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Kizu, Mika; Pizziconi, Barbara; Iwasaki, Noriko
Languages: English
Types: Article
Subjects: 8650, 3100, 2052
Japanese discourse requires speakers to index, in a relatively explicit manner, their stance toward the propositional information as well as the hearer. This is done, among other things, by means of a grammaticalized set of modal markers. Although previous research suggests that the use of modal expressions by second language learners differs from that of native users, little is known about “typical” native or non-native behavior. This study aims (a) to delineate native and non-native usage by a quantitative examination of a broad range of Japanese modal categories, and qualitative analyses of a subset of potentially problematic categories among them, and (b) to identify possible developmental trajectories, by means of a longitudinal observation of learners’ verbal production before and after study abroad in Japan. We find that modal categories realized by non- transparent or non-salient markers (e.g., explanatory modality no da, or utterance modality sentence-final particles) pose particular challenges in spite of their relatively high availability in the input, and we discuss this finding in terms of processing constraints that arguably affect learners’ acquisition of the grammaticalized modal markers.
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    • Watanabe, Suwako, and Noriko Iwasaki. 2009. The Acquisition of Japanese Modality during Study Abroad. Japanese Modality: Exploring Its Scope and Interpretation, ed. by Barbara Pizziconi and Mika Kizu, 231-258. Basingstoke and New York: Palgrave Macmillan.
    • Yō, Teruko. 1990. Shokyū Nihongo gakushūsha ni okeru 'no da' no shiyōrei kara mita goyō no ruikei nitsuite. Kyūshū Daigaku Ryūgakusei Sentā kiyō 2: 171-183.
    • Yoshimi, Dina Rudolph. 1999. L1 Language Socialization as a Variable in the Use of ne by L2 Learners of Japanese. Journal of Pragmatics 31: 1513-1525.
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