The categorization of the relative complementizer phrase in third-language English: A feature re-assembly account
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Bibliographic record
Abstract
Research questions: The study considers (1) the nature of multilingual transfer in the pre-intermediate stage of third-language (L3) English and (2) the upper limit of L3 ultimate attainment with respect to the acquisition of definite and indefinite restrictive relative clauses. Methodology: The methodology used was four-point scale acceptability judgment tasks testing (un)-grammatical relative sentences. Data and analysis: The accuracy scores of two control groups of French ( n = 15) and English ( n = 12) natives and two groups of pre-intermediate ( n = 11) and advanced ( n = 15) adult learners of L3 English are submitted to parametric statistical analysis. Findings: The results of the pre-intermediate L3 learners indicate that the relative complementizer phrase structure is available as a block from the earlier stages, while the feature matrix of the complementizer is a hybrid of first-language (L1) Arabic and second-language (L2) French features [EPP, ±definite, –wh]. The L3 interlanguage at this stage presents simultaneous L1 non-facilitative and L2 facilitative transfer effects. The performance of the advanced L3 learners shows that they can successfully re-assemble the features of the complementizer matrix substituting the target [–wh] for the native [±definite]. Originality: This article uses a novel language triplet L1 Arabic–L2 French–L3 English to investigate the L3 acquisition of restrictive relatives in a formal foreign language context. The focus is on the interplay between the (in)-definiteness of the head noun and the nature of the complementizer. Significance/implications: The study extends the viability of Lardiere’s feature re-assembly account of L2 acquisition to L3 acquisition. The (in)-definiteness of the head noun of the relative clause needs adequate attention in language teaching, like the much-highlighted aspects of resumption.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it