Pronominal Subjects in English L2 Acquisition and in L1 Greek: Issues of Interpretation, Use and L1 Transfer

Πρέντζα, Αλεξάνδρα

doi:10.2478/9788376560885.p212

Cited by 6 publications

(14 citation statements)

References 21 publications

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“…Experimental studies have investigated how natives of null-subject languages acquire and process L2 English overt pronominal subjects from a syntactic perspective (Cunnings et al, 2017;Mitkovska & Bužarovska, 2018;Pladevall Ballester, 2013;Prentza, 2014). Others explore REs in general (overt and null pronominals as well as NPs) and follow a descriptive and discourse-oriented perspective by using corpora of written production data (Crosthwaite, 2011;Kang, 2004;Ryan, 2015).…”

Section: The Acquisition Of Res In L2 Englishmentioning

confidence: 99%

“…1. 1st-versus 2nd-versus 3rd-person distinction: The stimuli from experimental studies (Mitkovska & Bužarovska, 2018;Pladevall Ballester, 2013;Prentza, 2014) mix REs from 3rd-person singular/plural (the genuine anaphoric uses of pronouns) with 1st and 2nd person (deictic use). They do so in an unsystematic way and do not compare results for every person/ number in the pronominal paradigm.…”

Section: Tagsetmentioning

confidence: 99%

“…Referential versus nonreferential (expletive) pronouns. All experimental studies (Mitkovska & Bužarovska, 2018;Pladevall Ballester, 2013;Prentza, 2014) investigate both types of pronouns. Prentza (2014) mixes in her results both types whereas Pladevall Ballester (2013) and Mitkovska and Bužarovska (2018) present results for referential versus nonreferential pronouns.…”

Section: Tagsetmentioning

confidence: 99%

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Which Factors Determine the Choice of Referential Expressions in L2 English Discourse?

Quesada

Lozano

2020

Stud Second Lang Acquis

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ABSTRACT Referential expressions (REs) have been investigated in L2 English but to date there is no single study that systematically and simultaneously analyzes the development and acquisition of the multiple factors that constrain the choice of REs in natural discourse production. We investigate L1 Spanish–L2 English learners across three proficiency levels versus an English control group from the COREFL corpus. An analysis of both the RE and its antecedent(s) reveals that different intra- and extralinguistic factors constrain the choice of REs (information status, activated antecedents, syntactic configurations, characterhood, within-task effect, and proficiency level). L2 learners (L2ers) are sensitive to some factors but are unable to fully attain native-like levels even at advanced stages. They do not transfer null subjects from their L1 contrary to previous L2 research, and do not find all contexts at the syntax-discourse interface equally problematic, thus confirming previous theoretical proposals and empirical findings.

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Section: The Acquisition Of Res In L2 Englishmentioning

confidence: 99%

Section: Tagsetmentioning

confidence: 99%

Section: Tagsetmentioning

confidence: 99%

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Which Factors Determine the Choice of Referential Expressions in L2 English Discourse?

Quesada

Lozano

2020

Stud Second Lang Acquis

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“…The literature shows that the use of REs in discourse seems to be problematic for L2 learners (L2ers). Initially, special attention was paid to the acquisition of RE in pro-drop languages (White, 2009), as it seemed to be particularly problematic, but the literature also shows evidence that L2ers' use of RE in non-pro-drop languages like English is also challenging (H. Hendriks, 2003;Kang, 2004;Pladevall Ballester, 2013;Prentza, 2014;Ryan, 2015).…”

Section: Introductionmentioning

confidence: 99%

Does CLIL exposure affect the acquisition of reference in narratives? A corpus-based study of L2-English.

Quesada¹

2019

Elia

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In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country.A great amount of literature in the Spanish educational context investigates the possible benefits of Content and Language Integrated Learning (CLIL) instruction. Some studies focus on the benefits of CLIL in general proficiency, while others focus on specific areas of language (Ruiz de Zarobe, 2011). These studies show that CLIL seems to be beneficial for general proficiency (though there is counterevidence), but the benefits are not so evident for specific linguistic areas. The use of referring expressions (REs) is a specific linguistic area well investigated in Second Language Acquisition Research but still not explored in CLIL settings. This study, thus, investigates this phenomenon from the point of view of CLIL instruction and tries to add some insights to the field of SLA. Therefore, the main goal of this study is to investigate the use of REs in discourse and the factors that constraint their use and determine whether their acquisition depends on the exposure to CLIL. In order to do ELIA Mon. I, pp. 123-154 DOI: http://dx.doi.org/10.12795/elia.mon.2019.i1.06 Does CLIL exposure affect the acquisition of reference in narratives? 124 so, we use a corpus-based methodology and analyse written narratives comparing CLIL and non-CLIL learners. Results show that i) the use of REs is constrained by several factors and ii) CLIL instruction may be beneficial for the use of REs at early stages but CLIL and non-CLIL learners end up behaving similarly at intermediate stages and their production is still far from the native norm; that is, longer exposure to the L2 through CLIL instruction does not ultimately pose benefits at the syntax-discourse interface. Gran parte de la literatura en el contexto educativo español investiga los posibles beneficios del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). Algunos estudios se centran en los beneficios de AICLE en cuanto al nivel de competencia en la L2 en general, mientras que otros se centran en áreas del lenguaje específicas. Estos estudios muestran que el AICLE es beneficioso en cuanto al nivel de competencia alcanzado, pero no lo es tanto para áreas específicas del lenguaje. El uso de expresiones referenciales es un área del lenguaje concreta muy estudiada en la Adquisición de Segundas Lenguas, pero no en AICL...

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“…Desde os anos 80, o parâmetro do sujeito nulo (PSN) tem sido objeto de muita investigação no domínio de aquisição de língua segunda (L2) (e.g., Al-Kasey & Pérez-Leroux, 1998;Hilles, 1986;Phinney, 1987;Rothman & Iverson, 2007a;Tsimpli & Roussou, 1991;White, 1985;e.o.). Os resultados dos estudos desenvolvidos até à data indicam que a sintaxe dos sujeitos é adquirida cedo em pares de línguas em que a L2 é uma língua de sujeito nulo (LSN) consistente 2 e a língua materna (L1) uma língua de sujeito obrigatório (LSO) (e.g., Al-Kasey & Pérez-Leroux, 1998;Pérez-Leroux & Glass, 1999;Rothman & Iverson, 2007a, 2007b, mas gera problemas nos pares em que a L1 é uma LSN e a L2 uma LSO, pelo menos, até um estádio avançado de aquisição (Judy, 2011;Judy & Rothman, 2010;Prentza, 2013;Prentza & Tsimpli, 2013). Dado que ainda nenhum estudo investigou como os falantes de LSN L1 -LSO L2 se comportam no nível mais avançado de proficiência que pode ser alcançado numa L2o nível quase nativo (Sorace, 2003) permanece por esclarecer se este tipo de combinação de línguas dá origem a divergência permanente no domínio da sintaxe ou se a convergência com a L2 é possível, tal como prediz a influente hipótese de Sorace e Filiaci (2006) de que as propriedades estritamente sintáticas são totalmente adquiríveis numa L2.…”

Section: Introductionunclassified

Sujeitos nulos em inglês L2

Teixeira¹

2019

RAPL

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The present article investigates the acquisition of a core syntactic property – the ungrammaticality of null subjects in English – by advanced and near-native learners whose first languages are European Portuguese (EP), a null subject language, and French, a non-null subject language. Two experimental tasks were used: an untimed drag-and-drop task and a speeded acceptability judgement task. Results show that French speakers behave target-like across all tasks and conditions, but EP speakers do not. At an advanced level, they fail to reject expletive and [-animate] null subjects in the speeded task. Crucially, at a near native level, EP speakers behave fully target-like across all conditions and tasks. These findings indicate that the syntax of subjects may exhibit significant developmental delays depending on first-second language combinations, but is completely acquirable. Developmental problems are argued to result from the misanalysis of (some of) the overt expletive subjects in the L2 input. This proposal is supported by an exploratory follow-up experiment, whose results are presented and discussed in the article.

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Pronominal Subjects in English L2 Acquisition and in L1 Greek: Issues of Interpretation, Use and L1 Transfer

Cited by 6 publications

References 21 publications

Which Factors Determine the Choice of Referential Expressions in L2 English Discourse?

Which Factors Determine the Choice of Referential Expressions in L2 English Discourse?

Does CLIL exposure affect the acquisition of reference in narratives? A corpus-based study of L2-English.

Sujeitos nulos em inglês L2

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