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The Interpretation of L2 Reflexive Pronouns by Adult Chinese Leaners of English

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Title:The Interpretation of L2 Reflexive Pronouns by Adult Chinese Leaners of English
Authors:Hua, Te-Fang
Contributors:Brown, James D. (advisor)
University of Hawaii at Manoa. Department of English as a Second Language. (department)
Date Issued:1994
Abstract:The study investigates the acquialtlon of English reflexive pronouns by adult Mandarin Chinese native speakers learning English as a foreignn language. The Purpose is to examine three major hypotheses about the accessibility of Universal Grammar (direct access, indlrect access, no access to UG) and the applicability of the Subset Principle in second language acquisition. Unlike previous studies on the same issue which considered only one of the several anaphors in L1, two possible analogs to English reflexive pronoune in Chinese: bare ziji, which can be long distance bound and pronoun-ziji, which is locally bound, wiII both be discussed. The current research design included an experimental group of Chinese EFL learners (n=94), who are students studylng at National Taiwan University, a control group of Mandarin native apaakers (n=29), and another control group of Engllsh native speakers (n=29). The instruments included a biographical questionnaire, cloze test and grammaticality judgment task. The cloze test (k=50) was conducted to determine the global Engllsh proflciency of the experimental group to provide a developmental perspectlve to the acquisition process. The gramaticality judgment task (k=30) was the major instrument of this study, in which both the experimental group and the English control group responded to an English version and the Chinese control group to two Chinese versions (ziji and ta-ziji). The chi-square test was applied to compare the choice of antecedents by group overall and in individual types. Implications to the findings of previoua studies of the introduction of an additional L1 reflexive pronoun will be discussed.
Pages/Duration:35 pages
Appears in Collections: Working Papers (1982-2000)

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