, 2010).
For example, neologism cinematherapy ‘using films therapeutic tools’ has almost 70000 citations on Google
search engine but is not yet regist ered in standard dictionaries.
They key word in the definitions of neologisms in the theories mentioned above is novelty which in itself can be
contradictory. The researcher has to make a decision whether the word that he / she analyses is new for the whole society or only a few individuals, for all languages or one / two national languages, for everyday language or
particular sublanguage (metalanguage or jargon), for oral or written speech etc.
Literature review also revealed that the majority of research studie s on neologisms belong to the field of
linguistics (Cook, 2004; O’Dell, 2016; McDonald, 2005) rather than langua ge teaching although these two fields are
connected in a number of aspects. The present research appears to be interdisciplinary and to synthesize the two
areas of study which stands for its theoretical and practical relevance.
3. Methodology and data analysis
In the course of my research 2 000 new words that appeared in English in the last three decades were selected
with the help of the continuous sampling method from the follo wing sources: the dictiona ries of new words (Oxford
Dictionary of New Words, 1999), lists of recent updates to Oxford Dictionary (available at http://public.oed.com),
collections of new words on web portals (available at: h ttp://www.wordspy.com/) and ‘word s of the year’ (between
the years 1990–2014). I used the following criteria while selecting the neologisms: x Time frame – one can differentiate neologisms that appeared in 2000-s (e.g. eurosphere or globophobia) or in
1940-s (e.g. genocide ). The time frame of my research included the last three decades
x Social and cultural reference of the lexical meaning – this criterion is attributable to the fact that most
neologisms that function in everyday language origin ate i
n socio-political, scientific and cultural areas of human
activity
x Functioning in public discourse and areas of mass co mmunication – this criterion was used in relation to the
hypothesis that neologisms that function in the mentioned areas are of greater importance as opposed to
neologisms in sublanguages in teaching environment and English language classroom.
Thus, in this research I define neologisms as ‘words or word combinations which are inn ovative in their form or
meaning in a fixed moment in time and carryi ng a new social and cultural reference’ (Rets, 2014).

815 Irina Rets / Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820
Having studied the material by using general sci entific methods of classification and interpretation along with the
linguistic methods of conceptual and diachronic analysis, I examined the pot ential advantages and disadvantages of
including neologisms in the lessons on general English and the strategies English instructors may adopt when
teaching this lexical group to the students.
As part of the research I conducted a su rvey to find out how well Englis h learners / non-native speakers can
understand and define neologisms. The target audience was 70 freshman, sophomore and junior students of Sakarya
University majoring in English language teaching. They were given 10 neologis ms without any contextual clues and
were asked to explain what they mean. After each survey I compared and discussed the actual meaning of each neologism with the meanings they prov ided in their answers. The second part of the su rvey consisted of interviews
with 30 students (a sample of ten students: five males and five females from each class) and was aimed at eliciting students’ evaluation of the first activity and their attitude s towards introducing neologisms to language classes.
4. Findings
4.1. Advantages of teaching neologisms in English language classroom
The social and cultural reference of neologisms proves that they are more the products of our conceptual system
and not simply meaningful language si gns. They codify new cu ltural experience of society and provide evidence
concerning the current trends of its development. For th is reason by studying neolog isms of a certain language we
can learn about present-day cultural values, way of thinking and living of the community which speaks this language
(McDonald, 2005). E.g. neologism couch commerce ‘buying goods online from one's home’ may indicate
popularisation and wide-spread occurrence of the Internet industry; staycation (from to stay and vacation ) meaning
‘a holiday spent in one’s home country rather than abroad’ may indicate current ec onomic crisis which affects
people’s lives.
The fact that neologisms are often chosen as th e ‘words of the year’ (WotY) also adds to the advantages of
teaching these lexical units to students. WotY is a set of assessments as to the word or expression which reflects the
most important concept in the public sphere during a specific year. In the USA among the chosen words of the year were bushlips (1990), ‘insincere promise of a politician, reference to “Read my lips: no new taxes” by then U.S.
President George H.W. Bush’, prefix e- (1998) ‘as in e-mail or e-commerce’, hashtag (2012) etc. (available at
www.americandialect.org). Thus, by teaching neologisms one can demonstrate the vitality of the language.
4.2. Disadvantages of teaching neolog isms in English language classroom
Some English language teachers may be against incorporating neologisms into foreign language curriculum since
new words are often attributes of informal discourse (e.g. hangry ‘informal, bad-tempered or irritable as a result of
hunger’) and language learners might use them in an inaccurate or unsuitable way or co nfuse them with the words
that sound similar (e.g. instead of hangry – hungry, Hungary). Another issue of concern not only among language
teachers with teaching neologisms but also lexicographers and language policy makers is inability to predict which
new words will stay active in language vocabulary for an extended period of time and which ones will fall out of use quickly (Simpson, 2007). This pred iction may seem like gambling but, in fact, certain strategies can be used to find
neologisms that are more likely to remain in the language: xChoose neologisms that have been used in the language for not less than a year
xChoose neologisms that have appeared in a variety of registers and styles.
Corpus of Contemporary American English (available at http://corpus.byu.edu /coca) and British National Corpus
(available at http ://www.natcorp.ox.ac.uk ) can be useful resources for these strategies since they provide
information about the date and the source concerning the word’s usage.
With this research I aspire to raise awareness of teachers about the importance of teaching and learning English
neologisms which will later result in a better co mmunicative competence of English learners.

816 Irina Rets / Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820
4.3. Strategies of teaching neologis ms in English language classroom
As part of the research 70 students of English language teaching department (first-, second- and third-year
students) participated in the survey in which they were provided with 10 neol ogisms without contextual clues and
were asked to give their definitions. Among the given neologisms were oprahization, brandalism, selfie,
sightjogging, lifestreamin g, one-handed food, ecotourism, infomania, password fatigue etc. None of these
neologisms has a completely new structure or acoustic patte rn and at least one of the compounds in each word was
already familiar to the students which cou ld potentially guide them towards th e actual meaning of the neologisms.
Another criterion for selecting these particular ne ologisms for the survey was the frequency of their usage: most of
them have up to 500 thousand search results on Google search engine which accounts for their popularity.
The survey results showed that only 5% of the students were able to explain 90% of new words. For example, for
the definition of the neologism one-handed food ‘food that is small enough to hold in one hand and can be consumed
while driving’ students provided such answers as ‘home-m ade food’, ‘food cooked by only one person’, ‘not
processed food’ or ‘the food you make right now and you eat it’.
The interviews with the student s showed that 98% of the respondents ha ve highly positive attitudes towards this
activity and would like to have neologisms included in their language lessons. Among the opinions stated by the
students were such ideas that learning neologisms ‘increases the potential for language im agination and creativity’,
‘boosts students’ motivation and interest towards language lessons’ and ‘is very informative in its nature’.
Since neologisms reflect the English language spoken ‘here and now’ it is important to include them in English
vocabulary lessons and develop certain strategi es of teaching this group of lexical units.
4.3.1. Grouping and teaching neologisms according to the underlying themes
One of such teaching strategies can be to group neologisms according to their underlying themes and teach them
alongside with other lexical units. For example, if the lesson is about learni ng and discussing professions in English
besides giving standard vocabulary items the teacher ca n also provide neologisms on this topic: e.g. open collar
‘person who works from home’, market research data miner ‘person whose job is to analyse data and predict future
market trends’, millenial generational expert ‘person whose job is to analyse behavioural patterns of younger
employees in the company (or millenials)’, chief listening officer ‘person whose job is to collect complaints and
ideas from social networks about his/her company’ etc.
One more example can be when discussing technology and its role on people’s lives in the English language
classroom the teacher can incorporate such neologisms in the lesson as password fatigue ‘weariness from the
necessity to memorise too many passwords online’, second screening ‘watching television and using another device
(tablet or smartphone) at the same time’ or face time ‘meeting in real life as opposed to meeting in the virtual
environment / online’.
Other groups may include such themes as
xPress and media: rumorazzi (from rumour and paparazzi ‘tabloid press’), coffee-spitter ‘shocking news / literally
‘news that makes you spill your coffee’; snailpaper ‘printed version of a newspaper the publication of which
takes more time than its online version’; headline risk ‘danger of a major story spreading in the media and
negatively impacting a company's reputation’;
xPsychol ogy and emotional state: busy brain ‘a state in which a person is unable to concentrate’; emotional
correctness ‘expressing emotions suitable for a certain social setting’; mindblindness ‘inability to understand the
emotional state of another person’ etc.
This strategy has a potential to make language lesson s more engaging for students. Since it is the latest
vocabulary it is easier for language learne rs to relate themselves to these lexical units. In some cases they can
recognise certain aspects of their own way of life (e.g. with neologisms hangry ,password fatigue or jeggings ‘tight-
fitting stretch leggings for women’)

817 Irina Rets / Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820
4.3.2. Providing meaningful cont extual clues and background information along with neologisms
Although contextual clues are not always reliable predictors of wo rd meaning they can provide students with
extra aid as to the meaning and usage of a neologism. For example, a new word downtick when given without
context can be confused by the students with the vo cabulary of time or operation of a clock mechanism. At the same
time a sentence a downtick in the unemployment rate is welcome news is more probable to lead the students to the
real meaning of the neologism downtick which is ‘a small decrease or slight downward trend’.
Besides contextual clues it is also help ful to provide the stud ents with the backgroun d information concerning the
etymology of the neologism or its stylistic usage. For example, when teaching neologism generation Y one can also
refer to the term generation X (people born in 1960s-1970s) and the novel by D. Coupland with the similar name.
People who belong to generation X are often portrayed as “disaffected and directionless, unsure about their future”
(Coupland, 2007).
Another example when background information about a neologism can be helpful and informative is neologism
oilgate ‘South African political scandal concerning the petrol company’. When teaching this lexical unit one can
refer to the word Watergate and highlight derivation productivity of the element -gate in the meaning of ‘scandal’ in
such words as Billygate, Muldergate, Reagangate, Motorgate etc.
Naturally, the amount of background information about ne ologisms given in class depends on the time available,
the objectives of the lesson and interests of students. But besides encourag ing language acquisition word background
information has a wider educational function – the students will learn facts about culture, literature or history of
English-speaking society.
4.3.3. Providing an image associated with a neologism
Our society and social life are becoming increasingly image-base d. Digital cameras have made taking pictures
easier than ever before as well as mo re popular. According to the estimations “nearly one trillion photographs were
taken in 2014 which is about 150 photog raphs per person on the planet in one y ear alone” (Carusi et. al., 2014: 19).
This visualization trend can be of great help and importance in the language classroom for several reasons. Firstly,
providing images along with lexical units diversifies one’s teaching st yle which in turn can make lessons more
interesting and memorable for the students, it will help them relax and make them more receptive. Secondly, since
visualization in the language classroom co mbines left- and right-brain function s (language and imagination), it
enhances students’ understanding of the subject. Finally, it can contribute to a more positive group dynamics and group discussions.
Neologisms just like idioms or metaphors are productive ma terial for visualization because they are often based
on word play and language creativity . For example, one can show an image with thumbs down in class when
introducing neologism downvote ‘disapprove online’. Other popular neologisms coffee-spitter or marmalade-
dropper can be shown with a picture of a stain of coffee or marmalade on a morning newspaper with an eye-catching
headline.
When working with young er learners it is advisable to invite them to draw a picture they associate with the
neologism they hear or come across in the text.
4.3.4. Grouping and teaching neologisms to advanced English learners accord ing to the intralinguistic factors
It is believed that language evolution has a dialectic character with two prevailing forces characterizing it. The
first force is kinematic which serves as an incentive for language change. The second force is static that aims to
preserve stability of the language system without which it would not be able to fulfil its functions. That is why, one
the one hand, languag e following communication needs strives to keep consistence and stability, but, on the other
hand, reflecting the reality and being used in different areas of human activity language extends its opportunities and undergoes constant change (Deume rt, 2004; Croft, 2007).
Although, as I have mentioned above, external factors such as scientific progress or expansion of intercultural
interaction play a significant role in the rise of neologisms, these are not th e only factors involved in this process.

818 Irina Rets / Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820
When working with the audience of advanced English learners who are more in terested in the laws of language
development, one can teach neologisms according to the intralinguistic factors that motivated their formation. Thus,
there can be the following groups of neologisms: xNeologisms generated by the princ iple of linguistic economy
Sociologists around the world claim there is a change in the perception of time in the 21st century. People seem to
feel rushed, busy, there is a time-scarcity problem (Urry , 2012). Naturally, this change has been registered by
language. In the English language there appeared such neologisms as hurry sickness ‘an urgent and persistent need
to feel busy or productive’, timesuck ‘activity which makes on e waste his/her time’, sightjogging ‘visiting a foreign
city by jogging around it’. The princip le of language economy or the principle of least effort also helps speakers to
save time to achieve maximum communication result.
Neologisms generated by the economy principle appear due to the replacement of a word combination with a
single word as in the example John goes to school by bus every day – John buses to school every day . Economy
principle is also active in the process of borrowing words fr om a foreign language for a more rational nomination of
existing objects and ideas: earworm (from German Ohrwurm ) ‘a catchy song or tune that runs continually through
one’s mind’. Active usage of abbreviations, many of which are neologisms, is driven by the economy principle as
well: MOOC ‘long-distance course’, vom ‘vomit’ etc.
xNeologisms generated by the strive for greater expressiveness of linguistic means
Language expressiveness helps speakers to assign a greater emotional value to objects and ideas. Thus, it can also
be a force for language change. Neologisms that belong to this group are mostly based on word play and are
stylistically marked: la-la land ‘a fanciful state or dream world’ (also, Los Angeles); laid-back (used instead of
relaxed) or burned-out (instead of exhausted);
xSystematisation of the vocabulary
One of the reasons for language being called a system is its ability to form a hierarchy of lexical signs and fulfill
the necessity of its speakers to be precise and categorise every object that has distinctive features. The tendency towards systematization appears to be another driving force in the formation of neologisms. For example, after the word dealer came into being there have been generated such words as art dealer, car dealer and neologism
according to the present time – fashion craft dealer ‘person who buys and sells goods in fashion industry’.
Besides the lexical relations of hyponymy and hyperonymy, antonymic relations also have a potential to motivate
the formation of neologisms. For example, short after the word flake gained momentum there appeared neologism
identyless ‘lacking identity’. There can be more examples of that sort: infantilze – adultify ‘to make the child act like
an adult’, download – upload etc. The stylistic functions of su ch neologisms-antonyms vary from making one’s
speech more concise to ma king it more expressive;
xChange of register and conversion
Since everyday language constantly interacts with diff erent sociolects, sublanguages or metalanguage it creates
the conditions for some lexical units to change their regist er and enter public discourse. For example, the word
hyperventilate m
eaning ‘breathing very fast’ used to belong exclusively to medical discourse. Recently it has
become part of everyday language and also developed a new m eaning ‘being overexcited abou t something’. Another
example is the word cherry-picking which originated in sports discourse mean ing ‘taking only easy shots in the
game’ but then changed its register and started being used in everyday language with the meaning ‘selectively
choosing for one’s own profit’.
Conversion or interchange of one part of speech with anot her can also motivate the formation of neologisms. For
example, the word a carpool ‘taking turns while driving on a road trip’ can be used in its new function as a verb.
There is still no consensus among linguists whether to consider words motivated by this last intralinguistic factor
as neologisms as they don’t have purely innovative form and have already bee n known to some speakers of the
language before (O ’Dell, 2016). On the other hand, sin ce these lexical units maintain a certain level of novelty of
usage, we can still refer to them as neologisms.
4.3.5. Should there be a separate vocabulary lesson on neologisms?
A teacher may adopt one or two strategies of teaching neologisms mentioned above and introduce them alongside
with other lexical units in English as a foreign lang uage classroom. An integrated approach might be a more

819 Irina Rets / Procedia – Social and Behavioral Sciences 232 ( 2016 ) 813 – 820
productive way to teach vocabulary as opposed to organising a separate lesson on neologisms and teaching them in
isolation. Thus, such integrated approach might provide st udents with a bigger picture of language and help them
practise various groups of lexical units at the same time.
5. Research perspectives
One of the perspectives for further research on this topic is to carry out a survey to find out teachers’ perceptions
on the problems of teaching neologisms and determine which of the strategies explained in the current article are
most productive in English learning environment.
6. Conclusions
Neologisms constitute an important part of everyday speech of native speakers as well as media and public
discourse. My research results showed that teaching new words alongside with other lexical units in English as a
foreign language classroom has several advantages:
xIt gives the students a chance to pr actice English spoken ‘h ere and now’
xIt helps the students reflect on new cultural experience of English-spe aking society and the current trends of its
development
xIt makes it easier for language learners to relate them selves to the things di scussed in the lessons
xIt accounts for the authenticity of the materials used in the classroom
xIt contributes to the development of students’ language imagination and creative skills since most neologisms are
based on word play
Along with the mentioned above advantages there can also be some limitations of using neologisms in the
classroom. Primarily, it involves the is sue of new words being informal and unstable in their nature.
A survey carried out in the framework of my research showed that only 5% of the students were able to explain
90% of new words. All the neologisms included in the sur vey have a high frequency of usage in English public
discourse and inability of the students to provide their correct definition accounts for the importance of including
neologisms in English lessons. Th e interviews conducted with the students as th e second part of th e survey showed
that they evaluate the activ ity on neologisms conducted with them pos itively and would like to have this lexical
group integrated intro classroom language learning.
The analysis of the nature of neologisms showed that there can be used a number of teaching strategies to
incorporate neologisms into English language lessons: one can group and teach neologisms according to the
underlying themes, provide meaningful contextual clues and background information along with neologisms,
provide an image associated with a neologism and – for more advanced learners – group and teach neologisms
according to the intralinguistic factors that motivated their formation.
The aim of all these strategies is to improve the communicative competence of English learners. And this I
believe should be one of the aims of all credible English language teaching.
Acknowledgements
I wish to thank the students of Foreign Language Educ ation Department of Sakarya University for their active
participation in the survey and feedback on neologisms in the English language.
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