日本人英語学習者による動詞の統語的情報の利用

概要

論文の詳細を見る
The present paper reports the results of an exploratory study in which Bialystok's framework is applied so as to qualitatively assess the syntactic competence of Japanese EFL learners. The framework attempts to capture a learner's proficiency in terms of two dimensions, namely the dimension of analysis of knowledge and that of automaticity in the use of that knowledge. In order to apply the framework to learners' syntactic competence, the present study focuses on learners' knowledge of argument/thematic structures of two verbs and their use of that knowledge. This kind of structural information in verbs is supposed to play a crucial role in analyzing the syntactic structure of incoming sentences. The use of such information is observed in a number of experimental studies using syntactically ambiguous sentences. In the present study, two types of tasks are given to the subjects both auditorily and visually. The subjects' performance in these tasks is measured using the analysis/automaticity framework. Although the results are far from conclusive, implications of the present study for grammatical consciousness-raising are pointed out, and remaining issues are raised.