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

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若干研究。其中一项研究基于日语指示词和某些格小品的习得，提供了语义因素可能是变异的来源的证据。研究结果表明：1)学习者对所研究的指示词和助词的不同使用几乎没有语言迁移的迹象。ii)学习者的可变输出受名词短语与指示词和助词共现的语义特征的制约。iii)具体来说，学习者在组合模式的基础上进行输出，其中语义特征为两个非近义词指示词A-和SO-以及两个定位助词NI和de的选择提供了重要的环境。本研究还对第一语言（L1）和第二语言（L2）习得顺序的差异进行了研究，结果表明：i)日语指示语的习得顺序在母语和二语学习者之间存在差异，ii)母亲和教师的输入可能是造成这种差异的一个因素。结果表明，看护人输入的差异可能是决定日语指示语习得顺序差异的关键因素。

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.