Subjects in L2 English: The role of feature interpretability

Abstract

The present paper investigates the learning of subjects in L2 English by Romanian learners with a view to identifying possible developmental differences between referential and non-referential subjects. The main question targets the role that feature interpretability plays in the acquisition process in a context in which the learners’ L1 allows null subjects. The main results reveal relatively early acquisition of subjects in L2 English. In line with the view that narrow syntax is acquirable in L2, the results show that proficient learners have native-like knowledge of subjects. A higher acceptance rate of null expletive subjects even at an advanced proficiency level indicates that non-referential subjects are vulnerable in L2 English. I account for these findings in terms of the Feature Interpretability Hypothesis