日本語母語話者と韓国人日本語学習者による終助詞「よ」の使用実態‒談話完成テストの調査結果に基づいて‒

Abstract

In order to present the final particle “yo” effectively in Japanese language education, I considered the following: the main scenes where “yo” can be used are classified into (1) “the scene of information presentation / correction”, (2) “the scene of acceptance / approval”, and (3) “the scene of one-sided / rebellious attitude”. Next, the discourse completion test (DCT) based on this classification was conducted to investigate the use of “yo” by Japanese native speakers and Korean learners of Japanese. Based on the results, I examined the points to be conscious of in presenting “yo” effectively in Japanese language education. First, when presenting “yo” in Japanese language education, the priorities are “yo” in (1) above, “yo” in (2) and “yo” in (3). “Yo” in (1) should be given preference because the usage rate of “yo” by native speakers is high and the risk of impoliteness and FTA (face threating act) is small. In (3), we can show a rebellious attitude in not only “yo” but also other forms, so the priority is low. However, while the use of “yo” in this scene has the risk of impoliteness and FTA, it can also serve as an expression of familiarity, so a detailed explanation of these points is necessary. In (2), it was revealed that even if in the case that the use of “yo” is essential, the usage rate of “yo” by learners was low and the usage rate of the form without “yo”, which is contextually ineligible, was high. On the other hand, sometimes the use of “yo” in this scene may increase the risk of impoliteness and FTA. An explanation which takes these points into account is necessary.