韓國人日本語學習者の作文に現れた疑問文について -[デスカ/マスカ]で終止する疑問文を中心に-

飯干和也 ( Iihoshi Kazuya ) 한국일어교육학회 2018 일본어교육연구 Vol.0 No.42

本稿は韓國人日本語學習者(以下、KR)が書いた作文に見られる疑問文の特徵を考察するものである。本稿は「死刑制度の贊否」という作文84編を調査對象として、[デスカ/マスカ]で終止する疑問文を中心に、量的·質的分析を行った。そして、Writer/Reader visibility(以下、W/R visibility)という槪念を援用して、中國人日本語學習者(以下、CN)や日本語母語話者(以下、JP)が書いた作文との比較を行い、KRの作文に現れた疑問文の樣相を捉えた。W/R visibilityとは「書かれた文章において、書き手や讀み手の存在が言語表現として明示される度合い」(伊集院·高橋(2004:86))を意味する。 その結果、84編の作文中に疑問文が67文あり、そのうち、[デスカ/マスカ]で終止する疑問文は14文あった。これらの疑問文は全て、不自然に使用されており、書き手が命題の成立を否定的に捉えていることを表していた。そして、KRの作文に現れた疑問文をW/R visibilityを援用して、CNやJPの作文と比較すると、W/Rvisibilityの度合いはCN>KR>JPの順序となった。つまり、KRの作文に現れた疑問文の用法は、CNの作文の用法と特徵が同一な場合と、JPの作文の用法と特徵が同一な場合がある。 本稿は、[デスカ/マスカ]で終止する疑問文が何故、上記のような使い方がされるのか等については明らかにできなかった。この点は今後の課題としたい。 This article considers the characteristic features of interrogative sentences appearing in essays written by Korean students of the Japanese language (hereafter, “KR”). This article examines 84 essays by KR students to carry out a qualitative and quantitative analysis of interrogative sentences ending in “-desu ka” or “-masu ka.” Incorporating the concept of Writer/Reader visibility (“W/R visibility”), comparisons were made with essays written by Chinese students of Japanese (“CN”) and native Japanese essays in Japanese (“JP”) based on previous research to determine how interrogatives were used in KR essays. W/R visibility is defined as “the degree to which the presence of a writer or reader is shown in linguistic representation in a written passage” (Takahashi / Ijuin (2006: 80)). The results show that there were 67 interrogative sentences in the 84 target essays, 14 of which ended with “-desu ka” or “-masu ka.” All these interrogative sentences were used unnaturally, showing that the writers were treating the conclusion of the proposition in a negative sense. Comparing interrogatives in essays written by CN and JP students with those written by KR students, the degree of W/R visibility was CN > KR > JP. In other words, the characteristics of interrogatives in essays by KR students were the same as those by both CN students and by JP students. We were not able to clarify why the interrogative sentences ending in “-desu ka” or “-masu ka” were used in this way. This point remains for future investigations.

韓国人日本語学習者及び日本語母語話者の作文に現れた疑問文について

飯干和也(Iihoshi, Kazuya) 한국일본문화학회 2019 日本文化學報 Vol.0 No.80

This article considers the differences and similarities among Korean students of the Japanese language (hereafter, “KR”) and native Japanese speakers (hereafter, “JP”) using both quantitative and usage analysis of interrogative sentences in essays they wrote in Japanese on the topic of “Your Opinion on Tobacco.” The focus was on interrogative sentences ending with “-desu ka” or “-masu ka” (hereafter, “-desu ka/-masu ka interrogatives”), examining the characteristics of how these -desu ka/-masu ka interrogatives were expressed and used. First, the quantitative analysis results showed that 1: KR used interrogatives less frequently than JP; 2: ten examples of -desu ka/-masu ka interrogative usage were seen in KR essays only, all of which were unnatural; 3: the KR students who wrote these -desu ka/-masu ka interrogatives had been learning Japanese for between 4 and 44 months. Next, the usage analysis results showed that 1: interrogatives were used by KR and JP in essentially the same way; 2: the -desu ka/-masu ka interrogatives seen in KR essays were found in all three classifications of interrogatives; 3: -desu ka/-masu ka interrogatives tended to be found most commonly in the usage where the writer was expressing a negative development of the proposition. Future studies will need to examine why KR use unnatural -desu ka/-masu ka interrogatives.

韓国人日本語学習者の意見文における「のだ」の使用について

飯干和也(Kazuya, IIHOSHI) 한국일본문화학회 2020 日本文化學報 Vol.0 No.85

This paper presents a survey of how Korean learners of the Japanese language (hereinafter “KR”) use “no da” (meaning “the fact is that”) at the end of a sentence and the actual conditions of its use in comparison to written opinion statements by native Japanese speakers (hereinafter “JP”). The survey is based on opinion statements made by KR and JP recorded in the “Database of Opinion Statements of Japanese, Korean, and Taiwanese University Students” (March 2011). According to the results of the survey, no significant differences existed between KR and JP in terms of (1) the number of occurrences of “no da” per opinion statement, (2) its position in the paragraph (if the usage of “no da” is not taken into consideration), or (3) the way it appeared in predicates. However, there were differences in the form of “no da,” such as the appearance of the form “n’ desu” (an abbreviated polite form) in opinion statements made by KR. By contrast, this form did not appear in opinion statements by JP. Further, there were differences in the rate of occurrence of “no da” usage (type V), characterized by a weak relationship with the preceding context and the presentation of a certain situation to the other party as an existing fact; this was more frequent for KR. The phrase also appeared at the beginning of the paragraph in only the KR utterances. Moreover, there were three examples of unnatural uses of “no da” seen in the opinion statements of KR, including (1) the unnecessary addition of “no da,” (2) the use of “n’ desu,” and (3) the continuous use of “no da.” In conclusion, it was determined that there are distinct usages of “no da” as per written language and per spoken language, and it is necessary for KR to understand the relationship between usage and form for the purpose of language instruction.

ARCS모델 기반 히라가나 학습에 있어서의 연상법의 수업흥미도와 효과에 관한 분석 ― S대학 교양일본어 수업 수강생을 대상으로 ―

飯干和也 ( Iihoshi¸ Kazuya ),李賢禹 ( Lee¸ Hyeon-woo ),金孝宣 ( Kim¸ Hyo-sun ) 한국일어교육학회 2023 일본어교육연구 Vol.- No.64

본 연구의 목적은 대학생 한국인 일본어학습자를 대상으로 동영상형 연상법을 히라가나 학습에 도입하였을 때의 수업흥미도와 효과를 분석하는 것이다. 기존 히라가나 학습은 학습자의 동기유발이라는 관점에서 수업을 설계하는 일이 적었다. 이에 본 연구는 동기유발이론에 근거한 교수설계모델인 Keller의 ARCS모델을 이용하여 동영상형 연상법 히라가나 학습을 설계하였다. 조사는 충남 소재 S대학교에서 개설된 ‘일본어입문’ 수강생 중 일본어학습 미경험자 48명을 대상으로 하였으며 연상법 유무에 따라 수업흥미도와 히라가나 읽기 성취도에 차이가 있는지 검증하였다. 검증에는 t검정을 이용하였다. 조사 결과는 다음과 같다. 첫째, 수업 흥미도는 하위요인인 주의와 관련성에 대해 유의한 차이가 있었다. 둘째, 수업 직후 실행한 1차 시험에서는 성취도에 유의한 차이가 있었다. 셋째, 7주차에 실행한 2차 시험에서는 성취도에 유의한 차이가 없었다. 이 결과로부터 본 연구는 첫째, 멀티미디어형 교재를 적극적으로 활용하고 교수설계이론에 근거하여 자신감과 만족감을 높이는 수업설계가 필요하다. 둘째, 계속해서 연상법을 개선하기 위해 노력해야 한다. 셋째, 히라가나를 정착시키기 위해서 성인학습자의 학습조건을 고려한 유지 리허설(maintenance rehearsal)과 검색(retrieval) 활동을 개선해야 한다는 세 가지를 제언하였다. The aim of this study is to analyze the effectiveness of using the video associative method in hiragana classes and its effect on class interest for Korean university students learning Japanese. In conventional hiragana learning, classes are rarely designed with the aim of motivating learners. Therefore, Keller’s ARCS model, a teaching design model based on the theory of motivation, was used to design an associative method for hiragana learning. The study involved 48 students who had never studied Japanese before among the participants in the “Introduction to Japanese” course at S University in Chungcheongnam-do province, Korea. The study tested whether there were differences in levels of class interest and achievement in reading hiragana depending on the use of the video associative method. A t-test was used for verification and the survey results were as follows: first, there was a significant difference in class interest in relation to the sub-domains of attention and relevance with the multimedia-type materials, which are the sub-contributing factors; second, there was a significant difference in students’ level of achievement in the primary examination conducted immediately after the class; and third, there was no significant difference in the level of achievement in the secondary examination conducted in the seventh week. Based on these results, the study proposes the following three points: 1) It is necessary to actively utilize multimedia-type teaching materials and design classes based on teaching design theory to enhance students’ confidence and satisfaction; 2) It is required to make efforts to continuously improve the associative method; and 3) To reinforce hiragana learning, it is required to improve maintenance rehearsal and retrieval activities that consider the learning environment of adult learners.

韓國人日本語學習者の漢字學習の實態と實力調査 -日本關連學科で學ぶ舊JLPT1,2級水準の學習者を對象に-

한선희 ( Han Sun-hee ),飯干和也 ( Iihoshi Kazuya ) 한국일어교육학회 2017 일본어교육연구 Vol.0 No.38

本稿は舊JLPT1,2級水準の韓國人日本語學習者を對象として、漢字學習の實態と學習者がどの程度の漢字の實力を有するかを把握するため、アンケ一ト調査とテストを行った。その結果は次の通りである。1. 學習者は大學入學以前に漢字の學習經驗を有する者が多いものの、漢字學習が實生活に結び付いていない。2. 學習者は日本文化·日本語に關心があって、高い學習意欲を有し、これが漢字學習の支えになっている。3. 學習者の85.8%が漢字學習を難しいと回答し、漢字學習の暗記の側面を負擔に感じている。また、學習者は漢字の形態や書くことに注意を向けていない。4. 大學での指導は「意味と讀み方の學習」に重点が置かれており、「書くこと」に關しては學習者個人に任されている。また、筆順や部首の學習を重視せず、それらを漢字を覺えることに活用しようとしていない。5. 學習者は指導者に對して、漢字の膨大な暗記事項を何とか克服できる方法を指導してほしいと望んでいる。6. 漢字の實力について、初等學生基本語彙71語をのうち1級水準の學習者は52語、2級水準の學習者は32語程度、意味を把握できた。ただし、これは個人差が大きい。また、意味の把握がしやすい漢字としにくい漢字に傾向差があった。 This paper looks at Korean students of Japanese at the former JLPT 1 and 2 levels to understand the actual state of their kanji learning and the extent of their ability to use kanji. To determine this, a questionnaire and an examination were carried out and the results were as follows. 1. Many students had experience of learning kanji before entering university, but their kanji learning was not connected with their actual daily life. 2. Students were interested in Japanese culture and language, and eager to learn, which helped them study kanji. 3. 85.5% of the students responded that they found studying kanji hard, and that memorizing them was a burden. In addition, students tended to lack attention regarding the shapes of kanji or writing them. 4. Instruction at the university is focused on meanings and readings, with how to write them being left up to the individual student. In addition, stroke order and radical study is not emphasized, and these are not being used in teaching how to remember kanji. 5. Students want their instructors to teach them ways to overcome the huge amount of things that need to be memorized for kanji. 6. In terms of kanji ability, out of the 71 standard words for beginners, Level 1 students knew the meanings of 52 words and Level 2 students about 32 words. However, this differs substantially between individuals. In addition, there was a difference in trends between kanji that were easy to understand and kanji that were hard to understand.

「(し)そうだ」と「ようだ」の用法に関する考察 : 韓国人学習者への指導の手がかりを目指して

韓先煕(Han sunhee),飯干和也(Iihoshi Kazuya) 한국일본문화학회 2011 日本文化學報 Vol.0 No.48

「(し)そうだ」と「ようだ」は特に推測、予測といった意味範疇において類似した意味を成す。両語は韓国語では同じ形式で訳されることがあるため、韓国人日本語学習者や韓国人日本語教師にとっては学習したり指導したりする際に困難を伴うことが予想される。しかしながら、これまでの先行研究には「(し)そうだ」と「ようだ」に焦点を当てたものが少ない。このことから現状の「(し)そうだ」「ようだ」に関する考察は学習者や教師の要求に満足に応えられていない可能性がある。それゆえ本稿は両語の違いについて、韓国人学習者や韓国人日本語教師に資することを目標として考察した。 類似した複数の形式を学習するときには、目に見える形で違いを認識させることが有用な方法の一つである。そこで本稿は「(し)そうだ」と「ようだ」の意味の違いよりも、統語上の制約の違いを主に注目して考察することにした。前接語と意味との関係に関する形態論ㆍ統語論的な考察が豊富な「(し)そうだ」を中心に据え、「そうだ」の韓国語訳も対照しながら「ようだ」との違いを考察した結果、次のことが分かった。 1.「そうだ」の様態を表す用法は、味覚を表す感覚形容詞に接続した場合には「ようだ」に置き換え変えられない傾向が顕著である。これを生かせば効率的に学習が進むと思われる。韓国語の形式から見た場合、「味覚形容詞+そうだ」を「겠다」で訳したものが「ようだ」に置き換えられないという顕著な傾向があり、「듯하다」で訳されたものは「ようだ」に置き換えうるという傾向がある。これも両語の学習の手がかりになりうるだろう 2.「そうだ」の予測と推測の用法については、「ようだ」は現実世界の事態を観察するという性質があるため、仮想世界での予測ㆍ推測や、根拠が乏しい話者の勘と言えるような予測・推測は表せない。これが条件表現の後に「ようだ」が来られないという統語上の制約を生んでいる。これは「そうだ」との違いを学習するうえで非常に分かりやすい一つの指標となる。また「ようだ」には話者自身の意志的な行為の予測には使えないという制約があるため、主語が一人称である場合の「そうだ」と「ようだ」の振る舞いの違いも両語を学習するうえで助けになるだろう。韓国語の形式から見た場合、「そうだ」が「겠다」や「듯하다」「듯싶다」で訳された場合が学習の手がかりになりうると思われる。 3.「そうだ」の寸前の用法は「ようだ」にはないものであり、「そういうことが今にも起こる様子」がはっきり分かる例文を使って指導すれば混同は起きないものと思われる。「뻔했다」という訳語が当てられる特徴があるので、これを手がかりにすることもできるだろう。 4.非実は「ようだ」にも存在する用法であり、「そうだ」との混同が懸念されるが、寸前で学習した「そういうことが今にも起きる様子」が「そうだ」の非実にはあり、「ようだ」の非実にはないことを適切な例文を使って示せばと良いと思われる。「겠다」で訳される用例は「ようだ」に置き換え不可の傾向があるので、これが学習の手がかりになりうる。