{"id":50,"date":"2025-11-09T20:45:15","date_gmt":"2025-11-09T20:45:15","guid":{"rendered":"https:\/\/nelsonacademy.ca\/wordpress\/?page_id=50"},"modified":"2025-11-09T20:45:15","modified_gmt":"2025-11-09T20:45:15","slug":"noh-nogl","status":"publish","type":"page","link":"https:\/\/nelsonacademy.ca\/wordpress\/noh-nogl\/","title":{"rendered":"NOH\/NOGL"},"content":{"rendered":"

\u201cSome grammatical morphemes tend to be acquired early, some late \u2014 and instruction does not change this order.\u201d –Dr. Stephen Krashen<\/p><\/blockquote>\n

Krashen and his collaborators (including Dulay & Burt, 1973, 1974) studied child ESL learners<\/strong> and proposed the following general sequence for English morphemes<\/strong>:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Approx. Acquisition Order<\/th>\nMorphemes<\/th>\nNotes<\/th>\n<\/tr>\n<\/thead>\n
1<\/td>\n-ing<\/strong> (progressive)<\/td>\nHe is running<\/em> \u2192 very early<\/td>\n<\/tr>\n
2<\/td>\nplural -s<\/strong><\/td>\ndogs, cats<\/em><\/td>\n<\/tr>\n
3<\/td>\nprepositions<\/strong>: in, on<\/td>\nin the box, on the table<\/em><\/td>\n<\/tr>\n
4<\/td>\npossessive -‘s<\/strong><\/td>\nJohn\u2019s book<\/em><\/td>\n<\/tr>\n
5<\/td>\ncopula “be” (am, is, are)<\/strong><\/td>\nHe is tall<\/em><\/td>\n<\/tr>\n
6<\/td>\nauxiliary “be”<\/strong><\/td>\nHe is running<\/em><\/td>\n<\/tr>\n
7<\/td>\narticles<\/strong>: a, the<\/td>\na dog, the cat<\/em><\/td>\n<\/tr>\n
8<\/td>\nregular past -ed<\/strong><\/td>\nI walked<\/em><\/td>\n<\/tr>\n
9<\/td>\nthird-person singular -s<\/strong><\/td>\nShe runs<\/em><\/td>\n<\/tr>\n
10<\/td>\nirregular past tense verbs<\/strong><\/td>\nwent, ate<\/em><\/td>\n<\/tr>\n
11<\/td>\ncontractible forms<\/strong><\/td>\nHe\u2019s, I\u2019m<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Key points about NOH<\/strong><\/h2>\n
    \n
  1. \n

    Acquisition \u2260 learning<\/strong><\/p>\n

      \n
    • \n

      NOH predicts what learners acquire naturally<\/em>, not necessarily what they are explicitly taught.<\/p>\n<\/li>\n<\/ul>\n<\/li>\n

    • \n

      Order is relatively stable across learners<\/strong><\/p>\n

        \n
      • \n

        The same sequence is observed in children and adult ESL learners.<\/p>\n<\/li>\n

      • \n

        L1 background has surprisingly little effect on the order.<\/p>\n<\/li>\n<\/ul>\n<\/li>\n

      • \n

        Instruction has limited effect on order<\/strong><\/p>\n

          \n
        • \n

          You can teach a structure early, but learners may still acquire it later if it\u2019s \u201clater\u201d in the natural order.<\/p>\n<\/li>\n<\/ul>\n<\/li>\n

        • \n

          Focus on meaning and input<\/strong><\/p>\n

            \n
          • \n

            Krashen emphasizes comprehensible input<\/strong> (n+1<\/code>) rather than explicit grammar drills.<\/p>\n<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

            <\/h3>\n

            Mnemonic Order<\/strong><\/h3>\n

            \u201cING PLU PREP POS COP AUX ART PAST 3PS IRR\u201d<\/strong><\/p>\n

              \n
            • \n

              ING = progressive<\/p>\n

                \n
              • He is running<\/strong> fast.<\/li>\n
              • They are singing<\/strong> loudly.<\/li>\n
              • I was reading<\/strong> a book.<\/li>\n<\/ul>\n<\/li>\n
              • \n

                PLU = plural<\/p>\n

                  \n
                • I have two dogs<\/strong>.<\/li>\n
                • She bought three apples<\/strong>.<\/li>\n
                • The cars<\/strong> are parked outside.<\/li>\n<\/ul>\n<\/li>\n
                • \n

                  PREP = in\/on<\/p>\n

                    \n
                  • The book is in<\/strong> the bag.<\/li>\n
                  • She is sitting on<\/strong> the chair.<\/li>\n
                  • Put the pen in<\/strong> the drawer.<\/li>\n<\/ul>\n<\/li>\n
                  • \n

                    POS = possessive<\/p>\n

                      \n
                    • That is John\u2019s<\/strong> hat.<\/li>\n
                    • I like my sister\u2019s<\/strong> room.<\/li>\n
                    • The dog\u2019s<\/strong> tail is wagging.<\/li>\n<\/ul>\n<\/li>\n
                    • \n

                      COP = copula be<\/p>\n

                        \n
                      • She is<\/strong> happy.<\/li>\n
                      • They are<\/strong> tired.<\/li>\n
                      • I am<\/strong> ready.<\/li>\n<\/ul>\n<\/li>\n
                      • \n

                        AUX = auxiliary be<\/p>\n

                          \n
                        • He is<\/strong> running.<\/li>\n
                        • They were<\/strong> sleeping.<\/li>\n
                        • I am<\/strong> studying English.<\/li>\n<\/ul>\n<\/li>\n
                        • \n

                          ART = articles a\/the<\/p>\n

                            \n
                          • I saw a<\/strong> cat.<\/li>\n
                          • The<\/strong> dog is barking.<\/li>\n
                          • She wants a<\/strong> sandwich.<\/li>\n<\/ul>\n<\/li>\n
                          • \n

                            PAST = regular past -ed<\/p>\n

                              \n
                            • I walked<\/strong> to school.<\/li>\n
                            • She played<\/strong> the piano.<\/li>\n
                            • They cleaned<\/strong> their room.<\/li>\n<\/ul>\n<\/li>\n
                            • \n

                              3PS = third-person singular -s<\/p>\n

                                \n
                              • She runs<\/strong> every morning.<\/li>\n
                              • He likes<\/strong> ice cream.<\/li>\n
                              • The dog barks<\/strong> loudly.<\/li>\n<\/ul>\n<\/li>\n
                              • \n

                                IRR = irregular past tense<\/p>\n

                                  \n
                                • I went<\/strong> to the store.<\/li>\n
                                • She ate<\/strong> lunch.<\/li>\n
                                • They saw<\/strong> a movie.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

                                  \u201cSome grammatical morphemes tend to be acquired early, some late \u2014 and instruction does not change this order.\u201d –Dr. Stephen Krashen Krashen and his collaborators (including Dulay & Burt, 1973, 1974) studied child ESL learners and proposed the following general sequence for English morphemes: Approx. Acquisition Order Morphemes Notes 1 -ing (progressive) He is running […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-50","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/pages\/50","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/comments?post=50"}],"version-history":[{"count":1,"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/pages\/50\/revisions"}],"predecessor-version":[{"id":51,"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/pages\/50\/revisions\/51"}],"wp:attachment":[{"href":"https:\/\/nelsonacademy.ca\/wordpress\/wp-json\/wp\/v2\/media?parent=50"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}