[1]
|
Ameel, E., Storms, G., Malt, B. C., & Sloman, S. A. (2005). How bilinguals solve the naming problem. Journal of Memory and Language, 53, 60-80. doi:10.1016/j.jml.2005.02.004
|
[2]
|
Balcom, P. (1997). Why is this happened? Passive morphology and unaccusativity. Second Language Research, 13, 1-9.
doi:10.1191/026765897670080531
|
[3]
|
Boroditsky, L. (2001). Does language shape thought? Mandarin and English speakers’ conceptions of time. Cognitive Psychology, 43, 1-22. doi:10.1006/cogp.2001.0748
|
[4]
|
Casasanto, D. (2008). Who’s afraid of the big bad Whorf? Crosslinguistic differences in temporal language and thought. Language learning, 58, 63-79. doi:10.1111/j.1467-9922.2008.00462.x
|
[5]
|
Chaika, E. (1989). Language the social mirror. New York: Newbury House Publishers.
|
[6]
|
Clark, E. V. (2003). Languages and representations. In D. Gentner & S. Goldin-Meadow (Eds). Language in Mind: Advances in the Study of Language and Thought (pp. 17-24). Cambridge, MA: The MIT Press.
|
[7]
|
Cowan, R. (2008). The Teacher’s Grammar of English: A Course Book and Reference Guide. New York: Cambridge University Press.
|
[8]
|
Delancey, S. (1990). Ergativity and the cognitive model of event structure in Lhasa Tibetan, Cognitive Linguistics, 1, 289-321.
doi:10.1515/cogl.1990.1.3.289
|
[9]
|
Drivonikou, G. V., Kay, P., Regier, T., Ivry, R. B., Gilbert, A. L., Franklin, A., & Davies, I. R. L. (2007). Further evidence that Whorfian effects are stronger in the right visual field than the left. PNAS, 104, 1097-1102. doi:10.1073/pnas.0610132104
|
[10]
|
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language learning, 51, 281-318.
doi:10.1111/1467-9922.00156
|
[11]
|
Garnham, A., & Oakhill, J. (1994). Thinking and reasoning. Oxford: Blackwell.
|
[12]
|
Gentner, D., & Goldin-Meadow, S. (2003). Whither Whorf. In D. Gentner & S. Goldin-Meadow (Eds.), Language in Mind: Advances in the study of language and thought (pp. 3-14). Cambridge, MA: The MIT Press.
|
[13]
|
Gilbert, A. L., Regier, T., Kay, P., & Ivry, R. B. (2006). Whorf hypothesis is supported in the right visual field but not the left. Proceedings of the National Academy of Sciences of the USA, 103, 489- 494. doi:10.1073/pnas.0509868103
|
[14]
|
Gumperz, J. J., & Levinson, S. C. (Eds.) (1996). Rethinking linguistic relativity. New York: Cambridge University Press.
|
[15]
|
Hinkel, E. (2002). Why English passive is difficult to teach (and learn). In Hinkel, E., & Fotos, S. (Eds.). New perspectives on grammar teaching in second language classrooms (pp. 233-259). New York; Lawrence Erlbaum Associates
|
[16]
|
Hoffman, E. (1989). Lost in translation: A life in a new language. New York: Dutton.
|
[17]
|
Hoffman, C., Lau, I., & Johnson, D. R. (1986). The linguistic relativity of person cognition. Journal of personality and Social Psychology, 51, 1097-1105. doi:10.1037/0022-3514.51.6.1097
|
[18]
|
Hunt, E., & Agnoli, F. (1991). The Whorfian hypothesis: A cognitive psychology perspective. Psychological Review, 98, 377-389.
doi:10.1037/0033-295X.98.3.377
|
[19]
|
January, D., & Kako, E. (2006). Re-evaluating evidence for linguistic relativity: Reply to Boroditsky (2001). Cognition, 104, 417-426.
doi:10.1016/j.cognition.2006.07.008
|
[20]
|
Ju, M. K. (2000). Overpassivization errors by second language learners: The effect of conceptualizable agents in discourse. Sea Service Leadership Association, 22, 85-111.
|
[21]
|
Kay, P., & Kempton, W. (1984). What is the Sapir-Whorf hypothesis? American Anthropologist, 86, 65-79.
doi:10.1525/aa.1984.86.1.02a00050
|
[22]
|
Kemmelmeier, M., Cheng, B. (2004). Language and self-construal priming: A replication and extension in a Hong Kong sample. Journal of Cross-Cultural Psychology, 35, 705-712.
doi:10.1177/0022022104270112
|
[23]
|
Kondo, T. (2005). Overpassivization in second language acquisition. International Review of Applied Linguistics, 43, 129-161.
doi:10.1515/iral.2005.43.2.129
|
[24]
|
Kousta, S-T., Vinson, D. P., & Vigliocco, G. (2008). Investigating linguistic relativity through bilingualism: The case of grammatical gender. Journal of Experimental Psychology, 34, 843-858.
doi:10.1037/0278-7393.34.4.843
|
[25]
|
Krashen, S.D. (1985). The input hypothesis: Issues and implications, New York: Longman.
|
[26]
|
Lee, P. (1997). Language in thinking and learning: Pedagogy and the New Whorfian framework. Harvard Educational Review, 67, 430- 471.
|
[27]
|
Levinson, S. (1996). Frames of reference and Molyneux’s question: Crosslinguistic evidence. In P. Bloom & M. Peterson (Eds.), Language and Space (pp. 109-169). Cambridge, MA: MIT Press.
|
[28]
|
Li, P., & Gleitman, L. (2002). Turning the tables: Spatial language and spatial cognition. Cognition, 83, 265-294.
doi:10.1016/S0010-0277(02)00009-4
|
[29]
|
Lucy, J. A. (1992). Grammatical categories and cognition: a case study of the linguistic relativity hypothesis. New York: Cambridge University Press.
|
[30]
|
Master, P. (1991). Active verbs with inanimate subjects in scientific prose. English for Specific Purpose, 10, 15-33.
doi:10.1016/0889-4906(91)90013-M
|
[31]
|
McLaughlin, B. (1987). Theories of second-language learning. London: Edward Arnold.
|
[32]
|
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routeledge.
|
[33]
|
Oshita, H. (2001). The unaccusative trap in second language acquisition. Studies in Second Language Acquisition, 23, 279-304.
doi:10.1017/S0272263101002078
|
[34]
|
Park, K-S., & Lakshmanan, U. (2007). The unaccusative-unergative distinction in resultatives: Evidence from Korean L2 learners of English. In Proceedings of the 2nd Conference on Generative Approaches to Language Acquisition North America (GALANA). 328-338.
www.lingref.com, document #1573.
|
[35]
|
Pae, H. K., Schanding, B., & Kwon, Y.-J. (March, 2011). Overpassivization of ergatives by adult English language learners. Paper presented at the American Association for Applied Linguistics, Chicago, Illinois.
|
[36]
|
Perlmutter, D. M. (1978). Impersonal passives and the unaccusative hypothesis. Proceedings of the Berkeley Linguistics Society, 4, 157- 189.
|
[37]
|
Pinker, S. (1994). The language instinct. New York, US: William Mor- row and Company.
|
[38]
|
Regier, T., & Kay, P. (2009). Language, thought, and color: Whorf was half right. Trends in Cognitive Sciences, 13, 439-446.
doi:10.1016/j.tics.2009.07.001
|
[39]
|
Roberson, D., Hanley, J. R., & Pak, H. (2009). Thresholds for color discrimination in English and Korean speakers. Cognition, 112, 482-487. doi:10.1016/j.cognition.2009.06.008
|
[40]
|
Shan, C.-K., & Yuan, B. (2008). “What is happened” in L2 English does not happen in L2 Chinese, ERUOSLA Yearbook, 8, 164-190.
doi:10.1075/eurosla.8.10sha
|
[41]
|
Sorace, A., & Shomura, Y. (2001). Lexical constraints on the acquisition of split intransitivity: Evidence from L2 Japanese. Studies in Second Language Acquisition, 23, 247-278.
doi:10.1017/S0272263101002066
|
[42]
|
Sorace, A. (2000). Gradients in auxiliary selection with intransitive verbs. Language, 76, 859-890. doi:10.2307/417202
|
[43]
|
Tohidian, I. (2009). Examining linguistic relativity hypothesis as one of the main views on the relationship between language and thought. Journal of Psycholinguistic Research, 38, 65-74.
doi:10.1007/s10936-008-9083-1
|
[44]
|
Yip, V. (1990). Interlanguage ergative constructions and learnability. CUHK Papers in Linguistics (pp.45-68). Hong Kong: Chinese University.
|
[45]
|
Yip, V. (1995). Interlanguage and learnability: From Chinese to English. Amsterdam: John Benjamins.
|
[46]
|
Zobl, H. (1989). Canonical typological structures and ergativity in English L2 acquisition. In S. M. Gass, & Schacter (Eds.), Linguistic perspectives on second language acquisition (pp. 203-221). New York: Cambridge University Press.
|