Running head: INTERLANGUAGE ANALYSIS PROJECT

Interlanguage Analysis Project

Yuki Hosoda

LING541 Second Language Acquisition

Southern Illinois University Carbondale

INTERLANGUAGE ANALYSIS PROJECT 2

Introduction

The Japanese language differs from English in numerous ways. Thus, in the field of

the second language acquisition (SLA), many linguistic aspects, such as syntax, morphology,

semantics, pragmatics, and the like in Japanese have been targeted as the focus of research.

This interlanguage analysis project investigates some of the marked negative transfer aspects

in Japanese that may cause the production of errors by the native speakers of English who

study Japanese as the second language (L2), by using a picture description task to collect data

in their spontaneous speeches.

Participants

The total of four Americans who speak English as the first language (L1) and have

learned Japanese as L2 were investigated. Each two of them were chosen based on their

proficiency level from Japanese Table, the Japanese language club at Southern Illinois

University Carbondale (SIUC), and put into either intermediate or advanced group. The

details of each subject are as follows:

Participant 1 (P1) who is currently 21, was born and raised in the U.S. by Japanese

parents who speak Japanese as L1, started studying Japanese once a week as

elementary school student, has taken three advanced Japanese courses in American

college, and has never lived nor stayed in Japan.

Participant 2 (P2) who is currently 29, was born and grew up in the U.S., started

self-learning of Japanese prior to the freshman year, has taken eight courses of

Japanese at all levels in American college, has studied in Japan for one year, and

worked there for two years.

Participant 3 (P3) who is currently 20, was born and grew up in the U.S., started

self-learning of Japanese at 14 five hours a week, has taken four courses of Japanese
INTERLANGUAGE ANALYSIS PROJECT 3

at elementary and intermediate levels at SIUC, and has lived in Japan for two weeks

without being in a school.

Participant 4 (P4) who is currently 20, was born and grew up in the U.S., started

studying Japanese in the first year of American high school and studied there for two

years, has taken four courses of Japanese at elementary and intermediate levels at

SIUC, and has lived in Japan for two weeks studying Japanese in an immersion

program.

Considering their Japanese backgrounds, P1 and P2 can be considered advanced

learners of Japanese and were put in advanced group, while P3 and P4 were done so in

intermediate group, regardless of their fluency in speaking.

Materials and Procedures for Data Collection

In order to collect spontaneous speech data of the subjects, a picture description task

was employed with two visual materials, developed by Lakshmanan (2010) and presented by

Lakshmanan, Yee, and Huey (2013): a short video story titled Hindi Panchatantra-Monkey

Cap Story and a picture book which contains 1 title page and 26 picture slides of the story

scenes of the video. The interviews were done individually with voice recording tool in the

small, silent office of the interviewer. First, subjects were asked questions, regarding their

background of learning Japanese and age. Second, the video was shown to the subjects in

mute and whether they understood the story or not was checked by the interviewer. Third,

the picture book was shown to the subjects and they were asked to describe each picture in a

chronological order of the story with no restrictions, except the Japanese language use. Prior

to narrating the story, they were allowed to ask vocabulary words that they wish to know and

were asked to be as descriptive as possible.

INTERLANGUAGE ANALYSIS PROJECT 4

Procedure for Data Analysis

Each data of the subjects, which was transcribed, was analyzed and compered among

them based on six interlingual aspects: 1) null subject/object, 2) relative clause construction,

3) word order, 4) formality, 5) accusative marker, and 6) plurality/classifier. Brief

explanations for each aspect are given in the result section. For the sake of understanding the

results accurately, it is important to know how many sentences in total are uttered by each

subject to describe the entire story. P1 made 26 sentences; P2 made 27 sentences; P3 made

39 sentences; and P4 made 29 sentences during the narrating session. These include neither

sentences mentioned in background question session nor ones irrelevant to narration of the

story, such as vocabulary questions.

Results

Null Subject/Object

In Japanese, subjects and objects are omittable when they are obvious information to

both the speaker and listener, usually from the second sentence on with the same subject or

object, while those of English must be repeated every time in sentences. Native speakers of

English, therefore, likely fall in the overuse of both the same subject and object in Japanese.

The statistical contrast of the subject repetitions and drops among the subjects is shown in the

Table 1, which is split into four story segments in which the same subject that can be omitted,

a cap seller or monkey. For instance, from picture 1 through 5, a cap seller is the main

character that can most likely be the subject of sentences.

Table 1: repeated time of the subject (dropped time of the subject)

Pic1-5: Pic6-11: Pic12-15: Pic19-26:
Total
cap seller monkey cap seller cap seller
P1 0 (4) 3 (2) 0 (3) 1 (4) 4 (13)
P2 0 (4) 3 (2) 0 (3) 4 (2) 7 (11)
P3 0 (5) 6 (0) 0 (1) 1 (2) 7 (8)
P4 3 (0) 5 (0) 1 (0) 6 (0) 15 (0)
INTERLANGUAGE ANALYSIS PROJECT 5

Given the result shown in the Table 1, the tendency of more subject omissions by

advanced learners of Japanese can be observed in comparison to the ones in the intermediate

group. On the one hand, P1 who is a high-advanced learner repeated the subject only four

times out of which three times refer to monkey in the entire speech and dropped the subject

thirteen times. P2 also had relatively high chance of subject omission, which he marked

eleven times, although he repeated the same subject seven times. On the other hand, the

subjects in the intermediate group marked lower scores of the null subject. P3 who is a high-

intermediate learner, although she used the same subject as seldom as P2, dropped the subject

eight times in more sentences than the advanced learners. Moreover, P4 who is a low-

intermediate learner had no subject drops in his entire speech data and overly included the

same subject in every single sentence. Overall, there was a phenomenon that the higher the

learners level is, the more frequently the subject is omitted. However, a non-human subject,

in this case Saru (monkey), seems to be less comfortable for even advanced learners to

omit from the sentence as they were repeated more times than Kyappu-ojisan or hito (a cap

man or person) by both P1 and P2.

Table 2: repeated time of the object (dropped time of the object)

All Pics
P1 6 (1)
P2 5 (2)
P3 6 (2)
P4 3 (0)

The Table 2 shows the total times of object omission during the narrating session.

The story was not split because the use of objects could vary in many ways unlike the

subjects. In addition, not only direct objects but indirect objects marked with the dative case

marker ni were also counted as omittable object.

As a result, none of the subjects dropped objects when them could be dropped as old

information, yet rather repeated them despite their levels of proficiency. The most common
INTERLANGUAGE ANALYSIS PROJECT 6

object that was repeated was boushi (cap). P1, P2, and P3 spontaneously dropped it only

once or twice in their entire utterances. Furthermore, P1 used a pronoun sore (that) instead

of repeating the same object.

Relative Clause Construction

Japanese is the post nominal language as the head noun in place after a relative

clause. Moreover, Japanese relative clause has no resumptive pronoun, such as who, which,

and that, unlike English relative clause, hence, there are multiple negative transferences while

relativizing a sentence from English.

Table 3: total of relative clause constructions

RCCs
P1 6
P2 2
P3 0
P4 0

As shown in the Table 2, only those who are in advanced group formed relative

clauses in their spontaneous speeches. All relativizations were done properly; thus, there

were no errors made by both subjects. One relativized sentence that should be noted is the

sentence 22 made by P1: boushi-wo toru huri (pretence of taking a cap). This clause is a

gapless relative clause construction, which does not exist in English. Meanwhile, P2 made

only basic type of relative clause as boushi-wo uru hito (person who sells caps). Although

the data of relative clause construction could not be collected from intermediate learners, this

result clearly shows the contrast of capability between advanced and intermediate learners in

forming a relative clause in spontaneous speech.

Word Order

The general word order of Japanese is SOV that is different from English SVO

structure. Another formation of a sentence based on OSV, however, can also be

grammatically acceptable in Japanese. For instance, Watashi-ga boushi-wo kau, meaning

INTERLANGUAGE ANALYSIS PROJECT 7

that I will buy a cap can be reconstructed as Boushi-wo watashi-ga kau. The Table 4 is the

result of the different word order use in their spontaneous speech. Sentences that do not have

an object were not counted.

Table 4: use of SOV and OSV

SOV OSV
P1 22 1
P2 18 0
P3 16 0
P4 22 0

As it is obvious in the table, none of the subjects uttered OSV structure sentence,

except P1 who said in the sentence 20 Boku-ga yarukoto-wo Saru-ha zenbu maneshimasu,

literally translated as All the things I do, monkeys imitate. Having been exposed to

Japanese speaking environment for a long time, it is possible to spontaneously utter OSV

sentence. Nonetheless, although OSV sentences are often spoken by native speakers of

Japanese, learners of the Japanese language are generally not taught this structure since SOV

is the foundation. It can, thus, be assumed that the subjects who speak English as L1 were

not able to form a sentence along with OSV structure and that SOV structure is much more

preferred.

Formality

Japanese verbs, other than the tense and polarity, take different conjugation patterns,

depending on formal and informal speech unlike English. In formal speech, Japanese verbs

take word-finals _masu for present affirmative, _mashita for past affirmative, _masen for

present negative, and _masendeshita for past negative. In informal speech, verbs do not

conjugate for present affirmative, remaining its original form. But they conjugate and take

word-finals _nai for present negative, _ta or _da for past affirmative, and _nakatta for past

negative. The Table 5 shows the total use of the former and latter forms of verbs uttered by

each subject.
INTERLANGUAGE ANALYSIS PROJECT 8

Table 5: use of formal and informal verb forms

Formal forms Informal forms
P1 26 0
P2 27 0
P3 39 0
P4 23 5 (4 in past)

During the narrating session, only P4 who is at low-intermediate level produced

sentences with verbs in informal form. P4 uttered five informal sentences, out of which four

of them occurred in all past tense he used in sentences 20 through 23: hut-ta, nui-da,

janpushi-ta, and otoshi-ta, while all the other sentences are uttered with verbs in formal form.

This may be due to the overgeneralization of informal verb forms in past tense transferred

from English past tense _ed. Besides this fact, P3 said she paid attention to using formal

language and present tense because that is what she was taught to do for story telling,

whereas the subjects in advanced group used formal past tense throughout their narrations.

Accusative Marker

Another interlingual factor that may cause a negative transference between Japanese and

English is particles or, in other words, postpositions that function as case markers because

they do not exist in English. For instance, direct object must always be followed by the

particle wo; therefore, sentences should look like this: Saru-ha boushi-wo mitsuke-mashita.

(Monkeys found caps) where boushi means caps. This study focused on the use of

accusative marker wo in Japanese.

Table 6: total of accusative use and errors

ACC marker use ACC errors
P1 17 0
P2 19 1
P3 13 0
P4 19 4

Despite the utterance of very complex sentences, P1 made no errors in accusative

marking. Likewise P3 had no errors, yet sentences were not as complex as those of P1.
INTERLANGUAGE ANALYSIS PROJECT 9

Meanwhile, P2 and P4 misused the accusative marker. In case of P2, he just dropped the

particle wo in a relative clause with a head noun of the subject in sentence 6: Boushi__ uru

hito-ha (a person who sells caps). This can be due to the no particle use in English

accusatives, although he uttered other sentences correctly with the same relativized subject:

Boushi-wo uru hito. P4, however, has a likelihood of another particle ga that marks

nominative case in Japanese. For instance, in sentence 18, he said Saru-ha boushiuri-ga

karakai-masu (Monkeys tease the cap seller), in which boushiuri (cap seller) must be

followed by wo with the verb karakai-masu (to tease). Likewise, in sentence 24 Kyappu-wo

ochi-masu (caps fall), he misused wo instead of ga after the subject Kyappu (caps) with the

intransitive verb ochi-masu (to fall). This may also be the overgeneralization of case marking

with an inanimate subject because inanimate nouns are more frequently used to form

sentences as object than subject in classes.

Plurality/Classifier

Japanese plurality is not restricted by its grammatical rules. Only animate nouns can

be inflected with the word-final _tachi in order to be pluralized, yet not a must. Instead, the

plurality of Japanese nouns is often determined with the use of classifiers that vary depending

on the type of noun. In case of animals, they can be described with a counter hiki, biki, or

piki that follows numbers. For instance, in order to say there is two monkeys, the monkeys

must be described with both the number and counter: Saru-ga ni-hiki i-masu. In this study,

only the word saru (monkeys) is focused as the target word of inflection since there is one cap

seller and boushi (caps) is inanimate noun.

INTERLANGUAGE ANALYSIS PROJECT 10

Table 7: total of singular, plural, and counter

Singular Plural Counter

(no inflection) (_tachi) (hiki/biki/piki)
P1 8 0 2
P2 1 9 0
P3 16 0 2
P4 11 0 0

Among the subjects, only P2 consistently uttered the word sarutachi (monkeys) plural

form of saru. Although the subjects in intermediate group should also be able to pluralize

nouns with the inflection, neither of them did. Although the rule of pluralization is different

from English, such result is not surprising due to that the flexible rule in using plural nouns

should have been taught and practiced in the early stage of Japanese classes. P2 knew both

forms are acceptable and asked that whether he should have rather inflect the noun or not for

this study.

Meanwhile, classifiers were uttered only by P1 and P3. The counter word hiki vary in

pronunciation with certain numbers. For instance, when ten monkeys are counted, it must be

read as piki, while it becomes biki for two monkeys. P1 and P3, however, used them in a

correct manner in terms of its pronunciation and grammaticality. There was no interlingual

errors observed with respect to the classifier use in their spontaneous speeches. Data should

have been elicited by questions to further investigate this aspect.

Conclusion

All in all, several findings were revealed through this interlanguage analysis project.

Clear differences triggered by interlingual process between advanced and intermediate group

were observed in null subject, relative clause construction, formality, and accusative marker

aspects. In the three aspects, the results show that generally the higher learners level is, the

less influence from L1 English they have in their spontaneous utterances. In null object and

classifier aspects, similar outcomes were observed between both groups. Word order and
INTERLANGUAGE ANALYSIS PROJECT 11

plurality aspects, however, remain vague due to the lack of clues to determine the results. In

order to expect more accurate results, the subjects should have been asked and directed to

elicit each focused structure rather than to spontaneously describe the pictures in this story

narration task.
INTERLANGUAGE ANALYSIS PROJECT 12

References

Lakshmanan, U. (2010). The Capseller and the Monkeys: Wordless Picture Book: Bilingual
Children's Narratives research project. Unpublished Materials, Southern Illinois
University Carbondale.

Lakshmanan, U., Yee, P, T., and Huey, Y, T. (2013). Language and Theory of Mind:
Sequential Bilingual Children's Use of Mental State Terms in their L1 and L2
Narratives. Paper presented at the International Symposium on Bilingualism
9, Nanyang Technological University, June 2013.
INTERLANGUAGE ANALYSIS PROJECT 13

Appendix: Transcription of Uttered Sentences with Gloss

Participant 1

1.
ojisan-ga sanpo-wo shi-ni ikimashita.
man-NOM walking-ACC do-DAT go-PST

2.
tsukareta node kyuukei-wo dekiru basho-wo sagashi-ni ikimashita.
be tired-PST because-CONJ rest-ACC can do-NPST place-ACC find-DAT go-PST

3.
atsui hi datta node ki-no shita-de yasumu koto-ni shimashita
hot day is-PST because-CONJ tree-GEN under-LOC rest-NPST NZ-DAT do-PST

4.
ki-ni yorikaka-tte kyou ichinichi nani-wo suru ka kangaemashita
tree-DAT lean against-CNJ today all day what-ACC do-NPST INT think-PST

5.
sonouchi tsukare-te nemutteshimaimashita
eventually be tired-CONJ fall a sleep-PST

6.
ki-niha nan-hiki-ka-no saru-ga asonde-imashita
tree-LOC some-CL-INT-GEN monkey-SG-NOM play-PST-PROG

7.
saru-ha kyappuojisan-no boushi-wo mitsukemashita
monkey-SG-TOP cap man-GEN cap-ACC find-PST

8.
sore-wo mi-te minna sootto ki kara orimashita
that-ACC see-CONJ everyone slowly tree from get down=PST

9.
ojisan-ga nani-wo motteiru ka chekkushimashita
man-NOM what-ACC hold-NPST-PROG INT check-PST

10.
ironna iro-no boushi-ga atta node saru-ha ip-piki zutsu boushi-wo torimashita
several color-GEN cap-NOM there is-PST because-CONJ monkey-SG-TOP one-CL each cap-ACC take-PST

11.
saru-ha boushi-wo kabu-tte mata sono ki-ni noborimashita
monkey-SG-TOP cap-ACC put on-CONJ again that-DET tree-DAT climb-PST

12.
kyappuojisan-ha yatto hirune kara okimashita
cap man-TOP finally nap from wake up-PST

13.
shita-wo miru-to kyappu-ga haitteita kago-ni nanimo haittenai koto-ni kigatsukimashita
under-ACC see-CONJ cap-NOM be in-PST basket-DAT nothing be in-NEG-NPST NZ-DAT notice-PST
INTERLANGUAGE ANALYSIS PROJECT 14

14.
bikkurishi-te sokorajuu-wo sagashimashita
be surprised-CONJ around-ACC look for-PST

15.
doko-ni aru-ka wakaranakatta node ue-wo miagemashita
where-LOC there is-NPST-INT understand-NEG-PST because-CONJ up-ACC look up-PST

16.
sousuruto boushi-wo kabutteiru saru-no sugata-ga arimashita
doing so-CONJ cap-ACC put on-PROG-NPST monkey-SG-GEN appearance-NOM there is-PST

17.
ojisan-ha oko-tte saru-ni sakebimashita
man-TOP be upset-CONJ monkey-SG-DAT yell-PST

18.
saru-ha ojisan-wo mite omosiroga-tte ojisan-no mane-wo shimashita
monkey-TOP man-ACC see-CONJ be amused-CONJ man-GEN imitation-ACC do-PST

19.
sono toki kyappuojisan-ha ii koto-wo kangaemashita
that-DET moment cap man-TOP good thing-ACC think-PST

20.
boku-ga yaru koto-wo saru-ha zenbu manesimasu
I-NOM do-NPST thing-ACC monkey-SG-TOP all imitate-NPST

21.
korede boushi-wo modosu sakusen-wo kangaemashita
with this cap-ACC retrieve-NPST strategy-ACC think-PST

22.
ojisann-ga boushi-wo toru huri-wo shimashita
man-NOM cap-ACC take-NPST pretense-ACC do-PST

23
sousuruto saru mo onajiku boushi-wo torimashita
doing so-CONJ monkey-SG too likewise cap-ACC take-PST

24.
boushi-ha zenbu ojisan-no tookro-e ochitekimashita
cap-TOP all man-GEN place-DAT fall-PST

25.
sore-wo hiro-i zenbu kago-ni modoshimashita
that-ACC pick up-CONJ all basket-DAT return-PST

26.
korede mata boushi-wo machi-de ureru koto-ga dekimashita
with this again cap-ACC town-LOC sell-NPST NZ-NOM do-POT-PST

INTERLANGUAGE ANALYSIS PROJECT 15

Participant 2

1.
boushi-wo uru hito-ha machi kara demashita
cap-ACC sell-NPST person-TOP town from get out-PST

2.
mori-no naka-de aruiteimashita
forest-ACC inside-LOC walk-PROG-PST

3.
ki-no mae-de suwa-tte hirugohan-wo tabemashita
tree-GEN front-LOC sit-CONJ lunch-ACC eat-PST

4.
tabe-te nemukunatteki-te yokoninarimashita
eat-CONJ become sleepy-CONJ lie-PST

5.
sugu hiruneshimashita
soon take a nap-PST

6.
boushiuru hito-ha shiranakatta kedo saru-tachi-ga ki-ni imashita
cap sell-NPST person-TOP know-NEG-PST but-CONJ monke-PL-NOM tree-DAT there is-PST

7.
saru-tachi-ha boushi-ni kyoumiwomochahajimemashita
monkey-PL-TOP cap-DAT become interested-PST

8.
dakara saru-tachi-ga sagattekimashita
thats why monkey-PL-NOM come down-PST

9.
saru-tachi-ga boushi-wo uru hito-no chikaku-ni ki-te asobimashita
monkey-PL-NOM cap-ACC sell-NPST person-GEN near-DAT come-CONJ play-PST

10.
asonde-ru uchini boushi-wo nusundeshimatta
play-PROG while-CONJ cap-ACC steal-PST

11.
soshite mata ki-ni agarimashita
then again tree-DAT get up-PST

12.
tsugi-ha boushi-wo uru hito-ga okimashita
next-TOP cap-ACC sell-NPST person-NOM wake up-PST

13.
boushi-ga nakunatta no-ni kizukimashita
cap-NOM disappear-PST NZ-DAT notice-PST

14.
kizukimashi-te odorokimashita
notice-CONJ be surprised-PST
INTERLANGUAGE ANALYSIS PROJECT 16

15.
miage-te
look up-CONJ

16.
saru-wo mitsukemashita
monkey-SG-ACC find-PST

17.
boushiuri-san-ga okotte-te te-wo huriagemashita
cap seller-HON-NOM be upset-CONJ hand-ACC brandish-PST

18.
totomoni saru-tachi mo te-wo huriagemashita
meanwhile monkey-PL too hand-ACC brandish-PST

19.
soshite boushiuri-san-ga saru-tachi-ni yubiwosashimashita
then cap seller-HON-NOM monkey-PL-DAT point-PST

20.
saru-tachi-ni ude-wo hurimashita mata saru-tachi mo ude-wo hurimashita
monkey-PL-DAT arm-ACC brandish-PST also monkey-PL too arm-ACC brandish-PST

21.
tsugi-ha boushi-wo uru hito-ga tobimashi-te mata saru-tachi mo tobimashita
next-TOP cap-ACC sell-NPST person-NOM jump-CONJ also monkey-PL too jump-PST

22.
boushi-wo uru hito-ha kangae-wo hiramekimashita
cap-ACC sell-NPST person-TOP idea-ACC conceive-PST

23.
boushi-wo nui-de sutemashita omottatoorini saru-tachi mo boushi-wo sutemashita
cap-ACC take off-CONJ throw away-PST as thought monkey-PL too cap-ACC throw away-PST

24.
soshite boushi-ga ame-no youni hurimashita
then cap-NOM rain-GEN like fall-PST

25.
boushi-wo uru hito-san-ha jimen kara hiroimashita
cap-ACC sell-NPST person-HON-TOP ground from pick up-PST

26.
saigoni boushi-wo uru hito-san-ga kaerimashita
lastly cap-ACC sell-NPST person-HON-NOM return-PST


INTERLANGUAGE ANALYSIS PROJECT 17

Participant 3

1.
warui shigoto-ni kaerimasu
bad job-DAT return-NPST

2.
arukimasu genkidesu
walk-NPST fine-NPST

3.
suwa-tte pan-wo tabemasu
sit-CONJ bread-ACC eat-NPST

4.
himadesu node neru tokorodesu
be bored-NPST because-CONJ sleep-NPST about to

5.
nemasu
sleep-NPST

6.
ju-ppiki saru-ga imasu
ten-CL monkey-SG-NOM there is-NPST

7.
takusan boushi-ga a-tte saru-ha boushi-wo mimasu
many cap-NOM there is-CONJ monkey-SG-TOP cap-ACC see-NPST

8.
kakkoyokunai saru-ga ni-hiki imasu takusan saru-ga orimasu
good looking-NEG monkey-SG-NOM two-CL there is-NPST many monkey-SG-NOM come down-NPST

9.
totemo kakkoyokunai saru desu sono otoko-no-hito-ha nemasu bakadesu
very good looking-NEG monkey-SG it is that-DET man-TOP sleep-NPST stupid-NPST

10.
takusan saru-ha subeteno boushi-wo nusundeimasu
many monkey-SG-TOP all cap-ACC steal-PROG-NPST

11.
saru-ha boushi to ki-wo noborimasu
monkey-SG-TOP cap with tree-ACC climb-NPST

12.
sono otoko-no-hito-ha okimasu mada himadesu
that-DET man-TOP wake up-NPST still be bored-NPST

13.
boushi-ga arimasen
cap-NOM there is-NEG-NPST

14.
otoko-no-hito-ha odorokimasu ookii kuchi desu atama-no ue-no boushi-ha chiizu mitai desu
man-TOP be surprised-NPST big mouth it is head-GEN up-GEN cap-TOP cheese like it is
INTERLANGUAGE ANALYSIS PROJECT 18

15.
chiizu mitaina boushi-wo mi-te ki-no eda-wo mimasu
cheeze like cap-ACC see-CONJ tree-GEN branch-ACC see-NPST

16.
atama-ga-yokunai saru desu saru-ha boushi-wo nusumimashita
smart-NEG monkey-SG-TOP it is monkey-SG-TOP cap-ACC steal-PST

17.
otoko-no-hito-ha saru-ni okorimasu saru-ni donarimasu
man-TOP monkey-DAT be upset-NPST saru-SG-DAT yell-NPST

18.
subeteno saru-ha boushi-wo mo-tte mada kawaikunaidesu otoko-no-hito-ni donarumasu
all monkey-SG-TOP cap-ACC have-CONJ yet cute-NEG-NPST man-DAT yell-NPST

19.
saru to hanashimasu
monkey-SG with talk-NPST

20.
mada otoko-no-hito to saru-ha hanashimasu saru-ha otoko-no-hito-wo maneshimasu
yet man and monkey-SG-TOP talk-NPST monkey-SG-TOP man-ACC imitate-NPST

21.
kangae-ga arimasu mada saru-ha otoko-no-hito-wo maneshimasu
thought-NOM there is-NPST yet monkey-SG-TOP man-ACC imitate-NPST

22.
otoko-no-hito-ha boushi-wo nugimasu
man-TOP cap-ACC take off-NPST

23.
otoko-no-hito-ha boushi-wo otoshi-te saru mo otoshimasu
man-TOP cap-ACC drop-CONJ monkey-SG too drop-NPST

24.
subeteno boushi-ga ochimasu
all cap-NOM fall-NPST

25.
otoko-no-hito-ha boushi-wo hiro-tte kago-ni iremasu
man-TOP cap-ACC pick up-CONJ basket-DAT put in-NPST

26.
mouichido genkidesu daijoubudesu eeto otoko-no-hito-ha hakemasu
once again fine-NPST okay-NPST uhm man-TOP fade out-NPST
INTERLANGUAGE ANALYSIS PROJECT 19

Participant 4

1.
boushiuri-ha ie-wo deru
cap seller-TOP house-ACC go out-NPST

2.
boushiuri-ha arukimasu
cap seller-TOP walk-NPST

3.
boushiuri-ha tabemono-wo tabemasu
cap seller-TOP food-ACC eat-NPST

4.
boushiuri-ha nerimasu
cap seller-TOP sleep-NPST

5. N/A (mentioned same as the previous sentence)

6.
saru-ha ki-wo arimasu
monkey-SG-TOP tree-ACC there is-NPST

7.
saru-ha boushi-wo mimasu
monkey-SG-TOP cap-ACC see-NPST

8.
saru-ha ki-wo orimasu
mankey-SG-TOP tree-ACC get down-NPST

9.
saru-ha boushiuri-ga atumarimasu
monkey-SG-TOP cap seller-NOM gather-NPST

10.
saru-ha boushi-wo torimasu
monkey-SG-TOP cap-ACC take-NPST

11.
boushi-wo kabu-tte saru-ha ki-wo noborimasu
cap-ACC put on-CONJ monkey-TOP tree-ACC climb-NPST

12.
boushiuri-ha okimasu
cap seller-TOP wake up-NPST

13.
kago-no naka-ni boushi-wo arimasen
basket-GEN inside-DAT cap-ACC there is-NEG-NPST

14.
doko desu-ka
where it is-INT

15.
INTERLANGUAGE ANALYSIS PROJECT 20

boushiuri-ha ue-ni mimasu

cap seller-TOP up-DAT see-NPST

16.
boushiuri-ha saru-ga boushi-wo kabu-tte mimasu
cap seller-TOP monkey-SG-NOM cap-ACC put on-CONJ see-NPST

17.
boushiuri-ha okorimasu
cap seller-TOP be upset-NPST

18.
saru-ha boushiuri-ga karakaimasu
monkey-TOP cap seller-NOM tease-NPST

19.
boushiuri-ha aidea-wo omoitsukimasu
cap seller-TOP idea-ACC conceive-NPST

20.
boushiuri-ha te-wo hutta saru-ha maneshimasu
cap seller-TOP hand-ACC wave-TOP monkey-SG-TOP imitate-NPST

21.
boushiuri-ha janpusita saru-ha mane-shimasu
cap seller-TOP jump-PST monkey-SG-TOP imitate-NPST

22.
boushiuri-ha kyappu-wo nuida
cap seller-TOP cap-ACC take off-PST

23.
boushiuri-ha kyappu-wo otoshita saru-ha kyappu-wo otoshimasu
cap seller-TOP cap-ACC drop-PST monkey-SG-TOP cap-ACC drop-NPST

24.
kyappu-wo ochimasu
cap-ACC fall-NPST

25.
boushiuri-ha kyappu-wo hiroimasu
cap seller-TOP cap-ACC pick up-NPST

26.
boushiuri-ha ki-wo hanaremasu
cap seller-TOP tree-ACC get away-NPST