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The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
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A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
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Acquiring yes/no questions in Japanese as a second language : a cross-sectional study
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Task complexity and grammatical development in English as a second language
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How recorded audio-visual feedback can improve academic language support
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Early development and relative clause constructions in English as a second language : a longitudinal study
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Similarities and differences between simultaneous and successive bilingual children : acquisition of Japanese morphology
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Bilingual development of Malay and English : the case of plural marking
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Development of English lexicon and morphology in 5-year-old Serbian-English bilingual children attending first year of schooling in Australia
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Connecting CALL and second language development : e-tandem learning of Japanese
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Processability theory, question constructions and vocabulary learning in English L2
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Argument structure and lexicon : cross-linguistic studies in English L2 and Japanese L2
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The relationship between lexical and syntactic development in English as a second language
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Abstract:
This cross-sectional study investigates the development of argument mapping in learners of English as a second language within the framework of Processability Theory (PT), se Pienemann et al. (2005). It explores empirically the mapping hypothesis in English L2 which has not been previously treated in any detail in PT. My interest in this exploration stems from the fact that the mapping of thematic roles (such as agent and patient) onto grammatical functions (such as subject and object) presents different degrees of difficulty for L2 learners. The study also explores the relationship between lexical and syntactic development. Following Lexical Functional Grammar (LFG), e.g. Bresnan (2001) grammatical constructions are lexically restricted in language learning (cf. Pinker 1984, Tomasello 1992 in L1 acquisition). Therefore, lexical ability may be assumed to be strongly related to syntactic ability. Especially lexical learning of verbs is important because it leads to the development of sentences, where more complex verbs are necessary to construct complex sentences. The chapter is organized as follows. The next section briefly explains the lexical mapping hypothesis and two sources of difficulties for argument mapping. This is followed by the presentation of a study investigating the lexicon-syntax relationship in Japanese learners of English L2, its results, and conclusion.
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Keyword:
200401 - Applied Linguistics and Educational Linguistics; 200408 - Linguistic Structures (incl. Grammar; 930102 - Learner and Learning Processes; Lexicon; Phonology; Semantics)
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URL: http://handle.uws.edu.au:8081/1959.7/533618 http://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=4072080&fileOId=4075031
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