In this reply, I address certain issues raised by Schwartz and Gubala-Ryzak (1992), who argue that White (1991a) is mistaken in claiming that negative evidence can lead to parameter resetting in L2 acquisition. I suggest that, although Schwartz and Gubala-Ryzak's reanalysis of White's findings solves a number of empirical and conceptual problems, their analysis raises new problems in its turn. Empirical evidence from French learners of English is presented which suggests that positive L2 data do not guarantee the loss of L1 parameter settings. The implications of this finding are discussed.
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