本研究檢視論指動詞與副詞和否定詞互動的習得。對象為三語是法語的成人初學者:同時也是二語為進階英語的華人。來自語法判斷測驗的結論指出Bardel與Falk(2007)的二語階段因素假設(L2 Status Factor Hypothsis)提供了部分解釋，即母語習得的語跡是顯性的。針對影響三語習得初期的句法發展上，此假設二語習得的構詞句法(Morphosyntax)為首要因素。倚Schwartz和Sprouse(1944)，我們提出先前已習得的語言知識形成三語早期發展的遷移現象(transfer)以及三語早期的中介語語法中使用不同的資源因UG所造成的。

This study examines the acquisition of thematic verbs in relation to adverbs and negation by adult third language French beginners who were advanced L2 English learners of L1 Chinese. Results from a grammaticality judgment test indicate that the L2 Status Factor Hypothesis of Bardel and Falk (2007), which views acquired L2 morphosyntax as the primary factor affecting syntactic development in initial L3 acquisition, provides a partial explanation of the observed behavior in which traces of L1 influence are apparent. We propose that, following Schwartz and Sprouse (1994), previously acquired linguistic knowledge constitutes transfer in early L3 development and that early L3 interlanguage grammars involve the use of alternative resources made available by Universal Grammar (UG) instead.