学習者主体の作文授業-自分に向き合い、自分を表現する授業の実践報告-

Sakaguchi Sayaka 한국일본언어문화학회 2015 일본언어문화 Vol.30 No.-

This article presents a practical report about the composition classes for the Korean learners of Japanese who were engaged in job hunting. These classes provided the learners with the opportunities to reflect upon themselves and express their positive characteristics and strong points in Japanese through several activities such as the writing of job application forms. The present study conducted a questionnaire test (including a self-reflection description) in 3 classes, targeting the 57 learners in total, who have studied Japanese around 6 years. These surveys revealed the following points. First, there were several learners who had not reflect upon themselves in a systematic manner, and the classroom activities were particularly significant for these learners. Second, the activities positively changed the learners’ attitudes towards their future careers. An essay was assigned to each learner at the end of the course, and the analysis of these essays submitted indicates that self-awareness was observed at the meta-level in the one-third of the learners. Based on these findings, it is concluded that the present attempt has contributed to the deepening of self-examination of the learners. Further, it is suggested that in organizing a class, an important role is played by the interplay amongst learners as well as the interplay between learners and the people surrounding them (such as family members and friends).

連体修飾形指示表現にみられる例示指示と唯一指示

Sakaguchi Sayaka 한국일본언어문화학회 2016 일본언어문화 Vol.36 No.-

. A comprehensive account of the adnominal demonstrative expressions of contemporary Japanese has not been developed in the literature. In this article, we will address the six groups of adnominal demonstrative expressions, and reveal their functional differences through quantitative and qualitative analyses. The expressions of the kono-group refer to an entity or a single category (“unique reference”) and do not have the illustrative function of implicitly referring to other entities as an example of referents. Our analyses indicate that the expressions in the non-kono-groups are commonly characterized in that they exhibit illustrative reference but that they differ in terms of the manner of illustrative reference, the strength of illustrative reference, etc. The function of illustrative reference is especially tied to the konoyouna-group, the koushita-group, and the kouitta-group. The expressions in these groups do not have the function of unique reference. The expressions in the konoyouna-group illustratively refer to approximate referents. On the other, the expressions in the kouitta-group are associated with representative illustrations. The konna-group and the kouiu-group display both the function of illustrative reference and that of unique reference. The expressions in the konna-group tend to refer to unique entities when inherent and specific objects are referred to. Further, in the case of the cataphoric use, they may refer to unique entities when the content of referents (linguistic information) is presented sufficiently and non-excessively. Unique reference in the case of the cataphoric use is also observed in the expressions in the kouiu-group.

「この類」와「このような類」를 중심으로 한 문맥지시에 관한 연구

( Sakaguchi Sayaka ) 한국일어교육학회 2012 일본어교육연구 Vol.0 No.24

지시사에 관한 연구는 매우 다양하나 연구의 대상을 처음부터 지시사에 한정한 것이 많은 것과 류의 차이를 언급한 연구가 적은 것 등이 과제라고 할 수 있다. 본 연구에서는 의견문 텍스트를 사용하고, 문법판정 태스크 및 자유기술 구멍 메움태스크를, 중국어모어의 일본어 학습자(이하, NNS)를 대상으로 실시했다. 선행연구가 대단히 적은「물건의 속성을 나타내는 지시표현」의 안에서는 특히「このような類」에 착안하고, 문법판정 태스크로「この·その」이외에「このような·そのような」라고「φ」을 포함시킨 5지선택을 시도하는 것으로,「こ계」와「そ계」의 차이뿐만 아니라 지시사의 류의차이도 고찰했다. 중급 NNS 와 상급 NNS를 비교한 결과, 구멍 메움 태스크에서는 토픽의 되풀이 부분이나 대행 지시「その」가 사용되는 부분으로, 중급 NNS에만 사용회피가 보이는 등의 차이가 보였지만, 문법판정 태스크를 10점 만점으로 채점하면 5% 수준으로 양자간의 차이는 보이지 않았다. 또 상급 NNS와 모어 말하는 사람을 비교한 결과, 상급 NNS에 의한 지시표현의 과잉사용의 가능성이 시사되었다. 이상으로부터 산출면에서 사용 회피의 경향이 보여진 중급 NNS에 대하여는,「こ계」와「そ계」뿐만 아니라 류의차이에 관하여도 언급하는 등, 지시표현이 적절하게 사용 될 수 있도록 지도할 필요가 있을 것이다. 또 상급 NNS에 대하여는 과잉사용을 막기 위해서도 지시표현이 조응 표현 중 1개의 표현인 것을 명시하고, 다양한 표현을 구분하여 사용하는 것을 목표로 한 지도가 바람직하다고 생각된다. 指示詞硏究は多岐にわたるが、硏究の對象を初めから指示詞に限ったものが多いこと、類の違いに言及した硏究が少ないことなどが課題といえる。本硏究では意見文テキストを使用し、文法判定タスクおよび自由記述の穴埋めタスクを、中國語を母語とする日本語學習者(以下NNS)を對象に實施した。なお、先行硏究が非常に少ない「ものの屬性を表す指示表現」のなかでは特に「このような類」に着目し、文法判定タスクで「この類」のほか「このような類」と「φ」を含めた5肢選擇を試みることで、コ系とソ系の違いだけでなく類の違いも考察した。中級NNSと上級NNSを比較した結果、穴埋めタスクではトピックが繰り返される箇所や代行指示「その」が使用される箇所で中級NNSにのみ使用回避が見られるなどの違いが見られたが、文法判定タスクを10点滿点で採点したところ5%水準で兩者に差は見られなかった。また上級NNSと母語話者を比較した結果、上級NNSによる指示表現の過剩使用の可能性が示唆された。以上より、産出面で使用回避の傾向が見られた中級NNSに對しては、コ系とソ系だけでなく類の違いにも言及するなど、指示表現が適切に使用できるよう指導する必要があるといえる。また上級NNSに對しては、過剩使用を防ぐためにも指示表現が照應表現の中の1つであることを明示し、多樣な表現の使い分けを目指した指導が望ましいと考えられる。

「実用日本語会話」授業実践 -ディベートと十字モデルの活用-

Sakaguchi Sayaka 한국일본어학회 2014 日本語學硏究 Vol.0 No.39

本稿は2013年1学期に実施した「実用日本語会話」という授業の実践を通して、授業でのディベートの導入について検討したものである。先行研究で強調されているディベートの教育的効果だけでなく、その課題も明らかにしたうえで授業での位置づけを再考した。またディベートの要素が組み込まれている十字モデルの導入に関しても検討した。ディスカッションとディベートの違いを学習者がどう捉えたかを分析したところ、ディベートは一つの立場を貫いて反対側の意見と戦うものだと捉えており、反論が頻繁に行われるため主張の論理性が高まる、活気があって楽しいが感情的になりやすい、発言の機会が減るが会話の充実度は高いことなどが明らかとなった。ディベートの効果については、意見を即時的にまとめて話せるようになるなどの効果があると感じていた。課題を考慮すると、ディベートは毎週のように頻繁にではなく、学期中に数回程度行うことでその効果をうまく活用できると考えられた。また授業での十字モデルの活用は、学習者がディベートの要素に慣れ親しむことができるだけでなく、このモデルによっても論理的に考えて話す能力を向上できることが示唆された。

「この類」と「このような類」を中心とした 文脈指示についての研究 -中上級日本語学習者を対象に-

Sakaguchi Sayaka 한국일어교육학회 2012 일본어교육연구 Vol.0 No.24

指示詞研究は多岐にわたるが、研究の対象を初めから指示詞に限ったものが多いこと、類の違いに言及した研究が少ないことなどが課題といえる。本研究では意見文テキストを使用し、文法判定タスクおよび自由記述の穴埋めタスクを、中国語を母語とする日本語学習者(以下NNS)を対象に実施した。なお、先行研究が非常に少ない「ものの属性を表す指示表現」のなかでは特に「このような類」に着目し、文法判定タスクで「この類」のほか「このような類」と「φ」を含めた5肢選択を試みることで、コ系とソ系の違いだけでなく類の違いも考察した。中級NNSと上級NNSを比較した結果、穴埋めタスクではトピックが繰り返される箇所や代行指示「その」が使用される箇所で中級NNSにのみ使用回避が見られるなどの違いが見られたが、文法判定タスクを10点満点で採点したところ5%水準で両者に差は見られなかった。また上級NNSと母語話者を比較した結果、上級NNSによる指示表現の過剰使用の可能性が示唆された。以上より、産出面で使用回避の傾向が見られた中級NNSに対しては、コ系とソ系だけでなく類の違いにも言及するなど、指示表現が適切に使用できるよう指導する必要があるといえる。また上級NNSに対しては、過剰使用を防ぐためにも指示表現が照応表現の中の1つであることを明示し、多様な表現の使い分けを目指した指導が望ましいと考えられる。

コンナ類とコノヨウナ類の指示用法の違いについて -文脈指示の属性用法と内容用法を中心に-

Sakaguchi Sayaka 한국일어일문학회 2015 日語日文學硏究 Vol.95 No.1

There is a wealth of previous studies on adnominal demonstrative expressions in Japanese, where the differences between the konna-group and the konoyouna-group have been largely regarded as stylistic variants. The present study, however, reveals their non-stylistic differences in terms of the referential use. Our claims are based on (i) a quantitative analysis of the Balanced Corpus of Contemporary Written Japanese (National Institute for Japanese Language and Linguistics) and (ii) a qualitative analysis employing text-frames. Our central finding is that the konna-group exhibits both the attributive and the content use whereas the konoyouna-group principally exhibits the content use alone. That is, while it is possible that the konoyouna-group could display the attributive use, a sharp contrast is observed in this regard between the two groups, as confirmed by both the quantitative and qualitative analyses. This finding leads to our conclusion that, contrary to the opposing view in the previous literature, the differences between the konna-group and the konoyouna-group cannot be solely ascribed to stylistic differences. It is also suggested that, due to this discrepancy concerning the usages of demonstratives, sonna is most likely to be employed in the konna-group (i.e., konna, sonna, anna) regardless of the media/genre of texts, whereas there is a tendency that konoyouna is used in certain types of text such as analytical texts in the case of the konoyouna-group (i.e., konoyouna, sonoyouna, anoyouna). 본고는 현대일본어의 연체수식형 지시표현에서, 주로 문체 차이로밖에 다루어져 오지 않은 コンナ류와 コノヨウナ류의 지시용법의 차이를 밝힌 것이다. 국립 국어 연구소의 코퍼스(BCCWJ)을 사용한 계량적 조사 및 텍스트 프레임을 사용하여 용례를 분석해 봤다. 그 결과, コンナ류는 속성용법과 내용용법으로 2가지 용법을 가지는 한편, コノヨウナ류는 기본적으로 내용용법만을 가진다고 말할 수 있다. 또 コンナ류와 コノヨウナ류의 용법 차이에 의하여 コンナ류에서는 문장 매체나 장르에 관계없이 항상 ソ계 편중을 보이는 것에 대해 コノヨウナ류에서는논설 문장 등 문장 장르에 좌우되는 コ계 편중이 있다는 차이도 확인할 수 있다.

コンナ류에 있어서 감정·평가성 재고찰

사카구치사야카 ( Sakaguchi Sayaka ) 한국일어일문학회 2017 日語日文學硏究 Vol.101 No.1

현대일본어에 있어서 연체형 지시표현 コンナ류(こんな·そんな·あんな)가 사용된 문맥에서 감정·평가의 뉘앙스를 느끼는 것이 선행연구에서 지적되고 있다. 그러나 コンナ류가 그 표현 자체의 감정·평가성을 소유하고 있는지를 고찰한 선행연구는 없는 것 같다. 본고에서는 コンナ류의 감정·평가성을 다루고 있는 주요한 선행연구를 대상으로, 코퍼스로부터 얻은 용례를 통해서 그 주장을 상세하게 검토했다. 그리고 선행연구의 과제를 수행하기 위해 コンナ류가 사용된 문맥으로부터 감정·평가성을 느끼는 이유에 대해서, 새로운 관점으로 볼 필요가 있는 것을 지적했다. 고찰의 결과 다음 3개의 점이 새롭게 제기되었다. 1)コンナ류 자체에 감정·평가성이 있는 것이 아니라, 감정·평가성은 コンナ류 근처에 존재하는 언어표현이나 언어표현외의 요소 때문에 느낀 것이다. 2) 감정·평가성을 느끼게 하는 언어표현 요소는 후속명사·형용사표현·부정적 어휘·반어·의문문 등이다. 3) 따라서 コンナ류는 문맥으로부터 느낀 감정·평가성을 강화하고, 명시화시키는 장치로서 기능하고 있다. 이 기능은 연체형 지시표현 안에서도 특히 コンナ류에서 현저하다고 생각된다. It has been reported in previous studies that in contemporary Japanese, emotiveness/evaluativeness emerges in the use of adnominal demonstrative expressions of the konna-group (konna, sonna, anna). In the past literature, however, the fundamental issue has not been seriously discussed of whether these emotive/evaluative meanings are inherent to the aforementioned demonstrative expressions. In the present article, we critically examine three primary works which directly address the emotive/evaluative aspect of the demonstrative expressions of the konna-group, through corpus-driven and questionnaire-based analyses. In order to overcome the residual problems of these previous works, we explore the mechanism whereby emotive/evaluative meanings arise and make a new proposal. Our study reveals the following three points. (i) emotive/evaluative meanings are not inherent to the demonstrative expressions but emerge reflecting the context in which these expressions are employed. (ii) Contextual factors affecting the emergence of emotive/evaluative meanings include the post-demonstrative noun, adjectival expressions, negative form of the predicate part, negative elements, constructional conditions such as rhetorical questions. (iii) The demonstrative expressions of the konna-group, therefore, serve as a device which amplifies emotive/evaluative meanings which the speaker and the hearer recognize in the context in question. It is also presumed with regard to point (iii) above that the amplifying function is most prominently detected in the demonstrative expressions of the konna-group.

能動的姿勢の促進を目的とした聽解授業での實踐

坂口淸香 ( Sakaguchi Sayaka ) 한국일어교육학회 2019 일본어교육연구 Vol.0 No.49

聽解授業でニュ一スやドラマを扱った先行硏究は多いが、その他のコンテンツについては報告が少ない。本稿は多樣なコンテンツを活用した、上級聽解授業における2つの實踐を報告したものである。兩實踐とも學習者の能動的な姿勢を促すことを大きな目的とし、スクリプト作成や分析、發表などの活動を課した。 授業實踐Aでは樣 □な種類のコンテンツに接する活動であったことが良い刺激となり、樂しい時間になったことが明らかとなった。學習者自身が聽解問題を作成したり、發表をしたりする活動を通して授業はより能動的なものとなった。一方で、自由度の高さゆえ聽解活動としては關連の低いものが一部含まれてしまったほか、具體的な效果がわかりにくいなどの課題が明らかとなった。そこで、それら授業實踐Aの課題をふまえて授業實踐Bをおこなった。 授業實踐Bでは漫才やアニメのスクリプトをグル一プで分析し、その結果を發表させた。この活動は選んだコンテンツの影響で樂しい雰圍氣を作ることができただけでなく、日本語の言語的側面や日本の文化的側面への意識および興味を高め、知識を獲得させる機會になった。また受動的になりやすい聽解授業において、學習者自身が分析を進めなくてはならない活動を課したことで、能動的な姿勢や態度を少なからず育むことができたと考えられる。ただし、個人發表を課した授業實踐Aとは異なり、グル一プ活動であったことで學習者の負擔が大きくなってしまった。さらに標準語漫才や關西弁漫才は興味深いコンテンツではあるが、學習者の日本語能力によっては難易度が高すぎる点も考慮すべきである。 This paper reports two practices in advanced listening classes using various contents. Both practices have a major goal of developing the learners' active attitudes. In practice A, it was revealed that the activities were a good stimulus and provided a fun time. The class became more active through activities in which learners themselves created listening questions and made presentations. On the other hand, due to the high degree of freedom, some activities were less relevant to listening. And the specific effects were unknown. In practice B, learners analyzed scripts of Manzai or anime in groups and made presentations about the results. This activity not only created a fun atmosphere, but also provided an opportunity to raise awareness and interest in the linguistic and cultural aspects of Japanese and to gain knowledge. However, group activities increased the students’ burden. In addition, though standard Manzai and Kansai dialect Manzai are interesting contents, it should be considered that the level of difficulty is too high depending on the learner's Japanese ability.

연체수식형 지시표현의 차이

사카구치사야카 ( Sakaguchi Sayaka ) 한국일어일문학회 2016 日語日文學硏究 Vol.97 No.1

현대일본어 연체수식형 지시표현에는, コノ류 이외 コンナ류·コノヨウナ류· コウイウ류·コウイッタ류·コウシタ류가 있다. 이 중의 2류 또는 3류를 비교한 선행 연구는 몇 가지가 있지만, 연체수식형의 지시표현을 전반적으로 다룬 연구는 없다. 본 연구에서는 コノ류(この/その/あの)를 연구대상 외로 해서 나머지의 연체수식형 지시표현 5류 모두를 고찰 대상으로 정했다. 그리고 후속명사구의 특징으로 하여 5류 지시표현에 있는 차이를 고찰했다. 용례는 국립국어연구소『現代日本語書き言葉均衡コ一パス』의 서적 데이터를 사용했다. 또 글말에 포함 되는 현장지시용법인 용례는 제외하고, 문맥지시용법인 용례만을 다루었다. 분석의 결과, 5류 지시표현에는 「コンナ류-コウイウ류-コウイッタ류-コノ ヨウナ류-コウシタ류」의 순번으로 단계성이 있어, 이웃이 되는 지시표현에서 는 가까운 성질이 있는 것 등을 알게 되었다. 또 5류는 2그룹으로 대별할 수 있고, コンナ류·コウイウ류는 형식명사구가 후속하는 비율이 높은 것을 알았다. 한 방향 コウイッタ류·コノヨウナ류·コウシタ류에서는 형식명사구가 후속하는 비율이 상대적으로 낮았고, 특히 「の/ん·もん·わけ」는 공기하기가 어려운 것을 알게 되었다. Among adnominal demonstratives in contemporary Japanese are the kono-group, the konna-group, the konoyouna-group, the kouiu-group, the kouitta-group, and the koushita-group. Past studies compare some of these groups, but, as far as the author is aware of, no systematic analysis of adnominal demonstratives has been proposed. In this article, we shall explore the whole set of the aforementioned groups, setting aside the kono-group (kono, sono, ano). Differences among these distinct kinds of demonstrative are revealed in terms of the characteristics of the post-demonstrative NPs. We disregarded the deictic usage and collected data on the anaphoric usage of demonstratives from the “Balanced Corpus of Contemporary Written Japanese” (National Institute for Japanese Language and Linguistics). The data indicate the order <konna, kouiu, kouitta, konoyouna, koushita>, where the more adjacent two demonstratives are in the order, the more similar properties they display. Further, these 5 groups can be divided into two categories. On the one hand, the konna/kouiu-category tends to precede a formal noun, most remarkably sonna (50.1%). On the other hand, the proportion is relatively low in which a formal noun follows an item of the kouitta/konoyouna/koushita-category; in particular, formal nouns such as no/n, mon, and wake do not frequently appear.

發表の評倆基準を學習者が話し合いで決める試み

판구청향 ( Sakaguchi Sayaka ) 한국일어교육학회 2015 일본어교육연구 Vol.0 No.31

日本語敎育分野では評價に關して、自己評價を取り入れた授業實踐のほか、學習者自身がレポ-トの評價項目を決定し、自己と他者のレポ-トに對してコメントを述べ合う活動(相互自己評價活動)などが報告されている。なお先行硏究の相互自己評價活動の多くは學習者が10名以下の少人數授業である。そこで本稿は口頭發表授業での、發表の評價基準を學習者による話し合いで決める試みを報告する。學習者は20名(クラスⅠ)および17名(クラスⅡ)で、日本語學習歷が6年程度の中上級レベルである。話し合いの結果、他グル-プ評價は2クラスとも採擇されず、クラスⅠでは敎師評價25点+自己評價5点、クラスⅡでは敎師評價15点+自己評價8点+グル-プ內評價7点となった。最終週に實施した授業アンケ-トの結果から、最終プレゼンの評價基準が納得できるものであったかを聞いた問い(5肢選擇)の平均値がクラスⅠで4.6、クラスⅡで4.2、評價基準を學生が決めることに贊成かどうかを聞いた問いでは順に4.2、3.8となった。それら5肢選擇では2クラスに差はなかったが(5%水準)、自由記述で評價項目の意識化に關するコメントが少數ながらクラスⅠでのみ見られた。公平性などの点で學生が決めることに反對する意見はクラスⅡで多く見られた。クラスの規模が少人數でない場合は、敎師が學習者から出た意見を板書しながら話し合いで評價基準を決めていく方法では、學習者からの理解や好評を得られないこともありうる。本實踐を通して、そういった場合にル-ブリック作成を課すことで學習者の納得度を高められる可能性が示唆された。 This article discusses the interactive self-evaluation activity, analyzing two courses on Japanese conversation (intermediate-advanced). The (i)-course has 20 students, while the (ii)-course has 17 students. Rubrics were constructed in the (i)-course alone. A questionnaire was conducted in the final week. As for the question asking whether the learners are satisfied with their evaluation standards for their final presentations, the average is 4.6 points (out of 5 points) in the (i)-course and 4.2 in the (ii)-course. As for the question asking whether the learners view as a good practice to determine evaluation criteria by themselves, the average is 4.2 points in the (i)-course and 3.8 points in the (ii)-course. Some learners in the (i)-course alone stated that they chose their standards by consciously considering important issues, which suggests that they are aware of evaluation items objectively. On the other hand, some learners in the (ii)-course alone expressed objection to the self-evaluation activity in terms of fairness and related issues. The present study suggests that the use of rubrics is effective for getting consent on the evaluation standard.