Cantonese-English learners in Hong Kong confront with substantial difficulty in development of English relative clauses. This study aims at verifying predictions of hypotheses about second language learners’ development of English relative clauses with data of written Hong Kong English. wh relatives and that relatives in the Hong Kong component of the International Corpus of English were identified. Frequencies of occurrence of distinct types of relative clauses in the Hong Kong component were compared to evaluate whether predictions of Keenan and Comrie’s (1977) Noun Phrase Accessibility Hierarchy, Kuno’s (1974) Perceptual Difficulty Hypothesis, and Hamilton’s (1994) Subject-Object Hierarchy Hypothesis are supported by the corpus data respectively. Results indicate that the Perceptual Difficulty Hypothesis is supported by data of written Hong Kong English whilst the other two hypotheses are partially supported only. Hypotheses supported by corpus data of written Hong Kong English are suggested to inform English language education in Hong Kong by illuminating the instructional order of different types of English relative clauses.
{"title":"A revisit of three hypotheses about second language development of English relative clauses","authors":"Chi Wui Ng","doi":"10.1075/pl.23008.ng","DOIUrl":"https://doi.org/10.1075/pl.23008.ng","url":null,"abstract":"\u0000 Cantonese-English learners in Hong Kong confront with substantial difficulty in development of English relative\u0000 clauses. This study aims at verifying predictions of hypotheses about second language learners’ development of English relative\u0000 clauses with data of written Hong Kong English. wh relatives and that relatives in the Hong Kong\u0000 component of the International Corpus of English were identified. Frequencies of occurrence of distinct types of relative clauses\u0000 in the Hong Kong component were compared to evaluate whether predictions of Keenan and\u0000 Comrie’s (1977) Noun Phrase Accessibility Hierarchy, Kuno’s (1974)\u0000 Perceptual Difficulty Hypothesis, and Hamilton’s (1994) Subject-Object Hierarchy\u0000 Hypothesis are supported by the corpus data respectively. Results indicate that the Perceptual Difficulty Hypothesis is supported\u0000 by data of written Hong Kong English whilst the other two hypotheses are partially supported only. Hypotheses supported by corpus\u0000 data of written Hong Kong English are suggested to inform English language education in Hong Kong by illuminating the\u0000 instructional order of different types of English relative clauses.","PeriodicalId":497578,"journal":{"name":"Pedagogical linguistics","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite a considerable amount of research conducted on the development of tense/aspect (TA) usage in English by second language (L2) learners, nuances in uses of TAs remain elusive to many L2 learners of English: the grammatical accounts proposed appear difficult to apply as they are either too general or too specific and fail to provide learners with a conceptual understanding of the system. Merging insights from psychological models of learning, corpus-based, and cognitive linguistics approaches to second language acquisition we use the results of computational simulations of learning of the TA system conducted by Romain et al. (2022) and propose an approach to TA teaching that focuses on the cues that have been identified as crucial for accurate TA use. Our pedagogical approach draws learners’ attention not so much to the cues themselves but to the type of cues that are the most reliable in the choice of different TA combinations. This approach allows teachers to equip learners with a long-term learning strategy that will help them focus on the most useful type of information, and thus gradually build up a bank of knowledge specific to each TA combination.
尽管对第二语言（L2）学习者英语时态/方面（TA）用法的发展进行了大量研究，但对许多第二语言英语学习者来说，TA用法的细微差别仍然难以捉摸：所提出的语法解释似乎难以应用，因为它们要么过于笼统，要么过于具体，无法为学习者提供对该系统的概念性理解。结合学习心理模型、语料库和认知语言学方法对第二语言习得的见解，我们利用罗曼等人（2022 年）对 TA 系统学习的计算模拟结果，提出了一种 TA 教学方法，该方法侧重于已被确认为对准确使用 TA 至关重要的线索。我们的教学方法让学习者关注的不是提示本身，而是在选择不同 TA 组合时最可靠的提示类型。通过这种方法，教师可以为学习者提供一种长期的学习策略，帮助他们关注最有用的信息类型，从而逐步建立起针对每种 TA 组合的知识库。
{"title":"The types of cues that help you learn","authors":"Laurence Romain, Dagmar Divjak","doi":"10.1075/pl.23003.rom","DOIUrl":"https://doi.org/10.1075/pl.23003.rom","url":null,"abstract":"\u0000 Despite a considerable amount of research conducted on the development of tense/aspect (TA) usage in English by\u0000 second language (L2) learners, nuances in uses of TAs remain elusive to many L2 learners of English: the grammatical accounts\u0000 proposed appear difficult to apply as they are either too general or too specific and fail to provide learners with a conceptual\u0000 understanding of the system. Merging insights from psychological models of learning, corpus-based, and cognitive linguistics\u0000 approaches to second language acquisition we use the results of computational simulations of learning of the TA system conducted\u0000 by Romain et al. (2022) and propose an approach to TA teaching that focuses on the cues\u0000 that have been identified as crucial for accurate TA use. Our pedagogical approach draws learners’ attention not so much to the\u0000 cues themselves but to the type of cues that are the most reliable in the choice of different TA combinations. This approach\u0000 allows teachers to equip learners with a long-term learning strategy that will help them focus on the most useful type of\u0000 information, and thus gradually build up a bank of knowledge specific to each TA combination.","PeriodicalId":497578,"journal":{"name":"Pedagogical linguistics","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139625885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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