Control and Raising Constructions in Early L2 English Acquisition

Abstract

This study reports the results of our investigation with a multiple-choice questionnaire on the interpretation of infinitive null subjects in English control and raising constructions by 30 Japanese high school students. Given that they involve two distinct syntactic derivations with two types of empty categories, the results bear on developmental acquisition pertinent to base-generation versus A-movement in L2 grammar. Interestingly, the participants did not show a strong subject-object asymmetry in the control constructions, unlike L1 children. They did show, however, a particular delay in the raising constructions, like L1 children. Based on these results, it is claimed that control constructions are not difficult for low-proficiency learners because they exist in L1 Japanese, and the participants can use their L1 knowledge together with the Extended Project Principle and the Minimal Distance Principle. However, the raising structures are not easy for Japanese learners of English because the construction on par with seem-to word order does not exist in Japanese, thereby forcing them to misapply their L1 knowledge of A-movement and observe the locality constraint. The analysis suggests that the interpretation over the experiencer is delayed due to an intervention effect relative to locality in L2 acquisition as well.