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Chinese Language Learning: Immersion and Classroom Settings
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In: 2013 New England Association for Asian Studies Conference (2013)
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| 2 |
The use of email attachments to increase reading compliance in foreign language classes.
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In: Scholarship and Professional Work - LAS (2013)
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How to Ask for a Favor: An Exploration of Speech Act Pragmatics in Heritage Russian
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In: Bryn Mawr College Dissertations and Theses (2013)
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Observaciones Sobre el Estado del Sonido Fricativo Palatal Sordo en el Español Salvadoreño.
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In: Scholarship and Professional Work - LAS (2013)
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| 5 |
Quand Camus ne fait pas de théâtre
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In: World Languages Faculty Publications and Presentations (2013)
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Taiwanese Language Medical School Curriculum: A Case Study of Symbolic Resistance Through The Promotion of Alternative Literacy and Language Domain Norms
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In: Dissertations and Theses (2013)
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| 8 |
Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA
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In: English Publications (2013)
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| 9 |
To Believe or Not to Believe: Zhou Zuoren's Alternative Approaches to the Chinese Enlightenment
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In: World Languages and Cultures Publications (2013)
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| 10 |
Foreign Language Learners' Use and Perception of Online Dictionaries: A Survey Study
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In: Li Jin (2013)
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| 11 |
Individual novices and collective experts: Collective scaffolding in wiki-based small group writing
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In: English Faculty Research (2013)
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| 12 |
The Application of Second Language Acquisition Theory to New Testament Greek Pedagogy
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In: Senior Honors Theses (2013)
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| 13 |
Phonological Adaptations of English Loanwords in Turkish
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In: Other Undergraduate Scholarship (2013)
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| 14 |
The Acquisition of Tú and Usted by English Speakers: A Study of Non-native Knowledge and Usage of Forms of Address
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In: Georgia State Undergraduate Research Conference (2013)
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| 15 |
Criollismo femenino y mestizaje en Mah Rap de Malín D’Echevers
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In: Foreign Languages and Literature Faculty Publications (2013)
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| 17 |
The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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Abstract:
This study examines the second language acquisition of Spanish past tense morphology by three groups of English speakers (beginners, intermediates and advanced). We adopt a novel methodological approach – combining oral corpus data with controlled experimental data – in order to provide new evidence on the validity of the Lexical Aspect Hypothesis (LAH) in L2 Spanish. Data elicited through one comprehension and three oral tasks with varying degrees of experimental control show that the emergence of temporal markings is determined mainly by the dynamic/non-dynamic contrast (whether a verb is a state or an event) as beginner and intermediate speakers use Preterit with event verbs but Imperfect mainly with state verbs. One crucial finding is that although advanced learners use typical Preterit–telic associations in the least controlled oral tasks, as predicted by the LAH, this pattern is often reversed in tasks designed to include non-prototypical (and infrequent) form–meaning contexts. The results of the comprehension task also show that the Preterit-event and Imperfect-state associations observed in the production data determine the interpretation that learners assign to the Preterit and the Imperfect as well. These results show that beginner and intermediate learners treat event verbs (achievements, accomplishments and activities) in Spanish as a single class that they associate with Preterit morphology. We argue that dynamicity contrasts, and not telicity, affect learners’ use of past tense forms during early stages of acquisition.
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Keyword:
PB Modern European Languages
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URL: http://repository.essex.ac.uk/4207/1/Dominguez%20et%20al%202012%20pdf.pdf
http://repository.essex.ac.uk/4207/
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| 18 |
Toddlers’ Processing of Phonological Alternations: Early Compensation for Assimilation in English and French
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| 19 |
A diary study on the causes of English language classroom anxiety
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| 20 |
Process, practice and landscapes of reception: An ethnographic study of theatre translation
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