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Morpheme studies and scond language acquisition

Morpheme studies and scond language acquisition. Rocío rivera Nancy caba Inés echeverría Melida bonilla Sandra reyes. Krashen’s “monitor model”. The acquisition-learning hypothesis The monitor hypothesis The natural order hypothesis The input hypothesis The affective filter hypothesis.

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Morpheme studies and scond language acquisition

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  1. Morphemestudies and scondlanguageacquisition

  2. Rocío riveraNancy cabaInés echeverríaMelidabonillaSandra reyes

  3. Krashen’s “monitor model” • The acquisition-learning hypothesis • The monitor hypothesis • The natural order hypothesis • The input hypothesis • The affective filter hypothesis

  4. Krashen’s “monitor model” • The acquisition-learning hypothesis (1) • Acquisition: we acquire L2 knowledge as we are exposed to samples of the L2 which we understand with no conscious attention to language form. It is a subconscious and intuitive process. • Learning: we learn the L2 via a conscious process of study and attention to form and rule learning.

  5. IL: Development Sequences, SLA Very productive area of inquiry in SLA Methodological variations: Longitudinal / diachronic (like Brown): small number of subjects studied over a period of time; v. cross-sectional / synchronic (like de Villiers & de Villiers): large number of subjects at a specific time.

  6. Roger Brown 14 grammatical morpheme Brown’s (1973) five-year longitudinal case study of three children. thechildren’sspeech developed at different rates,

  7. Brown found that their orders of acquisition of fourteen morphemes were surprisingly consistent.

  8. Longitudinal study This investigation is where a small group of subjects is studied over a period of time .

  9. Cross sectional study Investigates a large group of subjects at one point in time.

  10. Dulay and Burt (1973,1974,1975) The study by Dulay and Burt (1973), revealed how six- to eight-year-old children (151 subjects, L1 Spanish) had acquired eight major English grammatical morphemes. The acquisition order obtained in that study. They found that plural – s was acquired first, and the possessive -’s mastered last.

  11. Acquiring English

  12. ELICITATION Means….

  13. - A process in which a stimulus provoques ananswer- It can be innate- Tomakesomeoneto do something- To spect something happens

  14. ELICITATION TECHNIQUES BRAINSTORMING WORKSHOPS INTERVIEWING SURVEYS DOCUMENTATION REVIEW OBSERVATION

  15. RESEARCHERS Dulay and Burt (1974) Bilingual Syntax Measure Chinese and SpanishChildren

  16. BILINGUAL SYNTAX MEASURE BSM is an individually administered instrument used to identify a student’s mastery of basic oral syntactic structures in English, Spanish, or both languages. The BSM is suitable for diagnosis and placement, as well as for summative and formative evaluation.

  17. GROUP 1 CASE WORD ORDER (NOMINATIVE (in simple declarative ACCUSATIVE) sentences)

  18. GROUP ll SINGULAR COPULA SINGULAR AUXILIARY (‘s/is) (‘s/is) PLURAL AUXILIARY PROGRESSIVE (are) (-ing)

  19. GROUP lll PAST IRREGULAR CONDITIONAL AUXILIARY would POSSESSIVE LONG PLURAL (‘s) (-es) THIRD PERSON SINGULAR (-s)

  20. GROUP IV PERFECT AUXILIARY PAST PARTICIPLE Have -en

  21. Kathleen M. Bailey Professor Professor Bailey served as a member of the worldwide USIA English Teaching Advisory Panel from 1992-95, and on the Teachers of English to Speakers of Other Languages (TESOL) Board of Directors from 1992-95 and again from 1997-2001. In 1998, she was President of the international TESOL organization. She was a member of the editorial board of TESOL Quarterly and currently serves on the editorial boards of (1) the Modern Language Journal; (2) the Asian Journal of English Language Teaching; (3) Language Teaching Research; and (4) the International Journal of Language Studies.

  22. Bailey et al. (1974) conducted a similar study with adults. She used the same elicitation method (Bilingual Syntax measure) to investigate the accuracy of production of the eight morphemes studied by Dulay and Burt (1973). The research was applied in 73 adult learners of English from different first-language backgrounds. The results were very similar to those reported in the case of children by Dulay and Burt (1973,1974) as shown in the following figure, (which is taken from Dulay et al., 1982, p. 210)

  23. SAMPLE: N: 73 AGE: 17-55 yearsold L1: Greek, Persian, Italian,Turkish, Thai Japanese, Chinese, Afghari, Hebrew, Arabic, Vietnamese L2: English RESEARCH DESIGN: Cross- sectional ELICITATION TECHNIQUE : Structuredconversation SECOND-LANGUAGE ENVIRONMENT: Host

  24. Bilingual Syntax Measure (BSM) The authors developed an instrument for two purposes: 1) Toassess the English and Spanish oral proficiency of school age children, and 2) Determine English-Spanish language dominance in a brief and efficient manner. It was designed to measure second-language oral proficiency with respect to syntactic structures in English and Spanish. The authors chose syntax as the measure of proficiency because it is more stable across dialects than vocabulary, pronunciation, or pragmatics.

  25. indicating that children and adults use common strategies and process linguistic data in fundamentally similar ways.

  26. SeSSequencedobserved

  27. Thankyou

  28. Number of studieswerereported: • Systematicstageddevelopmentcould be found a number of syntaticdominans. • SYNTATIC DOMINANS: Thevariaty of syntacticforms in which a request can be paraphrased and still be understood.

  29. Theacquisition of negativestructures in English as a secondlanguague, wasdefinedbyseveralearlystudies: • Raven, 1968 • Milon, 1974 • Adams, 1978 • Ellis, 1994 • And others…

  30. Similar stageswerenoted in theacquisition of German and English as a secondlanguage. • In otherwords: • THE ACQUISITION OF NEGATIVES IN ENGLISH BY SECOND LANGUGE LEARNERS IS NOT DISSIMILAR OF THAT OF CHILDREN ACQUIRING ENGLISH AS THEIR FIRST LANGUAGE. • Theacquisition of othersyntaticstructuressuch as: • Interrogativesand relativesclauses are exhibited in theuniformpatterns of acquisition.

  31. In theuniformpatterns of acquisiton,theprocessisnot in a linear way, itis more like a zigzag. • Allthestagesfollowedbysecondlanguagelearners, and thecomprehension in: otherareas of syntax show correspondingsimilarities, thatchildrenlearn in theirfirstlanguage.

  32. MATCHING INTERVENTION TO SECOND LANGUAGE (L2) ACQUISITION STAGES • Stage 1 • Preproduction • (First 3 months of L2 Exposure) • STUDENT • CHARACTERISTICS • • Silentperiod • • Focusingoncomprehension • GOALS: • ORAL RESPONSES • • Yes-no responses in English • • One-wordanswers • GOALS: • VISUAL/WRITTEN RESPONSES • • Drawing/painting • • Graphicdesigns • • Copying • GOALS: • PHYSICAL RESPONSES • • Pointing • • Circling, underlining • • Choosing among items • • Matching objects/pictures

  33. Stage 2 • EarlyProduction • (3-6 months) • STUDENT • CHARACTERISTICS • • focusingoncomprehension • • Using 1-3 wordphrases • • May be usingroutines/ • formulas (e.g. “give me five”) • GOALS: • ORAL RESPONSES • • 1-3 word responses • • Naming/labelingitems • • Choral responses • • Answeringquestions: • either/or, who/what/where, • sentencecompletion • GOALS: • VISUAL/WRITTEN RESPONSES • • Drawing/painting, graphic • designs • • Copying • • Grouping and labeling • • Simple responses • GOALS: • PHYSICAL RESPONSES • • Pointing • • Selecting • • Matching • • Construction • • Mime/actingout responses

  34. Stage 3 • SpeechEmergence • (6 months–2 years) • STUDENT • CHARACTERISTICS • Increasedcomprehension • • Using simple sentences • • Expandingvocabulary • • Continuedgrammaticalerrors • GOALS: • ORAL RESPONSES • • Recalling • • Telling/retelling • • Describing/explaining • • Comparing • • Sequencing • • Carryingondialogues • GOALS: • VISUAL/WRITTEN RESPONSES • WrittenResponses • • Drawing, painting, graphics • GOALS: • PHYSICAL RESPONSES • Demonstrating • • Creating/constructing • • Role-playing/acting • • Cooperativegrouptasks

  35. Stage 4 • SpeechEmergence • (2 or 3years) • STUDENT • CHARACTERISTICS • Improvedcomprehension • • Adequateface-to-face • conversationalproficiency • • More extensivevocabulary • • Fewgrammaticalerrors. • GOALS: • ORAL RESPONSES • Predicting • • Narrating • • Describing/explaining • • Summarizing • • Givingopinions • • Debating/defending • GOALS: • VISUAL/WRITTEN RESPONSES • Creativewriting (e.g., stories) • • Essays, summaries • • Drawing, painting, graphics • • Comprehensiblewrittentests • GOALS: • PHYSICAL RESPONSES • Demonstrating • • Creating/constructing • • Role-playing • • Cooperativegroupwork • • Videotapedpresentations

  36. Acquisition Order for Grammatical Morphemes (Brown, 1973) OrderMorpheme Example 1 Present Progressive I driving 2-3 Prepositions in, on 4 Plural balls 5 Irregular Past Tense broke, fell 6 Possessive Daddy's chair 7 Uncontractible Copula This is hot 8 Articles a, the 9 Regular past tense She walked 10 3rd person present tense, regular He works 11 3rdpreson present tense, irregular She does 12 Uncontractibleauxilliary Ross is winning 13 Contractible copula He's a clown 14 Contractible auxiliary She's drinking • Brown discovered that the order of morpheme acquisition did not depend on frequency of exposure (in parental speech). • Instead, Brown concluded that the morphemes were required in order of syntactic and semantic complexity.

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