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Cartesian geometry of the plane - download pdf or read online

By by E.M. Hartley.

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Typically, low-proficiency learners are found to produce more L1influenced errors, whereas high-proficiency learners tend to display more target-oriented errors (Ambroso, 2000; Ferna´ndez, 1997; Olsen, 1999; Palapanidi, 2009). 28 Part 1: Lexical Competence and Lexical Errors An analysis of research findings reveals conflicting results. In a study conducted by Taylor (1975), transfer errors appeared most frequently in intermediate learners’ production. Palapanidi (2009), Naves et al. (2005), Lasagabaster and Doiz (2003), Wang (2003), Celaya and Torras (2001), Olsen (1999), Ferna´ndez (1997) and LoCoco (1975) report higher numbers of errors attributed to cross-linguistic influence in less-proficient learners, although they concede that the influence of the L1 is also present at more advanced levels.

1 shows the findings of studies dealing with the impact of proficiency levels on L2 acquisition. There are several areas of L2 acquisition where the level of proficiency of the learner has proved to play a significant role. 1 Proficiency differences in general L2 learning Study Language aspect studied Proficiency differences Andreou et al. (2005) General language performance High low Brutten et al. (1986) Phonological development High low Hansen et al. (2002) Word recovery and new word learning High low Atai and Akbarian (2003) Idiom learning High  low Yang (2001) Knowledge of colour names High low Mecartty (1998) Reading skills deployment High  low Codina Espurz and Uso´ Juan (2000) Reading comprehension High  low Victori and Tragant (2003) Strategy use and complexity High low Wen and Johnson (1997) Strategy availability High 0 low Wen and Johnson (1997) Adequate strategy use High  low Agustı´n Llach (2009a), Celaya L1 influence ´ lvarez (2004) (2006), Gonza´lez A High  low MacIntyre et al.

Words whose meaning is abstract and have no concrete referents, such as love, justice or hope, will be acquired later. g. Anglin, 1985). Another important discovery in studies about L1 and early L2 vocabulary acquisition is the production of language chunks. In the same vein as children learning their L1, L2 learners produce chunks or whole expressions at a time before they can analyse them into individual words (cf. Robinson & Ellis, 2008). This prefabricated language refers to ready-made expressions that are used by learners as memorised chunks that remain unanalysed and function as one single lexical item.

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Cartesian geometry of the plane by by E.M. Hartley.

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