published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / English Studies and Comparative Literature / Master / Master of Arts

published_or_final_version / Language Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / English / Master / Master of Philosophy

This thesis investigates the second language acquisition of English psych predicates by Chinese-speaking and French-speaking adult learners of English within the Government and Binding Theory. Two major parts comprise the whole work: a study of psych predicates across Chinese, English and French, including verbs like blame and annoy, adjectives such as annoying and annoyed, and nominals like annoyance; and an experiment on Chinese and French learners' knowledge of English psych predicates. / An account of psych predicates is proposed, under which Experiencer Object (EO) verbs are the causatives of Experiencer Subject (ES) verbs, derived by zero affixation. Different D-structures are suggested for the two classes of verbs, solving the linking problem of psych predicates. The binding problem with EO verbs and corresponding -ing adjectives is resolved by the assumption of anaphoric pro, which enables the anaphor to be bound backwards by the antecedent through the extension of chain-binding theory. The Target/Subject Matter (T/SM) restriction is ruled out by a generalization established on the interaction of the zero CAUS and selectional restrictions. / Given the linguistic analysis that EO verbs are made up of a zero CAUS and a root, and the fact that psych adjectives and psych nominals are derived from these verbs, the central hypothesis for the L2 acquisition of English psych predicates hinges on this zero CAUS. It is predicted that if L2 learners of English have difficulty figuring out the causative nature of EO verbs and -ing adjectives, they should have difficulty recognizing the correct argument structure, the ungrammaticality of T/SM violations and the grammaticality of backwards binding with these predicates. A picture identification task, a multiple choice task and a grammaticality judgment and correction task are designed to test L2 learners' knowledge of these properties. The results obtained through the experiment are discussed with respect to the issues in second language acquisition.

Current explanations for the development of immersion programs in relation to language reform in Canada were found to be inadequate and superficial. The lack of attention to the existence of different sociopolitical contexts has, furthermore, flawed the sociological interpretation of programs. A comparative case study and multi-method approach was therefore proposed to examine the historical development of programs in two provinces with very different sociolinguistic and sociopolitical contexts, Quebec and British Columbia. Comparative analysis revealed that both commonalities and differences could be identified in the development of immersion programs in these two provinces and that these have implications for the political and sociological analysis of programs. In both contexts, it was seen that the implementation and expansion of programs has required similar organizational adjustments. The relationship of programs to language reform is, however, very different In Quebec, programs represent a community response to the changing status of French and are only indirectly related to federal efforts to implement a national policy of official bilingualism. In British Columbia, programs were initiated by parents, but eventually became directly related to federal involvement in language education and to Ottawa's efforts to implement a national language policy. By providing support to the parent association "Canadian Parents for French", Ottawa found a constituency in English Canada willing to promote official bilingualism. "Canadian Parents for French" and federal funding have played a critical role in the development of immersion programs in British Columbia; whereas in Quebec, neither of these elements has been an important factor in the expansion of programs. Although the development of immersion programs in Quebec and British Columbia has been framed by divergent language policies, in both provinces, the development of immersion programs reflects the adjustment of the English speaking community to the enhanced status of French. Similar sociological patterns were found in how the Anglophone community has made this adjustment and in how schools have been called upon to respond to societal change.