Search results
Results from the WOW.Com Content Network
Methylphosphonyl dichloride (DC) or dichloro is an organophosphorus compound. It has commercial application in oligonucleotide synthesis, [1] but is most notable as being a precursor to several chemical weapons agents. It is a white crystalline solid that melts slightly above room temperature. [2]
Methyldichlorophosphine is produced by alkylation of phosphorus trichloride with methyl iodide followed by reduction of the resulting phosphonium salt with iron powder: [2] [3]
Bill VanPatten is a former Professor of Spanish and Second Language Acquisition at Michigan State University. He specializes in second language acquisition , which he investigates on both theoretical and practical levels, using techniques from psycholinguistics , applied linguistics , and cognitive psychology .
The Competition Model is a psycholinguistic theory of language acquisition and sentence processing, developed by Elizabeth Bates and Brian MacWhinney (1982). [1] The claim in MacWhinney, Bates, and Kliegl (1984) [2] is that "the forms of natural languages are created, governed, constrained, acquired, and used in the service of communicative functions."
Methylphosphonic acid is an organophosphorus compound with the chemical formula CH 3 P(O)(OH) 2. The phosphorus center is tetrahedral and is bonded to a methyl group, two OH groups and an oxygen. Methylphosphonic acid is a white, non-volatile solid that is poorly soluble in organic solvent but soluble in water and common alcohols.
Most processes begin with phosphorous acid (aka phosphonic acid, H 3 PO 3), exploiting its reactive P−H bond. [1] [3]Phosphonic acid can be alkylated via the Kabachnik–Fields reaction or Pudovik reaction to give aminophosphonate, which are useful as chelating agents.
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
Although Swain does not claim that comprehensible output is solely responsible for all or even most language acquisition, she does claim that, under some conditions, CO facilitates second language learning in ways that differ from and enhance input due to the mental processes connected with the production of language. [2]