LEADER 02698nam 2200613 450 001 9910460876703321 005 20200520144314.0 010 $a0-19-933609-1 035 $a(CKB)3710000000417119 035 $a(EBL)2058236 035 $a(OCoLC)910237658 035 $a(SSID)ssj0001497432 035 $a(PQKBManifestationID)12629839 035 $a(PQKBTitleCode)TC0001497432 035 $a(PQKBWorkID)11495118 035 $a(PQKB)11048550 035 $a(MiAaPQ)EBC2058236 035 $a(Au-PeEL)EBL2058236 035 $a(CaPaEBR)ebr11056952 035 $a(CaONFJC)MIL788864 035 $a(EXLCZ)993710000000417119 100 $a20150602h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCommitment and sacrifice $epersonal diaries from the Great War /$fMarilyn Shevin-Coetzee and Frans Coetzee 210 1$aNew York, New York :$cOxford University Press,$d2015. 210 4$dİ2015 215 $a1 online resource (353 p.) 300 $aDescription based upon print version of record. 311 $a0-19-933608-3 311 $a0-19-933607-5 320 $aIncludes bibliographical references and index. 327 $a""5 a???Life has been spent among the deada???: Henri Desagneaux, French infantry officer""""6 a???Hunger was stronger than all punishmentsa???: Felix Kaufmann, German POW in France""; ""Select Bibliography""; ""Internet Resources""; ""Acknowledgments""; ""Index"" 330 $aFor years, those who attempted to understand the devastation of World War I looked to the collections of diplomatic documents, the stirring speeches, and the partisan memoirs of the leading participants. However, those accounts offered little by way of the intimate history, or the individual experiences of those involved in the Great War. In Commitment and Sacrifice, Marilyn Shevin-Coetzee and Frans Coetzee provide just such an ""intimate look"" by bringing together previously unpublished diaries of five participants in the First World War and restoring to publication the diary of a sixth that 606 $aWorld War, 1914-1918$vPersonal narratives 606 $aWorld War, 1914-1918$vSources 606 $aWar diaries 608 $aElectronic books. 615 0$aWorld War, 1914-1918 615 0$aWorld War, 1914-1918 615 0$aWar diaries. 676 $a940.4/81 700 $aCoetzee$b Marilyn Shevin$f1955-$0892572 702 $aCoetzee$b Frans$f1955- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460876703321 996 $aCommitment and sacrifice$91993633 997 $aUNINA LEADER 05362nam 2200661 a 450 001 9910461429003321 005 20200520144314.0 010 $a1-283-28019-1 010 $a9786613280190 010 $a90-272-8173-4 035 $a(CKB)2670000000113678 035 $a(EBL)765840 035 $a(OCoLC)748242175 035 $a(SSID)ssj0001004614 035 $a(PQKBManifestationID)11554154 035 $a(PQKBTitleCode)TC0001004614 035 $a(PQKBWorkID)11047091 035 $a(PQKB)10144561 035 $a(MiAaPQ)EBC765840 035 $a(Au-PeEL)EBL765840 035 $a(CaPaEBR)ebr10495910 035 $a(EXLCZ)992670000000113678 100 $a19950707d1995 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInterlanguage and learnability$b[electronic resource] $efrom Chinese to English /$fVirginia Yip 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins Pub.$dc1995 215 $a1 online resource (263 p.) 225 1 $aLanguage acquisition & language disorders ;$vv. 11 300 $aDescription based upon print version of record. 311 $a90-272-2477-3 320 $aIncludes bibliographical references and index. 327 $aCONTENTS; 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 327 $a2.5. ConclusionNotes 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 4 327 $aChapter 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 327 $a6.5. Tough-Movement Acquisition in L1 and L26.6. 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 327 $a8.0. Introduction8.1. 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 330 $aThis book investigates a set of structures characteristic of Chinese speakers' English interlanguage (CIL) in the light of grammatical theory and principles of learnability. As a study of CIL grammar, it illuminates both the theory of interlanguage syntax in general and some specific problems in the acquisition of English by Chinese L1 learners. A set of interrelated structures are investigated, including topicalization, passive, ergative, "tough movement" and existential constructions. The interlanguage is approached through the comparative syntax of the relevant L1 and L2 constructions, comb 410 0$aLanguage acquisition & language disorders ;$vv. 11. 606 $aEnglish language$xStudy and teaching$xChinese speakers 606 $aLanguage and languages$xStudy and teaching 606 $aInterlanguage (Language learning) 608 $aElectronic books. 615 0$aEnglish language$xStudy and teaching$xChinese speakers. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aInterlanguage (Language learning) 676 $a428/.007 700 $aYip$b Virginia$f1962-$0322173 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461429003321 996 $aInterlanguage and learnability$92074205 997 $aUNINA