Instruction: how to write an abstract Due on 3/10 (week 10 Tuesday) at noon by email
([email protected]) One submission per group
This study explores the omission of the passive participle in passive sentences in
simultaneously bilingual who speaks both Mandarin and English children. Active sentences
usually take the form “A did B.” Passive sentences usually come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories in the bilingual language
process system. They are Unitary Systems Hypothesis and Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production task”. To see whether our
hypotheses could be supported, we gathered the data from age 4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our data shows the distinct feature
between children who simultaneously acquired Mandarin and English, acquired Mandarin
first then learned English, and learned English as a native language.
Mono-English and simultaneous shows difference, however, it is not significantly. But these
two groups show significant differences from sequential bilingual children.
Conflicting with our hypothesis, the results support that simultaneously bilingual children
have a more USH-like system when producing passive sentences.
word counts: 200
One‑Way ANOVA
One‑Way ANOVA (Welch's)
F df1 df2 p
Errors 13.4 2 5.52 0.008
Group Descriptives
group N Mean SD SE
Errors Mono 4 0.250 0.500 0.250
Simultaneous 4 1.500 0.577 0.289
Sequential 4 4.000 1.414 0.707
Plots
Errors
Tukey Post‑Hoc Test – Errors
Mono Simultaneous Sequential
Mono Mean difference — ‑1.25 ‑3.75***
p‑value — 0.193 < .001
Simultaneous Mean difference — ‑2.50*
p‑value — 0.010
Sequential Mean difference —
p‑value —
Note. * p < .05, ** p < .01, *** p < .001
Descriptives
group Errors age
N Mono 4 4
Simultaneous 4 4
Sequential 4 4
Missing Mono 0 0
Simultaneous 0 0
Sequential 0 0
Mean Mono 0.250 5.50
Simultaneous 1.50 6.25
Sequential 4.00 5.75
Median Mono 0.00 5.50
Simultaneous 1.50 6.00
Sequential 4.50 5.50
Minimum Mono 0 4
Simultaneous 1 5
Sequential 2 5
Maximum Mono 1 7
Simultaneous 2 8
Sequential 5 7
...
Benefits and Challenges of OER by Shweta Babel.pptx
Instruction how to write an abstract Due on 310 (week 10 Tue.docx
1. Instruction: how to write an abstract Due on 3/10 (week 10
Tuesday) at noon by email
([email protected]) One submission per group
This study explores the omission of the passive participle in
passive sentences in
simultaneously bilingual who speaks both Mandarin and English
children. Active sentences
usually take the form “A did B.” Passive sentences usually
come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories
in the bilingual language
process system. They are Unitary Systems Hypothesis and
Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously
bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production
task”. To see whether our
hypotheses could be supported, we gathered the data from age
4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our
data shows the distinct feature
between children who simultaneously acquired Mandarin and
2. English, acquired Mandarin
first then learned English, and learned English as a native
language.
Mono-English and simultaneous shows difference, however, it
is not significantly. But these
two groups show significant differences from sequential
bilingual children.
Conflicting with our hypothesis, the results support that
simultaneously bilingual children
have a more USH-like system when producing passive
sentences.
word counts: 200
One‑Way ANOVA
One‑Way ANOVA (Welch's)
F df1 df2 p
Errors 13.4 2 5.52 0.008
Group Descriptives
group N Mean SD SE
Errors Mono 4 0.250 0.500 0.250
3. Simultaneous 4 1.500 0.577 0.289
Sequential 4 4.000 1.414 0.707
Plots
Errors
Tukey Post‑Hoc Test – Errors
Mono Simultaneous Sequential
Mono Mean difference — ‑1.25 ‑3.75***
p‑value — 0.193 < .001
Simultaneous Mean difference — ‑2.50*
p‑value — 0.010
Sequential Mean difference —
p‑value —
Note. * p < .05, ** p < .01, *** p < .001
Descriptives
![Instruction: how to write an abstract Due on 3/10 (week 10
Tuesday) at noon by email
([email protected]) One submission per group
This study explores the omission of the passive participle in
passive sentences in
simultaneously bilingual who speaks both Mandarin and English
children. Active sentences
usually take the form “A did B.” Passive sentences usually
come in the form of “B was done
by A.”
Within the past decade, people were debating two main theories
in the bilingual language
process system. They are Unitary Systems Hypothesis and
Separate Systems Hypothesis.
The purpose of this study is to explore whether simultaneously
bilingual children have more
USH-like our SSH-like system by producing passive sentences.
We report on one experiment: “passive sentence production
task”. To see whether our
hypotheses could be supported, we gathered the data from age
4-8 children with the passive
sentence production task.
After all, data was collected and analyzed, we found that our
data shows the distinct feature
between children who simultaneously acquired Mandarin and](https://image.slidesharecdn.com/instructionhowtowriteanabstractdueon310week10tue-221017182559-68792575/85/Instruction-how-to-write-an-abstract-Due-on-310-week-10-Tue-docx-1-320.jpg)
