Online Processing of Anaphora by Advanced English Learners
Online Processing of Anaphora by Advanced English Learners Rong Liu and Janet Nicol University of Arizona 1. Introduction1 It has long been observed that second language (L2) learners have particular difficulty mastering agreement morphology, both in production and in comprehension (e.g., Aaronson & Ferres, 1987; Bailey, Madden & Krashen, 1974; Chen, 2009; Ellis, 1988; Guillelmon & Grosjean, 2001; Hahne Mueller, & Clahsen, 2006; Jiang, 2004, 2007; Johnson & Newport, 1989; Johnson, Shenkman, Newport, & Medin, 1996; Krashen et al., 1977; Krashen & Pon, 1975; Lardiere, 1998; Long, 1997; O’Grady, 2006; Perkins & Larsen–Freeman, 1975; Prevost & White, 2000; Schmidt, 1983; Shapira, 1978; Wei, 2000). Research has examined bound inflectional morphology, such as English plural –s, number marking on verbs, and tense marking on verbs, in addition to unbound morphemes, such as gender-marked determiners like French le, la and Spanish el, la. In most of these cases, grammatical agreement is required between one sentential element and another. Another linguistic domain in which one finds agreement between two sentential entities is anaphora. In a sentence such as Jane likes herself, the reflexive pronoun herself must agree in person, number, and gender with its antecedent Jane. Most of the research on anaphora in L2 has focused on the ability of learners to acquire new syntactic constraints—the binding constraints (Chomsky, 1981)—on the coreference possibilities of pronouns and reflexives (Hirakawa, 1990; Lee & Schachter, 1997; Thomas, 1995; Wakabayashi, 1996; White, 1998). These constraints show cross-linguistic variation, and some theories of language acquisition claim that once the constraints are “set” for one language, they cannot be “reset” for another.
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