부정(否定)과 호응하는 부사「あまり」,「別に」와 「별로」의 비교―한국인학습자를 위한 일본어교육문법 관점에서―
Comparison of the Negative-Polarity Adverbs “Amari” and “Betsuni” with Korean “Byeollo” — From the Perspective of Japanese Pedagogical Grammar for Korean Learners —
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本研究は、否定と呼応する日本語の副詞「あまり」、「別に」が両方とも韓国語の「별로」に対応しており、韓国人学習者による誤用につながるのではないかという問題意識から出発したものである。まず、本研究では日本語学や日本語教育、韓国語学における先行研究の成果から、「あまり」と「별로」、「別に」と「별로」の類似点と相違点をまとめた。それから、日本語母語話者と韓国人学習者による「あまり」と「別に」の使用傾向を比較・分析した。「あまり」は、質や量、頻度などの程度を否定する点で「별로」と意味領域が重なる。「別に」と「별로」は感動詞的用法を持つことで共通するが、「別に」が無関心や反抗といった話者の否定的な心理態度を表出するのに対し、「별로」はそのような機能を持たない。「別に」はモダリティ形式と共起し、先行文から予想される結論や前提を否定したり、無関心や回避の心理を強調したりする際に用いられる点でも両者は区別される。学習者の使用例では、「あまり」と「別に」を「별로」と同一視したことによる誤用が確認された。そこで、本研究では、「あまり」と「別に」を効果的に指導するための教授法を学習段階に応じて提案した。
Abstract
This study originates from the observation that the Japanese adverbs “amari” and “betsuni,” both used in conjunction with negation, correspond to the Korean adverb 별로 (byeollo), potentially leading to misuse by Korean learners of Japanese. First, based on previous studies in Japanese linguistics, Japanese language education, and Korean linguistics, this study outlines the similarities and differences between amari and 별로, and betsuni and 별로. Then, it compares and analyzes the usage tendencies of amari and betsuni by native Japanese speakers and Korean learners. Semantically, amari overlaps with 별로 in that it negates the degree of quality, quantity, or frequency. Betsuni and 별로 share a common function as interjection-like expressions; however, they differ in that betsuni can convey the speaker's negative psychological attitude, —such as indifference or defiance, which 별로 does not. Furthermore, betsuni frequently co-occurs with modality expressions to negate expected conclusions or assumptions from prior context, or emphasize psychological stances such as detachment or avoidance—features not shared by 별로. In learner data, errors were observed where amari and betsuni were regarded as equivalent to 별로. Accordingly, this study proposes instructional methods for effectively teaching amari and betsuni, tailored to the learners’ stage of acquisition.