子どもの統語標識の学習 : 日本語母語児の格助詞ヲの学習に着眼して

The Acquisition of Syntactic Marker of Japanese Children : Focus on the case marker wo

趙 曌

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This study aimed to investigate how Japanese children learn the accusative marker focusing on the question whether or not this learning process is verb-specific. Speech of two children talking with their caretakers from CHILDES corpus was analyzed. For each speaker, the frequency of each verb that appeared in the speech was calculated. Verbs that were used 1-3 times were considered as unproductive while those used 4 times or more as productive. The results showed that children's productive verbs were found to be productive in their caretakers' speech as well, suggesting an input-based statistical learning of verb for children. Furthermore, children used wo for both productive and unproductive verbs, supporting that the learning of accusative markers is a verb-specific process even in a low input circumstance, since the verb-specific learning is that the productive usage and non-productive usage are exist together.

syntactic marker

accusative marker

Usage-Based Model

input

CHILDES corpus

統語標識

格助詞

用法基盤モデル

インプット

CHILDES コーパス

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725