國立虎尾科技大學 |

Universal Grammar and the Initial State of Second Language Learning = Evidence of Chinese Multidialectal Children’s Acquisition of English at the Syntax-Semantics Interface /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Universal Grammar and the Initial State of Second Language Learning/ by Weifeng Han.
其他題名:	Evidence of Chinese Multidialectal Children’s Acquisition of English at the Syntax-Semantics Interface /
作者:	Han, Weifeng.
面頁冊數:	XI, 76 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Theoretical Linguistics. -
電子資源:	https://doi.org/10.1007/978-981-15-2452-3
ISBN:	9789811524523

Universal Grammar and the Initial State of Second Language Learning = Evidence of Chinese Multidialectal Children’s Acquisition of English at the Syntax-Semantics Interface /
Han, Weifeng.

Universal Grammar and the Initial State of Second Language LearningEvidence of Chinese Multidialectal Children’s Acquisition of English at the Syntax-Semantics Interface /[electronic resource] :by Weifeng Han. - 1st ed. 2020. - XI, 76 p.online resource. - SpringerBriefs in Education,2211-1921. - SpringerBriefs in Education,.

1 Introduction -- 2 Universal Grammar and Second Language Acquisition -- 3 Cross-Linguistic Transfer and Second Language Learnability -- 4 Syntax-Semantics Interface and the Form-Meaning Mismatch Between L1 and L2 -- 5 Chinese as the L1 in L2 Learning -- 6 Chinese Multidialectal Child Learners’ Acquisition of English at the Syntax-Semantics Interface -- 7 Conclusion.

Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with a particular focus on early Chinese(L1)-English(L2) learners. Responding to the long-standing concern of whether L2 learners have access to UG in the target language, it provides evidence of the positive role of L1 multidialectism in L2 learning and confirms the role of UG in L2 acquisition. This book is essential reading for postgraduates and researchers in language education, linguistics, applied linguistics, speech-language pathology and psychology. The clarification of Chinese as L1 is also of interest to language educators in multilingual contexts.

ISBN: 9789811524523

Standard No.: 10.1007/978-981-15-2452-3doiSubjects--Topical Terms:

1103587
Theoretical Linguistics.

LC Class. No.: P51-59.4

Dewey Class. No.: 418.0071

Universal Grammar and the Initial State of Second Language Learning = Evidence of Chinese Multidialectal Children’s Acquisition of English at the Syntax-Semantics Interface /
LDR:02491nam a22003975i 4500 001 1021736
003 DE-He213
005 20200705040148.0
007 cr nn 008mamaa
008 210318s2020 si | s |||| 0|eng d
020 $a 9789811524523 $9 978-981-15-2452-3
024 7 $a 10.1007/978-981-15-2452-3 $2 doi
035 $a 978-981-15-2452-3
050 4 $a P51-59.4
072 7 $a CB $2 bicssc
072 7 $a LAN009000 $2 bisacsh
072 7 $a CB $2 thema
082 0 4 $a 418.0071 $2 23
100 1 $a Han, Weifeng. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1317421
245 1 0 $a Universal Grammar and the Initial State of Second Language Learning $h [electronic resource] : $b Evidence of Chinese Multidialectal Children’s Acquisition of English at the Syntax-Semantics Interface / $c by Weifeng Han.
250 $a 1st ed. 2020.
264 1 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a XI, 76 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a SpringerBriefs in Education, $x 2211-1921
505 0 $a 1 Introduction -- 2 Universal Grammar and Second Language Acquisition -- 3 Cross-Linguistic Transfer and Second Language Learnability -- 4 Syntax-Semantics Interface and the Form-Meaning Mismatch Between L1 and L2 -- 5 Chinese as the L1 in L2 Learning -- 6 Chinese Multidialectal Child Learners’ Acquisition of English at the Syntax-Semantics Interface -- 7 Conclusion.
520 $a Under the Universal Grammar (UG) framework, this book discusses the latest research on the role of L1 bidialectism in L2 acquisition, with a particular focus on early Chinese(L1)-English(L2) learners. Responding to the long-standing concern of whether L2 learners have access to UG in the target language, it provides evidence of the positive role of L1 multidialectism in L2 learning and confirms the role of UG in L2 acquisition. This book is essential reading for postgraduates and researchers in language education, linguistics, applied linguistics, speech-language pathology and psychology. The clarification of Chinese as L1 is also of interest to language educators in multilingual contexts.
650 2 4 $a Theoretical Linguistics. $3 1103587
650 2 4 $a Language Acquisition and Development. $3 1205632
650 1 4 $a Language Education. $3 668404
650 0 $a Linguistics. $3 557829
650 0 $a Language acquisition. $3 554986
650 0 $a Language and languages—Study and teaching. $3 1254127
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9789811524516
776 0 8 $i Printed edition: $z 9789811524530
830 0 $a SpringerBriefs in Education, $x 2211-1921 $3 1257541
856 4 0 $u https://doi.org/10.1007/978-981-15-2452-3
912 $a ZDB-2-SLS
912 $a ZDB-2-SXS
950 $a Social Sciences (SpringerNature-41176)
950 $a Social Sciences (R0) (SpringerNature-43726)