中間言語文法の形成におけるインプットの役割について

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This research note summarizes findings in adult second language learners’ interlanguage grammar in the fields of generative linguistics and psycholinguistics. The linguistic approach captures some components of the grammar, though it does not clarify the role of the input to grammar formation. The psycholinguistic approach, especially research of sentence processing, reveals learners’ preference among processing-related factors, though it does not explore fully the content of the grammar. Referring to the findings in the two fields, the Autonomous Induction Theory (AIT, Carroll 1999), which is constructed to clarify the role of input to interlanguage grammar, is reviewed. The Theory states that learning (i.e., change/development of grammar) is possible only when language processing fails in analyzing incoming input. The AIT connects processing and grammar mechanisms, and provides some promising accounts for issue in second language acquisition research.

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