Morphological awareness and literacy in second language learners: a cross-language perspective

Morphological awareness and literacy in second language learners: a cross-language perspective Read Writ (2018) 31:1685–1694 https://doi.org/10.1007/s11145-018-9866-1 Morphological awareness and literacy in second language learners: a cross-language perspective 1 2 Xi Chen Mila Schwartz Published online: 4 June 2018 Springer Science+Business Media B.V., part of Springer Nature 2018 Morphological awareness refers to the ability to understand morpheme meaning and reflect on morphemic structure of words (Carlisle, 1995). The concept of morphological awareness becomes even more complex when Carlisle’s (1995) definition is applied to the three types of morphology: inflection, derivation, and compound. Within each type of morphology, we need to consider both meaning and structural awareness when we examine the role of morphological awareness in literacy development. Morphological systems vary considerably across different languages. For example, English has a relatively developed derivational system but few inflections. Hebrew and Arabic are characterized by rich inflectional and derivational morphology. The majority of words are compounds in Chinese, which contains few derived or inflected words. Furthermore, morphology interacts with orthography in determining how morphological awareness may contribute to literacy outcomes. The English, Hebrew and Arabic writing systems are morpho- phonemic, encoding both phonemes and morphemes. As a result, morphological awareness helps children understand the semantic relations between words despite differences in phonological structure, e.g., http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Morphological awareness and literacy in second language learners: a cross-language perspective

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-018-9866-1
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2018) 31:1685–1694 https://doi.org/10.1007/s11145-018-9866-1 Morphological awareness and literacy in second language learners: a cross-language perspective 1 2 Xi Chen Mila Schwartz Published online: 4 June 2018 Springer Science+Business Media B.V., part of Springer Nature 2018 Morphological awareness refers to the ability to understand morpheme meaning and reflect on morphemic structure of words (Carlisle, 1995). The concept of morphological awareness becomes even more complex when Carlisle’s (1995) definition is applied to the three types of morphology: inflection, derivation, and compound. Within each type of morphology, we need to consider both meaning and structural awareness when we examine the role of morphological awareness in literacy development. Morphological systems vary considerably across different languages. For example, English has a relatively developed derivational system but few inflections. Hebrew and Arabic are characterized by rich inflectional and derivational morphology. The majority of words are compounds in Chinese, which contains few derived or inflected words. Furthermore, morphology interacts with orthography in determining how morphological awareness may contribute to literacy outcomes. The English, Hebrew and Arabic writing systems are morpho- phonemic, encoding both phonemes and morphemes. As a result, morphological awareness helps children understand the semantic relations between words despite differences in phonological structure, e.g.,

Journal

Reading and WritingSpringer Journals

Published: Jun 4, 2018

References

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