Doctoral Dissertation Research: Acquisition of inverse scope by L1-Mandarin L2-English learners

学习第二语言对许多学习者来说可能是一种困难的经历，因此研究第二语言学习是如何工作的以及哪种教学方法最有效是很重要的。这个项目考察了不同类型的语法教学对说普通话的英语学习者的影响，他们是当今美国最大的英语学习者群体之一。研究结果有望对这一人群在英语作为第二语言课堂上的语法教学产生影响，并有助于理解语言学习和语言教学。本项目将探讨输入/教学如何影响以普通话为母语的英语第二语言学习者对英语逆范围的习得，以及学习者能否将习得的知识从一种结构推广到另一种结构。英语允许反作用域，而普通话不允许，我们的初步研究结果表明，说普通话的英语学习者无法仅基于自然输入获得英语反作用域。这个项目考察明确的指导和/或输入泛滥是否可以帮助学习者获得逆范围；它进一步研究了学习效果是否会随着时间的推移而持续。研究了两种结构中的范围相互作用：全称量词-否定范围(如：“不是每只羊都跳过篱笆”)和双量词范围(例如：“一个女孩抚摸每一只小猫”)。在一项干预研究中，学习者将在其中一种结构上进行指导，但在两种结构上都进行测试，以观察他们是否能够将所学知识推广到不同但相关的结构上。学习者将通过显式规则呈现或输入泛滥的方式来指导，以确定哪种方式最有效。研究结果对二语习得的理论和应用研究具有重要意义。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Learning a second language can be a difficult experience for many learners, and therefore studying how second language learning works and what kinds of instructional approaches are most effective is important. This project examines the effects of different kinds of grammar instruction with Mandarin-speaking learners of English, one of the largest English learner groups in the U.S. today. The results are expected to have implications for the grammar teaching of this population in English as a Second Language classrooms, and will contribute to the understanding of language learning as well as language instruction.This project will investigate how input/instruction affects Mandarin-speaking English second language learners' acquisition of English inverse scope, and whether learners can generalize the acquired knowledge from one structure to another. English allows inverse scope while Mandarin does not, and our preliminary findings suggest that Mandarin-speaking learners of English are not able to acquire English inverse scope based on naturalistic input alone. This project examines whether explicit instruction and/or input flooding can help learners acquire inverse scope; it further examines whether the learning effect is sustained over time. The scope interactions in two structures are examined: universal quantifier-negation scope (e.g. "Every sheep did not jump over the fence") and double-quantifier scope (e.g. "A girl stroked every kitten"). In an intervention study, learners will be instructed on one of those structures, but tested on both, to see whether they can generalize their acquired knowledge to a different but related structure. Learners will be instructed by means of either explicit rule presentation or input flooding, to determine which is the most effective. The results can contribute to both theoretical and applied research in second language acquisition.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.