意見一致の過程にみられる構造分析 -日本語母語話者と韓国人日本語学習者のディスカッションを対象に-
A Structure Analysis of Agreement Process in Dialogues - Cases of Discussions between Native Japanese and Korean Students of Japanese Language-
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초록
This study analyzes the process of agreement in conversations between Japanese native speakers and Korean learners of Japanese. The raw data used are conversations of friends consisting of four pairs of Japanese native speakers and Korean students. A consensus appeared once in each pair. Characteristics shown in each consensus, however, were different. When one party made an argument, the other party sought a reconciliation. One common way to reach a consensus was talking additionally about one's own experience and knowledge, thereby clarifying the basis of the argument. It also suggests how one responds to the other's opinion, particularly in a favorable way. Also, as gaps were closing and a consensus was almost reached, conversationalists made more positive reactions to each other, while turning more passive instead of taking a firm stand. Another way to arrive at a consensus was by combining two different views into one or simply meeting halfway. These phenomena were demonstrated generally among Japanese native speakers and Korean Japanese learners. The existing literature on contact situation concludes that the non-native speakers depend on native speakers and that the native speakers are likely to feel a sense of responsibility in a conversation because it is a made in their mother tongue. However, this research found that the characteristics largely attributed to native speakers in the previous studies of the contact situation can also be found in anyone in a conversation regardless of their native language. To overcome these limitations three suggestions are made in teaching spoken Japanese: (1) taking an interactive position, (2) practicing in an educational setting, (3) linking socio-cultural knowledge with language education.
Abstract
This study analyzes the process of agreement in conversations between Japanese native speakers and Korean learners of Japanese. The raw data used are conversations of friends consisting of four pairs of Japanese native speakers and Korean students. A consensus appeared once in each pair. Characteristics shown in each consensus, however, were different. When one party made an argument, the other party sought a reconciliation. One common way to reach a consensus was talking additionally about one's own experience and knowledge, thereby clarifying the basis of the argument. It also suggests how one responds to the other's opinion, particularly in a favorable way. Also, as gaps were closing and a consensus was almost reached, conversationalists made more positive reactions to each other, while turning more passive instead of taking a firm stand. Another way to arrive at a consensus was by combining two different views into one or simply meeting halfway. These phenomena were demonstrated generally among Japanese native speakers and Korean Japanese learners. The existing literature on contact situation concludes that the non-native speakers depend on native speakers and that the native speakers are likely to feel a sense of responsibility in a conversation because it is a made in their mother tongue. However, this research found that the characteristics largely attributed to native speakers in the previous studies of the contact situation can also be found in anyone in a conversation regardless of their native language. To overcome these limitations three suggestions are made in teaching spoken Japanese: (1) taking an interactive position, (2) practicing in an educational setting, (3) linking socio-cultural knowledge with language education.
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