Presentation on theme: "Implications from Morphology for Teaching Reading and L2"— Presentation transcript:
1Implications 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
2Reading 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
3Structural 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
4Vocabulary – 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?
5Academic 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)
6Developing academic language Make input comprehensibleAdapt textBuild background knowledgeGraphic organizers to represent key conceptsBuild on backgroundLanguage – identify cognates; patternspre+dict pre+decirContentLinguistic [text analysis]