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Common core standards for middle school English language arts [[electronic resource] ] : a quick-start guide / / Susan Ryan, Dana Frazee ; edited by John Kendall
| Common core standards for middle school English language arts [[electronic resource] ] : a quick-start guide / / Susan Ryan, Dana Frazee ; edited by John Kendall |
| Autore | Ryan Susan (Education standards consultant) |
| Pubbl/distr/stampa | Denver, CO, : Mid-continent Research for Education and Learning, [2012] |
| Descrizione fisica | 1 online resource (131 p.) |
| Disciplina |
428.007
428.00712 428/.007 |
| Altri autori (Persone) |
FrazeeDana
KendallJohn S. <1949-> |
| Collana | A quick-start guide Common core standards for middle school English language arts |
| Soggetto topico |
Language arts (Middle school) - Standards
Language arts (Middle school) - Curricula Lesson planning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4166-1544-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; Acknowledgments; Introduction; Chapter 1: About the Common Core English Language Arts Standards for Middle School; Focus Areas and Instructional Implications; How the Standards Are Organized; Connections Across Content Areas; Appendices to the ELA/Literacy Standards; Chapter 2: Reading; Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity; Chapter 3: Writing; Text Types and Purposes; Production and Distribution of Writing; Research to Build and Present Knowledge
Range of WritingChapter 4: Speaking and Listening; Comprehension and Collaboration; Presentation of Knowledge and Ideas; Chapter 5: Language; Conventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use; Chapter 6: Guidance for Instructional Planning; The Framework for Instructional Planning; Lesson Development, Step by Step; Sample Lesson 1: Reading, Listening, and Seeing to Understand Poetry; Sample Lesson 2: Exploring the Development of the Central Ideas in Churchill's ""Blood, Toil, Tears and Sweat"; Sample Lesson 3: Playing with Words; References About the AuthorsSearch this Book; About McREL |
| Record Nr. | UNINA-9910462788503321 |
Ryan Susan (Education standards consultant)
|
||
| Denver, CO, : Mid-continent Research for Education and Learning, [2012] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common core standards for middle school English language arts : a quick-start guide / / Susan Ryan, Dana Frazee ; edited by John Kendall
| Common core standards for middle school English language arts : a quick-start guide / / Susan Ryan, Dana Frazee ; edited by John Kendall |
| Autore | Ryan Susan (Education standards consultant) |
| Pubbl/distr/stampa | Denver, CO, : Mid-continent Research for Education and Learning, [2012] |
| Descrizione fisica | 1 online resource (vii, 120 pages) |
| Disciplina |
428.007
428.00712 428/.007 |
| Collana | A quick-start guide Common core standards for middle school English language arts |
| Soggetto topico |
Language arts (Middle school) - Standards
Language arts (Middle school) - Curricula Lesson planning |
| ISBN |
1-4166-1545-8
1-4166-1544-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; Acknowledgments; Introduction; Chapter 1: About the Common Core English Language Arts Standards for Middle School; Focus Areas and Instructional Implications; How the Standards Are Organized; Connections Across Content Areas; Appendices to the ELA/Literacy Standards; Chapter 2: Reading; Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity; Chapter 3: Writing; Text Types and Purposes; Production and Distribution of Writing; Research to Build and Present Knowledge
Range of WritingChapter 4: Speaking and Listening; Comprehension and Collaboration; Presentation of Knowledge and Ideas; Chapter 5: Language; Conventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use; Chapter 6: Guidance for Instructional Planning; The Framework for Instructional Planning; Lesson Development, Step by Step; Sample Lesson 1: Reading, Listening, and Seeing to Understand Poetry; Sample Lesson 2: Exploring the Development of the Central Ideas in Churchill's ""Blood, Toil, Tears and Sweat"; Sample Lesson 3: Playing with Words; References About the AuthorsSearch this Book; About McREL |
| Record Nr. | UNINA-9910786170203321 |
|
Ryan Susan (Education standards consultant)
|
||
| Denver, CO, : Mid-continent Research for Education and Learning, [2012] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Common core standards for middle school English language arts : a quick-start guide / / Susan Ryan, Dana Frazee ; edited by John Kendall
| Common core standards for middle school English language arts : a quick-start guide / / Susan Ryan, Dana Frazee ; edited by John Kendall |
| Autore | Ryan Susan (Education standards consultant) |
| Pubbl/distr/stampa | Denver, CO, : Mid-continent Research for Education and Learning, [2012] |
| Descrizione fisica | 1 online resource (vii, 120 pages) |
| Disciplina |
428.007
428.00712 428/.007 |
| Collana | A quick-start guide Common core standards for middle school English language arts |
| Soggetto topico |
Language arts (Middle school) - Standards
Language arts (Middle school) - Curricula Lesson planning |
| ISBN |
1-4166-1545-8
1-4166-1544-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; Acknowledgments; Introduction; Chapter 1: About the Common Core English Language Arts Standards for Middle School; Focus Areas and Instructional Implications; How the Standards Are Organized; Connections Across Content Areas; Appendices to the ELA/Literacy Standards; Chapter 2: Reading; Key Ideas and Details; Craft and Structure; Integration of Knowledge and Ideas; Range of Reading and Level of Text Complexity; Chapter 3: Writing; Text Types and Purposes; Production and Distribution of Writing; Research to Build and Present Knowledge
Range of WritingChapter 4: Speaking and Listening; Comprehension and Collaboration; Presentation of Knowledge and Ideas; Chapter 5: Language; Conventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use; Chapter 6: Guidance for Instructional Planning; The Framework for Instructional Planning; Lesson Development, Step by Step; Sample Lesson 1: Reading, Listening, and Seeing to Understand Poetry; Sample Lesson 2: Exploring the Development of the Central Ideas in Churchill's ""Blood, Toil, Tears and Sweat"; Sample Lesson 3: Playing with Words; References About the AuthorsSearch this Book; About McREL |
| Record Nr. | UNINA-9910825628003321 |
|
Ryan Susan (Education standards consultant)
|
||
| Denver, CO, : Mid-continent Research for Education and Learning, [2012] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developmental orthography [[electronic resource] /] / by Philip A. Luelsdorff
| Developmental orthography [[electronic resource] /] / by Philip A. Luelsdorff |
| Autore | Luelsdorff Philip |
| Pubbl/distr/stampa | Amsterdam, : John Benjamins Pub. Co., 1991 |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina | 428/.007 |
| Soggetto topico |
English language - Study and teaching - German speakers
English language - Orthography and spelling Second language acquisition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-42398-7
9786613423986 90-272-7429-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
DEVELOPMENTAL ORTHOGRAPHY; Title page; Copyright page; Acknowledgments; Table of contents; Preface; Introduction Uta Frith; English Vowel Spellings; Introduction; 1. The prior framework; 2. A hierarchical framework; 3. Orthographic constituent structure; 4. Conclusion; A Formal Approach to Error Taxonomy; Introduction; 1. Error taxonomy; 2. Structural errors; 3. Rank hierarchy; 4. Final remarks; Processing Strategies in Bilingual Spellers; Introduction; 1. Processing strategies; 1.1 Letter-naming; 1.2 Overgeneralization; 1.3 Transfer; 2. Summary and conclusion; Note
Bilingual Intralinguistic Orthographic InterferenceIntroduction; 1. The group experiment; 2. The error framework; 3. Some conclusions; Note; The Complexity Hypothesis and Graphemic Ambiguity; 1. Introduction; 1.1 Review of the literature; 1.2 Purpose; 2. Consonant doubling in German and English; 2.1 German consonant doubling; 2.2 English consonant doubling; 3. Method; 3.1 Subjects; 3.2 Design; 3.3 Materials; 3.4 Procedure; 4. Results; 4.1 Hypothesis 1; 4.2 Hypothesis 2; 5. Discussion; 5.1 Hypothesis 1; 5.2 Hypothesis 2; 6. Conclusion; APPENDIX I; APPENDIX II The Complexity Hypothesis and Morphemic SpellingIntroduction; 1. Received developmental patterns; 2. Learning morphemic spelling; 3. Hierarchies of accuracy vs. hierarchies of acquisition; 4. Error patterns in morphemic spelling; 5. Summary and prospects; Note; APPENDIX: Instruction on the pronunciation and spelling of the regular past tense; Psycholinguistic determinants of orthography acquisition; Introduction; 1. Method; 2. Purpose; 3. Procedure; 4. Results; 1. Summary of data in terms of sound, grade and school type; 2. Investigation of each hypothesis separately; 3. A general model 4. Prototypical errors4.1 Hauptschule; 4.2 Realschule; 4.3 Gymnasium; 5. Conclusion; Note; APPENDIX I. Tables; APPENDIX II; Developmental Morphographemics; 0. Introduction; 1. Purpose; 2. The Experiment; 3. Discussion; 3.1 The Familiarity Hypothesis; 3.2 The Part of Speech Hypothesis; 3.3 The Morphology Hypothesis; 3.4 The Morphographemic Rule Hypothesis; 4. Conclusion; APPENDIX I. Phonology-free Morphographemic Alternations; APPENDIX II. Developmental Morphographemics (N = 13); Orthographic Complexity and Orthography Acquisition; Introduction; 1. Orthographic complexity 2. Orthographic complexity and orthography of inflection3. Acquisition of the orthography of inflection and contraction; 4. Acquisitional stages; 5. Individual variation; 6. Developmental orthography; 7. Conclusion; APPENDIX I: Dictation Exercise; APPENDIX II: Test Words; A Psycholinguistic Model of the Bilingual Speller; Introduction; 1. The experiment; 2. The results; 3. Discussion; 4. Conclusion; APPENDIX I. False friends: Words to dictation; APPENDIX II. False friends: Test words; APPENDIX III. False friends: Control Words; APPENDIX IV. The Results; Developmental Orthography; Introduction 1. L1-English orthography |
| Record Nr. | UNINA-9910457440803321 |
|
Luelsdorff Philip
|
||
| Amsterdam, : John Benjamins Pub. Co., 1991 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developmental orthography / / Philip A. Luelsdorff
| Developmental orthography / / Philip A. Luelsdorff |
| Autore | Luelsdorff Philip |
| Pubbl/distr/stampa | Amsterdam : , : John Benjamins Pub. Co., , 1991 |
| Descrizione fisica | 1 online resource (289 pages) : illustrations, charts |
| Disciplina | 428/.007 |
| Soggetto topico |
English language - Study and teaching - German speakers
English language - Orthography and spelling Second language acquisition |
| ISBN |
1-283-42398-7
9786613423986 90-272-7429-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
DEVELOPMENTAL ORTHOGRAPHY; Title page; Copyright page; Acknowledgments; Table of contents; Preface; Introduction Uta Frith; English Vowel Spellings; Introduction; 1. The prior framework; 2. A hierarchical framework; 3. Orthographic constituent structure; 4. Conclusion; A Formal Approach to Error Taxonomy; Introduction; 1. Error taxonomy; 2. Structural errors; 3. Rank hierarchy; 4. Final remarks; Processing Strategies in Bilingual Spellers; Introduction; 1. Processing strategies; 1.1 Letter-naming; 1.2 Overgeneralization; 1.3 Transfer; 2. Summary and conclusion; Note
Bilingual Intralinguistic Orthographic Interference; Introduction; 1. The group experiment; 2. The error framework; 3. Some conclusions; Note; The Complexity Hypothesis and Graphemic Ambiguity; 1. Introduction; 1.1 Review of the literature; 1.2 Purpose; 2. Consonant doubling in German and English; 2.1 German consonant doubling; 2.2 English consonant doubling; 3. Method; 3.1 Subjects; 3.2 Design; 3.3 Materials; 3.4 Procedure; 4. Results; 4.1 Hypothesis 1; 4.2 Hypothesis 2; 5. Discussion; 5.1 Hypothesis 1; 5.2 Hypothesis 2; 6. Conclusion; APPENDIX I; APPENDIX II The Complexity Hypothesis and Morphemic Spelling; Introduction; 1. Received developmental patterns; 2. Learning morphemic spelling; 3. Hierarchies of accuracy vs. hierarchies of acquisition; 4. Error patterns in morphemic spelling; 5. Summary and prospects; Note; APPENDIX: Instruction on the pronunciation and spelling of the regular past tense; Psycholinguistic determinants of orthography acquisition; Introduction; 1. Method; 2. Purpose; 3. Procedure; 4. Results; 1. Summary of data in terms of sound, grade and school type; 2. Investigation of each hypothesis separately; 3. A general model 4. Prototypical errors; 4.1 Hauptschule; 4.2 Realschule; 4.3 Gymnasium; 5. Conclusion; Note; APPENDIX I. Tables; APPENDIX II; Developmental Morphographemics; 0. Introduction; 1. Purpose; 2. The Experiment; 3. Discussion; 3.1 The Familiarity Hypothesis; 3.2 The Part of Speech Hypothesis; 3.3 The Morphology Hypothesis; 3.4 The Morphographemic Rule Hypothesis; 4. Conclusion; APPENDIX I. Phonology-free Morphographemic Alternations; APPENDIX II. Developmental Morphographemics (N = 13); Orthographic Complexity and Orthography Acquisition; Introduction; 1. Orthographic complexity 2. Orthographic complexity and orthography of inflection; 3. Acquisition of the orthography of inflection and contraction; 4. Acquisitional stages; 5. Individual variation; 6. Developmental orthography; 7. Conclusion; APPENDIX I: Dictation Exercise; APPENDIX II: Test Words; A Psycholinguistic Model of the Bilingual Speller; Introduction; 1. The experiment; 2. The results; 3. Discussion; 4. Conclusion; APPENDIX I. False friends: Words to dictation; APPENDIX II. False friends: Test words; APPENDIX III. False friends: Control Words; APPENDIX IV. The Results; Developmental Orthography; Introduction; 1. L1-English orthography |
| Record Nr. | UNINA-9910778814303321 |
|
Luelsdorff Philip
|
||
| Amsterdam : , : John Benjamins Pub. Co., , 1991 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developmental orthography / / Philip A. Luelsdorff
| Developmental orthography / / Philip A. Luelsdorff |
| Autore | Luelsdorff Philip |
| Pubbl/distr/stampa | Amsterdam : , : John Benjamins Pub. Co., , 1991 |
| Descrizione fisica | 1 online resource (289 pages) : illustrations, charts |
| Disciplina | 428/.007 |
| Soggetto topico |
English language - Study and teaching - German speakers
English language - Orthography and spelling Second language acquisition |
| ISBN |
1-283-42398-7
9786613423986 90-272-7429-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
DEVELOPMENTAL ORTHOGRAPHY; Title page; Copyright page; Acknowledgments; Table of contents; Preface; Introduction Uta Frith; English Vowel Spellings; Introduction; 1. The prior framework; 2. A hierarchical framework; 3. Orthographic constituent structure; 4. Conclusion; A Formal Approach to Error Taxonomy; Introduction; 1. Error taxonomy; 2. Structural errors; 3. Rank hierarchy; 4. Final remarks; Processing Strategies in Bilingual Spellers; Introduction; 1. Processing strategies; 1.1 Letter-naming; 1.2 Overgeneralization; 1.3 Transfer; 2. Summary and conclusion; Note
Bilingual Intralinguistic Orthographic Interference; Introduction; 1. The group experiment; 2. The error framework; 3. Some conclusions; Note; The Complexity Hypothesis and Graphemic Ambiguity; 1. Introduction; 1.1 Review of the literature; 1.2 Purpose; 2. Consonant doubling in German and English; 2.1 German consonant doubling; 2.2 English consonant doubling; 3. Method; 3.1 Subjects; 3.2 Design; 3.3 Materials; 3.4 Procedure; 4. Results; 4.1 Hypothesis 1; 4.2 Hypothesis 2; 5. Discussion; 5.1 Hypothesis 1; 5.2 Hypothesis 2; 6. Conclusion; APPENDIX I; APPENDIX II The Complexity Hypothesis and Morphemic Spelling; Introduction; 1. Received developmental patterns; 2. Learning morphemic spelling; 3. Hierarchies of accuracy vs. hierarchies of acquisition; 4. Error patterns in morphemic spelling; 5. Summary and prospects; Note; APPENDIX: Instruction on the pronunciation and spelling of the regular past tense; Psycholinguistic determinants of orthography acquisition; Introduction; 1. Method; 2. Purpose; 3. Procedure; 4. Results; 1. Summary of data in terms of sound, grade and school type; 2. Investigation of each hypothesis separately; 3. A general model 4. Prototypical errors; 4.1 Hauptschule; 4.2 Realschule; 4.3 Gymnasium; 5. Conclusion; Note; APPENDIX I. Tables; APPENDIX II; Developmental Morphographemics; 0. Introduction; 1. Purpose; 2. The Experiment; 3. Discussion; 3.1 The Familiarity Hypothesis; 3.2 The Part of Speech Hypothesis; 3.3 The Morphology Hypothesis; 3.4 The Morphographemic Rule Hypothesis; 4. Conclusion; APPENDIX I. Phonology-free Morphographemic Alternations; APPENDIX II. Developmental Morphographemics (N = 13); Orthographic Complexity and Orthography Acquisition; Introduction; 1. Orthographic complexity 2. Orthographic complexity and orthography of inflection; 3. Acquisition of the orthography of inflection and contraction; 4. Acquisitional stages; 5. Individual variation; 6. Developmental orthography; 7. Conclusion; APPENDIX I: Dictation Exercise; APPENDIX II: Test Words; A Psycholinguistic Model of the Bilingual Speller; Introduction; 1. The experiment; 2. The results; 3. Discussion; 4. Conclusion; APPENDIX I. False friends: Words to dictation; APPENDIX II. False friends: Test words; APPENDIX III. False friends: Control Words; APPENDIX IV. The Results; Developmental Orthography; Introduction; 1. L1-English orthography |
| Record Nr. | UNINA-9910807744503321 |
|
Luelsdorff Philip
|
||
| Amsterdam : , : John Benjamins Pub. Co., , 1991 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developments in ESP : a multi-disciplinary approach / Tony Dudley-Evans, Maggie Jo St. John
| Developments in ESP : a multi-disciplinary approach / Tony Dudley-Evans, Maggie Jo St. John |
| Autore | Dudley-Evans, Tony |
| Pubbl/distr/stampa | Cambridge : Cambridge University Press, 1998 |
| Descrizione fisica | xv, 301 p. : ill. ; 24 cm. |
| Disciplina | 428/.007 |
| Altri autori (Persone) | St. John, Maggie-Jo |
| Collana | Cambridge language teaching library |
| Soggetto topico |
Lingua inglese - Insegnamento
Lingua inglese - Inglese tecnico Lingua inglese - Inglese degli affari Lingua inglese - Approccio interdisciplinare all'educazione |
| ISBN | 0521596750 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Developments in English for specific purposes |
| Record Nr. | UNISALENTO-991001546189707536 |
|
Dudley-Evans, Tony
|
||
| Cambridge : Cambridge University Press, 1998 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. del Salento | ||
| ||
English language teaching journal [[electronic resource]]
| English language teaching journal [[electronic resource]] |
| Pubbl/distr/stampa | London : , : Oxford University Press, , ©1973-©1981 |
| Descrizione fisica | 1 online resource |
| Disciplina | 428/.007 |
| Soggetto topico |
English language - Study and teaching - Foreign speakers
English language - Study and teaching Anglais (Langue) - Étude et enseignement - Allophones Anglais (Langue) - Étude et enseignement Taalonderwijs Engels |
| Soggetto genere / forma | Periodicals. |
| Soggetto non controllato | Titles of journals |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Altri titoli varianti |
ELT
E.L.T. |
| Record Nr. | UNISA-996532470303316 |
| London : , : Oxford University Press, , ©1973-©1981 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
English teaching forum [[electronic resource]]
| English teaching forum [[electronic resource]] |
| Pubbl/distr/stampa | [Washington, D.C.], : [Information Center Service, United States Information Agency], [1963-1977] |
| Descrizione fisica | 1 online resource |
| Disciplina | 428/.007 |
| Soggetto topico |
English language - Study and teaching
English language - Study and teaching - Foreign speakers Anglais (Langue) - Étude et enseignement Engels Taalkunde Vakdidactiek |
| Soggetto genere / forma | Periodicals. |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910134623503321 |
| [Washington, D.C.], : [Information Center Service, United States Information Agency], [1963-1977] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Interlanguage and learnability [[electronic resource] ] : from Chinese to English / / Virginia Yip
| Interlanguage and learnability [[electronic resource] ] : from Chinese to English / / Virginia Yip |
| Autore | Yip Virginia <1962-> |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : J. Benjamins Pub., c1995 |
| Descrizione fisica | 1 online resource (263 p.) |
| Disciplina | 428/.007 |
| Collana | Language acquisition & language disorders |
| Soggetto topico |
English language - Study and teaching - Chinese speakers
Language and languages - Study and teaching Interlanguage (Language learning) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-28019-1
9786613280190 90-272-8173-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
CONTENTS; 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. 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 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 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 8.0. 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 |
| Record Nr. | UNINA-9910461429003321 |
|
Yip Virginia <1962->
|
||
| Amsterdam ; ; Philadelphia, : J. Benjamins Pub., c1995 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
