Sequential presentation of grammatical morphemes in efl textbooks and its relation with morpheme acquisition
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Date
2010
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UMT Lahore
Abstract
This study is designed to determine the sequence of presentation of grammatical
morphemes in English Textbooks prescribed by Punjab Textbook Board for primary level
learners (5-10 years) in Pakistan and its relation with morpheme acquisition in yoimg
learners. The sequence of presentation of grammatical morphemesjin-^gli^ textbooks
has been determined on the basis of order of introduction of these morphemes in these
textbooks. The study compares this obtained sequence of presentation to the L2 order of
morpheme acquisition presented by Dulay and Burt (1974) and finds a significant
difference between the two orders. The study also focuses to explore the relation of this
obtained sequence of presentation with morpheme acquisition in Primary level leamers.
Three tasks: essay writing, grammar exercise and a translation activity, have been
admimstered to thirty grade fifth young leamers. After scoring for morpheme suppliance
in obligatory contexts and using the correct percentage method to order the morphemes,
no concordance is found between the sequence of presentation of grammatical
morphemes and order of morpheme acquisition by primary level leamers. The results
show concordance between Dulay and Burt's (1974) order of morpheme acquisition and
the order obtained from young leamers in this study. This study also verifies that L2
leamers follow the same order of morpheme acquisition irrespective of their different Lls
and different language exposures. The results of the study also show that not even a
single morpheme reached minimal acquisition limit that is 90 % accuracy level. The
study concludes that the sequence of presentation of grammatical morphemes in EFL
Textbooks for primary level leamers in Pakistan is significantly different from L2 order
of moipheme acquisition presented by Duiay and Burt (1974). This sequence of
presentation of grammatical morphemes has no effect on the order of morpheme
acquisition but does affect the rate of morpheme acquisition and it makes the rate of
morpheme acquisition slower and hampers cognitive acceleration of the study. This study
suggests that the natural order of morpheme acquisition should be followed in teaching
that will help in cognitive acceleration of learners.