Languages differ in the preferences for the interpretation of the scope relation between negation and a quantifier. This study investigates the understudied issue of how interpretive preferences associated with a quantifier scope in learners’ L1 and L2 affect their scope interpretations in L3 acquisition. Based on the current models of L3 acquisition, we tested which language, L1 or L2, exerts a stronger effect on the L3 acquisition of quantifier scope. To this end, the study involved two groups of multilingual children (11–13 years old) with different L1s (Chinese or Russian) but with the same L2 (Korean) and L3 (English). The participants completed truth-value judgment tasks designed to investigate their interpretation patterns for English sentences with negation and a quantifier (e.g., Tom did not cut all the trees). The results showed that both groups preferred the L3 interpretation similar to that preferred in their L2, but not in their L1, suggesting a potential L2 influence on L3 acquisition. The study evaluates L3 acquisition theories in light of these results.

中文翻译：

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L3英语儿童对否定和量词范围的解读

语言在解释否定和量词之间的范围关系的偏好上有所不同。本研究调查了学习者 L1 和 L2 中与量词范围相关的解释偏好如何影响他们在 L3 习得中的范围解释这一尚未研究的问题。基于目前的三语习得模型，我们测试了L1或L2哪种语言对量词范围的L3习得影响更大。为此，该研究涉及两组多语种儿童（11-13 岁），他们具有不同的 L1（中文或俄语），但具有相同的 L2（韩语）和 L3（英语）。参与者完成了真值判断任务，旨在调查他们对带有否定和量词的英语句子的解释模式（例如，汤姆没有砍掉所有的树）。结果表明，两组都更喜欢与他们的 L2 中偏好的 L3 解释相似的 L3 解释，但在他们的 L1 中却没有，这表明 L2 对 L3 习得的潜在影响。该研究根据这些结果评估了 L3 习得理论。