Effects of the interface categories on the acquisition patterns of English reflexives among learners of English as a foreign language

Abstract

Objectives: Binding properties are difficult for learners to fully acquire. This study explored English-as-a-foreign-language learners’ acquisition patterns of the three binding properties of English reflexives and the effectiveness of the Interface Hypothesis. Methodology: One hundred and twenty-two native speakers of Chinese, a language with different binding properties, participated in the study; they were categorized into low, intermediate and advanced groups according to an English proficiency test. They were read 32 stories of 2 to 5 sentences each and were required to provide a comment sentence instantiating the three binding properties; i.e. c-command, subject orientation and locality. Data and analysis: A mixed repeated measures ANOVA was conducted with group and individual results of the experimental task to ascertain whether there were significant differences across different binding properties and among the three proficiency groups. Findings: Results from a truth-value judgment task indicate that the within-groups difficulty order of the three distinct binding properties is that: (a) for the low-proficiency group, c-command was easier than locality and orientation; and (b) for the intermediate-proficiency and the high-proficiency groups, c-command was easier than locality which, in turn, was easier than orientation. Among the three proficiency-groups, four acquisition patterns were found, which standard Binding Theory and its extensions cannot adequately explain. Originality: This is the first study to provide a variable-dependent account. It is argued that success or failure in establishing interface relations in second language grammars is likely to depend on a number of variables, including the involvement of the syntax–lexicon interface, syntax–semantics interface and syntax–discourse interface. Implications: The research suggests that the acquisition of English reflexives is variable-dependent, but not domain-wide. Specifically, the relationship between the binder and anaphoric expression can be established between the anaphors and some of their potential antecedents in second language English grammars, but not others, lending support to the Interface Hypothesis.

The Effect of First Language Transfer on Second Language Acquisition and Learning: From Contrastive Analysis to Contemporary Neuroimaging

“…In an L2 learner's interlanguage, function words and grammatical morphemes are frequently omitted. Interlanguages continually evolve because 'restructuring of the IL grammar is input-driven, occurring when there is a mismatch between the initial (L1) representation and what is needed to parse or accommodate the L2 input' (Lardiere, 2014: 111;Wu et al, 2020).…”