Grammar Acquisition Process by Chinese Japanese Learners Based on the Longitudinal Data : Focusing on the “ga” and “kedo”

Acquisition of negation in Italian as a second language (L2) is investigated on the basis of the longitudinal data of five learners with different first languages (L1s) in the framework of a functional approach focusing on the semantic and pragmatic principles governing the organization of learner varieties and the process of their complexification. Negation develops in a cumulative process in four successive stages. New constructions entering into interlanguage (IL) at each stage effect reduction in frequency of use of previous constructions that specialize for special functions, such as constituent negation. The acquisition process provides insight into some of the mechanisms involved in the processing and filtering of grammatical elements from the input and into strategies employed by the learners to integrate the expression of the scope of negation into the syntactic organization of their variety. The results contribute to a better understanding of the acquisition processes of negation in L2s, allowing the comparison of the development of a relatively straightforward target with an invariable preverbal particle, Italian, with the better investigated development of the complex patterns of English and German.

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Research on acquisition of giving and receiving verbs “(te)ageru, (te)kureru and (te)morau” : By focusing on the acquisition process of beginner-intermediate level Japanese learners

Korean Journal of Japanese Language and Literature ◽

10.18704/kjjll.2015.03.64.119 ◽

2015 ◽

Vol 64 ◽

pp. 119

Author(s):

Sang-Han Yoon ◽

Youn-Joo Choi

Keyword(s):

Intermediate Level ◽

Acquisition Process ◽

Japanese Learners

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Grammatical Morpheme Intervention Issues for Students Who Use AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac17.2.62 ◽

2008 ◽

Vol 17 (2) ◽

pp. 62-68 ◽

Cited By ~ 4

Author(s):

Cathy Binger

Keyword(s):

Special Interest ◽

Augmentative And Alternative Communication ◽

Intervention Program ◽

Annual Conference ◽

Alternative Communication ◽

Research Results ◽

School Aged Children ◽

Grammar Acquisition ◽

Device Use

Abstract Many children who use AAC experience difficulties with acquiring grammar. At the 9th Annual Conference of ASHA's Special Interest Division 12, Augmentative and Alternative Communication, Binger presented recent research results from an intervention program designed to facilitate the bound morpheme acquisition of three school-aged children who used augmentative and alternative communication (AAC). Results indicated that the children quickly began to use the bound morphemes that were taught; however, the morphemes were not maintained until a contrastive approach to intervention was introduced. After the research results were presented, the conference participants discussed a wide variety of issues relating to grammar acquisition for children who use AAC. Some of the main topics of discussion included the following: provision of supports for grammar comprehension and expression, intervention techniques to support grammatical morpheme acquisition, and issues relating to AAC device use when teaching grammatical morpheme use.

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