A Preliminary Study on Why Second Language Learners Accept Ungrammatical Sentences: Its Theoretical Implications

Why do second language learners sometimes accept ungrammatical sentences in the target language? In the present study, we focus on Japanese-speaking learners of English as a Foreign Language (EFL) and investigate whether such “grammatical illusion” effect would be observed in them and whether the effect could be dependent on their proficiency.　The results of one acceptability judgment questionnaire experiment and of one preliminary self-paced reading experiment are reported.　The results of the questionnaire experiment showed that the lower-proficiency Japanese EFL learners were more likely to accept ungrammatical sentences in English compared to the higher-proficiency learners.　The results of the self-paced reading experiment indicated that the reading time difference between ungrammatical sentences and their grammatical counterparts was significant for one native English speaker but not for two Japanese EFL learners.　It is suggested that the “grammatical illusion” effect (i.e., erroneous acceptance of ungrammatical sentences) in second language learners is more likely to be observed when their proficiency is lower, and possibly that second language learners can accept ungrammatical sentences during their real-time processing.　We discuss a new approach to second language acquisition from the perspective of the grammatical illusion phenomenon

リンコウセイ デンドリマー サクタイ ノ ゴウセイ ト ユウキ ＥＬ ソシ エノ オウヨウ

論文内容要旨学位取得大学:山形大学 ; 学位記番号:工博甲第273号 ; 学士の種類:課程 ; 学位の種別 ; 博士(工学) ; 学位授与年月日:2009-03-3

Ergonomic Evaluation Regarding Property of Kinesthetic Illusion by Vibration Stimuli on Human Tendon

早大学位記番号:新7427早稲田大

The Electro-chemical Investigation of the Liquid SO_2 Solution. (The 2nd Report) : On the Decomposition Voltage and electrolytic Phenomenas of SbCl_3 Solution Electro-conductivity of SbCl_3 Solution

At the 1st report we investigated the electro-conductivity of SbCl_3 nud complex salts in liquid SO_2. In this report we report the decomposition voltage and electrolytic phenomena of thies complex salts in liquid SO_2.The decomposition voltage of SbCl_3 solution is 2.60 volts at-19-- -16℃, but by production of complex salts with Kalium halide the voltage decrease below 1 volt.By electrolysis of this complex salt solution, Sb deposit on cathode and halogen on a node.But in cases of KBr and KI, a kind of passive state is observed. As regard this cause, we considered that Br_2 and I_2 deposited on anode accumulated on the surface of anode owing to there high B.pt., and obstructed electro-current.前報に於ては，液態SO_2中のSbCl_3の電導度に対するハロゲン化カリの影響につき報告した。即ちSbCl_3溶液の電導度は非常に小さいが，この溶液にハロゲン化カリを加えると電導度が大きくなる。これはKClを加えるとSbCl_3-3KCl, KBrを加えるとSbCl_3-2KBr, Kを加えるとSbCl_3-KIなる型の錯塩が出来るためであると推定した。而してこれらの錯塩の液態SO_2に対する溶解度についても報告した。次にこれらの錯塩溶液の分解電圧及電解現象を調べた。その結果を報告する

教授錯覚発生率の調査と講義内容の評価

We devised the evaluation method of lecture contents to improve quality of the education. We gave a test about the lecture contents before and after this lecture, and calculated the frequency of the teacher s misunderstanding from the difference of the results. We determined that there was an education effect in the student whom the results of the post-test had better than pretest. in addition, we determined that there was no education effect in the student whom the results of the post-test had worse than pretest. The ratio of student who was not recognized of the education effect was assumed as a teacher s misunderstanding rate. The lecture contents were classified in three phases by a degree of difficulty, and the incidence of teacher s misunderstanding rate was compared with the average of the pre-post-test. in this investigation, an immunology outline was chosen as an object of survey. The pretest average of the remembrance（easy）level was 45.0±23.6, average 85.9±2.2 of the post-test, teacher s misunderstanding incidence 4.7±4.4. The pretest average of the interpretation（usually）level was 36.9±18.1, average 55.2±20.3 of the post-test, teacher s misunderstanding incidence 51.0±18.7. The pretest average of the solution to the problem（difficult）level was 29.5±22.1, average 62.2±23.6 of post-test, teacher s misunderstanding incidence 36.0±26.6. as a result of investigation using a pre-post-test, we were able to digitize the frequency of the teacher s misunderstanding and evaluate a degree of difficulty of the education objectively