English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Previous research demonstrates that L2 learners are sensitive to morphophonological and semantic information regarding grammatical gender in European languages (e.g., Spinner &amp; Juffs, 2008). In this study we examine the use of morphophonological and semantic information by two groups of English-speaking learners acquiring Swahili gender (noun class). The results of an oral agreement-marking task, a written gender assignment task, and interviews indicate that learners are sensitive to morphophonological information regarding gender in Swahili. The findings for semantic information are more complex; learners appear to be sensitive to animacy but not to other “minor” semantic information such as  tree or active body part . We propose the Semantic Core Hypothesis, which suggests that core semantic principles such as biological sex, animacy and humanness may be more easily accessible to L2 learners than other semantic principles.

L2 learners' sensitivity to semantic and morphophonological information on Swahili nouns