The Role of Semantic Constraints in L2 Acquisition of Dative Constructions
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Abstract
The alternation between prepositional dative (PD) and double object dative (DOD) constructions is often overgeneralized by L2 learners. This paper aims to suggest pedagogical implications for teaching the English dative constructions to Korean learners of English by examining the roles of constraints in L2 acquisition. According to Mazurkewich and White (1984) and Pinker (1989), there are three types of constraints that determine the dative alternation in English: broad semantic constraint (possession constraint), narrow semantic constraint, and morphological constraint. Based on Pinker’s (1989) theory of verb lexical structure, a grammaticality judgment task was devised and administered to Korean students at four different age levels. There were developmental improvements in ability to discriminate between alternating and non-alternating dative verbs. In other words, at the initial stage of learning, Korean learners or English overgeneralized the alternation, but the overgeneralization decreased gradually. Their sensitivity to constraints which determine dativizability was examined. The results showed that the subjects were generally most sensitive to broad range constraint (possession constraint), and then to narrow range constraint, and least sensitive to morphological constraint. These results seem to support the Pinker’s claim that the constraints of argument structure alternations are fundamentally semantic.
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