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Learning syntax through semantics: An instructional experiment
https://iuj.repo.nii.ac.jp/records/597
https://iuj.repo.nii.ac.jp/records/597affd051a-4126-4da5-9ad0-c61dac95b5a6
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
01_07_0004 (2.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 1995-03-01 | |||||
| タイトル | ||||||
| タイトル | Learning syntax through semantics: An instructional experiment | |||||
| タイトル | ||||||
| タイトル | Learning syntax through semantics: An instructional experiment | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Sawyer, Mark
× Sawyer, Mark× Sawyer, Mark |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This experiment is part of a doctoral dissertation (Sawyer, 1995) that presents data from three tasks-novel verb elicited production, picture description, and acceptability judgments-to shed light on how adult Japanese learners of English represent the dative alternation, and how those representations can change as a result of instruction. The dissertation adopts the framework of Pinker's (1989) semantic structure theory, according to which the complex constraints on argument structure alternations are fundamentally semantic, and are learnable largely due Universal Grammar-based sensitivity to two levels of semantic criteria. These criteria are assumed to have their effect by means of two layers of lexical rules that operate on the semantic structures of verbs. The particular experiment reported here is an instructional experiment exploring the teachability of semantics-syntax correspondences. One group of learners was given instruction on the semantic criteria underlying the dative alternation, while a second group was given comparable instruction on the locative alternation. A control group was given no relevant instruction. Although no statistically reliable differences were found among the groups, the results were in the expected direction. The group with instruction on the dative alternation became gradually more accurate, followed by the group with information on a related alternation, followed by the control group, whose judgments remained stable. | |||||
| 書誌情報 |
語学プログラム ワーキングペーパー en : Working papers, the language programs 発行日 1995-03-01 |
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