Second Language Vol.1 May 1, 2002
| TABLE OF CONTENTS | |||
| PartⅠ | |||
| 1. | FOREWORD | ||
| Tomohiko SHIRAHATA | |||
| 2. | SPECIAL CONTRIBUTION | ||
| A Linguistic Approach to the Study of Language Acqusition William O’GRADY (University of Hawai'i) |
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| PartⅡ ARTICLES | |||
The Effect of Explicit Instruction on Modality Use in L2 Academic Writing
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| PartⅢ | |||
| 1. Members 2. Publication by the members 3. Regulations 4. Notes for contributors |
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| Abstract:
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| The effect of explicit instruction on modality use in L2 academic writing 第二言語ライティングにおけるモダリティ使用に明示的教示が及ぼす影響について |
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The purpose of the present study is to examine the effect of instruction on pragmatic development in second language (L2) writing. Wishnoff (1999) investigated the effect of instruction on L2 pragmatic acquisition in writing with a particular focus on the functions of hedges, such as modal verbs, modal adverbs, and lexical verbs. The result shows that there are two main effects and an interactional effect. This research particularly focuses on the development of modal words which function as aggravating and mitigating the argument in academic writing. The participants for this research were undergraduate students who were taking an ESL writing course as a requirement. In the immediate-post test, students in the experimental group, who received explicit instruction on modality, use significantly outperformed the students in the control group, who received zero treatment. However, the durability of the instructional effect and the effect of different types of instruction (explicit/implicit/zero treatment) still remain to be explored in further studies. |
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| 本稿の目的は、第二言語のライティングにおけるモダリティ使用が、明示的な教示によりどのような影響を受けるかを実験的なアプローチを用いて調べることである。明示的な教示により、法動詞、法副詞、（モダリティの要素を含む）動詞等、hedgesの使用が、促進されるという実験報告がある （Wishnoff, 1999）。本稿は、「モダリティ表現のhedgesとしての機能に加え、aggravationとしての機能も明示的な教示によって習得されるか」、という点も実験の目的に加えて、これまでの先行研究に新たな視点を加えようと試みる。実験の参加者は大学でESLのライティングコースを取っている留学生で、ある学期中の2週間の期間をつかって実験を行った。実験グループとコントロールグループのライティングを実験後に比較すると、実験グループのモダリティ使用がコントロールグループを上回っており、その差は有意差であった。しかし、教示の影響がどの程度の期間持続するか、またどのような教示法がより有効かという点はこれからの研究に委ねられる。 | |||
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| Uneasiness with the Easiest: On the Subject-Verb Order in L2 English 基本文型に潜む困難：第二言語としての英語に於ける主語＋動詞の語順について |
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| The canonical Subject-Verb order with intransitive verbs is sometimes regarded as ungrammatical and avoided in production by L2 learners of English (Hirakawa, 1995; Kellerman, 1978; Yip, 1995). Assuming that the phenomenon was limited to verbs that alternate in transitivity, Kellerman (1979) suggested a pragmatic account based on McCawley’s (1978) theory of conversational implicature pertinent to such verbs. His account, however, not only has theoretical problems but also fails to capture the phenomenon in its entirety in the face of new data that show it affects non-alternating verbs as well. Despite the apparent resemblance, the phenomenon cannot be squarely equated with the extensively researched Avoidance, either?(cf. Kamimoto, et al, 1992; Kleinmann, 1977; Schachter, 1974; Seliger, 1989). This paper argues that the phenomenon in question is a reflection of learning problems inherent in the non-native acquisition of English intransitive verbs and should be investigated in relation to other L2 phenomena such as the well-known overpassivization of unaccusatives (Balcom, 1997; Hirakawa, 1995; Oshita, 2000b; Yip 1995; Zobl, 1989). | |||
英語自動詞の基本文型である主語＋動詞の語順は、時として学習者によって非文法的と見なされ、その使用が避けられることが知られている(Hirakawa, 1995; Kellerman, 1978; Yip,1995). |
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| The Acquisition of Japanese Binding Form, Zibun by English-Speaking Children 英語母語話者による日本語束縛形式「自分」の習得 |
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| This paper examines the relationship between the acquisition of subject-orientation (SO) and long-distance (LD) binding of the Japanese anaphor zibun (“self”) by English-speaking children acquiring Japanese as a second language (L2). These factors address the learnability problem of L2 acquisition. Zibun allows LD binding as well as local binding, which means that zibun does not always take its antecedent within its relevant local domain. Another property of zibun is that it is a subject-oriented anaphor, which requires the antecedent of zibun to be a subject. In contrast, the English anaphoric forms, such as himself, do not allow LD binding and are not subject-oriented. Thus, if the initial state of an L2 learner’s Japanese is influenced by his L1 (English), and he has access only to positive evidence, he will acquire LD binding in zibun with little difficulty, but he will have trouble acquiring [+SO] in zibun, because some form of evidence is needed to tell him that [-SO] is not allowed for zibun. This paper addresses this issue based on longitudinally collected L2 data from 12 English native-speaking children living in Japan. The results show that the L2 Japanese learners resemble L1 learners of Japanese in their acquisition of zibun despite the fact that they have already acquired English as an L1. One possible explanation for the absence of L1 influence is that the L2 learners fail to associate the L2 form zibun with corresponding reflexives in the L1 because they exhibit very different grammatical behaviors. Consequently, L2 learners follow the same acquisition path that L1 learners do. | |||
本論文は、日本語の束縛形式である「自分」の持つ特性、主語指向性と長距離束縛性の関連を、第２言語として日本語を習得する英語母語話者の子どもを対象に調査したものである。「自分」における主語指向性と長距離束縛性の問題は、学習可能性の問題とも深く関わってくる。英語の照応形（himselfなど）は、主語指向性はなく、長距離束縛性もない。したがって、英語を母語とする日本語学習者は、母語からの干渉を考えれば、肯定証拠のみで習得可能な「自分」の長距離束縛性は習得が容易で、否定証拠を必要とする「自分」の主語指向性は習得が困難という予想が立てられる。12名の被験者を縦断的に調査した結果、主語指向性が必ずしも長距離束縛性よりも習得困難ではないことが判明した。このような習得過程の１つの説明は、英語の照応形と日本語の「自分」は共通部分よりも相違部分の方が遥かに多いため、母語の照応体系に照らして「自分」を習得したのではなく、母語の幼児と同様の過程で習得した可能性が考えられる。 |
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