The thesis presents a theoretical framework for the preparation of a portfolio for the course Didaktická propedeutika pro studenty angliètiny na FF UK. This preparatory course in didactics should serve as an introduction to the subject for future teachers of English in secondary schools, whom it should equip with a basic level of understanding of the general principles of learning, language acquisition and language learning. The work presents a course syllabus and in its individual chapters it describes the theoretical background for each seminar. The themes introduced in the course are: theories of learning and their application to language teaching, language identity, theory and description of first and second language acquisition, learner variables (age, gender, aptitude, intelligence, motivation, affective filter, learning styles, multiple intelligences, learner beliefs, the role of brain and memory in language acquisition, methods of teaching foreign languages, interlanguage, linguistic errors, levels of proficiency, communication and learning strategies, learner autonomy, the theory of a good language learner and teacher. The thesis includes an appendix containing handouts for each seminar and a student evaluation form for the assessment of the quality of the seminar.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The study examined ultimate attainment m postpuberty second language acquisition and the Critical Period Hypothesis as an explanation for non-nativeness. A grammaticality judgment task acted as an assessment instrument; a subject was considered to be native-like if the individual's subtest score was greater than or equal to the mean ratings of 90% of the control group members. The native-like subtests were totaled into a nativeness score. The study consisted of 6 research questions and followup interviews with the highest scoring and lowest scoring subjects. As a methodological innovation, the selection of Finnish-born spouses of native English speakers (N=104) as subjects controlled background variables (amount and quality ofL2 exposure, amount ofL2 and Ll use, education and language learning); 80% had studied EFL. 55 subjects had age on arrival of 2:16 years and had lived in USA/Canada for 20-60 years. 88% of the control group (N=40) obtained the nativeness score 6 or 5. The grammaticality judgments of 38% of Finnish-born subjects were indistinguishable from the judgments of the control group and contradicted the Critical Period Hypothesis as an only explanation for native-like ultimate attainment. The findings also indicate that Age on Arrival and Age English as a Foreign Language Began are separate age of exposure measures. The best logistic regression model with 11 binary variables predicted nativelikeness with 76.9% accuracy; the significant predictors were Age English as a Foreign Language Began, US Education, and Length of Exposure, but not Age on Arrival. However, the youngest age on arrival group (12-15 years) outperformed all other subject groupings. Their performance did not decline with aging; the nativeness scores of other subjects declined as Age at Testing increased after the peak performance age. ANOV As for Age English as a Foreign Language Began, Length of Exposure, Total Years of Education, and Age at Testing were significant for the 104 and 55 subject groupings. The n-shaped relationship between the nativeness score and Length of Exposure explains their low correlation. Age at Testing impacted on ultimate attainment by confounding with education and other background variables (prior foreign language study, second language proficiency on arrival, multilingualism, etc.). / 2031-01-01

Lei Chin-Hai, Betty. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 229-243.

by Yang Xiaolu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 134-140). / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Parameter Model of Acquisition --- p.1 / Chapter 1.2 --- "Positive Evidence, Negative Evidence and the Catapult Hypothesis" --- p.5 / Chapter 1.3 --- The Focus of the Present Study --- p.7 / Chapter 1.4 --- The Organization of the Thesis --- p.9 / Chapter 2. --- Null Arguments: A Theory of Parameters and Language Acquisition --- p.10 / Chapter 2.1 --- A Theory of Parameters: the Null Argument Parameters --- p.10 / Chapter 2.2 --- Predicting and Explaining L1 Acquisition --- p.17 / Chapter 2.2.1 --- A Summary of Research Findings --- p.18 / Chapter 2.2.2 --- The Initial Setting --- p.21 / Chapter 2.2.3 --- Identification of Early Null Arguments --- p.22 / Chapter 2.2.4 --- Triggers in the L1 Acquisition of the Target Parameters --- p.25 / Chapter 2.3 --- A Review of L2 Acquisition Studies: Related Issues --- p.31 / Chapter 2.3.1 --- The Null Argument Phenomenon in L2 Acquisition --- p.31 / Chapter 2.3.2 --- The Initial Setting and the Role of L1 --- p.35 / Chapter 2.3.3 --- Identification of the Null Arguments in Interlanguages --- p.36 / Chapter 2.3.4 --- Parameter Resetting and Triggers --- p.37 / Chapter 3. --- The Formulation of The Present Study --- p.40 / Chapter 3.1 --- The Status of Null Arguments in Chinese --- p.40 / Chapter 3.2 --- The Null Argument Parameters in Chinese and English --- p.50 / Chapter 3.3 --- Resetting the Null Argument Parameters and Unlearning Null Arguments --- p.53 / Chapter 3.4 --- Suggesting Triggers in the L2 Acquisition of English --- p.54 / Chapter 3.5 --- "Predictions: Null Arguments, Triggers and ILs" --- p.57 / Chapter 4. --- The Present Study (I): The Experiment´ؤMethodology --- p.59 / Chapter 4.1 --- Subjects --- p.59 / Chapter 4.2 --- The Tasks --- p.61 / Chapter 4.3 --- Coding and Marking --- p.67 / Chapter 5. --- The Present Study (II): The Experiment´ؤResults --- p.70 / Chapter 5.1 --- An Overview of the Written Results --- p.70 / Chapter 5.1.1 --- Comparing Task Performance --- p.70 / Chapter 5.1.1.1 --- Comparing Task 1 and Task2 --- p.70 / Chapter 5.1.1.2 --- Comparing Task 2 and Task3 --- p.72 / Chapter 5.1.2 --- An Overall View of the Written Results --- p.73 / Chapter 5.2 --- Null Elements in the Interlanguages of Chinese Learners of English --- p.75 / Chapter 5.2.1 --- Null Subjects and Null Objects --- p.76 / Chapter 5.2.2 --- Null Expletives --- p.79 / Chapter 5.2.3 --- Null Subjects in Matrix Clauses and Tensed Embedded Clauses --- p.81 / Chapter 5.2.3.1 --- Null Thematic Subjects --- p.82 / Chapter 5.2.3.2 --- Null Expletive Subjects --- p.86 / Chapter 5.3 --- Infl and Null Thematic Subjects --- p.89 / Chapter 5.4 --- Expletives and Null Arguments --- p.92 / Chapter 5.5 --- Results: Oral Task --- p.94 / Chapter 6. --- Discussion --- p.97 / Chapter 6.1 --- The Expletives-as-triggers Hypothesis Reconsidered --- p.97 / Chapter 6.2 --- "There, Weather it and Raising it: Their Status as the Triggering Experience" --- p.101 / Chapter 6.3 --- Triggering the Unlearning of Null Arguments --- p.108 / Chapter 7. --- Conclusion --- p.112 / Appendix --- p.118 / References --- p.134

This doctoral dissertation reports on an empirical study, which takes a feature-based approach and probes the L2 acquisition and processing of Chinese bei passives by adult English native speakers. In Chinese, an individual passive marker bei is used to mark passive constructions. Whilst historically used as a lexical verb, bei is in the process of being grammaticalised (i.e. semi-lexical) and hence contains a semantic component (Liu, 2012a). Three forms of bei passives and their semantic properties have been investigated: basic long bei passives (i.e. with an external argument), basic short bei passives (i.e. without an external argument), and the retained-object construction of bei. In total, 75 English native speakers with intermediate and advanced Chinese proficiency, and 33 native Mandarin Chinese speakers (serving as a control group) were tested by a series of on-line methods (a self-paced reading task and a reaction-time picture elicited word rearrangement task) and off-line methods (an untimed acceptability judgement task and a fill-in-the-blank task). The current study finds that the reconfiguration of target semantic features of bei is a gradual process and occurs feature-by-feature, depending on consistent and ample input-based evidence. This lends support to the Feature Reassembly Hypothesis (Lardiere, 2005, 2008, 2009). It is also found that morphosyntax-semantics mismatches lead to acquisitional difficulties, as predicted by the Bottleneck Hypothesis (Slabakova, 2008, 2009b), which shares a similar view to the Feature Reassembly Hypothesis. In addition, L1 English L2 Chinese learners are found to be subject to the formation strategy of English short passives, in line with Montrul (2001). A disjunction in L2 performance between off-line and on-line tasks has been found in the advanced learners, who show target-like on-line sensitivity to violations of semantic constraints on bei but fail to converge on the target grammar in off-line judgements. These findings are compatible with Ullman's (2001, 2005) declarative-procedural model and suggest that the increase in convergence on real-time comprehension and production in the advanced learners is a result of the more involved procedural system. The general findings of the current study lend support to the view (Sorace, 2009; White, 2011) that representational and processing difficulties must be teased apart in L2 acquisition.

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.

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