Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreement: A Self-Paced Reading Study
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Tamura, Y., Fukuta, J., Nishimura, Y., & Kusanagi, K. (2014). Japanese EFL learners’ implicit/explicit knowledge of subject-verb agreement in existential there: A self-paced reading study. Paper presented at the 20th Japan-British Association for English Teaching Conference. September, 2014. Housei University, Japan.
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Japanese EFL Learners' Implicit and Explicit Knowledge of Subject-Verb Agreement: A Self-Paced Reading Study
- 1. Japanese EFL Learners’ Implicit and Explicit Knowledge of Subject-Verb Agreement in existential there: A Self-Paced Reading Study September 14, 2014 20th JABAET Hosei University
- 2. Yu TAMURA1! Junya FUKUTA2! Yoshito NISHIMURA1! Kunihiro KUSANAGI2! 1Graduate School, Nagoya Univ.! 2Graduate School, Nagoya Univ.! JSPS Research Fellow !
- 3. The handout is available from… 1
- 4. The handout is available from… 2
- 5. Introduction • This study investigated…! – What?! – Explicit and Implicit knowledge of number agreement! – How?! – Using two self-paced reading tasks and a paper-based error correction task 3
- 6. Conclusion • Non-nativelike “successful” agreement! • Automatisation of wrong explicit knowledge! • Number agreement failure of coordinated NPs in the controller position, whereas number feature of copula be can be correctly represented in the controller position. 4
- 7. Overview • Introduction • Background • The Present Study • Results • Discussion • Conclusion 5
- 8. Copula Be • Coupla be is introduced as a very first step of learning English.! • He is a baseball player.! • You are a good actor.! • We are the world. 6
- 9. But • L2 learners have difficulty in attaining native-like performance of the copula be in online tasks(e.g., Jiang, 2004, 2007). 7
- 10. Why? • Mass-count distinctions?! • Complex noun phrases(NPs)?! • Number agreement? 8
- 11. Why? • Mass-count distinctions?! • Complex noun phrases(NPs)?! • Number agreement? 9
- 12. Number Agreement • Simple NP! • He is a baseball player.! • You are a good actor.! • We are the world. Agreement Controller Agreement Target 10
- 13. Number Agreement • Simple NP! • He is a baseball player. Controller Target [sg] [sg] 11
- 14. Number Agreement • Simple NP! • You are a good actor. Controller Target [pl] [pl] 12
- 15. Number Agreement • Complex NP! [sg] • [sg One [of [pl the students]] is from Tokyo.! ! Controller Attracter Target • The Principle of Nonintervention! • All plural nouns occurring between the subject noun and the verb should be ignored (Celce-Murcia & Larsen- Freeman, 1999, p.68)! 13
- 16. Number Agreement • Complex NP! • [pl [sg A pen] and [sg an eraser]] are on my desk. ! ! ! Controller Target [pl] [pl] 14
- 17. Number Agreement • Complex NP! • One of the students is from Tokyo.! • A pen and an eraser are on my desk.! ! • Usually, ! • Controller -> head N! • Target -> verb! ! Controller Target 15
- 18. But L2 Learners’ Number Representation Controller Target copula (lexical) ? ☓ Noun Phrase ? ? Previous Research Jiang(2004, 2007) 16
- 19. But L2 Learners’ Number Representation Controller Target copula (lexical) ? ? Noun Phrase ? ? Can we investigate this type of SVA? 17
- 20. What is the cause of difficulty? • We want to know the cause of difficulty in processing SVA.! • Can we reverse the role of the controller and the target?! • Is this possible?! • Controller -> Verb! • Target -> NP 18
- 22. What is existential there? • One type of expletive constructions! • ex. There are butterflies in the yard.! • The be verb does not agree with there but NP in the object position.! • Existential sentences in English has attracted many linguists (e.g., Chomsky, 1989, 1995; Kuno, 1971; Lumsden, 1990; Milsark, 1979; Zucchi, 2003). 20
- 23. What is existential there? • There are butterflies in the yard.! • There is an Apple Watch on the desk. Controller Target 21
- 24. How does number agreement occur in the case of existential there sentences? 22
- 25. Agreement in existential there • Two Approaches (Celce-Murcia & Larsen- Freeman, 1999, p.68)! • Traditional Grammar Approach! • The Proximity Principle 23
- 26. Traditional Grammar Approach • ?There is [a pen and an eraser] on my desk.! • ?There is [a pen and two erasers] on my desk.! • There are [a pen and an eraser] on my desk.! • There are [a pen and two erasers] on my desk.! • Same rule as in the case of normal order.! • [A pen and an eraser] are on my desk.! • *[A pen and an eraser] is on my desk. 24
- 27. The Proximity Principle • There is [a pen] and an eraser on my desk.! • There is [a pen] and two erasers on my desk.! • ?There are a pen and an eraser on my desk.! • ?There are a pen and two erasers on my desk. 25
- 28. Which rules do native speakers actually follow? 26
- 29. Which rules do native speakers actually follow? • Sobin (1997)! • Acceptability judgments of NS (5-point scale)! • there are NP and NPs (0.61)! • there is NP and NPs (2.86)! • there are NPs and NP (3.81)! • there is NPs and NP (1.67)! • there is NP and NP (3.58)! • there are NP and NP (0.81) 27
- 30. Which rules do native speakers actually follow? • Corpus of Contemporary American English! • there is NP and NP! • 55 tokens! • there are NP and NP! • 2 tokens! • Native speakers of English do prefer singular agreement in the existential there sentences with “NP and NP” structures. 28
- 31. Back to the topic of the present study 29
- 32. What is the cause of difficulty in processing number agreement? • Possible causes! • fail to assign correct number features to! 1. Controller! 2. Target! 3. Both 1 and 2 30
- 33. What is the cause of difficulty in processing number agreement? Hypothesis 1(native-like) Controller Target copula (lexical) ? ◯ Noun Phrase ◯ ◯ a. There [sg is] [sg A ] and [sg B] b. There [pl are] [sg A ] and [sg B] faster a. [pl[sg A ] and [sg B]] [sg is] faster b. [pl[sg A ] and [sg B]] [pl are] 31
- 34. What is the cause of difficulty in processing number agreement? Controller Target Hypothesis 2 copula (lexical) ◯ ◯ Noun Phrase ◯ ◯ a. There [sg is ] [pl[sg A ] and [sg B]] b. There [pl are] [pl[sg A ] and [sg B]] a. [pl[sg A ] and [sg B]] [sg is] b. [pl[sg A ] and [sg B]] [pl are] faster faster 32
- 35. What is the cause of difficulty in processing number agreement? Controller Target Hypothesis 3 copula (lexical) ◯ ☓ Noun Phrase ☓ ◯ a. There [Φ is ] [pl[sg A ] and [sg B]] b. There [pl are] [pl[sg A ] and [sg B]] a. [pl[sg A ] and [sg B]] [Φ is] b. [pl[sg A ] and [sg B]] [Φ are] faster Jiang(2004, 2007) faster 33
- 36. What is the cause of difficulty in processing number agreement? Controller Target Hypothesis 4 copula (lexical) ☓ ◯ Noun Phrase ◯ ☓ a. There [Φ is ] [pl[sg A ] and [sg B]] b. There [Φ are] [pl[sg A ] and [sg B]] a. [pl[sg A ] and [sg B]] [sg is] b. [pl[sg A ] and [sg B]] [pl are] No difference faster 34
- 37. What is the cause of difficulty in processing number agreement? Controller Target Hypothesis 5 copula (lexical) ☓ ☓ Noun Phrase ☓ ☓ a. There [Φ is ] [pl[sg A ] and [sg B]] b. There [Φ are] [pl[sg A ] and [sg B]] a. [Φ[sg A ] and [sg B]] [sg is] b. [Φ[sg A ] and [sg B]] [pl are] No difference No difference Jiang(2004, 2007) 35
- 38. Research Questions • Which hypothesis does correctly predict L2 Japanese learners’ knowledge of number agreement? 36
- 39. The Present Study • Participants! • 28 Japanese undergraduate and graduate students! ! ! ! ! Age TOEIC Score n M SD M SD 28 24.14 3.88 768.69 127.37 • 15 students had experience of staying in an English-speaking country. 37
- 40. Experiments To measure implicit knowledge • Self-paced reading task on PCs (HSP ver. 3.2) To measure explicit knowledge • Paper-based error correction task 38
- 41. Self-paced reading task on PCs (HSP ver. 3.2) • Existential there (segment by segment reading)! • 18 sentences (There is/are NP and NP PP)! • 16 fillers (including comprehension question)! • Subjective NP(word by word reading)! • 24 sentences (NP and NP is/are PP)! • 24 fillers! • both including T/F question! • Two conditions are randomly attributed to each participant. 39
- 42. Self-paced reading task on PCs (HSP ver. 3.2) !＿__＿ ______________ __________ ________ Segment by segment reading version ! There is _____________ __________ ________ !＿__＿ a pen and an eraser_______ _______ !＿__＿ ______________ on my desk ________ ＿__＿ ______________ _________ 次へ進む 40
- 43. Self-paced reading task on PCs (HSP ver. 3.2) ! ___ ____ ___ ____ ____ ___ ___ _____ ___ ___ Word by word reading version ! His ____ ___ ____ ____ ___ ___ _____ ___ ___ ! ___ wife ___ ____ ____ ___ ___ _____ ___ ___ ! ___ ____ and ____ ____ ___ ___ ____ ___ ___ ! __!_ ____ and ____ ____ ___ ___ ____ ___ ___ ___ ____ ___ ____ ____ ___ ___ ____ now. ___ ___ ____ ___ ____ ____ ___ ___ _____ ___ 次へ 41
- 44. Self-paced reading task on PCs (HSP ver. 3.2) • Examples! • Existential there (segment by segment reading)! • There is/ a gun and a bomb/ in the leather bag.! • ?There are/ a gun and a bomb/ in the leather bag. 42
- 45. Self-paced reading task on PCs (HSP ver. 3.2) • Examples! • Subjective NP(word by word reading)! • *His /wife /and /son /is /in /the /cottage/ now.! • His /wife /and /son /are /in /the /cottage/ now. 43
- 46. Paper-based error correction task • Existential there! • 10 sentences! • Subjective NP! • 10 sentences! • All errors were related to the copula be! • 5 fillers! • No time limit 44
- 47. Analysis • Self-paced reading tasks! • Paired-sample t-test! • There is a pen and an eraser on my desk.! • There are a pen and an eraser on my desk.! • My brother and sister is in the garden.! • My brother and sister are in the garden.! ! • M+/-2SD was excluded from the analysis. 45
- 48. Analysis • Error Correction Task 1. Is the copula be is circled? No exclude from the analysis Yes 2. Is the grammaticality of the sentence correctly judged? No 0 point Yes sentence judgment correction correct correct ー 1 point incorrect incorrect correct 1 point incorrect incorrect incorrect 0 point 46
- 49. Results 47
- 50. Self-paced Reading Tasks 48
- 51. Descriptive Statistics of the Reading Time in the Target Regions M SD 95%CI There sentences G (is) 1862 572 [1640, 2084] UG (are) 1757 458 [1580, 1935] Subjective NP G (are) 466 87 [432, 500] UG (is) 436 92 [400, 472] 49
- 52. The Results of the Paired-Sample t-tests t (27) p Cohen’s d [95%CI] 1-β There sentences 1.85 .08 .19 [-.02, .40] .43 Subjective NP 3.39 >.01 .35 [.14, .55] .93 50
- 53. The Scatter Plot of the Reading Time There is/are NP and NP NP and NP is/are 51
- 54. Error Correction Task 52
- 55. Descriptive Statistics of the Results of the Error-Correction Task M SD 95%CI There sentences .16 .30 [.04, .28] Subjective NP .89 .23 [.79, .98] 53
- 56. Discussion • Self-paced reading (implicit knowledge)! • There is NP and NP ! • There are NP and NP! • NP and NP are ! • NP and NP is! • Error Correction (explicit knowledge)! • There is/are NP and NP! • NP and NP is/are faster faster ☓ ◯ 54
- 57. Discussion • Self-paced reading (implicit knowledge)! faster • There are NP and NP! • NP and NP is! faster • The participants correctly assigned number features of the coordinated NPs only in the target position. 55
- 58. Discussion • Error Correction (explicit knowledge)! ☓ ◯ • There is/are NP and NP! • NP and NP is/are! • The participants tended to consider the coordinated NPs as plural. 56
- 59. Discussion Implicit knowledge 3 Controller Target copula (lexical) ◯ ☓ Noun Phrase ☓ ◯ 57
- 60. Discussion Implicit knowledge 3 Controller Target copula (lexical) ◯ ☓ Noun Phrase ☓ ◯ Explicit knowledge 2 Controller Target copula (lexical) ◯ ◯ Noun Phrase ◯ ◯ The participants succeeded to make agreement, but it was not nativelike. They automatised wrong explicit knowledge? 58
- 61. Discussion Implicit knowledge 3 Controller Target copula (lexical) ◯ ☓ Noun Phrase ☓ ◯ Explicit knowledge 2 Controller Target copula (lexical) ◯ ◯ Noun Phrase ◯ ◯ When the coordinated NP is in the controller position, the participants failed to automatise their explicit knowledge. 59
- 62. Discussion Implicit knowledge 3 Controller Target copula (lexical) ◯ ☓ Noun Phrase ☓ ◯ Explicit knowledge 2 Controller Target copula (lexical) ◯ ◯ Noun Phrase ◯ ◯ The participants could assign correct number features only when it appeared on the target position. Copula be guided this process? 60
- 63. Limitations • Task-effects(segment vs. word)! • Proficiency! • Only NP and NP pattern was investigated.! • Small sample size 61
- 64. Conclusion • Non-nativelike “successful” agreement! • Automatisation of wrong explicit knowledge! • Number agreement failure of coordinated NPs in the controller position, whereas number feature of copula be can be correctly represented in the controller position. 62
- 65. Reference Celce-Murcia, M., Larsen-Freeman, D., & Williams, H. (1998). The grammar book : an! ! ESL/EFL teacher's course. Heinle & Heinle! Chomsky, N. (1989). Some notes on economy of derivation and representation. MIT Working Papers in Linguistics, 10, 43–74.! Chomsky, N. (1995). The minimalist program. The MIT Press.! Jiang, N. (2004). Morphological insensitivity in second language processing. Applied Psycholinguistics, 25(04), 603–634.! Jiang, N. (2007). Selective Integration of Linguistic Knowledge in Adult Second Language Learning. Language Learning, 57, 1–33.! Kuno, S. (1971). The Position of Locatives in Existential Sentences. Linguistic Inquiry, 2(3), 333–378. ! Lumsden, M. (1990). Existential sentences: Their structure and meaning. NY: Routledge.! Milsark, G. L. (1979). Existential sentences in English. NY: Garland Pub. ! Sobin, N. (1997). Agreement , Default Rules , and Grammatical Viruses. Linguistic Inquiry, 28(2), 318– 343.! Zucchi, A. (2003). Existential sentences and prediction. In J. Gutiérrez-Rexach (Ed.), Sematics: Critical concepts of linguistics: Vol.3. Noun phrase classes (pp. 165–183). London: Routledge. 63
- 66. Japanese EFL Learners’ Implicit and Explicit Knowledge of Subject- Verb Agreement in existential there: A Self- Paced Reading Study contact info Yu Tamura Graduate School, Nagoya University yutamura@nagoya-u.jp http://tamurayu.wordpress.com/ Explicit Implicit Controller Target Controller Target Copula be (Lexical) ◯ ◯ ◯ ☓ NP Number Marking ◯ ◯ ☓ ◯ There is/are NP and NP • Non-native like agreement • Lexical representation of copula be • Wrong automatisation NP and NP is/are • Explicit knowledge ◯ • Implicit knowledge ☓ 64