Explaining the “Natural Order of L2 Morpheme Acquisition” in English: A Meta‐analysis of Multiple Determinants

Goldschneider, Jennifer M.; DeKeyser, Robert

doi:10.1111/1467-9922.00147

Cited by 418 publications

(235 citation statements)

References 23 publications

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“…It seems to me that this is an empirical matter, relevant for L2 education as well as for theories of instructed and uninstructed SLA. It might be relevant too for the SLA literature on so called acquisition orders (the order in which different morpho-syntactic structures are acquired; see for example Goldschneider and DeKeyser, 2001) and acquisition sequences (the stages of development in the acquisition of morpho-syntactic forms in one domain, such as negation; see for example Ortega, in press).…”

Section: The Static and Dynamic Aspects Of Levelsmentioning

confidence: 99%

The Common European Framework of Reference for Languages

Hulstijn

2014

ITL

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The Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) currently functions as an instrument for educational policy and practice. The view of language proficiency on which it is based and the six proficiency levels it defines lack empirical support from language-use data. Several issues need to be investigated collaboratively by researchers working in the fields of first and second language acquisition, corpus linguistics and language assessment. These issues are concerned with (i) the CEFR's failure to consistently distinguish between levels of language proficiency (static aspect) and language development (dynamic aspect), (ii) with the CEFR's confounding of levels of language proficiency and intellectual abilities, and (iii) the potential problem of mismatches between second-language learners' communicative and linguistic competences. Furthermore, from a more theoretical perspective, this paper proposes (iv) to investigate which CEFR proficiency levels are attainable by native speakers and (v) to empirically delineate the lexical, morpho-syntactic and pragmatic knowledge shared by all native speakers (called Basic Language Cognition).

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Section: The Static and Dynamic Aspects Of Levelsmentioning

confidence: 99%

The Common European Framework of Reference for Languages

Hulstijn

2014

ITL

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“…A particular linguistic variable is salient if speakers are aware of it. As stated by Goldschneider and DeKeyser (2001), perceptual salience is the ease of hearing or perceiving a given linguistic feature and it correlates with such aspects of the input as amount of phonetic substance and lexical stress level. The Perceptual Salience Hypothesis predicts that an L2 learner will face fewer difficulties in perceiving and producing a syllabic grammatical suffix than a nonsyllabic one because a syllable is more perceptually salient than a consonant (Klein et al, 2003 In contrast, reference to the past in Malay does not involve inflections.…”

Section: Past-time Inflection -Ed and Its Allomorphsmentioning

confidence: 99%

–Ed Allomorphs and Linguistic Knowledge of Malay Speakers of English: A Descriptive and Correlational Study

Lotfie

Kadir

Pilus

2017

Indonesian J. Appl. Linguist

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Malay is a language from the Austronesian family and unlike the Indo-European-originated English, it does not generally have inflectional temporal markers. Investigating this from a cross-linguisticsinfluence perspective, differences between the languages could mean difficulties for Malay speakers to acquire features of English. The objectives of this study are to investigate Malay speakers' pronunciation of the English language -ed allomorphs - [d], [t] and [ɪd]/[əd] -and the relationship between the morphophonological forms and two types of linguistic knowledge, one of which is implicit while the other is explicit. Data were collated from fifty participants who are social science undergraduates and English majors who speak English as a second language. Four instruments were used to gauge the respondents' verbal use of -ed allomorphs as well as their implicit and explicit knowledge of the allomorphs. Results indicate that the students' verbal usage of the target items either lacks approximation to Standard English pronunciation or is largely dropped altogether. Results also suggest a moderate relationship between implicit and explicit knowledge of the allomorphs and their verbal production by Malay speakers of English. The finding illuminates acquisition problem of English language speakers whose mother tongue does not share similar inflectional markers. Pedagogical solutions can help learners of the English language to approximate Standard English and in the long run, enhance effective communication and increase chances of employability. Keywords: linguistic knowledge; -ed allomorphs; past-time inflections; Malay speakers of English; employabilityThe English language, after more than 1,500 years of rapidly expansive existence, has evolved into a significantly less synthetic language (van Gelderean, 2006). Compared to its earliest form, Old English, Present-Day English is not as highly inflected (Lieber, 2016). The usage of English has great importance in a country like Malaysia even though the majority of its population speaks Malay as the first language. Although there is a vast difference between the temporal indicators of English and Malay, the study by Lotfie, Salleh, and Kadir (2015) indicates that Malay Malaysian English as a second language (ESL) users could successfully produce the written past-time indicator -ed. Usage of -ed allomorphs in their speech or verbal production, however, has not been investigated and the temporal indicator differences between the languages could be one of the factors that lead to the difficulty in acquiring the inflectional forms. Thus, this study examines Malay speakers' verbal production of the forms This paper will proceed with sections on implicit and explicit linguistic knowledge, past-time inflection -ed and its allomorphs as well as relevant studies. They are followed by the study's method, findings and discussion, and ended with conclusion.

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“…To explain why certain morphemes appear to pose greater difficulty to learners than others, Goldschneider and DeKeyser (2001) note that perceptual salience is one of the factors which may influence the order of acquisition of these morphemes. In the case of the regular past tense, the regular -ed ending is perceptually non-salient, because it is usually realized as an alveolar stop (either voiceless [t] or voiced [d]) and as such does not constitute a syllable.…”

Section: The Target Structure: the Regular And Irregular Past Simple mentioning

confidence: 99%

Comparing the Effects of two Types of Output-Pushing Feedback on Adult EFL Students’ Oral Accuracy

Roothooft¹

2016

Elia

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Explaining the “Natural Order of L2 Morpheme Acquisition” in English: A Meta‐analysis of Multiple Determinants

Cited by 418 publications

References 23 publications

The Common European Framework of Reference for Languages

The Common European Framework of Reference for Languages

–Ed Allomorphs and Linguistic Knowledge of Malay Speakers of English: A Descriptive and Correlational Study

Comparing the Effects of two Types of Output-Pushing Feedback on Adult EFL Students’ Oral Accuracy

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