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    Developmental Sequences

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    Weby Yolannisa
    Second language learners progress through similar developmental sequences when acquiring grammatical morphemes, negation, and questions in the target language, regardless of their first language. However, the document also notes that first language background can influence where learners are positioned within each stage and the accuracy order of certain morphemes. The developmental sequences generally mirror those observed in first language acquisition.

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    Developmental Sequences

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    Weby Yolannisa
    79 views15 pages
    Second language learners progress through similar developmental sequences when acquiring grammatical morphemes, negation, and questions in the target language, regardless of their first language. However, the document also notes that first language background can influence where learners are positioned within each stage and the accuracy order of certain morphemes. The developmental sequences generally mirror those observed in first language acquisition.

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    The Brief Explanation of Developmental Sequences in Learning L2

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    DEVELOPMENTAL SEQUENCES

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    Second language learners progress through similar developmental sequences when acquiring grammatical morphemes, negation, and questions in the target language, regardless of their first language. However, the document also notes that first language background can influence where learners are positioned within each stage and the accuracy order of certain morphemes. The developmental sequences generally mirror those observed in first language acquisition.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    79 views15 pages

    Developmental Sequences

    Uploaded by

    Weby Yolannisa
    Second language learners progress through similar developmental sequences when acquiring grammatical morphemes, negation, and questions in the target language, regardless of their first language. However, the document also notes that first language background can influence where learners are positioned within each stage and the accuracy order of certain morphemes. The developmental sequences generally mirror those observed in first language acquisition.

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    DEVELOPMENTAL

    SEQUENCES
    • Second language learners, like first
    language learners, pass through
    sequences of development.
    • Among learners from many different first
    language backgrounds, these
    developmental sequences are similar.
    DEVELOPMENTAL
    SEQUENCES
    Grammatical Morpheme
    • Grammatical morphemes have been carried out
    with learners who have learned English as a second
    language in a natural environment.
    • The second language researchers looked at
    learners’ use of grammatical morpheme such as
    plural,-ing, and past tense.
    • The most studies showed:
    a. Learners are more accurate in using plural-
    s than in using possessive -s’.
    b. Learners are more accurate in using -ing than in
    using -ed past.

    Accuracy order is not determined entirely by learners’


    first language
    However, thorough studies of morpheme acquisition
    shows that the learners' first language does have an
    influence on acquisition sequences.
    DEVELOPMENTAL
    SEQUENCES
    Negation
    • The acquisition of negative sentences by second
    language learners follows a path that looks nearly
    identical to the stages of L1.
    • However, second language learners from different
    first language backgrounds behave somewhat
    differently within those stages.
    NEGATION
    Stage 1
    • The negative element (usually 'no' or 'not') is
    typically placed before the verb or the element
    being negated.
    I no like it
    • Often, it occurs as the first word in the sentence
    because the subject is not there.
    No have any sand
    • 'No' is preferred by most learners in this early stage,
    perhaps because it is the easiest word to hear and
    recognize in the speech they are exposed to.
    NEGATION
    Stage 2
    • At this stage, 'no' and 'not' may alternate with
    'don't'.
    • However, 'don't' is not marked for person, number,
    or tense
    He don't like it
    • 'don't' may even be used before modals like 'can'
    and 'should‘
    I don't can sing
    NEGATION
    Stage 3
    • Learners begin to place the negative element after
    auxiliary verbs like 'are', 'is', and 'can'.
    You can not go there.
    He was not happy.
    • But at this stage, the 'don't' form is still not fully
    analyzed.
    She don't like rice.
    NEGATION
    Stage 4
    • In this stage, 'do' is marked for tense, person, and
    number
    It doesn't work.
    We didn't have supper.
    • However, some learners continue to mark tense,
    person, and number on both the auxiliary and the
    verb
    I didn't went there.
    She doesn't wants to go.
    DEVELOPMENTAL SEQUENCES

    Questions
    Stage 1
    • Single words, formulae, or sentence fragments.
    Dog?
    Four children?
    QUESTIONS

    Stage 2
    • Declarative word order, no inversion, no fronting.
    It's a monster in the right corner?
    The boys throw the shoes?
    QUESTIONS
    Stage 3
    • Fronting:
    a. Do you have a shoes on your picture? (do fronting)
    b. Where the children are playing? (wh- fronting but
    with no inversion)
    c. Does in this picture there is four astronauts? (do
    fronting)
    d. Is the picture has two planets on top? (other
    fronting)
    QUESTIONS
    Stage 4
    • Inversion in wh- + copula (be= is, are, am, etc)
    Where is the sun?
    • Inversion in yes/no' questions with other auxiliaries
    (be, have, will, do, etc).
    Is there a fish in the water?
    Will I go?
    QUESTIONS
    Stage 5
    • Inversion in wh- questions with both an auxiliary
    and a main verb.
    How do you say proche?
    What's the boy doing?
    QUESTIONS
    Stage 6
    • Complex questions.
    a. Question tags: (e.g. It's better, isn't it?)
    b. Negative question: (e.g. Why can't you go?)
    c. Embedded question: (e.g. Can you tell me what
    the date is today?)

    adapted from Pienemann, Johnston, and Brindley 1988


    QUESTIONS
    • The developmental sequence for questions by
    L2 learners is similar in most respects to L1
    language acquisition .
    • The developmental sequence for questions,
    while very similar across learners, also
    appears to be affected to some degrees by L1
    influence.

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