「ノスノスしてる」で3歳児は動詞を覚えた。日本語を知らない英語圏の子どもでも

Q1. What is the passage mainly about?

1. AHow Japanese children learn to read
2. BHow sounds that match movements help children learn verbs
3. CWhy English has no new words
4. DHow adults walk in different countries

When the verb sounded like the movement, the children learned it better とあり、音と動きが合う動詞が学習を助ける話なので B。

Q2. What kind of walking did "nosunosu" describe?

1. AFast and light
2. BHappy and jumping
3. CHeavy and slow
4. DQuiet and careful

for a heavy, slow way of walking とあるので C。

Q3. In the first sentence, "copy" is closest in meaning to ...

1. Awrite down
2. Bimitate
3. Cforget
4. Dsell

copy は「まねる」。imitate と同じ意味なので B。

Q1. Why are new verbs hard for three-year-olds?

1. AThey cannot hear the words clearly.
2. BThey may not know which part of the scene the word refers to.
3. CThey only learn words from books.
4. DThey do not like watching videos.

a three-year-old may think the word means the man instead of the walk とあり、言葉が場面のどこを指すか分からないので B。

Q2. What did the 2011 study find?

1. AEnglish-speaking children did not learn any verbs.
2. BOnly Japanese children could use the verbs.
3. CEnglish-speaking children who knew no Japanese showed the same result.
4. DAdults learned the verbs faster than children.

A 2011 study got the same result with English-speaking three-year-olds who knew no Japanese とあるので C。

Q3. What can we infer from the passage?

1. ASounds that fit an action can give young children a clue about a verb's meaning.
2. BJapanese children are smarter than English-speaking children.
3. COrdinary verbs are easier to learn than mimetic verbs.
4. DAdults and children always disagree about sounds.

音が動作に合う動詞は別の人の同じ動きにも使えたが、普通の響きの動詞ではできなかったことから、音が意味の手がかりになると推測できるので A。

Q1. What did the 2008 study show about three-year-olds?

1. AThey could not learn any new verbs.
2. BThey could extend sound-symbolic verbs to a new person doing the same action.
3. CThey preferred ordinary verbs to sound-symbolic ones.
4. DThey learned verbs only from their parents.

three-year-olds could extend such sound-symbolic verbs to a new person performing the same action とあるので B。

Q2. How did English-speaking adults' ratings of Japanese mimetics compare with those of Japanese speakers?

1. AThey were the same in every way.
2. BThey were completely different in every way.
3. CThey were similar for size and loudness but different for pleasantness.
4. DThey were similar for pleasantness but different for size.

their sense of size and loudness was close ... but their judgments of pleasantness were quite different とあるので C。

Q3. Why does the author mention the analysis of English vocabulary?

1. ATo show that English has no sound symbolism at all
2. BTo add the idea that sound-meaning links are stronger in early words and weaker in later ones
3. CTo prove that Japanese is easier than English
4. DTo explain how dictionaries are made

Links between sound and meaning were stronger in words that children learn early and weaker in words learned later とあり、音と意味のつながりが早く覚える語で強く、後で覚える語で弱いという考えを付け加えるために挙げているので B。