Factors related to difficulty with use of case markers ga, wo, and ni in children with intellectual disabilities

2022 Fiscal Year Final Research Report

• Project/Area Number: 21K13613
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Tokyo Gakugei University
• Principal Investigator: MURAO Aimi 東京学芸大学, 教育学研究科, 研究員 (80792415)
• Project Period (FY): 2021-04-01 – 2023-03-31
• Keywords: 知的障害 / 格助詞 / 項 / 動詞 / 指導

Outline of Final Research Achievements

The purpose of this study was to clarify the characteristics of and factors contributing to the incorrect use of the case markers ga, wo, and ni in children with intellectual disabilities. The results showed that these children maintained the verb-argument structure and their production of argument was comparable to that of children with typical development. On the other hand, the use of case markers may be strongly influenced by semantic roles in children with intellectual disabilities. Furthermore, a preliminary study on children with typical development suggests that deviations from the usual correspondence between meaning (semantic roles) and grammar may affect the use of case markers. In addition, when teaching sentences containing case markers ga and wo to children with intellectual disabilities, it is necessary to consider the types of stimulus sentences, such as reversibility and word order of the sentences.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

本研究の結果から，知的障害児にみられる格助詞「が」「を」「に」の誤用は，項の産出そのものに起因しない可能性が示唆された。このことは，定型発達児や他の障害種でみられる格助詞の誤用にも当てはまる可能性があり，格助詞の誤用のメカニズムの普遍性に迫るという点で本研究の成果は学術的意義を有する。また，本研究の結果から，指導に用いる刺激文の留意点が示された。言語発達遅滞がみられる児童生徒の文法指導において，格助詞の指導法の確立は教育上・臨床上，喫緊の課題となっている。したがって，指導上の留意点が得られた点は，本研究の社会的，臨床的意義である。