Eggcorn morphemes

Twice this week I've heard a phrase that sounded like the speaker had misheard it. On the QI podcast 'No such thing as a fish' Andy said that meteors/meteorites came from out of space rather than outer space, and a television continuity announcer said that a garden in an Alan Titchmarsh programme needed some tender love and care rather than tender loving care.

These, I think, count as eggcorns. I'm not certain, because 'eggcorn' has a very specific definition: it's misinterpreting a word or phrase as something else that makes sense. It's named after an example of itself: an acorn looks like an egg in an eggcup, so eggcorn makes sense.

In this case, it's a function word (or part of a word) that's been misheard as something else that makes sense. In outer space, the -er is just a schwa if you have a non-rhotic accent (you don't pronounce the 'r' at the end). As it happens, so is of in connected speech, at least a lot of the time. We even have a way of writing it: o' (although this looks affected or like you're mimicking an Irish accent or something). Another way of writing it is when we merge it into another word: a lotta fun, a lorra lorra laughs. And it's reasonable to say that a meteorite has come from out of space. The Eggcorn Database has an example of outer body experience, which is the same thing in the opposite direction.

In tender loving care, it's the -ing morpheme (part of a word) that's misanalysed. Again, the pronunciation in normal speech may be reduced to 'n', and so might and. And again, it's just as reasonable that you would give a garden tender love and care as that you would give it tender loving care (maybe more so, actually).

Why everyone who works with language needs linguistics

Someone on a blog I read the other day posted this question, asking for advice:

Does anyone know any tricks to know when English -ed is pronounced as [d~t] as in “begged” and “knocked” versus [ed] like “petted”?

Some of my students have issues and I don’t know how to help them.

(I haven't linked to the actual blog because I don't want to seem like I'm criticising them personally.)

You might think that people who teach language know linguistics. Most people seem to think that linguistics *is* teaching languages. In fact, lots of linguistics graduates go on to do language teaching, but they are far outnumbered by language teachers who don't have a linguistics background. TESOL MA programmes frequently have a core linguistics component, but people who've chosen to do TESOL but not linguistics are probably not that interested in linguistics anyway.

The reason I mention this is that the question above is taught on any first-year linguistics course as the absolute go-to example of phonologically-conditioned allomorphy in English. Typically, we point out that native English speakers do this subconsciously and consistently, and it's an example of how there are rules and we can discover them by careful investigation, as well as to teach the theoretical concept.

Of course, speakers of other languages with different rules will not do this subconsciously, because the rules of their language might not automatically force the same result as English. They'll need the rule taught to them. The fact that someone who (presumably) is teaching English doesn't know how to explain this simple fact is quite shocking to me, but I doubt the asker is alone. A few basic linguistics classes would make life as an English teacher so much easier, I can't even imagine why it wouldn't be standard.