Dissertations / Theses: 'Morphemics'

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Libben, Gary. "Morpheme decomposition and the mental lexicon : evidence from the visual recognition of compounds." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72089.

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This study presents an experimental investigation of morpheme decomposition in the visual recognition of English compounds. It discusses linguistic and psycholinguistic perspectives of the mental lexicon and the role of compound recognition data in the formulation of hypotheses about lexical access and representations.
In a series of three experiments it was found that existing compounds such as "warehouse" appear to be represented in the mental lexicon as morphologically-complex full forms. On the other hand, novel compounds such as "winehouse" appear to be decomposed into their constituent morphemes in the process of word recognition. It was also found that the constraints of English orthography play a significant role in the interpretation of novel compounds. The locus of the orthographic effect, however, appears to be post-lexical.
The results of this study of compound recognition are consistent with a view of the lexicon as a self-reorganizing store of knowledge, which is characterized by cost-free storage and access.

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Palmer, Bill. "Commonality and distinctiveness : towards a theory of morphemics." Thesis, The University of Sydney, 1992. http://hdl.handle.net/2123/1810.

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This work is concerned with the nature of morphemes. It attempts to define and characterise 'morpheme', and provide practical tools for the analysis of morphemes. The work drew its instigation from the practical problems in morphology, in which the phonological and semantic relationships between morphological objects did not parallel the relationships between the roles of those objects in word formation. These relationships are to a large extent not identifiable or describable within the existing approaches to morphology. This work seeks to identify and describe these relationships as the relationships between morphemic entities. In other words, it focuses on morphemes as morphemes, rather than as the atoms of word formation, and seeks to characterise them from that perspective.

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Palmer, Bill. "Commonality and distinctiveness : towards a theory of morphemics." University of Sydney, 1992. http://hdl.handle.net/2123/1810.

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Master of Arts
This work is concerned with the nature of morphemes. It attempts to define and characterise 'morpheme', and provide practical tools for the analysis of morphemes. The work drew its instigation from the practical problems in morphology, in which the phonological and semantic relationships between morphological objects did not parallel the relationships between the roles of those objects in word formation. These relationships are to a large extent not identifiable or describable within the existing approaches to morphology. This work seeks to identify and describe these relationships as the relationships between morphemic entities. In other words, it focuses on morphemes as morphemes, rather than as the atoms of word formation, and seeks to characterise them from that perspective.

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Alforde, Sally. "A comparison of grammatical morpheme usage by four year olds with normal, impaired, and late developing language." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4244.

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The purpose of this study was to determine whether language-disordered four-year-old children and those with a history of language delay but currently normal functioning would have acquired a significantly lower percentage of 13 grammatical morphemes than children of the same age with normal language skills. Research has shown that there is a consistency of order in which these morphemes are acquired in children with normal language ability. studies have also shown that while language disordered children acquire these grammatical morphemes in a similar order, the process is slowed down. Language disordered children have difficulty with grammatical morpheme development. Not found in the research is information regarding grammatical morpheme development for children with normal language skills but a history of language delay. Does grammatical morpheme development still pose a problem for these children? Is grammatical morpheme development for this population consistent in terms of order of acquisition with normal and language disordered children? Does acquisition of these morphemes still show deficiencies when language skills have progressed into the normal range? Do patterns of grammatical morpheme development demonstrate distinct features for these children? These are the questions that the present investigation sought to answer.

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Machobane, ʾMalillo. "Some restrictions on the sesotho transitivizing morphemes." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75913.

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This thesis examines the argument structures of applicative and causative verbs in Sesotho, and proposes conditions which they must comply with. It is argued that the two conditions in question are in fact general conditions on argument structure rather than restrictions specific to the individual suffixes. The first, the Thematic Hierarchy Condition, which accounts for the unacceptability of unaccusative verbs and experiencer verbs with a Benefactive argument, follows from a universal tendency to have the highest thematic role as the external argument. The second, the Internal Argument Principle, which accounts for the unacceptability of the applicative and causative suffixes with verbs that take two obligatory internal arguments, follows from the fact that basic verbs across languages take no more than two internal arguments. It is argued that this second principle does not follow from Case Theory or Theta Theory.
This thesis also demonstrates that the distinction between structural and inherent Case plays an important role in morphology. It accounts for certain differences between causatives and applicatives, including the unacceptability of causative verbs with an S$ sp prime$ complement and the order in which the applicative and causative suffixes appear.

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Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.

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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese subjects by both the Spearman rank order correlation coefficients and the Implicational Scaling Analysis based on Group Range. This indicates strong transfer from the Japanese language. But language transfer is not such a simple phenomena as the researchers in the Behaviorism era thought. Some methodological problems concerning the grammatical morpheme studies and possible determinants of the accuracy order of the morphemes were also discussed.

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Kwok, Leung Lai-wan Peony, and 郭梁麗蘊. "An analysis of the possible effect of the order of instruction ofEnglish grammatical morphemes on the order of difficulty as derivedfrom written compositions of Chinese adolescent ESL learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31948789.

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Fishley, Katelyn M. "Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390.

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Ishihara, Masahide. "The Morphemic Plane Hypothesis and Plane Internal Phonological Domains." Department of Linguistics, University of Arizona (Tucson, AZ), 1989. http://hdl.handle.net/10150/227236.

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10

Murawaki, Yuugo. "Automatic Acquisition of Japanese Unknown Morphemes." 京都大学 (Kyoto University), 2011. http://hdl.handle.net/2433/142119.

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11

Haggo, Douglas Cairns. "The structure of English tonal morphemes." Thesis, University of Canterbury. English, 1987. http://hdl.handle.net/10092/4867.

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Several attractively simple hypotheses about the structure of English tonal morphemes, or intonational tunes, are investigated. In some cases I argue that the hypothesis can be maintained; in others I conclude that it must be abandoned. In the course of the investigation I make proposals both about the representation of particular tonal morphemes and about the rules which associate their constituent tones with the syllables of phonological phrases. The operation of these tone association rules is demonstrated in Chapter 1, which also includes a defence of the hypothesis that the units in question are morphemes. In Chapter 2 I support the analysis of prominence required for the application of the tone association rules by showing that it offers a natural account of the phenomenon of stress shift. A tune is identified in the third chapter which falsifies the hypothesis that the nucleus tone is the first obligatory tone in a tonal morpheme. In Chapter 4 I attack the hypothesis that four tones suffice to model the tunes of English, showing that five tones are necessary. I argue in Chapter 5 that the "calling tune" requires us to abandon the hypothesis that there are no accent tones following the nucleus tone of a tonal morpheme. In the sixth chapter I defend the hypothesis that tonal morphemes consist entirely of level tones. In the last two chapters I take up two complementary kinds of apparent exception to the hypothesis that each tonal morpheme contains one and only one nucleus tone. I discuss and dismiss in Chapter 7 claims that some tonal morphemes must contain more than one nucleus tone. In Chapter 8 I conclude that the opposite type of exception-- a tonal morpheme with no nucleus tone-- does exist, in the form of the "contradiction contour", which is also exceptional in other ways.

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Ferretti, Todd. "Situation schemas, thematic roles and grammatical morphemes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58210.pdf.

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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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Aidinis, Athanasios. "Phonemes, morphemes and literacy development : evidence from Greek." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10018894/.

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It has been proposed that literacy development follows a sequence from simple to complex rules: children acquire simple phonological rules before they learn more complex orthographic rules such as conditional rules or morphological rules. I hypothesise that Greek children start reading and spelling by using a simple phonological strategy and later develop more complex phonological and morphological strategies. The hypothesis that young children fail to use complex phonological and morphological rules, the processes involved in reading words with complex phonological rules, the predictors of children's use of morphological strategies in spelling and the relations between different instances of morphological spellings were investigated in six studies. In the first three studies the hypothesis that young children fail to use complex phonological strategies in reading and the processes involved in reading words which involve complex rules were examined. Children (6-8 years) were asked to read words and non-words (analogous and not-analogous to real words) either in isolation or in the context of a sentence, assigned to three categories in tenns of the rules involved in reading them. The children - especially the younger ones - performed better in words and non-words that involve constant relations between graphemes and phonemes than in words and non-words that involve variant relations between graphemes and phonemes. All the age groups performed better in the analogous nonwords that involve complex phonological rules than in the not-analogous non-words. Children and adults read words that involve variant but predictable spelling patterns either by establishing connections to whole words or segments of known words. Younger children benefited more from context than the older ones and the effect was bigger for more difficult words. In the fourth study the hypothesis that younger children fail to use morphological strategies in spelling was tested. Children (7-10 years) were given a task involving three instances of spelling of the final morpheme. Young children spelled the final morpheme using phonological strategies while older children used morphological ones. In the last two studies, children (7-10 years) were given oral measures of grammatical awareness, a standardised verbal ability test, measures of grammatical spelling knowledge and a measure of their ability to interpret novel words. Significant correlations between grammatical awareness, different instances of morphological spelling and children's ability to interpret novel words were found even after age and verbal ability were partialled out. I conclude that even in a language that is transparent (at least from spelling to phonology) a stage model of simple rules first, complex rules later still holds. In reading, complex phonological strategies must be acquired for the reading of words that involve conditional rules. Morphological spelling strategies are important for correct spelling in Greek (which is not transparent from phonology to spelling).

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Wang, Li. "Acquisition of grammatical morphemes, a case study of Lan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ54757.pdf.

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16

Parthemore, Jessica Lea. "Examining student reading gains based on vocabulary instruction based on morphemic and definitional approaches." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1440000633.

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張勵妍 and Cheung Lai-yin Tsang. "The phonological correspondences between cognate morphemes in Cantonese and Mandarin." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31208915.

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Heintz, Ilana. "Arabic Language Modeling with Stem-Derived Morphemes for Automatic Speech Recognition." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275053334.

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19

Facun-Granadozo, Ruth. "Teacher Candidates’ Perplexities on Phonemic Awareness, Phonics, and Morphemic Awareness: Implications for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4331.

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20

Sutcliffe, David. "African American vernacular English : origins and issues." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310623.

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21

Deacon, S. Helene. "Morphemes and spelling : what children understand about the words that the write." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270009.

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22

Wang, Yuli. "Two English inflectional morphemes borrowed into informal Mandarin Chinese on the Internet." [Muncie, Ind. : Ball State University], 2008. http://cardinalscholar.bsu.edu/373.

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23

Marti, Carl Nathan. "11-month-old infants' use of function morphemes to identify word boundaries /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008387.

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Willet, Holly. "Effects of treatment on finite morphemes in children with specific language impairment /." abstract and full text PDF (UNR users only), 2001. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1404975.

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25

Alhanai, Tuka (Tuka Waddah Talib Ali Al Hanai). "Lexical and Language Modeling of Diacritics and Morphemes in Arabic Automatic Speech Recognition." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/87941.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-72).
Arabic is a morphologically rich language which rarely displays diacritics. These two features of the language pose challenges when building Automatic Speech Recognition (ASR) systems. Morphological complexity leads to many possible combinations of stems and affixes to form words, and produces texts with high Out Of Vocabulary (OOV) rates. In addition, texts rarely display diacritics which informs the reader about short vowels, geminates, and nunnations (word ending /n/). A lack of diacritics means that 30% of textual information is missing, causing ambiguities in lexical and language modeling when attempting to model pronunciations, and the context of a particular pronunciation. Intuitively, from an English centric view, the phrase th'wrtr wrt n thwrt with 'morphological decomposition' is realized as, th wrtr wrt n th wrt. Including 'diacritics' produces, the writer wrote in the writ. Thus our investigations in this thesis are twofold. Firstly, we show the benefits and interactions between modeling all classes of diacritics (short vowels, geminates, nunnations) in the lexicon. On a Modern Standard Arabic (MSA) corpus of broadcast news, this provides a 1.9% absolute improvement in Word Error Rate (WER) (p < 0.001). We also extend this graphemic lexicon with pronunciation rules, yielding a significant improvement over a lexicon that does not explicitly nodel diacritics. This results in a of 2.4% absolute improvement in WER (p < 0.001). Secondly, we show the benefits of language modeling at the morphemic level with diacritics, over the commonly available, word-based, nondiacratized text. This yields an absolute WER improvement of 1.0% (p < 0.001).
by Tuka Al Hanai.
S.M.

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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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Lee, Chi-yin. "A pure orthographic stage in processing Chinese characters evidence from data of sub-morphemic processing in preschool children /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38888919.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.

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Facun-Granadozo, Ruth. "Developing Mastery in Phonemic Awareness, Phonics, and Morphemic Awareness: A Multiple Case Study of Preservice Early Childhood Educators." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2446.

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The purpose of this study was to explore the experiences and perceptions of early childhood preservice teachers in a southeastern university as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Mastery was set at 90% accuracy in a series of tests, which required them to perform different tasks related to the said concepts. One aim of the study was to investigate the preservice teachers’ description of their experiences as they worked for mastery of phonemic awareness, phonics, and morphemic awareness. Another aim was to examine how working for mastery of said concepts influenced their perceptions of preparedness to carry out literacy instruction. This research used a multiple case study method involving 8 preservice teachers who were taking their first literacy methods course. Data were gathered through an online survey, analysis of answered test papers, written responses, individual interviews, and a focus group interview. Qualitative analysis of data revealed the experience brought about awareness of insufficient knowledge, apprehension to teach, and perplexities related to phonemic awareness, phonics, and morphemic awareness among the participants. The most salient perplexities were found to be related to phonemic awareness tasks, application of phonics key terms to real words, and splitting words into morphemes. Findings also revealed that improved understanding of phonemic awareness, phonics, and morphemic awareness enhanced the participants’ perception of preparedness to teach these concepts. Engaging in reflective thinking while working for mastery of these concepts deepened their awareness of unpreparedness, reconnected them to their goal to be effective teachers, and caused them to deliberately act on their challenges in obtaining content knowledge required for quality literacy instruction. The results of this study will have relevance for teacher educators, policy makers, school administrators, and researchers as they address issues related to literacy instruction during teacher preparation, especially in terms of acquisition of strong content knowledge.

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Manegre, Marni. "The combination of lexical morphemes, forming co-ordinate compounds and blends in child language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60466.pdf.

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Lindström, Mathias. "Automatic Segmentation of Swedish Medical Words with Greek and Latin Morphemes : A Computational Morphological Analysis." Thesis, Stockholms universitet, Avdelningen för datorlingvistik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121650.

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Raw text data online has increased the need for designing artificial systems capable of processing raw data efficiently and at a low cost in the field of natural language processing (NLP). A well-developed morphological analysis is an important cornerstone of NLP, in particular when word look-up is an important stage of processing. Morphological analysis has many advantages, including reducing the number of word forms to be stored computationally, as well as being cost-efficient and time-efficient. NLP is relevant in the field of medicine, especially in automatic text analysis, which is a relatively young field in Swedish medical texts. Much of the stored information is highly unstructured and disorganized. Using raw corpora, this paper aims to contribute to automatic morphological segmentation by experimenting with state-of-art-tools for unsupervised and semi-supervised word segmentation of Swedish words in medical texts. The results show that a reasonable segmentation is more dependent on a high number of word types, rather than a special type of corpora. The results also show that semi-supervised word segmentation in the form of annotated training data greatly increases the performance.
Rå textdata online har ökat behovet för artificiella system som klarar av att processa rå data effektivt och till en låg kostnad inom språkteknologi (NLP). En välutvecklad morfologisk analys är en viktig hörnsten inom NLP, speciellt när ordprocessning är ett viktigt steg. Morfologisk analys har många fördelar, bland annat reducerar den antalet ordformer som ska lagras teknologiskt, samt så är det kostnadseffektivt och tidseffektivt. NLP är av relevans för det medicinska ämnet, speciellt inom textanalys som är ett relativt ungt område inom svenska medicinska texter. Mycket av den lagrade informationen är väldigt ostrukturerat och oorganiserat. Genom att använda råa korpusar ämnar denna uppsats att bidra till automatisk morfologisk segmentering genom att experimentera med de för närvarande bästa verktygen för oövervakad och semi-övervakad ordsegmentering av svenska ord i medicinska texter. Resultaten visar att en acceptabel segmentering beror mer på ett högt antal ordtyper, och inte en speciell sorts korpus. Resultaten visar också att semi-övervakad ordsegmentering, dvs. annoterad träningsdata, ökar prestandan markant.

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Ferguson, Laura Carroll Jeri. "The effects of explicit teaching of morphemic analysis on vocabulary learning and comprehension and its transfer effects to novel words." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t054.pdf.

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Thesis (M.Ed.)--Wichita State University, Dept. of Curriculum and Instruction.
"May 2006." Title from PDF title page (viewed on October 31, 2006). Thesis adviser: Jeri Carroll. Includes bibliographic references (leaves 27-30).

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Tabbara, Sajida. "A study of accuracy orders of nine English morphemes amongst learners of English as a foreign language." Thesis, University of Reading, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294990.

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Probert, Tracy Nicole. "A comparative study of syllables and morphemes as literacy processing units in word recognition: IsiXhosa and SeTswana." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/3266.

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Word recognition is a core foundation of reading (Invenizzi and Hayes 2010) and involves interactions of language skills, metalinguistic skills and orthography. The extent of the interaction with one another in reading has yet to be fully explored, especially in the Southern-Bantu languages. This comparative study of isiXhosa and Setswana explores this three-way interaction between language skills (effect of Language of Learning and Teaching (LoLT)), metalinguistic skills (Phonological and Morphological Awareness) and orthography (conjunctivism vs. disjunctivism). This thesis is novel in three respects, (a) a set of linguistic-informed reading measures were developed in isiXhosa and Setswana for the first-time, (b) to my knowledge, the comparisons made and study of Morphological Awareness in the Southern-Bantu languages have never been done, and (c) the use of d-prime as a way of testing for grain size in reading is an innovative approach. Grade 3 and Grade 4 learners were tested on four independent linguistic tasks: an open-ended decomposition task, a Phonological Awareness task, a Morphological Awareness task and an independent reading measure. These tasks were administered to determine the grain size unit (Ziegler and Goswami 2005, Ziegler et al. 2001) which learners use in word recognition, with the grain sizes of syllables and morphemes being studied. Results showed that syllables were the dominant grain size in both isiXhosa and Setswana, with morphemes as secondary grains in isiXhosa. Grain size differed slightly between the two orthographies. These results are reflected in the scores on the metalinguistic tasks. LoLT was not shown to have a significant impact on word recognition in first-language reading. The Psycholinguistic Grain Size Theory (PGST) was found to be the most applicable model of word recognition to the Southern- Bantu languages, as opposed to the Dual-Route Cascade Model and Orthographic Depth Hypothesis. This thesis concludes with suggested adaptations to this theory in order to allow for morpheme grain size to be included. This study has implications for teaching practice and curriculum design, and contributes to a broader understanding of literacy in the foundation phase in the Southern-Bantu languages.

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Barrett-Pugh, Caroline H. "The development of grammatical morphemes in the speech of young second language learners within a conversational context." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/175/.

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This is a longitudinal study of the development of grammatical morphemes in the speech of young children using English as a second language in a classroom context. The theoretical standpoint adopted is that first and second language development in 'natural' contexts is facilitated by the same underlying processes, and that central to this development is the notion of meaningful interaction, through which conversational partners negotiate shared understanding. It is argued that if the interactional features identified as facilitative in first language development are reproduced within the classroom context, the sequence of development identified in this study will reflect the sequence identified in first language learning. The data was collected over a period of six terms and initial analysis reveals similarities between the process of morphemic development in first and classroom second language learning. As a result of these findings, the analysis is then extended to take account of the conversational context in which development occurs. Particular reference is made to repetition and formulaic speech which the learners appear to use as a means of producing verb morphemes within the context of interrogatives and negation. The methodological significance of the identification and interpretation of strategies within an interactional framework is discussed. Analysis reveals that in addition to the general processes identified, which account for a shared sequence of development in first and second language development, there are individual differences. These differences are related to the learners' mother tongue, the classroom context and the use of particular strategies. Each one is explored in relation to the management of conversational interaction and underlying grammatical development. The incomplete acquisition of grammatical morphemes by the end of the study is seen as significant and the study concludes by suggesting that this has important implications for the nature of interaction in a classroom context.

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Ihsheish, Shaher, of Western Sydney Nepean University, and Faculty of Education. "Morphological aspects of Arabic verb in translation." THESIS_FE_XXX_Ihsheish_S.xml, 1998. http://handle.uws.edu.au:8081/1959.7/332.

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The research examined the relationships between the morphological structures and features of Arabic and English verbs. An examination of the corpus in the research, which compiled 2000 verbs and their translation from various texts, showed that correlation between verb aspects are minimal. Therefore it is admissible to say that there is no correlation between morphological aspects and categories of Arabic and English verbs. Through analysis of Arabic verb patterns, the research demonstrated the primacy of a morpheme as one of the significant linguistic structural units that incorporates semantic and syntactic features, and also as a pivotal translation unit. The data analysis also signified that genre variation in Arabic is well established and can be clearly identified through morphological aspects of the verb and their distribution in text types.
Master of Arts (Hons)

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Joelsson, Klara. "-S morphemes in L2 English : An investigation into student essays in grades 6, 9, and 12 in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38572.

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Swedish students’ morpheme acquisition order in English, including the acquisition of -s morphemes, is a relatively unstudied topic. Given the morphological differences between the English and Swedish languages, students learning English in Sweden may encounter difficulties in the use of the third person singular present tense -s morpheme. Research also shows that Swedish students use the plural -s morpheme rather accurately at 9-10 years old. Mapping out the usage of the -s morphemes may pave the way for understanding the difficulties learners encounter in the use of such morphemes. Furthermore, looking into the usage of morphemes that have the same form but different grammatical functions (e.g.,-s morphemes) may help us understand the relationship between different proficiency levels and the accuracy rate of morpheme usage in L2 English. To this end, this study investigates a corpus of texts produced by students learning English in Sweden in grades 6, 9 and 12. The focus is particularly on the frequency and accuracy of the use of -s morphemes, aiming at revealing which type of -s morphemes has a higher accuracy rate. The results show that the accuracy rate with the plural -s morpheme is relatively higher, whereas the possessive -‘s morpheme is the most problematic one across all levels. Additionally, the largest issue with the contracted verb form of be -‘s was that the students did not add an apostrophe between the word and the -s, rather than not using the form at all. Lastly, the third person singular present tense-s accuracy was very low in grade 6 but increased a lot through grade 9 and 12 where more complex subjects were the largest issue. However, the results indicate that further research with a larger corpus size is required to be able to generalize the findings.

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Irwin, Mark. "Mora obstruent allomorphy in Sino-Japanese morphemes in final -/ki/ : a case of homomorphic diffusion in modern Japanese." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434550.

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Murakami, Akira. "Individual variation and the role of L1 in the L2 development of English grammatical morphemes : insights from learner corpora." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/254430.

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The overarching goal of the dissertation is to illustrate the relevance of learner corpus research to the field of second language acquisition (SLA). The possibility that learner corpora can be useful in mainstream SLA research has a significant implication given that they have not been systematically explored in relation to SLA theories. The thesis contributes to building a methodological framework to utilize learner corpora beneficially to SLA and argues that learner corpus research contributes to other disciplines. This is achieved by a series of case studies that quantitatively analyze individual variation and the role of native language (L1) in second language (L2) development of English grammatical morphemes and explain the findings with existing SLA theories. The dissertation investigates the L2 development of morphemes based on two largescale learner corpora. It first reviews the literature and points out that the L2 acquisition order of English grammatical morphemes that has been believed universal in SLA research may, in fact, vary across the learners with different L1 backgrounds and that individual differences in morpheme studies have been relatively neglected in previous literature. The present research, thus, provides empirical evidence testing the universality of the order and the extent of individual differences. In the first study, the thesis investigates L1 influence on the L2 acquisition order of six English grammatical morphemes across seven L1 groups and five proficiency levels. Data drawn from approximately 12,000 essays from the Cambridge Learner Corpus establish clear L1 influence on this issue. The study also reveals that learners without the equivalent morpheme in L1 tend to achieve an accuracy level of below 90% with respect to the morpheme even at the highest proficiency level, and that morphemes requiring learners to learn to pay attention to the relevant distinctions in their acquisition show a stronger effect of L1 than those which only require new form-meaning mappings. The findings are interpreted under the framework of thinking-for-speaking proposed by Dan Slobin. Following the first study, the dissertation exploits EF-Cambridge Open Language Database (EFCamDat) and analyzes the developmental patterns of morphemes, L1 influence on the patterns, and the extent to which individual variation is observed in the development. Based on approximately 140,000 essays written by 46,700 learners of 10 L1 groups across a wide range of proficiency levels, the study found that (i) certain developmental patterns of accuracy are observed irrespective of target morphemes, (ii) inverted U-shaped development is rare irrespective of morphemes, (iii) proficiency influences the within-learner developmental patterns of morphemes, (iv) the developmental patterns at least slightly vary depending on morphemes, and (v) significant individual variation is observed in absolute accuracy, the accuracy difference between morphemes, and the rate of development. The findings are interpreted with dynamic systems theory (DST), a theory of development that has recently been applied to SLA research. The thesis further examines whether any systematic relationship is observed between the developmental patterns of morphemes. Although DST expects that their development is interlinked, the study did not find any strong relationships between the developmental patterns. However, it revealed a weak supportive relationship in the developmental pattern between articles and plural -s. That is, within individual learners, when the accuracy of articles increases, the accuracy of plural -s tends to increase as well, and vice versa.

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Taha, Iman. "The acquisition of grammatical tense/aspect distinctions and tense/aspect morphemes in L2 English by native speakers of Syrian Arabic." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625451.

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Previous research has shown that even highly proficient second language (L2) learners who have acquired the L2 beyond a hypothesized critical period tend to use forms of the target language optionally where they are obligatory for native speakers. Lardiere (2000, 2005, 2007, 2008, 2009) has recently addressed issues of morphological competence, arguing that the learning task of the language learner goes far beyond the simplistic selection of features from a universal feature inventory provided by Universal Grammar to a more complicated task by having to assemble or map features into new formal configurations in the L2. This claim is tested in this study through the investigation of the acquisition of properties of the functional categories of Tense and Aspect where the L I and L2 differ in their realisation of the properties under study. It is believed that combining the logic of feature re-assembly together with a theoretical account of universals of tense/aspect interpretations could offer explanatory insights into the nature and course of L2 acquisition. A total of 60 classroom-instructed Syrian learners of L2 English and 10 native speaker controls participated in this study and were tested on their knowledge of the simple past, present perfect and simple present at three proficiency levels: lower-intermediate, higher intermediate and advanced. A tense/aspect interpretation task, a gap filling task and a proficiency test were administered in order to collect the data relevant to the tested properties. Results indicate a significant effect for L I transfer as learners approach the learning challenge from the standpoint of how form-meaning associations are instantiated in their LI grammar. Properties involving straightforward mapping between the LI and L2 values proved to be easier to acquire than properties that are differently represented in the L 1 and L2 and hence re-structuring is required. Variability across comprehension and production, and across tasks, is detected for less-proficient L2 learners. It is proposed that a UG-based account can offer testable predictions about the acquisitional process where morphological variability is situated at the mapping/re-mapping level and processing pressure is a determining factor for target-like attainment especially in production.

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Yang, Byong-Seon. "Morphosyntactic phenomena of Korean in role and reference grammar : psych-verb constructions, inflectional verb morphemes, complex sentences, and relative clauses /." Seoul : Hankuk publ. = Han kuk mun hoa sa, 1994. http://catalogue.bnf.fr/ark:/12148/cb37527015b.

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Katupha, Jose M. M. "The grammar of Emakhuwa verbal extensions : an investigation of the role of extension morphemes in derivational verbal morphology and in grammatical relations." Thesis, SOAS, University of London, 1991. http://eprints.soas.ac.uk/29410/.

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The central concern of this thesis is a group of derivational suffixes characteristic of the Bantu languages known as verbal extensions yielding such derived verbs as causative, frequentative, passive, reciprocative. The study is based on a textual corpus from Emakhuwa, a Bantu language of Mozambique, supplemented by the author's native knowledge of the language. The theoretical background is provided by Lexical Functional Grammar (Bresnan (1982)), which provides a means of relating theta roles (agent, instrument, theme etc.) to grammatical functions through the Lexical Mapping sub-theory. After exploring in chapter two the morphology of these suffixes and their suppletive relationship within the lexicon, chapter three examines the syntax of primitive verbs, classified principally as ergative, unergative and unaccusative. In this analysis "objecthood" and "restrictedness" prove difficult to establish, since object c1iticization is largely restricted to human reference, while passivization (chapter five) is applied to all roles below the highest, including roles such as time and manner, normally perceived as adverbial. Furthermore, word order is little constrained and not decisive of function. Certain constructions allow variable mapping of roles to functions and introduction of supplementary objects corresponding to co-referent patients or reason, but without morphological verbal indexation. Focus in chapters four and five is narrowed to thematic extensions adding or dropping roles. The applicative introduces a beneficiary, instrument or goal, interpreted partially according to animacy; the repeated extensions may introduce multiple roles. The causative constructions include the inductive, introducing a reason/instrument role with optional suppression of agent and/or theme. The reciprocative may have a quasi-causative reading introducing an involved but unequal participant. Uses of these extensions with the passive and stative, singly or in combination, are systematically explored. The conclusion casts doubts on the adequacy of theories relying heavily on the traditional morpho-syntactic manifestations of object.

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Hagiwara, Akiko. "Attention and L2 learners' segmentation of complex sentences." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/681.

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The main objective of the current study is to investigate L2 Japanese learners' ability to segment complex sentences from aural input. Elementary- and early-intermediate level L2 learners in general have not developed the ability to use syntactic cues to interpret the meaning of sentences they hear. In the case of Japanese, recognition of inflectional morphemes is crucial for the accurate segmentation of complex sentences, as they signal the end of each clause. However, recognition of inflectional morphemes was found to be challenging for low proficiency learners because they are often fused in natural speech; thus, they are low in salience. To assist L2 learners in finding meaningful chunks, namely clauses within a complex sentence, the current study attempted to focus their attention on inflectional morphemes in aural input. During the experiment, learners were asked to repeat complex sentences as accurately as possible. Half of the stimuli were accompanied by pictures that corresponded to the activities described in these complex sentences. The study hypothesized that visualized chunks would reduce L2 learners' cognitive load and enable them to pay closer attention to syntactic elements; thus, learners would reconstruct complex sentences better with the pictorial information support. It was also hypothesized that the ability to reconstruct elements that are low in salience would account for L2 learners' receptive proficiency. The results revealed that L2 learners' reconstruction of complex sentences improved significantly with the support of visualized chunks. However, it became evident that learners' reconstruction of an inflectional morpheme to which they had not been fully exposed in class did not improve with the pictorial support. Such a tendency was particularly obvious when the inflectional morpheme was located in a sentence internal position. Additionally, the study found that L2 learners' ability to reconstruct an inflectional morpheme declined when it was void of communicative value. In terms of receptive proficiency, the results indicate that L2 learners' ability to reconstruct syntactic elements that are low in salience is a reliable predictor of their receptive proficiency.

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Thuresson, Janni. "The syntactic development in theearlier stages of children’s firstlanguage acquisition : How does the process of morphemes function during the child’s 12 to 24months?" Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16903.

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This essay deals with the start of children’s first language acquisition and will measure thesyntactic development of children through counting the MLU (mean length of utterance). Achild, 12 months old, will be studied through transcripts, video and audio over the course of ayear. The material used for this essay can be found on the online corpus CHILDES which is alarge database of transcripts of child language. The graphs and charts in this study willdemonstrate the MLU value from 12 to 24 months of one child. It also shows the amount ofdifferent word classes being produced on a monthly basis. Further, in the results a low valueof the MLU is provided which can be associated with various explanations. Cases ofbacksliding also occur in the graph. On the discourse of different word classes’ presence,during the given time frame, the chart shows a high usage of nouns and verbs thatproportionally increases with age, which is common at the given stage.

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Colchester, Emily J. R. "Can we improve children's spelling ability by teaching morphemes through text reading : an intervention study exploring the relationship between morphological awareness and literacy." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019949/.

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Background: The need to improve children's spelling ability remains a key government agenda and is an issue encountered frequently by Educational Psychologists (EPs) in their practice. Recent research has suggested that there is a strong connection between awareness of morphemes and understanding and accurate use of the English spelling system, but relatively little is taught on this subject in school. The aim of the present study was to investigate whether a 5-week intervention can promote the development of 6- to 8-year-olds' morphological awareness and spelling ability. Method: Through the medium of guided group reading, an Intervention group were taught about the morphological rules that govern the spelling of plural `-s' and past tense `-ecf, whilst a Control group were taught about two phonologically-based spelling patterns. The intervention was compatible with current curriculum demands and was delivered to whole classes by their teachers. Pseudoword spelling tasks were administered at pre-, immediate post-, and delayed post-intervention points to assess the children's learning of the morphological rules in question. Results: Quantitative analyses suggested that the intervention did not have a significant impact on morphological awareness in spelling. However, a third of participating children showed clear gains, and reasons for variation in response to intervention were explored. The overall picture indicated that those with better literacy skills have better baseline morphological awareness and that they also responded best to the intervention. Conclusions: The implications of the results are discussed with reference to theories of literacy development and individual differences therein; and in the context of teaching and the profession of Educational Psychology. It is hoped that the study will increase the evidence-base of EP work, and raise awareness that the system of morphemes could be a powerful resource for children learning literacy.

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Brusnighan, Stephen M. "Semantic Transparency and Contextual Strength in Incidental Vocabulary Acquisition of Novel Compounds during Silent Reading: Evidence from Eye Movements and Recall." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1286756820.

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Prigent, Isidore Josette. "L'argumentation écrite dans les productions d'élèves de seconde : le cas de quelques organisateurs du discours." Paris 8, 1999. http://www.theses.fr/1999PA081543.

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Dans les discours argumentatifs ecrits des lyceens, certains morphemes (en effet, effectivement, bien sur et evidemment) se caracterisent par leur presence recurrente, a des places regulieres, sans qu'on puisse les interpreter comme des connecteurs reliant explicitement des arguments successifs. A partir d'un corpus d'ecrits produits pour l'evaluation nationale a l'entree en seconde (1992), cette recherche vise a eclairer le fonctionnement de ces termes, en prenant en compte les domaines de l'argumentation, de l'enonciation et du discours. Les modeles theoriques des operations enonciatives et discursives sous-tendent cette etude, qui soumet les morphemes a une double analyse. Sur un corpus d'enonces attestes, ils sont d'abord envisages comme marqueurs d'operations langagieres, ce qui permet de comparer leur fonctionnement enonciatif et sert de reference a leur analyse dans les discours d'eleves. Si l'on considere les textes produits par les apprenants comme traces de discours clos et monologiques, organises par l'enonciateur en fonction de contraintes externes et internes (construction d'une schematisation et reperages par rapport a la situation d'enonciation), ces morphemes fonctionnent comme des metaoperateurs. Ils articulent ces discours en sequences et sous-sequences hierarchisees, ou ce qui a ete dit - dans l'enonce de l'exercice ou dans le discours lui-meme - est repris et modifie. Dans ce travail complexe de reperages, les valeurs enonciatives des morphemes sont transposees, ou transformees pour repondre aux exigences de la composition discursive, ou encore effacees au profit de fonctions purement discursives. Au terme de cette etude, apparaissent quelques uns des processus suivis par les apprenants, quand ils ont a construire une argumentation ecrite. Cette approche pourrait ainsi servir a la reflexion didactique qui s'engage actuellement sur l'enseignement de l'argumentation au lycee comme au college.

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Drolc, Uschi. "Textlinguistische Funktionen der Swahili-Morpheme Ka und Ki." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91539.

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Ist das Swahili eine Tempus- oder eine Aspektsprache? Bei einer genaueren Betrachtung des Swahili-Verbalsystems wird man feststellen, dass es sowohl Tempus- als auch Aspektmorpheme gibt, aber auch Morpheme, die sich weder als Tempus noch als Aspekt klassifizieren lassen. Ein eindeutiger Tempusmarker ist das Präteritum -li-. Das Präsens -na- und das Perfekt -me- haben sowohl aspektuelle als auch temporale Merkmale. Das Habitualispräfix -hu- oder das Suffix -aga könnten als aspektuelle Kategorien bezeichnet werden. Daneben gibt es modale Kategorien, die durch die Infixe -nge- und -ngali- sowie das Subjunktivsuffix -e ausgedrückt werden. Und es gibt die Morpheme -ka- und -ki-, die sich weder als Tempus noch als Aspekt bezeichnen lassen, sondem textlinguistische Funktionen ausdrücken, wie ich im folgenden zeigen werde.

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Назаренко, Олена В`ячеславівна, Елена Вячеславовна Назаренко, Olena Viacheslavivna Nazarenko, Yu Holin'ko, and O. Ivanenko. "Techniques for working with quantitative vocabulary." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64603.

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Quantitative determination of subjects is expressed by derivations, morphological, lexical, syntactic tools that are closely related to and permeate the whole system of the English language. Quantitative ratio is objective and specific in its basis and is displayed in the cognitive practice of mankind, as these words are used both for communication and research work.

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Hannan, Muhammad Abdul. "A study of the development of the English verbal morphemes in the grammar of 4-9 year old Bengali-speaking children in the London Borough of Tower Hamlets." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400999.

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Ebert, Rebecca L. "Bridging Grammar and Speech Acoustics: Effects of Morpheme Status on Duration and Center of Gravity." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616618286162091.

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Dissertations / Theses on the topic 'Morphemics'

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