Asymmetric Effects of Pronouns on L2 Acquisition of Raising
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This study investigates Korean-speaking learners’ comprehension of raising constructions containing an experiencer phrase. Specifically, it examines whether the type of the intervening experiencer (pronoun, lexical NP) produces the same (asymmetric) effect on L2 learners’ comprehension as it does on children’s. A picture-based truth-value judgment task was conducted with one hundred participants to test the comprehension of different patterns of raising constructions. The results found that the learners’ comprehension was better when a lexical NP is raised across a pronominal experiencer (e.g., John seems to her to be happy), compared to a pronoun raised across a lexical NP (e.g., He seems to Mary to be happy). These findings parallel the pattern of raising in child English and are consistent with a processing-based approach to intervention effects observed in both L1 and L2 acquisition across different constructions.
Abstract
This study investigates Korean-speaking learners’ comprehension of raising constructions containing an experiencer phrase. Specifically, it examines whether the type of the intervening experiencer (pronoun, lexical NP) produces the same (asymmetric) effect on L2 learners’ comprehension as it does on children’s. A picture-based truth-value judgment task was conducted with one hundred participants to test the comprehension of different patterns of raising constructions. The results found that the learners’ comprehension was better when a lexical NP is raised across a pronominal experiencer (e.g., John seems to her to be happy), compared to a pronoun raised across a lexical NP (e.g., He seems to Mary to be happy). These findings parallel the pattern of raising in child English and are consistent with a processing-based approach to intervention effects observed in both L1 and L2 acquisition across different constructions.
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