Bethany LeFlore Coralia Sanchez EDBE5653. Definition of Developmental Sequence All learners of a...
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Bethany LeFlore Coralia Sanchez EDBE5653. Definition of Developmental Sequence All learners of a language will pass through the same order of acquisition
Definition of Developmental Sequence All learners of a language
will pass through the same order of acquisition regardless of their
backgrounds and different learning environment (Lightbown &
Spada, 2006, p. 82).
Slide 3
Stages of Developmental Sequences Gramatical Morphemes Studied
and researched by Stephen Krashen, are the smallest unit that
expresses a distinct meaning. Examples: independent or free unit:
jump, dog, or happy. prefix or suffix attached to another morpheme
to modify its meaning: ed or ing for verbs, plural s or possessive
s for nouns or ly or ness added to adjectives to turn them into
adverbs or nouns. (Fillmore and Snow (2000) p. 14)
Slide 4
Stages of Developmental Sequences Negation- Researched by John
Schumann and Henning Wode, the use of a negative in a sentence to
express a thought. In L2 developmental sequence, although the path
is similar to L1 developmental sequences, the L1 language
background may influence the stages. Stage 1 - the use of no before
the verb or noun. No cookie Stage 2 - using dont compound negative.
He dont want a cookie
Slide 5
Stages of Developmental Sequences Stages of Negation continue
Stage 3 placing the negative element after auxiliary verbs. using
are, is, and can with not. You can not have a cookie Stage 4- using
auxiliary verb with not in agreement with person, tense, and
number. He doesnt want a cookie (Lightbown & Spada, 2006, p.
85)
Slide 6
Stages of Developmental Sequences
Slide 7
Questions Researched by Pienemann, Johnston and Brindley, is
the development of asking questions. In L2 developmental sequence,
although the path is similar to L1 developmental sequences, the L1
language background may influence the stages.
Slide 8
Stages of Developmental Sequences Question Stages: Stage 1
single words or sentence fragments Cookie? Stage 2 declarative word
order(no fronting and no inversion) The girl eat the cookie? Stage
3 fronting with do or wh- but no inversion. Do you have a cookie in
your hand?
Slide 9
Stages of Developmental Sequences Question stages continue
Stage 4 -inversion in wh+copula and yes/no questions. Where is the
cookie? Stage 5 inversion in wh quesitons. Why does he like the
cookie? Stage 6 complex questions. The cookie is good, isnt it?
(Lightbown & Spada, 2006, p. 86-87)
Slide 10
Stages of Developmental Sequences Possessive Determiners-
researched by Helmut Zobl, and adapted by Joanna White, deals with
the use of the possessive forms his and her (Lightbown & Spada,
2006, p. 89).
Slide 11
Stages of Developmental Sequences Possessive determiners
stages: Stage 1- pre emergence- no use of his and her. The little
boy ate the cookie. Stage 2- emergence strong preference to use his
and/or her. The little boy got the cookie. He put her icing on the
cookie and drank her milk.
Slide 12
Stages of Developmental Sequences Possessive determiners stages
continue Stage 3 post emergence- differentiated use of his and her,
but not when the object possess has natural gender (Lightbown &
Spada, 2006, p. 89). The little boy ate his cookie. Her mother
wanted one too. Stage 4- error free use of his and her. The little
boy ate his cookie. His mother wanted one too.
Slide 13
Stages of Developmental Sequences Relative Clauses Studied by
Keenan, Comrie, & Gass, is a subordinate clause that modifies a
noun phrase, most commonly a noun (Wikipedia). Pattern of
acquisition for relative clauses: Subject The boy who ate the
cookie was happy. Direct object The cookie that I ate was
good.
Slide 14
Stages of Developmental Sequences Relative clauses continue
Indirect object The boy who(m) I gave the cookie to was happy.
Object of preposition I found the recipe that Mary was talking
about. Possessive - I know the woman whose recipe we used. Object
of comparison The recipe that I used is better than Johnnys.
Slide 15
Stages of Developmental Sequences Reference to the past Studied
by Meisel and Bardovi-Harling, they refer to events of the past
(Lightbown & Spada, 2006, p. 91).
Slide 16
Stages of Developmental Sequences Initially referring to the
events in the order that occurred. We sat in the kitchen. We ate
cookies. We liked them. Attachment of grammatical morphemes to verb
to mark past tense (-ed, -ing). We eated cookies. Now all
gone.
Slide 17
Stages of Developmental Sequences Past tense is marked more on
action verbs than on state verbs (Lightbown & Spada, 2006, p.
91). We ate cookies everyday. Past tense is marked when referring
to completed events more than extended events with out clear
end-point (Lightbown & Spada, 2006, p. 91). We eated cookies
everyday. We ate cookies yesterday.
Slide 18
Stages of Developmental Sequences Current Research
Larsen-Freemans review article discussing L2 morpheme processing
and acquisition allow us to understand that it is more difficult to
learn morphology than to study how they are acquired, making it so
interesting to researchers. Her strongest point in this review is
that the frequency of using morphemes is critical for their
acquisition. On the other hand, she suggests more study to be
conducted due to the variety of language learners L1 who are
learning an L2.
Slide 19
Stages of Developmental Sequences Current Research Continued
Dyson (2008) studied two Chinese students learning English as a
second language in Australia. He concentrates his study in the
developmental stage of questions and suggests tests such as the
TOEFL and the IELTS assume and not tests questioning abilities. On
page 24, Dyson states if stages research is compatible with
meaning-oriented, communicative assessment, it could supplement
current approaches to ESL testing in several ways. His study showed
that the stages of SLA are not acquired during the early months of
learning a second language as commonly understood. Finally, He
provides suggestions to teachers on how to assist students in
question development, as for example, encouraging students
questions by creating situations for students to formulate
them.
Slide 20
Stages of Developmental Sequences Current Research Continued
The role of type and token frequency in using past tense morphemes
correctly by Elena Nicoladis, Andrea Palmer and Paula Marentette,
examined how children, both bilingual and monolingual learned past
tense morphology. The study that was conducted examined how English
speaking, French speaking and Bilingual English / French speaking
children retold a story of a short cartoon that they watched. both
bilingual children and monolingual children follow the same
developmental sequence when learning language. children that are
learning language as bilinguals often exhibit a small difference in
language development which can be categorized as cross-linguistic
effects and delay (Nicoladis et al., 2007). The study found that
while the number of words used to describe the story differed, the
number of past-tense words spoken tended to average out among all
the children, although the accuracy rate of the words used in
producing past tense morphology was lower in bilingual children.
These differences are likely due to less frequent exposure to
either language than monolinguals (Nicoladis et al., 2007).
Slide 21
Stages of Developmental Sequences Activity Talking with Puppets
Appropriate for Ages 5 years - 9 years old
Slide 22
Stages of Developmental Sequences Activity continue Student
Objective: Students will be able to ask and answer questions of the
puppet that are relatable to subject topic. Lesson Goal: To provide
a fun atmosphere for students to practice using their second
language to communicate.
Slide 23
Stages of Developmental Sequences Activity continue Activity:
Prior to the puppet show, students will make and assemble the
puppets and the stage. Throughout the activity students will take
turns playing the role of the puppet. Other students will then ask
the puppet questions in English that are related to content area.
The student that is playing the role of the puppet will then be
given the opportunity to answer the question in English. *Once the
puppets and the stage have been made, this activity can be used
throughout the year as part of many different lessons.
Slide 24
References Ellis, R. (2009). Second language acquisition,
teacher education, and language pedagogy. Language Teaching 43:2,
182-201 Fillmore, L. W., & Snow, C. E. (2000). What teachers
need to know about language. [on-line]. Available:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.9
3.91117&rep=rep1&type=pdf Lightbown, P.M. (2000).
Anniversary article classroom SLA research and second language
teaching. Applied Linguistics, 21(4), 431-462.
Slide 25
References Lightbown, P. & Spada, N. (2006). How languages
are learned, Third Edition. Oxford: Oxford University Press.
Nicoladis, E., Palmer, A., and Marentette, P. (2007). The role of
type and token frequency in using past tense morphemes correctly.
Developmental Science, 10 (2), 237- 254. Video URL -
http://www.youtube.com/watch?v=3_LOBBLmgYc&fe
ature=player_detailpage Wikipedia, T. F. E. (2011, October 12).
Relative clause. Retrieved from
http://en.wikipedia.org/wiki/Relative_clause