000			02161cam a2200337 i 4500
001			2013039456
003			local
005			20170209145120.0
008			130930t20132013sz b 000 0 eng c
010			_a 2013039456
020			_a9783034313070
020			_a3034313071
040			_aOU/DLC _beng _erda _cOSU _dDLC _dYDXCP _dCDX
042			_apcc
050	0	0	_aPE1271 _bC4495 2013
082	0	0	_a428.2/49517 _223
100	1		_aChan, Mable, _d1972- _eauthor. _0(local)70467
245	1	0	_aAcquisition of 'be' by Cantonese ESL learners in Hong Kong and its pedagogical implications / _cMable Chan.
260			_aBern ; _aNew York : _bPeter Lang, _c[2013]
264		4	_c©2013
300			_a427 pages ; _c23 cm
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references (pages 413-427).
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, benefiting 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.
650		0	_aEnglish language _xVerb. _0(local)33111
650		0	_aEnglish language _xVerb _xStudy and teaching _xChinese speakers. _0(local)70468
650		0	_aSecond language acquisition. _0(local)29274
942			_2lcc _cBK
999			_c12611 _d12611