翻訳文における日本語の助詞の誤用−L3産出をめぐって−

翻訳文を用いてL3としての日本語産出におけるL1とL2の影響を調査した。対象は、日本語と類似性の高い朝鮮語を母語（L1）とし、文法的に日本語と異なる体系をもつ中国語をL2（母国語）とする中国朝鮮族である。調査内容は日本語の助詞「に」、「で」、「は」、「が」、「から」である。また、正用・誤用をめぐり、漢民族（中国語母語話者）日本語学習者との比較を行い、その相違点を考察した。結果、朝鮮族の場合、母語による誤用が著しく、誤用タイプにおいて漢民族（中国語母語話者）と異なるものが多い。

Native Japanese speakers' perception of English back vowels: Examining Flege's (1995) and Best's (1995) models of the acquisition of L2 speech sounds

The present study examined two models of acquisition of nonnative segmentals, Flege’s (1995) Speech Learning Model and Best’s (1995) Perceptual Assimilation Model, focusing on Japanese learners’ perception of English back vowels. The results indicated that /A/ and /?/ are more difficult than /o/ and /A/ for the Japanese learners to identify correctly. Furthermore, error analysis revealed that three pairs (/o/-/?/, /A/-/?/, /A/-/A/) are confusing. These results seem to comport with the predictions made by Best’s model.

Case marker drop phenomena in L2 Japanese

The present paper reports Case-drop phenomena of JFL learners’ Japanese in OPI data from KY-Corpus and two local OPI testers. By examining both transitive and stative constructions, the results showed that there was a subject-object asymmetry in their Case marker drop. A closer look at the data, however, revealed that this subject-object asymmetry is quantitatively and qualitatively different among proficiency levels, in particular, in the stative construction. We interpret the results as JFL learners taking conservative, piecemeal acquisition steps in learning Case marker drop.

"Be" Overgeneration in Second Language Acquisition: A Comparison between L2 English and L2 French

This study is an attempt to explain “be” overgeneration errors from the viewpoint of current linguistic theory. Following Ionin and Wexler (2002), I propose that overgenerated “be” forms are instances of agreement and
tense features. The results of my experiment show that Japanese-speaking learners of English produce “be” overgeneration errors more frequently than Japanese-speaking learners of French. These results have following implications that 1) the grammars of second language learners represent the functional category T, and 2) the Verb Movement Parameter is set to the appropriate values for the target language in the early stages of second language acquisition.

The Acquisition of Why by Japanese Advanced Learners of English

Investigating interpretations of multiple wh-questions involving why in complex sentences by 19 post-childhood Japanese advanced learners of English, the present study argues that they cannot acquire the distributional characteristics of why in multiple wh-questions and they transfer those of naze (the Japanese counterpart of why) to why in their English.  From the viewpoint of scope of wh-phrases, these findings support Hawkins and Hattori's (2002) claim that such Japanese subjects move wh-phrases in English by scrambling to [Spec, FocP] rather than syntactic wh-movement to [Spec, CP] because of the inaccessibility to a strong [wh] (or [Q]) feature on an interrogative C.

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Factors affecting the processing of relative clauses by L2 learners

This study investigates how the order of the filler and the gap in L1 affects the processing of Japanese relative clauses by JSL learners of four L1 groups : Chinese,  Shinhala, Vietnamese, and  English.  The preliminary results from a listening comprehension test indicate that the last two groups who have to switch from the filler-gap order in L1 to the gap-filler order were less accurate than the first two in processing Japanese relative clauses, but that this difference in accuracy appears to be dominant only for the subject-gap RCs, but not for the object-gap RCs.

Exploring the Properties of the L2 Parser: A View from Processing of Relative Clauses

Felser, Roberts, Marinis & Gross (2003) argued that L2 processing differs from L1 processing in that L2 learners can use lexical information, but not structural information. The present study examines Felser et al.’s claim in L2 processing of subject and object relative clauses, in which we can clearly test the use of both structural and lexical information. Native speakers and advanced Japanese-learners of English took a sentence complexity rating questionnaire. The results indicate that both structural and lexical information are used in L2 processing, suggesting that L2 processing is similar to L1 processing, in contrast to Felser et al.'s claim.

Explaining full and partial success in the acquisition of second language grammatical properties

A frequent observation in the second language (L2) literature is that some properties which differ between a speaker's first language and the L2 are easy to acquire, while others remain persistently problematic. For example, Chinese does not distinguish pronouns for Case as English does (she (nominative) vs her (accusative)), and nor does it have tense affixes associated with the verb, as in English (walk vs walk-ed). Yet Chinese speakers appear to have no difficulty producing the Case contrast fully successfully. They can have persistent problems, however, producing inflected past tense verbs, often omitting the inflection (Lardiere 1998a; 1998b). Similarly, Chinese and Japanese allow null subjects or objects, whereas English does not. Yet it appears that Chinese and Japanese speakers establish very quickly that English does not allow null subjects while continuing to accept null objects even into advanced proficiency (Yuan 1997). This is in interesting contrast to speakers of Spanish and Italian, which are also null subject languages. These speakers take longer to realise that English requires obligatory subjects.

Universal Grammar (UG), a theory of the human language faculty proposing that some aspects of linguistic knowledge are innate while others have to be fixed on the basis of experience, has proved to be a rich source of hypotheses about second language acquisition in recent years. In this talk I will compare two approaches within a UG framework to explaining cases of `full' and `partial' success of L2 learners, like those described above. One approach considers that L2 speakers are always fully successful in establishing appropriate mental representations for L2 properties (given enough exposure) but have difficulty accessing that knowledge under certain circumstances. The other claims that L2 speakers' representations for some properties are different from those of native speakers of the target language, and it is this that gives rise to different surface effects.

Whichever of these approaches turns out to be correct has important implications for our understanding of where difficulty arises for second language learners. Do they have difficulty accessing already-established grammatical knowledge, or do they have difficulty establishing some areas of grammatical knowledge in the first place?

Symmetry or asymmetry? - An event-related potential (ERP) study on the language processing of Chinese and Japanese bilinguals

The study investigated how symmetrically Chinese and Japanese bilinguals process their bilingual languages. The processing mechanism was examined using event-related potentials (ERPs). In the P200 component, the effect of verb phrases was not observed in Chinese but in Japanese. Although N400 appeared about 40ms slower in the Japanese processing, both the language conditions showed the effects of verb phrases. N400, appearing during the processing of semantically deviated words, was observed in both Chinese and Japanese processing. The results imply that the bilinguals display performance related to semantic deviation judgments for both languages while Japanese processing required heavy orthographic-phonological interface.

第二言語における読解の表象命題構造と背景知識及び語彙知識の関わり

L2読解において読み手の知識を研究対象とすると，L1と異なり語彙知識と背景知識の獲得は方法も時期も異なり，複雑なタスクが多い．本研究は，読解を意味命題表象の構築と定義した上で，語彙知識，背景知識，一般的語学力と，読解の要因関係をモデル化しようと試みるものである．実験を4つ行い，語彙知識と一般的語学力はテキスト記憶表象と強い双方向の因果関係を持ち，背景知識は心内モデルと因果関係を持つことが示された．語彙知識は心内モデルの生成にも影響を与えることが示された．また，背景知識は命題のマクロ化に貢献し，語彙指導はミクロ命題の量は増やすが，テキストレベル以上の表象の生成には貢献しないことが明らかになった．

Alternate 1:

Mariko Sakamoto(Kagoshima National College of Technology)

The acquisition of dative alternation in English as a second language: focusing on speed and acceptability

This study examined two questions concerning Pinker (1989)’s broad- and narrow- range rules model with a focus on dative alternation. The first question was how Japanese-speaking learners of English judge the un/acceptability of the dative constructions. The second questions was whether their response time of the judgment is different under the conditions of objects (i.e. double-object or prepositional datives) or semantics-syntax properties of dative verbs. A grammaticality judgment
test on the computer was carried out. Results will be discussed in the presentation.
Reference:
Pinker, S. 1989. Learnability and Cognition: The Acquisition of Argument Structure, Cambridge, Mass: MIT Press.

Alternate 2:

Yuhko Kayama (McGill University)

Adjunct/Argument relativization in L2 Japanese

This study investigates the acquisition of adjunct and argument relativization in L2 Japanese. Adjunct relativization from an embedded relative clause is not allowed in Japanese, though it is possible in English. In this paper, it is assumed that such a difference between the two languages comes from the presence or absence of pro. The Full Transfer Full Access (FTFA) Hypothesis is tested with L2ers of Japanese whose L1 is either English or Korean. Preliminary results indicate that both groups of learners treat argument and adjunct relativization differently, suggesting that L2ers can reset parameter values, favouring the FTFA Hypothesis.

日韓両言語における発話の重なりに関する一考察

本研究は、日本語と韓国語の自然発話データを用いて、重なりに注目して分析を行った。収集した発話データは、使用言語と談話モードを変数にして収集した。まず、使用言語については、同文化内の母語話者同士、異文化間の母語、異文化間の外国語について日韓両言語母語話者それぞれ3通りの組み合わせを作った。次に、談話モードについては、4人1組のグループディスカッション、1対1の対面会話、1対1の電話による非対面会話の3通りとした。発話データのうち、15分間を文字化して数量的調査を行った。具体的な分析内容は、重なりの頻度、重なりが起こる原因の種類、重なりに占めるあいづちの割合、重なりによる話者交替の割合を調査した。

習得過程を説明する言語習得モデルについて(1)

本発表では, 学習者の習得過程を説明すると共に, 言語習得理論上の主たる概念を統一的に扱える汎用モデルを提案する.本モデルは, コンピュータをイメージして構築され,Chomskyの言語習得装置を内包している. つまり, 「学習者は普遍文法を駆使して第二言語を習得する」という立場を採る. この立場を採るモデルにとって,
「母語話者と同様な習得過程や習得結果が得られないのはなぜか？」という深刻な問いが存在するが, 本モデルはこの問いにも十分答え得る.また, 学習者の習得過程を把握し, 発生しやすい中間言語を予測することも可能である. 本モデルの機能や振る舞いの一部について検証を与え, 更なる発展性や利用法を考察する.

Adjunct/Argument relativization in L2 Japanese

This study investigates the acquisition of adjunct and argument relativization in L2 Japanese. Adjunct relativization from an embedded relative clause is not allowed in Japanese, though it is possible in English. In this paper, it is assumed that such a difference between the two languages comes from the presence or absence of pro. The Full Transfer Full Access (FTFA) Hypothesis is tested with L2ers of Japanese whose L1 is either English or Korean. Preliminary results indicate that both groups of learners treat argument and adjunct relativization differently, suggesting that L2ers can reset parameter values, favouring the FTFA Hypothesis.

英語の連続循環wh移動の理解ー予備実験の結果から

本発表は、日本人の高校生が英語の連続循環wh移動をどのように理解しているのかについて、筆者が実施した実験の結果に基づき報告するものである。特に、日本人の高校生は短距離のwh移動を理解・生成できるが、長距離のwh移動をほとんど生成できない、という点に焦点を絞って発表を進める。また、被験者の誤答を分析することによって、日本人の高校生がwh移動についてどのような中間言語の過程を持っているのか、という点に関しても検討する。さらに、長距離wh移動を理解していると考えられる被験者が、連続循環wh移動を理解できるかどうかについて調査した結果を、本発表のまとめとして提示する。

時制はどう習得されるか　― 従属節を中心に

従属節において、日本語は基本的にアスペクト（aspect）を中心に動詞の形式が決定されるのに対して、英語は時制（tense）の違いによって時間的な構成がなされる（Comrie 1985）。このような二言語の相対的な言語差に基づく母語の干渉があるという報告がある（水谷1985；吉川1995）。これに対して、生成文法の立場に立つ第二言語習得研究では、母語の干渉を受けながらも、基本的に母語に関わらない普遍文法に基づいて獲得されると想定する（Schwartz & Sprouse 1996；Slabakova & Montrul 2002)。本研究は、後者の立場から、日本語母語話者の英語学習データを基に、日英言語間における機能範疇の違いを考察し、英語の従属節における時制とアスペクトの習得過程を明らかにしたい。

ナラティヴ分析―トピックの導入、維持に関する日英比較を通して

本研究では、日英バイリンガル児童が日本語・英語で語ったナラティヴ・データを比較・分析し、日英両語でどのようにトピックを導入、維持するかということに焦点を当てる。バイリンガル児童によるナラティヴ・データには�@主語は何か、�A主語が完全な形の名詞句、代名詞句、省略等どのように表現されているか、�B登場順序（主語が初登場か、２番目の登場か、再登場か、継続的な登場か）の3点からコードをつけ、各登場順序で日英両語の各名詞句の使用間に相関が見られるかどうかを検証した。日英両語の間に統計的に有意な相関が見られたのは、�@完全な形の名詞句と�A英語の代名詞句及び省略と日本語の省略であった。こうした結果が示唆しているのは、ナラティヴでのトピック維持に関する普遍的な法則が存在するという可能性である。

言語における普遍要素としての『定・不定（DEFINITENESS/INDEFINITENESS）』の認識

日本語の助詞の「は」と、英語の定冠詞theと不定冠詞a(n)に焦点を当て、日本語と英語において、意味機能としての「総称（GENERICNESS）・特定（SPECIFICITY）・非特定（NON-SPECIFICITY）」の表現方法に、どの程度、類似性があるかを探究する。まず、それぞれの統語形式が三つの意味機能と相互作用する上での類似性と相違性を理論的に調べ、次に、それぞれのシステムが言語使用データの中でどのように反映されているかを探る。結果は、日本語の「は」が、部分的に「総称」と「特定」を表わしていることを示した。

英語使役構文の受動態化における日本人英語学習者の母語干渉に関する一考察

日本語には、使役構文を含め一般に無生物主語が避けられる傾向がある。一方、英語では無生物主語も使役構文に用いられる。しかしながら、英語では無生物主語を持つ使役構文は受動態を持たないが、日本語では無生物主語を持つ使役構文に対応する受動態がありうる。従って*She was made to cry by the accident. のような構文を容認することが予測される。本研究では、日本人英語学習者のもつ言語知識が英語使役構文の文法性判断に際してどのように干渉するかを確率的最適性理論及び語彙機能文法の枠組みで検証する。

Possible obstacles to the acquisition of Japanese conditionals

The acquisition of Japanese conditionals is regarded to be one of the most complicated items for foreign learners of Japanese to acquire. Previous literature has pointed to numerous restrictions that apply to the use of the four connectives to,tara,ba,nara, but few studies have approached these restrictions from a learnability viewpoint. Based on an experimental study among English-speaking learners of Japanese,the present study tests whether three particular restrictions on the use of to, tara, ba,nara recurrently claimed in previous literature (modal, sequential and causal restriction) represent real obstacles to the acquisition of Japanese conditionals.

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