明示的文法指導の効果に関する研究-間接受動文の非文法性-

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This paper reports on an empirical study investigating how a linguistic theory-based explicit grammar instruction influence de-learning process of so-called "indirect passives" by Japanese learners of English (JLE).Japanese allows indirect passives (e.g., Taro-ga Hanako-ni nak-areta: "*Taro was cried by Hanako. "), but English does not. JLEs were tested immediately before and after the explicit grammar instruction on passivisation which focused on the thematic roles of the arguments. The results show that the learners acquire the ungrammaticality of indirect passives derived from intransitive verbs earlier than that of indirect passives derived from transitive verbs, suggesting there exists a natural order of acquisition in this domain. Further, the explicit grammar instruction was found to be effective enough to override the natural order of acquisition.
福島工業高等専門学校の論文