Titlebook: Universal Grammar and the Initial State of Second Language Learning; Evidence of Chinese Weifeng Han Book 2020 The Author(s), under exclus

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受伤

Chinese as the L1 in L2 Learning,ny overseas Chinese communities. However, this does not mean a Mandarin Chinese speaker is always monodialectal. The fact is, a number of Mandarin speakers use another Chinese dialect at home and have picked up Mandarin only as their second dialect at school. This means a Chinese speaker has a great chance to be bidialectal, or multidialectal.

凶兆

Conclusion,a third system through UG. At least, a more conservative proposal here is that although both monodialectals and bidialectals have access to UG, while L1 knowledge is present for both groups, the bidialectals rely more on UG to access the new language, while the monodialectals are subject more to the existing L1 knowledge.

Baffle

Book 2020tial reading for postgraduates and researchers in language education, linguistics, applied linguistics, speech-language pathology and psychology. The clarification of Chinese as L1 is also of interest to language educators in multilingual contexts.

水槽

脱离

Cross-Linguistic Transfer and Second Language Learnability,ering that the existing system in L1 may alter the representational knowledge and procedural mechanisms used in L2 learning, whether negative cross-linguistic transfer has a bigger influence on bilingual children with developmental language disorders (DLD) than typically developing (TD) bilingual children is worth investigating.

STEER

Deject

Mitigate

Universal Grammar and Second Language Acquisition, Lardiere, ., p. 107; O’Grady, ., p. 620). In language acquisition, in particular, the Innateness Hypothesis proposes there is a language acquisition device (i.e., LAD) that is human species-specific and is equipped for babies from birth to acquire any language(s) (see Lightbown & Spada, ., p. 35).

FEIGN