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A study of the structure of lexical ...

Yang, Patricia Pei-Chun Che.

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A study of the structure of lexical knowledge of Taiwanese students learning English as a Second/Foreign Language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of the structure of lexical knowledge of Taiwanese students learning English as a Second/Foreign Language./
作者:	Yang, Patricia Pei-Chun Che.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2930.
Contained By:	Dissertation Abstracts International54-08A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9334198

A study of the structure of lexical knowledge of Taiwanese students learning English as a Second/Foreign Language.
Yang, Patricia Pei-Chun Che.

A study of the structure of lexical knowledge of Taiwanese students learning English as a Second/Foreign Language. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 261 p.

Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2930.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 1993.

Three experiments were designed with the goal of finding similarities and differences between the lexical knowledge of native and nonnative speakers (Chinese learners) of English. Experiment 1 is compound naming, which is mainly based on the Clark et al. (1986) study on English native speaking children; Experiment 2 is compound interpretation, in which novel compounds are formed to test the application of the Righthand Head Rule; and Experiment 3 involves categorial identification of suffixes: three derivational and three inflectional suffixes are attached to nonsense words to test learners' mastery of categorial information.Subjects--Topical Terms:

532624
Language arts.

A study of the structure of lexical knowledge of Taiwanese students learning English as a Second/Foreign Language.
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245 1 2 $a A study of the structure of lexical knowledge of Taiwanese students learning English as a Second/Foreign Language.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1993
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2930.
500 $a Chairperson: Jeannine Heny.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 1993.
520 $a Three experiments were designed with the goal of finding similarities and differences between the lexical knowledge of native and nonnative speakers (Chinese learners) of English. Experiment 1 is compound naming, which is mainly based on the Clark et al. (1986) study on English native speaking children; Experiment 2 is compound interpretation, in which novel compounds are formed to test the application of the Righthand Head Rule; and Experiment 3 involves categorial identification of suffixes: three derivational and three inflectional suffixes are attached to nonsense words to test learners' mastery of categorial information.
520 $a A pilot study was conducted at IUP, with 26 nonnative Taiwanese subjects and 20 native speakers, before the main study was done in Taipei, Taiwan in May, 1992. Taiwanese subjects in the main study were 40 junior high school students, 40 senior high school students, and 40 college freshmen. 40 freshmen at IUP served as the control group in the main study. The data were coded, computed, and the analyzed using mainly descriptive methods.
520 $a The results showed that Taiwanese learners, like native speakers, perform in such a way as to suggest they have access to the Righthand Head Rule. Also like native speakers, they acquire inflectional affixation prior to derivational affixation, and they adopt O-Ver as the dominant structure to form agentive/instrumental compounds.
520 $a Native language transfer does not seem to play an important role of second/foreign language learning related to this study. Avoidance, in contrast, emerges as the most frequently used learner strategy. Even with the similarities between native and nonnative subjects, clear differences were found which have the potential to contribute to the study of second/foreign language learning principles. Many of the interesting findings here require further investigation, so that the conclusions drawn here may be further corrobrated and their implications fully explored.
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793 $a English
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