Phonological and Morphological Awareness in Second Language Learning (original) (raw)
Related papers
Second language acquisition of phonology, morphology and syntax
The Encyclopedia of Language and Linguistics (2nd Edition). Oxford: Elsevier, 2006
This article examines how developmental patterns found in second language (L2) acquisition result from a complex interaction of influence from the first language (L1) and input from the L2 under constraints imposed by an innate language faculty. Evidence comes from a large body of research on L2 phonology, morphology and syntax.
Role of Phonology in Foreign Language Acquisition
2002
This paper highlights the importance of phonology in second language learning, comparing phonetic mistakes made by adult native speakers of English learning Georgian and adult native speakers of Georgian learning English. It emphasizes the importance of a holistic, systemic approach to teaching second languages that involves making the first language part of the whole teaching and learning process. The paper describes a systemic approach to vowel acquisition, examining the phonological and vowel systems of English and Georgian (similarity and absence of sounds) and short vowels versus Georgian monophthongs (similarity and absence of sounds and absence of microsystems: diphthongs and triphthongs). It discusses consonantal systems of Georgian and English. It concludes that second language learners try to pronounce target sounds based on the native language's sound repertoire as well as the sound systems of other languages acquired previously. This storehouse of sounds is the learner's main resource for target sound acquisition and is a logical way to proceed from the familiar to the unfamiliar. Once the selection is made, the sounds make up a special reference sound group (RSG) to which the learner may refer as needed. The degree of similarity or dissimilarity existing between first and second language phonemes affects the nature of the RSG. Helpful tips for teachers for the application of the "Systemic Method" in foreign language teaching is appended. (Contains 24 notes, 19 tables, and 12 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
This research has analysed the impact of morphological treatment in English morphological awareness task. The main aim of this study is to understand the relationship between morphological awareness and vocabulary knowledge of university preparatory class students. In second language learning environment, fifty-two preparatory class students have participated in this study. The participants have been divided into two groups as experimental and control group. Experimental group was conducted three hours of morphological guideline and morpheme teaching treatment during twelve weeks whereas control group was exposed to traditional vocabulary teaching. To explore the effects of morphological treatment on English vocabulary acknowledgement, all participants completed Nation's Vocabulary Size Test (2001), language history questionnaire and Morphological Awareness Test (Part A and B). The relationship between the pre-tests and post-tests results has shown that experimental group acquired higher score on vocabulary recognition than control group after thirty-six-hours treatment. These findings indicate that the participants who obtained morphological treatment took in consideration the morphemes and vocabulary items better than the others who took traditional vocabulary teaching procedure.
2013
This study seeks to investigate cross-language transfer of phonological and morphological awareness among young Malay learners who are learning English as their second language and have Malay as their L1. The study examines the relationship between phonological and morphological awareness tasks and performance on English and Malay spelling tests. The data consists of responses to 4 spelling tests and 11 awareness tasks. The data for the study was drawn from a sample of Malay learners aged seven to nine from three Malaysian urban schools. Two types of studies were undertaken, a quantitative study and a qualitative study. The quantitative study investigated if phonological awareness and morphological awareness in both Malay and English can predict English Spelling Accuracy. The qualitative study analysed phoneme and morpheme errors to determine if there was an association between Malay and English phonological and morphological awareness and an English and Malay morpheme subtest as we...
Effects of morphological awareness on second language vocabulary knowledge
2017
This research analysed the impact of morphological treatment in English morphological awareness task. The main aim of this study is to understand the relationship between morphological awareness and vocabulary knowledge of university preparatory class students. In second language learning environment, fifty-two preparatory class students have participated in this study. The participants have been divided into two groups as experimental and control group. Experimental group was conducted three hours of morphological guideline and morpheme teaching treatment during twelve weeks whereas control group was exposed to traditional vocabulary teaching. To explore the effects of morphological treatment on English vocabulary acknowledgement, all participants completed Nation’s Vocabulary Size Test (2001), language history questionnaire and Morphological Awareness Test (Part A and B). The relationship between the pre-tests and post-tests results has shown that experimental group acquired highe...
2016
Learning a second language or other language after the first language acquisition can cause many problems. The issue arises because of differences in the system of grammatical or phonological system may be quite significant compared to the first language. In Japanese native speakers who learn Indonesian as a second language found that they have many problems in phonological factors, while the grammatical factor hardly find any problems. Once examined, the findings indicate that the sounds of the dominant Indonesian indistinguishable in pronunciation are [ǝ] and [u], [r] and [l], nasal sounds such as [n], [m], [ŋ], [n], and a sound approximation [h] followed by the vowel [u]. In addition to hard to distinguish the pronunciation of sounds, also found difficulty in pronouncing condition Indonesian syllable patterns, i.e. VKK, KKV, KKVK, KKVKK, KKKV, and KKKVK. This study proved that the Japanese speakers are difficult to pronounce the sounds of the unexpected and difficult is to distin...
Language Awareness
This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.
Second-language learning: The role of subject and phonetic variables
STiLL-Speech Technology in Language Learning, 1998
ISCA Archive http://www.isca-speech.org/archive ETRW on Speech Technology in Language Learning (STiLL) Marholmen, Sweden May 24-27,1998 Second-language Learning: The Role of Subject and Phonetic Variables James Emil Flege Department of Rehabilitation ...
Topics in Language Disorders, 2013
The main goal of this study was to examine whether the morphological structure of a child's first language determined the strength of association between morphological awareness and reading and spelling skills in English, their second language. Methods: The sample consisted of 888 Grade six students who had English as their first language and 244 English Language Learners (ELLs) who came from seven home language backgrounds: Chinese, Filipino, Germanic, Korean, Persian, Romance, and Slavic. Participants were given a series of standardized tests for word reading, reading comprehension, and spelling, and experimental measures of morphological, phonological, and syntactic awareness, as well as reading fluency and reading comprehension. Results: The results revealed that children in the ELL groups differed from the English monolingual group mostly on the oral language tasks, but their reading skills were high and equivalent to those of the monolingual group. Moreover, it was confirmed that morphological awareness is important for all aspects of reading and spelling, and its influence is independent of that of phonological awareness and syntactic awareness. Conclusion: The associations between morphological awareness and reading and spelling in a second language seem to be influenced by the morphological structure of the home language, such that the association was stronger for children whose home languages were morphologically transparent.