Re-Examining the Developmental Sequence Hypothesis for Past Tense Marking in ESL: Transfer Effects and Implications.

Tickoo, Asha

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Peer reviewed

ERIC Number: EJ632822

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0814-7094

EISSN: N/A

Re-Examining the Developmental Sequence Hypothesis for Past Tense Marking in ESL: Transfer Effects and Implications.

Tickoo, Asha

Prospect, v16 n1 p17-34 Apr 2001

This study on the marking of the past tense in students' essay writing examines why some students use some verbs accurately and not others. Reveals that while some students are consistently accurate, others are not, a tendency that comes from the influence of the first language. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

Descriptors: Chinese, English (Second Language), Essays, Foreign Countries, Individual Differences, Interference (Language), Personal Narratives, Second Language Learning, Tenses (Grammar), Transfer of Training, Verbs, Writing (Composition)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Hong Kong

Grant or Contract Numbers: N/A