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首页> 外文期刊>Open Journal of Modern Linguistics >The Acquisition and Use of the -S Plural Morpheme by Third-Year Students of English in a Nigerian University
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The Acquisition and Use of the -S Plural Morpheme by Third-Year Students of English in a Nigerian University

机译：尼日利亚大学三年级英语学生对-S复数词素的习得和使用

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This study examined the acquisition and use of the -S plural morpheme by third-year English undergraduates neglected in previous studies involving advanced L2 learners. It aimed at identifying all accurate and inaccurate instantiations of the form, determining their frequency of occurrence, specifying the context of occurrence of each plural bearing or non-bearing common noun, accounting for errors, and suggesting ways of improving L2 learners’ acquisition and use of the English -S plural morpheme. The data comprised 1219 common nouns generated from essays written by 15 volunteer English Education students at the Lagos State University, Nigeria. The Combined CA-EA-IL theory which argues that neither CA nor EA nor IL is sufficiently powerful on its own to account for L2 acquisition guided the study, while syntactic and textual parameters aided the analysis. Findings showed that 93 percent (1132) of the data represent correct usage and 7.14 percent (87) represent incorrect usage. Non-suppliance of the -S plural morpheme in non-obligatory contexts accounted for 74.2 percent (905), while its suppliance in obligatory contexts, non-suppliance in obligatory contexts, and suppliance in non-obligatory contexts respectively represent 18.6 (227), 6.1 (73) and 1.1 (14) percent of the data. Precisely 40 percent of the participants committed 74 percent of the errors, with 43 percent of the non-suppliance-in-obligatory- contexts errors occurring among clausal elements semantically indicating plurality. This implies that successful learning still eluded some learners despite the high level of exposure they got. Evidence of poor learning, ignorance of rules, over-generalisation, and inconsistency abound but only one incontestably L1-influenced error occurred.
机译：这项研究调查了在以前的研究中，高级英语学习者所忽略的三年级英语本科生对-S复数语素的获取和使用。它旨在识别形式的所有准确和不准确的实例，确定其出现的频率，指定每个带有或不带有轴承的共同名词的出现的上下文，说明错误，并提出改善L2学习者习得和使用方式的建议-S复数词素的意思。数据包含从尼日利亚拉各斯州立大学的15名自愿英语教育学生的论文中产生的1219个普通名词。 CA-EA-IL组合理论认为，CA，EA或IL都不足以单独依靠L2习得来指导研究，而句法和文本参数有助于分析。调查结果显示，有93％（1132）的数据代表正确的用法，而有7.14％（87）的数据代表错误的用法。在非强制性上下文中，-S复数语素的不提供占74.2％（905），而在强制性上下文中的-S复数词素，在强制性上下文中的不提供和非强制性上下文中的提供分别代表18.6（227），分别占数据的6.1（73）和1.1（14）％。恰好40％的参与者犯下了74％的错误，而43％的非义务性上下文错误发生在语义上表示多个的从句元素之间。这意味着尽管学习者拥有很高的曝光率，但他们仍无法成功学习。不良学习的证据，对规则的无知，过于笼统和不一致的现象比比皆是，但仅发生了一个受L1不可争议的错误。

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