No published L2 research has attempted an in-depth theoretical and empirical treatment of both acquisition and teaching subject matters in one single work. This work helps bridge the gap between acquisition theory and language pedagogy research, benefitting not just language learners but language teachers around the world, and all those who would like to witness a collaboration between second language acquisition theory and second language teaching practice in general.
Chapter 3 Literature Review
Much discussion of the status of be in the interlanguage grammars of L2 speakers can be found in studies interested in determining the sequence of the acquisition of the English grammatical morphemes (e.g. -ing, -s, be, -ed, etc.). It has generally been found in these studies that L2 learners from different L1 backgrounds produce grammatical morphemes in speech with similar frequency, the frequency of suppliance of be typically being the greatest, and the frequency of suppliance of copula be usually being greater than frequency of suppliance of auxiliary be. Later studies specifically about the acquisition of forms of be have shown that it can be used in non-target-like ways by L2 learners, including being overgeneralized to contexts where it would not be used by native speakers, being omitted and being substituted by other forms.
In this chapter, the early grammatical morpheme studies and the acquisition problems posed by be will be examined. Based on these studies of be, the central problems it poses in SLA can be identified, and specific research questions proposed.
3.2Summary of L2 morpheme studies
In the 1970s, there were many studies of the acquisition of grammatical morphemes by L2 speakers based on L1 studies of the same type which examined the acquisition order of grammatical morphemes, including articles, copulas, auxiliaries, negation and inflections such as progressive ing, plural s and es, third person singular and regular and irregular past tense markers. The main purpose of...
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