Understanding the Current Stages of Three English Morphemes between two Groups of Chinese Learners
Keywords: Three English morphemes; Chinese Learners; homestay and non-homestay context
Libo Zhang has worked for Kunming University in China as an EFL teacher for more than five years. She obtained Master of Arts in Teaching English to Speakers of Other Languages(TESOL) at University of Canberra in Canberra Australia on the date of the twenty seventh day of September 2011.
A few researchers have conducted studies on how a second language has been developed by learners in different contexts (Rivers, 1998; Talburt and Stewart, 1999; Yoshino, 1992 and McMeeKin, 2003). However, not enough research has been conducted on learners developing a second language in a homestay context. In fact very little research has been carried out specifically for Chinese learners of English learning in a homestay context. In order to shed light specifically on Chinese learners of English, this study investigates the current stages of the acquisition of three English morphemes between two groups of Chinese learners studying in different contexts. One group has been living with English native speakers in a homestay context for at least six months and the other group has been living with non-native speakers for the same period of time. The aim is to predict whether learners who study in a homestay context can outperform learners who do not immerse in the same context. The three English morphemes studied in this investigation are past ed; phrasal plural-s and third person singular morphemes. Following the developmental hierarchy for English morphology advanced by Pienemann (2005), the findings of this study show that the learners studying in the homestay contexts outperformed the group who live with the non-native speakers in terms of these three morphemes.