日本語学習の無批判的解釈に対する再考 -「接近性」という表現の学習事例から-

Abstract

Reliability and validity of survey affect the quality of research. Today in studies of social sciences often got used research method of qualitative studies, which focus on researcher as main means of studies. Needless to say, this tendency has been applied to Japanese education research, one of the lower category of humanities, so that it is important to approach a phenomenon with a wide field of vision because researchers can read only a part of the phenomenon from short description. Lim, Sul-ha, a non-native Japanese speaker is a member of N community that university students from Japan and Korea take the lead in various activities. He switches the language he uses depending on the characteristics of each activity and gets the fellowship of the community in this process. One day Lim talked about “accessibility” with Katsu, a member of the same community. Lim said “accessibility is good” in the say directly translated from his mother tongue, intending “it’s convenient because the house is close to the station”. Katsu, a Japanese native speaker pointed out the mistake about Lim’s Japanese expression with a sense of discomfort saying “We do not say like that”. After that Lim came to express the say he learned from Katsu instead of saying “accessibility is good”. The research, the subject of this study describes the transition from fallacy confirmation to change of application way as Japanese learning introducing the example of Lim, Sul-ha. It considers the case as a linear problem of learning. This study pointed up the lacked error on survey by criticizing the interpretation way against Japanese learning of that research. Proposing a new method of research process so as to solve the found problems, it attempts to improve the Japanese education research.