All the functions of the definite, indefinite and null article are taken into consideration in the experiment.
The L2_SA learners show only 46% correct use of the definite article, that is almost 50% less than that of the native speakers. These learners have used the indefinite article in one-third cases. They also show a tendency to omit the use of any article in a considerable number of instances.
The performance of this group can be compared to the performance of L2_UK learners. This is a mixed immersion + Classroom instruction group.. The scores of this group almost match the scores of the control group of NS. They exhibit similar scores in the use of definite and indefinite articles. Only in negligible cases, the null article is used by this group.
But both learner groups have used the indefinite and null articles for unique entities, unlike the native speakers. The difference between the scores of learner groups and control group is not very significant.
Expression of definiteness of a NP that has not been mentioned before, but which is characteristically associated with another NP which may be indefinite, seems to be the most difficult to understand on the whole.
ANALYSIS: The difference in the scores of control group and L2_Sa learners is quite significant. The scores of control group and L2_UK group are almost similar and they have performed better than the NS in case of use of indefinite article in the association category.
Except in case of use of definite article ‘the’ to express definiteness of unique entities, even native speakers show a tendency to use the indefinite or null article instead of ‘the’. Although half the responses of L2_SA learners is the choice of definite article in all three categories, considerable use of indefinite article and null article is observed in their case.
Hence, we can say that definiteness is successfully transferred to L2
The following tables show the article selection percentage in four different contexts: the Definite Count context, definite mass context, Indefinite Count context and indefinite mass context respectively. The percentage scores of NS (Native speakers) who served as the control…
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