峯 布由紀

本研究では，処理可能性理論に基づく発達段階において文処理の項目とされている受動文に注目し，その位置づけの妥当性と母語の影響について検討した。 研究方法は，学習者の縦断データ(中国語と韓国語母語学習者各3名の発話)と横断データ(中国語，韓国語，トルコ語，英語，西語母語学習者各50名の発話および日本語力テスト(SPOT)得点)を分析し，決定木(CART)分析により構築したモデルをもとに考察を行った。 分析の結果，受動文は複文処理を要するB類接続辞よりも使用開始が遅く，複文処理の段階の項目であることが支持された。また，CART分析により構築されたモデルは，受動文の使用が中級以降になること，中国語・トルコ語・英語母語群の方が韓国語・西語母語群よりも受動文を使用する確率が高いが，上級になると母語に関わらず受動文を使用するという，限定的な母語のナラティブの型の影響があることを示唆するものであった。

The purpose of this paper is to investigate how formal instruction and language exposure influence learners' perception and output of Japanese sentence-final forms. 44 learners participated, divided into four groups by sex and proficiency level (lower or higher), and 28 native speakers (NS). All participants were required to assess 31 Japanese sentence-final forms, from the perspective of how often they hear and use them in daily conversation, and for the learners only, how explicitly they were explained in class. Path-analysis was used to see the relationships between learner's perception and frequency of output, explicitness of formal instruction, frequency of NS's use, and NS's tendency of use by sex. This analysis was done separately for each group, which were then compared. After the assessment the learners were interviewed to identify how they learn sentence-final forms. The results indicate the following, (1). The learner's perception is constrained by his/her lack of knowledge and low proficiency. Especially for lower-level learners, formal instructions promote noticing of sentence-final forms by making it possible for the learners to attend to the forms. (2). Language exposure has a larger effect on higher level learners than lower level learners, exposure with situational information gives learners the key to understand the meaning and function of each sentence-final form.