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Boberg, Per. "Word by word, phrase by phrase, sentence by sentence : A corpus-based study of the N1 by N1 construction." Thesis, Växjö universitet, Institutionen för humaniora, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5771.
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The present paper examines the N1 by N1 construction using corpus linguistic methodology.The distribution of types of the construction that occur more than once either unhyphenated or hyphenated in any subcorpus of the British National Corpus accessed through the BrighamYoung University interface is examined. Written and spoken language as well as variousgenres are compared. Hyphenation is also investigated. A collocation analysis of some typesof the construction is further carried out and it is concluded that the N1 by N1 construction canbe part of the on a N1 by N1 basis construction. Results from the quantitative analysis as wellas the qualitative discussion suggest that the N P N construction may be undergoinglexicalisation starting as an adverbial and moving to functioning as a premodifier. Thissuggestion is indicated through complementary diachronic searches in the Oxford EnglishDictionary. It is also indicated that the construction may follow a development pattern similarto that of N1 to N1. The notion of construction is discussed in relation to the N1 by N1 construction, and a hierarchical view of constructions is proposed as a solution to some of theproblems with the term.
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Boberg, Per. "Word by word, phrase by phrase, sentence by sentence : A corpus-based study of the N1 by N1 construction." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5771.
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<p>The present paper examines the N<sub>1</sub> by N<sub>1</sub> construction using corpus linguistic methodology.The distribution of types of the construction that occur more than once either unhyphenated or hyphenated in any subcorpus of the British National Corpus accessed through the BrighamYoung University interface is examined. Written and spoken language as well as variousgenres are compared. Hyphenation is also investigated. A collocation analysis of some typesof the construction is further carried out and it is concluded that the N<sub>1</sub> by N<sub>1</sub> construction canbe part of the on a N<sub>1</sub> by N<sub>1</sub> basis construction. Results from the quantitative analysis as wellas the qualitative discussion suggest that the N P N construction may be undergoinglexicalisation starting as an adverbial and moving to functioning as a premodifier. Thissuggestion is indicated through complementary diachronic searches in the Oxford EnglishDictionary. It is also indicated that the construction may follow a development pattern similarto that of N<sub>1 </sub>to N<sub>1</sub>. The notion of construction is discussed in relation to the N<sub>1</sub> by N<sub>1</sub> construction, and a hierarchical view of constructions is proposed as a solution to some of theproblems with the term.</p>
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Youhanaee, Manijeh. "The acquisition of the English Complementizer Phrase by adult Persian speakers." Thesis, University of Essex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363548.
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Snape, Neal. "The acquisition of the English determiner phrase by Japanese and Spanish learners of English." Thesis, University of Essex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434405.
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Magloire, Joel. "Eye movements by good and poor readers during reading of regular and phrase-segmented texts." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280027.
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An experiment was conducted to examine how eye movements during reading of regular and phrase-segmented texts vary with reading performance. Each participant read a set of either regularly formatted or phrase-segmented texts as eye movements were monitored. Each text was followed by a set of comprehension questions. The effects of individual differences (high- vs. low-performance readers) and text formatting (regular vs. phrase-segmented) were investigated by examination of readers' eye movement patterns. Previous research has revealed that poor readers' performance on tasks that require syntactic processing differs from that of good readers', and that poor readers' comprehension and reading rate improves when presented with phrase-segmented text. It was hypothesized that high- and low-performance readers' eye movements would differ during regular text reading in replication of previous research, and that furthermore low-performance readers' eye movements while reading phrase-segmented text would resemble those of high-performance readers' in the same condition. Results revealed differences between high- and low-performance readers' eye movements for regular texts, but not for phrase-segmented texts. This was due to changes in eye movement measures across text conditions for low-performance readers only.
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Hu, Yang. "Acquisition of English verb-prepositional phrase and verb-particle constructions by native speakers of Mandarin and Spanish." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502176.
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Lindsey, Brittany Anne. "La Is Better than el: The Role of Regularity and Lexical Familiarity in Noun Phrase Production by Young Spanish-Speaking Children." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193850.
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Language production involves two stages of lexical retrieval with a word’s lemma (meaning, syntax) accessed before its lexeme (form). Adult speakers of gendered languages are said to access gender via the lemma (Vigliocco, Antonini and Garrett, 1997). However, presenting gender incongruous distractors during picture naming does not produce interference for Spanish speakers (Costa, Sebastián-Gallés, Miozzo & Caramazza, 1999; O’Rourke, 2007). Spanish demonstrates predictability between determiner gender and noun form: 96.3% of nouns ending in /a/ are feminine, taking the definite determiner la, and 99.87% of nouns ending in /o/ are masculine, preceded by el (Teschner & Russell 1984). Morphophonological regularity might allow Spanish speakers to bypass lemma-level gender. This dissertation addressed the question of whether young children learning Spanish access gender with the lemma of individual words, utilize language-specific morphophonological regularities alone, or use a combination of lexical familiarity and morphophonological regularity. This was tested in an elicited imitation task manipulating lexical status, congruity and gender. Spanish-English bilingual children (2;0-4;0) and Spanish-speaking adults repeated Spanish words and non-words preceded by gender congruous and incongruous definite articles. If children access gender with lemmas, children should omit fewer articles for words vs. non-words in congruous (el libro-them bookm) versus incongruous conditions (la libro-thef bookm). If children use morphophonological patterns, words should show no advantage; however, children should omit fewer feminine than masculine 12 articles in congruous (la f fupa f) versus incongruous conditions (elm fupa f) since feminine is more regular than masculine. Alternately, if lexical familiarity and morphophonological regularity play a role, children should omit fewer articles for words than non-words and fewer feminine than masculine articles in congruous versus incongruous conditions. The results suggest that children, like adults, use both lexical familiarity and morphophonological regularity to produce determiner-stem sequences. Words exerted an influence, but only in processing efficiency while regularity affected patterns for both words and non-words. Unlike adults, for children regularity was preferred over distributional frequency and lexical familiarity was only advantageous if familiar words demonstrated regular feminine morphology. The data suggest that children use language specific input statistics from early in language production and, additionally, provide evidence for developmental processing strategies.
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Parramon, Chocarro Francisco Javier. "Actional passives in child catalan." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/384221.
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Aquesta tesi és el resultat de la primera investigació extensa en l’adquisició de les passives agentives en dues varietats de català: el català central i el mallorquí. L’adquisició de passives per part dels nens mostra un retard en diverses llengües, especialment aquelles en què la passiva verbal i l’adjectiva no són homòfones. En primer lloc presento un estudi de dades espontànies tant en adults com en nens per veure la freqüència dels diferents tipus de passives (perifràstica, adjectiva i pronominal) en català. Mitjançant una tasca d’aparellament d’imatges i frases vaig realitzar un primer experiment per esbrinar l’adquisició de passives agentives en català. Com que en català mallorquí s’utilitza la mateixa preposició en les passives llargues i en els nominals agentius vaig fer un segon experiment per veure la possible facilitació en la comprensió de les formes passives llargues en tenir la mateixa preposició. La preposició però, no va tenir cap efecte en els resultats. Finalment, un tercer experiment compara la comprensió de les passives adjectives i les passives curtes. Els resultats indiquen que fins als 7 anys els nens fan una interpretació adjectiva de les passives verbals.<br>This thesis results from the first comprehensive investigation into children’s acquisition of actional passives in two varieties of Catalan: Central Catalan and Majorcan Catalan. The acquisition of passives by children has proved to be delayed in a number of languages, especially those which do not have s-homophones between an adjectival passive and a verbal passive. Firstly, a study of spontaneous production in children and adults was made to see the frequency of the different kinds of passives (periphrastic, adjectival and pronominal) for both groups. Using a sentence-picture matching task I undertook a first experiment to see if there was delay in the acquisition of actional passives in Catalan. Also, and because the by-phrase in Majorcan Catalan has the same preposition as agentive nominals, a second experiment was run to see the possible facilitation of having the same preposition in the comprehension of long passive constructions; no effect of the preposition was found. Lastly, a third experiment was run to check the comprehension of adjectival passives versus short passives; verbal passives were shown to be interpreted as adjectival until the age of 7.
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Ren, Hulin Marvin. "Individual differences in L2 sentence processing : The processing of complex noun phrase/tough movement sentences and parasitic gap/WH-movement sentences by Chinese-speaking learners of English as a L2." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531721.
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Korhonen, Jannina. "A Corpus Study of Signalling Nouns in L2 English Essays by Swedish Students." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28243.
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This study is about the structure of the noun phrases used with with signalling nouns, which are abstract nouns that are hard to understand without a context. The inspiration for the study comes from work by John Flowerdew. The aim is to investigate in what type of noun phrases (NP) the signalling nouns are used by L2 English students and if the structures of these NPs tell us something about the meaning of the nouns. The material of the study is from the pioneering learner corpus the International Corpus of Learner’s English (ICLE). In general, it was found that the chosen signalling nouns thing, argument, possibility, chapter, kind and fact, are frequently used in complex NPs. There were some differences in the distribution of nouns, with thing, kind and fact having rather high frequencies in comparison to the other nouns. For this reason, samples of these nouns were selected for the analysis. The findings indicate that these signalling nouns rarely appear alone but are most often used in complex NPs. Furthermore, the results also show that a large proportion of these nouns is used in fixed phrases.
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Liu, Songhao. "The acquisition of the Chinese de-construction by native English speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1192.
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Matsubara, Shigeki, Yoshihide Kato, and Seiji Egawa. "Sentence Compression by Removing Recursive Structure from Parse Tree." Springer, 2008. http://hdl.handle.net/2237/15113.
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Callipo, Manuela. "Pour l’histoire du « discours bien construit » : le livre I du De contructione d’Apollonius Dyscole et les reprises chez Priscien." Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30015.
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Le sujet de ce travail, c'est le De constructione d'Apollonios Dyscole, le premier traité de syntaxe de l'antiquité, et en particulier son premier livre, étudié par rapport au livre XVII de constructione des Institutions grammaticae de Priscien, qui s'est inspiré d'Apollonios au début du VIe siècle ap. J.-C. Le texte grec, imprimé selon l'édition réalisée par G. Uhlig en 1910, à l'occurence modifiée à cause de choix ecdotiques différents de ceux du philologue allemand, est suivi par sa première traduction en langue italienne ; de plus, pour permettre une comparaison avec le traité latin, on a imprimé et traduit en italien les passages correspondants du livre XVII de Priscien. Le commentaire a pour but d'expliquer les choix critiques, mais une attention particulière est aussi dédiée à l'ordre des parties du discours établi par Apollonios et à leurs rapports avec la tradition grammaticale grecque et latine, même sur papyrus. En ce qui concerne Priscien, on a transcrit - pour les parties traduites - le manuscrit Vaticanus lat. 3313, qui permet d'améliorer, ne fût-Ce que dans le détail, le texte de l'édition de Hertz (1855-1859). Textes et traductions sont précédés par une introduction qui, après un excursus sur la méthode analogique d'Apollonios, examine les rapports entre grammaire et philosophie, en particulier stoïcienne et platonicienne, à fin de montrer qu'il n'est pas possible de corriger Apollonios par Priscien et Priscien par Apollonios : l'arrière-Plan néoplatonicien de Prisicen ne semble pas agir chez Apollonios, qui vécut quatre siècles avant. Enfin, on a retracé l'histoire de la tradition manuscrite et des éditions modernes des deux traités De constructione<br>The subject of this research is the De constructione by Apollonius Dyscolus, the first treatise on syntax written in classical antiquity, and in particular its first book, studied in comparison with the book XVII de constructione of the Institutiones grammaticae by Priscian, who looked back to Apollonius at the beginning of the VI century. The Greek text, printed according to the edition by G. Uhlig (1910), sometimes modifed because of different textual choices, is followed by its first Italian translation ; furthermore, to allow a comparison with the latin treatise, the corresponding passages of the book XVII by Priscian have been printed and translated too. The commentary aims to explain the critical choices, but particular attention has also been paid to the order of the parts of speech set by Apollonius and to their relationship with Greek and latin grammatical tradition, also on papyrus. With respect to the translated sections of Priscian, a new manuscript, the Vaticanus lat. 3313, has been transcribed ; this made it possible to improve, although only in the details, the text of the edition by Hertz (1855-1859). Texts and translations are preceded by an introduction which, after an excursus about Apollonius' analogical method, analyses the relationship between grammar and philosophy, especially Stoicism and Platonicism, to show that it is not possible to correct Apollonius through Priscian through Apollonius : Priscian's Neoplatonic background seems not to be active in Apollonius, who lived four centuries earlier. Finally, this work offers a short history of manuscript tradition and of modern editions of the two treatises De constructione
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Chan, Hung-chong, and 陳虹莊. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences betweenthe two patterns in translation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195120X.
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Woodruff, Scott David. "A Comparison of Four Works by Two Recognized Leaders of the Tin Pan Alley Style." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1247692297.
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Chen, Dongdong 1960. "L2 acquisition of English psych predicates by native speakers of Chinese and French." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42003.
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This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates.<br>An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causatives of Experiencer Subject (ES) verbs, derived by zero affixation. Different D-structures are suggested for the two classes of verbs, solving the linking problem of psych predicates. The binding problem with EO verbs and corresponding -ing adjectives is resolved by the assumption of anaphoric pro, which enables the anaphor to be bound backwards by the antecedent through the extension of chain-binding theory. The Target/Subject Matter (T/SM) restriction is ruled out by a generalization established on the interaction of the zero CAUS and selectional restrictions.<br>Given the linguistic analysis that EO verbs are made up of a zero CAUS and a root, and the fact that psych adjectives and psych nominals are derived from these verbs, the central hypothesis for the L2 acquisition of English psych predicates hinges on this zero CAUS. It is predicted that if L2 learners of English have difficulty figuring out the causative nature of EO verbs and -ing adjectives, they should have difficulty recognizing the correct argument structure, the ungrammaticality of T/SM violations and the grammaticality of backwards binding with these predicates. A picture identification task, a multiple choice task and a grammaticality judgment and correction task are designed to test L2 learners' knowledge of these properties. The results obtained through the experiment are discussed with respect to the issues in second language acquisition.
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Wang, Min-Chien, and 王民謙. "Reducing Phrase-based SMT Translation Tables By Phrase Pair Boundary Scope." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/25843863439899992933.
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碩士<br>國立暨南國際大學<br>資訊工程學系<br>102<br>In Phrase-Based Statistical Machine Translation (Phrase-Based SMT) systems, phrase pairs of the phrase translation table are generally extracted heuristically. That is, the most possible phrase pairs are extracted based on word alignment results. Such phrases are no more than sequences of consecutive words, without objective phrase segmentation criteria, a lot of messy phrase pairs will be generated, leading to extremely huge phrase translation table and diminish translation quality (in BLEU score).
To overcome the problems introduced by the messy and huge phrase translation table, this article proposed to use Phrase Pair Boundary Scope (PPBS) information to assist phrase translation table reduction. First of all, we use an EM algorithm to estimate the probabilities of all possible phrase segmentations, which will identify the best phrase boundaries of the source and target sentences. We then check phrase pairs against the best phrase boundaries to prevent the extraction of inappropriate phrases into the phrase translation table. Through this approach, the translation quality may be improved in some cases and the size of phrase translation table will be reduced.
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Peng, Wei-Gang, and 彭維剛. "Reducing Phrase-based SMT Translation Tables by Phrase Pair Coverage Rate." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/72467599609554966608.
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碩士<br>國立暨南國際大學<br>資訊工程學系<br>102<br>Before generating the phrase translation tables in traditional phrase-based statistical machine translation (PB SMT), word alignment will be conducted first. Heuristics are then used to find the possible phrase pairs, thus producing the Phrase Translation Tables. Since the phrases and phrase pairs are induced from word alignment without phrase segmentation criteria, it is possible to produce a large number of messy phrases.
In this paper, we propose a “Phrase Pair Coverage Rate” measure to help reduce the Phrase Translation Table. We firstly use an EM algorithm to find the best phrase segmentation of the source and target sentences, later in the Translation Model training (TM training) step of Moses, the phrase segmentation information is used, based on the “Phrase Pair Coverage Rate” to reduce the size of the Phrase Translation Table. The reduced Phrase Translation Table is then used with the Language Model (LM) to decode (i.e., to translate) the source sentences. Finally, the BLEU score is estimated to evaluate the translation quality, and comparison is made against the Moses SMT system.
The experimental results show that phrase table size can be reduced by about 60~70%, and the BLEU score is close to Moses performance.
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Évora, Helderyse Judith Ramos Rendall. "Aspects of Passives in Capeverdean (Santiago’s variety)." Master's thesis, 2015. http://hdl.handle.net/10362/15730.
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The present dissertation intends to study passives in Capeverdean. I argue that
Capeverdean have eventive passives with specific morphology, postverbal morphemes,
-du and -da, which affix to the verb to form passives and interact with the TMA
morphemes available in the language in the same way as in the active voice. I also show
that Capeverdean only allows short passives. However, this study demonstrates that the
by-phrase, although not expressed phonologically, is implicit and can be tracked
through instrumentals and Agent-oriented adverbs. In order to account for this specific
property of Capeverdean passives, I assume the existence of a Voice head which
introduces the external argument in all finite sentences in Capeverdean, except in
unaccusatives, following proposals from Marantz (1984), Kratzer (1996), Sailor & Ahn
(2010), Pratas (2014). I also assume that this Voice head is subject to a Doubly Filled
Comp Filter, similar to what is proposed in Koopman (1997), which determines that
either heads or specifiers can be overt, never both. In the case of passives, I propose that
external argument is in Spec,Voice and the passive morphology is lexicalized in Voice0
and that while Spec,Voice is silent, Voice0 is not. This configuration can be explained if
it is assumed, following Costa & Martins (2004), that in Capeverdean passives Voice0 is
a strong functional head, thus requiring visibility at PF. This restriction, combined with
the Doubly Filled Comp filter, imposes that Spec,Voice is silent.
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Fusella, Paul Vincent. "Structural Priming and the Mental Representation of Agentive and Temporal by-Phrase Constructions: An Eye-Tracking Study." Thesis, 2021. https://doi.org/10.7916/d8-b3xa-f944.
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The phenomenon in psycholinguistics known as structural priming happens, during language comprehension, when a prime sentence facilitates the processing speed of a target sentence, when both bear the same syntactic structure. In the present study, two specific passive constructions were investigated, the agentive by-phrase and the temporal by-phrase, to evaluate whether these structures primes each other or whether they prime themselves.
On-line sentence processing measured by eye-tracking data in the form of duration of fixations within the AOIs (areas of interest) as well as fixation regressions to those AOIs corresponding to the prepositional by-phrases, the NP (det N), and the VP (aux V) respectively.
The study yielded significant findings for priming of agentive targets with agentive primes and a failure to find priming in all other combinations of agentive and temporal prime and target conditions. The implications of these findings for an understanding of the mental representation of syntax of these constructions are discussed.
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Ho, Chuan-Yu, and 何傳宇. "The Study of Enhancing the Learning Effect of Resolution of the Similar Word and Phrase-Making among Handicapped Students by utilizing Interactive Whiteboard Combine Literacy Teaching：A Case of a Learning Disabilities Student in Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/htmn9v.
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碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>103<br>The purpose of this study was to investigate the effects of resolution of the similar word and phrase-making among handicapped students by utilizing interactive whiteboard . The research participant was a fourth- graders with learning disabilities in an elementary school in Taoyuan. This study adopted the withdrawal design(A-B-A’) of a single-subject research. We examined this participant’s learning performance by using materials with interactive whiteboards and literacy teaching, and the assessment of the similar word. Furthermore, we examined the effects of resolution of the similar word and phrase-making on this participants..
The results of this study are as follows:
1. The strategy of interactive whiteboards with literacy teaching had immediate effects for a student with learning disabilities on resolution of the similar word of choosing a word by listening phrase and writing a word by listening phrase.
2. The strategy of interactive whiteboards with literacy teaching had maintaining effects for a student with learning disabilities on resolution of the similar word of choosing a word by listening phrase and writing a word by listening phrase.
3. The strategy of interactive whiteboards with literacy teaching had immediate and maintaining effects on a student with learning disabilities on resolution of the similar word of phrase-making by seeing a word.
Finally, suggestions were provided for future instructions and researches.
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"The Acquisition of the English dative by Chinese ESL learners." Chinese University of Hong Kong, 1991. http://library.cuhk.edu.hk/record=b5886888.
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by Hua Dongfan.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1991.<br>Includes bibliographical references.<br>Acknowledgments --- p.i<br>Abstract --- p.i i<br>Table of Contents --- p.iv<br>List of tables --- p.vii<br>Chapter Chapter 1. --- Introduction --- p.1<br>Chapter 1.1. --- The English Dative --- p.1<br>Chapter 1.2. --- The Learnability Problem --- p.3<br>Chapter 1.3. --- Aims of the Present Study --- p.8<br>Chapter Chapter 2. --- Approaches to the Acquisition of the English Dative --- p.13<br>Chapter 2.1. --- Approaches to the Acquisition of the English Dative --- p.13<br>Chapter 2.1.1. --- An Item-by-item Approach --- p.14<br>Chapter 2.1.2. --- A Semantic and Morphophonological Approach --- p.15<br>Chapter 2.1.3. --- A Formal Approach --- p.19<br>Chapter 2.2. --- Empirical Studies on the Acquisition of the English Dative --- p.22<br>Chapter 2.2.1. --- L1 Acquisition of the English Dative --- p.22<br>Chapter (a) --- Mazurkewich and White (1984) --- p.22<br>Chapter (b) --- White ( 1987 ) --- p.23<br>Chapter (c) --- Gropen et al . (1989) --- p.25<br>Chapter 2.2.2. --- L2 Acquisition of the English Dative --- p.27<br>Chapter (a) --- Mazurkewich ( 1984 ) --- p.27<br>Chapter (b) --- Le Compagnon (1984) --- p.28<br>Chapter (c) --- Hawkins ( 1987 ) --- p.31<br>Chapter Chapter 3. --- Research Design and Procedure --- p.36<br>Chapter 3.1. --- Test Design --- p.37<br>Chapter 3.1.1. --- Test 1 --- p.38<br>Chapter 3.1.2. --- Hypotheses --- p.44<br>Chapter 3.2. --- Test 2 --- p.46<br>Chapter 3.3. --- Test 3 and Test 4 --- p.47<br>Chapter 3.4. --- Cloze Test --- p.50<br>Chapter 3.5. --- Subjects --- p.50<br>Chapter 3.6. --- Test Procedure --- p.52<br>Chapter Chapter 4 --- . Results --- p.54<br>Chapter 4.1. --- Scoring Method --- p.54<br>Chapter 4.2. --- Results of Test 1 --- p.55<br>Chapter 4.2.1. --- Subjects' Judgments of Prepositional Datives --- p.55<br>Chapter 4.2.2. --- Subjects' Judgments of Double-object Datives --- p.56<br>Chapter 4.2.2.1. --- Performance of Native Speakers --- p.56<br>Chapter 4.2.2.2. --- Performance of Secondary Students --- p.57<br>Chapter 4.2.2.3. --- Performance of University Students --- p.59<br>Chapter 4.2.2.4. --- The Effect of L1 --- p.62<br>Chapter 4.3. --- Results of Test 2 --- p.63<br>Chapter 4.4. --- Results of Test 3 and Test 4 --- p.64<br>Chapter 4.5. --- Summary --- p.67<br>Chapter Chapter 5. --- Discussion --- p.71<br>Chapter 5.1. --- The Semantic Constraint on the English Dative --- p.71<br>Chapter 5.2. --- Overgeneralization and the Learnability Problem --- p.76<br>Chapter 5.3. --- L1 Influence on Dative Acquisition by Chinese ESL Learners --- p.81<br>Chapter Chapter 6. --- Conclusions --- p.85<br>References --- p.89<br>Chapter Appendix I. --- Verb Check List --- p.93<br>Chapter Appendix IIa. --- Instruction for Test 1 --- p.94<br>Chapter Appendix IIb. --- Test Sentences for Test 1 --- p.96<br>Chapter Appendix IIIa. --- Instruction for Test 2 --- p.103<br>Chapter Appendix IIIb. --- Test Sentences for Test 2 --- p.104<br>Chapter Appendix IVa. --- Instruction for Test 3 --- p.107<br>Chapter Appendix IVb. --- Test Sentences for Test 3 --- p.108<br>Chapter Appendix Va. --- Instruction for Test 4 --- p.110<br>Chapter Appendix Vb. --- Test Sentences for Test 4 --- p.111<br>Chapter Appendix VI. --- Cloze Test --- p.114
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"The acquisition of finiteness in verb complementation by Cantonese ESL learners." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888901.
Full textAbstract:
by Choi Lai Kun, Annie.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.<br>Includes bibliographical references (leaves [122]-125).<br>Acknowledgements<br>Chapter Chapter 1 --- Second Language Acquisition Research: Background and the Present Study<br>Chapter 1.1 --- Introduction --- p.1<br>Chapter 1.2 --- Rationale for the Present Study --- p.4<br>Chapter 1.2.1 --- Literature Background --- p.4<br>Chapter 1.2.2 --- Finiteness in Verb Complementation as the Target for Research --- p.9<br>Chapter 1.2.3 --- Differences between L1 (Cantonese) and L2 (English) --- p.12<br>Chapter 1.2.4 --- Minimal Effect of Formal Instruction and Negative Evidence --- p.18<br>Chapter 1.2.5 --- Research Issues --- p.19<br>Chapter Chapter 2 --- Grammatical Analysis and Theoretical Issues<br>Chapter 2.1 --- Introduction --- p.21<br>Chapter 2.2 --- Definition of Finiteness --- p.21<br>Chapter 2.2.1 --- Properties of Finiteness --- p.21<br>Chapter 2.2.2 --- Tense of the That-Clause and the Infinitival Clause --- p.23<br>Chapter 2.2.3 --- The Infinitival Particle TO --- p.24<br>Chapter 2.2.4 --- Modality of the That-Clause and the Infinitival Clause --- p.25<br>Chapter 2.3 --- Classification of Clausal Complement Taking Verbs --- p.27<br>Chapter 2.3.1 --- A Syntactic Classification --- p.28<br>Chapter 2.3.2 --- A Semantic Classification --- p.32<br>Chapter 2.4 --- Theoretical Issues on Syntactic-Semantic Mappings --- p.36<br>Chapter 2.4.1 --- Canonical Structural Realization (Grimshaw 1981) --- p.37<br>Chapter 2.4.2 --- Correspondence between Syntactic Structure and Conceptual Structure (Jackendoff 1991) --- p.37<br>Chapter 2.4.3 --- Bootstrapping Proposals on the Acquisition of Verb Meaning --- p.43<br>Chapter 2.4.4 --- Syntactic-Semantic Mappings of Clausal Complements --- p.47<br>Chapter 2.5 --- Review of SLA Literature --- p.48<br>Chapter 2.5.1 --- L1 Transfer in L2 Verb Lexis --- p.48<br>Chapter 2.5.2 --- Semantics-Syntax Correspondence in SLA (Juffs 1994) --- p.51<br>Chapter 2.5.3 --- Language Transfer (Martohardjono & Flynn 1993) --- p.56<br>Chapter 2.5.4 --- Argument Structure in SLA (White 1991) --- p.59<br>Chapter 2.6 --- Hypotheses to the Research Issues --- p.62<br>Chapter Chapter 3 --- The Experiments<br>Chapter 3.1 --- Experiment I --- p.69<br>Chapter 3.1.1 --- Introduction --- p.69<br>Chapter 3.1.2 --- Subjects --- p.71<br>Chapter 3.1.3 --- Procedure --- p.71<br>Chapter 3.1.4 --- Logic and Hypotheses of the Test --- p.72<br>Chapter 3.1.5 --- Results of the Experiment --- p.82<br>Chapter 3.1.6 --- Analysis of the Results --- p.87<br>Chapter 3.2 --- The Follow-up Test --- p.100<br>Chapter 3.2.1 --- The Test --- p.100<br>Chapter 3.2.2 --- Subjects --- p.105<br>Chapter 3.2.3 --- Procedure --- p.106<br>Chapter 3.2.4 --- Analysis of the Results --- p.106<br>Chapter Chapter 4 --- Conclusion<br>Chapter 4.1 --- Conclusion --- p.112<br>Chapter 4.2 --- Future Research --- p.121<br>References<br>Appendix I<br>Appendix II