L1-Mandarin L2-English learners’ acquisition of English double-quantifier scope
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Mien-Jen Wu
Abstract
English double-quantifier configurations such as A dog scared every man are ambiguous between a surface-scope reading (there exists one specific dog which scared every man) and an inverse-scope reading (each man was scared by a possibly different dog), while the Mandarin equivalent only has the surface-scope reading. Therefore, if L1-transfer is at work, L1-Mandarin L2-English learners would not initially allow inverse-scope readings in English, but may acquire them through exposure to relevant input. We tested learners in the U.S. and native English speakers on their acceptance of surface-scope and inverse-scope readings and found that learners disallowed inverse-scope readings of English double-quantifier sentences. This suggests that positive evidence alone is not sufficient for the L2-acquisition of inverse scope.
Abstract
English double-quantifier configurations such as A dog scared every man are ambiguous between a surface-scope reading (there exists one specific dog which scared every man) and an inverse-scope reading (each man was scared by a possibly different dog), while the Mandarin equivalent only has the surface-scope reading. Therefore, if L1-transfer is at work, L1-Mandarin L2-English learners would not initially allow inverse-scope readings in English, but may acquire them through exposure to relevant input. We tested learners in the U.S. and native English speakers on their acceptance of surface-scope and inverse-scope readings and found that learners disallowed inverse-scope readings of English double-quantifier sentences. This suggests that positive evidence alone is not sufficient for the L2-acquisition of inverse scope.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction 1
-
L2 acquisition of syntax
- Intervention effects in L1 and L2 English raising 11
- Explaining the difficulty with L2 acquisition of scope interpretation by speakers of a scope-rigid language 41
- Definiteness and argument position in the interpretation of bare nouns 67
- L1-Mandarin L2-English learners’ acquisition of English double-quantifier scope 93
-
L2 acquisition at interfaces
- Feature dependency and the poverty of the stimulus in the acquisition of L2 German plural allomorphy 117
- Development of L2 prosody 137
- Transfer of prosodic representation 157
-
Impact of previously learned languages
- The role of L1 Norwegian and L2 English in the acquisition of verb placement in L3 German 191
- Feature reconfiguration at the syntax-discourse interface 213
-
Exploring extra-linguistic factors and their impact on L2 acquisition
- Interference-based and capacity-based approaches to working memory in second language sentence processing 243
- Heritage language speakers inform the critical period hypothesis for first and second language acquisition 265
- A different type of RC attachment resolution 287
- Subject Index 315
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction 1
-
L2 acquisition of syntax
- Intervention effects in L1 and L2 English raising 11
- Explaining the difficulty with L2 acquisition of scope interpretation by speakers of a scope-rigid language 41
- Definiteness and argument position in the interpretation of bare nouns 67
- L1-Mandarin L2-English learners’ acquisition of English double-quantifier scope 93
-
L2 acquisition at interfaces
- Feature dependency and the poverty of the stimulus in the acquisition of L2 German plural allomorphy 117
- Development of L2 prosody 137
- Transfer of prosodic representation 157
-
Impact of previously learned languages
- The role of L1 Norwegian and L2 English in the acquisition of verb placement in L3 German 191
- Feature reconfiguration at the syntax-discourse interface 213
-
Exploring extra-linguistic factors and their impact on L2 acquisition
- Interference-based and capacity-based approaches to working memory in second language sentence processing 243
- Heritage language speakers inform the critical period hypothesis for first and second language acquisition 265
- A different type of RC attachment resolution 287
- Subject Index 315
