The role of the Subset Principle in L2 acquisition : A case study of Japanese and Mandarin Chinese

論文) This paper reports on an experiment which tests the role of the Subset Principle in second language acquisition, using, as its test-ground, different interpretations of elided nominal subjects in Japanese and Mandarin Chinese. Mandarin Chinese allows only the subset of interpretation with respect to what Japanese allows. The Subset Principle predicts that introductory Japanese L2 learners of Mandarin Chinese start with the subset reading, whereas the Transfer theory predicts that the superset reading is also available when interpreting L2 Mandarin Chinese sentences, because their L1 Japanese allows the superset reading. The current experiment shows that most of the participants behaved in a way that is consistent with the Subset Principle, although a small number of speakers showed behavior that is consistent with the Transfer theory. We raise the possibility that L2 acquisition can be characterized as a conflict between universal principles, such as the Subset Principle, and L1 transfer. While the current paper reports one case study and hence its impact may be limited, it does offer a new informative set of data bearing on the general issue of L2 acquisition. 日本語主語省略構文では、省略された主語には二つの解釈(不定(indefinite)解釈、 定(definite)解釈)が付与される。一方中国語では、一つの解釈(定解釈)しか付与 されない。つまり、主語省略構文の解釈における日本語と中国語の間には、全体集合 (日本語)、部分集合(中国語)の関係が成立する。従って、日本語を母語とする初 級中国語学習者が主語省略構文を解釈する際、部分集合の原理が機能している場合 と、母語の転移が起こっている場合とで、相反する振る舞いを予測する。つまり、学 習の初期段階において部分集合の原理が機能する場合は定解釈のみ容認し、不定解釈 は容認しないが、学習の初期段階で転移が起こる場合は定解釈と不定解釈の両方の解 Reports of the Keio Institute of Cultural and Linguistic Studies 47 (2016), 113~141