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The usage-based research paradigm in second language acquisition (SLA) has become a research hotspot in recent years. The “usage-based” acquisition view holds that vocabulary, syntactic structure and semantics are inseparable, and these modules are interrelated and influence each other in the process of using (Tyler 2010; Zheng 2018). L2 interface research is aligned with the view of the usage-based paradigm. It advocates that language competence is composed of several modules, such as syntax, semantics and pragmatics, and the interaction between these modules forms the interface (Ramchand & Reiss 2007). Sorace and his colleagues (2006, 2011) put forward the interface hypothesis (IH) and pointed out that language acquisition problems often arise on interfaces, and the external interfaces are more difficult to be acquired than the internal ones.

Second language learners need to integrate syntactic and pragmatic (discourse) knowledge when acquiring linguistic structure at the external interface. Syntax-discourse interface is a kind of typical external interface. White (2011) suggested that the interface between syntax and discourse may be of most interest to the study of second languages. When L2ers acquire a language structure on the syntax-discourse interface, they should not only acquire its syntactic form but also understand its information status in the discourse.

1.2 Research Objectives

From the viewpoint of “usage-based” second language acquisition, this research aims to explore in-depth learners’ acquisition status of English LD at the syntax-discourse interface. By collecting data on learners’ comprehension and production of English LD, the study intends to examine whether Chinese learners of English can reach the proficiency level of native speakers in the acquisition of LD, and what native-like or non-native-like acquisition features they possess. The study also compares learners at different proficiency levels and tries to find out what kind of developmental trends learners have when they acquire knowledge on the syntax-discourse interface. Finally, through the semi-structured interview, this research explores the influencing factors that help or hinder the successful acquisition of LD by learners. Meanwhile, the current research also aims to provide data support for further refinement of the interface hypothesis. It seeks to contribute to the development and practical application of second language theory.

In addition, by systematically investigating the acquisition of English LD on the syntax-discourse interface by Chinese learners, the research also attempts to provide implications for the teaching of syntax-discourse interface knowledge. It hopes to provide a reference for the compilation of English syllabus and teaching materials so that teachers can adjust teaching methods in real-time and achieve better teaching effects. The examples of English LD in real contexts included in the research materials also offer an authentic corpus for students to acquire the structure.

Chapter Two Literature Review

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