13

2

1

2.1

4

1988

2

1991

618

1993

OPI6

21719

253045

1996

2.2

2007OPIKY30

Pienemann1998

2.3

1991

19992001

45

(1991)

338

1999

30OPI

14

15

/

2001

132002911200492

OMo

3.2

O-II

O

30020034112005

12

2002003

611200562

2200362200575

11310

2KaY103

R20

4

1996

5

5.1

MaE

SiL

OPI

1996

TKoMaSo

320R

16

17

1996

5.2

3

1

2

3

2

1

2

1

(Y-II)

5.2.1

6

18

19

EKaOKoYMaKaC

O15

OMo

17

2(E-II)

9

3II

/5

4(Si-II)

6

5(Si-I)

6(C-II)

1

7(So-II)

A1

8(R-II)

9(Y-II)

1815

OMoOMo

R

1N3Mo

10

(Mo-III)

11Mo:

C:

Mo:

SoSoCR

C

12(C-I)

2

13(C-II)

2

14

()

(C-II)

15T

YY-II

3

20

21

16(R-III)

17(So-I)

18(So-II)

5.2.2

T

KoSiYY

19

20

21

22Y-II

EKa

23E-I

24

Ka-I

25

E-II

26Ka-II

E

27

28E-II

5.2.3

Ka

Ka

29Ka:

T:

Ka: Ka-I

30

(Ka-I)

29

30

12

11

[31] (Ka-II)

COMo

[32] (Y-I)

[33] (L-I)

[34] (E-I)

[35] (T-I)

22

23

[36](O-II)

[37] (Y-II)

[38] (Si-I)

[39] (C-I)

3OCE

[40]

(O-II)

[41]

(E-II)

[42]

(C-II)

5.3

5.3.1

CI

OIMo-IIIIMoIII

24

25

11OMo

4.8%10.7

/EKa

KaKoR

/

CR

KY2007

1

5.3.2

5.3.2.1

OMo

1990

3

2 ()

OMo

2

1991

1999

26

27

/

OPI

OPI

/

OMo12

OM

1

43C So

So

1999

28

29

5.3.2.2

2

Mo11

So

5

KaKoR

OMo

ROMo

OMo

Ka

44(Ka-II)

45Ka-II

4

Ka

Ka

2

KoR

46(Ko-III)

47

(Ko-III)

48

(R-III)

Ko

R

Ko

R()

()())

)

R

R

OMo

O(

)()()()()

()()

49(O-III)

30

31

12

Mo2

()()

VV

R

5.3.2.3

2325

35

L13L17L18L22L23

10

6

()

()

OPI

1996

32

33

212

1

1

2007

(

19911999

OPI2001/

V

Focus on Form

2007

Ka II-5

Ka II-26

/O

(O-III)

O2

()2Si

34

35

199175 pp.64-77

1996ACTFL-OPI

JALT1 pp.79-99JALT

199175 pp.87-99

1993

84 pp.43-54

1990

Proceedings of the conference on second language acquisition and

teaching, 1 International University of Japan

198834 pp.147-158

1999

18 pp.25-35

2001OPI

111 pp.26-35

2007

134 pp.90-99

Pienemann, M (1998) Language processing and second language development:Processability theory.

Amsterdam: John Benjamins.

36

37

How Chinese-native Speakers Develop their Complex Sentences in Japanese as a Second Language

Yasue Hara

Abstract

This study analyzes complex sentences in spoken language data collected from 13 Chinese native

speakers learning Japanese. Their data was collected three times: after they had finished basic (1st collection)

and intermediate (2nd collection) Japanese courses, and 2 years after the second collection (3rd collection). This

study clarifies the acquisition process of adnominal (/noun modifying) clauses, quotational clauses, and

continuous modification (/connective) clauses as well as their own rules for using those clauses at each stage.

The paper mentions some pedagogical suggestions on the teaching order for conditional expressions.

The results are the following:

(1)The learners use more complex sentences as the learning period gets longer.

(2)The learners who use more complex sentences use more subordinate clauses in a sentence.

(3)The number of continuous modification (/connective) clauses increases as the learning period gets longer,

but the number of adnominal (/noun modifying) clauses doesnt.

(4)The adnominal (/noun modifying) clauses develop from nominalizing clauses (e.g.-koto-no) to noun

modifying clauses, and from koto noun clauses to no noun clauses.

(5)nonoun clauses are used in the sentence patterns of -no wa (adjective).-no wo (verb)and-no wa

(noun) da (emphasis pattern) are not seen in the data.

(6)Quotational clauses become longer and have more complex sentences as the learning period increases.

Therefore, some learners use their own using rules that they put the main verbs (e.g.kikuiu) before

the quotational clauses. (A ga watashi ni itte, quotational clause toka.)

(7)The variation of connective clauses shows the tendency to increase from simple to complex: cause >

adversative > hypothetical cause > hypothetical adversative.

(8)The learners develop conditionals: unproductive stage >tara>ba (non-active)>to>ba (active).

narais not seen in the data.

(9)The learners use the conditional expressions based on their rules. At the intermediate stage, there is a

tendency to selectbafor words havingiadjective conjugation andtaraforaru,da, and action verbs.

38

39

(10)There is one learner who never usedbaand used onlytaraandtothroughout the three data

collections.