The correct use of English verb argument structure is crucial for
foreign learners of the English language. Based on an experimental
study recruiting 162 Chinese English learners at different
proficiency levels, this book suggests that the acquisition of
English transitivity alternation follows as a consequence of the
cognitive processing of language input, which is induced by the
nature of task requirements in different learning conditions and
influenced by individual differences in language learning aptitude
and proficiency level. Readers of this book will have a deeper
understanding of all these variables involved and will learn that
pedagogical issues should be considered in a more thorough,
comprehensive manner to explore better solutions for English
learning and teaching.
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