Based on original data collected through an online experiment, evidence is provided in this paper that the interpretation of null subjects in a radical pro-drop language like Chinese relies on the topic criterion proposed for consistent and partial pro-drop languages (Frascarelli 2007 and Frascarelli 2018), thereby supporting the theory that the null subject parameter implies an information-structural strategy for interpretation. Nevertheless, radical Chinese shows specificities that must be integrated in this theory for a comprehensive account. In particular, even though silent topic can start chains (consistent with the topic criterion), data show a significant preference for overt and local topics as antecedents. This locality requirement thus integrates phonological visibility in a general syntactic condition (minimal overt link condition), proposing an interesting parallel with the properties shown by partial pro-drop languages (Frascarelli and Jimenez-Fernandez in press). The present investigation also contributes to outline the structural differences existing between adverbial clauses in Chinese, supporting a distinction between central and peripheral adverbial clauses (Haegeman 2012). Specifically, while temporal and conditional clauses show the properties of nonrestrictive relative clauses, this is not the case for concessive clauses, which merged as subordinate clauses in either the C-domain or the high split-TP area. Differences between temporal and conditional clauses are attributed to the presence of an overt operator in the latter, and the pre-matrix position of adverbial clauses is explained in the light of their discourse role as frame-setters (Krifka 2007).

This article investigates the acquisition of null subjects (henceforth NSs) in (radical pro-drop) Chinese by learners whose native language is (non-pro-drop) English – henceforth ELs – working within the ‘topic chain’ information-structural approach. Our main goal is to verify whether a learner’s proficiency level can have an impact on the interpretation and acceptability of embedded NSs when more than one head is proposed for the relevant topic chain in different structural contexts (i.e., complements of bridge and factive verbs). The results of a pilot experimental test suggest that the requirement for a minimal overt link (MOLC) in the relevant chain plays an important role for ELs with a lower proficiency level. Conversely, MOLC restrictions do not affect ELs with a higher proficiency. Furthermore, the results show that ELs can correctly distinguish between complements of bridge and factive verbs already at an HSK 3 level. As for interpretation, results suggest that contextual information cannot supersede structural constraints for ELs. However, since a clash with contextual information seems to not affect acceptability for ELs, contrary to Chinese Native Speakers, we propose that even HSK 5 students have not fully acquired the competence for managing NSs in a radical language such as Chinese.

IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE

L2 Grammatical Representation and Processing: Theory and Practice Edited by D. Arteaga (2019) Bristol, Blue Ridge Summit: Multilingual Matters, 170pp.

IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE