Morphophonological patterns influence regular and irregular past-tense production: evidence from aphasia

Rimikis, Stacey; Buchwald, Adam; Miozzo, Michele

doi:10.1080/23273798.2022.2112245

Cited by 1 publication

(2 citation statements)

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“…Likewise, in Greece, Alexiadou and Anagnostopoulou (2023) investigated irregular verb formation in the simple past tense and found that root allomorphs can be changed using vowel alteration within the consonants. Rimikis et al (2023) studied whether morphophonological patterns impact the language production of individuals with acquired language impairment and found that errors such as runned and swunged occurred frequently in phonologically similar verbs.…”

Section: Introductionmentioning

confidence: 99%

“…Although the study by Alexiadou and Anagnostopoulou (2023), Dashti et al (2023), Fathi (2023, Lambani and Maluleke (2019), Rimikis et al (2023), andUygun et al (2023) have been conducted regarding approaches for teaching irregular verb morphological processes in the English language, minimal attention was paid to the full realisation of the teaching processes. Some of the teachers may experience difficulties in teaching the ablaut principles and, in this regard, an appropriate approach is required in teaching morphological processes in the simple past tense to English L2 learners.…”

Section: Introductionmentioning

confidence: 99%

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Exploring perspectives on the approach for teaching ablaut principles to English L2 learners: a case study in South African secondary schools

Nephawe,

Lambani

2023

J. Eng. Foreign. Lang.

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Although regular and irregular verb morphological processes in the simple past are invaluable approaches for enhancing communication, the formation of irregular verbs, including the ablaut principles, suppletion principles, and backformation, for example, pose challenges to the majority of English second language (L2) learners. Also, most teachers experience difficulties in teaching ablaut principles to their learners. The irregular verb morphological processes in the simple past tense are a challenge to many. The present study aimed to explore teachers’ perspectives on the approach for teaching ablaut principles to L2 learners. A qualitative research approach with a case study design was espoused because it provides an in-depth understanding of a particular phenomenon. Four purposively sampled teachers were interviewed and observed when teaching Grade 8 English L2 learners at Dzindi Circuit, South Africa. A Delve Thematic Analysis Software Version 22.0 was utilised because it uses and codes, identifies, and summarises perceptions within interview transcripts. Preliminary investigation indicated that learners were incompetent in using the ablaut principles. After employing game-based teaching approaches, learners performed outstandingly. The study acclaims using the identified approaches in the teaching and learning of the ablaut principle in the simple past tense, and further research is encouraged on the current topic.

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Section: Introductionmentioning

confidence: 99%