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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive
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Conceptualizations and Impacts of Multiculturalism in the Ethiopian Education System
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Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners
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(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
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What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India
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Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada
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Writing Affect: Aesthetic Space, Contemplative Practice and the Self
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Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto
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La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners
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Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English
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Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education
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Transforming Learning in Science Classrooms: A Blended Knowledge Community Approach
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Teaching with the Flesh: Examining Discourses of the Body and their Implication in Teachers' Professional and Personal Lives
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Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario
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La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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20 |
Cognitive Patch Theory: A Comparison of the Morphosyntactic Competences of Advanced ESL Learners and Native Speakers of English
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Abstract:
This study investigates the morphosyntactic competence of advanced ESL learners and native speakers of English. Using the framework of the Government and Binding approach (Chomsky,1981, 1986), the study tests the predictions made by the evolved Fundamental Difference Hypothesis (Bley-Vroman, 2009), namely that the grammars of advanced L2 learners are unreliable(where reliability means converging to the L2 grammar), non-convergent to the L2 grammar, and characteristic of patches (where patches are extragrammatical principles independent of the normal syntactic processes). The participants of the study were tested on three tasks (timed grammaticality judgment task, a correction task, and a preference task). The findings of the study indicate that the difference between the morphosyntactic competence of the advanced ESL learners and that of native speakers is gradient rather than categorical.
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Keyword:
0290; 0727; Adult Second Language Acquisition; Linguistic Patches/Grammatical Viruses; Morphosyntax; The Evolved Fundamental Difference Hypothesis
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URL: http://hdl.handle.net/1807/27312
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