The Acquisition of English Grammar Among Malay- English Bilingual Primary School Children

Salleh, Rabiah Tul Adawiyah Mohamed; Biase, Bruno Di; Ramlan, Wan Nur Madiha

doi:10.17576/gema-2020-2004-10

Cited by 8 publications

(1 citation statement)

References 48 publications

(33 reference statements)

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“…Finally, learners begin to use features such as the hypothetical conditional and embedded questions (e.g., Could I ask what the trouble is ? ), which require complex dependent clauses (Mohamed Salleh et al, 2020; Pienemann, 2005). Because learners become able to acquire grammatical features at a specific level of proficiency, timely introduction of CF may be a crucial determinant of efficacy.…”

Section: Literature Reviewmentioning

confidence: 99%

Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

Schenck

2021

Sage Open

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Past experimental studies of corrective feedback (CF) have isolated factors like grammatical complexity, learner proficiency, and L1 one by one, carefully designing experiments that eliminate the influence of “extraneous” factors. Because each factor is actually codependent, more holistic study is needed. Eleven studies, all of which had English as a Foreign Language (EFL) learners with a Persian L1 and productive measures of speech or writing, were selected for meta-analytic examination. Results suggest that type of grammatical feature, as well as associated learner variables such as L1 similarity or proficiency, collectively influence the efficacy of different CF types. As variables jointly add to the difficulty of a grammatical feature, CF providing a kind of scaffold, in the form of a written or oral reformulation from the teacher, appears to be the most effective. As grammatical difficulty decreases, learners appear to benefit from CF in which the learner is compelled to self-repair.

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Section: Literature Reviewmentioning

confidence: 99%

Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

Schenck

2021

Sage Open

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The bilingual development of plural marking in a Malay-English child

Salleh

Biase

Kawaguchi

2023

Processability Approaches to Language Acquisition Research &Amp; Teaching

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This study investigates the development of plural encoding in a Malay-English bilingual first language acquirer from a Processability Theory (PT) perspective. In Malay, plurality is encoded through reduplication, while English uses morphological inflection. The child’s oral production was collected weekly from age 3;4 to 3;10 using natural conversation and elicitation tasks in separate Malay and English sessions. Expressions for singular and plural contexts are analysed based on PT. Results suggest that pluralisation in each language followed PT, they add to the applicability of PT to bilingual first language acquisition (BFLA), and reveal some novel typological sequences. Cross-linguistic influences were found in plural encodings in each language. Also, a prosodic feature was, usefully, found to disambiguate between Malay ‘iteration’ (Lemma) and ‘reduplication’ (Category procedure).

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The onset of English lexical acquisition among Malaysian preschoolers

Salleh

Biase

Kawaguchi

2022

Journal of Multilingual and Multicultural Development

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English is undoubtedly an important language for educational and socioeconomic mobility in numerous countries including Malaysia. Regardless of its importance, studies to document English language acquisition among Malaysian children acquiring English in the local context remain scarce. This normative data is imperative for syllabus-designers, policymakers, teachers and linguists to understand and to develop materials that are developmentally sensitive and contextualised to the local setting. Thus, the objective of this paper is to present the onset of English lexical acquisition among 99 Malaysian preschoolers at the beginning of formal instruction. The 99 children were pupils in 3 public preschools in Klang Valley, Malaysia. The children's language production was elicited in individual communicative tasks. Their lexical output, both in English and Malay were analysed based on the children's language choice during the session as well as the frequencies of types and tokens. The results indicate that Malaysian preschoolers displayed a limited range of productive abilities and age-sensitive vocabulary in English at the beginning of formal instruction. However, at that point, the children already possess receptive skills greater than their productive skills. Based on the findings, implications for pedagogy are also discussed.

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The Acquisition of English Grammar Among Malay- English Bilingual Primary School Children

Cited by 8 publications

References 48 publications

Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners

The bilingual development of plural marking in a Malay-English child

The onset of English lexical acquisition among Malaysian preschoolers

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