Verb Phrase Ellipsis and Reflexive Anaphora Resolution in Second Language Acquisition: A Study of Spanish Learners of English

This paper analyses the choice of sloppy and strict interpretations of reflexive anaphora in verb phrase ellipsis from the perspective of Relevance Theory (RT) (Sperber and Wilson 1986, 1995, 2002, 2008; Wilson and Sperber 2002, 2004). Forty-four Spanish learners of English and 29 native speakers of...

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Bibliographic Details
Published in:Miscelánea - Departamento de Filología Inglesa y Alemana, Universidad de Zaragoza Universidad de Zaragoza, 2019-01, Vol.59 (59), p.71-94
Main Authors: Gandón-Chapela, Evelyn, Gallardo-del-Puerto, Francisco
Format: Article
Language:English
Subjects:
Allusion
Ambiguity
Anaphora
anáfora reflexiva
elipsis verbal
Ellipsis
English as a second language learning
Grammar
Information processing
inglés como L2
interpretación estricta
interpretación laxa
L2 English
Language acquisition
Linguistics
Literary devices
Narrative techniques
Pragmatics
Predicate
Publishing
Publishing industry
reflexive anaphora
Reflexivity
Relevance Theory
Second language learning
sloppy reading
Spanish language
strict reading
Syntactic processing
Syntax pragmatics interface
Teoría de la Relevancia
Theory
Verbs
VP-ellipsis
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Summary:This paper analyses the choice of sloppy and strict interpretations of reflexive anaphora in verb phrase ellipsis from the perspective of Relevance Theory (RT) (Sperber and Wilson 1986, 1995, 2002, 2008; Wilson and Sperber 2002, 2004). Forty-four Spanish learners of English and 29 native speakers of English were administered two judgement tasks designed to gauge the effect of the Communicative Principle of Relevance on their interpretation of reflexive anaphora in bare, referential and non-referential contexts. Results showed that, in accordance with this principle, the sloppy interpretation is favoured in bare and non-referential contexts, while strict readings prevail in referential contexts, these preferences being less marked for L2 learners than for native speakers. Moreover, the sloppy interpretation is chosen more frequently when native speakers are given a non-referential context, whereas it decreases when L2 learners are provided with the very same context, indicating that the syntax-pragmatics interface makes up an information processing load and acts as a distractor for L2 English learners.
ISSN:1137-6368
2386-4834
DOI:10.26754/ojs_misc/mj.20196340