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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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A study of Chinese L2 Learners’ Lexical network knowledge through word association techniques
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Li, Guangli. - : The University of Queensland, School of Languages and Cultures, 2017
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The effect of reader knowledge and textual features on second-language reading outcomes in an Indonesian EFL context
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Sahiruddin. - : The University of Queensland, School of Languages and Cultures, 2017
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“She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English
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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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Subject realisation in Italian L2 : a cross-sectional study of production data
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Abstract:
In the development towards their second language (L2), quite early, as soon as they are able to distinguish between nouns and verbs as morphological categories, learners experience little difficulty in expressing the subject of their sentences - subjecthood being a grammatical function universally known in their first language (Ll). On the other hand, learners can be much slower in developing the ability to control the relationship between the structural properties of their sentences and the linguistic and extra-linguistic contexts in which to use them because subjects may be realized differently across languages. Our study attempts to trace the developmental path towards a native-like use of subject realization in Italian L2. With regard to this important issue, Italian is particularly interesting in so far as it is a pro-drop, head-marking language located towards the less configurational end of the typological spectrum, characterised by rich morphology and flexible syntax, highly sensitive to pragmatic and discourse choices. This may make the path from early expression to full mastery of subject realisation both particularly long and uncertain in its ultimate attainment, as Belletti et al. (2007) and Sorace (2011) have demonstrated.
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Keyword:
200401 - Applied Linguistics and Educational Linguistics; 200408 - Linguistic Structures (incl. Grammar; 930102 - Learner and Learning Processes; Italian language; Lexicon; Phonology; processability theory; second language acquisition; Semantics); syntax
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URL: http://handle.uws.edu.au:8081/1959.7/uws:33328 http://www.societadilinguisticaitaliana.net/
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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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Knowledge of Shàng (to go up) constructions in Chinese as a second language
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Liang, Haiyan. - : The University of Queensland, School of Languages and Cultures, 2015
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