本研究では，ヒンディー語を母語とする日本語学習者に見られる対のある

・他動詞 (以下，自他動詞) の誤用傾向・使用実態を学習期間別，・他動詞別に調査した。その結果，下位群では，述語選択の誤用が最も多く，中位群では，格助詞選択の誤用が比較的多かった。そして，上位群ではヴォイスに関する誤用が占める割合と述語・格助詞の選択に関わる誤用の割合にはあまり差が見られなくなった。つまり，先行研究で指摘されている通り，自他動詞の習得段階が「語彙を選択する→格助詞を選択する→文法的で意味が通じる文を作れる」のように展開していくことが窺えた。しかし，・他動詞別に考察すると，では，3群ともに述語選択の誤用が最も多く，他動詞の習得段階と異なり，語彙習得が助詞習得に必ずしも先立つわけではないことが示唆された。対のあるの過剰使用による誤用の原因として，ヒンディー語が表現を好む言語であることが考えられた。

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In Japanese language, some transitive verbs, such as kiru ‘cut’ and yogosu ‘make dirty’ are paired with morphologically and semantically corresponding intransitive ones, such as kireru ‘be parted’ and yogoreru ‘become dirty’, but others, such as tataku ‘beat’ and yomu ‘read’, are not. Is it an unpredictable matter depending on an individual transitive verb whether it is paired with an intransitive one or not? The purpose of this paper is to show that it is not and to propose that there is the semantic difference between paired and unpaired transitive verbs: in general, the former describe the event focussing on the result of an agent's action, and the latter describe the event focussing on the process of an agent's action.

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本稿は，自他両用の「－化する」の

用法と他動詞用法の現れ方について，新聞コーパスの用例に基づいた多変量解析を通して検討した。研究1では，用法と他動詞用法，使役形接辞「－させる」と受身形接辞「－される」の分布を調べた結果，自他両用の「－化する」の多くは，優勢または他動詞優勢のいずれかに傾いていることが分かった。とりわけ，他動詞用法に比べて用法の勢力のほうが強いことが示唆された。研究2では，「－化する」が文中で使われるとき，その意味が肯定的変化を表すか否定的変化を表すかに影響する要因を検討した。その際，各動詞の前項の違いと，自他の用法の違いの2つの要因を設けた。これらの要因が「－化する」の文中での使われ方にどう影響するかを調べた結果，主要な要因は，前項の語彙の違いであった。自他用法の違いは，他動詞優勢語で前項の語彙の意味が中立的である場合に，文中の肯定・否定の意味に強く影響することが示された。

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The aim of this study was (1) to confirm the phenomenon (a) that the children from 4 to 7 years old tend to change an intransive verb sentence into a corresponding transitive one ; (2) to test the basic idea of the transformational generative grammar, and (3) to know when these two sentences can be distinguished. The phenomenon (a) was confirmed and it was found that children sometimes change a transitive verbsentence into an intransitive one: (phenomenon (b)) but both phenomena were consistent with the interpretation of transformational generative grammar. The phenomenon (a) was explained by the assumption that there was an ‘agent’ in the underlying structure: ([+agentiveness]). And the phenomenon (b) was found as an ‘experimenter’ instead of ‘agent’: ([-agentiveness]). It was concluded that it is difficult for children to generate an intransitive verb sentence whose underlying structure was of [+agentiveness], and a transitive one, [-agentiveness].

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The purpose of this study was to find the clue clarifying the acquistion process of the JOSHI (particles). This was done by analyzing the difficulty in the JOSHI GA and O acquired by comparing the kind of sentences using JOSHI.
The subjects were 80 normal children with a vocabulary age between 4:0 and 7:11.
In order to test the subjects' ability to use JOSHI, 33 incomplete sentences without JOSHI were presented to them using a taperecorder and picture cards. Then, they were asked to repeat while completing the sentence after listening to each incomplete sentence.
The results of this experiment might be summarized as follows:
1. The children with a vocabulary age between 7:0 and 7:11could use “GA” and “O” almost perfectly.
2. The ability to use “GA” was acquired earlier than the ability to use “O”.
3. The child not knowing the accurate meaning of “GA” and “O” had a trend to use “GA”.
4. The dificulty to use “GA” depended on
a) whether the sentence described the situation that could be described by other similar sentences or not.
b) what the kind of noun used as the subject in the sentence.
c) whether the intransitive verb requiring the use of “GA” had a corresponding transitive verb or not.
5. The difficulty to use “O” depending on whether the sentence would be a reversal or nonreversal sentence.

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