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Acquiring V2 in declarative sentences and constituent questions in German as a second language
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[In Press] The onset of English lexical acquisition among Malaysian preschoolers
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Instructing Malaysian children with HFASD in English as a second language
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[In Press] The Italian Roots in Australian Soil (IRIAS) multilingual speech corpus : speech variation in two generations of Italo-Australians
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Lexical and morphological development : a case study of Malay English bilingual first language acquisition
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Cross-linguistic influence of L2 on L1 in late Chinese-English bilinguals : the case of subject realisation
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Digital trends in language and literature : Asia and the 21st century
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The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
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The acquisition of english grammar among Malay-English bilingual primary school children
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The influence of the environmental language (Lε) in Mandarin-English bilingual development : the case of transfer in wh- questions
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Towards a new framework of English language learning in Malaysian preschools
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A case study on the acquisition of plurality in a bilingual Malay-English context-bound child
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Abstract:
The early development of simultaneous bilinguals has been at the core of heated controversy since the mid-seventies. The Unitary Language System Hypothesis by Volterra and Taeschner saw early development as a single language system gradually diverging into two systems. On the contrary, Meisel (1989), De Houwer (1990) and Paradis and Genesee (1996) suggested the early separation of two linguistic systems. Neither position, however, considered language environmental conditions constraining development as key variables. This paper aims to show that the predominant environmental languages to which the Malay- English bilingual child in the current study was alternately exposed might have played an important role in shaping the child’s acquisition of plurality in each language. Throughout the period of investigation (from age 3;4 to 3;10 and at 4;8) the child’s interactions were regularly audio and video recorded. The current study focuses on the development of plural marking in a simultaneous Malay-English bilingual child. Interestingly, at a point when English was environmentally predominant, the child would occasionally use the English plural suffix -s on Malay nouns. After moving back to Malaysia, the child used reduplication to mark plurals in both languages. The findings of this study indicate that the predominant linguistic environment in which the child grows and develops plays an important role in shaping the child’s language production.
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Keyword:
200401 - Applied Linguistics and Educational Linguistics; 200408 - Linguistic Structures (incl. Grammar; 930102 - Learner and Learning Processes; bilingualism in children; English language; language acquisition; Lexicon; Malay language; Phonology; Semantics)
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URL: https://hdl.handle.net/1959.7/uws:53865 https://doi.org/10.17576/gema-2019-1903-02
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How recorded audio-visual feedback can improve academic language support
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Early lexical and grammatical development of English in Indonesian kindergarten children
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How recorded audio-visual feedback can improve academic language support
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In: Journal of University Teaching & Learning Practice (2019)
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Phonetic details of coronal consonants in the Italian spoken by Italian-Australians from two areas of Veneto
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“She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English
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The development of plural expressions in a Malay-English bilingual child
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Designing HTML5 LexiFunII : Japanese learning can be fun for all
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Perception of English codas in various phonological and morphological contexts by Mandarin learners of English
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