Adequate language description in L2 research/teaching: the case of pro-drop language speakers learning L2 English

Taking the example of ESL learners' difficulties in resetting the pro-drop parameter, this paper explores the need for L2 research and teaching to be based on sound linguistic data and description. First of all, it reviews key studies on the acquisition of non-null arguments in English, focusing on the varying difficulties that speakers of different pro-drop languages face in the acquisition process. Secondly, it examines some major English grammar reference books and student textbooks, illustrating the inadequacy of the existing depiction of the English argument parameter. Finally, it suggests how a more accurate description can result in a better understanding of ESL learners' difficulties and lead to an informed pedagogy, tailored to the unique needs of learners of different L1 backgrounds.