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Current Perspectives on Generative SLA - Processing, Influence, and Interfaces: Selected proceedings of the 16th Generative Approaches to Second Language Acquisition Conference
Edited by Marta Velnić, Anne Dahl and Kjersti Faldet Listhaug
[Language Acquisition and Language Disorders 70] 2024
► pp. 10–36

Chapter 1
What the acquisition of Japanese vs. Chinese contributes to generative approaches to SLA

Null subjects and long-distance anaphors revisited

| Chuo University,
This paper draws on data from previous findings on L2 Japanese and L2 Chinese. In particular, it investigates the role of Strong Uniformity (Miyagawa, 2009, 2017) in explaining an asymmetry in the L2 acquisition of Japanese and Chinese. The studies focus on three linguistic structures: person restrictions on null subjects, contrastive topics, and blocking on long-distance (LD) binding construal, all of which relate to the interface between syntax and discourse, an area known to cause difficulties for language learners (Sorace, 2011). It is suggested that the differences in L1 Chinese and L1 Japanese participant performance in L2 Japanese and Chinese, respectively, can be explained by differences in their ability to acquire new φ-features and inheritance in their respective target languages.
Keywords: null arguments, φ-features, Strong Uniformity, Japanese, Chinese
Article outline
  • 1.Introduction
  • 2.Theoretical background
    • 2.1Typology based on Strong Uniformity (Miyagawa, 2017)
    • 2.2Restrictions on null subjects
    • 2.3LD reflexives and blocking
  • 3.Hypotheses for second language acquisition of Japanese and Chinese
  • 4.Study 1: Null subjects in L2 Japanese by Chinese, English, and Korean learners (Kizu, 2020; Kizu & Yamada, 2018)
  • 5.LD reflexives in L2 Japanese (Study 2, Umeda et al., 2017) and L2 Chinese (Study 3, Umeda et al., 2022)
    • 5.1Study 2: L2 Japanese by L1 Chinese learners (Umeda et al. 2017)
    • 5.2Study 3: L2 Chinese study (Umeda et al., 2022)
  • 6.Discussion and conclusion
  • Acknowledgements
  • Notes
  • References
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