|
|
中央大学文学部では、J-SLA年次大会の基調講演者Antonella Sorace氏（エジンバラ大学教授）を招いて、講演会を開きます。日時と場所は以下の通りです。講演会終了後簡単なパーティーもあります。講演会、パーティーとも無料ですので、ぜひご参加ください。
日時：5月22日（月）15：00 〜 16：30（J-SLA大会の翌日）
場所：中央大学多摩キャンパス3号館（多摩都市モノレール 中央大学明星大学駅下車徒歩3分。http://www.chuo-u.ac.jp/chuo-u/campusmap/tama/index_j.htmlにキャンパスマップがあります。）会場となる教室は当日3号館入り口に掲示しますが、事前にお知りになりたい方は、5月20日頃までにswkbys37@tamacc.chuo-u.ac.jpまでお問い合わせください。それ以降は、英米文学文化専攻研究室（電話・ファックス042-674-3747）までお問い合わせください。
講演タイトル：Critical periods for L2 acquisition: new evidence and new questions
学部生にも分かりやすいようにお話くださいとお願いしてあります。アブストラクトは、以下の通りです。
パーティー：16：40 から、多摩キャンパス1号館で簡単なパーティーをします。無料ですので、ぜひこちらにもお越しください。簡単な飲み物、食べ物があります。
Critical periods for L2 acquisition: new evidence and new questions
Antonella Sorace
University of Edinburgh
Despite recent advances in research on adult second language (L2) acquisition, much remains unknown about the actual limits of L2 development. Unlike children acquiring their native language, L2 learners vary considerably in their end-state – the linguistic abilities at which they “plateau” - and most do not achieve an endstate that is comparable to that of native speakers. These facts seem to lend support to the well-known idea that there is a critical period for language acquisition, such that non-native languages cannot be successfully acquired in adulthood. However, there are people who start acquiring a second language in late adolescence and adulthood and become virtually indistinguishable from native speakers. Do these very able learners attain the same type of mental representations of grammatical knowledge that monolingual speakers attain? Do they apply the same processing strategies in using their knowledge? Very advanced ‘near-native’ speakers are the ideal testing ground for theories that assume a critical period. The picture that is beginning to emerge is one in which some aspects of grammar are fully acquired, whereas others exhibit indeterminacy even at the near-native level. Where can one draw the dividing line between what is acquirable and what is not? Do adult L2 learners lack grammatical knowledge or the ability to use their knowledge efficiently? I will address some of these questions on the basis of recent research on the nature of L2 ultimate attainment.
|
|
