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200401 - Applied Linguistics and Educational Linguistics (11)
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Hits 1 – 11 of 11
1
The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
Hardini, Isriani
(S33656);
Di Biase, Bruno
(R7581);
Kawaguchi, Satomi
(R7941). - : U.K., Equinox Publishing, 2020
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2
A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
Mohamed Salleh, Rabiah T. A.
;
Kawaguchi, Satomi
(R7941);
Di Biase, Bruno
(R7581). - : Malaysia, National University of Malaysia Press, 2019
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3
Task complexity and grammatical development in English as a second language
Ma, Yuan
(S30232);
Kawaguchi, Satomi
(R7941). - : Footscray, Vic., Australian International Academic Centre, 2019
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4
Early development and relative clause constructions in English as a second language : a longitudinal study
Kawaguchi, Satomi
(R7941);
Yamaguchi, Yumiko
. - : Netherlands, John Benjamins Publishing, 2019
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5
Early lexical and grammatical development of English in Indonesian kindergarten children
Hardini, Isriani
(S33656);
Kawaguchi, Satomi
(R7941);
Reid, Carol
(R8461). - : Malaysia, International Islamic University Malaysia, 2019
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6
Development of relative clause constructions in English L2
Yamaguchi, Yumiko
;
Kawaguchi, Satomi
(R7941). - : Sydney, N.S.W., Australian International Academic Centre, 2016
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7
Bilingual development of Malay and English : the case of plural marking
Mohamed Salleh, Rabiah T. A.
(S31396);
Kawaguchi, Satomi
(R7941);
Jones, Caroline
(R8989). - : Malaysia, Universiti Putra Malaysis, 2015
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8
The development of English as a second language
Yamaguchi, Yumiko
;
Kawaguchi, Satomi
(R7941);
Di Biase, Bruno
(R7581). - : Italy, European Second Language Association, 2015
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9
Development of English lexicon and morphology in 5-year-old Serbian-English bilingual children attending first year of schooling in Australia
Kawaguchi, Satomi
(R7941);
Medojevic, Lucija
(S24986). - : China, Nanjing University Press, 2015
Abstract:
This study investigates lexical and morphological development in English in two bilingual children and one monolingual child over their first year of schooling in Australia. For the bilingual children, Serbian is their heritage language and Australian English the mainstream language including the school language. The first year of school attendance is a time when a dramatic reversal occurred in the rate of exposure to these two languages. Oral production data were collected from these children at three-month intervals over the year. The bilingual children's lexical and morphological development was compared with the Australian monolingual peer's. Processability Theory was used to measure morphological development. Results reveal that before school attendance the bilingual children show some inaccuracy in morphological markings involving past tense -ed and 3rd person singular -s on verbs. However, after the first few months of school attendance, these inaccuracies disappeared and the bilingual children's English grammatical accuracy became indistinguishable from their monolingual peer. One area of English verbal morphology that seems to be challenging for all three informants, bilingual or monolingual, was the past tense marker -ed. This suggests that acquisition of this so-called "regular" verb past tense morphology in English raises a broad developmental question. The data analysis shows that bilingual children's language development docs not lag behind once they start schooling in an exclusively English environment and may even show a lexical advantage in English by comparison with their monolingual peers.
Keyword:
200401 - Applied Linguistics and Educational Linguistics
;
200408 - Linguistic Structures (incl. Grammar
;
930102 - Learner and Learning Processes
;
English language
;
Lexicon
;
Phonology
;
processability approaches to language acquisition research & teaching
;
second language acquisition
;
Semantics)
URL:
http://handle.uws.edu.au:8081/1959.7/uws:33182
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10
Processability theory, question constructions and vocabulary learning in English L2
Kawaguchi, Satomi
(R7941). - : China, Nanjing University Press, 2015
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11
Corrective feedback, negotiation of meaning and grammar development : learner-learner and learner-native speaker interaction in ESL
Ma, Yuan
(S30232);
Kawaguchi, Satomi
(R7941). - : U.S.A., Scientific Research, 2012
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