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Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/11046

Title: Knowledge Cycle among Theoretical Linguistics, Psycho-linguistics, and Foreign-language Learning: Its Theoretical Implications
Authors: YAMADA, Toshiyuki
ヤマダ, トシユキ
Keywords: theoretical linguistics
foreign-language learning
knowledge cycle
ungrammatical sentences
free-writing task
Japanese learners of English as a foreign language
Issue Date: 16-Jan-2017
Publisher: 群馬大学教育学部
Citation: 群馬大学教育学部紀要. 人文・社会科学編. 2017, 66, p.143-159
Abstract: In linguistic research, theoretical linguistics, psycho-linguistics, and foreign-language learning have been studied in their own ways. To establish their organic relationship, I will propose a model of knowledge cycle. A driving force for the cycle is sentences containing grammatical errors made by foreign-language learners (e.g., *John like apples). The ungrammaticalness of each sentence can be tested by psycho-linguistic experiments such as acceptability judgments, reaction-time tasks. Attested ungrammatical sentences can be used for theory construction in theoretical linguistics. Insights gained through such error analysis can be applied to devise effective input for efficient learning of foreign languages. Based on further learning, learners produce a new set of ungrammatical sentences, which drives the cycle again. In this paper, I will describe the proposal and discuss its theoretical implications. Particularly, I will adopt the generative syntactic framework and analyze some of the ungrammatical sentences collected from Japanese learners of English as a foreign language. The results show that among three factors (Merge, interface conditions, and natural laws), interface conditions, particularly conceptual-intentional (CI) interface conditions, are crucial to account for the ungrammaticality.
URI: http://hdl.handle.net/10087/11046
ISSN: 03864294
Appears in Collections:第66巻 (2017)

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