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dc.contributor.advisorBarss, Andrewen_US
dc.contributor.advisorNicol, Janeten_US
dc.contributor.authorYing, Honnguang, 1958-
dc.creatorYing, Honnguang, 1958-en_US
dc.date.accessioned2013-04-18T09:49:18Z
dc.date.available2013-04-18T09:49:18Z
dc.date.issued1997en_US
dc.identifier.urihttp://hdl.handle.net/10150/282505
dc.description.abstractThis dissertation investigates second language learners' knowledge of reconstruction in English and Chinese. To tap Chinese learners' knowledge of reconstruction in English, experiments included sentences that are underdetermined (not directly available) in Chinese, namely, sentences with a reflexive (himself/herself) inside a moved NP (noun phrase) or predicate that contains a wh-element. To tap English learners' knowledge of reconstruction in Chinese, an experiment included sentences that are underdetermined in English, namely, sentences with ambiguity of antecedence of ziji 'self' inside a moved predicate and in non-movement sentences. Results of a timed judgment task indicate that in judging the grammaticality of English sentences with singular reflexives (himself/herself) inside a moved NP or predicate, Chinese learners' error rates were below the chance level. Results of a multiple-choice task, a task with a preceding context and a truth-value judgment task involving pictures indicate that Chinese learners distinguished between ambiguity of antecedence of a reflexive inside a moved NP and no ambiguity of antecedence of a reflexive inside a moved predicate. Results of a truth-value judgment task with English learners of Chinese indicate that they had knowledge of ambiguity of antecedence of ziji inside a moved predicate. These results point to second language learners' access to Universal Grammar, although evidence of L1 effects was found with both Chinese learners of English and English learners of Chinese.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectLanguage, Linguistics.en_US
dc.subjectLanguage, General.en_US
dc.subjectLanguage, Rhetoric and Composition.en_US
dc.titleKnowledge of reconstruction in a second languageen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9814393en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition and Teachingen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b37742164en_US
refterms.dateFOA2018-09-05T18:22:23Z
html.description.abstractThis dissertation investigates second language learners' knowledge of reconstruction in English and Chinese. To tap Chinese learners' knowledge of reconstruction in English, experiments included sentences that are underdetermined (not directly available) in Chinese, namely, sentences with a reflexive (himself/herself) inside a moved NP (noun phrase) or predicate that contains a wh-element. To tap English learners' knowledge of reconstruction in Chinese, an experiment included sentences that are underdetermined in English, namely, sentences with ambiguity of antecedence of ziji 'self' inside a moved predicate and in non-movement sentences. Results of a timed judgment task indicate that in judging the grammaticality of English sentences with singular reflexives (himself/herself) inside a moved NP or predicate, Chinese learners' error rates were below the chance level. Results of a multiple-choice task, a task with a preceding context and a truth-value judgment task involving pictures indicate that Chinese learners distinguished between ambiguity of antecedence of a reflexive inside a moved NP and no ambiguity of antecedence of a reflexive inside a moved predicate. Results of a truth-value judgment task with English learners of Chinese indicate that they had knowledge of ambiguity of antecedence of ziji inside a moved predicate. These results point to second language learners' access to Universal Grammar, although evidence of L1 effects was found with both Chinese learners of English and English learners of Chinese.


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