Aboutness in a second language text: A large-scale study on topic reactivation by L2 Italian learners

Abstract

Objectives: The study reports adult L2 Italian learners’ and native speakers’ (NS) choices between null and overt subject pronouns in a written illustrated story. The aim of the study is to ascertain whether learners have different perceptions of the aboutness topic compared with NS. Methodology: A total of 338 adult L2 Italian learners having different L1s filled in the blanks of a written story by choosing between the null pronoun and the third-person pronoun lui “he.” Data and analysis: The outcome variable was learners’ and NS’ choices between null and overt pronominal subject. Independent variables were: “anaphora” (“null” or “pronominal”) and “position” (“intrasentential,” when the antecedent and the gap were in the same sentence, and “intersentential,” when the antecedent and the gap were in two separate sentences). Findings: When the antecedent and the gap occurred in adjacent scenes of the story separated by punctuation, L2 learners—unlike NS—tended to reactivate the overt subject pronoun. Learners’ proficiency, L1, length of instruction, and knowledge of verb morphology significantly modulated the results. Originality: Punctuation in written texts strongly affects the likelihood that L2 learners use anaphoric means to reactivate the topic. L2 learners’ perception of aboutness in discourse is less robust and more affected by topic shifts and interruptions. Implications: Null subjects in texts should be dealt with upfront in second language instruction. Syllabi should deal with the difference between the use of overt and null pronouns in discourse.