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Data from pre-intermediate (fourth-year) and upper-intermediate (seventh-year) learners were analyzed using comprehension and production tests, with quantitative and qualitative methods. Results show persistent difficulties beyond omissions, and distinct error profiles by proficiency level.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/can-the-pro-drop-parameter-account-for-all-the-errors-in-the-acquisition-of-non-referential-it-in-l2-english/595568/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/can-the-pro-drop-parameter-account-for-all-the-errors-in-the-acquisition-of-non-referential-it-in-l2-english/595568.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main research question of the study?","Question",{"text":63,"@type":64},"Whether the pro-drop parameter can account for all errors in L2 English acquisition of non-referential it, focusing on Russian learners.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were learners assessed in the study?",{"text":68,"@type":64},"Participants completed comprehension and production tests, followed by quantitative and qualitative analyses.",{"name":70,"@type":61,"acceptedAnswer":71},"Do learner errors consist only of subject omissions?",{"text":72,"@type":64},"No. All participants showed difficulties, and error patterns were not limited to omissions of non-referential it.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595568,1792192527,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Can the Pro-Drop Parameter Account for All the Errors in the Acquisition of Non-Referential It in L2 English?  \nElena Antonova-Ünlü  \nHacettepe University  \nAbstract  \nNumerous studies, examining the acquisition of non-referential it in [-pro-drop] English by learners of [+pro-drop] languages, have revealed that their participants omit non-referential subjects in English if their L1 allows null-subject position. However, due to the specificity of their focus, these studies have not considered other difficulties native speakers of [+prodrop] languages might encounter when learning non-referential subjects in English settingsand have given an impression that omission is the only error L2 learners make while acquiring non-referential subjects. The present study offers a detailed account of the acquisition of non-referential it by native speakers of [+pro-drop] Russian in a classroom setting, investigates which domains of use of non-referential it may cause difficulties for L1 speakers of [+pro-drop] Russian, and examines how error patterns related to the use of nonreferential it change with further exposure to the English language. To this end, the data are collected from two groups of Russian students, fourth- and seventh-year learners of English, who are at the pre-intermediate and upper-intermediate levels of English. The participants were asked to undertake comprehension and production tests. Quantitative and qualitative analyses are used in the study. The findings show that all the participants have difficulties related to the use of non-referential it, and error patterns made by the speakers of [+pro-drop] Russian are not limited to omissions of non-referential it. Moreover, error patterns observed in the students’data differ significantly among the groups. While the preintermediate fourth-year English learners mostly rely on their L1 and make literal translations from Russian, the upper-intermediate seventh-year learners, by and large, have problems in distinguishing between non-referential it and there and, due to this, make numerous errors in some domains.  \nRésumé  \nDe nombreuses analyses examinant l’acquisition du it impersonnel en anglais [-proomission] par des apprenants de langues [+pro-omission] ont révélé que ceux-cinégligeaient les sujets impersonnels en anglais, si leur L1 autorisait l’omission de ce type de sujets. Cependant, à cause de l’accent mis spécifiquement sur l’omission du pronomimpersonnel it, ces analyses n’ont pas considéré d’autres difficultés que l’apprenant d’une L1 permettant l’omission de sujets impersonnels pouvait éprouver pendant l’apprentissage de ces sujets impersonnels en anglais L2 . Ces analyses donnaient l’impression quel’omission était la seule faute commise par les apprenants de l’anglais L2 pendant l’acquisition du sujet impersonnel it. La présente étude offre une analyse détaillée del’acquisition du sujet impersonnel it en anglais L2 par des locuteurs dont la L1 est le russe [+pro-omission] . Cette étude, qui s’est déroulée dans le contexte de la salle de classe, aexaminé les domaines d’usage du sujet impersonnel it pouvant causer des difficultés aux apprenants de L1 russe [+pro-omission] et comment les patrons d’erreurs se transforment  \nThe Canadian Journal of Applied Linguistics: 18, 1 (2015): 21-41  \nCJAL * RCLA Antonova-Ünlü 22  \nlors d’une plus grande exposition à l’anglais L2 . Les participants consistaient de deux groupes d’étudiants russes apprenant l’anglais depuis 4 et 7 ans respectivement. L’un des groupes possédait un niveau préintermédiaire, tandis que l’autre était de niveau intermédiaire élevé . Des analyses quantitatives et qualitatives ont été utilisées pour examiner les résultats obtenus par les deux groupes de participants à des tests de compréhension et de production. Les résultats ont démontré que tous les participants ont éprouvé des difficultés basées sur l’utilisation du it impersonnel et que les patrons d’erreurs effectuées par les locuteurs de L1 russe [+","cbCaiiIrfqUHW92t","https://ap.wps.com/l/cbCaiiIrfqUHW92t","pdf",307393,21,"English","# Abstract\n## Research focus\n## Method and participants\n## Findings\n## Error patterns by proficiency","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"Whether the pro-drop parameter can account for all errors in L2 English acquisition of non-referential it, focusing on Russian learners.\"},{\"question\":\"How were learners assessed in the study?\",\"answer\":\"Participants completed comprehension and production tests, followed by quantitative and qualitative analyses.\"},{\"question\":\"Do learner errors consist only of subject omissions?\",\"answer\":\"No. All participants showed difficulties, and error patterns were not limited to omissions of non-referential it.\"}]","Can the Pro-Drop Parameter Account for All the Errors in the Acquisition of Non-Referential It in L2 English | PDF",1792081398,53]