Show Less
Restricted access

Acquisition of «be» by Cantonese ESL Learners in Hong Kong- and its Pedagogical Implications

Mable Chan

The present study examines grammaticality judgment data, production data and acceptability judgment data from 243 Cantonese second language learners and a control group of 12 native English speakers. Research areas concern (a) the role of the first language in the acquisition of be by Cantonese second language learners; (b) the question if properties associated with be remain persistently problematic for Cantonese speakers; (c) developmental stages of the acquisition of be; (d) the relationship between morphology and syntax; and (e) pedagogical implications.
No published L2 research has attempted an in-depth theoretical and empirical treatment of both acquisition and teaching subject matters in one single work. This work helps bridge the gap between acquisition theory and language pedagogy research, benefitting not just language learners but language teachers around the world, and all those who would like to witness a collaboration between second language acquisition theory and second language teaching practice in general.
Show Summary Details
Restricted access

Copyright

Extract

Bibliographic information published by die Deutsche NationalbibliothekDie Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the Internet at ‹http://dnb.d-nb.de›.

British Library Cataloguing-in-Publication Data: A catalogue record for this book is available from The British Library, Great Britain

Library of Congress Cataloging-in-Publication Data

Chan, Mable,Acquisition of 'be' by Cantonese ESL learners in Hong Kong and its pedagogical implications / Mable Chan.pages cmIncludes bibliographical references and index.Summary: The present study examines grammaticality judgment data, production data and acceptability judgment data from 243 Cantonese second language learners and a control group of 12 native English speakers. Research areas concern (a) the role of the first language in the acquisition of be by Cantonese second language learners; (b) the question if properties associated with be remain persistently problematic for Cantonese speakers; (c) developmental stages of the acquisition of be; (d) the relationship between morphology and syntax; and (e) pedagogical implications. No published L2 research has attempted an in-depth theoretical and empirical treatment of both acquisition and teaching subject matters in one single work. This work helps bridge the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness a collaboration between second language acquisition theory and second language teaching practice in general.ISBN 978-3-03-431307-01. English language–Verb. 2. English language–Verb–Study and teaching–Chinese speakers. 3. Second language acquisition. I. Title.PE1271.C4495 2013428.2'49517...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.