<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<HTML><HEAD>
<META http-equiv=Content-Type content="text/html; charset=iso-8859-1">
<META content="MSHTML 6.00.2900.2627" name=GENERATOR>
<STYLE></STYLE>
</HEAD>
<BODY bgColor=#ffffff>
<DIV><FONT face=Arial size=2>
<DIV><FONT face=Arial size=2>Dear all,</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>We have started looking at the acquisition of six
Japanese numeral classifiers, ri/nin (for counting humans), hiki (small
animals), dai (land vehicles and machines), hon (1D long objects), mai (2D flat
objects) and ko (3D small objects), with 2 to 4 year old children in a
forced-choice comprehension task. After a pilot experiment, one thing
that became clear is that the perfomance of 'ko' is very poor among these
children. </FONT></DIV>
<DIV><FONT face=Arial size=2></FONT><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>On the other hand, what seems puzzling is that
the production of 'ko' is one of the first classifiers to appear in young
children. In addition, it has been said that 'ko' is becoming to be
another 'default' classifier</FONT> <FONT face=Arial size=2>(beside 'tsu')
in the younger generation.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>We would really appreciate if anyone can direct us
to any studies and literaure that will help understand this kind of dissociation
in acquisition between the early production and later
comprehension.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Thank you very much in advance.</FONT></DIV>
<DIV><FONT face=Arial size=2></FONT> </DIV>
<DIV><FONT face=Arial size=2>Hiromi
Sumiya</FONT></DIV></FONT></DIV></BODY></HTML>