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The Morphological and Morphophonemic Awareness of Learners Of THE MORPHOLOGICAL AND MORPHOPHONEMIC AWARENESS OF COLLEGE-PREPARATION ESL LEARNERS: AN INTEGRATED STUDY Siok Hua Lee BA(Honors), University of Malaya, 1972 Diploma of Education, University of Malaya, 1973 MA, University of Hawaii at Manoa, 1981 Certificate of Recognition, East-West Center, Hawaii, 1981 THESIS SUBMrITED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of Linguistics @ Siok Hua Lee 1997 SIMON FRASER UNIVERSITY July 1997 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. APPROVAL Name: Siok Hua Lee Degree: Doctor of yhilosophy Title of Thesis: Morphological and Morphophonemic Awareness of College-Preparation ESL Learners: An Integrated Study Examining Committee: Dr. Zita fylcRobbie Chair Dr. Murray J. Munro, Assistant Professor Senior Supervisor Dr. Hichard DeArmond, Assoc~aterroressor Supervisor - -- Dr. Duan Sosa, Assistant Professor S~monFraser University Examiner Dr. stemen Car , Associate Professor Department of La&age Education University of British Columbia Vancouver, British Columbia Externgl Examiner Date Approved I!---ii, (~97 ABSTRACT The limited research on the morphological and morphophonemic awareness of learners of English as a Second Language has emphasized their problems with Latinate derivatives as purely phonological problems and focused on derivatives as isolated items in the learners' lexica. My empirical study investigated the morphological and morphophonemic awareness of 32 Grade 12 Cantonese-speaking ESL learners and a comparison group of 32 Grade 12 native speakers of English in the Lower Mainland. The participants were enrolled in regular content area programs in preparation for post-secondary education. Both groups completed language background questionnaires and another questionnaire which assessed their awareness of the different associations between morphologically related words. They also completed tests involving Listening, Pronunciation, Word Analysis, and Semantic Rating of Word Pairs. The tests examined the subjects' phonological, morphological, orthographic, and semantic representations of morphologically related words. The fundamental assumption was that these were dimensions of the learners' lexical competence. On the basis of psycholinguistic evidence, subjects were assumed to associate derivatives with their bases in their mental lexica. The hypotheses investigated in the study were that the following strategies would be predominant in the performance of the ESL subjects, 1) the incorporation of base-word pronunciation in the phonological representations of Latinate derivatives in aural recognition; ii) the incorporation of base-word pronunciation in the production of Latinate derivatives; iii) suffix deletion without spelling change in base-word abstraction from derivatives with non- obvious suffixes; and iii - - -- iv) the incorporation of base-word pronunciation in the perception and production of obvious-suff ix Latinate derivatives based on the perceived semantic relatedness between morphologically related words. The first three hypotheses were confirmed. The fourth hypothesis was not confirmed; the spellings of derivatives were used by ESL subjects more as cues for pronunciation than for decoding meanings. The differences in performance between the two groups in the Listening, Pronunciation, and Word Analysis Tests and part of the Semantic Rating of Word Pairs Test were statistically significant. Error types were discussed and accounted for from a psycholinguistic perspective. The results are to be interpreted as preliminary conclusions due to the restricted test samples used and the small population studied. However, the findings have practical significance and warrant further research. Current theories regarding English morphophonemics are discussed. Some suggestions for classroom techniques for raising morphological and morphophonemic awareness among learners are made, on the basis of evidence from psycholinguistic research on word access, recognition, retrieval, and association. ACKNOWLEDGEMENTS I wish to express my deep appreciation and gratitude to my teach~er, Dr. Hector M. Hammerly, for his kind support, guidance, and advice throughout my study. l also wish to express my debt of gratitude to Dr. Murray J. Munro, my Senior Supervisor, and Dr. Richard DeArmond, member of my supervisory committee, who have given generously of their time and advice. Their expertise, sustained interest, and kind co-operation have made this dissertation possible. I am most indebted to Dr. Blake Ford, Director of Instruction, Mr. Karam Gopaulsingh, Principal, and teachers Mrs. Karen Leung, Mr. Robert Morgan, Mrs. Amy Mung, and Ms. Michele Goodwin of the Bumaby School District, whose interest in promoting advanced literacy among students has made the comparative aspect of this study possible. I am very grateful to all the students who enthusiastically participated in my study. Thanks are also due to my colleagues Ms. Leslie Baldwin, Mr. Dale Lintott, Mrs. Lorraine Meltzer, and Mr. Fred Regan for their valuable comments. I am grateful to my former teacher and friend, Dr. Danny D. Steinberg, for his interest, encouragement, and advice. I would also like to thank the many others who have contributed to my growing knowledge of my subject of investigation and to the success of this empirical study. Last but not least, thanks are due to my husband and children, without whose love and encouragement this dissertation would not have been written. TABLE OF CONTENTS Title Page Approval ii Abstract iii Acknowledgements v Table of Contents vi List of Tables xii 1 Introduction to the Study 1 Introduction 1.1 Statement of the Problem 1.2 Language Transfer and Interlanguage 1.2.1 Interlanguage Morphology and Morphophonemics 1.3 Vocabulary Development as Part of Second Language Competence 1.3.1 Teaching Second Language Vocabulary 1.3.2 Holistic Approach to Reading and Incidental Vocabulary Learning 1.3.3 The Role of Word Morphology in Vocabulary Development 1.3.4 Teaching of Second Language Vocabulary, Pronunciation, and Listening ' Conclusion Morphological Awanness and Morphophonemic Awareness Introduction Role of Consciousness in Second Language Learning Metalinguistic Awareness Awareness of Grammatical Form and Function Morphological Awareness Morphophonemic Awareness Morphological Awareness, Morphophonemic Awareness, and English Orthography Research in Morphological and Morphophonemic Awareness in English As A Second Language1 English as A Foreign Language Erdmann (1973) Anani (1 989) Fokes and Bond (1989) Aiking-Brandenburg, James, and Meijs (1990) Dziubalska-Kolaczyk (1992) Rationale for My Study Conclusion Linguistic Theories and Applied Linguistics - Theontical Linguistics as a Basis for the Teaching and Learning of Language lntroduction Language, the Language Learner, and Linguistic Theories Theory of Language and Theory of Performance Theory of Performance and the Language User Criteria for a Pedagogical Evaluation of Linguistic Theories Conclusion Yorphophonemic Theory lntroduction Morphophonemic Theory Natural Generative Phonology (NGP) Theoretical Objections to Natural Generative Phonology Lexical Phonology Theoretical Objections to Lexical Phonology Prosodic Phonology vii Theoretical Objections to Prosodic Analysis 53 Pedagogical Evaluation of Generative Theories of 'Phonology Natural Generative Phonology Lexical Phonology Prosodic Phonology Conclusion Unell's Theory of Morphological Operations and Phonetic Plans Introduction A Psychologically Real Speaker's Grammar A Speaker's Lexicon Morphophonological Rules Morphological Operations and Psychological Processes Phonological Representations in Morphological Operations Morphophonemic Awareness From The Perspective of a Speaker's 'Expression Plan." Word-Based Phonology and Morphology Word Forms as Primes for Morphological Operations Morphological Operations and Morpheme Identity Conditions on Morpheme ldentlty The Nature of Phonetic Plans or Phonological Representations Linguistic Contents of Phonetic plans Linell's Theory as the Theoretical Basis of Morphological and Morphophonemic Instruction Conclusion Aronoff's Theory of Word Formation Introduction Aronoff's Theory of Word Formation A Speaker's Morphological Capacities viii Word-Based Morphology Evidence for Word Theory Assumptions About the Lexicon Semantic Compositionality Word Formation Rules (WFR's) The Nature of WFR's Bracketing Restrictions on WFR's Unitary Base Hypothesis (UBH) No Ordering of WFR's Phonological Operation Adjustment Rules Boundary Paradox Distributional Arguments for Word-Based Derivations Theoretical Objections to Aronoff's Word Formation Theory Pedagogical Implications Conclusion An Integrated Study of the Morphological and Morphophonemic Awareness of CantoneseSpealdng CollegtPreparation ESL Students Introduction Rationale for My Study Hypotheses Method Subjects Procedure Test Instruments: Rationale and Description Single Word Items in Listening, Pronunciation, and Word Analysis Tests; Word Pairs in Semantic Rating Test Grading Vocabulary Learning Strategies of ESL Subjects Conclusion ResuRs and Interpretation lntroduction Preliminary Test Results Results of Listening Test Results of Pronunciation Test Results of Word Analysis Test Results of Semantic Rating of Word Pairs Test Linguistic and Pedagogical lmplications Linguistic Implications Pedagogical lmplications Conclusion What ESL Learners Need to Know About English
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