Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Francina MOLOI"'
Publikováno v:
Journal of Child Language. 50:518-521
There has recently been an increased interest in studying the language development of non-western languages. This is not new - it began in 1960’s and continued into the 1980’s and 1990’s. The current renewed interest is much welcomed, and will
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c7460c69c2132837138d5b68eed4f21f
https://doi.org/10.1017/s0305000922000691
https://doi.org/10.1017/s0305000922000691
Autor:
Francina Moloi
Publikováno v:
Southern African Linguistics and Applied Language Studies. 31:61-70
The present study was conducted within the theory of the Blocking Principle, originally associated with Braine (1971) (who said that there is a blocking of the use of lexical generalisations) and later refined by researchers such as Marcus et al. (19
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fafe9e62b2fd256de336ccde7ccf7198
https://doi.org/10.2989/16073614.2013.793951
https://doi.org/10.2989/16073614.2013.793951
Publikováno v:
Language. 85:864-883
Noun-class prefixes are obligatory in most Bantu languages. However, the Sotho languages (Sesotho, Setswana, Sepedi) permit a subset of prefixes to be realized as null at the intersection of ‘unmarked’ phonological, syntactic, and discourse condi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::990cc344f103e2c50395750d51f4746f
https://doi.org/10.1353/lan.0.0173
https://doi.org/10.1353/lan.0.0173
Publikováno v:
International Journal of Educational Development. 28:612-621
The Free Primary Education programme in Lesotho has enabled nearly all children to attend primary school, but the prevailing pedagogy denies or restricts the opportunities of these children for effective learning. This paper focuses on the theme of t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::26ecf320917f9040953af09b3f786454
https://doi.org/10.1016/j.ijedudev.2007.12.003
https://doi.org/10.1016/j.ijedudev.2007.12.003
Publikováno v:
Language. 81:421-427
Researchers have long debated the means by which children learn the argument structure of verbs. Making syntactic generalizations often entails learning the semantics of different verbs, complicating and delaying the acquisition process. This study i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a6ef6328b1772a0469a15f19dc4802b
https://doi.org/10.1353/lan.2005.0056
https://doi.org/10.1353/lan.2005.0056
Publikováno v:
Journal of Child Language. 30:797-821
Theorists of language acquisition have long debated the means by which children learn the argument structure of verbs (e.g. Bowerman, 1974, 1990; Pinker, 1984, 1989; Tomasello, 1992). Central to this controversy has been the possible role of verb sem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5c3cc5175dd45271aa9c10bc267e3580
https://doi.org/10.1017/s0305000903005804
https://doi.org/10.1017/s0305000903005804
Autor:
Francina Moloi
Publikováno v:
Southern African Journal of Applied Language Studies. 6:1-22
This paper presents the results of empirical research on naturalistic acquisition of English L2 modal auxiliary verbs by Sesotho-speaking children. Unlike most and earlier English L2 acquisition studies on this subject which focus only on the grammat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f86499525312cbc882558c6a5539124
https://doi.org/10.1080/10189203.1998.9724682
https://doi.org/10.1080/10189203.1998.9724682
Publikováno v:
Macquarie University
South African Journal of African Languages; Vol 27, No 4 (2007)
South African Journal of African Languages; Vol 27, No 4 (2007)
Some Sesotho nouns may be used without a noun prefix (a phenomenon we refer to as null noun class prefix). There are several studies that deal with this phenomenon in relation to language acquisition (Kunene, 1979; Suzman, 1980; Connelly, 1984; Tsono
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cd0d02d8de9b53ae61821a59c59612de
https://researchers.mq.edu.au/en/publications/eda957e8-d2e1-4157-bd2d-0ef57783a36f
https://researchers.mq.edu.au/en/publications/eda957e8-d2e1-4157-bd2d-0ef57783a36f
Publikováno v:
Macquarie University
Scopus-Elsevier
Scopus-Elsevier
It is generally assumed that the nature of the input children hear, when combined with innate capacities for (language) learning, is sufficiently rich for language acquisition to succeed despite the presence of ungrammatical utterances. Little attent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ff7de3d389f46a06d587f28a0a4f371e
https://researchers.mq.edu.au/en/publications/7c422e91-fa89-42f7-b162-64f27ef861e2
https://researchers.mq.edu.au/en/publications/7c422e91-fa89-42f7-b162-64f27ef861e2