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Autor/inZhang, Lulu
TitelExistence and Consequences of Dormant Features: Evidence from L2 Acquisition of Chinese Object Ellipsis
QuelleIn: Second Language Research, 39 (2023) 3, S.649-666 (18 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Zhang, Lulu)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0267-6583
DOI10.1177/02676583211066293
SchlagwörterSecond Language Learning; Second Language Instruction; Decision Making; Task Analysis; Grammar; Chinese; Korean; English; Native Language; Advanced Students; Prediction; Linguistic Theory; College Students; Foreign Countries; Language Proficiency; Placement Tests; Linguistic Input; Interlanguage; Language Research; United Kingdom (London); China (Shanghai)
AbstractThe current study investigates second language acquisition of Chinese object ellipsis to probe the development of features transferred from learners' native language without robust confirming or disconfirming evidence in the second language (L2) input. It is argued that Chinese allows object ellipsis licensed by a verb with a [VCase] feature but not by a verb with a [Vnon-Case] feature. In contrast, Korean allows object ellipsis to be licensed by both types of verbs, whilst English prohibits both. An acceptability judgement task was conducted among first language (L1) English and L1 Korean L2 Chinese learners from elementary to advanced levels, with the results showing that the [Vnon-Case] feature was assembled in the Chinese grammars of English and Korean elementary L2 learners; however, it gradually lost its vigour and licensing power for object ellipsis in intermediate L2 grammars and was successfully removed from licensing object ellipsis in advanced L2 grammars. These findings support predictions by Yuan regarding a feature's dormant status and modify Yuan's predictions regarding a dormant feature's consequences. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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