中国語を母語とする日本語学習者における複合動詞の習得

―「～込む」に着目して―

抄録

This study examines Chinese-speaking learners’ acceptability judgments of Japanese compound verbs ending with “-komu,” categorized into four semantic types. Compared to Japanese native speakers, learners showed lower and more inconsistent ratings, especially for abstract usages such as degree progression and excessive action. The findings suggest difficulties in interpreting metaphorical meanings and underscore the need for pedagogical attention to pragmatic and contextual aspects in compound verb acquisition.