English Grammatical Morphemes Acquisition by Young EFL Learners

Abstract

This study explored the grammatical morpheme acquisition patterns of Saudi EFL learners, focusing on their alignment with Krashen's Natural Order Hypothesis (NOH). Conducted in a private primary school in Saudi Arabia, the study involved 11 randomly selected fifth-grade students who wrote essays to elicit morpheme usage. Using a qualitative approach, the analysis revealed high accuracy in progressive -ing and plural -s, supporting NOH predictions. However, third-person singular and possessive -s posed challenges, likely influenced by the learners’ first language (L1, Arabic). These findings underscore the interplay between L1 transfer and second language acquisition, highlighting areas where instructional strategies can support learner development. Despite the small sample size, the study offers valuable, context-specific insights into the interplay between L1 transfer and second language acquisition, providing a foundation for targeted teaching strategies. Future research with larger and more diverse samples could validate these patterns and deepen understanding of L1's role in morpheme acquisition. This study contributes to the field by offering insights to inform curriculum design and targeted teaching interventions for young EFL learners.