Wong Ka Sin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 161-169). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT RESEARCH --- p.1 / Chapter 1.1.1 --- Striving for the Best? English Language Education in Hong Kong --- p.1 / Chapter 1.1.2 --- Projects in Neurocognitive Science for (Language) Education Research --- p.2 / Chapter 1.2 --- THE PRESENT RESEARCH --- p.4 / Chapter 1.2.1 --- Significance of the Present Research --- p.4 / Chapter 1.2.2 --- Organization of this Thesis --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- "EDUCATION FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS" --- p.7 / Chapter 2.1.1 --- Total Physical Response Approach --- p.7 / Chapter 2.1.2 --- Visual Approach --- p.10 / Chapter 2.2 --- "NEUROCOGNITIVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND LEARNING" --- p.13 / Chapter 2.2.1 --- How Does the Brain Learn (Language) --- p.14 / Chapter 2.2.1.1 --- Functional Organization of the Brain --- p.14 / Chapter 2.2.1.2 --- Brain's Fundamentals of Learning (Language) --- p.16 / Chapter 2.2.2 --- "Localization of Brain Functions of ""Actions “" --- p.18 / Chapter 2.2.3 --- "Localization of Brain Functions of ""Pictures “" --- p.22 / Chapter 2.2.4 --- "Brain-related, Theories of Learning" --- p.24 / Chapter 2.2.4.1 --- 20th Century Theories of Learning --- p.24 / Chapter 2.2.4.2 --- Right versus Left Brain Learning --- p.26 / Chapter 2.2.4.3 --- Whole Brain Teaching and Learning --- p.28 / Chapter 2.2.4.4 --- Brain-based Learning Theory --- p.30 / Chapter 2.3 --- AFFECTIVE DOMAIN OF LEARNING --- p.42 / Chapter 2.3.1 --- Learning Attitudes and Motivation in Language Education --- p.42 / Chapter 2.3.2 --- Learning Attitudes and Motivation in Neuroscience --- p.43 / Chapter 2.4 --- "CONVERGING EDUCATION AND NEURO-COGNITVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND BRAIN-BASED LEARNING THEORY" --- p.45 / Chapter 2.4.1 --- Research Questions --- p.47 / Chapter 3 --- THE FIRST STUDY --- p.48 / Chapter 3.1 --- INTRODUCTION --- p.48 / Chapter 3.1.1 --- An Overview of the Design of the First Study --- p.49 / Chapter 3.2 --- DESIGN OF THE FIRST STUDY --- p.49 / Chapter 3.2.1 --- Research Hypotheses --- p.50 / Chapter 3.2.2 --- Subjects --- p.50 / Chapter 3.2.3 --- Variables of the Study --- p.52 / Chapter 3.2.4 --- Experimental Treatment --- p.52 / Chapter 3.2.4.1 --- Design of the Programs --- p.53 / Chapter 3.2.4.2 --- Brain-based Groups --- p.53 / Chapter 3.2.4.3 --- Teaching Content --- p.54 / Chapter 3.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.55 / Chapter 3.2.5 --- Materials Development --- p.60 / Chapter 3.2.5.1 --- Action Group's Learning Tasks --- p.62 / Chapter 3.2.5.2 --- Picture Group's Learning Tasks --- p.64 / Chapter 3.2.6 --- Experimental Teaching --- p.65 / Chapter 3.2.6.1 --- The Teaching Crew --- p.66 / Chapter 3.2.6.2 --- Classroom Teaching Routines --- p.66 / Chapter 3.2.6.3 --- Medium of Instruction --- p.67 / Chapter 3.2.6.4 --- Attendance of the Subjects --- p.68 / Chapter 3.2.7 --- Data Collection --- p.68 / Chapter 3.2.7.1 --- Pre- and Post-program Attainment Tests --- p.68 / Chapter 3.2.7.2 --- Post-program Questionnaire Survey --- p.69 / Chapter 3.2.8 --- Experimental Procedures --- p.70 / Chapter 3.2.8.1 --- An Overview of the Experimental Procedures --- p.70 / Chapter 3.2.8.2 --- Workshop for the Teaching Crew --- p.70 / Chapter 3.2.8.3 --- Implementation of the Programs --- p.70 / Chapter 3.2.8.4 --- Administration of the Pre- and the Post-program Test --- p.71 / Chapter 3.2.8.5 --- Conducting Post-program Questionnaire Survey --- p.71 / Chapter 3.3 --- DATA PROCESSING AND ANALYSIS --- p.71 / Chapter 3.3.1 --- Attainment Tests Results --- p.72 / Chapter 3.3.1.1 --- A General Picture of the Linguistic Effects of the BEAPs 2003 --- p.72 / Chapter 3.3.1.2 --- Inter-group Mean Scores Comparison --- p.72 / Chapter 3.3.1.3 --- Within-group Mean Scores Comparison --- p.72 / Chapter 3.3.2 --- Results of the Post-program Questionnaire Survey --- p.73 / Chapter 3.3.2.1 --- Subjects' Perceived English Abilities and Attitudes towards English (Learning) --- p.73 / Chapter 3.3.2.2 --- Subjects' Evaluation of the Programs --- p.77 / Chapter 3.3.3 --- The Research Hypotheses Tested --- p.79 / Chapter 3.4 --- SUMMARY OF MAJOR FINDINGS OF THE FIRST STUDY --- p.81 / Chapter 3.5 --- DISCUSSION --- p.81 / Chapter 3.5.1 --- Impact of the BEAPs on Learners' Action Verb Learning --- p.82 / Chapter 3.5.1.1 --- Significant Linguistic Enhancement in Both Subject Groups --- p.82 / Chapter 3.5.1.2 --- Similar Patterns of the Linguistic Enhancement of the Two Subject Groups --- p.82 / Chapter 3.5.2 --- Positive Effects of the BEAPs on the Learners' Attitudes towards English --- p.83 / Chapter 3.5.2.1 --- Positive Affective Changes in Both Subject Groups --- p.83 / Chapter 3.5.2.2 --- Similar Patterns of Affective Change in the Two Subject Groups --- p.85 / Chapter 3.5.3 --- A Second Look at the Literature --- p.86 / Chapter 3.5.4 --- Evaluation of the First Study --- p.89 / Chapter 3.6 --- METHODS TO IMPROVE THE STUDY DESIGN AND IMPLEMENTATION --- p.90 / Chapter 3.7 --- SUMMARY OF CHAPTER 3 --- p.92 / Chapter 4 --- THE SECOND STUDY --- p.93 / Chapter 4.1 --- INTRODUCTION --- p.93 / Chapter 4.1.1 --- Comparison of the First Study and the Second Study --- p.93 / Chapter 4.2 --- DESIGN OF THE SECOND STUDY --- p.95 / Chapter 4.2.1 --- Research Hypotheses --- p.95 / Chapter 4.2.1.1 --- Research Questions --- p.95 / Chapter 4.2.1.2 --- Null Hypotheses --- p.96 / Chapter 4.2.2 --- Subjects --- p.96 / Chapter 4.2.3 --- Variables of the Second Study --- p.97 / Chapter 4.2.4 --- Experimental Treatment --- p.98 / Chapter 4.2.4.1 --- Design of the Programs --- p.98 / Chapter 4.2.4.2 --- Brain-based Groups --- p.99 / Chapter 4.2.4.3 --- Teaching Content --- p.99 / Chapter 4.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.100 / Chapter 4.2.5 --- Materials Development --- p.100 / Chapter 4.2.5.1 --- Introduction Task of the Combined Group --- p.102 / Chapter 4.2.5.2 --- Consolidation Task of the Combined Group --- p.102 / Chapter 4.2.6 --- Experimental Teaching --- p.103 / Chapter 4.2.6.1 --- The Teaching Crew --- p.103 / Chapter 4.2.6.2 --- Teaching Role --- p.105 / Chapter 4.2.6.3 --- Classroom Teaching Routines --- p.105 / Chapter 4.2.6.4 --- Medium of Instruction --- p.107 / Chapter 4.2.6.5 --- Attendance of the Subjects --- p.107 / Chapter 4.2.7 --- Data Collection --- p.108 / Chapter 4.2.7.1 --- Pre- and Post-program Attainment Tests --- p.108 / Chapter 4.2.7.2 --- Pre- and Post-program Questionnaire Surveys --- p.108 / Chapter 4.2.7.3 --- Post- program Subjects' Oral Interview --- p.110 / Chapter 4.2.8 --- Experimental Procedures --- p.110 / Chapter 4.2.8.1 --- An Overview of the Experimental Procedures --- p.111 / Chapter 4.2.8.2 --- Workshop for the Teaching Crew --- p.112 / Chapter 4.2.8.3 --- Orientation for the Subjects --- p.112 / Chapter 4.2.8.4 --- Administration of the Pre-program Attainment Test and Questionnaire --- p.112 / Chapter 4.2.8.5 --- Implementation of the Programs --- p.113 / Chapter 4.2.8.6 --- Conducting the Post- program Subjects' Oral Interview --- p.113 / Chapter 4.2.8.7 --- Administration of the Post-program Attainment Test and Questionnaire --- p.113 / Chapter 4.3 --- DATA PROCESSING AND ANALYSIS --- p.113 / Chapter 4.3.1 --- Attainment Tests Results --- p.114 / Chapter 4.3.1.1 --- A General Picture of the Linguistics Effect of the BEAPs 2004 --- p.114 / Chapter 4.3.1.2 --- Inter-group Mean Scores Comparison --- p.114 / Chapter 4.3.1.3 --- Within-group Mean Scores Comparison --- p.115 / Chapter 4.3.2 --- Results of the Questionnaire Surveys --- p.116 / Chapter 4.3.2.1 --- Subjects' Questionnaire Results --- p.116 / Chapter 4.3.2.2 --- Teachers' Questionnaire Results --- p.124 / Chapter 4.3.3 --- Results of the Post-Program Oral Interview --- p.133 / Chapter 4.3.3.1 --- Interview on Two Subjects from Each Subject Group --- p.133 / Chapter 4.3.3.2 --- Interview on All Picture Group Subjects --- p.135 / Chapter 4.3.4 --- The Research Hypotheses Tested --- p.136 / Chapter 4.4 --- SUMMARY OF MAJOR FINDINGS OF THE SECOND STUDY --- p.138 / Chapter 4.5 --- EVALUATION OF BRAIN-BASED ENGLISH ACTIVITY PROGRAMS / Chapter 4.6 --- SUMMMARY OF CHAPTER 4 --- p.140 / Chapter 5 --- DISCUSSION --- p.142 / Chapter 5.1 --- INTRODUCTION --- p.142 / Chapter 5.2 --- DISCUSSION OF THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.142 / Chapter 5.2.1 --- Impact of the BEAPs on the Learners' Action Verb learning --- p.142 / Chapter 5.2.1.1 --- Significant Linguistic Effect Enhancement of All Subject Groups of Learners --- p.143 / Chapter 5.2.1.2 --- Similar Patterns of Linguistic Effect on All Subject Groups of Learners --- p.144 / Chapter 5.2.2 --- Possible Effects of the BEAPs on Learners' Perceived English Abilities and Attitudes towards English (Learning) --- p.145 / Chapter 5.2.2.1 --- Similar Positive Affective Change in the Action and the Picture Group --- p.145 / Chapter 5.2.2.2 --- The Most Positive Affective Change in the Combine Group Learners --- p.147 / Chapter 5.3 --- SUMMARY OF THE LINKS BETWEEN THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.149 / Chapter 5.4 --- SUMMARY OF CHAPTER 5 --- p.151 / Chapter 6 --- CONCLUSION --- p.153 / Chapter 6.1 --- ADVICE ON TEACHING ENGLISH ACTION VERBS --- p.153 / Chapter 6.1.1 --- "Possible Misconception of the Superiority of Using ""Actions "" to ""Pictures “" --- p.153 / Chapter 6.1.2 --- Versatility of a Combined Teaching Model --- p.154 / Chapter 6.1.3 --- Task-based Teaching Approach and Group-based Learning --- p.155 / Chapter 6.1.4 --- Practicability of Incorporating the Brain-based English Program in the Regulation School's Curriculum --- p.156 / Chapter 6.2 --- SUGGESTIONS FOR FUTURE RESEARCH --- p.157 / Chapter 6.2.1 --- Pursuing a Longitudinal Study (with Delayed Tests) --- p.157 / Chapter 6.2.2 --- Variety of Teaching Input Type --- p.157 / Chapter 6.2.3 --- Other Grammar/ Skills Areas --- p.158 / Chapter 6.2.4 --- Cognitive Tasks that Share No Common Brain Areas --- p.158 / Chapter 6.2.5 --- Gender Difference --- p.158 / Chapter 6.2.6 --- English Proficiency Level --- p.159 / Chapter 6.3 --- SUMMARY OF CHAPTER 6 --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.170 / APPENDIX A1. Percent of Studies by Categories that Have Reported Activation in Specific Cortical Area --- p.170 / "APPENDIX A2. Cognitive Processes Involved in ""Actional"" Input" --- p.171 / "APPENDIX A3. Cognitive Processes Involved in ""Pictorial"" Input" --- p.172 / APPENDIX B1. BEAPs 2003 Action Verb List --- p.173 / APPENDIX B2. BEAPs 2003 Distribution of Action Verbs in the Learning Tasks --- p.177 / APPENDIX C1. BEAP 2003 Action Group's Learning Tasks (A Typical Session) --- p.180 / APPENDIX C2. BEAP 2003 Picture Group's Learning Tasks (A Typical Session) --- p.183 / APPENDIX D1. Pre-test of the First Study --- p.186 / APPENDIX D2. Post-test of the First Study --- p.190 / APPENDIX E. Post-program Questionnaire of the First Study --- p.195 / APPENDIX Fl. BEAP 2003 Timetable of the Action Group --- p.202 / APPENDIX F2. BEAP 2003 Timetable of the Picture Group --- p.203 / APPENDIX G1. Results of the Pre-and Post-tests of the First Study --- p.204 / APPENDIX G2. Questionnaire Results of the First Study --- p.207 / APPENDIX H BEAPs 2003 Action Verb Picture Cards (Samples) --- p.213 / APPENDIX 11. BEAPs 2004 Action Verbs List --- p.217 / APPENDIX 12. BEAPs 2004 Distribution of Action Verbs in the Learning Tasks --- p.221 / APPENDIX J1. BEAP 2004 Action Group's Learning Tasks (A Typical Session) --- p.224 / APPENDIX J2. BEAP 2004 Picture Group's Learning Tasks (A Typical Session) --- p.227 / APPENDIX J3. BEAP 2004 Combined Group's Learning Tasks(A Typical Session) --- p.230 / APPENDIX K1. Pre-test of the Second Study --- p.233 / APPENDIX K2. Post-test of the Second Study --- p.238 / APPENDIX L1. Subjects' Pre-program Questionnaire of the Second Study --- p.243 / APPENDIX L2. Subjects' Post-program Questionnaire of the Second Study --- p.247 / APPENDIX Ml. Teachers' Post-program Questionnaire of the Second Study --- p.252 / APPENDIX M2. Unedited Comments Gathered from the Teachers' Questionnaire --- p.253 / APPENDIX N1. Questions of the First and Second Part of Subjects' Interview --- p.259 / APPENDIX N2. Transcriptions of Subjects' Interview --- p.260 / APPENDIX O1. BEAP 2004 Timetable of the Action Group --- p.285 / APPENDIX O2. BEAP 2004 Timetable of the Picture Group --- p.287 / APPENDIX O3. BEAP 2004 Timetable of the Combined Group --- p.289 / APPENDIX P1. Test Results of the Second Study --- p.291 / APPENDIX P2. BEAPs 2004 Subjects' Questionnaire Results --- p.295 / APPENDIX Q BEAPs Action Verb Picture Cards (Samples) --- p.312 / "APPENDIX R1. ""Cognition and Student Learning Research Grant Project"" Announced by the Department of Education of the United States" --- p.316 / "APPENDIX R2. Grants for ""Brain Research as a Foundation for Research on Learning"" Announced by the National Science Foundation" --- p.317 / "APPENDIX R3. Recommendation of the ministry of Education, Culture, Sports, Science and Technology of Japan" --- p.318 / APPENDIX R4. Announcement of the Singapore Government --- p.319

This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates. / An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causatives of Experiencer Subject (ES) verbs, derived by zero affixation. Different D-structures are suggested for the two classes of verbs, solving the linking problem of psych predicates. The binding problem with EO verbs and corresponding -ing adjectives is resolved by the assumption of anaphoric pro, which enables the anaphor to be bound backwards by the antecedent through the extension of chain-binding theory. The Target/Subject Matter (T/SM) restriction is ruled out by a generalization established on the interaction of the zero CAUS and selectional restrictions. / Given the linguistic analysis that EO verbs are made up of a zero CAUS and a root, and the fact that psych adjectives and psych nominals are derived from these verbs, the central hypothesis for the L2 acquisition of English psych predicates hinges on this zero CAUS. It is predicted that if L2 learners of English have difficulty figuring out the causative nature of EO verbs and -ing adjectives, they should have difficulty recognizing the correct argument structure, the ungrammaticality of T/SM violations and the grammaticality of backwards binding with these predicates. A picture identification task, a multiple choice task and a grammaticality judgment and correction task are designed to test L2 learners' knowledge of these properties. The results obtained through the experiment are discussed with respect to the issues in second language acquisition.

This creative project has presented a computer-aided instruction game which teaches English past tense and past participle verb forms to students of English as a Second Language (ESL). The game portrays a graphics display of the learner facing a green, sharp-toothed creature.learner cannot accurately and consistently produce past and participle forms of randomly selected verbs, the display of the creature devours the learner's display. If the learner cannot accurately and consistently produce past tense of the creature devours the learner’s display. If the learner successfully produces such forms, the opposite happens; the learner’s display swallows the green monster. The game is entitled Monster.Programmed in Applesoft Basic, Monster includes review sections on English verbs. It also includes an auxiliary program to read student scores.

The aim of this dissertation was to examine how Japanese learners of English in the United States developed their interpretation of antecedents of reflexive pronouns and their understanding of the direction of verb gapping in English over time. The two properties in question operate differently in English and Japanese, and neither property is normally taught. Therefore, the acquisition of these properties of English by Japanese learners sheds light on the role of Universal Grammar (UG) in second language acquisition (SLA).Fourteen Japanese learners answered three questionnaires, each containing a test assessing reflexives (the Binding Test) and a test assessing verb gapping (the Gapping Test) at three different times, approximately 12 weeks apart from each other. In addition, three groups of 20 native speakers of English provided their results on the same questionnaires.The overall performance of the learners on the Binding Test started out significantly inferior to that of native speakers, and it did not reach the level of native speakers in later sessions. In contrast, the overall performance of the learners on the Gapping Test started out as good as that of native speakers, and it maintained the same level relative to the native performance in later sessions. Furthermore, the overall performance of the learners in later sessions was not significantly better than that in earlier sessions. These findings seem to suggest that increased time spent in an English-speaking environment did not have any effects on the learners' acquisition of the two properties. However, when performance by subset was considered, significant improvement was observed.Examination of individual patterns of responses revealed that the learners showed the patterns consistent to English, Japanese, and even other languages and that some of the learners who previously showed a pattern other than the English pattern successfully demonstrated the English pattern in later sessions. These findings constitute evidence for the view that parameter-resetting is possible in SLA.The dissertation also includes discussion of the test instrument and explanation of the data in the light of recent theoretical predictions. The concluding chapter offers pedagogical implications as well as suggestions for future UG-based SLA research. / Department of English

This thesis investigates L2 acquisition of intransitive verb constructions in Japanese and English. Within the Generative framework, the Unaccusative Hypothesis has been proposed, which divides intransitive verbs into two syntactically distinct classes: unergatives and unaccusatives (Burzio 1986). The sole argument of unergative verbs is an Agent generated in subject position, whereas that of unaccusative verbs is a Theme or Patient base-generated in object position. While the unaccusative/unergative distinction at the level of Deep (D)-Structure holds universally, as derived by a universal principle called the Uniformity of Theta Assignment Hypothesis (UTAH, Baker 1988), languages differ as to where the underlying object of unaccusatives may be positioned at the level of Surface (S)-structure. In the case of English, it surfaces in the subject position where it receives Nominative Case. In the case of Japanese, on the other hand, it has been argued that the argument of unaccusative verbs remains in its base-generated object position and that Nominative Case is assigned within the Verb Phrase. / Experimental studies are conducted to examine learners' knowledge of unaccusativity at the two levels, i.e. D-Structure and S-Structure. It is hypothesized that learners will show sensitivity to unaccusativity at D-Structure, but that they may not acquire the correct representation of unaccusativity in the L2 at S-Structure, at least in an earlier stage. The first two studies present the L2 acquisition of English by Japanese speakers. The next two studies are concerned with the L2 acquisition of Japanese by English speakers. Overall, results of the four studies confirm the hypotheses, and L2 learners appear to have problems where the L1 manifests a different representation from the L2. Nevertheless, it is observed that L2 learners behavior is not random even when difficulty arises, in that the L2 learners are often consistent with one class of verbs, but not with the other. Thus, it is suggested that the L2 acquisition of intransitive verb constructions is constrained by universal principles, such as the Unaccusative Hypothesis and the UTAH.

Thesis (Ph.D. (English Studies)) -- University of Limpopo, 2019 / The aims of the study were to compare connector use and verb phrase use between two achievement groups. The achievement groups comprised the Highs, students whose essays were highly rated (124 essays; word length 59702), and the Lows, students whose essays were rated poorly (126 essays; word length 60524). The analytical frameworks for the analysis of appropriate use were taken from Biber, Johansson, Leech, Conrad and Finegan (1999).The analytical frameworks for inappropriate use were designed by the researcher. Connectors comprised circumstance adverbials, linking adverbials, co-ordinators and relativisers. Verb phrase uses comprised all the categories described in Biber, et al. (1999). The analysis entailed counting number of occurrences per use for each achievement group and determining whether difference in use was significant or not by undertaking Log Likelihood calculations using Paul Rayson’s Log Likelihood calculator available online. These also indicate the relative frequency of each use. The results for appropriate connector use revealed that although no significant differences occurred with respect to connector categories, highly/significant differences did occur with regard to specific forms. Regarding inappropriate connector use, results showed that differences between the two achievement groups were overall highly significant, with a substantially higher occurrence of inappropriate uses in the Lows compared to the Highs. The results for appropriate verb phrase use revealed highly/significant differences between the Highs and Lows for several verb phrase categories, such as modal auxiliary use and Perfect Aspect. The results for inappropriate verb phrase use, as was the case for inappropriate connector use, showed highly significant differences between the two achievement groups, with the Lows having a much higher incidence of inappropriate uses than the Highs. The study finally considers the pedagogical implications arising from the results and makes suggestions for course design relating to writing instruction.

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