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In some languages, like Welsh, verbs have special inflections to be used in negative clauses. (In some language families, this may lead to reference to a negative mood.) An example is Japanese, which conjugates verbs in the negative after adding the suffix -nai (indicating negation), e.g. taberu ("eat") and tabenai ("do not eat").
The influences of testing can be found in the choices of learners and teachers: teachers may teach directly for specific test preparation, or learners might focus on specific aspects of language learning found in assessments. Washback effect in testing is typically seen as either negative, or positive (sometimes referred to as washforward). [1]
Indirect negative evidence refers to the absence of ungrammatical sentences in the language that the child is exposed to. There is debate among linguists and psychologists about whether negative evidence can help children determine the grammar of their language. Negative evidence, if it is used, could help children rule out ungrammatical ...
Though it is generally agreed that there is positive evidence (i.e. evidence that demonstrates grammatical linguistic constructions) in the language input, there is a dearth of direct negative evidence in the general language learner input since most native or veteran speakers produce grammatical as opposed to ungrammatical speech. [5]
French usually expresses negation in two parts, with the particle ne attached to the verb, and one or more negative words (connegatives) that modify the verb or one of its arguments. Negation encircles a conjugated verb with ne after the subject and the connegative after the verb, if the verb is finite or a gerund.
Crosslinguistic influence (CLI) refers to the different ways in which one language can affect another within an individual speaker. It typically involves two languages that can affect one another in a bilingual speaker. [1] An example of CLI is the influence of Korean on a Korean native speaker who is learning Japanese or French.