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The advantage of the presented article is, first of all, the fact that it has been insufficiently researched. Moreover, both English-speaking and Russian linguists. Their names are given in the work. The essence of the matter is that infixes are extremely rare morphemes, in contrast to thoroughly studied affixes or prefixes. Accordingly, there is less distribution in a variety of lexemes. However, the choice of this topic is more reliably justified. The article's author corrects the opinion of some linguists that infixes serve as a means of exclusively verbal word formation. Although statistically, it looks like an impeccable statement, the work provides some of the most striking, from our point of view, examples of functioning in other parts of speech in the English language – independent and auxiliary: adjectives, pronouns, interjections and particles. Nevertheless, the author, summarising the opinions of some linguists who have specifically devoted their works to this morpheme, gave examples from the language of fiction. Each time, the author indicates explicitly the importance of the infix attached to word formation. Material from various public spheres is used, such as dialogues in colloquial and fiction speeches, sports reports, onomastics, etc. A small article succinctly and concisely reflects the theoretical part, supported by concrete examples.

The difference between children's innovations and the occasionalism of artistic and adult everyday speech lies, first of all, in their "simultaneity", close connection with the objective situation and the child's specific activity. While working in German schools, we often observed that children from Azerbaijani migrant families also tend to use regular and ordinary types of word – and form formation instead of irregular and rarer ones. Foreign children's illiterate use of word forms testifies, first of all, to the meta-communicative and stylistic competence of the younger schoolchild that is being formed on their part. Indeed, the generalisation of grammatical form is not alien to the modern German language. The use of these kinds of words in the speech of foreign children is mainly because, at their young age, they cannot correctly identify individual word-building elements with the help of which one word or another is formed. With all the striving of foreign-speaking children to streamline the language system in some way convenient for them, to make it "correct", they themselves cannot avoid paradoxes.