1. Morpheme studies and scond language acquisition

2. Rocío rivera Nancy caba Inés echeverría Melida bonilla Sandra 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.

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

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

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

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

12. 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.

13. Acquiring English

14. ELICITATION
Means….

15. - A process in which a stimulus provoques an answer - It can be innate - To make someone to do something - To spect something happens

16. ELICITATION TECHNIQUES
BRAINSTORMING
WORKSHOPS
INTERVIEWING
SURVEYS
DOCUMENTATION REVIEW
OBSERVATION

17. RESEARCHERS Dulay and Burt (1974) Bilingual Syntax Measure
Chinese and Spanish Children

18. 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.

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

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

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

22. PERFECT AUXILIARY PAST PARTICIPLE Have -en
GROUP IV
PERFECT AUXILIARY PAST PARTICIPLE
Have en

23. International Journal of Language Studies.
Kathleen M. Bailey
Professor
Professor Bailey served as a member of the worldwide USIA English Teaching Advisory Panel from , and on the Teachers of English to Speakers of Other Languages (TESOL) Board of Directors from and again from 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.

24. Bailey et al. (1974) conducted a similar study with adults
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)

25. L1: Greek, Persian, Italian,Turkish, Thai
SAMPLE:
N: 73
AGE: years old
L1: Greek, Persian, Italian,Turkish, Thai
Japanese, Chinese, Afghari, Hebrew, Arabic, Vietnamese
L2: English
RESEARCH DESIGN: Cross- sectional
ELICITATION TECHNIQUE :
Structured conversation
SECOND-LANGUAGE
ENVIRONMENT: Host

26. 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.

27. to investigate accuracy of usage for elevenEnglish functors.
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.  

28. SeS Sequenced observed

29. 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

30. 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.

31. The acquisition of negative structures in English as a second languague, was defined by several early studies:
Raven, 1968
Milon, 1974
Adams, 1978
Ellis, 1994
And others…

32. The acquisition of other syntatic structures such as:
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.

33. 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.

34. MATCHING INTERVENTION TO SECOND LANGUAGE (L2) ACQUISITION STAGES
VISUAL/WRITTEN RESPONSES
Preproduction
• Drawing/painting
(First 3 months of L2 Exposure)
• Graphic designs
STUDENT
• Copying
CHARACTERISTICS
• Silent period
• Focusing on comprehension
PHYSICAL RESPONSES
GOALS:
• Pointing
ORAL RESPONSES
• Circling, underlining
• Yes-no responses in English
• Choosing among items
• One-word answers
• Matching objects/pictures

35. Stage 2 Early Production (3-6 months) STUDENT VISUAL/WRITTEN RESPONSES
CHARACTERISTICS
• Drawing/painting, graphic
• focusing on comprehension
designs
• Using 1-3 word phrases
• Copying
• May be using routines/
• Grouping and labeling
formulas (e.g. “give me five”)
• Simple responses
GOALS:
ORAL RESPONSES
PHYSICAL RESPONSES
• 1-3 word responses
• Pointing
• Naming/labeling items
• Selecting
• Choral responses
• Matching
• Answering questions:
• Construction
either/or, who/what/where,
• Mime/acting out responses 
sentence completion

36. Stage 3 VISUAL/WRITTEN RESPONSES Speech Emergence Written Responses
(6 months–2 years)
• Drawing, painting, graphics
STUDENT
CHARACTERISTICS
Increased comprehension
PHYSICAL RESPONSES
• Using simple sentences
• Expanding vocabulary
Demonstrating
• Continued grammatical errors
• Creating/constructing
GOALS:
• Role-playing/acting
ORAL RESPONSES
• Cooperative group tasks 
• Recalling
• Telling/retelling
• Describing/explaining
• Comparing
• Sequencing
• Carrying on dialogues

37. Stage 4
Speech Emergence
(2 or 3years)
STUDENT
VISUAL/WRITTEN RESPONSES
CHARACTERISTICS
Creative writing (e.g., stories)
Improved comprehension
• Essays, summaries
• Adequate face-to-face
• Drawing, painting, graphics
conversational proficiency
• Comprehensible written tests
• More extensive vocabulary
• Few grammatical errors.
GOALS:
PHYSICAL RESPONSES
ORAL RESPONSES
  Demonstrating
Predicting
• Creating/constructing
• Narrating
• Role-playing
• Describing/explaining
• Cooperative group work
• Summarizing
• Videotaped presentations 
• Giving opinions
• Debating/defending

38. Conclusions Systematic and independent Similar with FLA
Patterns similar and different
Theories of inherent LA
Morphemes are acquired step by step

39. Acquisition Order for Grammatical Morphemes (Brown, 1973)
Order Morpheme 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 3rd preson present tense, irregular She does
12 Uncontractible auxilliary 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.