Relevant bibliographies by topics / Morpheme acquisition order

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Morpheme acquisition order'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Morpheme acquisition order"

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Wei, Longxin. "An implicational Hierarchy of Morpheme Acquisition Order in second Language Learning." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 77–100. http://dx.doi.org/10.2143/itl.139.0.2003199.

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Unlike most early second language morpheme acquisition studies which remained at a surface descriptive level, this paper provides the reasons for the natural morpheme acquisition order by characterizing morphemes based on how they are projected from the mental lexicon. Three types of morphemes are identified based on how they are activated: Morphemes directly elected at the lemma level are content morphemes, morphemes indirectly elected together with content morpheme heads are early system morphemes, and morphemes structurally assigned at the functional level are late system morphemes. It argues that the levels of morpheme activation, whether at the lemma level or at the fimctional level, determines the acquisition order. Based on the characterization of morphemes and the natural second language data, an irnplicational hierarchy of morpheme acquisition order in second language learning is proposed: content morphemes are acquired before system morphemes, and early system morphemes are acquired before late system morphemes. Unlike early second language morpheme acquisition order studies, this study not only identifies or describes the morpheme order itself but also provides some reasons for this order.
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Murakami, Akira, and Theodora Alexopoulou. "L1 INFLUENCE ON THE ACQUISITION ORDER OF ENGLISH GRAMMATICAL MORPHEMES." Studies in Second Language Acquisition 38, no. 3 (November 2, 2015): 365–401. http://dx.doi.org/10.1017/s0272263115000352.

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We revisit morpheme studies to evaluate the long-standing claim for a universal order of acquisition. We investigate the L2 acquisition order of six English grammatical morphemes by learners from seven L1 groups across five proficiency levels. Data are drawn from approximately 10,000 written exam scripts from the Cambridge Learner Corpus. The study establishes clear L1 influence on the absolute accuracy of morphemes and their acquisition order, therefore challenging the widely held view that there is a universal order of acquisition of L2 morphemes. Moreover, we find that L1 influence is morpheme specific, with morphemes encoding language-specific concepts most vulnerable to L1 influence.
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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (December 20, 2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.
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Lozano, Cristóbal, and Ana Díaz-Negrillo. "Using learner corpus methods in L2 acquisition research." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 1 (July 24, 2019): 82–124. http://dx.doi.org/10.1075/resla.17019.loz.

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Abstract Since the 1970s, findings from Morpheme Order Studies (MOS) have suggested that the emergence of morphemes follows a predictable order in L2 English. In this paper we show how the tools and practices in Learner Corpus Research (LCR) offer a richer descriptive basis, which is achieved with Interlanguage Annotation (ILA), a manual, fined-grained, purpose-oriented type of annotation. Additionally, we use a standardised placement test, since proficiency level has been overlooked in most previous MOS. Both of these practices provide a more detailed description of morpheme accuracy order across different levels. We analyse four proficiency levels (A1-B2) in a subcorpus of L1 Spanish-L2 English secondary-school learners from the CORpus of English as a Foreign Language (COREFL). Our results partially confirm findings from previous MOS, but also reveal key findings that had gone previously unnoticed regarding the role of proficiency level and the subtype of errors, which are relevant factors for SLA research.
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Zulkifli, Sri Mauliani. "PEMEROLEHAN MORFEM ANAK USIA 2 TAHUN SAMPAI 2 TAHUN 6 BULAN (THE MORPHEME ACQUISITION OF 2 UP TO 2 YEARS OLD AND A HALF KIDS)." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 3, no. 1 (February 21, 2018): 163. http://dx.doi.org/10.20527/jbsp.v3i1.4492.

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AbstractThe Morpheme Acquisition of 2 Up to 2 Years Old and a Half Kids. The study waslimited in the scope of his language skills, especially in the morpheme children at age 2years to 2 years 6 months. In addition, some parents are still many do not keep up withher well-spoken language development in behavior and development. This study useda qualitative descriptive method. The study was done in order to determine the form ofmorphemes the child, the child form of words that are strung together in a sentence oneword to two word sentences at age 2 years to 2 years 6 months. The research data is amorpheme; free and bound. Techniques used in data collection is provocation, tapping,see the good involved, records and technical notes. The data generated is 150 childrenand 15 free morpheme bound morpheme. Obtained free morphemes more children thanthe bound morpheme. (1) being acquired morpheme children at age 2 years to 2 years6 months, a free morpheme and bound morpheme, (2) form morpheme obtained free ofchildren at age 2 years to 2 years 6 months, (3) form bound morpheme obtained bychildren at age 2 years to 2 years 6 months, and (4) morpheme form obtained from thespeech one word or two-word utterances. Children’s ability to obtain the child’s morphemeto be assembled into one-word utterances and the utterances of two words, even capableof using morpheme as child speech in everyday language.Keywords: free morphemes, bound morphemes, speech.AbstrakPemerolehan Morfem Anak Usia 2 Tahun sampai 2 Tahun 6 Bulan. Penelitian inidibatasi pada ruang lingkup keterampilan berbahasa anaknya khususnya pada morfemanak yang pada usia 2 tahun sampai 2 tahun 6 bulan. Selain itu, masih banyak sebagianorang tua tidak mengikuti perkembangan anaknya baik perkembangan bahasanyadalam bertutur dan perkembangan tingkah lakunya. Penelitian ini menggunakan metodedeskriptif kualitatif. Penelitian ini dilakukan dengan tujuan untuk mengetahui wujudmorfem anak, wujud kata yang dirangkai anak pada kalimat satu kata menjadi kalimatdua kata pada usia 2 tahun sampai 2 tahun 6 bulan. Data penelitian ini berupa morfem;bebas dan terikat. Teknik yang digunakan dalam pengumpulan data adalah pancingan,sadap, simak libat cakap, rekam dan teknik catat. Data yang dihasilkan anak adalah150 morfem bebas dan 15 morfem terikat. Morfem bebas lebih banyak diperoleh anakdaripada morfem terikat. (1) wujud morfem yang diperoleh anak pada usia 2 tahunsampai 2 tahun 6 bulan, berupa morfem bebas dan morfem terikat; (2) wujud morfembebas yang diperoleh anak pada usia 2 tahun sampai 2 tahun 6 bulan; (3) wujudmorfem terikat yang diperoleh anak pada usia 2 tahun sampai 2 tahun 6 bulan; dan(4) wujud morfem yang diperoleh dari ujaran satu kata atau ujaran dua kata.Kemampuan anak dalam memperoleh morfem bebas dan morfem terikat dari ujaran164satu kata dan ujaran dua kata, bahkan mampu menggunakan morfem sebagai ujarananak dalam bahasanya sehari-hari.Kata-kata kunci: morfem bebas, morfem terika
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Perrodin, David D., and Narumon Somboon. "IS THE NATURAL ORDER OF MORPHEME ACQUISITION BEING APPROPRIATELY PRESENTED IN ENGLISH LANGUAGE TEACHING COURSE BOOKS?" JEELS (Journal of English Education and Linguistics Studies) 6, no. 2 (November 29, 2019): 285–302. http://dx.doi.org/10.30762/jeels.v6i2.1569.

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This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.
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Burhansyah, Burhansyah. "The Lexical Morpheme Acquisition of a Learner of English as a Second Language." Journal of ELT Research 3, no. 1 (February 6, 2018): 58. http://dx.doi.org/10.22236/jer_vol3issue1pp58-67.

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The present study aims to examine the acquisition of English lexical morphemes - i.e. past –ed marker and plural –s marker on nouns, in L2 (second language) English within the framework of Processability Theory (henceforth PT). The participant of this research was LE, an Indonesian learner learning English as L2 in an instructional context. The data in the form of essay written by LE was collected longitudinally at four points in time during the period of four months. Based on the data, a distributional analysis was carried out, and then the findings were analysed by using the implicational scaling in accordance with the emergence criterion in order to determine the points of acquisition of the two morphological forms under scrutiny. The research finding indicates that the acquisition points of the lexical morphemes appear to follow PT’s predictions, where the emergence point of past –ed marker and plural –s marker occurred at comparatively the same point in time as hypothesised in PT. Moreover, the finding of this research reveals that the predictions of PT seem to be followed in L2 written English; it indicates PT’s capacity to account for morphological acquisition in both written and spoken language production. Keywords: processability theory, L2 acquisition, lexical morpheme
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Baron, Alisa, Lisa M. Bedore, Elizabeth D. Peña, Samantha D. Lovgren-Uribe, Amanda A. López, and Elizabeth Villagran. "Production of Spanish Grammatical Forms in U.S. Bilingual Children." American Journal of Speech-Language Pathology 27, no. 3 (August 6, 2018): 975–87. http://dx.doi.org/10.1044/2018_ajslp-17-0074.

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Purpose The purpose of this analysis was to understand how grammatical morpheme production in Spanish for typically developing Spanish–English bilingual children relates to mean length of utterance in words (MLUw) and the extent to which different bilingual profiles influence order of grammatical morpheme acquisition. Method Participants included 228 Spanish–English bilingual children ages 4;0–7;6 (years;months). Grammatical morpheme accuracy was evaluated using an experimental version of the Bilingual English–Spanish Assessment (Peña, Gutiérrez-Clellen, Iglesias, Goldstein, & Bedore, 2014). MLUw data were calculated from children's narrative samples. Production accuracy of plural nouns, singular and plural definite articles, preterite tense, imperfect aspect, direct object clitics, prepositions, subjunctive, and conjunctions was calculated and analyzed as a function of MLUw in Spanish. Level of accuracy on these forms was compared for Spanish-dominant and English-dominant groups. Results Accuracy was significantly associated with MLUw. The relative difficulty of Spanish grammatical morphemes is highly similar across different bilingual profiles. Conclusions There are common elements of Spanish that are easy (imperfect, plural nouns, singular articles, conjunctions), medium (plural articles, preterite), or hard (prepositions, direct object clitics, subjunctive), regardless of whether a child is a Spanish-dominant or English-dominant bilingual.
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Rosenberg, Sheldon, and Leonard Abbeduto. "Indicators of linguistic competence in the peer group conversational behavior of mildly retarded adults." Applied Psycholinguistics 8, no. 1 (March 1987): 19–32. http://dx.doi.org/10.1017/s0142716400000047.

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ABSTRACTSamples of the communicative behavior of a group of higher-level mentally retarded adults engaged in conversation with peers were examined for indications of mature linguistic competence, specifically, grammatical morpheme and complex sentence use. The findings confirmed the expectation that the eventual level of mastery of these aspects of linguistic competence in higher-level retarded individuals is relatively high. Evidence for a normal developmental progression in the mastery of the grammatical morphemes was also forthcoming. In an analysis of individual complex sentence structures, no relationship was found between relative frequency of use of different types of complex sentences and presumed order of acquisition. However, subjects' ability to combine complex sentences did appear to be related to the presumed order of acquisition, although other factors may have also contributed to this relationship. Unexpectedly, a significant negative correlation was observed between relative frequency of complex sentence use and an estimate of conversational communicative competence. A possible reason for this finding was discussed.
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Bardovi-Harlig, Kathleen. "FROM MORPHEME STUDIES TO TEMPORAL SEMANTICS." Studies in Second Language Acquisition 21, no. 3 (September 1999): 341–82. http://dx.doi.org/10.1017/s0272263199003010.

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This article surveys the development of second language acquisition research in the area of tense and aspect. Research in the area has grown from the incidental investigation of tense-aspect morphology as part of the morpheme-order studies to investigations of the construction of interlanguage temporal semantics. Going beyond verbal morphology, many studies investigate a full range of temporal expression, including the use of pragmatic and lexical means. Much recent research also draws on theories of inherent, or lexical, aspect. An emphasis on the relation of form and meaning characterizes both the form-oriented approach and the semantic-oriented approach, the competing research paradigms that currently guide our work. The increase in scholarly activity in this domain of second language acquisition, as reflected not only in the number of studies undertaken but in the number of target languages investigated, bodes well for the understanding of temporality in second language.
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Dissertations / Theses on the topic "Morpheme acquisition order"

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Khor, Su Yin. "A Corpus Based Study in Morpheme Acquisition Order of Young Learners of English : A comparison of Swedish students in grade 6 and grade 7." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-195862.

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This study investigated the morpheme acquisition order of Swedish students in grades 6 and 7, utilizing corpus texts drawn from the Uppsala Learner English Corpus (ULEC). It is an extension of Khor (2012) that focused on students in grades 9 and 12. Previous studies on morpheme acquisition order suggested that there was a natural sequence in acquiring morphemes, regardless of first language (L1). First language influence was said to be minimal or non-existing. Recently, studies have found evidence that L1 transfer is greater than first thought. This study examined three morphemes; articles, the preposition in, and plural form. The results showed that the errors that both groups made were consistent with the errors that were found in Khor (2012). The errors were of the same nature in all age groups, mainly in differences in (1) generic and specific usage of articles in Swedish and English, (2) the generic sense of regular plural nouns, (3) plural form of irregular nouns and nouns of Latin or Greek origin, (4) plural forms of countable and misuse of uncountable nouns, and (5) the usage of prepositions in Swedish and English. Current studies have also generated these results, which points towards strong L1 influence. The different usage and the errors suggest that the first language influence is stronger than first described, and consequently, that it influences the acquisition of morphemes. Therefore, the L1 seems to shape the order in which grammatical morphemes are acquired. Learners in one language group seem to learn the morphemes in a specific order, rather than a fixed universal order.
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Samuelfolk, Hugues. "Swedish L2 Learners’ acquisition of grammatical morphemes : A cross-sectional study on how well Swedish Learners of English as a second language at upper secondary school use morphemes in their writing." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67959.

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The main aim of this paper has been to examine if Swedish students at upper secondary school were able to use the morphemes The progressive –ing, The irregular past and The irregular third person. In addition, it has also addressed if the students examined in this essay were able to use some morphemes better than others. In addition, it concluded if the results found in this paper were in accordance with what other researchers have concluded. The paper is based on essays written by students at upper secondary school that can be found in The Uppsala Learner English Corpus, as well as essays written for the national test by students studying English 6. In the course of the study, it was vital to explain what the natural order actually is as well as what researchers who believe in it claim and what researchers who do not believe in it claim. Consequently, it becomes important to clarify the differences between a cross-sectional study and a longitudinal study. When analysing the essays the program Antconc was used. It is a free corpus analysis program that allows researchers to study several texts at once. Next, to determine if the students had acquired the morphemes, all obligatory contexts where the morphemes should be used were analysed manually. What can be concluded from this paper is that the three morphemes have not been acquired by the students who were examined in this paper. Students could use some forms of the morphemes; however, even in those cases the correct usage in percentage of the morpheme were often not above 85%. These results were quite like the ones found in studies conducted on students at secondary school; this indicates that students at both secondary and upper secondary school do not actually acquire these morphemes fully. What they do acquire are different forms of a specific morpheme that they probably use quite a lot in their writing.
Syftet med denna uppsats har varit att undersöka om svenska elever som studerar på gymnasieskolan kunde aktivt använda de engelska morfemen The progressive –ing, The irregular past och The irregular third person. Dessutom har uppsatsen också behandlat om det fanns morfemen som eleverna kunde använda sig bättre av. Den har även jämfört sitt resultat med vad andra forskare har hittat. Uppsatsen är bygd på essäer skrivna av elever på gymnasieskolan som finns att hämta i The Uppsala Learner English Corpus. Dessutom använder den sig av essäer skrivna av elever för det nationella provet i engelska 6. Under studiens gång var det viktigt att förklara vad The natural order är liksom vad forskare säger gällande denna teori. Följaktligen blir det viktigt att klargöra skillnaden mellan en tvärsnittsstudie och en longitudinell studie. Vid analysen av essäerna användes programmet Antconc. Det är ett gratis korpusanalysprogram som tillåter forskare att studera flera texter samtidigt. För att klargöra om eleverna hade förvärvat morfemen var det därefter viktigt att studera alla obligatoriska sammanhang där morfemen måste användas, vilket gjordes manuellt. Det som framgår är att eleverna som granskades i studien inte har förvärvat de tre morfemen. Eleverna kunde använda sig av vissa former av varje morfem, men även i dessa fall var den korrekta användningen i procent oftast inte mer än 85%. Detta resultat var ganska likt de studier som har granskat elever i högstadiet, vilket tyder på att elever i både högstadiet och gymnasiet inte förvärvar dessa morfem fullt ut. I de flesta fall kunde eleverna enbart använda olika former av morfemen.
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Bergvall, Victoria. "Young Swedish students' knowledge of English grammatical morphemes." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-817.

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Research has shown that children who have English as a first language acquire grammatical morphemes in a predictable order. Many researchers claim that second language learners also follow a predictable pattern when learning English grammatical morphemes regardless of their linguistic background, and that the same mechanisms are responsible for both first and second language acquisition.

The aim of this paper was to study Swedish students’ knowledge of English grammatical morphemes, and to compare their knowledge with that of second language learners from other countries as well as with that of first language learners.

The results show that Swedish students seem to acquire morphemes in a similar way to that of second language learners in general and that they make errors similar to those made by first language learners. For example, the copula was almost fully acquired, while the third person regular and irregular constituted a problem for the students. The most notable exception was the possessive ´s, which Swedish students seem to acquire at an early stage compared to other second language learners.

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Book chapters on the topic "Morpheme acquisition order"

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Hughes, Richard T. "The Myth of the Millennial Nation." In Myths America Lives By, 130–64. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042065.003.0005.

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The myth of the Millennial Nation held that the United States, grounded as it was in the natural order, would shine its example around the globe until all nations of earth had abandoned despotic rulers and claimed the natural order of freedom and democracy for themselves. White Americans in the early national period, therefore, stood with one foot in the mythic age of creation and the other in the mythic, golden age to come. History became irrelevant. Early in the nineteenth century, white Americans imagined that the millennial transformation of the globe could be wrought solely through America’s moral example. But moral example gave way to force and violence as the myth of the Millennial Nation gave way to the doctrine of manifest destiny. By the early twentieth century, manifest destiny morphed into the American Dream. If manifest destiny had turned the millennial vision outward, inspiring the acquisition of both land and opportunity for economic investment abroad, the American Dream turned the millennial vision inward, inspiring new visions of opportunity at home. As the nation transitioned from millennial vision to manifest destiny to American dream, the myth of White Supremacy was the constant connecting factor that underpinned all three.
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Geller, Jay. "(Con)Versions of Cats and Mice and Other Mouse Traps." In Bestiarium Judaicum. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823275595.003.0004.

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This chapter examines the possible connections between the staging of cat-mouse and cat-rat pairings by Franz Kafka and Heinrich Heine, on the one hand, and the asymmetrical and often violent power relations between Gentiles and Jews, on the other. It first, by means of a deconstruction of Michael Schmidt’s new-historicist article on Kafka’s “Little Fable,” interpellates Kafka’s posthumously published piece into a number of intertextual (including his letters to Milena Jesenská and the fragment “The Giant Mole”) and extratextual networks in order to suggest linkages between it and his situation as a Jew in Germanophone Central Europe in the early twentieth century. It then situates a late (c. 1852–55), also posthumously published, poem by Heine, “From the Age of Pigtails,” that he labeled a “fable” over and against the Jews’ acquisition and subsequent partial loss of civil rights in the first quarter of the nineteenth century as well as in relation to the tragic fate of Ludwig Marcus that accompanied the rise and fall of the Verein für Cultur und Wissenschaft der Juden. Bridging these two analyses is a discussion of the swarm of “Rat-” phonemes and morphemes that plagued Freud’s “Rat Man” case study and notes.
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Conference papers on the topic "Morpheme acquisition order"

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Kaszynski, Alexander A., Joseph A. Beck, and Jeffrey M. Brown. "Experimental Validation of a Mesh Quality Optimized Morphed Geometric Mistuning Model." In ASME Turbo Expo 2015: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-43150.

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High cycle fatigue due to mode localization caused by geometric and material mistuning is one of the leading failure risks of integrally bladed rotors (IBRs). Due to the computational analysis cost of full wheel models, IBR mistuned response amplifications are often modeled with reduced order models (ROMs). However, many developed ROMs are based on nominal mode assumptions that do not consider mode shape variations that have been shown to impact predicted mistuned response. Geometrically mistuned finite element models (FEMs) do account for mode shape variations but are notoriously difficult to construct and analyze. Recent advancements in optical scanning have enabled the rapid acquisition of highly accurate dense point clouds representative of manufactured hardware. Previous research pioneered a novel method to automatically and robustly construct an FEM directly from tessellated scan data, this research adds new mesh quality verification algorithms and experimentally validates this algorithm using results from traveling wave excitation. Sensitivity to mesh and point cloud density are also assessed to determine a best practice for creation of the as manufactured mistuned rotor model.
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