日本語における多義語習得研究概観

要旨

The purpose of this paper is to review polyseme acquisition research in Japanese. I classify it in Matsuda's (2004) framework that includes "the process that polysemy words are acquired" and "the teaching method." I discuss it from the following four factors that affect polyseme acquisition. / 1. Prototypicality (L 1 transfer) / 2. The part of speech of an object word / 3. The concept of imageability / 4. The concept of frequency / Although a large number of studies have been made on circumstances where some polysemy meanings are acquired, little research has been conducted on the number of polyseme acquisitions. Most of the research conducted that considers circumstances where polysemy meanings are acquired has discussed "prototypicality," that is to say, with regard to "L 1 transfer" or "markedness or unmarkedness of meaning"; Matsuda (2004), Cheng (2005, 2007), Baek (2007, 2008), Teruyama (2010), for example. There is a fairly general agreement that prototype meaning is most acquired. No studies have ever tried to consider from "the concept of imageability" or "the concept of frequency." Next, I would like to mention the teaching method. The same observation applies to the research on teaching method, the studies of which so many as are not the research on circumstances where some polysemy meanings are acquired. Sugimura, Akahori and Kusumi (1999), Matsuda (2004), Aso and Komori (2010), for example are among them. Added to this, the research on teaching method failed to consider "the concept of imageability" or "the concept of frequency." Further research is necessary to include aspect of imageability and frequency of words, as well as acquisition level.

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