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Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children ...
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
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In: Modern and Classical Languages, Literatures and Cultures Faculty Publications (2021)
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El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
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The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
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Transversalidade do conhecimento linguístico e sua operacionalização em diferentes áreas: relações semânticas e morfológicas entre palavras
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Effects of Learning a Second Language on English Academic and Low-frequency Vocabulary Acquisition and Metalinguistic Knowledge
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In: Graduate Theses and Dissertations (2020)
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Abstract:
This study compared the possible effects of learning a language from the Italic branch of the Indo-European language family as a second language (L2), namely Latin and Spanish, on English academic and low-frequency vocabulary acquisition and metalinguistic knowledge of native English speaker (NES) undergraduates in their first language (L1), English. The study sought to attain two objectives: first, it aimed to discover the effects of learning Latin and Spanish as L2s with respect to the vocabulary acquisition of NES undergraduates; second, it aimed to detect the effects these L2s in terms of metalinguistic awareness. In both cases, the focus was on the acquisition of the NES undergraduates’ L1 academic and low-frequency vocabulary. A 36-item matching definition pre/post-test (P/PT) was compiled and piloted specifically for the purpose. It was administered twice, once at the beginning and once at the end of the semester. The pre- and post-test results were compared for each L2 group to discover the progress the learners made, and their progress was compared to explore whether the groups differed in their achievements. A metalinguistic awareness test (MAT) was compiled explicitly for this study and was administered at the end of the semester following the post-test. Responses were analyzed to detect whether either L2 group used their morphological knowledge in deciphering the meanings of the post-test items. Thereafter, the results were compared to explore whether there was a difference between the two L2 groups. Moreover, interviews were performed with volunteering L2 learners from both language groups prior to the post-test and MAT administration to substantiate the quantitative (P/PT) and qualitative (MAT) findings. The outcome of the quantitative data analyses indicated that learning Spanish slightly, but not significantly, improved the academic and low-frequency vocabulary levels of the undergraduate native English speakers, whereas the effect of learning Latin was significant. Comparison of the two language groups’ performances showed that learning Latin is more beneficial than learning Spanish with respect to improving NES L2 learners’ academic and low-frequency English vocabulary. The outcome of the qualitative data suggested that learning Latin as an L2 helped more than learning Spanish did with regards to the acquisition of academic and low-frequency English vocabulary. The learners’ opinions conveyed through both their statements in the MAT and their responses during the interviews supported this finding. Furthermore, this study filled a gap in the second language acquisition field in that it explored the effects of learning an L2 on L1 academic and low-frequency vocabulary acquisition of the undergraduates by comparing the effects of two L2s from the same language family.
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Keyword:
Anatomy; English L1 vocabulary; Latin L2; Latinate word parts; Linguistics; Morphological knowledge; Other Teacher Education and Professional Development; Spanish L2
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URL: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=9652&context=etd
https://digitalcommons.usf.edu/etd/8455
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Η αναπτυξιακή πορεία ορθογραφικής απόδοσης θεματικών μορφημάτων και παραγωγικών επιθημάτων από παιδιά δημοτικού: μια συγχρονική μελέτη ...
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A Computational Approach to Zulu Verb Morphology within the Context of Lexical Semantics
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In: Lexikos; Vol. 27 (2017) ; 2224-0039 (2017)
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Assisting non-expert speakers of under-resourced languages in assigning stems and inflectional paradigms to new word entries of morphological dictionaries
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Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
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A Computational Approach to Zulu Verb Morphology within the Context of Lexical Semantics
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In: Lexikos, Vol 27, Pp 152-182 (2017) (2017)
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The Contribution of Morphological Knowledge to 7th Grade Students’ Reading Comprehension Performance
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In: Reading Horizons: A Journal of Literacy and Language Arts (2016)
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МОРФОЛОГО-СИНТАКСИЧЕСКИЕ ПОКАЗАТЕЛИ ОПРЕДЕЛЕННОСТИ СУЩЕСТВИТЕЛЬНЫХ В РАЗНЫХ ЖАНРАХ СОВРЕМЕННЫХ ПЕЧАТНЫХ СМИ
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ПОСЛОВИЦЫ В ОБУЧЕНИИ ФРАНЦУЗСКОМУ ЯЗЫКУ СТУДЕНТОВ ПЕРВОГО КУРСА ЛИНГВИСТИЧЕСКОГО ВУЗА
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ФОФИН АЛЕКСАНДР ИВАНОВИЧ. - : Федеральное государственное образовательное учреждение высшего профессионального образования «Московский государственный технический университет гражданской авиации», 2014
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L2 word learnability: A focus on written form of words
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Lin, Chen-Chun. - : The University of Sydney, 2014. : Faculty of Education and Social Work, 2014
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Assessing affix knowledge using both pseudoword and real-word measures
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In: Psychology Faculty Publications (2014)
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Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713 (2013)
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The effectiveness of a classroom-wide word study programme to enhance the spelling skills of children with dyslexia ...
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Ullom, Emily Luce. - : University of Canterbury. School of Literacies and Arts in Education, 2012
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The effectiveness of a classroom-wide word study programme to enhance the spelling skills of children with dyslexia
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Ullom, Emily Luce. - : University of Canterbury. School of Literacies and Arts in Education, 2012
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