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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 A case study on the acquisition of plurality in a bilingual Malay-English context-bound child Mohamed Salleh, Rabiah T. A.; Kawaguchi, Satomi (R7941); Di Biase, Bruno (R7581). - : Malaysia, National University of Malaysia Press, 2019 BASE Show details 2 Acquiring yes/no questions in Japanese as a second language : a cross-sectional study Kawaguchi, Satomi (R7941). - : U.S., Common Ground Research Networks, 2019 BASE Show details 3 Task complexity and grammatical development in English as a second language Ma, Yuan (S30232); Kawaguchi, Satomi (R7941). - : Footscray, Vic., Australian International Academic Centre, 2019 Abstract: This study investigates whether second language learners’ interlanguage system changes according to the tasks one performs. This has important implications concerning the validity of language testing and assessment. In particular, this study tests Pinemann’s (1998) Steadiness Hypothesis within Processability Theory (PT), which states that the basic nature of the interlanguage system does not change across different communicative tasks provided they are testing the same skill type. Our informants are 30 Chinese L1 learners who are learning English as a second language (L2), 10 for each of the three IELTS bands: Low-Intermediate (IELTS 4.5-5.0), Intermediate (IELTS 5.5-6.5) and High (IELTS 7.0 or above). The informants performed two oral production tasks involving different cognitive complexities, which manipulated the variable of +/- planning time based on Robinson’s (2011) Cognitive Hypothesis. Analyses revealed that the within-learner competence measured by Pienemann’s L2 developmental stages was quite stable in terms of syntactic complexity regardless of the cognitive complexity of the task. On the other hand, L2 learners’ performances, measured by rule applications and grammatical accuracy, varied especially with lower level learners. Thus the study investigates whether L2 competence as defined by PT varies according to task complexity variables as defined by Cognitive Hypothesis. The results bridge a gap between two unrelated theories. Keyword: 200401 - Applied Linguistics and Educational Linguistics; 200408 - Linguistic Structures (incl. Grammar; 930102 - Learner and Learning Processes; Chinese speakers; complexity (linguistics); English language; functionalism (linguistics); Lexicon; Phonology; second language acquisition; Semantics); study and teaching; task analysis URL: https://journals.aiac.org.au/index.php/IJALEL/article/view/5252 https://doi.org/10.7575/aiac.ijalel.v.8n.1p.107 http://handle.westernsydney.edu.au:8081/1959.7/uws:52517 BASE Hide details 4 How recorded audio-visual feedback can improve academic language support Kawaguchi, Satomi (R7941); Di Biase, Bruno (R7581); Cavaleri, Michelle R.. - : Wollongong, N.S.W., University of Wollongong, 2019 BASE Show details 5 Early development and relative clause constructions in English as a second language : a longitudinal study Kawaguchi, Satomi (R7941); Yamaguchi, Yumiko. - : Netherlands, John Benjamins Publishing, 2019 BASE Show details 6 Early lexical and grammatical development of English in Indonesian kindergarten children Hardini, Isriani (S33656); Kawaguchi, Satomi (R7941); Reid, Carol (R8461). - : Malaysia, International Islamic University Malaysia, 2019 BASE Show details

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