Second Language Acquisition and Morphology

Slides:



Advertisements
Similar presentations
Writing. It is important that the practitioner observes the child in the process of writing in order to see how the writing is attempted: Concentration.
Advertisements

Interlanguage IL LEC. 9.
What is Word Study? PD Presentation: Union 61 Revised ELA guide Supplement (and beyond)
Second Language Acquisition
Chapter 4 Key Concepts.
Research-Based Instruction in Reading Dr. Bonnie B. Armbruster University of Illinois at Urbana-Champaign Archived Information.
Why this Research? 1.High School graduates are facing increased need for high degree of literacy, including the capacity to comprehend texts, but comprehension.
FIRST LANGUAGE ACQUISITION
The Linguistics of SLA.
Second Language Acquisition Video series with Dr. Frank Tuzi
Language Special form of communication in which we learn complex rules to manipulate symbols that can be used to generate an endless number of meaningful.
TASK-BASED INSTRUCTION Teresa Pica, PhD Presented by Reem Alshamsi & Kherta Sherif Mohamed.
CSD 5400 REHABILITATION PROCEDURES FOR THE HARD OF HEARING Language and Speech of Deaf and Hard-of-Hearing Characteristics and Concerns Language Acquisition.
The 6 Principles of Second language learning (DEECD,2000) Beliefs and Understandings Assessment Principle Responsibility Principle Immersion Principle.
14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,
LANGUAGE TRANSFER AND EFFECTIVE INSTRUCTIONAL PRACTICES AND ASSESSMENT FOR BILITERACY DEVELOPMENT.
The Designer Methods Total Physical Response (TPR) and The Natural Approach Yuleyzi Márquez Mayo, 2012.
The Linguistics of Second Language Acquisition
Affective Factors in SLA Lynn W Zimmerman, PhD. Language Ego Everyone has a language ego, because a person’s language forms an important part of their.
Karla Pereyra EDUC 413.  Stephen Krashen is professor emeritus at the University of Southern California,who moved from the linguistics department to.
Cognitive and Language Development Pertemuan 4 Matakuliah: E Psikologi Pendidikan Tahun: 2010.
How Languages are Learned and Acquired
Input and Interaction Ellis (1985), interaction, as the discourse jointly constructed by the learner and his interlocutors and input is the result of.
Module 8 Teaching English Learners
Literacy Transfer Important concepts Literacy: –control of secondary uses of language; i.e., reading and writing, understanding of labels, charts, etc;
Linguistic Development Thomas G. Bowers, Ph.D
What is Communicative Language Teaching??. Communicative Language: Blends listening, speaking, reading, and writing. Is the expression, interpretation,
ch ea ei ar bb ck ed au All of which is achieved through the process of visually recognising simple letter patterns and their associated sounds Is.
Second Language Reading. Mechanisms of L2 Reading What linguistic knowledge is important in decoding? – Orthographic knowledge is important for decoding.
Presenter: Corine Myers-Jennings Ph.D. CCC-SLP What do we do with Speech Sound Disorders as We Merge More Toward Early Literacy P roblems.
3. Nine-Twentieth-Century Approaches to Language Teaching
Angela Briggs FLT 860 Michigan State University. 1. SLA is largely or exclusively implicit Krashen and the Monitor Model Universal Grammar 2. SLA is largely.
Welcome to the flashcards tool for ‘The Study of Language, 5 th edition’, Chapter 14 This is designed as a simple supplementary resource for this textbook,
Looking at Interlanguage Processing
Acquiring Language In preschool I want to prepare my students to become literate. I want to help them learn new words everyday. And I want parents and.
Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence Batia Laufer.
Teaching methodology, Fall, 2015 Teaching Grammar form vs. forms structure.
Central role in L2 Acquisition  What do you as educators believe to be the best way to teach vocabulary?  Should it be taught explicitly or implicitly?
Assessment. Issues related to Phonemic awareness assessment  Is it a conceptual understanding about language or is it a skill?
LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 LEADERS IN LITERACY CONFERENCE.
Glottodidactics Lesson 7.
التوجيه الفني العام للغة الإنجليزية
FIRST AND SECOND LANGUAGE ACQUISITION/ LEARNING
FIRST LANGUAGE ACQUISITION
Krashen’s Monitor Model & the Teaching of Writing
Instruction and L2 acquisition
LANE 622 APPLIED LINGUISTICS
Child Psychology~Psy 235 Language Development.
ENGLISH FOR YOUNG LEARNERS (EYL)
Cognitive Processes in SLL and Bilinguals:
What is Language Acquisition?
2nd Language Learning Chapter 2 Lecture 4.
Explaining Second Language Learning
Theories of Language Development
Inferencing and retention
Assisted and Interactive Writing.
The Critical Period Hypothesis
Communicative Language Teaching
Teaching Foreign Languages
Chapter 5.
The Skill/Strategy- based Approach
The Natural Approach in Linguistics
Reading Strategies Across Languages
SECOND LANGUAGE LISTENING Comprehension: Process and Pedagogy
Psycholinguistics: The Psychology of Language
Principles of Development
Age and Acquisition Chapter 3.
Applied Linguistics.
Chapter 3 Interlanguage.
Reading Models A reading model is
Presentation transcript:

Second Language Acquisition and Morphology Lynn W Zimmerman, PhD

Language Acquisition and Morphology Children use morphology to expand their vocabulary tend to regularize their language Use lexical innovations, mostly compound nouns. Unlike many instances of affixation, compounds have known roots and compounding leaves the root(s) of the word phonologically intact so that and both parts are meaningful. Early acquisition  word formation strategies requiring the least change of original forms and are most obvious, like compounding inflection is acquired relatively early

Phases of Skill Development Development of lexical knowledge a gradual analysis of forms and a subsequent matching of forms to meaning. (Karmiloff-Smith, 1986) In spite of the early start, it takes many years to complete the acquisition of the morphological system. Knowledge of morphology - the (unconscious) ability to produce and comprehend morphologically complex words Children often show comprehension of phenomena they do not yet accurately produce Children use morphological generalizations on a large scale

Morphological Awareness The metalinguistic awareness of the morpheme structure of words and the ability to reflect on that structure. Implicit awareness - intuitive awareness of the structure of words Explicit awareness - actual ability to think and reflect about that structure Children exhibit rule-governed behavior in morphology They not only over-generalize “adult” rules that are present in their input, but even create their own rules. These rules lead to fully obvious and simple formations and will later be replaced by (usually less obvious) forms.

SLA and Morphology Are the processes underlying the acquisition of morphological skills different for L1 learners and L2 learners? What is the role of the second language learner’s first language?

SLA and Morphology Processes Undoable may recognize it because they have seen it before and have remembered it. may fail to recognize it and guess the meaning of the word on the basis of the context. do not recognize the word and attempt to guess the meaning by deconstructing the word into parts they do recognize and arrive at its meaning on the basis of these parts. may use the knowledge of word analysis they have gained in their L1

SLA Strategies The strategy chosen will depend on a range of interrelated factors. Is the word used frequently? Is the word deconstructable? Are the parts of the word used frequently? Does the learner know these parts? Are the parts similar to parts in the learner’s native language? Does the combined meaning of the parts make sense? All these questions are related to the acquisition and use of morphology in L2.

Morpheme Order Studies Order of acquisition of morphemes as a function of the learner’s L1 background provide ample, though contradictory, information about the order of acquisition of several specific morphemes may contribute to the overall picture of foreign language morphological acquisition Paid little attention to the underlying strategies applied by the learner in acquiring, processing and producing morphologically complex words and the general organization and development of the L2 learner’s lexicon.

Developing Vocabulary With a limited knowledge of morphological regularities, the learner can achieve a tremendous expansion of vocabulary. Morphology can be a helpful tool to facilitate the acquisition and use of words. Newly acquired words are better retained if they were initially inferred through linguistic cues rather than through context (Haastrup, 1989).

Morphological Cues Drawing attention to the morphological structure of words in a second language may result in an increasing awareness of morphological complexity, an important strategy of inferring and acquiring words. Morphological cues for the inference of words in a second language can be essential to vocabulary acquisition. Learners who are good at analyzing words are the more successful word learners. (Freyd and Baron, 1982)

Morphology and 2nd Language Teaching Knowledge of processes underlying the learner’s use of morphology may support teaching. It will make clear in which areas of morphology language teaching should concentrate help determine the best way of teaching morphology

References Lowie, W.M. (1998). The acquisition of interlanguage morphology : a study into the role of morphology in the L2 learner's mental lexicon Retrieved from http://dissertations.ub.rug.nl/faculties/arts/1998/w.m.lowie/