모어와 레벨이 다른 일본어학습자의 가능표현의 습득양상 분석
Acquisition process of the possible expression of the Japanese learner seen in natural utterance
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
In this study, I analyzed two factors, namely the appearance and type of connection, as to how Japanese learners learn and learn, such as the Japanese language 'dekiru', 'reru(rareru)' and 'possible verb'. A summary of the overall trends in the use of the three possible types identified by the analysis of this study is as follows: (1) The rate of use of Japanese language learners appears relatively similar regardless of their level of learning, their modalities, and dialogue scenes. (2) Japanese learners' 'dekiru' have the most "verb+kotogadekiru" and this ratio differs from that of Japanese modifiers. Also, while the use of learners is not directly related to conversation scenes, Japanese modifiers are used in different formats depending on the scene of conversation. Of the Japanese language learners, "verb+kotogadekiru" is used in combination with a relatively diverse set of items, but the "noun+dekiru" and "dekiru" tend to be used in strong combination with the noun. (3) Japanese learners' 'reru(rareru)' do not differ depending on their learning level, learners' modalities, and conversation scenes. Of the Japanese language learners' 'reru(rareru),' the 'godan-verb(derivative)' called 'retasukotoba' tends to be used with the auxiliary verb 'nai,' which stands for negation, which is more pronounced at the intermediate level. (4) Similar to other possible types of Japanese language learners, there are no differences in their usage depending on the level of learning, the language of learners, and the scene of conversation. Of the Japanese language learner's "possible verb" type, the "ichidan-verb(derivative)" called "ranukikotoba" tends to be used with the auxiliary verb which is more pronounced at the intermediate level.
Abstract
In this study, I analyzed two factors, namely the appearance and type of connection, as to how Japanese learners learn and learn, such as the Japanese language 'dekiru', 'reru(rareru)' and 'possible verb'. A summary of the overall trends in the use of the three possible types identified by the analysis of this study is as follows: (1) The rate of use of Japanese language learners appears relatively similar regardless of their level of learning, their modalities, and dialogue scenes. (2) Japanese learners' 'dekiru' have the most "verb+kotogadekiru" and this ratio differs from that of Japanese modifiers. Also, while the use of learners is not directly related to conversation scenes, Japanese modifiers are used in different formats depending on the scene of conversation. Of the Japanese language learners, "verb+kotogadekiru" is used in combination with a relatively diverse set of items, but the "noun+dekiru" and "dekiru" tend to be used in strong combination with the noun. (3) Japanese learners' 'reru(rareru)' do not differ depending on their learning level, learners' modalities, and conversation scenes. Of the Japanese language learners' 'reru(rareru),' the 'godan-verb(derivative)' called 'retasukotoba' tends to be used with the auxiliary verb 'nai,' which stands for negation, which is more pronounced at the intermediate level. (4) Similar to other possible types of Japanese language learners, there are no differences in their usage depending on the level of learning, the language of learners, and the scene of conversation. Of the Japanese language learner's "possible verb" type, the "ichidan-verb(derivative)" called "ranukikotoba" tends to be used with the auxiliary verb which is more pronounced at the intermediate level.
참고문헌 (33)
- 윤상한, "자연발화를 통해 본 일본어학습자의 가능표현의 습득과정", 일본어교육연구, (32), pp.153~171 (2015), 한국일어교육학회
- 윤상한, "제2언어습득의 관점에서 본 모어가 다른 일본어학습자의 「ようだ･みたいだ」의 습득에 관한 연구- 학습자 모어의 언어유형에 따른 습득 양상을 중심으로 -", 日本學(일본학), 47, pp.137~184 (2018), 일본학연구소[DOI]
- 이종은, "場所の助詞「に」と「で」の誤用の原因の分析 ーアンケート調査の結果をもとにー", 일어일문학, (79), pp.47~67 (2018), 대한일어일문학회[DOI]
- 石川智, "言語教育の新展開牧野成一教授古稀記念論集", pp.349~364 (2005), ひつじ書房
- 魏美平, "可能表現における習得の一考察: 初・中級日本語教科書をめぐって", 指向: 日本言語文化学・応用日本語学論究, 10, pp.136~146 (2013), 大東文化大学大学院外国語学研究科日本言語文化学専攻
- 大関浩美, "日本語を教えるための第二言語習得入門", pp.18~34 (2010), くろしお出版
- 楠木徹也, "無標可能表現に関する一考察", 東京外國語大學論集, 79, pp.66~74 (2009)
- 張威, "結果可能表現の研究：日本語・中国語対照研究の立場から", pp.240~272 (1998), くろしお出版
- 張麟声, "日本語教育のための誤用分析-中国母語話者の母語漢書20例-", pp.203~225 (2003), エリーエーネットワーク
- 최연주, "日本語学習者と成人日本語母語話者による条件表現使用傾向に関する調査― 固まりの形式と意味的要素に着目して ―", 일본학보, (91), pp.259~276 (2012), 한국일본학회[DOI]
- 최연주, "推量 · 様態表現の習得に関する研究 - L2学習者の 「ようだ · みたいだ · らしい · そうだ」 に着目して-", 日本語敎育, (65), pp.85~104 (2013), 한국일본어교육학회
- 迫田久美子, "日本語教育に生かす第二言語習得研究", pp.23~43 (2002), アルク
- 佐々木嘉則, "【問答集】今さら訊けない新M１のための、第二言語習得再入門, 第二言語習得・教育の研究最前線", 言語文化と日本語教育, (増刊特集), pp.195~203 (2008)
- 鮫島重喜, "コミュニケ-ションタスクにおける日本語学習者の定型表現─文末表現の習得過程中国語話者の「依頼」「断り」「謝罪」場合", 日本語教育, 98, pp.73~84 (1998)
- 白畑知彦, "第二言語習得研究 理論から研究まで", pp.17~32 (2010), 研究社
- 辛昭静, "『ら抜き言葉』の使用率に影響する言語内的要因と外的要因", 計量国語学, 24(2), pp.94~108 (2003)
- 辛昭静, "日本語学習者の言語変種の使用率に影響する言語外的要因－「-レル」型可能表現を事例として－", 言語文化と日本語教育, 36, pp.1~9 (2006)
- SOLVANG, "第二言語習得理論に関する基礎研究-ノルウェー語話者の日本語習得過程を中心に", 博士, 教育学, pp.2000
- ダニエル・ロング, "日本語拾得者が作る日本語文法", 日本語文法, 10(2), pp.39~58 (2010)
- 野田尚志, "日本語学習者の文法習得", pp.32~47 (2001), 大修館書店
- 馬俊栄, "日本語可能表現のタ形用法に対応する中国語表現をめぐって", 日中言語対照研究論集, 11, pp.108~121 (2009)
- 四方田千恵, "中国人学習者における可能表現の誤用分析", 言語文化と日本語教育, 2, pp.1~10 (1991)
- Andersen, R. W., "The one to one principle of interlanguage construction", Language Learning, 34, pp.77~95 (1989)
- Biber, Douglas, "Longman Grammar of Spoken and Written English", pp.36~50 (1999), Longman
- Du Bois, John W., "Towards a dialogical syntax", pp.2001
- Fuller, J., "The resolution of conflicts among competing systems: a bidirectional perspective", Applied Psycholinguistics, 8, pp.329~350 (1987)
- Givon, T., "Functionalism and Grammar", pp.450~461 (1995), John Benjamins Publishing Company
- Irujo, S., "Steering clear : avoidance in the production of idioms", International Review of Applied Linguistics in Language teaching, 31(3), pp.205~219 (1993)
- Jaworski, A., "The acquisition & perception of formulaic language & foreign language teaching", Multilingua, 9(4), pp.397~411 (1990)
- Myles, F., "Rote or rule? Exploring the role of formulaic language in classroom foreign language learning", Language Learning, 48(3), pp.323~363 (1998)
- Schegloff, E. A., "Interaction and Grammar", pp.370~404 (1996), Cambridge University Press
- Selinker, L., "Interlanguage", International Review of Applied Linguistics, 10, pp.209~231 (1972)
- Stevick, E. W., "Success with foreign language", pp.16~35 (1989), Prentice Hall