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Toward Linguistic Responsibility ... : The Harm of Speech Acts ...
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| 2 |
Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages
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In: Monsoon: South Asian Studies Association Journal (2022)
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Proficiency benchmarking in Spanish
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In: World Languages and Cultures Faculty Publications (2022)
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Language Attitudes of Turkish-Arabic Bilingual Speakers in a Village in Hatay ...
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| 5 |
A Critical Analysis of the Media Representations of Venezuelan Immigrants, Refugees, and Asylum-Seekers (Venezuelan IRAS) in Peru
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In: Major Papers (2022)
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FACE MASKS AND SPEECH PERCEPTION: EMOTIONS AND INTELLIGIBILITY PERCEIVED BY MONOLINGUAL AND BILINGUAL SPEAKERS
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In: Theses and Dissertations--Linguistics (2022)
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| 7 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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Concepts of space and time of Speakers of Aymara and Spanish in Bolivia ...
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| 10 |
"May vs. Might" - How do Turkish speakers of English differ from native English speakers in terms of how they perceive the possibility and certainty of sentences? ...
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International Bilingual Journal of Culture, Anthropology and Linguistics ...
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| 12 |
Does the language we speak influence creative thinking? An exploration of linguistic relativity within semantic network and associative hierarchies ...
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Mai, Thu. - : Open Science Framework, 2021
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| 13 |
Shared book reading in bilingual families with young children: A Scoping Review ...
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| 14 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 15 |
Acquiring content questions in Japanese: The case of a sequential English-Japanese bilingual child
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In: Research outputs 2014 to 2021 (2021)
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Abstract:
This study examines the development of Japanese in a sequential English-Japanese bilingual child. We will focus on the acquisition of Japanese content interrogatives and compare emerging patterns with monolingual as well as simultaneous bilingual first language acquirers. Our informant was born to an English-speaking Australian family and spent his first two years of life in Japan. He acquired English as the home language from birth with some exposure to Japanese while in Japan. He then learned Japanese from age 6;3 (six years; three months) when he was enrolled in a Japanese primary school; hence, he learned Japanese in a naturalistic environment. Speech data was collected, using natural conversation and elicitation tasks, from age 7;0 to 8;9, spread over twenty-six sessions beginning nine months after enrollment. Out of 1015 interrogatives, the child produced 642 yes/no questions and 373 content questions. They were examined in terms of the Prominence Hypothesis within the Processability Theory. A range of question pronouns emerged, including nani/nan (what), doko (where), doshite/nande (why), doo-yatte (how), and dare (who). After the production of single-word questions, content interrogatives appeared with copula sentences. Questions with lexical verbs followed, most of which were formed with the question word in-situ. We argue that the child’s late acquisition of the wh-fronting structure was due to processing constraints as defined in the Processability Theory rather than the reflection of cross-linguistic influence. Further, the child’s acquisitional sequence was consistent with the Prominence Hypothesis.
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Keyword:
Acquisition of Content Interrogatives; and Cultures; and Multicultural Education; Arts and Humanities; Bilingual; Education; Multilingual; Other Languages; Processability Theory; Sequential Bilingual Child; Societies
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URL: https://doi.org/10.18848/2327-7939/CGP/v28i01/39-60
https://ro.ecu.edu.au/ecuworkspost2013/10080
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The influence of food labels with indulgent language on healthy food choices: sensory versus hedonic ...
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| 20 |
Situated Immersive Gaming Environments for Irish Language Learning
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In: Doctoral (2021)
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