Dialogue Journal Writing and the Acquisition of English Grammatical Morphology.

Autor/in	Peyton, Joy Kreeft
Institution	Center for Applied Linguistics, Washington, DC.
Titel	Dialogue Journal Writing and the Acquisition of English Grammatical Morphology.
Quelle	(1986), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Dialogs (Language); English (Second Language); Grammar; Instructional Effectiveness; Interlanguage; Learning Processes; Morphology (Languages); Second Language Instruction; Second Language Learning; Transfer of Training + Suchen Sie Ihr Suchwort? Klassenführung; Dialog; Dialogs; Dialogue; Dialogues; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Unterrichtserfolg; Zielsprache; Learning process; Lernprozess; Morphology; Morphologie; Fremdsprachenunterricht; Zweitsprachenerwerb; Training; Transfer; Ausbildung
Abstract	A study of the language used in the dialogue journals of beginning students of English as a second language (ESL) focused on the acquisition of English morphology. The study used two methodological approaches: a comparison of journal language with that used in speech and other written samples, and a longitudinal look at change patterns that also examined which morphemes were being acquired and which were not. Four major findings emerged: (1) some morphemes, including the use of "be" as a copula, were mastered quickly, while others showed little or no gain over time; (2) while there were some overall trends common to all students, there was also considerable individual variation in the acquisition processes, seemingly as a result of first language transfer; (3) dialogue journal writing does reflect changes in language proficiency over time, even at the earliest stages of language learning; and (4) ESL learners can compose and express themselves in English long before they have mastered its forms and structures. References, tables, and figures are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC