MORPHEME STUDIES AND SCOND LANGUAGE ACQUISITION. ROCÍO RIVERA NANCY CABA INÉS ECHEVERRÍA MELIDA...
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MORPHEME STUDIES AND SCOND LANGUAGE ACQUISITION
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Transcript of MORPHEME STUDIES AND SCOND LANGUAGE ACQUISITION. ROCÍO RIVERA NANCY CABA INÉS ECHEVERRÍA MELIDA...
MORPHEME STUDIES AND SCOND LANGUAGE
ACQUISITION
ROCÍO RIVERANANCY CABA
INÉS ECHEVERRÍAMELIDA BONILLASANDRA REYES
Krashen’s “monitor model”
• The acquisition-learning hypothesis
• The monitor hypothesis
• The natural order hypothesis
• The input hypothesis
• The affective filter hypothesis
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.
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.
5
ROGER BROWN 14 GRAMMATICAL MORPHEME
Brown’s (1973) five-year longitudinal case study of three children.
the children’s speech developed at different rates,
Brown found that their orders of acquisition of fourteen morphemes were surprisingly consistent.
LONGITUDINAL STUDY
This investigation is where a small group of subjects is studied over a period of time .
CROSS SECTIONAL STUDY
Investigates a large group of subjects at one point in time.
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.
Dulay and Burt (1973,1974,1975)
Acquiring English
ELICITATION Means….
- A PROCESS IN WHICH A STIMULUS PROVOQUES AN ANSWER- IT CAN BE INNATE- TO MAKE SOMEONE TO DO SOMETHING- TO SPECT SOMETHING HAPPENS
ELICITATION TECHNIQUES BRAINSTORMING WORKSHOPS INTERVIEWING SURVEYS DOCUMENTATION REVIEW OBSERVATION
RESEARCHERS
Dulay and Burt (1974) Bilingual Syntax Measure Chinese and Spanish Children
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.
GROUP 1
CASE WORD ORDER (NOMINATIVE (in simple declarative ACCUSATIVE) sentences)
GROUP LL
SINGULAR COPULA SINGULAR AUXILIARY (‘s/is) (‘s/is) PLURAL AUXILIARY PROGRESSIVE (are) (-ing)
GROUP LLL PAST IRREGULAR CONDITIONAL AUXILIARY would POSSESSIVE LONG PLURAL (‘s) (-es) THIRD PERSON SINGULAR (-s)
GROUP IV PERFECT AUXILIARY PAST PARTICIPLE Have -en
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.
Kathleen M. BaileyProfessor
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)
SAMPLE:N: 73AGE: 17-55 years old
L1: Greek, Persian, Italian,Turkish, ThaiJapanese, Chinese, Afghari, Hebrew, Arabic, Vietnamese
L2: English
RESEARCH DESIGN: Cross- sectional
ELICITATION TECHNIQUE : Structured conversation
SECOND-LANGUAGEENVIRONMENT: Host
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.
The Bilingual Syntax Measure (Burt, Dulay, and Hernandez 1973) was administered to 73 adult learners of English as a L2 Language
to investigate accuracy of usage for elevenEnglish functors.
It was found that there is a highly consistent order of relative difficulty in the use of the functors across different language backgrounds
backgrounds, indicating that learners are experiencing intra-language difficulties
Also, the adult results agreed with those obtained by Dulay and Burt (1973) for 5 to 8 year old children learning English as a second language
indicating that children and adults use common strategies and process linguistic data in fundamentally similar ways.
SeS Sequenced observed
• As a conclusion of this topic is if the results seem clear as far as child second –language learners are concerned, it does not necessarily follow that adult would also show the same order of acquisition.
• After all, children might approach the task of SLL more like the learning of a first language than adults do. Also, the adult results agreed with those obtained by Dulay and Burt (1973)
• for 5 to 8 years old children learning English as a second language, indicating that children and adults use common strategies and process linguistic data in fundamentally similar ways.
THANK YOU
NUMBER OF STUDIES WERE REPORTED:
Systematic staged development could be found a number of syntatic dominans.
SYNTATIC DOMINANS: The variaty of syntactic forms in which a request can be paraphrased and still be understood.
The acquisition of negative structures in English as a second languague, was defined by several early studies:
Raven, 1968Milon, 1974Adams, 1978Ellis, 1994And others…
Similar stages were noted in the acquisition of German and English as a second language.
In other words: THE ACQUISITION OF NEGATIVES IN ENGLISH BY SECOND LANGUGE
LEARNERS IS NOT DISSIMILAR OF THAT OF CHILDREN ACQUIRING ENGLISH AS THEIR FIRST LANGUAGE.
The acquisition of other syntatic structures such as: Interrogatives and relatives clauses are exhibited in the
uniform patterns of acquisition.
In the uniform patterns of acquisiton, the process is not in a linear way, it is more like a zigzag.
All the stages followed by second language learners, and the comprehension in: other areas of syntax show corresponding similarities, that children learn in their first language.
MATCHING INTERVENTION TO SECOND LANGUAGE (L2) ACQUISITION STAGES
Stage 1 Preproduction (First 3 months of L2 Exposure) STUDENT CHARACTERISTICS • Silent period • Focusing on comprehension GOALS: ORAL RESPONSES • Yes-no responses in English • One-word answers
GOALS: VISUAL/WRITTEN RESPONSES • Drawing/painting • Graphic designs • Copying GOALS: PHYSICAL RESPONSES • Pointing • Circling, underlining • Choosing among items • Matching objects/pictures
Stage 2 Early Production (3-6 months) STUDENT CHARACTERISTICS • focusing on comprehension • Using 1-3 word phrases • May be using routines/ formulas (e.g. “give me five”) GOALS: ORAL RESPONSES • 1-3 word responses • Naming/labeling items • Choral responses • Answering questions: either/or, who/what/where, sentence completion
GOALS: VISUAL/WRITTEN RESPONSES • Drawing/painting, graphic designs • Copying • Grouping and labeling • Simple responses GOALS: PHYSICAL RESPONSES • Pointing • Selecting • Matching • Construction • Mime/acting out responses
Stage 3 Speech Emergence (6 months–2 years) STUDENT CHARACTERISTICS Increased comprehension • Using simple sentences • Expanding vocabulary • Continued grammatical errors GOALS: ORAL RESPONSES • Recalling • Telling/retelling • Describing/explaining • Comparing • Sequencing • Carrying on dialogues
GOALS: VISUAL/WRITTEN RESPONSES Written Responses • Drawing, painting, graphics
GOALS: PHYSICAL RESPONSES Demonstrating • Creating/constructing • Role-playing/acting • Cooperative group tasks
Stage 4
Speech Emergence (2 or 3years) STUDENT CHARACTERISTICS Improved comprehension • Adequate face-to-face conversational proficiency • More extensive vocabulary • Few grammatical errors. GOALS: ORAL RESPONSES Predicting • Narrating • Describing/explaining • Summarizing • Giving opinions
• Debating/defending
GOALS: VISUAL/WRITTEN RESPONSES Creative writing (e.g., stories) • Essays, summaries • Drawing, painting, graphics • Comprehensible written tests
GOALS: PHYSICAL RESPONSES Demonstrating • Creating/constructing • Role-playing • Cooperative group work • Videotaped presentations
Conclusions
Systematic and
independent
Similar with FLA
Patterns similar
and different
Theories of
inherent LA
Morphemes are
acquired step by
step
Acquisition Order for Grammatical Morphemes (Brown, 1973)Order Morpheme Example
1 Present Progressive I driving2-3 Prepositions in, on4 Plural balls5 Irregular Past Tense broke, fell6 Possessive Daddy's chair7 Uncontractible Copula This is hot8 Articles a, the9 Regular past tense She walked10 3rd person present tense, regular He works11 3rd preson present tense, irregular She does12 Uncontractible auxilliary Ross is winning13 Contractible copula He's a clown14 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.
