No description available.

No description available.

No description available.

The purpose of this study is to investigate three pertinent aspects of the relative clause in Korean: the form-function of the relative clause, the processing of the head-final relative clause and the acquisition of relative clauses as a second language. Based on universal typology, this study proposes that the linguistic category of the descriptive verb lies between the attributive adjective and the verb. With this identification, the study claims that the modifying ending -(u)n has the prototypical semantic function of the perfective aspect. The perfective aspect is, however, interpreted differently according to the verb types and this provides a solution to the form-function distinction: when the descriptive verb is suffixed by -(u)n, the attributive adjective expresses a permanent state; with the processive verb the relative clause denotes the completion of action or process. The analysis of the linear ordering of elements in the verb phrase reveals that grammatical morphemes are related in the strict grammatical rules, which progressively build up conceptualisation. Contrary to the views presented in previous studies, this study argues that incremental and left-to-right processing, the relative clause has semantic constraints on the head noun. The overall order of difficulty in the acquisition of relative clauses determined by a completion task, a combination task and a grammaticality judgment 'Oh OP>IO>SU>DO>GE, which does not accord with the Noun Phrase Hierarchy (NPAH). / The study finds that markedness theory and configurational analysis are also unable to explain the order exhibited in this study due to the head-final at characteristics of the relative clause. The processing ease is the main contributing factor for learners successfully performing the tasks by utilizing the mental lexicon, SOV canonical word order, case particles and temporal adverbs in sentence initial position. The study also evaluates the effectiveness of instruction and the merits of pedagogical grammar. Incorporating findings from the present study, some suggestions are made for the development of a pedagogical grammar for the relative clause in Korean.

Abstract not available

This study examines Vietnamese language learning in New South Wales primary schools. Five major influences on Vietnamese language learning were studied: parents' competence in Vietnamese, parents' attitudes to Vietnamese language learning, parental involvement in their children's school, children's attitudes to Vietnamese language learning, and school factors such as teaching strategies and teacher qualities. The survey was conducted by means of questionnaires for children and parents, the Vietnamese language Basic Skills Tests, and interviews with teachers. A series of recommendations is offered to all those involved in teaching the Vietnamese language. / Doctor of Philosophy (PhD)

Current attention in L2 acquisition research has been given to the integration of message-focused and form-focused instruction. One way to accomplish this is through the incidental focus on form during meaning-focused activities. Some studies have investigated incidental focus on form in different contexts and provided evidence that this incidental focus on form exists in L2 classes and that it facilitates L2 acquisition.The present study conducted further research into the effects of interactional patterns (Teacher-learner and Learner-learner) and learners' proficiency levels (Advanced and Elementary) on the features of incidental focus on form (types of focus on form; types of feedback; linguistic forms focused on and types of immediate uptake). Over 10 hours of interactions with meaning-focused communication tasks were audio recorded in two interactional patterns and in two classes. The 336 focus on form episodes (FFEs) were transcribed and analyzed for four features of FFEs.The results revealed a significant difference in frequencies of FFE types between the two interactional patterns. Teachers were more active in responding to learners' errors, but they were less active in initiating preemptive FFEs. No significant difference was found between the two proficiency levels.In terms of feedback, no significant difference was found between the two interactional patterns. Both teachers and learners were using similar types of feedback in the FFEs. Learners were as able as their teachers in 'providing solutions'. Thus, Learner-learner interactions appear to be equally beneficial for L2 learning. Equally, there was no difference between the two proficiency levels. In terms of linguistic focus, there was no significant difference between the two interactional patterns or between the two proficiency levels.In terms of overall uptake responses, there was a significant difference between the two interactional patterns, mainly in terms of 'no uptake', 'no opportunity for uptake' and 'no need for uptake'. However, there was no significant difference in terms of frequencies of 'occurrence of uptake'. Thus, Learner-learner interactions appear to be equally beneficial for L2 learning from the perspective of producing successful uptake. No significant difference in terms of immediate uptake was found between the two proficiency levels.The results of this study suggest that in both Teacher-learner and Learner-learner interactions at both Advanced and Elementary levels of proficiency, incidental FFEs occur frequently, and the high frequency of immediate uptake in these FFEs can be considered effective for L2 learning. Because learners were able to work as a knowledge source for each other, spoken interactions should be encouraged between learners.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 271-290) Also available in print.