English File : Upper-Intermediate: Workbook with Key - download pdf or read online

By OXENDEN

ISBN-10: 0194558509

ISBN-13: 9780194558501

A brand new version of the best-selling English dossier, more advantageous all through with fresh electronic parts to take advantage of inside and out the school room. English dossier 3rd version - the right way to get your scholars speaking. The English dossier proposal continues to be an analogous - enjoyable, relaxing classes which get scholars speaking in the course of the right combination of language, motivation, and chance - yet now the content material and the parts were up to date and more desirable for college kids and lecturers. The English dossier 3rd version electronic elements aid to utilize educating and studying possibilities in and out the school room. The electronic package deal comprises: iTools (a electronic school room resource), iTutor and iChecker for college kids, Pronunciation App for mobiles, on-line Workbook, Student's and Teacher's web content.

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Additional info for English File : Upper-Intermediate: Workbook with Key

Sample text

For instance, indirect passives may involve intransitive predicates, unlike ni direct passives. Since Sugisaki (1999) and Minai (2000) compared indirect passives with intransitive predicates and ni direct passives with transitive predicates, it might be the case that children performed better with indirect passives because they involve intransitive predicates, which have a smaller number of arguments than transitive predicates.  Tetsuya Sano passives as adjectival passives and it is also possible to interpret the Agent NP of the by-phrase by the process of Default Agent assignment.

1973. The Structure of the Japanese Language. Cambridge MA: The MIT Press. Levin, B. & Rappaport Hovav, M. 1995. Unaccusativity. Cambridge MA: The MIT Press. , Caprin, C. T. 2005. Overt subject distribution in early Italian children. In Supplemental Proceeding of the Boston University Conference on Language Development. edu/linguistics/APPLIED/BUCLD〉 MacWhinney, B. 2000. The Child Language Data Exchange System. Mahwah NJ: Lawrence ­Erlbaum Associates. Marantz, A. 1984. On the Nature of Grammatical Relations.

2, young Japanese children seem to have problems in comprehending long actional passives such as (17). (17) Buta-ga kuma-ni tatak-are-ta. ’ According to Fox and Grodzinsky (1998), English-speaking children were good at comprehending long actional passives in their experiment. Why is there such a difference regarding long actional passives between Japanese and English? According to the ACDH, English children can comprehend long actional passives without the use of the A-chain. In English, it is possible to understand actional .

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