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The extended projection principle (EPP) is a linguistic hypothesis about subjects.It was proposed by Noam Chomsky as an addendum to the projection principle. [1] The basic idea of the EPP is that clauses must contain a noun phrase or determiner phrase in the subject position (i.e. in the specifier of a tense phrase or inflectional phrase or in the specifier of a verb phrase in languages in ...
The Extended Projection Principle (EPP) refers to the highest Tense Phrase containing a subject. [6] Before the EPP can be satisfied, you must ensure that LOS is satisfied. Once all of the projection principles of LOS are satisfied, EPP is activated when there is movement from one part of the tree to another.
The "EPP" notation stands for "extended projection principle" feature, NOM stands for "nominative case".) Tense first merges with a V-projection, and the output then combines the DP subject the girl , which, in some sense, merges twice: once within the V-projection, and once within the T-projection.
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In the wh-movement, there are additional segments that are added: EPP (extended projection principle) and the Question Feature [+Q] that represents a question sentence. The wh-movement is motivated by a Question Feature/EPP at C (Complementizer), which promotes movement of a wh-word from the canonical base position to Spec-C.
The self-regulated learning is the process of taking control and evaluating one's own learning and behavior. This emphasizes control by the individual who monitors, directs and regulates actions toward goals of information. In goal attainment self-regulation it is generally described in these four components of self-regulation. [1]
The headedness principle resolves the issues 1 and 3 above simultaneously. The binarity principle is important to projection and ambiguity, which will be explained below. The X-bar schema consists of a head and its circumstantial components, in accordance with the headedness principle. [4] [5] [6] [13] The relevant components are as follows:
Small groups—students work on assignments in groups of three or four. Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan. Independent work—students complete assignments individually. Peer learning—students work together, face to face, so they can learn from one another.