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  1. D100 大学院国際開発研究科
  2. D100b 刊行物
  3. 国際開発研究フォーラム
  4. 41

アスペクト仮説, プロトタイプ仮説と用法基盤モデル : 生得論者の批判に答える

https://doi.org/10.18999/forids.41.15
https://doi.org/10.18999/forids.41.15
28f9122b-23f4-4f6a-b123-b9c6b3998561
名前 / ファイル ライセンス アクション
02.pdf 02.pdf (6.8 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2012-04-05
タイトル
タイトル アスペクト仮説, プロトタイプ仮説と用法基盤モデル : 生得論者の批判に答える
言語 ja
その他のタイトル
その他のタイトル The Aspect Hypothesis, the Prototype Hypothesis and the Usage-based Model : A Response to Nativist's Critique
言語 en
著者 久保, 一美

× 久保, 一美

WEKO 87690

ja 久保, 一美

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白井, 恭弘

× 白井, 恭弘

WEKO 87691

ja 白井, 恭弘

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KUBO, Kazumi

× KUBO, Kazumi

WEKO 87692

en KUBO, Kazumi

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SHIRAI, Yasuhiro

× SHIRAI, Yasuhiro

WEKO 87693

en SHIRAI, Yasuhiro

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
抄録
内容記述タイプ Abstract
内容記述 Over the past two decades a number of studies have been conducted on the L1 and L2 acquisition of tense and aspect. This paper will examine the criticisms that nativists employ against functionalist research on the acquisition of tense-aspect (i.e., the Aspect Hypothesis, Andersen & Shirai, 1994), in particular, those by Casillas (2008) and Rothman and Iverson (2008), who argue against the usage-based model of the language acquisition. Casillas (2008) has criticised the prototype-based learning, relying on Olsen and Weinberg's (1999) argument to the effect that caregivers' utterance is only used to decode children's pre-set combination between lexical aspect and tense-aspect morphemes. We argue that Casillas' criticism is inadequate, which stems from a lack of detailed analysis of the data of Olsen and Weinberg (1999) as well as from explanatory limitations in how he combination between lexical aspect and tense-aspect morphemes is raised. Rothman and Iverson (2008) has argued that, in contrast to the input driven usage-based model, the poverty of stimulus argument is supported because intermediate learners of Spanish display an understanding of the subtle pragmatic meanings of an aspect form, despite the fact that these details were not taught in classrooms. We suggest that this does not explain the differences observed between the advanced and the intermediate level learners. Moreover, Rothman and Iverson (2008) have overlooked the potential influence of the significant amount of input received by advanced learners, in addition to the linguistic phenomena of the meaning extension. Subsequent to outlining he limitations of the nativist's critique, this paper, from the usage-based model's point of view, makes suggestions for future research on the acquisition of tense and aspect.
言語 en
出版者
出版者 名古屋大学大学院国際開発研究科
言語 ja
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/forids.41.15
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ PISSN
収録物識別子 1341-3732
ISSN(Online)
収録物識別子タイプ EISSN
収録物識別子 2189-9126
書誌情報 ja : 国際開発研究フォーラム
en : Forum of International Development Studies

巻 41, p. 15-29, 発行日 2012-03-28
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