Abstract
This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.
Highlights
Due to the nature of English being acknowledged as a global language or Lingua Franca, and an essential secondPerrodin, D.D. & Somboon, N. (2019)
This study focuses on identifying the sequence of L2 single rank morpheme presentation in English Language Teaching course books utilized with adult learners (Bruton, 1997; Goldschneider & DeKeyser, 2005; Khan, 2014; Nitta & Gardner, 2005) in Thailand (Chumkamon, 2017; Wei, 2000), and whether or not the sequence of single rank morpheme presentation is analogous with the natural order of morpheme acquisition indicated within the selected literature
Natural Order of L2 Morphemes Acquisition Early studies of natural order morpheme acquisition supported the hypothesis that L2 learners of English acquire the target language through the formation of habits and pattern recognition (Ellis, 1997; Scheffler, 2008) in a fixed or natural order rather than acquiring the target language through developmental periods (Bailey, Madden & Krashen, 1974; Krashen, 1977; LarsenFreeman, 1975; Rosansky, 1976)
Summary
Due to the nature of English being acknowledged as a global language or Lingua Franca, and an essential secondPerrodin, D.D. & Somboon, N. (2019). Language (L2) in Thailand and other developing countries, an upperintermediate proficiency level in English has become a burden and a criterion for university graduates in Thailand (Perrodin & Thupatemee, 2018). Numerous young Thai adult learners, filled with a sense of dread, are unable to meet the minimum English proficiency level set by many international companies once completing tertiary studies. These same young Thai adults were repeatedly coached since earlier in secondary school on “how to pass” English exams rather than receiving exposure to the authentic use of English as the target language of study
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