8歳の発達性言語障害児への受動文の指導—「迷惑・被害性」の視覚イメージ化による明示的アプローチ

Explicit intervention of passive sentences to an 8-year-old child with developmental language disorder:Visualizing “adversity and affectedness” in Japanese passives

　8歳の発達性言語障害児に対する受動文理解の明示的指導の効果を検討した．日本語の受動文がもつ「迷惑性」の意味的特徴を強調するため，格助詞のアイコンに表情を加えた（ガ：困った顔，ニ：相手を非難する顔）．聴理解プローブ課題の成績変化は限定的であったが，指導中の反応や指導後の行動からは明示的な文法知識の形成と活用が示唆された．

　This study examined the effects of explicit instruction on passive sentence comprehension in an 8-year-old child with developmental language disorder. Visual icons representing case particles were enhanced with facial expressions (“distressed” for the subject and “accusatory” for the agent) to highlight the semantic feature of adversity in Japanese passive constructions. Although changes in auditory comprehension probe task scores were limited, the child's verbal responses during instruction and spontaneous behaviors afterward suggested the formation and application of explicit grammatical knowledge.