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Universal grammar and the initial st...

Han, Weifeng.

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Universal grammar and the initial state of second language learning = evidence of Chinese multidialectal children's acquisition of English at the syntax-semantics interface /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Universal grammar and the initial state of second language learning/ by Weifeng Han.
Reminder of title:	evidence of Chinese multidialectal children's acquisition of English at the syntax-semantics interface /
Author:	Han, Weifeng.
Published:	Singapore :Springer Singapore : : 2020.,
Description:	xi, 76 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer eBooks
Subject:	Second language acquisition. -
Online resource:	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. - Singapore :Springer Singapore :2020. - xi, 76 p. :ill., digital ;24 cm. - 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:

520443
Second language acquisition.

LC Class. No.: P118.2 / .H369 2020

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 /
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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.
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300 $a xi, 76 p. : $b ill., digital ; $c 24 cm.
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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.
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