中国語母語話者の日本語習得過程 - jiu.ac.jp · pdf fileが、上級で...
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2.1
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Pienemann1998
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199175 pp.64-77
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Proceedings of the conference on second language acquisition and
teaching, 1 International University of Japan
198834 pp.147-158
1999
18 pp.25-35
2001OPI
111 pp.26-35
2007
134 pp.90-99
Pienemann, M (1998) Language processing and second language development:Processability theory.
Amsterdam: John Benjamins.
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How Chinese-native Speakers Develop their Complex Sentences in Japanese as a Second Language
Yasue Hara
Abstract
This study analyzes complex sentences in spoken language data collected from 13 Chinese native
speakers learning Japanese. Their data was collected three times: after they had finished basic (1st collection)
and intermediate (2nd collection) Japanese courses, and 2 years after the second collection (3rd collection). This
study clarifies the acquisition process of adnominal (/noun modifying) clauses, quotational clauses, and
continuous modification (/connective) clauses as well as their own rules for using those clauses at each stage.
The paper mentions some pedagogical suggestions on the teaching order for conditional expressions.
The results are the following:
(1)The learners use more complex sentences as the learning period gets longer.
(2)The learners who use more complex sentences use more subordinate clauses in a sentence.
(3)The number of continuous modification (/connective) clauses increases as the learning period gets longer,
but the number of adnominal (/noun modifying) clauses doesnt.
(4)The adnominal (/noun modifying) clauses develop from nominalizing clauses (e.g.-koto-no) to noun
modifying clauses, and from koto noun clauses to no noun clauses.
(5)nonoun clauses are used in the sentence patterns of -no wa (adjective).-no wo (verb)and-no wa
(noun) da (emphasis pattern) are not seen in the data.
(6)Quotational clauses become longer and have more complex sentences as the learning period increases.
Therefore, some learners use their own using rules that they put the main verbs (e.g.kikuiu) before
the quotational clauses. (A ga watashi ni itte, quotational clause toka.)
(7)The variation of connective clauses shows the tendency to increase from simple to complex: cause >
adversative > hypothetical cause > hypothetical adversative.
(8)The learners develop conditionals: unproductive stage >tara>ba (non-active)>to>ba (active).
narais not seen in the data.
(9)The learners use the conditional expressions based on their rules. At the intermediate stage, there is a
tendency to selectbafor words havingiadjective conjugation andtaraforaru,da, and action verbs.
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(10)There is one learner who never usedbaand used onlytaraandtothroughout the three data
collections.
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