The role of L1 and L2 in the acquisition of null subjects by Chinese learners of L3 Italian

References

• Allan, D. (1992). The Oxford placement test. Oxford University Press.
   Google Scholar
• Bardovi-Harlig, K., & Bastos, M. T. (2011). Proficiency, length of stay, and intensity of interaction and the acquisition of conventional expressions in L2 pragmatics. Intercultural Pragmatics, 8(3), 347–384. https://doi.org/10.1515/iprg.2011.017
   Web of Science ®Google Scholar
• Bardel, C., & Falk, Y. (2007). The role of the second language in third language acquisition: The case of Germanic syntax. Second Language Research, 23(4), 459–484. https://doi.org/10.1177/0267658307080557
   Web of Science ®Google Scholar
• Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68(3), 255–278. https://doi.org/10.1016/j.jml.2012.11.001
   Web of Science ®Google Scholar
• Bettinelli, B., Della Putta, P., & Visigalli, M. (2011). Buona idea. Pearson.
   Google Scholar
• Clements, M., & Domínguez, L. (2017). Reexamining the acquisition of null subject pronouns in a second language: Focus on referential and pragmatic constraints. Linguistic Approaches to Bilingualism, 7(1), 33–62. https://doi.org/10.1075/lab.14012.cle
   Web of Science ®Google Scholar
• Clements, M., & Domínguez, L. (2018). Testing the predictions of the Scalpel Model in L3/Ln acquisition: The acquisition of null and overt subjects in L3 Chinese. In J. C. Cho, M. Iverson, T. Judy, T. Leal, & E. Shimanskaya (Eds.), Meaning and structure in second language acquisition (pp. 181–202). John Benjamins.
   Google Scholar
• Costamagna, L., Falcinelli, M., & Servadio, B. (2009). Io e l'italiano. Mondadori.
   Google Scholar
• Flynn, S., Foley, C., & Vinnitskaya, I. (2004). The cumulative-Enhancement model for language acquisition: Comparing adults’ and children’s patterns of development in first, second and third language acquisition of relative clauses. International Journal of Multilingualism, 1(1), 3–16. https://doi.org/10.1080/14790710408668175
   Google Scholar
• Foryś-Nogala, M., Broniś, I., Opacki, M., & Otwinowska, A. (2020). Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement. International Journal of Multilingualism, 1–21. https://doi.org/10.1080/14790718.2020.1811710
   Web of Science ®Google Scholar
• Guasti, M. T. (2016). Language acquisition: The growth of grammar. MIT Press.
   Google Scholar
• Hakansson, G. (1986). Quantitative aspects of teacher talk. In G. Kasper (Ed.), Learning, teaching and communication in the foreign language classroom (pp. 83–98). Aarhus University Press.
   Google Scholar
• Hermas, A. (2012). Mouvement verbal et sujet nul en acquisition de l’Anglais L3: Transfert grammatical et rôle du système computationnel et de la forme phonétique. Presses Académiques Francophones.
   Google Scholar
• Huang, J. (1984). On the distribution and reference of empty pronouns. Linguistic Inquiry, 15(4), 531–574.
   Web of Science ®Google Scholar
• Ishiguro, T. (1986). Simplification and elaboration in foreign language teacher talk and its source. [Doctoral dissertation, Stanford University]. SearchWorks Stanford.
   Google Scholar
• Jin, F. (2009). Third language acquisition of Norwegian objects: Interlanguage transfer or L1 influence? In Y.-k. I. Leung (Ed.), Third language acquisition and universal grammar (pp. 144–161). Multilingual Matters.
   Google Scholar
• Judy, T. (2011). L1/L2 parametric directionality matters: More on the null subject parameter in L2 acquisition. EUROSLA Yearbook, 11(1), 165–190. https://doi.org/10.1075/eurosla.11.10jud
   Google Scholar
• Kanno, K. (1998). Consistency and variation in second language acquisition. Second Language Research, 14(4), 376–388. https://doi.org/10.1191/026765898667204482
   Google Scholar
• Kleifgen, L. (1985). Skilled variation in a kindergarten teacher’s use of foreigner talk. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 59–68). Newbury House.
   Google Scholar
• Kong, S. (2015). L3 initial state: Typological primacy driven, L2 factor determined, or L1 feature oriented? Taiwan Journal of Linguistics, 13(2), 79–116. https://doi.org/10.6519/TJL.2015.13(2).3
   Web of Science ®Google Scholar
• Ku, W. (2013). Acquisition of the syntax and interpretation of chinese null arguments: An investigation of child and adult second language and native language development. [Doctoral dissertation, University of Sheffield]. White Rose Etheses Online.
   Google Scholar
• Li, X., & Bayley, R. (2018). Lexical frequency and syntactic variation: Subject pronoun use in Mandarin Chinese. Asia-Pacific Language Variation, 4(2), 135–160. https://doi.org/10.1075/aplv.17005.li
   Google Scholar
• Liceras, J., & Díaz, L. (1999). Topic-drop versus pro-drop: Null subjects and pronominal subjects in the Spanish L2 of Chinese, English, French, German and Japanese speakers. Second Language Research, 15(1), 1–40. https://doi.org/10.1191/026765899678128123
   Google Scholar
• Lorusso, P., Caprin, C., & Guasti, M. T. (2005). Overt subject distribution in early Italian children. BUCLD 29 Proceedings Supplement. BU Boston: Online Publishing.
   Google Scholar
• Lozano, C. (2003). Focus, pronouns and word order in the acquisition of L2 and L3 Spanish [Doctoral dissertation, University of Essex]. ResearchGate.
   Google Scholar
• Marsden, H., Whong, M., & Gil, K. (2018). What’s in the textbook and what’s in the mind: Polarity item “any” in learner English. Studies in Second Language Acquisition, 40(1), 91–118. https://doi.org/10.1017/S0272263117000018
   Web of Science ®Google Scholar
• Montrul, S., & Rodríguez-Louro, C. (2006). Beyond the syntax of the null subject parameter. In T. Torrens & L. Escobar (Eds.), The acquisition of syntax in romance languages (pp. 401–418). John Benjamins.
   Google Scholar
• Ranong, S., & Leung, Y-k. (2009). Null objects in L1 Thai-L2 English-L3 Chinese: An empiricist take on a theoretical problem. In Y.-k. Leung (Ed.), Third language acquisition and universal grammar (pp. 162–191). Multilingual Matters. https://doi.org/10.21832/9781847691323-011
   Google Scholar
• Newell, A. (1990). Unified theories of cognition. Harvard University Press.
   Google Scholar
• Park, H. (2004). A minimalist approach to null subjects and objects in second language acquisition. Second Language Research, 20(1), 1–32. https://doi.org/10.1191/0267658304sr228oa
   Web of Science ®Google Scholar
• Pérez-Leroux, A. T., & Glass, W. (1999). Null anaphora in Spanish second language acquisition: Probabilistic versus generative approaches. Second Language Research, 15(2), 220–249. https://doi.org/10.1191/026765899676722648
   Google Scholar
• Phinney, M. (1987). The pro-drop parameter in second language acquisition. In T. Roeper & E. Williams (Eds.), Parameter setting (pp. 221–246). Reidel.
   Google Scholar
• Polio, C. (1995). Acquiring nothing? The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference. Studies in Second Language Acquisition, 17(3), 353–377. https://doi.org/10.1017/S0272263100014248
   Google Scholar
• Puig-Mayenco, E., González Alonso, J., & Rothman, J. (2020). A systematic review of transfer studies in third language acquisition. Second Language Research, 36(1), 31–64. https://doi.org/10.1177/0267658318809147
   Web of Science ®Google Scholar
• Rizzi, L. (1986). Null objects in Italian and the theory of pro. Linguistic Inquiry, 17(3), 501–557.
   Web of Science ®Google Scholar
• Rothman, J. (2011). L3 syntactic transfer selectivity and typological determinacy: The typological primacy model. Second Language Research, 27(1), 107–127. https://doi.org/10.1177/0267658310386439
   Web of Science ®Google Scholar
• Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: Language and Cognition, 18(2), 179–190. https://doi.org/10.1017/S136672891300059X
   Web of Science ®Google Scholar
• Rothman, J., & Cabrelli-Amaro, J. (2010). What variables condition syntactic transfer? A look at the L3 initial state. Second Language Research, 26(2), 189–218. https://doi.org/10.1177/0267658309349410
   Web of Science ®Google Scholar
• Rothman, J., & Iverson, M. (2007a). On L2 clustering and resetting the null subject parameter in L2 Spanish: Implications and observations. Hispania, 90(2), 329–342. https://doi.org/10.2307/20063519
   Google Scholar
• Rothman, J., & Iverson, M. (2007b). Input type and parameter resetting: Is naturalistic input necessary? IRAL - International Review of Applied Linguistics in Language Teaching, 45(4), 285–319. https://doi.org/10.1515/IRAL.2007.013
   Google Scholar
• Schwartz, B. D., & Sprouse, R. A. (1996). L2 cognitive states and the full transfer/full access model. Second Language Research, 12(1), 40–72. https://doi.org/10.1177/026765839601200103
   Google Scholar
• Slabakova, R. (2017). The Scalpel Model of third language acquisition. International Journal of Bilingualism, 21(6), 651–665. https://doi.org/10.1177/1367006916655413
   Web of Science ®Google Scholar
• Westergaard, M., Mitrofanova, N., Mykhaylyk, R., & Rodina, Y. (2017). Crosslinguistic influence in the acquisition of a third language: The linguistic proximity model. International Journal of Bilingualism, 21(6), 666–682. https://doi.org/10.1177/1367006916648859
   Web of Science ®Google Scholar
• Yang, C. (2018). Epistemological issue with keynote article “a formalist perspective on language acquisition” by charles yang. Linguistic Approaches to Bilingualism, 8(6), 665–706. https://doi.org/10.1075/lab.18014.yan
   Web of Science ®Google Scholar