Asymmetries of null subjects and null objects in L1-English and L1-Japanese learners’ Chinese

Abstract

Based on the HSK Dynamic Composition Corpus, this study investigated the use of Chinese null arguments by advanced adult L1-English and L1-Japanese learners with Chinese native speakers as a baseline. Several asymmetries were found. First, the learners produced many more null subjects than null objects. Second, null subjects were mainly animate, while null objects were mainly inanimate. Third, more null subjects were used in non-matrix clauses than in matrix clauses. In addition, L1 did not seem to play a significant role in the learners’ use of Chinese null arguments, and the learners’ use Chinese null arguments was generally not native-like. Finally, it appears that null objects are not transferable or developmental and that infrequent use of null objects is universal in L2. It was argued that positive evidence in the target input as well as the nature of the subject and the object led to the asymmetric use of null subjects and null objects in L2 Chinese.

An analysis of English writing errors of Kurdish EFL post-graduate students

“…There have been a few studies focused on Kurdish EFL learners' writing errors in the Iraqi Kurdistan Region, but none have been able to show the precise kinds of errors the learners make when writing English. For instance, Chen (2004) looked at the English writing mistakes made by Chinese ESL students. His study found that students brought grammatical elements from the Chinese language to the English language.…”

Frequent linguistic errors in the writing of Yemeni EFL Arabic-speaking learners

“…In short, Brown (2000) concluded that overgeneralizing the target language might lead to errors in learning English. Chen (2004) published a report on 710 Hong Kong Chinese ESL learners in Hong Kong. Of the five common types of errors found, there are five.…”