The Acquisition of English Aspects in Achievement Verts by Japanese Learners of English

The Acquisition of English Aspects in

Achievement Verts by Japanese Learners of English

著者 Shirahata Tomohiko, Mochizuki Kota, Suda Koji, Yokota Hideki, Kondo Takako, Tamura Tomoko, Otaki Ayano

journal or

publication title

Bulletin of the Center for Educational Research and Teacher Development Shizuoka University

volume 26

page range 201‑210

year 2017‑03‑31

出版者 Shizuoka University. Faculty of Education.

Center for Educational Research and Teacher Development

URL http://doi.org/10.14945/00010153

静岡大学教育学部附属教育実践総合センター紀要 N026 p ml〜 210(2017)

く 論文〉

The Acquisition of Englistr Aspects in Achievement Verts

by Japanese Learners ofEnglish

Tomohiko Shimhatall KotaMochizukiめ ,Koii Suda3、 Hideki Yokota4な Takako KondoSな Tomoko Tamurir6) and Ayano OtakiT)

日本語母語話者 における英語達成動詞の習得

Abefirct

The purposG of the sudy is to invcstigate thc aEquisition of English aspcd in ACH (ietcmcnt) verbs with ,e+irE in compadson with the acquisition of STA (tive) verbs witb be+hg. T\e rcseqrchers obtained lhe d8t! from 1l I ^{JLEs to}

investigate wh€ther ^the corr€st interpstalion of the five STA ^verbs with ,e+irg ^and th€ five ACH vetbs with ^De+r4g \{cr€

cqually difrcult for JLEs. The results havc shovn ttd ^the cCrcct int€rF€tation ofACH ve{b fonns with ,e+i4g arc mort difficult than that of STA verbs with ,e+a8. Howcver, lhere oristed significant ditroences of difficulties ewn anrong the same verb cstEgories- ln STA vcrts, have $d ^{live arc easier thsn} *eep, belong ui ttorl. In ACH verb+ /a ^{and dl:e are}

easier than ar.!'w, resch fi\d slop. Stop is lhc most difrcult vcrb elong ^th€ fivc ACH verbs we e,€mirlcd io this strrdy' We propose what teachers should know wh€n tcaching English as a foreign languagp. FiBt, dley should know th8, gencrally sir€akin& ACH ^v€rb8 arc mor€ diffrqrlt thao STA verbs for al lcast JLES to undqsiand lheit aspecEsl fom& Sccaod, they should lnow tbat ther€ arc significa.ot difficulty ord€rs cv€n ammg tlrc sane vcrb catrgori€s.

Keywods: second longuage acquisition, grammatical asp€ct, lqdcal aspcc't, &chievemont velts

l.INTRODUCTION

The ^purposc of the sady is to investigare lhe acquisition of English aspect by Jap&€s€ ledners of Eulish ^(JLES). In particular, the study wiu focus or th€

acquisition of ^aspect in achievement (AC[I) verbs with

,e+r8 in compariso with the acquisition of $ativc (STA) vcrbs with be+ing. hh ^Japafl€se and English have aa aspectusl mrrkrr that dmotes imPerfective. In Japanese, it

is y-te-i-tu (yi nverbal steq ,e: the coniunctive morpheme,

,: an exisEntial verbal ^stenr, rr,: the tEnse morpheme. S€€

also ttarasawa, 194), and in English, it is 6e+rrg (re: a form of the affiliary, r7g! the present pdrtlciplc. See 8ko Pcyne,2011). /rpec, oqrcss€s how 8n eYent unfolds in time, focusing on the intemal properties of an svetrl, such as whefier an svcnt is going. Iezse placc u ^{ev€ot on a}

timeline, $levant to the time of ^{speech (Comrie, t976;}

Gabrieh, m05, 2009).

It is obscrv€d thal ^msmy JLES arc convinc€d lhd ^the foflrr ,e+rsg in English b€hav€s €xactly the s&me as I'-ra-r'-

所属

1)学 術院教育学領域

2)静 岡県立池新田高等学校  (教 育学研究科修了

3)静 岡県立大学        .

4)静 岡文化芸術大学

5)静 岡県立大学

6)教 育学研究科博士課程 共同教科開発学専攻

7)教 育学研究科博 士課程 共同教科開発学専攻

,? in ^Japanese (Gabriele, 2005, 2009; Gabriele &

Martohardjono, 2005; Gabriele, Maekawa & ^Aleuun-

Banon, 2009; Gabriele, Martohadjono & McClure, 2003, 2005). For instance, !,yithout any doubt, ^quit€ a &w JLES, in padicular JLES with a low English ptoficiency or high school students, will consider a meaning ol be stapping (e.9., The bus is ctWW.) ^as equll to tmu,-te-i-ru ^(e.9., Basu-ga tomat-te-i-ru) in Jeaocsc, lf evcry interpretation of De+ir8 is compatibl€ with tha, of ,'-r€-r{a, JLES have

little difriculty using and acquiring the Euglish re+i4g usagss. Howwer, there ee some c&ses in which thcsc two linguistic forErs do not have this one-tGone sernantic mapping. ln this papcr, we will €)(anin€ to whst extent Japsnrse uniyqsity stud€nts with low-ifltennedid€ English pmfioicncy levcls understand these aspectud difrerences betwEen the two languagrs,

2. BACKGROUND

2.1 AJpecG h Jrprrcsc ud English

As m€ntion€d abovc, fot fi*$ce, be $r'ieira @.9., TIE

pl e b atiing al thc ai,?o/r.) is not €quivalent to 6rr-r-

,:-rz in Japmese (e.9., Hihooki-ga h&kao-ni tsui-te-i-ru.).

Ralh€r, ,crri-rea-l,/ in this co[text of Jsp{in€se could cary a mc8tring of present p€rfect whm it is interpretDd in Englisb, urd thus can b€ compafible wt$ have anived (a9., I:he pl@E hds qrrived at tha oirp.ole). Or you could just _say by using a simple prosort form ad ^{charlging d|e synEctic}

structu€s, 7fte pldne is ar ttg airyort. Thus, wben we

attempt to fonsl& thc Eoglish sstc[c&, Tle plote is

an'iving at ,he airpqt into Japcnes€, u,E would say

自畑知彦・望月孝太・須田孝司・横田秀樹・近藤隆子・田村知子・大瀧綾乃

something likc, fli,too ki-ga hatkaGni tooc hakt -shis oo-da, Hikooki-ga htukoo-ni (noojihi) tooclafu-suru, ot Hihuoki- ga hukoo-ni clalwiht-sunt tokoro-da.

As a matter of fact, ^at junior high school in Japan, the

foff\ be+ing, is usually taught with the Japaoese translation F-re-r:r,.. Although, itr most cases, lhis Japanese translaiion is all ^rigbt as mentioned abovq it somstimcs lesds JLES to be confused when the form is used with such verbs as/a4 die, reach, stop ot anive. These verbs belong

10 the group of ACH vcrbs. Thus" it has been claimed that aspectual differences b*!,t(je te-i-ru urd be+rzg used with

ACH vetus have difiiculty for JLES interprcting lho meaning of the ^sentcnce conectly. When an English ACH verb is used with a 6e +ing fffm (e.9., be dying), it defio,.es a proc€ss lcading up to the erdpoint. On the orher hand when a Japanese ACH vert is us€d with

" ^yle-i-ru bn

(e.*, shin-dp-i-tu), it shows resultative state (Shirai, 2000).

Wc will detail ttris issue lato agaia.

2J l,3xicd $pccts

Vcndler (1957) divided verbs ido four categories:

Stative (STA) ve6c Activity (ACI') ^verbs,

Accomplishment (ACC) verbs and Achievement (AC[I) ve6s according to thefu senantic connotatioas. They are csllcd l€rdcal aspects Based on lsdcal aspect classificatiou every verb has three semantic fea\xest dyranticity

(+DYNAMICI), telicity (F"ftulCD eftd purrrtuality ([*PUNCTUAL]) (Anderscn & Shirai, 199.; Gabdelo, ef a1.,2009; tshida 20M; Shirai 2000, 2013; Shirai &

Andersen, 1995).

According to ^{Shimi and Andersen (1995),}

[+DYNAMIC] ^shows that energt is required for the situation to €xist or contillue, [+TELIC] shom ^{having an} inher€nt endpoint and [+PUNCTUAL] sho$,s having no dur*ion, See Table l.

Verts such as see aod lore are callod STA verbs! ard thcy have [-DYNAMIC], [-TELIC] and [-Pt NCTUAL]

semantic features (a.g., Jolm lcnes ice cream\. Basically, STA verbs are not used with &e+izg, Thus, it is a rue case when we say, for e"xample, Taro is lotowing ry ^phone

nurnber. Wa usually say Taro hrtows my phorc rumber because the situations denotcd with sTA verbs alv,ays eKprrss unvaried stak.

However, th€re are some spccial cases- ln ^lhese

exc€ptional cas€s, STA verbs are us€d with ,e tttg. Th€o, in lhis situatio4 you need an operEtion of crungiog a [- DYNAMICI feerc to a [+DYNAMIC] ^{fcaturE. Examples} are the followings: I on terrportrity livif18 in TolEo now lKota is rcsenbling his fart@t tfiote @d more. ^Sometimes

the sedenc€ requires u ^{advertial phras€} flrch as

temporaily or mue and morc b match the aompdibility 'ttith ^be+inC. In thaf case, the interpre{8tion be{omes 'vividness' or 't€mporarioess'. lloweYcr, this is ^an

exceptionat c{se5 8nd indeed t€achers do not normally focus on dris kind of ^special usage al school in Iapan.

ACT verts suc,h as rrclt play, run have fcaturcs of

[+DYNAMIC], [-TELtCl and [-PUNCI UAI] (a.9., John runs wry _fait). T\ce ^{v€rbs can} prototypically be used with ,e+irg such as tro& .s playing baseball ww (Gabricle et al., 20(D; Shirai & And€rseo, 1995).

Tablc l

Semontic lbatures of low ^{lexical asrycts and their}

examples

Lttal

aspect S€manth featu€s emmples of vAs

STA verbs

I‐

DYNAMIC]

[TELIC]

r̲PttcTuALl

he,kЮ w, belong have

期 verbs

IIDYNAMIC]

l‐

TELIC]

「‐ PUNCTUALl

W泳 ,熱 、 teach,min

SEM velbs

ItDRAMIC]

[η ttLIC]

rIPllNCTUALl

klloCt w詠

00u」 ,nOd

ACH verbs

IIDYNAMC]

IITELIC]

卜 PUNCTUALl

stop,聰軌 出

fal ACC verbs such as li,a/* a mile, wql@ q choir, build a ,rorise have [+DYNAMIC], [+TELIC] and [-PIJNCTUAL]

features. Although ACC v€rbs and ACT verbs are dilfercnt according to t]le foatwc [+/-TELIq, ^{the vcrb6 bclonging to} these two cafegories are the samq and have almost th€

same interpretatiotr whetr they axe us€d with ,e+rrrg: Both can denote 'action in progress' (Shirai, 2000). Therefore tho rcs€archers have decided to integrate the ACC verbs and ACT ve6s into the category ACT v€fts (Le€clL 2004).

lnstcsd of ACC verbs, tlre current study bas ^adopted semelfictive (SEM) verbs (Smitlr 1997) although some linguists db not distinguish SEM verbs from ACH verbs.

The trntr 's€melftctive' comes Aom the Latin serrel ^(once), which is used in Slavic litrguistics to rcf€r to s sufrx $,hich itrdicatcs a single cvent. Thus, ve6,s woh as lotoch hit, wink cottgh sodjut p bclong to this cakgory, SEM ^verbs

have [+DYNAMrc], t-TELIq ^an l [+Pt NCTUALI semantic featues. lvhen Ores€ verbs are usd with the folm of be+r'49, they denote it€ratiye action in progress, and the action 6a! bo rep€atcd iDtermittelltly, which is ditrerent

&om the behaviors of the other vsrb categories. Sce same exanples in (l). Tlrreforg thc r€searchss havc d€cided to distinguistr SEM ^y€rbs from other velb Bp€s.

( | ) ^{SEM verbs:} iterative action in progress a" Ken jumped.

b- Kumi knocked st dre door- c. Ken is jrmpin&

d, Knni vas knocking ^{at Ole} door,

Th€ most important lo.ical aspect in the pr€sent study is ACH yefts _{such as die atd} oite. These verbs have

[+DYI{AMIC], [+TELIC] ad [+PI.INCTUAL] ^semantic

白畑知彦   望月孝太 須田孝司・横田秀樹   近藤隆子   田村知子 。大瀧綾乃

The A c q u i s i t i o n  o f  E n g l i s h  Aspects i n  Achievement Verbs by  J  apanese Learners o f  E n g l i s h  

f e a t u r e s .  Thus ，  t h e y  h a v e  no p r o c e s s  o r  d u r a t i o n  b e c a u s e   t h e y  h a v e  a  [+PUNCTUAL] f e a t u r e .  When t h e s e  v e r b s  a r e   u s e d  w i t h  a  b e 十 i n gf o n n ，  t h e y  show a  p r o c e s s  moving  f o r w a r d  t o  t h e  e n d  p o i n t  ( G a b r i e l e ，  2 0 0 5 ) .  l t   i s  i 1 l u s t r a t e d  i n   F i g u r e  1  b e l o w .  

2 . 3  B e + i n g   i n  E n g l i s h  t e x t b o o k s  i n  Japan 

The E n g l i s h  i m p e r f e c t i v e  m a r k e r  b e 十 i n gi s   g e n e r a l l y   i n t r o d u c e d  i n   t h e   f i r s t   y e 町 E n g l i s ht e x t b o o k s  i n   J a p a n .   J u n i o r   h i g h   s c h o o l   s t u d e n t s   u s u a l l y   l e a r n   f r o m   t h e i r   t e a c h e r s   t h a t   b e + i n g  i s   e q u i v a l e n t   t o   V ‑ t e ‑ i ‑ r u ^出 h 部

m e n t i o n e d  b e f o r e .   Th u s  a  m a j o r i 句

o f  a d u l t  J L E s  t h i n k  t h 剖

b e + i n g   i s   e q u a l  t o ド t e チ r u .C e r t a i n l y ，  t h e  way o f  g r a s p i n g   t h e   m e a n i n g   t h r o u g h   t h e   o n e ‑ t o ・ o n e mo 中 h o s y n t a c t i c ‑ s e m a n t i c  mapping may o f t e n  g i v e  a n  a d v a n t a g e  t o  JLEs t o   i n t e r p r e t  b e + i n g   c o r r e c t l y .  However

t h ei n t e r p r e t a t i o n  o f   be+ i n g  i s   n o t  a l w a y s  t h e  same a s  t h a t  o f  V ‑ t e 千 r u .F o r   i n s t a n c e

o n eo f  t h e  i n t e 叩 r e 臼 t i o n so f  t h e  p r e s e n t  p e r f e c t   ( h a v e + e n )  w h i c h  r e p r e s e n t s p a s t ‑ t i m e ‑ r e l a t e d ‑ t o ・ p r e s e n t ‑ t i m e '  ( L e e c h ，  2 0 0 4 )  c a n  i n  some c 部 : e sb e  e q u a l  t o  V ‑ t e ・ i ‑ r u . I n   f a c t ，  f O f  i n s 胞 n c e ， a  s e n t e n c e  1  h a v e   / i ved i n   C h i b a  f o r   f i v e  y e a r s  c a n  b e  t r a n s l a t e d   i n 郎 官 oku‑waC h i b a ‑ n i  g o ・

n e n k a n  s u n ‑ d e ‑ i ‑ r u . '  S e e  ( 2 ) .  

( 2 )  a .   1  h a v e  l i v e d  i n  C h i b a  f o r  f i v e  y e a r s .  

b .  BOku‑wa C h i b a ‑ n i   g o ・ n e n k a n s u n ‑ d e ‑ i ‑ r u   1 ・ TOP C h i b a ‑ i n   f o r  f i v e  y e 町 s l i v e ‑ TE‑ASP  ' H a b i t u a l  e v e n t '   o r s i m p l e  s t a t e '   d e n o t e d  w i t h  t h e  s i m p l e   p r e s e n t  i n  E n g l i s h  c a n  a l s o  b e  e x p r e s s e d  b y  u s i n g   ド t e ‑ i ‑ r u i n  J a p a n e s e .  S e e  ( 3 ) .  

( 3 )  a .   1  l i v e  i n  S h i z u o k a .   b .  Boku‑wa  S h i z u o k a ‑ n i  

I‑TOP  S h i z u o k a ‑ i n  

s u n ‑ d e ・ i ‑ r u l i v e ‑ TE‑ASP  I n   sum ，  V ‑ t e ‑ i ‑ r u   i n   J a p a n e s e  c o v e r s  t h r e e   l i n g u i s t i c   f o r m s   o f  E n g l i s h   ( s i m p l e   f o r r n ，  p r o g r e s s i v e   f o r m   a n d   p e r f e c t  f o r m )  a s  shown i n  T a b l e  2 .   I t   i s   p r o b a b l e 血 a tf o r   JLEs ，  t h i s   o n e ‑ t o ‑ t h r e e   mapping c a n  c a u s e  d i f f i c u l t y   i n   i n t e r p r e t i n g  t h e  m e a n i n g s  e x p r e s s e d  w i t h  b e + i n g   ( F u j i m o r i ，  e t  a l . ，  2 0 1 3 ) .  

T a b l e  2 .  

F  o r m ‑ m e a n i n g  m a p p i n g s  b e t w e e n  J a p a n e s e  and E n g l i s h   S e m a n t i c   J a p a n e s e   E n g l i s h  

R e a d i n g   ( L l )   ( L 2 )   H a b i t u a l o r  

s i m p l e  s t a t e   v  P r e s e n t  

V ‑ t e

i ‑ r u have+en  p e r f e c t  

P r e s e n t  

b e + i n g   p r o g r e s s l v e  

( B a s e d  on F u j i m o r i  e t   a l . ，  2 0 1 3 )  

Kuno  a n d   Takami  ( 2 0 1 3 )   c o m p a r e   ド t e ‑ i ‑ r u w i t h   b e + i n g ， 創 l d s u g g e s t   t h a t   ド t e ‑ i ‑ r u h a s   l a r g e l y   t w o   d e n o t a t i o n s :  c o n t i n u u m  oJ an e v e n t / a c t i o n  a n d  r e s u l t a t i v e   s t a t e .  On t h e  o t h e r  h a n d

b e + i n g h a s  o n l y  o n e  d e n o t a t i o n ，  c o n t i n u u m  o f  an e v e n t / a c t i o n .  Thus ，  A r i s a  i s   p l a y i n g  t h e   p i a n o  c 叩 b ee q u i v a l e n t  t o   A r i s a ‑ g a  p i a n o ・ oh i i ‑ t e ‑ i ‑ r u ， 

w h i l e  T h e  b u s  i s   s t o p p i n g   c a n n o t  be e q u i v a l e n t  t o  B a s u ‑ g a   t o m a t ‑ t e ‑ I ‑ r u .  S e e  ( 4 )  a n d  ( 5 ) .  

( 4 )  a .   A r i s a  i s  p l a y i n g  t h e  p i a n o .  

(ACT v e r b :  c o n t i n u u m  o f  a n  e v e n t / a c t i o n )   b .   Ar i s a ‑ g a   p i a n o ・ o h i i ‑ t e ・ i ‑ r u .

A r i sa‑NOM  piano‑ACC  p l a y ‑ T E ‑ A S P   A r i s a  i s  p l a y i n g  t h e  p i a n o .  ' 

(ACT v e r b :  c o n t i n u u m  o f  a n  e v e n t l a c t i o n )   ( 5 )  a .   Th e  b u s  i s  s t o p p i n g .  

(ACH v e r b :  c o n t i n u u m  o f  a n  e v e n t l a c t i o n )   b .  B a s u ‑ g a   t o m a t ‑ t e ‑ i ‑ r u .  

Bus‑NOM  s t o p ‑ TE‑ASP  ' T h e  b u s  h a s  s t o p p 吋 J (ACH v e r b :  r e s u l t a t i v e  s t a t e )  

As shown i n   ( 5 ) ，  Basu ・ gat e i r y u j o ・ n it o m a t ‑ t e ‑ i ‑ r u  c a n  b e   e x p r e s s e d   i n   E n g l i s h   w i t h   s e v e r a l   d i f f e r e n t   ~峨.ys by  c h a n g i n g  t h e  s y n t a c t i c  s 加 c t u r e sa n d  t e n s e  d e p e n d i n g  on  t h e  c o n 胞 x t sw i t h  b e + i n g .  T h e  b u s  i s   s t o p p i n g   i n  E n g l i s   ， h h o w e v e r ，  c a n n o t  e x p r e s s 也 es t a t e  a f t e r  t h e  b u s  s t o p s . '   I f   you would  I i k e  t o  e x p r e s st h e  s t a t e  a f t e r  t h e  b u s  s t o p s ， '   l i k e   t h e  e x a m p l e  i n  ( 5 ) ，  you h a v e  t o  u s e  t h e  f o n n ，  h a v e + e n .  

An impo 目 a n tq u e s t i o n  h e r e  i s ，  why t o m a t ‑ t e ‑ i ‑ r u  i s  n o t   c o m p a t i b l e   w i t h   b e   s t o p p 的 g ， t h o u g h   h i i ‑ t e ‑ i ‑ r u   i s   c o m p a t i b l e  w i t h  b e  p . l の ' i n g ..  Why c a n  J a p a n e s e  m a t ‑ t e ‑ i ‑ r u   and s u w a t ‑ t e ‑ i ‑ r u  b e  u s e d  a s   t h e   same i n t e 叩 r e t a t i o na s   E n g l i s h  b e   w αi t i n g   and b e  s i t t i n g   r e s p e c t i v e l y  w h i l e  t o m a t ‑ t e 千 r u i n   J a p a n e s e   c a n n o t   b e  e q u a l   t o   b e   s t o p p i n g  i n   E n g l i s h ? 百 l ei m p o r t a n t  p o i n t  t o   a n s w e r 血 i sq u e s t i o n   i s   c t o s e l y  r e l a t e d  t o  t h e  s e m a n t i c  f e a t u r e s  e a c h  v e r b  h a s  w i t h   b e + i n g .  Thus ，  s e m a n t i c  f e a t u r e s  o f  p l a y ，  w a i t  a n d  s i t  a r e   d i f f e r e n t 合 omt h o s e  o f  s t o p ，  d i e  a n d  a r r i v e  when t h e y  a r e   u s e d  w i t h  b e + i n g .  I n  o t h e r  w o r d s ，  s e m a n t i c  f e a t u r e s  w h i c h   bepl

のi n g ， b e  w a i t i n g   a n d  b e  s i t t i n g   h a v e 訂 ed i s t i n c t  f r o m   t h o s e   o f  b e  s t o p p i n g ，  b e   φ l i n g ，  and b e  a r r i v i n g .  T h e s e   d i f f e r e n c e s  w i l l  b e  d i s c u s s e d 仕 omt h e  l i n g u i 託 i cp o i n t  o f   v i e w  i n  t h e  n e x t  s e c t i o n .  

2 . 4  Grammatical 部 p e c tand l e x i c a l  a s p e c t  

The i m p e r f e c t 邸 p e c t( o r  p r o g r e s s i v e   a s p e c t )   c 組 b e d i v i d e d   i n t o   two s u b g r o u p s .  On e  i s   g r a m m a t i c a l  a s p e c t   ( e . g . 宅ド t e ‑ i ・ r ua n d  b e + i n g )   a n d  t h e  o t h e r  i s   l e x i c a l 出 p e c t ( e . g . ，  S t a t i v e ，  A c h i e v e m e n t ，  e t c ふ G a b r i e l e ， e t  a l .   ( 2 0 0 9 )   e x p l a i n 由 a tg r 担 n m a t i c 副 郎 p e c ti s   e n c o d e d  v i a  i n f l e c t i o n a l   mo ゅ h o l o g yi n   E n g l i s h .   Be+ing i s   o n e  o f  g r a m m a t i c a l  

邸 p e c t sand a l w a y s  d e n o t e s  o n g o i n g  (G 油 ' r i e l e ， e t  a l

2 0 0 3 ) ， o r  i n d i c a t e s  a  h a p p e n i n g  i n  p r o g r e s s '  ( L e e c h ，  2 0 0 4 ) .  

The m o s t  i m p o r t a n t  l e x i c a l 出 p e c ti n   t h e  p r e s e n t  s t u d y  

i s   ACH v e r b s  s u c h  a s  d i e ，  s t o p  a n d  a r r i v e .   Th e y  h a v e  a l l  

白畑知彦・望月孝太・須田孝司・横田秀樹・近藤隆子・田村知子・大瀧綾乃

[+DYNAMI C ] ，   [ + T E L l C ]  a n d  [+PUNCTUAL] f e a t u r e s 部

s h o w n  a t  T a b l e  1  a b o v e .  T h e r e f o r e ，  t h e y  h a v e  n o  p r o c e s s  o r   d u r a t i o n  b e c a u s e  o f t h e  [+PUNCTUAL] f e a f u r e  u n l i k e  t h e   o t h e r  t h r e e  l e x i c a l  a s p e c t s  ( S T A s ，  ACTs a n d  A C C s ) .  T h u s ，  t h e y  w e r e  o r i g i n a l 1 y  c o n s i d e r e d 由 a tt h e y  c o u l d  n o t  b e  u s e d   w i t h   b e 十 i n g b e c a u s e  o f t h i s  f e a t u r e  ( G a b r i e l e ，  2 0 0 5 ) .  

A l t h o u g h  i t   i s   c e r t a i n l y  t r u e  t h a t  s o m e  ACH  v e r b s ，  s u c h   a s   f i n d   a n d   r e c o g n i z e ， 蹴 附 n o r m a l l yu s e d  w i t h   b e + i n g ，  o t h e r  v e r b s  c 加 i n d e e db e  u s e d  w i t h   b e   +  i n g   i n   s u c h  a  s i t u a t i o n   a s   The t r ， α i n   i s   a r r i v i n g .   T h e  ACH v e r b s  w h i c h   c a n  b e  n a t u r a J l y  u s e d  w i t h   b e + i n g   d e n o t e   p r o c e s s  J e a d i n g   u p   t o   t h e   e n d p o i n t '   ( S h i r a i ，  2000;  G a b r i e l e ，  2 0 0 5 ) .   百 l e r e f o r e ，t h e   ACH v e r b s   c a n   b e   s a i d   t o   h a v e   a 

p r e l i m i n a r y  s t a g e . '   F o r  i n s t a n c e ，  T h e 平 a r r o wi s   d y i n g   c o n t a i n s  a  p r o c e s s  t h a tt h e  s p a r r o w  w i l l  d i e  b e f o r e  l o n g . '   S e e  F i g u r e   1 .   T h e  p r e ‑ s t a g e  e n a b l e s  t h e  ACH v e r b s  t o  b e   u s e d  w i t h   b e + i n g .   l n   a d d i t i o n ，  S h i r a i   (200 的 s h o w st h a t   s o m e   o f   t h e   ACH v e r b s   d e n o t e   " i t e r a t i v e   ( a c t i o n   i n   p r o g r e s s ) '  . 

When c o m p a r e d  ACH v e r b s  i n   E n g l i s h  w i t h  t h o s e  j n   J a p a n e s e ，  we w i 1 l   u n d e r s t a n d  t h e  d i 百 e r e n c eb e t w e e n  t h e   t w o  c a t e g o r i e s : p r o c e s s   l e a d i n g  u p  t o   t h e   e n d p o i n t '   i n   E n g l i s h   a n d   ' r e s u l t a t i v e   s t a t e '   i n   J a p a n e s e .   T h i s   i s   a n   i m p o r t a n t  d i f f e r e n c e  o n  w h i c h 出 ep r e s e n t  s t u d y  w i l l  f o c u s .   I t   c o u l d  b e  p o s s i b l e  t o  g u e s s  t h a t  J L E s  h a v e  d i f f i c u l t y  i n   ACHs v e r b s   ・ w i t h b e + i n g   i f  t h e y  s i m p l y  r e g a r d  i t 部 m e q u i v a l e n t  t o  t h e  J a p 組 . e s e V ‑ t e ‑ i ‑ r u .  

I t   c a n  b e  a s s u m e d  t h a t 血 ei n c o m p a t i b i 1 i t y   b e t w e e n   be+ i n g   a n d   V ‑ t e ‑ i ‑ r u   i n 由 eACH v e r b s  m i g h t  n e g a t i v e l y   i n f l u e n c e  t h e 邸 q u i s i t i o no f   b e + i n g   t o r  J L E s  i f t h e y  s i m p l y  

reg~訂:d b e + i n g 部 " ( t ' ‑ t e ‑ i ‑ r u . A  s p a r r o w 川崎￨

( d i e )  

S u z u m e ‑ g a  s h i n ・ d e ‑ i ‑ r 弘

t n n e   _ア

F i g u r e   1 .   Th e  d i 偽 r e n c eb e t w e e n   b e 砂 i n g a n d   s h i n ‑ d e ‑ i ‑ r u   ( b 酪 e don S h i r a i   &  Kurono ，  1 9 9 8 ，  p .  2 5 3 )   2 . 5  P r e v i o u s  s t u d i e s  

L e t   u s   b r i e f l y   r e v i e w   a c o u p l e   of p r e v i o u s   s t u d i e s   c 1 0 s e l y   r e l a t e d   t o   t h e   p r e s e n t   s t u d y .   G a b r i e l e   ( 2 0 0 9 )   e x a m i n e d  w h e t h e r  p r o p e r t i e s  o f  J L E s ' 百四 t1 組 制 a g e( L l ) ，  t h a t .  i s   J a p a n e s e ，  p l a y e d   a  r o l e   f o r   t h e   J L E s '   a s p e c t u a l   i n t e r p r e t a t i o n  o f   b e + i n g   b y  u s i n g  t h e  S t o r y  Comp 抵 i b i l i t y T a s k .   S h e  i n v e s t i g a t e d  two l e x i c a l  a s p e c t ，  ACC v e r b s  ( e . g . ，  m a k e  a  c a l a ，  b u i l d  a  s a n d c ω t l e ，  e 配 . ) and ACH  v e r b s  ( e . g . ，  a r r i v e ，  d i e .  come ，  e t c . ) .   I n  a d d i t i o n ，  G a b r i e l e  c o m p a r e d  two  c o n t e x t s ;   p r e e r n p t i o n   ( c o m p l e 臼 d ) a n d   a d d i t i o n   ( i n c o m p l e t e ) .  The JLEs W e r e  a s k e d  t o 民 s p o n da c c e p t a b i l i t y   o f  t h e  E n g l i s h  s e n t e n c e s  b a s e d  on t h e  c o n t e x t  g i v e n  w i t h   p i c t u r e s  on S c a l e  1 ，  w h i c h  c o r r e s p o n d e d 初 出 e S . 阻 . t e m e n t : J  d e f i n i t e l y  c a n n o t  s 勾

的 i ss e n t e n c e  i n   t h e   c o n t e x t  o f  t h e   s t o η "   t o  S c a l e  5 ，  w h i c h  c o r r e s p o n d e d  t o  t h e  s t a t e m e n t :  1  d が n i t e l yc a n  s a y 的 i ss e n t e n c e  i n  t h e  c o n t e x t  o f  t h e  s t o り ん

Her a s s u m p t i o n  on t h e  L 1   t r a n s f e r  was t h a t  i t   would c r e a t e   a  m i s m a t c h  o f  t h e  a c c e p t 油 i l i t yb e t w e e n  t h e  JLEs a n d 由 G

n a t i v e  s p e a k e r s  o f  Eng 1 i s h  o n l y  i n  t e r m s  o f  t h e  j u d g c r n e n t   o f  t h e  ACH v e r b  u s a g e s .  The r e s u l t s  i n d i c a t e  t h a t  t h e  JLEs  w i t h   l o w   a n d   i n t e r m e d i a t e   Eng I i s h   p r o f i c i e n c y   h a d   d i f f i c u 1 t y  w i t h  t h e  a s p e c t u a l  i n t e r p r e t a t i o n  o f t h e  ACH  v e r b  

U 泊 g e s .

I n  G a b r i e l e ，  Maekawa a n d  Aleman.Banon ( 2 0 0 9 ) ，  t h e y   e x a m i n e d  t o  v e r i f y  two a c c o u n t s :  t h e  P r 叫 0 貯 peH y p o t h e s i s   ( S h i r a i  &  An d e r s e n ，  円 1 9 9 5 釘 )a n d  F u l l  T r 司 a I 郎 1 路 s f 色 b 註 伽 r 釘 /

Model ( β S c h w a 副 r 此 t z 加 dSp 戸 i f 加 O 肌 ∞ u s 民 ， e 弘 1 9 9 6 ) .  Su 吋 e c t so f t h e  s t u d y   w e r e  1 9  n a t i v e  s p e 球 . e r so f  M a n d a r i n  C h i n e s e  a n d  1 9  n a t i v e   s p e a k e r s  o f  K o r e a n .  A l t h o u g h  M a n d a r i n  C h i n e s e  h a s  t h e   i m p e r f e c t i v e   m a r k e r   z a i ，  i t   i s   n o t   c o m p a t i b l e   w i t h   t h e   u s a g e s  o f  E n g l i s h  ACH v e r b s .   I n   c o n t r 出 t ， i n   K o r e a n ，  a  m a r k e r   k o  i s s   e n c o d e s  p r o g r e s s i v e  a s p e c t  w i t h  b o t h  ACC  v e r b s  a n d  ACH v e r b s  a s   e q u a l  a s   b e + i n g .   The P r o t o t y p e   H y p o t h e s i s   c l a i m s   t h a t   L2 l e a r n e r s   a c q u i r e   a l i n g u i s t i c   c a t e g o r y  s t a r t i n g  w i t h  t h e  p r o t o t y p e  o f  t h e  c a t e g o r y  a n d   l a t e r  e x p a n d  i t s   a p p l i c a t i o n  t o  l e s s  p r o t o t y p i c a l  c a s e s 組 d t h e  p r o t o 守 p eo f   b e +  i n g   i s   t h e  l e x i c a l   a s p e c t  w h i c h  i s   [ ‑ TELI C ]   a n d  [+DURATIVE] (=[‑PUNCTUAL]) ( S h i r a i  & 

A n d e r s e n ，  1 9 9 5 ) .  Thu   ， s ACT v e r b s  h a v e  t h e  p r o t o t y p i c a J   l e x i c a l  a s p e c t  o f   b e + i n g .  

A c c o r d i n g  t o  t h i s  h y p o t h e s i s ，  i t   i s   p r e d i c t e d  t h a t  b o t h   C h i n e s e  a n d  K o r e a n  l e a r n e r s  s h o u l d  1 a c e  s i m i l a r  d i f f i c u l t y   w i t h  ACH  v e r b s  w i t h   b e + i n g   r e g 町 d l e s so f  t h e  p r o p e r t i e s  o f   t h e  n a t I v e  l a n g u a g e  b e c a u s e  t h e  ACH v e r b s   a r e   n o t  t h e   p r o t o 句 r p ea n d  n e e d  t o  e x p a n d  a n  a p p l i c a t i o n  o f  ACT  v e r b s .   F u l l   T r a n s 島 r / F u l l A c c e s s   Model ，  o n   t h e   o t h e r   h a n d ，  p r e d i c t s   t h a t   t h e  K o r e a n  l e a r n e r s   w o u l d .  o u 駒 市 rmt h e   C h i n e s e  l e a r n e r s  b e c a u s e  K o r e a n  h a s  t h e  same a s p e c t u a l   p r o p e r t i e s  a s   b e + i n g .   The 泊 s kwas a l m o s t  t h e  same 部 t h e o n e  u s e d  i n   G a b r i e l e  ( 2 0 0 9 ) .  The r e s u l t s  showed t h 剖 t h e K o r e a n   l e a r n e r s   o f  E n g l i s h   o u t p e r f o r m e d   t h e   C h i n e s e   l e a m e r s  o f E n g l i s h  i n  t e r m s  o f t h e  ACH v e r b s  w i t h   b e + i n g   a l t h o u g h  b o t h  l e a r n e r  g r o u p s  had no d i f f i c u l t y  i n  t h e  ACC  v e r b s  w i t h   b e + i n g .   T h a t  i s ，  t h e  L l 仕 組 s f e ra c c o u n t  w 部 i n 1

i ne w i t h  t h e   r e s u l t s .   However ，  i t   i s   i n t e r e s t i n g  t h a t  t h e   K o r e a n  l e a r n e r s  h a d  more d i f f i c u l t y  w i 白 血 eACH v e r b s   t h a n  w i t h  t h e  ACC v e r b s .   l t   s u g g e s t s  t h a t  t h e  a s p e c t u a l   i n t e r p r e t a t i o n  o f  ACH  v e r b s  w i t h   b e + i n g   s h o w s  u n i v e r s a I l y  much d i f f i c u l t y  f o r  a n y  L2 l e a r n e r s  o f E n g l i s h .  

M o c h i z u k i  ( 2 0 1 5 )  c o n d u c t e d  a n  e x p e r i m e n t ，  w h i c h  was  d e s i g n e d  t o 出 kJ L E s  g r a m m a t i c a l i t y  o f  Eng 1 i s h   s e n t e n c e s   t e s t e d .   Th a t   i s ，  t h e  e x a m i n e r  i n v e s t i g a t e d  w h e t h e r  o r  n o t   JLEs w e r e  a b l e  t o   d i s t i n g u i s h  t h e  u s a g e s  o f   b e +  i n g   f r o m   t h o s e  o f   ド t e 千 r u . Th e  l e x i c a l  a s p e c t  w 出 u s e db a s e d  on 出 e V e n d l e r e a n  f o u r  c a t e g o r i e s .  T h a t  i s .   t h e  t 邸 k 旬 r g e t e dSTA  v e r b s ，  ACT  v e r b s ，  ACC  v e r b s  a n d  ACH  v e r b s  w i t h   b e + i n g .   T h e r e  w e r e  s i x t y  JLEs a s  p 訂 t i c i p a n t s

whow e r e  u n i v e r s i t y   s t u d e n t s   i n   J a p a n .   Th e y   w e r e   a s k e d   ωanswer f o 口 y q u e s t i o n s .  The i n 比 a ls e n t e n c e  o f  e a c h  q u e s t i o n  was w r i t t e n   i n   J a p a n e s e  w i t h  t h e  e x p r e s s i o n  o f   ド t e ‑ i ‑ r u . The s e c o n d   s e n t e n c e  was w r i t t e n  i n  E n g l i s h  a n d  i t   w 出 c l o s e l yr e l a t e d  

t o 由 ei n i t i a l   J a p a n e s e  s e n t e n c e . 官官 p a r t i c i p a n t sw e r e  

The Acquisition of English Aspects in Achievement Verbs by _Japanese Learners of Enelish

ssked to clange the v€rb folm in the s€cond sentenc€ into the rnost appropriafe fomr to match the mcaning of the initisl sentence.

One of ^the findings was {ni th€ JLES in the €)ecriment did not simply rcgud Yae-i-ru as equal to bb+ingt T\ey choso their answcrs dcpendiug on th€ category of lcxical sspecl The difficulty of th€ asp€c'bal interprEtdion of

ACH verbs must be due not only to the Ll transfer but also

to ^{thc scmantic} ftature [+PUNCTUAL] th€ ACH vcrbs have. Thus Mochizuki (2015) claims lhst the difficulty of corect interprctatim in the usages of ACH verbs with

Se+hg rclia heavily on the ^{semantic fcah[c}

[+PUNCTUAL]. when JLES irtcIplet he ^sentence

meaning of ACH verbs with 6e+ r& they must crhange the s€nantic.feahrc thc ACH vcrbs have ftom [+PUNCTUAL]

io [-PUNCTUAL] to ^{mect the} requir€m€.nt of t]I.e be+v8

brm JLEs need a ccrtain amount of time wheo they accomplish ttis f€dur€ charyc.

3. EPERIMENT

3.1 Porpose ofthD rcscsrch

The ^purpose of the shdy is to hvestigde the acquisition ofEnglidr aipect in ACH v€rbs with 6e+irg in comparison with the acquisition of STA ^y€rbs wift ,e+,'rg.

thus, the shrdy will €xatrine whsthcr the five STA verts wiih be+W $.e,, be.hatiag; be ltving be lceeping, be belonging, d ^be stadbq) sDd th€ fiv€ ACH verbs with be+ing (i.e., ^be falling, ^be orfing, be dyirg, be reachw

{Ld be stopbing) ^arq qudly dificult for JLES to interpret their scntetrtiEl meanin$"

Io the ^questioms of STA ^verbs with ,e+ia& JLES must choose fte choic€ WRONG, and then they must setcct a verb simple ^pres€ot form in ordEr to get a correcl answfi.

ln ACH verts with 6e+t t& JLES must chome the choice, WRONG, then they rdlt choose either a present perfedive or a simplc past folm to r€ach lhe cor€ct judg€rneat.

3.2 Prrticiprott

Orc hudr€d md eleveD univeBity students in Japan whose ndive language is lap6n€sE participated in this exp€rimqlt Thcy werc freshme4 sophomoes and a few juniors wh€n this oeeriment uas conducted. Their mjors

arc either intemational rglations, economics or scicnce.

A gr.fintdicality ^judgement tlsk (GfD ^was

adminisEftd for fhcse ^{110 JLES.} Befor€ thc GlT, to grasp their poficieocy lev€ts, 6e ardrors used Oxford _Quick PlacrmEnt Test (OQP{). the result is shown in Table 3.

Th€ mardmum scorc ofOQPT is 60. Thc mean score of{rc

test was 2E.03, ud the Staldryd Deviartbr, (SD) was 5'9' Thus, thc prticiparts can be said. to be in ^{lhe lower-}

int€rm€diate Eneli$ ^prcfi ciensy levcl.

Table 3

&諄

=嶽 グα 2Pr"=′ ′ 〃

ν σ″

SD Median Minimum Mslmum 2803 59

3.3 Deslgnl and Procedures

Five STA verbs and flve ACH verbs werc selemd and tested■ ey areshom in(o

t6)STAs:  ^{力 のぁい} o呻 ^、ら 4鴨

″″

ACHs/ar/● //1va,花 at s″

me JLEs in this study werc asked to jtldge w皿

"thc

underlned part of the English  Ы■mulus sentences on the 應 tsha ttmn団 cally expressed the sanle memhgs as the Japanese回 働

"c wntten above∽ ^ぬ English selltencc The test memOd adOp・ ●d in this‐ perlment is J面 lar to

that of Moch動直 f2015)■ ^¨ were lo target que"麟 ル

smmsand30■ lus mludngthe qutton sentences of ACT alld SmeleCtW。  (sEM)verb usagcs b―  ⁱⁿ

addi● on to sTA and ACH ve6s,we ttglnally ex"」 薫灘

ACT and SEM verb umges h the ttne expenmem

However.thc researchers wi11■ ot disouss the results oF these two ve5 mtegones h thls paper

7he paFtiCipants were requred"rcnd a short passage

― ten in Japanesc  Ⅲ Ch由 組 ibd a SmttOn Of thc

∞ ntext and to judge wbdler the dtuation  Ⅷ

m in

Japanese and the Engli轟 sentmc mmmmCdly matched

or n∝ Thm,thcy were expe● 配 to choosoり or 7ra辱

we宙 u● ● u this usk First Cholce When the partた oant CI∞SeS Rむ L he/She輛 :l go to the next test sentencc When he/she chooses″ Ю Ⅳ C then hC/She must scld what he/me thhks to be the most approprlate grammamal fonn from the ive almmves wnttcn rl夢 t below the cet Englitt scntcncc We will call ms task Second ChoL Allten testque舘 o6orc」 ● ● lt h(7)and c).

イ

STA verb3

● .ぶ ″

Sibl満 正 修 平 の家 には犬 が 3直 い る。 学校 か ら帰 る と、彼 はいつ も一緒 に散 歩す る。

Sentence:Shubd's価 面 ly is keeDhg th口  dogs Judgem前 :  WRONG

l will ke" 2 ketts 3 has kept

4.k● pt    5 waske"hg LB輌

simmn:二 郎 は野 球 部 で あ る。 日焼 け して真 つ黒 だ。

Sentence:S働 叩o is belontth2 t●  the baseball club Judgement: WRCING

l‖ li belong 2 belongs 3.has belonged

4 belonged  5w _belo嗜咤 c LIw

SimatiOn:  健 也 は静 岡在住 亀

42

29 14

4 stood

● H醒

S€ntence: Kenya is livins io ^shizuoka.

Judgemcnt; WRONG

l- will live ^2. livos ^{3. has live.d}

4- lived ^{5. was liYing}

d. Slad

situarion: : @fJl.lttv\#t+rlrb 6" zitltH < #

tLt tj.i ^DEoDLl.bb _"

Seiltencc:Theold church is shoding on the ^hill.

Judgemcnt; WRONC

1. will stand 2 stands ^{3. has stood} 5 was鋼 _彙

situation: i ^{)/i,,*n H tt# <} <igly<r,\ 6.

Sfltenc€: Nancy is ^{havins blue eyes.}

Judg€mcnt ^WRONG

l. will have ^2. has ^{3. hss had}

4 had 5. was having

̀8)ACH verbs a.Л

Situatior昨 日は一 日中 、台 風 の 影 響 で 強 い 風 が 吹 い た 。 そ のせ い で 、 こ この道 路 に は 落 ち葉 が た く さん あ る。

Scntence:A lot oftaves ale  制 如菫  on this stre

Judgment: WRONG

l.will■ l1    2 fal1    3 have'1len

4 fell 5w● ● Llling L Di″

Shatlon:昨 日か ら、 そ の 本 の 下 に は 一 匹 の 猫 が 見 え る。 しか し、 全 く動 かず 、 息 づ か い もな い。

Smtence:  A  cat  is  dν ttne  under  the   躊 Judgemm●  WRONG

l wln dlc  2 dles  3 has dled 4 dled   5 was dylng

● .■ cI

sh面 on:純 と豊 は今 、富士 山 の頂 上 にい る。

senm∝ : Jun  and  Ymta  "  rc"1薦 ne  tt  top of Mt Fuli

Jud♂ ment: WRONG

l wllreach 2● aches 3 has reachod 4 reached   5 was reaching

d.出 η

Situatlon:あ そ この パ ス停 に清 水駅 行 きの パ スが 見 え る。 そ のパ ス停 に は乗 客 がい る。

Sentcncc: ne bus to  ShmZu  St前 on  _埜

StODDing at the bus  "op

Judgment: WRONG

lM‖ stop 2 stoぃ  3hぉ ^stopped

4 stopped    5  ^{Ч 田 s stopp:ng}

e.И ′ ″

"

SItuath:私 は 浜 松 に用 事 が あ り、熱 海 か ら浜松 行 き の東 海 道 線 に乗 つた。 そ して 私 は 今 、静 岡 駅 に い る。

Scntcnce:llle mm to Hamamatsu  ^執面 on  埜

anivinq at ^{Shizuoka Station.}

Judgernenr WRONG

l. will arrive ^{2. arrives 3. has arivcd}

4前 ved ). was amvrng

h ^(7a-c) for STA vqts, thc participantr sre e,ecctEd to choo6€ ,/RO.lyG. Then, hstcad of 6e+r'ag, ttcy will choos€

the most appropriate form out ofthe five choic€s, which the rcsearcllers believe that th€ simpl€ pr€sent form is the most appropdate form. They do irct believe that th€ other choic€s arc gra0matical for this contoc

In ^{(8s-G), from the context writrcn} in Japanese, rhe res€archers also cxpoct the participonts to choose lfRONG.

TheL the participsnts will choose all altemative. Thc rescarchers believe that thcrc arc i^,o possiblc mswem for

these fivc situations ^{They are} a pr6€nt progrcssive form or

a simple past form. Thug when the participanB chosc cith€r of thc two choic€s, they chose s corf€ci answcr for the question.

4. RESI'LIS AND DISCUSSION

4.1 Ov.rdl rcsulb of Firct rtrd second Choic.s

We show the test re$tts of Filst Choice d Table 4. lt

indicalcs how mary atrswe$ are RIGIIT or IVRONG. In the cas€ of STA verbs, 4E2 aoswers out of 576 werE conect responses ^(88,8olo crnecl),. and 94 answers uEre wrong answcrs (l1.2%). On th€ oti€r han4 in tllc rcsults ofACH verbq 375 out of ⁵⁸⁶ answeni werE corrcct aoslv€rs (62.V/o), and 2ll ^answets w€te wrong answers (38.@o). A

ooe-way ANovA ^rev€alEd a significant eifect for lexical aspecf F (3, 44O) : _13.9544, p < .001. Multipte compadson tests by Bonferoni's Msthod found thd a significant differ€nce was found betw€en the STA vetts and tre ACH vcrbs (p < ^.001). Thus, gpnemlly speaking as a group. the ACH verb goup _is morc difficutt than thc STA verb group for ore JLE8,

Table 4.

Results of FirT,t Choice

@ ANSWET ^*i,IGITI

WRONG ^(,befing)

STAverbs(576)   482(8880/op    94(11.2ツ o ACH verbs(586) 375f62.00/O1  211(38鋼 り

iable 5 shows Orc results of Second Choice. As wc have discussed esrlicr, in STA velbs, ,[E2 out of 576 answers were corrct rcspons€s, WRONG, wllile in ACH verbs, 375

out of 586 wcrc WRONG. Thus, Table 5 ^{lists the}

h€akdo$m r€sults of thm€ shown in Table 4. For STA verbs, tlt€ most appropiiato answer is I/, which means a simple pl€s€trt form. Four hundrcd and eleven answers

wqe Y Q4.lYo), which could be ssid to be a ^real

percsntagE ofthc cor€ct an$ffim for STA vclbs. ^W€ found

白畑知彦・望月孝太・須田孝司・横田秀樹・近藤隆子・田村知子・大瀧綾乃

The Acquisition of English Aspects in Achievement Verbs by _Japanese Learners of English

a smaf l perc€ntage rate of the other choices excapt hove+en (9.60/ol.

On tho othcr han4 for ACH vcrbs, the most suitable choice can be etlhet have+en ot -<d in the current experimcnl One hundred thineen (20.4yo) wr.e hqve+en answers, and ll2 (20.2yo') werc ad ^{answcrs. In} total, ²²⁵ (40.6yo) \,vere colloct answers, What is interesting here is that th€re was the same nunbers of responses for the choicq

I' ^{(20.97o) though} it is not a cor€ct choic€. Th€ statistics show that thero is a significant difference betwe€n th€

correct numbers of answer for STA velbs and those for the ACH verbs (p < .001). To sum up thes€ Esults, we can say th8t, again in general, ACH verbs are more difficult than STA verbs.

Now. lat us look at the interrclalionships arnong th€ fiYe STA verbs and among the five ACH varbs. The point herc is to sxamine wheth€r therc is afly significant difference in acquisirion among ihe ^samc cEtegorical verbs, Thcre may bE a poEsibility thal some verbs arc more difficult for JLEs

to ^{interpret corcctly than others evcn} in the ^salll€

catogqrical verbs,

LGt us fllst look at the results of the fiYe STA verbs first.

Se€ Table 6, Figure 2 ^and Figu!€ 3. First of 8ll, let us look at tho iflr€rBal r€lationship amoog the fivc STAs and the p€rcentagcs of thoir con€ct forms, ,/. The ^results shown at Table 6 and Figure 2 rweal a signilicant difference among some v€rbs: bstweer. lave afi ^{kaep lp < .001), iave and}

belong (p < _{,001) and hsee} and stard ^(P < .001) &s wcll as

Answa: Wrong

live and l{eep (p =.002) and /,ne 8nd ,srand Qt -.046}.'lhe participants significantty pe$ormd have and i've belter than the oth€r thre€, which ^indicates that the JLES do not oten use a 6e+irg form when ^the verbs arc ^have nd live.

Thus, although STA verbs ^are usually said to be easy for JLES to inte+ret corcctly, all the STA Yerbs are not nccessarily equally easy for JLES.

Let us look at the numbers and percentages of JLES' selection of be+i4g in the STA vcrbs, which is showtr in Table 6 and Figure 3, Mulxiple comparison tests by Bonfenoni's Method show that there are significant differenccs barlnaar h6re xtd keep (p -- .016), hava uld

sta d _Q) < .([l), have and belong (p =.005), and l,re and stand (p: .044). Thesf- results could indicate that in the cas€

of STA vcrbs, ^JLES are most likely to selcct the be+W form when thc vcrb is stazd The authors assume that this may be due to the linguistic properties of the verb, ^staad.

We can use stand wilh be+ing whf,t the object can be moyed. ,1y sisler is standing under the big tee or ^The

bool<case wds standing in the ^middles of the room ,sstedoy ^{arc exar$ples} offiis ^{case. JLES in this study m8y}

bc influenced ofthis usage.

havc+en -ed was/were+ing Tablc 5

STAs ACHs

482o880/Ol 375(6200/Op

2(040/●

13(23埼

411(7410/Ol

l16(20%)

53(960/Ol

l13(204%)

6(110/O1   10118り

112(202り      21(32%) Note. The totol percehtdges items oe not l00 ^{becquse the} pafiicipmts werc

力物 ψ´ ″‐

″ グル ″づο

"

お″′ Zο ′

ο ●

44ッ α ″ me

Tablo 6

胸 ″λ J orsT/ rbsソ ″″

+レ g

one verb

STAs    ^{■ レ} +姥    ^{中 Will+verb} *havelen *-ed ^rvds+mg

力

″ν ̀

bοl●

″ g

S″ ″′

3(2 7YO/●

17o53つ 22(198釣 32(288■ ヽ

0(00°

O(0.0"

0(00°

l(09° /On

1(09°

1(09%)

l109°

2(180/Ol

0(00° /Ol

0000

1(270/Ol 2(180/Ol 101(910°/o)    7(630/on

91(8200/O1     7(63′、

77(6940/O1 13(11動 74 67埼   5(45釣

ル の 20(180埼 1(09%) 68(6130/0)  21(189%) 1(09%) 5(45%)

″

● sa

will+V

白畑知彦・望月孝太 ・須 田孝司・横 田秀樹 ・近藤隆子・田村知子 ・大瀧綾乃

Figure 2. Percentages of Z selection (corrert answer) in the five STA verbs

Figura 3, Results of *6e+r'4g selection in the five STA verbs

42 Results ofACI verbs with"秘

Now ict us look tt tho intemal relationship alnollg thc nve ACH verbs.As sllo、 vn itt Table 7 and Figure 4,the JLEs selected various kinds ofverb fo鰯 as their answers.

A two‐ way ANOVA indicate a signilicant difお ^rence bethreen the flve veFbS and the six foms except for  ク l lt shows that there aκ  difFerences bepeen the verbs alld み θ ^+ル B(F(4,55o=14.2686,′ <.001),ψ ″ 十 ′ bφ 「(t 550)=5.6056,′ <.001),力 昴η ^+̀れ (F(4,550)=7.5692,′

<.001),‐ ′ ″IF(4,550)=8.1801,Pく ^{.001),鑢 dẀド} キ :鴨

or(4,550)=6.4706,′ <.001),On tte other hand,■ o difFerencc was found be"ccn the ive verbs and tt F

550)=1.3194,P=0.262.

Let us examinc the intemal relationship bcmeen the nve ACH verbs and b̀+鳩 ^、 The tests show a signttcatlt direrence betweenヵ ″ and re∝ hむ <.001),and力 ″ and

S′

″ 0く ・ 001),as well as ar″ ″

̀and re軌 o=.024), α

̀鋤 ^ds Poく ^{.001),and″ 診 and s Poく .001)}

Thus,it oould be said th載 _/aJF and  α″加 are relatively eぉ y and″ み and∫ ふ り alle rdatively dirlcult fOr the LEs.L was also found that  Л■ s alc likcly to useレ 十プ 4g when the verbs are s′ ″ ^alld″ ′ α

̀み

,MoreovcL"was found that thり olten tend to ttlect a sinple verb fom when they judge tllat the forrn ba+′ ″ gis uttmatical.

5。

CONCLUS10N

The purposc of the stuむ waS tO investigate the acq滅 盤■

of枷 _」 ish aSpect by adult ILEs(uniVersity studcnts m」 ゅ an3.In particular9 the sttldy htt focused on the acquidtion of asp∝ tin ACH verbs w価 わθ+iFg in comparison with the acquお ition ofSTA verbs withろ o+42g.

We obtained the da伍 飲 )m H l JLEs to investigate whether the corectinterpretation ofthe Flve STA verbs wi■ レ +ル ば (b̀滋 ^″ブ 砲トル

″ 3溌 滋ψ ^iFglみ

̀b′ ra嘘掩 ,andゎ ^θ

s′

滅′ り and me flve ACH t7erbs withら

̀+控

^鶴

わ ̀α ″′ ッ滋&わ ^oα ン ^{,43 bι  re} れЙ感独 ^{dら os″} 9ηブ 婆D were

The Acquisition of English Aspects in Achievement Verbs by _Japanese Learners of English

Table 7.

R̀s Jrsグ И C″ ″ rbs

2:お

wi11+

1:*施 +Jな

verb

3:*ア 4:have*en

̀′

Correct

6:awas+it1g

(4+5)

μ   滋

22(19.8%) 0(0.09り 36(32.4%) 0(0.0%)

arrive ^{32 (28.8o/A 5 (4.5Yo)}

S′9′

52 6."6) 0(0・ 0%) 69(622釣  _8(7.20/Ol

19(17.1%) 39(35.1%) 21(18.9%)   27(24.3■、

31(27.9埼  19(17.1釣 25(22.5%) 20(18.0%)

27(24.3埼  66(59.4●

1 13(11.7釣 37(33.3り  64(57.6埼  3(2.7均

26(23.4%) 45(40.50/0) 3(2.79り

16(14.4■ 、   36(32.40/O1   1(0・ ^9ウ

20(18.0%)  8(7.20/On   6(5.4%)  14(12.69り   _I(0,9°

Figure 4. Comparison of enor percentages of the five ACHs with be+tng

equally difficult for JLEs to judge th6ir selnantic meanings.

The results have shown thai th€ corroct interpretation of

ACH ^verb fotms with be+ing arcmare difficult than that of SAT verbs with be+ing. Howevor, there exist sigrificant differences of difficulties evsn among the same verb categories. In STA verbs, have and live are easier than [eep, belong wrd stand. In ACH verbs,/a// and dr'e are easier than arrive, reaeh and srop. Stop is ^{the most} difficult verb among the five ACH verbs we examined in this study.

Based on these research results, we will ^propose what teachers should know when they teach English as a foreign language. Firsq they should know that generally speaking ACH verbs ar€ more dif;ficult than STA vstbs for at least

JtEs to understand their liuguistic forms. Second, they should know that there are sigrr*ificant difftculty orders even among the same verb categories. In our future study, we are going to explicitly teach JLEs grammatical and semantic flinctions of the ACH verb usage wi*t be+ing and then examine the effect ofexplicit instructions on this issue.

Acknowledgement

This study has been partially supported by a Orand-in-Aid for Scientific Research (B) (No. 26D84077) from the Japan Society for the Promotion of Seience.

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aspect.Stadrec in Second l*nguage Acquisition, 31,

白畑知彦・望月孝太・須田孝司・横田秀樹・近藤隆子・田村知子・大瀧綾乃

3 7 1 ‑ 4 0 2 .  

G a b r i e l e ，  A . ，   &  M 町 t o h a r d j o n o ， G .  ( 2 0 0 5 ) .   I n v e s t i g a t i n g   t h e   r o l e   o f   t r a n s f e r   i n   t h e   L2  a c q u i s i t i o n   of 

部 p e c t . P r o c e e d i n g s  o[GASLA ，  7 ， 96 ・ 1 1 0 .

G a b r i e l e ，  A . ，   Maekaw   ， a   ， . J &  Aleman‑Bano   ， n J .   ( 2 0 0 9 ) .   Can  we  p r e d i c t   when  d y i n g   w i l l   b e   d i f f i c u l t :   P r o g r e s s i v e  a c h i e v e m e n t s  i n  L2 E n g l i s h .  I n  1 .   C h a n d l 田，

M.  F r a n c h i n i ，  S .   Lo   r ， d &  G .   M.  Rh e i n e r   ( E d s よ P r o c e e d i n g s ザ t h e 33 ^rd  Annual  B o s t o n   Un か e r s i t yC0 1 ; 舟 r e n c eon L a n g z ω : g e  D e v e l o p m e n t  ( p p .   1 7 5 ・ 1 8 6 ) .Somerv i 1 1 e ，  MA: C a s c a d i l l a  P r e s s .  

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N a z o t o k i ‑ n oE i b u n p o o :  

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S h i r a i ，  Y .   &  An d e r s e n ，  R .  ( 1 9 9 5 ) 羽田 a c q u i s i t i o no f  t e n s e ‑

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部 p e c t m a r k i n g   i n   J  a p a n e s e 邸 a s 配 ond 1 3 1 1 伊 a g e ，

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