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Article published In: Australian Review of Applied Linguistics
Vol. 48:1 (2025) ► pp.28–54

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First and second language speakers’ sensitivity to the distributional properties of wh-clauses

Effects of proficiency, acquisitional context, and language experience

ORCiD logo with link | The University of Melbourne
 | The University of Melbourne
Published online: 8 December 2023
DOI logo with link
https://doi.org/10.1075/aral.23011.dom
Abstract
The present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type, differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating effect of target language exposure and an important role for classroom instruction.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1L1 and L2 sensitivity to conventionality
    • 2.2Context of L2 acquisition
    • 2.3The wh-clausal construction
  • 3.The present study
  • 4.Methodology
    • 4.1Participants
    • 4.2Design and instruments
    • 4.3Data analysis
  • 5.Results
    • 5.1Descriptive statistics of acceptability judgment
    • 5.2Mixed effects models
      • 5.2.1Analysis 1: NSs vs. NNSs
      • 5.2.2Analysis 2: NNSs: L2 proficiency and acquisitional context
      • 5.2.3Analysis 3: NNS contextual variables
  • 6.Discussion
    • 6.1Results summary
    • 6.2L1 and L2 discrimination
    • 6.3NNSs: Effects of context and contextual variables on linguistic discrimination
  • 7.Conclusion
  • References
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