A paper presented at KSAALT TESOL Conference, Riyadh. Saudi Arabia. It addresses the morpheme acquisition order of Saudi EFL learners compared with the Natural Order Hypothesis by Stephen Krashen.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
The psychometric analysis of the persian version of the strategy inventory fo...Dr. Seyed Hossein Fazeli
The current study aims to analyze the psychometric qualities of the Persian adapted version of Strategy Inventory for Language Learning (SILL) developed by Rebecca L. Oxford (1990). Three instruments were used: Persian adapted version of SILL, a Background Questionnaire, and Test of English as a Foreign Language. Two hundred and thirteen Iranian female university level learners of English language as a university major were the volunteers to participate in this research work. The intact classes were chosen. The psychometric qualities were tested. All the analyses conducted demonstrated that the SILL was equally valid and reliable to be used in Persian language to measure the Language Learning Strategies.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
The psychometric analysis of the persian version of the strategy inventory fo...Dr. Seyed Hossein Fazeli
The current study aims to analyze the psychometric qualities of the Persian adapted version of Strategy Inventory for Language Learning (SILL) developed by Rebecca L. Oxford (1990). Three instruments were used: Persian adapted version of SILL, a Background Questionnaire, and Test of English as a Foreign Language. Two hundred and thirteen Iranian female university level learners of English language as a university major were the volunteers to participate in this research work. The intact classes were chosen. The psychometric qualities were tested. All the analyses conducted demonstrated that the SILL was equally valid and reliable to be used in Persian language to measure the Language Learning Strategies.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study compares 2 different methods of teaching vocabulary, isolated and integrated formats for instruction of new words for English Language Learners (ELLs). The study also evaluates participants’ opinions on what type of assessment they prefer to work with. There were two groups of students in an academic English language department for ELLs at the university level who are intending to further their college education in the United States. Each class did two readings that included target words and definitions with an assessment focused on the vocabulary. The first class was given the isolated version of one reading and the integrated of the other and the alternate versions were given to the second class.
In the isolated version, the participants were given target words with definitions and a sample sentence followed by a reading using but not highlighting the target words. The assessment of this portion was multiple-choice questions of definitions of the vocabulary. The integrated version had a second reading with the target words highlighted and their definitions below on the same page. The assessment in this case was a series of questions using one or two target words that participants answered about themselves.
The readings and words came from a vocabulary textbook that the participants had been using already for their class. For this reason, the standard of difficulty was assumed to be on par with their level. Their knowledge of the new vocabulary studied in this textbook was very low at the beginning of each lesson, so we assumed a low knowledge of the target words in our study. The statistical differences showed a variety of trends (we follow up with later) but it was also interesting to consider correlations between participants’ results and their assessment preferences. The delayed post-test showed definite acquisition of new vocabulary over time, and the need to use some FFI for vocabulary retention.
Understanding the Language Learning A Grounded Theory Perspectiveijtsrd
The study aimed to understand the language learning in the perspective of Krashen’s SLA Theory and Bandura’s Social Learning Theory as applied in classroom setting. It was bound to develop a language learning model grounded on a theory. The research is a grounded theory design. Classroom activities were conducted casually with themes intended for inquiry and data gathering in form of observation, interview and documentation anchored on Language learning acquisition, Monitor, Natural Order, Input and Affective filter hypotheses, together with the Social Learning Theory of Albert Bandura. All of the five language learning hypotheses of Krashen were affirmed true to the learning experience of the participants. The Social Learning theory of Albert Bandura was also proven to be true as to the participants’ language learning phenomena. It was found that language learners were not given opportunities to connect informal learning and formal learning. Their preferred learning style in the input was not, considered. Learners need social, active and concrete language models to look up.This study has generated theories such as Language learning and language acquisition can come separately and independently Preferred learning styles in the input is causative of positive learning output Physically active language models stimulate attention and imitation. To fill the gaps found in the three generated theories become the grounds to support a developed language learning model called Social, Active and Concrete Language Learning Model SAC LaLeMo The conclusions recommend for informal and informal learning attributes to be connected. Social Media learning attributes maybe provided to consider preferred language learning styles of students in the input. Social Media and other learning modalities may present active and concrete language models for students to imitate. Other researchers may consider the SAC LaLeMo to be validated. Dr. Anibel A. Lamo "Understanding the Language Learning: A Grounded Theory Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61169.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/literature/61169/understanding-the-language-learning-a-grounded-theory-perspective/dr-anibel-a-lamo
How to use Information and Communication Technology in learning English Language. The presentation reports the benefits of modern technologies and tools in learning along with suggestions for websites and software that may help. Some tips of how to use ICT in ELL are also included. The presentation is directed to students, however, teachers also may find it very interesting.
Analyzes the factors that affect Second Language Acquisition.
Compare the existence or the applicability of such factors in Children and adult.
Discuss both children and adult SLA.
some psycholinguistics concepts are presented: innatism, input and imitation.
Definition and characteristics of parentese (Motherese) and baby talk.
A thorough explanation of parentese with examples, questions and details.
How do children develop speech comprehension. The relationship of speech, thought and comprehension.
The recognized cases of speech comprehension development with examples and explanation.
A presentation to explain how students can write a (how-to) paragraph. It includes the keys to write a clear paragraph and the transitional signals that connect the steps or the instructions of doing something.
This presentation addresses the three parts of a well-organized paragraph i.e. the topic sentence, the supporting sentences, and the concluding sentence.
this presentation deals with the unity of paragraphs. Unity (oneness) is important in academic writing. The presentation presents the steps to make a paragraph relevant and about one topic.
A presentation about listing-order paragraphs and their structure. It define this type of paragraphs and present a simple guide on how to write a listing-order paragraph.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Introduction
Learner Language has been the centre of interest of researchers
and linguists for long time.
A number of issues appeared in this regard:
◦ The feature of the continuum between L1 and L2.
◦ The influence of L1 on the linguistic system developed by learners.
◦ The errors which committed by learners during this stage.
“One of the most powerful ideas to have emerged from this
work was that L2 acquisition proceeds in a regular systematic
fashion” (Ellis, 2010:72)
2
3. Universal Grammar
One explanation of the regular predictable development of acquisition
was the theory of Universal Grammar (UG)
UG argues that “humans are innately endowed with language-specific
knowledge, or what Chomsky calls UG” (Larsen-Freeman and Long, 1991:228).
One of the outcomes of this theory (and of the innatism school) was the
Natural Order Hypothesis.
NOH depends on the claim that “the acquisition of grammatical structure
proceeds in a predictable order” (Krashen 1982:12).
NOH is concerned mostly with grammatical morphemes.
3
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
4. Morphemes
A Morpheme is “the smallest, indivisible unit of semantic content or grammatical
function from which words are made up” (Katamba and Stonham, 2006:20”.
Morphemes
Free
Lexical
Child,
teach
Functional and, the
Bound
Derivational re- -ness
Inflectional -’s, -ed
Figure 1: Types of Morphemes. Source: George Yule (2010)
4
5. Morpheme Acquisition Order (MAO)
It was assumed that L1 learners acquire grammatical morphemes in
a predetermined order.
Brown (1973 ) found that children acquire grammatical morphemes
of their L1 in the same sequence.
Inspired by these findings, many researchers investigated the order
of acquisition of L2 grammatical morphemes.
It was also found that there are high rates of similarity between
orders of acquisition by learners of different L1s and levels.
5
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
6. Examples of L2 English Orders of Acquisition
ING progressive
PLURAL
COPULA (to be)
AUXILIARY (progressive, as in “he is going”)
ARTICLE (a, the)
IRREGULAR PAST
REGULAR PAST
III SINGULAR -s
POSSESSIVE -s
Krashen (1977), claimed that the
average order of English
grammatical morphemes is as
illustrated.
No sharp difference between
morphemes in the same rank.
This rank order is adopted as a
standard for many studies,
mostly the resultant orders are
similar to it.
Figure 2. Average Order of Acquisition of Grammatical
Morphemes for English as a second Language (Children and
Adults) (Krashen, 1982:13)
6
7. Acquisition Order VS. Accuracy Order
The concepts of acquisition order and accuracy order are used
interchangeably in the morpheme acquisition literature.
This was based “on the ground that the more accurately a morpheme was
used, the earlier it must have been acquired” (Ellis, 2010:91).
However, a methodological distinction can be put out as: acquisition
should be measured longitudinally while accuracy is measured cross-
sectionally.
Many researchers do not commit to this distinction. For instance, Behajat
and Sadighi, 2011; Dabove, 2012; Ibrahim et al, 2013; and Murkami and Alexopoulou, 2015).
7
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
8. Modern Studies
Many recent studies investigated the Acquisition Orders of English
grammatical morphemes by learners of different L1s.
Most of these studies found significant correlation to NOH hypothesis
suggested by Krashen (1977).
Further studies investigated the effect of L1 on MAO, and other
determinants.
Different data collection and analysis tools are elaborated and different size
of sample were studied.
However very few studies investigated the MAO of learners with Arabic as L1.
8
9. Questions and Hypotheses of the Study
Aiming at filling the research gap in Arabic L1 learners’ MAO, and
providing pedagogical implications about how to teach grammatical
morphemes, The current study posits the following questions:
◦ What is the MAO of Saudi EFL learners?
◦ Does this order conforms with the NOH?
◦ Is this order consistent among different proficiency levels?
It was hypothesized that the resultant rank order will conform with
the NOH with little deviation due to L1 interference.
The rank order was expected to be the same regardless of students
proficiency level.
9
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
10. Participants
The study sample is consisted of 129 students of English language at
college of Sciences and Humanities, PSAU, who are distributed as
follows:
Level 1 Level 5 Overall
Male subjects 28 36 64
Female
Subjects
28 37 65
Total 56 73 129
10
Table1, Distribution of the subjects of the study
11. Data collection & Analysis
To gather the data, the researcher developed a 24-item grammar judgement test intended to
assess the subjects’ performance at six grammatical (verb and noun- related) morphemes as
follows:
Type of
morpheme
Morphemes Number of
occurrences
Noun-related
Morphemes
plural –s 3
possessive –’s, -s’ 3
articles (a, an, the) 9 (3 for each articles)
Verb-related
Morphemes
progressive –ing 3
regular past –ed 3
3rd person –s 3
Total 6 24
• To analyse the generated data, a
famous formula in the MAO
literature (known as TLU) was
used.
• TLU, stands for Target-Like Use,
was proposed by Pica (1983) to
measure learners’ performance at
grammatical obligatory contexts.
11
Table2, The structure of the research tool (the Test)
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
12. Results
The rank orders of the four groups of subjects were found to be as follows:
Level 1
Male Female
Mrphm TLU % Mrphm TLU %
plu -s 48.8 plu -s 60.9
past ed 30.8 past -ed 48.8
prog -ing 27.3 prog -ing 44.3
3rdp -s 23.3 3rdp -s 25.5
poss -s 15.3 poss -s 16.2
articles 5.5 articles 14
Average 25.0 Average 34.9
Level 5
Male Female
Mrphm TLU % Mrphm TLU %
plu -s 62.7 plu -s 72.4
past -ed 42.6 past -ed 66.4
prog -ing 33.6 prog -ing 65.5
3rdp -s 17.5 3rdp -s 57.1
poss -s 11.7 poss -s 53.1
articles 10 articles 33.6
Average 29.7 Average 58.0
12
Table3, MAO of the Low proficiency level group (level I) Table4, MAO of the high proficiency level group (level V)
13. Results
It is found that the Saudi EFL learners accuracy
order is:
The difference between (past –ed) and (prog –
ing) is slight ( TLU = 4.4%).
Following Krashen (1977), these 2 morphemes
can be put in the same rank (the 2nd in the
order).
Rank Morpheme Average TLU
1st
Plural –s 61.2 %
2nd past -ed
prog –ing
47.1%
42.6 %
3rd
3rdp –s 30.8 %
4th
poss –’s , –s’ 24.0 %
5th
Articles 15.7 %
1st • Plural -s
2nd • Past –ed
3rd • Prog –ing
4th • 3rd p –s
5th • Poss –’s
6th • Articles
13
Figure 3. Average Order of Acquisition of English Grammatical Morphemes by Saudi EFL learners
Table 5, MAO of Saudi EFL learners and their average TLU)
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
14. Results
It is also found that the Saudi EFL
learners MAO is correlated with NOH,
however some deviations are found.
The most significant difference between the two
orders is in the ranks of articles. (3rd in Krashen’s and
6th in the Saudi MAO).
The nature of articles in Arabic can be a convincing
justification for this deviation.
The same reason can account for the close similarity
between the ranks of the (plural –s) morpheme.
However, this time positive transfer can be
mentioned.
Krashen NOHThe generated
order
prog -ingplu -s
plu -spast ed
prog -ing articles
past -ed3rdp -s
3rdp -sposs -s
poss -sarticles
• The Spearman coefficient of the
generated order and Krashen
NOH is 0.43 which means weak
positive correlation.
14
Table 6, correlation between Saudi MAO and Krashen NOH
15. Results
Regarding the third hypothesis, the
generated order was consistent among
the 4 different groups despite the fact
that their TLU average are different.
This result conforms with most previous
studies.
It also represents a powerful support to
the NOH which claims that the MAO is
not affected by instruction or proficiency
levels.
It is worth mentioning, never the less, that across the
four groups, female students outperform their male
counterparts.
This fact, though out of the scope of this research,
does worth consideration.
Morpheme Average TLU
male Female
plu -s 55.75 66.65
past -ed 36.7 57.6
prog -ing 30.45 54.9
3rdp -s 20.4 41.3
poss -s 13.5 34.65
articles 7.75 23.8
15
Table 7, AverageTLU according to gender
ASSANOSI, A (2017). THE ACCURACY ORDER OF ENGLISH GRAMMATICAL MORPHEMES OF SAUDI
EFL LEARNERS. KSAALT TESOL MINI CONFERENCE, 2017
16. Implications of the Study
Although there are no evidences that instruction can alter MAO of
EFL learners, designing syllabi and lesson plans according to it can
facilitate morpheme acquisition.
The researcher recommends extending research on this area and use
the generated results for this purpose.
Raising teachers’ awareness about the concept of NOH and MAO
studies is also an important recommendation to be considered.
16
17. References
Brown, R. 1973. A first language. Cambridge.
Ellis, R. (2010). The Study of Second Language Acquisition.Oxford
Krashen, S.(1982).Principles and Practice in Second Language
Acquisition.
Larsen-Freeman, D., Long. M. H. (1991) An Introduction to Second
Language Acquisition Research. New York: Longman.
Murakami, A., & Alexopoulou. (2015) L1 Influence on the Acquisition
Order of English Grammatical Morphemes: A Learner Corpus Study.
Cambridge
. 17