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" The Effects of Bilingualism on the Acquisition of English Syntactic Structures: Evidence from Relative Clauses "
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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155500
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| Doc. No
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6388p
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| Call number
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6388
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| Main Entry
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Moghtadi, Leila
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| Title Proper
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The Effects of Bilingualism on the Acquisition of English Syntactic Structures: Evidence from Relative Clauses
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| Supervisor
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; Mansour Koosha
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| Advisor
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; Ahmad Reza Lotfi
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| College
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Khorasgan
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| Date
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, 2014=1393
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| Degree
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PH.D
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| field of study
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, Teaching English
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| College
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, Khorasgan
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| student score
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, 1393/06/31, 1392/00/00
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| Page No
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xii, 235p.
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| Note
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890
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| Abstract
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In surveys of third language acquisition (TLA) research, mixed results demonstrate that there is no consensus among researchers regarding the advantages and/or disadvantages of bilingualism on TLA. The purpose of this study was, thus, twofold. Primarily, it set out to examine and probe the probable differences between third language and second language learners of English regarding their syntactic knowledge (English relative clauses). Second, it empirically substantiated the claim over whether literacy skills in first and second languages, the psychotypology of first and second languages, and also second language (L2) grammatical proficiency are factors pertinent to the acquisition of English as a third language (L3). The study, a quantitative approach, employed an ex post-facto research design with intact groups. Four high schools were randomly selected from the educational districts in Tabriz (an Azeri-speaking city in Iran). Based on convenience sampling, then, four intact classes - one from each of the four selected high schools - participated in the study. The same procedure was carried out in Shiraz (a Persian-speaking city in Iran). Both groups (100 students in each group) consisted of female second grade high school students who were studying English academically. The participants in both groups were homogeneous in terms of their English proficiency level (achieved through the Oxford Solutions Placement Test), sex, and age. They attended public high schools; they were taught using the same material and they had the same number of hours of instruction. The data were collected through a multi-section questionnaire, two proficiency tests, and two syntactic structure tests. Statistical analyses including descriptive statistics, Spearman's rho correlations, and independent samples t-tests revealed that: (1) third language learners outperformed their second language counterparts in both syntactic structure tests; (2) no significant correlation was observed between the psychotypology of first and second languages and the acquisition of English L3 relative clauses by the bilingual group; (3) no significant correlation was observed between the bilinguals' level of literacy skills in their first language (L1) and their acquisition of English L3 relative clauses; (4) a significant correlation was observed between the bilinguals' level of literacy skills in their L2 and their acquisition of English L3 relative clauses; (5) a significant correlation was observed between the level of the bilinguals' L2 grammatical proficiency and their L3 grammatical proficiency. Finally, the implications of the results as they relate to educational programmes were discussed..
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| Title and statement of responsibility and
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The Effects of Bilingualism on the Acquisition of English Syntactic Structures: Evidence from Relative Clauses [Thesis]; Mansour Koosha; Ahmad Reza Lotfi
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| Internal Bibliographies/Indexes Note
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Bibliography :p.136-162
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