A Corpus-Based Study on the Use of the Be Passive Construction by Mandarin Chinese-speaking EFL Learners

Details

Supervisors

Gilquin, Gaëtanelle

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en linguistique, à finalité spécialisée: Linguistics and its Applications for a Multilingual Society

Abstract

Grounded on Granger’s (1996) ICM framework, this study set out to explore whether or not Mandarin Chinese-speaking EFL learners produce native-like passive constructions, as well as to investigate the role that the mother tongue (L1) of Mandarin Chinese-speaking EFL learners played in the acquisition of English be passive constructions. Based on a corpus-based approach, comparisons were made between three language varieties: the interlanguage of Mandarin Chinese-speaking EFL learners, native English and native Mandarin Chinese. These different types of comparisons provided possible explanations and interpretations for the differences or similarities observed between native English speakers and Mandarin Chinese-speaking EFL learners. Remarkable differences in the use of the passive in the interlanguage of Mandarin Chinese-speaking EFL learners compared to native English were found, in terms of frequency, lexical preference, passive type, and semantic prosody, while there were not significant differences in terms of the animacy of patients and agents, and the agency type. The interlanguage of Mandarin Chinese-speaking EFL learners were found to have unique features that differ systematically from both the learner’s native language (Mandarin Chinese) and the target language being learned (English). While there were some indications to support a role for L1 influence, they were not conclusively established. Before L1 influence could be firmly established, we therefore highly recommended that, a study similar to this one should be carried out while focusing on the behaviors of learners with different mother tongue backgrounds. This study also provided some insights into pedagogical implications. For instance, since passive and active constructions both have their own lexical preferences in English, students should be taught to use the verbs that are mostly or even only used in the passive or active voice.