ESL Learners` Grammaticality Judgements of Syntacctic Feature Movements and Their Implications for Teaching Method: ESL Context in the US
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Abstract
The aims of this work are to test the theoretical validity of second language acquisition theories and thereby elucidate more clearly the process of ESL learning. A series of three experiments were designed on the basis of structural differences/similarities between L2 (English) and the subjects’ L1s within the Minimalist framework (Chomsky, 1995, 2000), and then were performed with carefully selected ESL learners in the US. The first two tests were based on Chomsky’s (2000) Minimal Link Condition and the notion of operator feature checking in English relativization. The second experiment was about the minimalist interpretation of so called ‘common developmental patterns’ between L1 learning and L2 learning. The test results in general argue for the UG accessibility approach even though some crucial aspects of the performance by the subjects in the three tests can be accounted for by crosslinguistic influence (language transfer) or the traditional behaviorists’ assumption on language learning. What all these suggest is that SLA phenomena should be examined from multifaceted angles and many different theoretical perspectives.
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