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What does inflectional morphology primarily convey?
What does inflectional morphology primarily convey?
In the study conducted by Brown in 1973, which of the following morphemes was acquired first according to the observed order?
In the study conducted by Brown in 1973, which of the following morphemes was acquired first according to the observed order?
What was the aim of Dulay and Burt's study in 1974?
What was the aim of Dulay and Burt's study in 1974?
Which morphological feature was specifically focused on during the Bilingual Syntax Measure (BSM)?
Which morphological feature was specifically focused on during the Bilingual Syntax Measure (BSM)?
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According to the findings of Brown (1973), what cannot explain the order of morphology acquisition?
According to the findings of Brown (1973), what cannot explain the order of morphology acquisition?
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What is an example given for derivational morphology in the content?
What is an example given for derivational morphology in the content?
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What was a significant social factor that motivated studies of morphology in the 70s?
What was a significant social factor that motivated studies of morphology in the 70s?
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What did the comparison in Dulay and Burt's study reveal about the acquisition patterns of Spanish and Chinese children?
What did the comparison in Dulay and Burt's study reveal about the acquisition patterns of Spanish and Chinese children?
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What did Bailey, Madden, and Krashen conclude about the order of acquisition of morphemes in L2 English?
What did Bailey, Madden, and Krashen conclude about the order of acquisition of morphemes in L2 English?
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Which morpheme was found to be particularly difficult for Japanese learners of L2 English?
Which morpheme was found to be particularly difficult for Japanese learners of L2 English?
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In Pica's study, what was concluded about different learning environments affecting morpheme production?
In Pica's study, what was concluded about different learning environments affecting morpheme production?
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What variation in morpheme acquisition order was observed between beginners and intermediates?
What variation in morpheme acquisition order was observed between beginners and intermediates?
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Goldschneider and Dekeyser's meta-analysis suggested that the learner's mother tongue has what effect on L2 acquisition?
Goldschneider and Dekeyser's meta-analysis suggested that the learner's mother tongue has what effect on L2 acquisition?
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What did Murakami's study identify as particularly challenging for learners of L2 English?
What did Murakami's study identify as particularly challenging for learners of L2 English?
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Which morpheme was generally acquired most easily according to multiple studies?
Which morpheme was generally acquired most easily according to multiple studies?
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What does the concept of the 'U-shaped learning' of irregular morphology refer to?
What does the concept of the 'U-shaped learning' of irregular morphology refer to?
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Which comparison can be drawn between instructed and naturalistic learners from Pica's findings?
Which comparison can be drawn between instructed and naturalistic learners from Pica's findings?
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What is one implication of the findings from Lozano and Díaz-Negrillo's research?
What is one implication of the findings from Lozano and Díaz-Negrillo's research?
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What challenge do learners transitioning from L1 with no articles (e.g., Japanese) face in English L2?
What challenge do learners transitioning from L1 with no articles (e.g., Japanese) face in English L2?
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What hypothesis is suggested regarding the natural order of L2 acquisition?
What hypothesis is suggested regarding the natural order of L2 acquisition?
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In Tono's study, which morpheme proved relatively easy for L1 Japanese learners to acquire?
In Tono's study, which morpheme proved relatively easy for L1 Japanese learners to acquire?
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What did the results of Goldschneider and Dekeyser's meta-analysis emphasize regarding consistent acquisition patterns?
What did the results of Goldschneider and Dekeyser's meta-analysis emphasize regarding consistent acquisition patterns?
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What do inflectional morphemes primarily convey?
What do inflectional morphemes primarily convey?
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What was a significant conclusion of Brown's 1973 study on morphology development?
What was a significant conclusion of Brown's 1973 study on morphology development?
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Which of the following best describes the method used in Dulay and Burt's study?
Which of the following best describes the method used in Dulay and Burt's study?
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What aspect of morphology did the studies in the 70s mainly focus on?
What aspect of morphology did the studies in the 70s mainly focus on?
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Which morpheme is generally acquired last according to the developmental gradient?
Which morpheme is generally acquired last according to the developmental gradient?
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What did Dulay and Burt's findings indicate about bilingual children’s acquisition of morphological features?
What did Dulay and Burt's findings indicate about bilingual children’s acquisition of morphological features?
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Which element in Brown's 1973 study was NOT a part of the observed morpheme acquisition order?
Which element in Brown's 1973 study was NOT a part of the observed morpheme acquisition order?
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Which factor did Dulay and Burt use to evaluate the acquisition of morphology in children?
Which factor did Dulay and Burt use to evaluate the acquisition of morphology in children?
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Which morpheme was notably difficult for learners whose L1 does not have articles, such as Japanese?
Which morpheme was notably difficult for learners whose L1 does not have articles, such as Japanese?
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What was the main conclusion regarding the order of morpheme acquisition in L1 Spanish and L1 Japanese speakers learning L2 English?
What was the main conclusion regarding the order of morpheme acquisition in L1 Spanish and L1 Japanese speakers learning L2 English?
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Which morpheme was consistently a problem for learners in various studies, regardless of their instructional context?
Which morpheme was consistently a problem for learners in various studies, regardless of their instructional context?
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What research method did Tono use to study L1 Japanese and its influence on L2 English acquisition?
What research method did Tono use to study L1 Japanese and its influence on L2 English acquisition?
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Which of the following findings from Goldschneider and Dekeyser's meta-analysis emphasizes the relationship between L1 and L2 acquisition?
Which of the following findings from Goldschneider and Dekeyser's meta-analysis emphasizes the relationship between L1 and L2 acquisition?
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In Murakami's study, which morpheme was indicated as easily acquired by learners from L1 Spanish?
In Murakami's study, which morpheme was indicated as easily acquired by learners from L1 Spanish?
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What design was primarily used in Pica's study regarding the effects of context on L2 learners?
What design was primarily used in Pica's study regarding the effects of context on L2 learners?
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According to Lozano and Díaz-Negrillo, what distinguishes the acquisition order of intermediate learners from beginners?
According to Lozano and Díaz-Negrillo, what distinguishes the acquisition order of intermediate learners from beginners?
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Which method was NOT used to derive conclusions in the studies discussed?
Which method was NOT used to derive conclusions in the studies discussed?
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What is a common challenge highlighted by Tono in relation to Japanese learners of L2 English?
What is a common challenge highlighted by Tono in relation to Japanese learners of L2 English?
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What aspect did the U-shaped learning of irregular morphology emphasize?
What aspect did the U-shaped learning of irregular morphology emphasize?
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In which area did Pica note that instructed students showed fewer mistakes compared to naturalistic learners?
In which area did Pica note that instructed students showed fewer mistakes compared to naturalistic learners?
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What did the findings from Murakami's research suggest about the influence of L1?
What did the findings from Murakami's research suggest about the influence of L1?
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What overall understanding does Goldschneider and Dekeyser's meta-analysis convey about L2 learners?
What overall understanding does Goldschneider and Dekeyser's meta-analysis convey about L2 learners?
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Study Notes
Morphology in Language Acquisition
- Morphology investigates word structure and formation.
- Inflectional morphology alters words for grammar (e.g., tense, number).
- Derivational morphology creates new words (e.g., print to printer).
- Morpheme order studies, starting in the 1970s, examine morpheme acquisition sequence.
- Studies on L2 acquisition were motivated by the growing immigrant population in the US.
First Language (L1) Morphology Development
- Brown (1973) studied three children, recording their speech monthly until age 4.
- Children follow a similar developmental order but at different rates.
- This order cannot be solely explained by input frequency.
- Key developmental sequence (early to late): progressive -ing, prepositions, plural -s, irregular past, possessive -'s, uncontracted copula, articles, regular past -ed, regular 3rd person -s, irregular 3rd person -s.
- The acquisition order is a gradient; some structures are harder to acquire than others
Second Language (L2) Morphology Development
- Dulay and Burt (1974) studied L1 Spanish and Chinese children learning English using the Bilingual Syntax Measure (BSM).
- Children from diverse L1 backgrounds showed similar acquisition patterns, with variability.
- Notable differences were noted in progressive -ing (slight divergence) and irregular past tense acquisition.
- Bailey, Madden, and Krashen (1974) investigated L2 English morphology in adults.
- Adult learners, regardless of L1, exhibit similar acquisition orders.
- Acquisition rate varies but patterns are similar across L1s (e.g., Spanish).
- Articles—which are not present in all languages—and irregular past "went" were more challenging.
L2 Acquisition: Context and Influence
- Pica (1983) examined the influence of learning context (naturalistic, instructed, mixed) on L2 English acquisition.
- Similar acquisition sequences emerged across contexts, with classroom instruction not significantly altering order.
- Tono (2000) found a strong L1 influence in Japanese learners of English.
- Articles proved challenging due to Japanese's lack of articles; possessive -s was easier.
- Murakami (2013) investigated the influence of various L1s on English L2 acquisition.
- Spanish speakers generally followed the standard acquisition order; however, Japanese learners exhibited difficulties with articles.
Secondary School Morpheme Acquisition
- Lozano and Díaz-Negrillo analysed the morpheme acquisition of secondary school learners.
- Progressive -ing and plural -s were easier; 3rd person singular -s was more challenging.
- Acquisition varied with proficiency level; intermediate learners showed the typical order.
General Conclusions
- Goldschneider and Dekeyser (2001) conducted a meta-analysis confirming general L2 morphological acquisition patterns.
- Learners follow an implicit learning route influenced by L1.
- The order isn't identical to L1 or textbooks.
- The natural order hypothesis suggests an in-built order for L2 acquisition.
- Certain morphemes (articles, possessive -'s) show variations based on L1.
- Learner knowledge doesn't follow a linear path; some morphemes are harder to acquire in specific instances.
- Irregular verb acquisition follows a U-shaped pattern, reflecting a combination of memorization and rule application during different learning stages.
- Morpheme acquisition involves a dual mechanism—associative memory (memorization) and rule-based mechanisms (application of rules). This results in a U-shaped learning curve for irregular morphology.
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Description
Test your understanding of morphology in language acquisition. This quiz covers key concepts including inflectional and derivational morphology, as well as developmental sequences observed in children's language learning. Dive into the specifics of L1 and L2 acquisition studies to enhance your knowledge.
