日本語学習者の無助詞文 - シンガポールにおけるケーススタディー -
Japanese Learners’ Use of Zero - case Marking
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日本語では動詞の項となる名詞句の格機能は、項に付与される助詞によって決定される。しかし実際の話し言葉では項は助詞を持たない、いわゆる無助詞となる傾向にあることが広く知られている。現在の日本語教育の現場ではこの無助詞の現象は会話文特有の現象として言及はされるものの、実際に教授項目としてカリキュラムに組み込まれることは無いに等しい。それにより、日本語学習者は無助詞文の習得が困難である状況にあると考えられる。本稿では無助詞の現象が日本語教育において適切に扱われていないことに着眼し、日本語学習者と日本語母語話者の無助詞文の傾向を比較することにより、日本語学習者の自然会話における無助詞文習得の分析を試みた。分析には自然会話データを使用し、データ内に確認することのできた自動詞と他動詞の三つの中核項に絞って検証を行った。検証の結果、日本語学習者は母語話者に比べて全ての中核項において助詞を多用する傾向にあることがわかった。検証の結果を踏まえ、本稿では早い段からの日本語学習者への無助詞文の指導の重要性を提案する。
Abstract
This paper examines the Japanese learners’ use of zero-case marking in naturally-occurring conversation. Japanese employs a very complicated case-marking system. For those who learn Japanese, learning the functions of case-marking particles is one of the most serious grammatical challenges. However, what makes things more complicated is that case-marking particles may be absent, commonly in conversation. Many learners of Japanese have found it difficult to determine when to use and not to use case-marking particles. Therefore, in addition to learning the functions of the particles, the choice between using and not using them is often a source of confusion. In this paper, we examine the use of case-marking particles found in the learners of Japanese to see how the notion of zero-case marking is acquired focusing on the three core arguments of transitive and intransitive verbs. A close examination of the conversational data reveals that the learners of Japanese use case-marking particles much more frequently than the native speakers for all three core arguments. In other words, Japanese learners tend not to use zero-case marking particles in conversation. With the findings of this study we suggest that more explicit classroom instructions on zero- case marking may help the learner’s understanding and acquisition of functional differences between the presence and the absence of case-marking particles.
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