Morphology and Vocabulary Acquisition Vocabulary Term Paper

Also different cultures and different regions have their own peculiar requirements. For example, a method that works well in United States of America may not work that well in a country like Malaysia. "With regard to lexical ambiguity, the rich inflectional morphology of Italian makes it relatively easy to distinguish between nouns, verbs, and other grammatical classes. In contrast, the sparse grammatical morphology of English means that nouns, verbs, and other word classes often sound alike and must be disambiguated by context (the comb vs. To comb), or by prosodic cues (to record vs. The record)" (Bates, Devescovi & Wulfeck, 2001).

So the differences are stark. In Chinese context application of morphology becomes more difficult. In countries like Malaysia where different languages are spoken the application of just the method of morphology can not simply work In some countries where English is taught as a second language morphology is used as a method but other factors are also involved. Importance of environment and practical use and repetition are also considered very important. For example in one country they have created a separate place where everyone can only use English as a language giving them a chance to use their vocabulary repertoire and enhance their learning capabilities by interaction, hearing and repetition.

So, morphology may be used as one of the methods to induce vocabulary acquisition but researches can not just narrowly confine themselves to one aspect of vocabulary acquisition or language learning as retention and usage and many other factors like social disparities and regional differences also become important in the whole process.

References

Dixon, W. & Smith, H. (2000). Links between Early Temperament and Language Acquisition. Merrill-Palmer Quarterly. Vol: 46. Issue: 3.

Bates, E., Devescovi, A., & Wulfeck, B. (2001). PSYCHOLINGUISTICS: A Cross-Language…