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ers pass through the following prescribed set of stages: (1) ‘no’
phrase, for example, ‘No drink’; (2)
negator moves inside the
phrase, for example, ‘I no can swim’; (3) negator is attached to
modals, for example, ‘I can’t play this one’; and (4) auxiliary
system is developed and learner acquires correct use of not
and contractions, for example, ‘He doesn’t know anything.’
This suggests that learners make particular kinds of errors at
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