Anaphora and Relativization in Child Second Language Acquisition

Abstract

The focus of this study is the development of control over anaphoric reference and relativization by children learning ESL in a pull-out classroom employing little overt grammar instruction. Twenty-three children aged 6.5–14 representing ESL proficiency levels 3–5 on the Bilingual Syntax Measure (BSM)were given paper-and-pencil tests to determine comprehension of anaphoric (reflexive and pronominal)reference in English; in addition, they were tested on both comprehension and production of restrictive relative clause types (SS, SO, OO, and OS)in English. Scores were higher on reflexives than on pronominals, with length of residence significant in ambiguous references. Relative clause interpretation varied significantly with proficiency level, but production was not predictable from general proficiency except at BSM level 5, and then only on SO and SS relativization. Transfer from the L1 was minimal. It is concluded that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.