６号畷絵里.pwd

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ゆみかふじがわ
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1 SLA=Second Language Acquisition

4 r l si sci r l b v

5 abitare io abito tu abiti lui lei Lei abita noi abitiamo voi abitate loro Voi le sigarette? fumare fumate Maria a tennis molto bene. giocare gioca

6 Io Vado a Roma Io Visito Roma. andare visitare visitare Visito a Roma.

7 Io Vedo gli amici. Vedo agli amici. Vedo con gli amici. vedere a con acquisition order Vado in Italia, voglio mangiare la pizza

8 voglio mangiare la pizza, vado in Italia

9 JACET SLA 2005 p. 172 Chen and Truscott 2010; Webb, Newton and Chang 2012

10 Long 1991 p. 37

11 l r b v l r b v si si sci i s s s gli y apostrofo

12 un amica una amica l aereo lo aereo all alla Hardison 1996 l r Kuhl l r

13 Dulay Burt 1977 Krashen 1985 The Affective Filter Hypothesis

14 Non ho capito

15 1998

17 p. 1

18 p. 24 Hill 2000 p. 48 pp p. 109 p. 100

19 Chen, C., & Truscott, J. 2010, The effect of repetition and L1 lexicalization on incidental vocabulary acquisition, Applied Linguistics, 31 5, Oxford, pp Dulay, H., & Burt, M. 1977, Remarks on creativity in language acquisition, in M. Burt, H. Dulay, & M. Finocchiaro. Eds., Viewpoints on English as a second language, New York, pp Hardison, D. 1996, Bimodal speech perception by native and nonnative speakers of English: Factors influencing the McGurk effect, Language Learning, 46 1, Michigan, pp Hill, Jimmie. 2000, Revising prioritier: From grammatical failure to collocational success, in Lewis, Michael. Ed., Teaching collocation: Further developments in the lexical approach, Hove, pp Krashen, S. 1985, The Imput Hypothesis: Issue and implications, London. Long, M. 1991, Focus on form: A design feature in language teaching methodology, in K. de Bot, R. Ginsberg, & C. Kramsch. Eds., Foreign language research in cross-cultural perspective, Amsterdam, pp Webb, S., Newton, J. & Chang, A. 2013, Incidental Learning of Collocation. Language Learning, Michigan, pp pp pp pp

20 pp pp F J ICE pp. 1 9 pp pp Zamborlin Chiara pp

21 pp Obirin today pp P. A. JACET SLA

22 Advantages and Disadvantages of Japanese Students in Learning Italian Language Findings from Interviews with Italian Teachers NAWATE Eri SLA Second Language Acquisition is one of the most highly discussed subjects, but in Japan the majority of research and reporting is concentrated in English-language education, while research and reporting about other languages such as Italian are lacking. Obviously, the teaching of other languages has many common points with English-language education, and we can borrow many useful methods from it. However, each language has its own peculiarities which must be taken into consideration when teaching. In addition, the distance between the students first language and their second languages seriously affects their study of the latter. In order to identify such peculiarities and the distance between Italian and Japanese, I carried out interviews with Italian-language teachers working for language schools in Italy. All of them have experience with Japanese students and are aware of the differences between them and other nationalities in the class. Through these interviews, it became clear that, compared with both Westerners and other Asians such as Chinese and Koreans, Japanese students have much less difficulty with Italian pronunciation, and are more earnest in studying Italian grammar. On the other hand, they are more likely than others to make syntactic errors and to suffer from insufficient vocabulary, which often hinders them both in comprehension and in expression. However, probably the greatest obstacle for Japanese students is a lack of communicativeness, a result of their cultural background and the linguistic peculiarities of their first language.

23 It goes without saying that language teachers must be conscious of such advantages and disadvantages on the part of the students. In Italian-language education, there is a need for us to formulate more effective methods designed specifically for Japanese students.

NO95-1_62173.pdf

NO95-1_62173.pdf 1. Krashen 1982 1980 Swain 1985 Swain Muranoi, 2007a 3 1 2010 11 3 51 2. Swain 1985, 1995, 1998, 2005 de Bot 1996 1 4 1 2 Doughty & Williams, 1998 ; Swain, 1998 : 1 2 gap selective attention involvement

６号 畷絵里.pwd

６号畷絵里.pwd