||Knowledge Cycle among Theoretical Linguistics, Psycho-linguistics, and Foreign-language Learning: Its Theoretical Implications
YAMADA, Toshiyukiヤマダ, トシユキ
159 , 2017-01-16 , 群馬大学教育学部
In linguistic research, theoretical linguistics, psycho-linguistics, and foreign-language learning have beenstudied in their own ways. To establish their organic relationship, I will propose a model of knowledgecycle. A driving force for the cycle is sentences containing grammatical errors made by foreign-languagelearners (e.g., *John like apples). The ungrammaticalness of each sentence can be tested by psycho-linguisticexperiments such as acceptability judgments, reaction-time tasks. Attested ungrammatical sentences canbe used for theory construction in theoretical linguistics. Insights gained through such error analysis can beapplied to devise effective input for efficient learning of foreign languages. Based on further learning, learnersproduce a new set of ungrammatical sentences, which drives the cycle again. In this paper, I willdescribe the proposal and discuss its theoretical implications. Particularly, I will adopt the generative syntacticframework and analyze some of the ungrammatical sentences collected from Japanese learners ofEnglish as a foreign language. The results show that among three factors (Merge, interface conditions, andnatural laws), interface conditions, particularly conceptual-intentional (CI) interface conditions, are crucialto account for the ungrammaticality.