000			01849cam a2200277zu 4500
001			88846870
003			FRCYB88846870
005			20250107115136.0
006			m o d
007			cr un
008			250107s2014 fr | o|||||0|0|||eng d
020			_a9783035106503
035			_aFRCYB88846870
040			_aFR-PaCSA _ben _c _erda
100	1		_aChan, Mable
245	0	1	_aAcquisition of "be" by Cantonese ESL Learners in Hong Kong- and its Pedagogical Implications _c['Chan, Mable']
264		1	_bPeter Lang _c2014
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_aChan, Mable
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88846870 _qtext/html _a
520			_aThe present study examines grammaticality judgment data, production data and acceptability judgment data from 243 Cantonese second language learners and a control group of 12 native English speakers. Research areas concern (a) the role of the first language in the acquisition of be by Cantonese second language learners; (b) the question if properties associated with be remain persistently problematic for Cantonese speakers; (c) developmental stages of the acquisition of be; (d) the relationship between morphology and syntax; and (e) pedagogical implications. No published L2 research has attempted an in-depth theoretical and empirical treatment of both acquisition and teaching subject matters in one single work. This work helps bridge the gap between acquisition theory and language pedagogy research, benefitting not just language learners but language teachers around the world, and all those who would like to witness a collaboration between second language acquisition theory and second language teaching practice in general.
999			_c21110 _d21110