Grammatical knowledge and contextual use of English cleft constructions by Pakistani ESL learners across L2 proficiency levels and learning styles

Cognitive linguistics approaches agree that the frequency of constructions in the language input positively impacts language acquisition. Some grammatical constructions are not frequently used in English language input. Among these are cleft (It-cleft, wh-cleft, and reverse wh-cleft) constructions. Second language learners may encounter greater difficulty in forming cleft constructions. The study aimed to examine the grammatical knowledge and contextual use of English cleft constructions by Pakistani ESL learners across L2 proficiency levels and learning styles (Fielddependent/ Independent). The study also finds out the main and interaction effects of language proficiency and learning style on the grammaticality judgment task (GJT) and the acceptability judgment task (AJT). It is predicted that Pakistani ESL learners with different L2 proficiency levels significantly have grammatical knowledge of cleft constructions and give a higher acceptability to the felicitous context than the infelicitous contextual use of cleft constructions. The study addressed the main research question: 1. To what extent are Pakistani ESL learners with different L2 proficiency levels and learning styles able to correctly judge English cleft constructions in the grammaticality judgment task? The research employed the cross-sectional study design. A sample of 390 respondents with different L2 proficiency levels and learning styles were recruited from the selected institutions of higher learning in Lahore, Pakistan, using a stratified random sampling technique. There were 130 students in each L2 proficiency group. Diagnostic data were collected using the Oxford Placement Test and the Group Embedded Figure Test. The Oxford Placement Test determined the language proficiency levels of the respondents. The Group Embedded Figure Test classified the respondents into field- dependent and field-independent learning styles. Target data were collected using the grammaticality judgment task and the acceptability judgment task. The grammaticality judgment task measured Pakistani ESL learners’ grammatical knowledge of cleft constructions and acceptability judgment task measured their felicitous and infelicitous use of cleft constructions. A TWO-WAY MANOVA also measured a significant main and interaction effect of L2 proficiency levels and learning styles on GJT and AJT. A stepwise multiple regression analysis was also applied to identify the variance in GJT contributed by L2 proficiency levels and learning styles. The study supported the predictions that Pakistani ESL learners significantly gave higher acceptability judgment to the felicitous cleft constructions as compared to the infelicitous contextual use of cleft constructions. The results showed a significant main and interaction effect of L2 proficiency levels and learning styles on GJT and AJT. Language proficiency levels and learning styles had a combined effect on Pakistani ESL learners’ grammatical knowledge and contextual use of cleft constructions. The results of regression analysis showed that language proficiency is a significant contributor of variance in GJT. Finally, the current research will contribute to the literature of SLA particularly acquisition of cleft constructions in felicitous and infelicitous context. Usage-based approaches, construction grammar and cognitive linguistics theoretically support the results of the study. ESL learners’ acquisition of linguistic knowledge is gradual and results in frequent use and awareness of cleft construction in English language. The study design and self-developed GJT and AJT may render methodological implications for the prospective researchers, who want to investigate further dimensions of cleft constructions.

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