文献レビュー : 用法基盤モデルの観点からの子どもの文法性の発達について

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  • Literature Review : A Usage-Based Approach to Children's Grammatical Development

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The formal foreign language education for 5th and 6th graders was introduced in public elementary schools in 2020, and under the new policy, the National Curriculum Standards state that children develop their grammatical awareness through the actual use of a foreign language (MEXT, 2018). Since grammar forms the basis of learners' language learning, young learners' grammatical awareness is critical. This article is a literature review on young children's second language (L2) development from the usage-based perspective. The usage-based approach asserts that people develop their grammar through the actual use of language, which is in line with the new foreign language policy for Japanese students learning English in public elementary schools. Through reviewing the previous research concerning usage-based theory in children's first language (L1) acquisition and L2 learning, this paper argues that children's L1 acquisition developed by Tomasello (2005) is applicable to children's second and foreign language learning; Tomasello (2005) argued that in L1 acquisition, children develop their language from whole to parts. Regarding young learners' L2 learning, many researchers argued that L2 young learners first use the frequently-used chunks, and they develop their language based on these chunks. It means that in L2 learning, there is a continuum between chunks and grammar, and the L2 development progresses from whole to parts, which is the same as children's L1 learning proposed by Tomasello (2005).

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