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| 121 |
Italian Dictionaries of Abbreviations and the Preparation of Entries of the Italian–Slovene Dictionary of Abbreviations
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In: Lexikos; Vol. 31 (2021); 195-213 ; 2224-0039 (2021)
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| 122 |
Towards a Legal Dictionary Dutch–Limburgish: Preferences and Opportunities
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In: Lexikos; Vol. 31 (2021); 146-158 ; 2224-0039 (2021)
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| 124 |
An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting
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In: Theses: Doctorates and Masters (2021)
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| 125 |
Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey
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In: Australian Journal of Teacher Education (2021)
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| 126 |
Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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| 127 |
Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development
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In: Australian Journal of Teacher Education (2021)
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| 128 |
A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities
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Le, Thi Thuy Chinh. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 129 |
Literacy Uses and Practices of Schoolchildren Living in a Contemporary Malaysian Context
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In: Australian Journal of Teacher Education (2021)
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| 130 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 131 |
The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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| 132 |
Acquiring content questions in Japanese: The case of a sequential English-Japanese bilingual child
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In: Research outputs 2014 to 2021 (2021)
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Abstract:
This study examines the development of Japanese in a sequential English-Japanese bilingual child. We will focus on the acquisition of Japanese content interrogatives and compare emerging patterns with monolingual as well as simultaneous bilingual first language acquirers. Our informant was born to an English-speaking Australian family and spent his first two years of life in Japan. He acquired English as the home language from birth with some exposure to Japanese while in Japan. He then learned Japanese from age 6;3 (six years; three months) when he was enrolled in a Japanese primary school; hence, he learned Japanese in a naturalistic environment. Speech data was collected, using natural conversation and elicitation tasks, from age 7;0 to 8;9, spread over twenty-six sessions beginning nine months after enrollment. Out of 1015 interrogatives, the child produced 642 yes/no questions and 373 content questions. They were examined in terms of the Prominence Hypothesis within the Processability Theory. A range of question pronouns emerged, including nani/nan (what), doko (where), doshite/nande (why), doo-yatte (how), and dare (who). After the production of single-word questions, content interrogatives appeared with copula sentences. Questions with lexical verbs followed, most of which were formed with the question word in-situ. We argue that the child’s late acquisition of the wh-fronting structure was due to processing constraints as defined in the Processability Theory rather than the reflection of cross-linguistic influence. Further, the child’s acquisitional sequence was consistent with the Prominence Hypothesis.
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Keyword:
Acquisition of Content Interrogatives; and Cultures; and Multicultural Education; Arts and Humanities; Bilingual; Education; Multilingual; Other Languages; Processability Theory; Sequential Bilingual Child; Societies
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URL: https://doi.org/10.18848/2327-7939/CGP/v28i01/39-60
https://ro.ecu.edu.au/ecuworkspost2013/10080
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| 133 |
Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
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In: Australian Journal of Teacher Education (2021)
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| 134 |
Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 135 |
Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
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Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 136 |
EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
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In: Australian Journal of Teacher Education (2021)
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| 137 |
Reconciliation through Language Education: Mediation in a Plurilingual South Africa based on the CEFR Companion Volume
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| 138 |
NUIG at TIAD 2021: Cross-lingual word embeddings for translation inference
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| 139 |
Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families
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In: Educational Considerations (2021)
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| 140 |
Age and gender effects in European Portuguese spontaneous speech ; Efectos de la edad y del sexo en el habla espontánea en portugués europeo
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In: Loquens; Vol. 8 No. 1-2 (2021): Online First; e077 ; Loquens; Vol. 8 Núm. 1-2 (2021): Número en curso; e077 ; 2386-2637 ; 10.3989/loquens.2021.v8.i1-2 (2021)
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