Download Morphology - Oral Language and Literacy

Morphology
Diane Hilbrink
Paula Congdon
Morphology
Morphology - the study of the structure
of words
MorphologicalAwareness - the “ability
to reflect on, analyze, and manipulate
morphemic elements in words” (p. 466)
Morphology
Why Teach Morphology?
• Improves decoding and comprehension
• Contributes to achievement in word
reading, comprehension, spelling, and
vocabulary
(Carlisle, 2010)
Oral Language / Morphology Development and the
Development of Literacy
• Morphological awareness good predictor of
word-reading skill
• Linguistic awareness impacts word reading
in general
• Awareness of morphological units helps
poor readers
• Parsing complex words during reading
supports ease of recognition of the base
word.
• Carlisle, 2004
The Influence of Literacy on Morphology
Analyzing words for reading and writing
affect morphological processing.
Frequency is associated with productivity.
Much of the learning of morphological
relationships comes from written text.
Acquiring Morphological Knowledge
• Morphological processing
• Learning Inflections
o
Children with language disabilities often
have significant problems learning
inflectional morphemes.
• Learning Derivations
• Morphological Problem Solving
Factors that Contribute to Morphological
Development
Tacit Knowledge –
•comes from experience in speaking and listening
•requires little analytical thinking
(e.g. adding the correct endings to words)
Explicit Knowledge -•also called linguistic awareness
•requires more manipulation or definition of morphologically
complex words
•Requires language-analysis abilities
•occurs during school years with immersion in reading, writing
and thinking about language
Morphology and Common Core Standards
Wisconsin adopted the Common Core Standards – June 2,
2010
Grade Level Teams and Departments reviewed –
September 2010
Morphology Linked to the Common Core Standards
Inservice - November 2010
Grade Level Teams and Departments will identify Common
Core Standards which relate to morphology knowledge
for their content area/grade level and plan integration
into instruction and assessment – January-March 2010
Teach morphology related Common Core Standards in all
subjects by April 2011
Common Core Standards
Applicable to Morphology
• Reading Standards for Literature K-12
• Craft and Structure (4)
• Reading Standards for Information Text
K-12
• Craft and Structure (4)
• Reading Standards: Foundational Skills K5
• Phonics and Word Recognition (3a)
• Language Arts Standards K-12
• Conventions of Standard English (1)
• Vocabulary Acquisition and Use (4)
Common Core Standards
Applicable to Morphology
• Reading Standards: Foundational Skills K-5
• Phonics and Word Recognition (3a)
• 3.3.a.“Decode words with common Latin
suffixes.”
• 3.4.a. “Use combined knowledge of all
letter-sound correspondences, syllabication
patterns and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context.”
Morphemes
• Morphemes - smallest unit of
meaning
(e.g. {buy} + {er} + {s})
• Different than syllables.
(e.g. {alligator} is one morpheme
with four syllables)
• Identical spellings are not identical
morphemes (e.g. {er} in buyer and
shorter)
• Morpheme boundaries and meanings
can shift over time and usage.
(Parker & Riley, 2010)
Types of Morphemes
•Lexical morphemes
•Grammatical morphemes
•Free morphemes
•Bound morphemes
•Inflectional or derivational
(Parker & Riley, 2010)
Types of Morphemes
Lexical
Free
Grammatical
Bound
Free
Bound
inflectional derivational
nouns
verbs
adjectives
compress
depress
oppress
repress
suppress
prepositions
articles
conjunctions
subvert
invert
convert
include
conclude
at
the
and
(Parker & Riley, 2010)
Common Core Standards
Applicable to Morphology
• Language Arts Standards K-12 (1)
• Conventions of Standard English
• 1.1.e.“Use verbs to convey a sense of past, present,
and future (e.g. Yesterday I walked home; Today I
walk home; Tomorrow I will walk home).
• 1.4.b.“Form and use progressive (e.g., I was walking,
I am walking; I will be walking) verb tenses. (grade
4)
• 1.4.c.“Use modal auxiliaries (e.g., can, may, must) to
convey various conditions.”
• “Explain the function of verbals (gerunds,
participles, infinitives) in general and their function
in particular sentences.” (grade 8)
Lexical Morphemes
Verb Forms:
• Verbs in English are perfectly
systematic.
• In simple, active sentences there are
5 different types of verbs that can
occur: main verbs and four different
auxiliary verbs (modal verbs, forms
of have, forms of be, forms of do).
• Modal verbs: can/could, shall/should,
will/would, may/might, and must.
Grammatical Morphemes:
Inflectional Affixes
• All are native to English
• English has eight inflectional affixes, all
others are derivational
• All are suffixes
• Generally follow derivational suffixes
• Do not change syntactic category
• No more than one can be affixed to a
particular syntactic category
(Parker & Riley, 2010)
Grammatical Morphemes:
Inflectional Affixes Examples
Inflectional
Affix
Plural
Root
Example
Noun
Boys
Possessive
Noun
Boy’s
Comparative
Adjective Older
Superlative
Adjective Oldest
Present Tense
Verb
Walks
Past Tense
Verb
Walked
Past Participle
Verb
Driven
Present
Participle
Verb
Driving
Derivational Affixes
• Infinite number
• Can be prefixes and suffixes
• Many are borrowed from other
languages
• May change syntax
(Parker & Riley, 2010)
Derivational Affixes Examples
• Suffix {ize} turns a noun into a verb
(critcize)
• Suffix {ful} turns a verb into an
adjective (helpful)
• Suffix {ly} turns an adjective into an
adverb (quickly)
• English also has derivational prefixes
(un, dis, a, anti)
(Parker & Riley, 2010)
Common Core Standards
Applicable to Morphology
• Language Arts Standards K-12
• Vocabulary Acquisition and Use (4)
“Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 1
reading and content, choosing flexibly from
an array of
strategies.”
• 1.4.c. Identify frequently occurring root words
(e.g. look) and their inflectional forms (e.g.
looks, looked, looking).
• 3.4.b. Determine the meaning of the new word
formed when a known affix is added to a known
word (e.g., agreeable/disagreeable,
heat/preheat).
• 7.4.b. Use common grade-appropriate Greek or
Latin affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose, rebel).
New Word Formation Process
•Derivation – addition of a derivational
affix changing the syntax (e.g. orient
(V) to orientation (N))
•Category extension – extension of a
morpheme from one category to
another (e.g. chair (N) to chair (V)).
•Compound – creating a new word by
combining two free morphemes (e.g.
put-down).
New Word Formation Process
• Root Creation – brand new word based
on no preexisting morphemes (e.g.
Kodak)
• Clipped Form – shortened form of a
preexisting morpheme (e.g. bra from
brassiere)
• Blend – combination of parts of two
preexisting forms (e.g. smog = smoke +
fog).
• Acronym – the first letter of each word
in a phrase (e.g. FEMA = Federal
Emergency Management Agency).
New Word Formation Process
• Abbreviation – the names of the first letters of the
prominent syllables of a word (e.g. TV < television) or
of the words in a phrase (e.g. FBI < Federal Bureau of
Investigation).
• Proper Names – from a proper name (e.g. hamburger
< Hamburg).
• Folk Etymology – substitutes a common native form
for an exotic (often foreign) form with similar
pronunciation (e.g. cockroach < Spanish cucuracha
‘wood louse’).
• Back Formation – removes what is mistaken for an
affix (e.g. burgle < burglar).
Common Core Standards
Applicable to Morphology
• Language Arts Standards K-12
• Vocabulary Acquisition and Use (6)
• “Acquire and use accurately grade-appropriate
general academic and domain specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important
to comprehension or expression.” (grades 6-8)
Common Core Standards
Applicable to Morphology
• Reading Standards for Literature K-12
• Craft and Structure (4)
• “Ask and answer questions about unknown words in a
text.” (kindergarten)
• “Determine the meaning of words and phrases as
they are used in a text , distinguishing literal from
nonliteral language.” (grade 3)
• Reading Standards for Information Text
K-12
• Craft and Structure (4)
• “Determine the meaning of words and phrases in a
text relevant to grade 2 topic or subject area.”
(grade 2)
• Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings… (grades 9-10)
What is Transparency?
• Transparent derivations
• Phonological Transparency
• Orthographic Transparency
• Semantic Transparency
Implications for Instruction for
Older Students
Three layers of information in every
word:
• Basic individual sound symbol matches
• Vowels/ syllable spelling patterns
• Meaning units (prefixes, suffixes,
roots)
Flexible strategies for unlocking longer
words
Knowledge of the meaning(s) of words
Morphological Awareness
Linked to Literacy Development
• May foster development of both phonological and morphological
awareness
• Might compensate for difficulties in phonological
awareness/processing characteristic of reading disability
• Orthography preserves and reveals the morphological
composition of words, despite changes in punctuation (e.g.,
anxious and anxiety)
• Potential benefit of the connection between the orthographic
and meaning processor
(Carlisle, 2010)
Impaired Morphological Processing –
Causes and Effects
•It is difficult for first graders to analyze word form
and meaning at the same time.
•As students progress from grades 1 – 5
•Morphological awareness more explicit – immersed
in reading, writing and thinking about language
•Experience with language, especially analyzing words for
reading and writing, affects morphological processing
•Transparency can enhance or obscure morphological
processing
References
Byrnes, J.P., & Wasik, B.A. (2009). Language and literacy
development: What educators need to know. New York:
The Guilford Press.
Carlisle, J.F. (2010). Effects of instruction in morphological
awareness on literacy achievement: An integrated
review. Reading Research Quarterly, 45(4), 464–487.
Carlisle, J. (2004). Morphological processes that influence
learning to read. In C. A. Stone, E. R. Silliman, B. J.
Ehren & K. Apel (Eds.), Handbook of language & literacy:
Development and disorders (pp. 661-678). New York:
Guilford Press.
Parker, F. & Riley, K. (2010). Linguistics for non-linguistics:
A primer with exercises. 5th Edition. New York: Allen &
Bacon.
Stone, C.A., Silliman, E.R., Ehren, B.J., & Apel, K. (2004).
Handbook of language and literacy: Development and
disorders. New York: The Guilford Press.