How a Usage-Based Approach Promotes Conceptual Development and Natural Use of Japanese Passives

Evidence from Concept-Based Language Instruction

Dados Bibliográficos

ID19487520
AutoresKyoko Masuda (0000-0003-3473-8970, Georgia Institute of Technology), Amy Snyder Ohta (0000-0002-1812-3039, University of Washington)
Ano2026
Volume11
Fascículo6
Páginas108
Data de publicação2026-05-25
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoLanguages (JOURNAL)
Identificadores do periódicoISSN: 2226-471X • E-ISSN: 2226-471X
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/languages11060108
OpenAlexW7162300527
IdiomaEN
Referências citadas34

L1 transfer is well-attested in SLA; negative transfer is common when learners encounter a typologically distinct language. English-speaking learners often struggle with Japanese passives, which differ significantly from English passives both conceptually and grammatically. While English passives primarily defocus the agent, Japanese passives serve multiple semantic and discourse functions, often maintaining a focus on (and empathy toward) the experiencer. This small study examines how conceptual understandings drawn from usage-based (UB) analyses influence the acquisition of Japanese passives. Using corpus studies and acquisition research as a foundation, we developed concept-based language instruction (C-BLI) integrating UB-focused concepts. Our analysis of students’ oral languaging, gesture, and story-writing data from an immediate post-test and two delayed (3 weeks and 6 months post-instruction) post-tests show individual differences and demonstrate how a UB-based C-BLI approach facilitated developmental processes in Japanese over time; students improved their grasp of concepts taught via multi-modal materials, including visual materializations of concepts and ocean wave gestures. Conceptual and linguistic development were evidenced via oral languaging and story-writing. The most frequently used passive verb was iu ‘say,’ which has been found to be often passivized in L1 speakers’ production and previous SLA research. Findings contribute to broader discussions of how conceptual restructuring may affect L2 acquisition of complex grammatical constructions

Affect (linguistics) · Conceptual framework · Conceptual system · Focus (optics) · Focus on form · GRASP · Language acquisition · Second-language acquisition · Transfer of training · Verb · Categorization, perception, and language · Language Development and Disorders · Neurobiology of Language and Bilingualism