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Competence Differences Between Native and Near-Native Speakers : Is Puberty the Cut-off Age for Access to UG?
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL 바로가기
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- 통권
- Vol.3 No.1 (2006.03)바로가기
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- 페이지
- pp.131-150
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A182101
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5,500원
원문정보
초록
- 영어
- Contradictory findings of SLA researchers have motivated a variety of opposite viewpoints concerning the availability of UG in L2 acquisition. Moreover, there is a recent, renewed interest in the claims made by the proponents of the Critical Period Hypothesis (CPH) according to which UG’s active role in L2 acquisition is likely to decline after puberty. The present study sought to scrutinize the role of UG and age of onset in L2 acquisition. In fact, the study was specifically aimed at determining whether there was any significant difference between native speakers of English and Iranian near-native speakers of the language in terms of their access to Binding Conditions A and B. It was also an attempt to probe into the pervasive ‘the younger, the better’ myth concerning the relevance of UG to L2 acquisition. The participants in the study were mainly 30 male and female native speakers of English and 60 male and female Iranian near-native speakers of the language among whom 30 had first been exposed to English before puberty and 30 after puberty. The required data were basically obtained through the administration of two tests, one on general English syntax and the other on Binding Principles A and B. The data were analysed through analyses of covariance (ANCOVA) and two-way analyses of variance (Two-Way ANOVA). In short, the findings of the study provided empirical evidence in favor of UG’s mediation in L2 acquisition and against the position held by the proponents of the CPH according to which UG is likely to lose its active role in L2 acquisition after puberty. Moreover, the flexibilities inherent in the Persian language concerning the Binding Conditions as proposed in the GB framework tend to minimize, if not totally rule out, the possibility that the subjects’ access to Binding Theory as a subsystem of UG might have been affected by their underlying knowledge of Persian.
목차
METHOD
Instruments
Subjects
Data Analysis
RESULTS AND DISCUSSION
CONCLUSION
IMPLICATIONS
ACKNOWLEDGEMENTS
THE AUTHOR
REFERENCES
저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.3 No.1
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