The Nature of Second Language Learners' Errors and Effects of Positive and Negative Evidence in Second Language Acquisition

本研究以日本英语学习者的实验数据为基础，探讨了第二语言学习者的错误对普遍语法操作的影响。具体地说，本文认为，在二语习得过程中出现的非目的语性质并不是野性语法或普遍语法不相容的结果，而是刺激效应的贫乏，从而为普遍语法在二语习得中的运用提供了证据。提出了二语习得中的强连续性假设，即在二语习得过程中所获得的每一种状态都落在普遍语法所设定的界限之内。本研究还考察了积极证据和消极证据在二语习得中的作用。到目前为止，结果并不是决定性的，但表明基于表面性质的积极和消极证据并不能先发制人地解决二语学习者的错误。详细的论据将在Yusa中提供(为出版做准备)。

This research investigates, based on experimental data from Japanese learners of English, the implications of second language (L2) learners' errors with respect to the operation of Universal Grammar (UG). Specifically, it is argued that the non-target-like properties that arise in the course of L2 acquisition of pied-piping, tough, and unaccusative constructions are not the result of 'wild' or UG-incompatible grammars, but that they constitute a case of the poverty of the stimulus effect, thereby providing evidence for the operation of UG in L2 acquisition. The Strong Continuity Hypothesis in L2 acquisition is proposed whereby each state that is attained during the course of L2 acquisition falls within the boundaries set by UG. This study also examines the role of positive and negative evidence in L2 acquisition. The results so far are not conclusive, but suggest that positive and negative evidence based on surface properties do not preempt L2 learners' errors. Detailed arguments are to be given in Yusa (in preparation for publication).