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The effect of the first year of schooling on bilingual language development : a study of second and third generation Serbian-Australian 5-year-old bilingual children from a processability perspective
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Investigating the fundamental difference between L1 and L2 acquisition based on syntax : a fresh look at the development of German L1 and L2
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The impact of visual pedagogy on students' learning of Hanyu : a case study of a Western Sydney public school
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Exploring the funds of knowledge in the Chinese community in Australia for Mandarin teaching and learning in schools
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Knowledge in practice : a grounded theory approach to constructing beginning Mandarin teachers' use of the communicative language teaching approach
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The implementation of culture tasks in teaching Chinese to Australian high school beginners
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The acquisition of English as a second language by a Japanese primary school child : a longitudinal study from a processability viewpoint
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Psycholinguistic dimensions of translation competence into English as a second language : developing a diagnostic tool
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The acquisition of English passive constructions by Mandarin speakers : a developmental perspective
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Abstract:
The acquisition and the felicitous use of discourse-pragmatic devices is an important milestone for L2 learners. This study utilises Processability Theory (Pienemann, 1998; Pienemann, Di Biase, and Kawaguchi, 2005) as the language development framework to investigate the acquisition of English passive constructions by Mandarin L1 learners of English L2. The study aims to investigate the development of various English passive constructions in the interlanguage of Mandarin L1 learners of English L2. The hypotheses are that learners at lower stages of development will use only the active construction, and that passive constructions will be more effortful for learners to process due to the greater processing loads involved in the required argument grammatical function mapping. Furthermore, it is hypothesised that learners' development of various constructions under the passive voice category will proceed in a sequential fashion.
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Keyword:
construction grammar; Doctor of Philosophy (PhD); English language; interlanguage (language learning); Mandarin speakers; passive voice; second language acquisition; study and teaching
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URL: http://handle.uws.edu.au:8081/1959.7/496712
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A bilingual second language teacher teaching bilingually : a self-study
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An investigation into appreciative approaches to pedagogy : the perspective of a volunteer teacher researcher in language classrooms in NSW public schools
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Teacher engagement in second language (L2) classrooms : teacher-as-researcher
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Journey to the West : reading communicative language teaching in Australia
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The effect of spectral tilt on infants' speech perception : implications for infants with hearing loss
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The role of L2 vocabulary expansion in the perception and production of Australian English vowels by adult native speakers of Japanese
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Tones and vowels in Cantonese infant directed speech : hyperarticulation during the first 12 months of infancy
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Lessico verbale e questioni di processabilità in italiano L2
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