표현형식과 기능분류로 본 원격접촉 일본어 청자언어행동 ― 인니 일본어 학습자와 일본어 모어화자와의 비교분석 ―

Abstract

The purpose of this study is to examine and analyze the impact of the online remote language environment in a scene of one-on-one online contact upon the listener’s language behavior based on ① representation forms and functions of back channels responses and ② representation forms and functions of co-construction responses. The key findings of the above-mentioned examination and analyses are as follows: 1. As for the frequently observed types of expressions of back channel responses in the appearance patterns depending on the types of back channel expressions, native speakers were more likely to use emotional expressions such as ‘んー, un:’, while learners depended more on conceptual expressions such as ‘そうです ねso:desune’. 2. Among the types of back channel expressions, native speakers used ‘そうなんですね group, so: nandesune-group’ more frequently while using ‘へー, he:’ to show interest and attention compared to learners, while learners depended more on ‘そうです’ to express agreement compared to native speakers. 3. With regard to the representation forms and functions of the back channel responses between utterances, the frequency of appearance was in the order of ‘understanding (41.2%), agreement (33.9%), emotional (17.3%), and denial (5.8%)’ among native speakers and ‘agreement (48.1%), understanding (39.2%), emotional (6.7%), and denial (4.2%)’ among learners. 4．With regard to the representation forms and functions of the back channel responses within utterances, it was shown that both native speakers and learners used the function of ‘showing listening’ most frequently, in order to inform the counterparts that they were listening and encourage them to go on. 5．As for the representation forms and functions in co-construction responses, learners were less likely to engage in this format while it was still possible to operate this format in remote contacts to a similar level with in-person contact and native speaker level. Representation forms included anticipation and interruption, while confirmation functions, which were frequently used by native speakers, were also operated by learners.