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تتابع تعلم تراكيب رفع الخافض عند العراقيين متعلمي الانكليزية كلغة اجنبية == The Acquisitional Sequence Of Dative Constructions By Advanced Iraqi EFL Learners
Author name:
بيداء عباس غبن عبيد الزبيدي
Supervisor name:
عبد اللطيف جواد علوان الجميلي
General topic:
Foreign Languages
Specific topic:
English - Language
Degree:
Master
University:
University of Baghdad - College Of Literature
Language:
English
University location:
Baghdad
Key words:
- نظرية الاتسام
- الاكتساب
- رفع الخافض
First pages:
06T423 - p.pdf
Abstract:
This study investigates the problem of the acquisition of the dative
constructions by Iraqi EFL learners at the college level with the aim of
answering three basic questions:
Firstly, whether a complete mastery of the dative structures is
managed by the learners at the end of their four-year study of English at the
university level. Secondly, how the learners' acquisitional sequence of the
dative constructions evolves through time, and whether this route is subject to
the constraints of the theory of markedness or not. Thirdly, what types of
errors the learners make and what possible factors lie behind them.
Answers to the questions above are sought by testing the validity of
the following two hypotheses:
1. The acquisition of a foreign language proceeds in the same way that
L1 and L2 learning does, as far as the structure under investigation is
concerned. In other words, the route of acquisition of dative constructions is
similar for FL, L1, and L2 learners. This entails that:
A. The acquisitional sequence of the dative constructions in L2 follows a
theory of markedness. Hence, this study predicts that the unmarked
structures are acquired before their marked counterparts, which is similar
to the acquisition route of the same constructions followed by second
Language learners.
B. The hierarchy of acquisition corresponds to the hierarchy of difficulty.
2. A complete mastery of all the structures of dative constructions is not
achieved by Iraqi EFL learners at the end of their four-year study of
English at the university level.
constructions by Iraqi EFL learners at the college level with the aim of
answering three basic questions:
Firstly, whether a complete mastery of the dative structures is
managed by the learners at the end of their four-year study of English at the
university level. Secondly, how the learners' acquisitional sequence of the
dative constructions evolves through time, and whether this route is subject to
the constraints of the theory of markedness or not. Thirdly, what types of
errors the learners make and what possible factors lie behind them.
Answers to the questions above are sought by testing the validity of
the following two hypotheses:
1. The acquisition of a foreign language proceeds in the same way that
L1 and L2 learning does, as far as the structure under investigation is
concerned. In other words, the route of acquisition of dative constructions is
similar for FL, L1, and L2 learners. This entails that:
A. The acquisitional sequence of the dative constructions in L2 follows a
theory of markedness. Hence, this study predicts that the unmarked
structures are acquired before their marked counterparts, which is similar
to the acquisition route of the same constructions followed by second
Language learners.
B. The hierarchy of acquisition corresponds to the hierarchy of difficulty.
2. A complete mastery of all the structures of dative constructions is not
achieved by Iraqi EFL learners at the end of their four-year study of
English at the university level.
Summary:
06T423 - A.pdf
References:
06T423 - R.pdf
