Interlanguage and Learnability : From Chinese to English.

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This book investigates a set of structures characteristic of Chinese speakers' English interlanguage (CIL) in the light of grammatical theory and principles of learnability. As a study of CIL grammar, it illuminates both the theory of interlanguage syntax in general and some specific problems i...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Yip, Virginia
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam/Philadelphia : John Benjamins Pub. Co., 1995.
Colección:Language acquisition & language disorders ; v. 11.
Temas:
English language > Study and teaching > Chinese speakers.
Language and languages > Study and teaching.
Interlanguage (Language learning)
Langage et langues > Étude et enseignement.
Interlangue (Apprentissage des langues)
English language > Study and teaching > Chinese speakers
Language and languages > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Acknowledgments
  • List of Abbreviations
  • List of Tables and Figures
  • Chapter 1. The Theory of Interlanguage
  • 1.0. Introduction
  • 1.1. CIL as a Language: From Error Analysis to Interlanguage Grammar
  • 1.2. Investigating Interlanguage Competence
  • 1.3. The Nature of Interlanguage
  • 1.4. Prior Linguistic Knowledge and Language Transfer
  • 1.5. Universal Grammar
  • 1.6. Conclusion
  • Notes to Chapter 1
  • Chapter 2. A Framework for Second Language Learnability
  • 2.0. Introduction
  • 2.1. The Logical Problem of L1 and L2 Acquisition
  • 2.2. Learnability Theory.
  • 2.3. The Subset Principle
  • 2.4. Preemption
  • 2.5. Conclusion
  • Notes to Chapter 2
  • Chapter 3. Comparative Typology and Learnability
  • 3.0. Introduction
  • 3.1. Status of Topic
  • 3.2. Topic-prominence vs. Subject-prominence
  • 3.3. Topic-prominence and Learnability
  • 3.4. Conclusion
  • Notes to Chapter 3
  • Chapter 4. Pseudo-passives: ""These sentences can analyze many ways""
  • 4.0. Introduction
  • 4.1. Pseudo-passives in CIL
  • 4.2. The Pseudo-passive as a Malformed Passive
  • 4.3. The Pseudo-passive as Topicalization
  • 4.4. Judgment Data
  • 4.5. On Learnability
  • 4.6. Conclusion.
  • Notes to Chapter 4
  • Chapter 5. Ergative Constructions: ""What is happened with these verbs?""
  • 5.0. Introduction
  • 5.1. Passivized Ergatives in CIL
  • 5.2. Comparative Grammar of Ergative Constructions
  • 5.3. Interlanguage Ergatives
  • 5.4. Judgment Data
  • 5.5. Learnability: Why Are Ergative Constructions So Hard to Acquire?
  • 5.6. Conclusion
  • Notes to Chapter 5
  • Chapter 6. Tough Movement: ""Never easy to be learned""
  • 6.0. Introduction
  • 6.1. Tough-Movement in English
  • 6.2. ""Pseudo-Tough-Movement"" in CIL
  • 6.3. Comparative Grammar af Raising and Tough-Movement.
  • 6.4. Pseudo-Tough-Movement as an Interlanguage Innovation
  • 6.5. Tough-Movement Acquisition in L1 and L2
  • 6.6. Tough-Movement and the Typology of Raising
  • 6.7. Judgment Data
  • 6.8. Learnability
  • 6.9. Conclusion
  • Notes to Chapter 6
  • Chapter 7. Existential Constructions and Indefinite Subjects: ""There are sentences cause learnability problems""
  • 7.0. Introduction
  • 7.1. Existential Pseudo-relatives in CIL
  • 7.2. Comparative Grammar of Existential Constructions
  • 7.3. Analysis of the CIL Pseudo-relative Construction
  • 7.4. Learnability and Acquisition of Target Structures.
  • 7.5. Conclusion
  • Notes to Chapter 7
  • Chapter 8. Summary and Implications
  • 8.0. Introduction
  • 8.1. Implications for SLA Research
  • 8.2. Second Language Acquisition and Learnability
  • 8.3. Conclusion
  • Notes to Chapter 8
  • Appendix A: Questionnaire on Pseudo-passives and Related Structures
  • Appendix B: Questionnaire on Ergative Verbs and Related Structures
  • Appendix C: Questionnaire on Tough-Movement and Related Structures
  • References
  • Index of Authors
  • Index of Subjects.

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