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Author Eassa, M. Rifky [محمد رفقي عيسى]en_US
Available date 2009-11-25T12:42:22Zen_US
Publication Date 1984en_US
Publication Name Bulletin of the Faculty of Education
Citation Bulletin of the Faculty of Education, 1984, No. 3, Pages 43-50.en_US
URI http://hdl.handle.net/10576/6875en_US
Abstract 18 Egyptian university graduates enrolled in TEOSL program, with approximately the same score on an objective test for their level, were presented with 8 variations of eight sentences (64 in all). Each sentence consists of two parts: the first part changes only in the adjective; and the second was negated by using (un-), (not), and (not un-) attached to the adjective. The purpose was to test the effect of negation on comprehension time. The results supported the hypotheses that negation delays comprehension in the second language; and (not) causes more difficulty in comprehension than the negative prefix (un-), even when (un-) is used to imply sentence negation and not only the adjective. The hypothesis that double negation causes more difficulty than single one, is also confirmed.
Language enen_US
Publisher Qatar Universityen_US
Subject English Languageen_US
Title Negation & Sentence comprehensionen_US
Type Articleen_US
Pagination 43-50en_US
Issue Number 3en_US


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