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\n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Investigating Iraqi EFL College Students’Ability of Parametric Resetting\u003Cbr>Mahdi I. Kareem al-Utbi*, Mawj K. Obeid Aljubory\u003Cbr>Department of English, College of Languages, University of Baghdad, Iraq\u003Cbr>Corresponding Author: Mahdi I. Kareem al-Utbi, [E-mail: mik_alutbi@colang.uobaghdad.edu.iq](E-mail: mik_alutbi@colang.uobaghdad.edu.iq) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This paper tries to answer whether Iraqi EFL college students are able to reset the parametric values of their native Arabic into those which suit English. It aims at enhancing Iraqi students’knowledge of some of the parametric values of English via tackling three parameters: Nullsubject parameter, Head-parameter, and Serial parameter. To achieve the aim of this study, Grammaticality Judgment Tasks are administered to sixty students of the fourth year at the Department of English- College of Languages/University of Baghdad for the academic year 2016-2017. The students’ responses have been corrected and statically analysed. The study concludes that Iraqi EFL students’ ability to reset parameters varies as to the parameter in question since they have succeeded to reset the Head parameter, but failed to reset the Serial parameter; this is accompanied by a partial ability to rest the Null-subject parameter. As well, it has further been revealed that Iraqi EFL students’inability to reset a parameter is due to negative transfer from Arabic to English, hence EFL learners need be exposed to extensive input data to encourage the resetting of parameters. |\n| Article history\u003Cbr>Received: December 11, 2017\u003Cbr>Accepted: January 25, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Arabic, English, Iraqi EFL, Parameters, Resetting |  |\n\nINTRODUCTION  \nHistorically, principles and parameters theory (henceforth PPT), originated in Chomsky (1981), has been a productive research program in the history of generative grammar. That is, in the nineteenth century the relationships between languages and groups of languages have been mainly described in terms of a common ancestry. By contrast, PPT is concerned with a theory of grammar that is applicable for all human languages. In other words, the grammar in such a theory is postulated to be an innate component of the human mind, hence it establishes the relationship between all languages, not only those that are related by common ancestry (Freidin, 2007:1) .  \nFurthermore, one of the main objectives of PPT is to provide an explanation for the logical problem of language acquisition. That is, how children come to have a complex grammatical knowledge that goes beyond the input commonly identified in their linguistic environment. In this instance, Chomsky postulates the existence of Universal Grammar (henceforth UG) . The question is then: where does such an abstract notion like UG come from? Chomsky believes that human beings are endowed with an innate language faculty that incorporates a theory of UG; UG in turn consists ofa set of universal principles supported by a set of universal parameters. The principles are wired into the language faculty,  \nhence they are available to all speakers, while the parameters have binary values, and each language sets the parameters toa value specific to itself (Cook and Newson, 1994:143) .  \nIn addition, Chomsky’s PPT plays a central role in the process of first language acquisition in the sense that the universal principles are innately endowed and so need not be learned by children. The child’s task then is limited to reset the parameters to the values appropriate to his language.  \nPPT also plays a role in SLA, but the main argument is whether L2 learners are capable to reset the parameters from the L1 values to the L2 values. Some argue that L2 grammar will only be ","cbCaimoLHa4CjC6F","https://ap.wps.com/l/cbCaimoLHa4CjC6F","pdf",570766,"English","# Abstract\n# Introduction\n## Principles and Parameters Theory (PPT)\n## Universal Grammar and parameter resetting\n## L1 vs. L2 parameter resetting in SLA\n# Parametric Variations Between English and Arabic\n## Null-subject Parameter","[{\"question\":\"What is the study trying to determine about Iraqi EFL learners?\",\"answer\":\"The study tests whether Iraqi EFL college students can reset parametric values from Arabic (L1) to English (L2) and how this ability differs by parameter type.\"},{\"question\":\"Which parameters are investigated in the paper?\",\"answer\":\"The paper investigates the Null-subject parameter, the Head-parameter, and the Serial parameter, using grammaticality judgment tasks to assess resetting.\"},{\"question\":\"What explains the students’ inability to reset some parameters?\",\"answer\":\"The paper attributes lack of resetting to negative transfer from Arabic to English, and concludes that learners need extensive input data to support parameter resetting.\"}]","Investigating Iraqi EFL College Students' Ability of Parametric Resetting - Research Paper | PDF",1792068081,18]