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Implications from Morphology for Teaching Reading and L2

Implications from Morphology for Teaching Reading and L2. [[[un] [do] V ] V [able]] ADJ Able to be reversed [[un] [[do] V [able]] ADJ ] ADJ Not able to be done. Reading and morphology. Word recognition view of reading Structural analysis to learn new words

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Implications from Morphology for Teaching Reading and L2

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  1. Implications from Morphology for Teaching Reading and L2 [[[un] [do]V]V [able]]ADJ Able to be reversed [[un] [[do]V [able]]ADJ]ADJ Not able to be done

  2. Reading and morphology • Word recognition view of reading • Structural analysis to learn new words • Sociopsycholinguistic view of reading • Structural analysis to learn about language • Learning new words may be an end result

  3. Structural analysis: Knowledge of word parts and categories • Not all words have multiple parts (mosquito) • Somemorphemes are no longer recognizable (chauvinist) • Where to divide the word is not always clear (cog-nate  co+gnatus; cog-ni-tion  co+gnoscere); i.e. morphology, phonology and orthography don’t coincide • Morphemes may have multiple meanings/functions (un+do vs. un+happy; also ad-, re-, in-) • Phonological & orthographic changes (co+habit; col+late; com+bine) • Words have different historical backgrounds (cohune co+hune) • Parts to whole is more difficult than whole to parts

  4. Vocabulary – learned or acquired? • Learning view: Preteaching vocabulary • Content predetermined by teacher • Out of context (Why can’t you say condolences?) • Decoding: X = Y • Acquisition view: Building background • Build concepts, not just definition/label; “language and reality are dynamically interconnected” (p. 197); compadre • Build common knowledge – “frontloading” • Build “word consciousness” (Miss Alaineus) • Vocabulary size studies suggest children acquire vocabulary at the rate of about 5000 words per year. What about older L2 learners?

  5. Academic language • Cognitively demanding/unfamiliar topics • Less contextual support (visual, gestures, background knowledge) • Learners have less exposure; exclusive to school setting • Not i+1, so acquisition doesn’t occur • Academic language register comes from different historical sources than conversational register • Content-specific (protagonist) vs. general academic (therefore)

  6. Developing academic language • Make input comprehensible • Adapt text • Build background knowledge • Graphic organizers to represent key concepts • Build on background • Language – identify cognates; patterns • pre+dict pre+decir • Content • Linguistic [text analysis]

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