Presentation on theme: "Implications from Morphology for Teaching Reading and L2 [[[un] [do] V ] V [able]] ADJ Able to be reversed [[un] [[do] V [able]] ADJ ] ADJ Not able to."— Presentation transcript:
Implications from Morphology for Teaching Reading and L2 [[[un] [do] V ] V [able]] ADJ Able to be reversed [[un] [[do] V [able]] ADJ ] ADJ Not able to be done
Reading and morphology Word recognition view of reading –Structural analysis to learn new words Sociopsycholinguistic view of reading –Structural analysis to learn about language –Learning new words may be an end result
Structural analysis: Knowledge of word parts and categories Not all words have multiple parts (mosquito) Some morphemes are no longer recognizable (chauvinist) 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 coincide Morphemes 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)cohune Parts to whole is more difficult than whole to parts
Vocabulary – learned or acquired? Learning view: Preteaching vocabulary –Content predetermined by teacher –Out of context (Why can’t you say condolences?) –Decoding: X = Y Acquisition view: Building background –Build concepts, not just definition/label; “language and reality are dynamically interconnected” (p. 197); compadre –Build 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?
Academic language Cognitively demanding/unfamiliar topics Less contextual support (visual, gestures, background knowledge) Learners have less exposure; exclusive to school setting Not i+1, so acquisition doesn’t occur Academic language register comes from different historical sources than conversational register Content-specific (protagonist) vs. general academic (therefore)
Developing academic language Make input comprehensible –Adapt text –Build background knowledge –Graphic organizers to represent key concepts Build on background –Language – identify cognates; patterns pre+dictpre+decir –Content Linguistic [text analysis]