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In: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. 111–133

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Chapter 5
Revisiting plurality in SLA

Evidence from comprehension and production

 | 1University of Illinois Urbana-Champaign
 | 1University of Illinois Urbana-Champaign
 | 1University of Washington
 | 1University of Illinois Urbana-Champaign
 | 3National Chung Cheng University
Published online: 17 October 2024
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https://doi.org/10.1075/lald.70.05ion
Abstract
This paper reports on the production and comprehension of English singular and plural NPs by L2-English learners whose L1, Mandarin Chinese, does not have obligatory plural marking. This study has the following objectives: (1) To systematically investigate both production and comprehension of plural marking with this population; (2) to examine whether learners can become target-like in their production and comprehension of English plural marking with increased proficiency; and (3) to examine whether learners’ performance depends on the available cues to plurality. The results paint a nuanced picture: while overall less accurate than native speakers, learners do show evidence of the English plural marker being integrated into their grammar, and also exhibit improvement with proficiency.
Article outline
  • 1.Introduction
  • 2.Prior literature on plural marking in the L2-English of L1-Mandarin speakers
    • 2.1Plural marking in L2-English production
    • 2.2Sensitivity to missing plural marking in L2-English
    • 2.3Plural marking in L2 comprehension
    • 2.4Study motivation and research questions
  • 3.Methodology
    • 3.1Participants
    • 3.2Production task
    • 3.3Comprehension task
  • 4.Results
    • 4.1Production task results
    • 4.2Comprehension task results
  • 5.Discussion
  • 6.Conclusion and suggestions for future research
  • Notes
  • References
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