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＜departmental bulletin paper＞
How L2 Learners of Japanese Associate Verbs with Tense-Aspect Markers
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| Abstract | 日本語学習者が動詞とテンス・アスペクトマーカーをどのように結びつけるのかについては、従来アスペク卜仮説の枠組みから、活動動詞＋「テイル」、到達動詞＋「夕」という、動詞と「テイル／夕」との結びつきを明らかにした研究が多かった。しかし最近になって、特に「結果の状態」を表す「テイル」の用法では、同じ到達動詞に分類される動詞でも、動詞ごとに「テイル／夕」との結びつきの強さに異なる傾向が見られることが指摘さ...れている。本稿では、この指摘について、Shirai&Andersen(1995)のDistributionalBias Hypothesis を適用し、母語話者のインプットが学習者の「テイル／夕」の使い分けに影響を与えるという観点から説明を試みる。 This paper investigates how L2 learners of Japanese associate verbs with tense-aspect markers and tries to reveal the possibility that the input from Ll speakers of Japanese influence the learner's use of tense-aspect markers. Previous research on the acquisition of tense-aspect markers by L2 learners of Japanese have mainly used the framework of the Aspect Hypothesis (Shirai & Andersen 1995) to show a strong association between "Activity verbs" and teiru, and between "Achievement verbs" and ta. However, recent studies (Sugaya 2005, Shiokawa 2006) have pointed out that in "resultative" use, learners don't entirely follow the Aspect Hypothesis and associate some specific "Achievement verbs" with teiru. This paper applies the Distributional Bias Hypothesis (Shirai & Andersen 1995) and tries to explain the deviation from the Aspect Hypothesis by the input from Ll speakers of Japanese. The utterances of 30 Chinese learners・of Japanese and 30 Korean learners of Japanese are examined. As a comparison, the utterances of Ll spe~kers of Japanese are also examined. The result shows that the learners have a strong association between teiru with some "Achievement verbs" such as nokoru (残る），komu(滉む），hairu(入る）. In the speech of Ll speakers of Japanese, similar patterns of using teiru/ ta are found. The possibility that the Ll speaker's speech influences the learner's use of teiru/ ta is suggested. However, this result only shows the possibility of indirect correlation between learner's patterns and Ll speaker's patterns of using teirul ta. Further studies are needed to clarify a direct cause-and-effect relationship.show more |
| Table of Contents | 1 はじめに 2 日本語学習者のアスペクト形式の習得 2-1 アスペクト仮説による説明 2-2 「結果の状態」の習得 2-3 インプットの影響 3 研究目的と研究課題 3-1 研究目的 3-2 研究課題 4 研究資料 5 分析方法 5-1 動詞+「テイル/タ」 5-2 結びつきの強弱の定義 6 結果 6-1 母語話者のデータ 6-2 学習者と母語話者のデータ 7 まとめと考察 8 今後の課題 参考文献show more |
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| Created Date | 2021.10.14 |
| Modified Date | 2021.12.13 |