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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.41.1528f9122b-23f4-4f6a-b123-b9c6b3998561
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
02.pdf (6.8 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 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× 白井, 恭弘× KUBO, Kazumi× 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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| 著者版フラグ | ||||||
| 値 | publisher | |||||
