Presentation on theme: "Implications from Morphology for Teaching Reading and L2"— Presentation transcript:
1 Implications from Morphology for Teaching Reading and L2 [[[un] [do]V]V [able]]ADJAble to be reversed[[un] [[do]V [able]]ADJ]ADJNot able to be done
2 Reading and morphology Word recognition view of readingStructural analysis to learn new wordsSociopsycholinguistic view of readingStructural analysis to learn about languageLearning new words may be an end result
3 Structural analysis: Knowledge of word parts and categories Not all words have multiple parts (mosquito)Some morphemes are no longer recognizable (chauvinist)Where to divide the word is not always clear (cog-nate co+gnatus; cog-ni-tion co+gnoscere); i.e. morphology, phonology and orthography don’t coincideMorphemes may have multiple meanings/functions (un+do vs. un+happy; also ad-, re-, in-)Phonological & orthographic changes (co+habit; col+late; com+bine)Words have different historical backgrounds (cohune co+hune)Parts to whole is more difficult than whole to parts
4 Vocabulary – learned or acquired? Learning view: Preteaching vocabularyContent predetermined by teacherOut of context (Why can’t you say condolences?)Decoding: X = YAcquisition view: Building backgroundBuild concepts, not just definition/label; “language and reality are dynamically interconnected” (p. 197); compadreBuild common knowledge – “frontloading”Build “word consciousness” (Miss Alaineus)Vocabulary size studies suggest children acquire vocabulary at the rate of about 5000 words per year. What about older L2 learners?
5 Academic language Cognitively demanding/unfamiliar topics Less contextual support (visual, gestures, background knowledge)Learners have less exposure; exclusive to school settingNot i+1, so acquisition doesn’t occurAcademic language register comes from different historical sources than conversational registerContent-specific (protagonist) vs. general academic (therefore)
6 Developing academic language Make input comprehensibleAdapt textBuild background knowledgeGraphic organizers to represent key conceptsBuild on backgroundLanguage – identify cognates; patternspre+dict pre+decirContentLinguistic [text analysis]