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Language Units and Communicative Competence
Get PDF1950年代以降，言語能力はより小さな単位をより大きな構造に正しく組み合わせるために必要な理想化された知識として伝統的に理解されてきた（§ 1）。したがって，言語能力モデルは言語単位を定義しなければならないが，会話音声に適用する場合は特に厄介となる（§ 2）。発話単位は普遍的な根拠に基
づいて動機づけられるが，発話単位化のいくつかの側面は言語固有であり，言語能力と密接に関係する（ § 3）。本論文では，伝統的な能力の概念に黙示的または明示的な挑戦を投げかける初期の文献を紹介し，特にパフォーマンスに帰属する要素（発話速度など § 4），文より大きな構造に関連する言語知識（段落など § 5），文法的な正しさを超えた他の要素（適切さなど § 6）を取り入れ，言語産出の評価を行う。本論文では，過去50年間，言語教育の研究や言語評価の実践において大きな役割を果たした言語能力に対するコミュニカティブ・アプローチの台頭の背景を説明する（ § 7）。Since the 1950s, linguistic competence has been traditionally understood as the idealized knowledge that is required to combine smaller units (e.g. words, phrases) into greater structures (e.g. clauses, sentences) in a correct way (§1). Models of competence therefore need to deal with the problem of the efinition of linguistic units, which is especially thorny when applied to conversational speech (§2). While the emergence of speech units can be motivated on universal grounds, some aspects of speech unitization are languagespecific,
and thus tightly linked to linguistic competence (§3). In this study, I provide a documented account of the early literature (1900~1975) which poses implicit or explicit challenges to the traditional notion of competence, and notably by incorporating factors usually ascribed to performance (e.g. speech rate, §4),
linguistic knowledge relative to structures larger than sentences (e.g. paragraphs, §5), and other dimensions for the evaluation of language production beyond grammatical correctness (e.g. appropriateness, §6). This brief account offers some context for the rise of communicative approaches to linguistic competence, which in the last 50 years played a major role in research on language education and in language assessment practices (§7).departmental bulletin pape
An Overview of the Effect of Frequency and Congruency on Collocational Processing in the First and Second Language
Get PDF本稿では，一言語（L1）話者と第二言語（L2）話者のコロケーション処理について，頻度と一致性の観点から考察する。コロケーションとは，よく一緒に使われる単語の組み合わせであり，L1話者は自然に使いこなすが，L2話者には習得が難しい。先行研究では，頻度が語の認識速度と正確さに影響を及ぼし，L1話者は豊富な知識と速い処理速度を持つ一方，L2話者は比喩的コロケーションの理解に時間がかかり，処理が遅れる傾向がある。これは，L2話者が単語を一つ一つ分析するためである。また，一致性効果の研究では，L2話者が母語と同じ意味のコロケーションを処理しやすいことが示されており，L1の知識を利用してL2を理解するためである。改訂階層モデル（RHM）によると，L2の習熟度が上がるとL1の影響が減少し，L2処理が効率的かつ正確になる。今後の研究では，異なる言語や文脈におけるこれらの認知メカニズムをさらに調査する必要がある。This paper examines the processing of collocations in both first language (L1) and second language (L2) speakers, focusing on the influence of frequency and congruency. Collocations, as a type of formulaic language, play a crucial role in communication, allowing L1 speakers to process language fluently by
relying on stored lexical chunks. However, L2 speakers often struggle with collocations due to less frequent exposure and the arbitrary nature of word combinations. This research highlights how frequency impacts the
speed and accuracy of word recognition, with L1 speakers showing faster processing due to their extensive collocational knowledge. L2 speakers, conversely, process collocations more slowly, particularly figurative ones, due to their limited exposure and reliance on computational routes. The congruency effect, where L2 speakers find it easier to process collocations that align with their L1, is also explored. The Revised Hierarchical Model (RHM) is employed to explain how L1 activation diminishes with increased L2
proficiency, leading to more efficient and accurate L2 processing. Understanding the challenges posed by frequency and congruency can inform more effective teaching strategies, aiding L2 learners in achieving
greater fluency and accuracy in their target language. Future research should further investigate these cognitive mechanisms across different languages and contexts.departmental bulletin pape
