Spanish and English contact and morpheme acquisition

Daniel Smith

doi:10.7203/normas.v7i2.11166

Abstract

Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.

Highlights

1 INTRODUCTION The study of the order of morpheme acquisition has shown that languages share a natural order of morpheme acquisition
This study attempts to understand a universal order of morpheme acquisition but with variations from specific language interference, with special reference to the acquisition of English and Spanish
Applying the 4-M model to Brown's (1973) study of L1 acquisiton of English, morphemes seem to acquired in the following order: content; early system morphemes, plural -s on nouns; late bridge system morphemes, possessive -s on nouns; and late outsider system morphemes, the third person singular -s on verbs

Summary

INTRODUCTION

The study of the order of morpheme acquisition has shown that languages share a natural order of morpheme acquisition. The differences in languages must be taken into account. A first language acquired (Language 1 or L1) can influence the acquisition of a second language (Language 2 or L2). This study attempts to understand a universal order of morpheme acquisition but with variations from specific language interference, with special reference to the acquisition of English and Spanish

THE ORDER OF ACQUISITION IN L1 AND L2

THE 4-M MODEL

APPLYING THE 4-M MODEL TO L1 AND L2 ACQUISITION

CONCLUSIONS AND IMPLICATIONS FOR