CHALLENGES IN THE SECOND LANGUAGE ACQUISITION OF DERIVATIONAL MORPHOLOGY: FROM THEORY TO PRACTICE

The three studies in this dissertation bring together quantitative and qualitative methods in order to understand L2 learning of derivational morphology. By using measures of derivational knowledge developed from L1 research, Study 1 provides a foundation for in-class research by assessing what L2 learners know and do not know about derivational morphology in comparison to adult native English speakers and how factors such as L1 background and L2 proficiency shape L2 knowledge of derivational morphology. Results show that L2 learners have poor knowledge of derivational morphology regardless of L1 background or L2 proficiency.Study 2 follows from these results and investigates the effects of input-processing versus pushed output instruction on the development of productive and receptive morphological abilities. The results of this study support the hypothesis that instruction is beneficial for L2 derivational learning; however, results do not support the hypothesis that pushed output instruction leads to better immediate and long-term learning than the input-processing condition. In fact, results suggest that equivalent learning occurs between the two conditions across all measures of derivational knowledge.Finally, Study 3 was a qualitative investigation of learners' attitudes, actions, and motivations towards the learning of derivational morphology over the course of Study 2. Using activity theory, this study describes how students' initial actions, which were not aligned with the goal of morphological learning, were transformed over the course of the study as students came to realize the importance of derivational morphology for their success in English. The results of this study are also important because they offer an alternative explanation for why the hypotheses in Study 2 regarding the effectiveness of output were not supported. Specifically, many participants in this study became aware of derivational morphology for the first time as a result of this study; therefore, a "novelty effect" (cf. Tulving & Kroll, 1995) may have overridden any potential benefit of the output treatment over the input treatment

Monitoring SARS-CoV-2 incidence and seroconversion among university students and employees: a longitudinal cohort study in California, June–August 2020

ObjectivesTo identify incident SARS-CoV-2 infections and inform effective mitigation strategies in university settings, we piloted an integrated symptom and exposure monitoring and testing system among a cohort of university students and employees.DesignProspective cohort study.SettingA public university in California from June to August 2020.Participants2180 university students and 738 university employees.Primary outcome measuresAt baseline and endline, we tested participants for active SARS-CoV-2 infection via quantitative PCR (qPCR) test and collected blood samples for antibody testing. Participants received notifications to complete additional qPCR tests throughout the study if they reported symptoms or exposures in daily surveys or were selected for surveillance testing. Viral whole genome sequencing was performed on positive qPCR samples, and phylogenetic trees were constructed with these genomes and external genomes.ResultsOver the study period, 57 students (2.6%) and 3 employees (0.4%) were diagnosed with SARS-CoV-2 infection via qPCR test. Phylogenetic analyses revealed that a super-spreader event among undergraduates in congregate housing accounted for at least 48% of cases among study participants but did not spread beyond campus. Test positivity was higher among participants who self-reported symptoms (incidence rate ratio (IRR) 12.7; 95% CI 7.4 to 21.8) or had household exposures (IRR 10.3; 95% CI 4.8 to 22.0) that triggered notifications to test. Most (91%) participants with newly identified antibodies at endline had been diagnosed with incident infection via qPCR test during the study.ConclusionsOur findings suggest that integrated monitoring systems can successfully identify and link at-risk students to SARS-CoV-2 testing. As the study took place before the evolution of highly transmissible variants and widespread availability of vaccines and rapid antigen tests, further research is necessary to adapt and evaluate similar systems in the present context