Topic Prominence In The Interlanguage Of Chinese Learners Of English

The typological classification by Li and Thompson (1976) that Chinese is a topic-prominent language and English is a subject-prominent language has been accepted and supported by most people. However, the role of language typology in second language acquisition is rather controversial. Some claim that there is a universal stage during which people tend to use topic-comment clauses whether their native language is topic-prominent or not. Others emphasize the important role of language typology and propose that topic prominence in the interlanguage of foreign language learners is under the influence of their topic-prominent native language. Both views need more empirical evidence for further confirmation. This thesis can provide specific evidences for the discussion on the role of language typology, because different subcategories of topic prominence in the interlanguage of Chinese learners of English are investigated one by one.In this thesis, seven topic-prominent parameters, Double-Subject Construction, Existential Construction, Null Element, Pseudo Passive Construction, Specificity Marking, Pseudo Tough Construction and Periphrastic Structure, have been identified and studied. Fifty compositions written by sophomores of English major were used to investigate sentences with the above seven parameters. Two hundred and thirty five students of English major with different English proficiency levels in one premier university of China took part in the grammaticality acceptability test. Their performances on the questionnaires were used to explore the development of Chinese learners of English on those seven parameters.Based on the results of the study, it is claimed that topic prominence in the interlanguage of Chinese learners of English is transferred from the topic-prominent feature of Chinese and the positions of different topic-prominent parameters in the interlanguage are different to some degree. For most parameters topic prominence declines with the increase of the learner's English proficiency level and each parameter has its own path of development. The results of the present empirical study lend further support to the view that language typology plays an important role in second language acquisition, and help both teachers and students to realize the importance of language typology. Chinese sentence structures provide explanations of unacceptable sentences found in the participants' compositions. Therefore, the results of this thesis can help Chinese learners of English to avoid mistakes of these types. The development pattern of each topic-prominent parameter can provide insightful guidance for English teaching in China.