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nd that null subjects in his ILG are merely limited to uninflected  contexts  and  overt  pronominal  subjects  are  all  nominative.  However,  null subjects  disappear  rather  earlier  than  uninflected  forms  whose  rate  is  high  over  the entire  period.  Moreover,  his  correct  use  of  3sg  –s  to  a  large  extent  is  indicative  of  the knowledge of 3rd person singular present-tense marking. Therefore, it is concluded that there is not a deficit in his syntactic knowledge of T, as his uninflected verbal forms are Missing Inflections. Four years later, Haznedar (2001), by investigating the acquisition of  English  inflectional  system  by  a  child  L2er  of  English,  explores  the  mapping between syntactic and morphological processes in child SLA. Based on the same data in Haznedar  (1997),  the  properties  of  Erdem’s  L2  data  concerning  IP-related  functional elements  are  analyzed,  which  shows  that  despite  the  missing  of  some  IP-related functional  elements  (tense  morphology),  the  L2er  can  realize  other  syntactic  and morphological  operations  including  the  functional  projection  IP. 
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Chapter Three   RESEARCH METHODOLOGY .......... 27 
3.1 Research Questions ............ 27 
3.2 Corpus and Relevant Software .... 27 
3.2.1 Introduction of SWECCL ............ 28 
3.2.2 Statistical Software ............ 28 
3.3 Data Collection and Analysis ....... 29
Chapter Four   RESULTS AND DISCUSSION ............. 33 
4.1 Results ............ 33 
4.2 Discussion ...... 42 
Chapter Five   CONCLUSION ........... 58 
5.1 Major Findings of the Study ........ 58 
5.2 Implications ............. 60 
5.3 Limitations of the Study and Suggestions for Further Research ............. 61 

Chapter Four  RESULTS AND DISCUSSION 

4.1 Results

In order to have a full and comprehensive understanding of how Chinese L2ers of English acquire English functional category T, the results of this research are presented in  four  subparts,  namely,  4.1.1  suppliance  of  verbal  inflection  in  obligatory  contexts, 4.1.2  use  of  nonfinite  verbal  forms  in  nonfinite  contexts,  4.1.3  placement  of  thematic verbs and 4.1.4 subjects in finite clauses.For the purpose of investigating how English majors acquire functional category T, we first explore their use of verbal inflection in present and past obligatory contexts. After  analyzing  the  frequencies  of  regular  and  irregular  verbal  forms  used  in  the  90 untimed written texts respectively, we discover that the errors made by our subjects can be classified into two classes: confusion and omission. Here, we consider the two 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。