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年少日本語学習者の構文習得 : 縦断的事例研究
伊藤, 早苗
Permalink : http://hdl.handle.net/2115/45551
KEYWORDS : 年少日本語学習者;構文習得;縦断的事例研究;平均発話長;構文の複雑さ
Abstract
本研究は、日本語を第二言語として学習する年少者の構文習得の縦断的事例研究である。20ヶ月にわたる調査期間の中で採録された発話を資料とし、平均発話長、1発話あたりのT単位数、T単位あたりのS句数、および、主な構文の使用状況を調べた。その結果、対象児の滞日期間が増加するに従い、平均発話長と1発話あたりのT単位数が増加し、語レベルから文レベルへの移行がみられた。一方、T単位あたりのS句数はあまり変化が見られず、複文の習得が進みにくいことが観察された。また、構文の種類は増加しているものの依然として限られたものであることが明らかになった。
The purpose of this study is to investigate the acquisition of syntax by a child learning Japanese as a second language, through a longitudinal case study. The child's spontanious utterances were analyized. For 20-month-observation, it was found that the mean length of uterance, the mean score of T-units per utterance, and the types of syntax increased. On the other hand, the mean score of S-nodes per T-unit has not shown remarkable change. Those results indicate that the child's utterances have developed from word-level to sentence-level. It was also found that the acquisition of complex syntax was slow in progress. In addition, the types of syntax used by the informant increased but still were limited.
The purpose of this study is to investigate the acquisition of syntax by a child learning Japanese as a second language, through a longitudinal case study. The child's spontanious utterances were analyized. For 20-month-observation, it was found that the mean length of uterance, the mean score of T-units per utterance, and the types of syntax increased. On the other hand, the mean score of S-nodes per T-unit has not shown remarkable change. Those results indicate that the child's utterances have developed from word-level to sentence-level. It was also found that the acquisition of complex syntax was slow in progress. In addition, the types of syntax used by the informant increased but still were limited.
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