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A Study of Acquisition Process of Japanese as a Second Language and its Linguistic Environments

日语作为第二语言的习得过程及其语言环境研究

基本信息

批准号：
09680300
负责人：
SAKODA Kumiko
金额：
$ 1.09万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1997
资助国家：
日本
起止时间：
1997 至 2000
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-09680300/
关键词：
Japanese particles second language acquisition interlanguage linguistic environment first language acquisition language processing Japanese demonstratives KO-, SO- and A-ユニット形成 JSLとJFL 格助詞ニとデ否定形 L1とL2 日本語学習者習得過程否定表現学習者

项目摘要

Several researches and studies were conducted under the study of acquisition process of Japanese as a second language and its linguistic environments from 1997 to 2001.One of the studies, based on the acquisition of Japanese demonstratives and certain case particles, provides evidence that semantic factors can be a source of variation. The findings indicate : i) There are few indications of language transfer in learners' variable uses of the demonstratives and the particles under study. ii) The learners' variable outputs are conditioned by the semantic features of noun phrases that co-occur with the demonstratives and the particles. iii) Specifically, the learners are producing output on the basis of the combinatorial patterns, in which the semantic features provide crucial environmnents for the selection of the two non-proximetal demonstratives A- and SO- and the two locative particles NI and DE.A study of the difference of acquisition order between first language (L1) and the second language (L2) was also conducted and the findings indicate : i) The acquisition order of Japanese demonstratives is different between L1 and L2 learners, ii) Input from mothers and teachers could be one factor contributing to this difference. The results imply that differences of input from caretakers might be a crucial factor in determining the differences in the orders of acquiring Japanese demonstratives.

从1997年到2001年，对日语作为第二语言的习得过程及其语言环境进行了多项研究。其中一项研究以日语指示词和某些格助词的习得为例，证明语义因素可能是变异的来源。调查结果表明：（1）在学习者对指示词和助词的不同使用中，很少有语言迁移的迹象。ii）学习者的变量输出受与指示词和小品词共现的名词短语的语义特征的制约。具体来说，学习者是在组合模式的基础上进行输出的，其中语义特征对两个非近指指示词A-和SO-以及两个方位助词NI和DE的选择提供了重要的指导。本研究还对第一语言和第二语言习得顺序的差异进行了研究，结果表明：（1）母语和二语学习者习得日语指示词的顺序不同;（2）来自母亲和教师的输入可能是造成这种差异的一个因素。研究结果表明，看护人输入的差异可能是决定日语指示词习得顺序差异的一个重要因素。