The purpose of this thesis is to investigate the null subject phenomenon in the acquisition of English by Taiwan EFL learners to see whether the participants are influenced by their L1 knowledge or UG and whether they can reset their L1 value of null subject parameter. Two experimental tasks in questionnaire, grammaticality judgment task (GJ) and paragraph translation task (PT), and one oral task, storytelling task (ST), were adopted in this study. As for the participants, in the questionnaire part the GJ and PT tasks were given to 132 EFL learners, which were divided into the lower proficiency group (n=56) and the higher proficiency group (n=76), and 15 native speakers of English as a control group. Besides, we reanalyze the data of the ST task in Lin & Wu (2005), which consisted of 20 high English proficiency participants and 20 low English proficiency participants. Overall, the main findings are summarized as follows:
1. Chinese topic constructions seem to influence profoundly on the L2A of English by EFL learners. This may imply that L2 learners acquire the L2 through L1-based knowledge.
2. The asymmetry of null subjects and null objects was found in our data across the three tasks, which suggests EFL learners treated both features differently and have difficulty in unlearning null objects. We support Kong¡¦s (2005) claim that Chinese learners are influenced by L1 topic structure but they adjust this rule to: every sentence must have an overt topic in the sentence-initial position.
3. The different judgments between matrix and embedded clauses with null subjects and null expletives may infer EFL learners do not intrinsically reset the parameter of null subjects.
4. According to our results in ST task, there seems to be several patterns which make null subjects and null objects easier to occur, such as structures with coordinate relationship or clear reference relationship. These sentence patterns prove that the EFL learners are still easier to be influenced by the discourse-oriented feature in Chinese.
According to the result, we may infer that the position of Partial Access to UG probably the best answer to our research questions since it is assumed that through Partial Access to UG, L2 learners will not be able to acquire the L2 values of parameters when these differ from the L1; that is, UG is accessible but only via the setting of the L1.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0714108-104345 |
| Date | 14 July 2008 |
| Creators | Hsieh, Ya-Li |
| Contributors | Ai-Li Hsin, Shu-Ing Shyu, Lan-Hsin Chang |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0714108-104345 |
| Rights | withheld, Copyright information available at source archive |
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