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首页> 外文期刊>Open Journal of Modern Linguistics >Taking the Guesswork Out of Curriculum Design: Learning to Engineer Explicit Grammar Curricula through the Analysis of Multiple Influences on the Acquisition Process
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Taking the Guesswork Out of Curriculum Design: Learning to Engineer Explicit Grammar Curricula through the Analysis of Multiple Influences on the Acquisition Process

机译：从课程设计中排除猜测工作：通过分析对习得过程的多重影响，学习设计显式语法课程

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摘要

While a study by Goldschneider and DeKeyser (2005) was able to explain how factors such as phonological salience, frequency, morphological regularity, semantic complexity, and syntactic complexity influence acquisition order, the examination of six similar morphological features provided only a limited perspective. The purpose of this study was to see if causal variables, both individually and cumulatively, could be used to predict acquisition orders with more highly disparate morphological and syntactic features. Results of Spearman rank calculations revealed that the integration of causal factors yielded the highest correlation to both the Processability Theory (rs = 0.821; p = 0.007) and Natural Order Hypothesis (rs = 0.529; p = 0.143), suggesting that these factors have a synergistic influence on morphosyntactic development. Methods to predict the acquisition of both syntactic and morphological features are suggested, along with an empirically-based method to guide explicit grammar instruction.
机译：尽管Goldschneider和DeKeyser（2005）进行的一项研究能够解释语音显着性，频率，形态规律性，语义复杂性和句法复杂性等因素如何影响习得顺序，但对六个相似形态特征的研究仅提供了有限的视角。这项研究的目的是查看因果变量（无论是个体变量还是累积变量）是否可以用于预测具有更高形态和句法特征的获取顺序。 Spearman等级计算的结果表明，因果因素的整合与可加工性理论（rs = 0.821; p = 0.007）和自然顺序假设（rs = 0.529; p = 0.143）的相关性最高。对形态句法发展的协同影响。建议了预测句法和形态特征习得的方法，以及基于经验的指导显式语法教学的方法。

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