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.
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 !
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
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
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
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
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
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
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
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
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