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[In Press] The onset of English lexical acquisition among Malaysian preschoolers
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Development of English among older Chinese migrants in Australia : a case of tense and aspect
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Second language acquisition and digital learning in Asia
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Kawaguchi, Satomi (R7941). - : Malaysia, International Islamic University Malaysia, 2021
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The effectiveness of quizlet in improving EFL learners' receptive vocabulary acquisition
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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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Early lexical and grammatical development of English in Indonesian kindergarten children
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Similarities and differences between simultaneous and successive bilingual children : acquisition of Japanese morphology
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Synchronous CMC e-tandem learning in Japanese as a second language : linguistic environment and language development
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Designing HTML5 LexiFunII : Japanese learning can be fun for all
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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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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.
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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)
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URL: http://handle.uws.edu.au:8081/1959.7/uws:33182
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Il contributo didattico delle tecnologie digitali all’acquisizione delle lingue straniere ; (Aligning the pedagogical use of digital technologies and SLA)
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Kawaguchi, Satomi (R7941). - : Italy, Associazione Italiana di Linguistica Applicata, 2015
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