第二言語における動詞の項構造の習得について : 統語論的・語彙的アプローチによる2つの仮説とパイロットスタディ(<特集>言語の個別性と普遍性)

概要

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This study investigates how L1-Japanese adults learn different types of argument structures in L2 English. Two hypotheses were constructed to test the learning pattern. One hypothesis is based on a syntactic theory (Gueron 2005) which states that the argument structure is determined by the feature [+/-plural] ([+/-EXT (ended)]) of the verb. This view predicts some systematic difference in the learners' performance between [+plural] ("activity" and "accomplishment") verbs and [-plural] ("state" and "achievement") verbs in the grammaticality judgment task of this study. The other hypothesis is based on a "lexical" view, which predicts no such systematic performance gaps because learners acquire L2 argument structures going from one lexical item to another, i.e., verb by verb. The result of a grammaticality judgment task mostly supports the lexical view. However, the learners' judgment pattern seems to support the syntactic hypothesis in the case of causative verbs make ([-plural] verb) and have ([+plural] verb).