接触場面の意見交換会話における韓国人日本語学習者の「と思う」の使用様相

Komatsu Nana 한국일본언어문화학회 2022 일본언어문화 Vol.61 No.-

This paper investigates the usage pattern of the elementary Japanese sentence pattern “to omou” in discussions in contact situations, and its effect on the conversation. In particular, the characteristics of Korean learners were analyzed in comparison with native Japanese speakers. The analysis revealed that although the usage frequency of “to omou” for the expression of opinions in conversations did not differ between learners and native speakers, learners tended to use the form “normal form + to omou / omoimasu” learned as a beginner’s sentence pattern. In addition, native speakers tended to use “to omou” accompanied by elements with the function to soften their argument before or after the word, whereas learners tended to add a sentence-ending particle immediately after “to omou” on its own. Observations of conversational examples confirmed that these utterances by learners sometimes contributed to smooth discussions, while at other times they were strong arguments against their conversational partners. Based on the above results, this paper made suggestions on how to improve the teaching of “to omou” in the educational field in the future.

< ら를 뺀 언어 > 의 언어사 : 언어체계의 동태

Komatsu, Hideo 한국일어일문학회 1996 日語日文學硏究 Vol.29 No.1

韓国人日本語学習者による意見表明の発話末の様相 ─ 日本語母語話者との比較から ─

Komatsu Nana 한국일본학회 2022 日本學報 Vol.- No.132

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日本語学習者の作文作成過程における 表現と内容の変化 -協同推敲活動前後の作文の比較から

Komatsu Nana 한국일본어학회 2019 日本語學硏究 Vol.0 No.62

In this study, I aim to examine the changes of expression and content in the essay writing process of Japanese language learners before and after peer response. To do this, I made a comparison of the frequently appearing words before and after peer response and analyzed the changes of the use of those words quantitatively and qualitatively. Firstly, regarding the essays on the subject of “Korea and Japan”, there were some differences in the use of several words related to “country”, “difference”, “common point” and “comparison” before and after peer response. There were similar numbers of essays containing the words related to “country”, “difference” and “common point” before and after peer response. However, the number of the essays containing the words related to “comparison” increased after peer response. These results showed that the Japanese language learners frequently used comparative expressions to explain their thoughts in orderly sequence and summarize them in the revised essays. Next, regarding the essays on the subject of “Myself and Japanese”, changes in the number of the use of the words related to “negative evaluation” and “future and career” were observed. Among the essays containing the words related to “positive evaluation”, “negative evaluation” and “future and career”, the number of the essays containing the words related to “negative evaluation” decreased after peer response, but the number of essays containing the words related to “future and career” increased. These results showed that the Japanese language learners placed an emphasis on their vision after overcoming difficulties rather than on the difficulty in Japanese language after peer response. My results suggest that the reason for such changes in the essays is that the Japanese language learners have come to objectively review their essays from their readers’ viewpoint through peer response. 본고에서는 협동 퇴고 전후의 작문에 나타난 표현 및 내용의 변화를 탐구하는 것을 목적으로 하여 작문 전체를 대상으로 빈출 단어 및 특정 단어 사용률의 추이를 양적 및 질적으로 검토하였다. 제1작문군과 완성작문군 간의 차이를 알아본 결과, 우선 “한국과 일본”을 주제로 한 작문에서는 “국가” “차이점” “공통점” “비교”와 관련한 여 러 단어들의 출현 빈도의 차이가 보였다. 키워드를 사용한 작문 수가 “국가” “차이점” “공통점” 관련어에서는 제1작문군과 완성작문군에 큰 차 이가 보이지 않았다. 반면, “비교” 관련어를 사용한 작문 수는 제1작문군에서 완성작문군으로 25% 증가함이 확인되었다. 작문 예를 관찰한 결 과, 학습자가 작문을 수정할 때 문장 순서를 정하거나 문장을 정리하거나 하기 위해 비교 표현을 사용하고 있음을 알 수 있었다. 다음으로 “나와 일본어”를 주제로 한 작문에서는 부정적인 평가와 장래나 경력에 관련한 여러 단어들의 출현 빈도의 차이가 보였다. “긍정적 인 평가” “부정적인 평가” “장래/경력”에 관련된 단어를 사용한 작문 수가 “부정적인 평가”관련어에서는 제1작문군에서 완성작문군으로 약33% 감소했고, “장래/경력”에 관한 단어를 사용한 작문 수는 약33% 증가함이 확인되었다. 작문 예에서는 완성작문군에서 일본어의 어려움보다 고 난을 극복한 뒤의 개인적인 전망에 중점을 둔 내용이 기술되어 있는 것이 관찰되었다. 이상의 변화는 협동 퇴고 활동을 통해 자신의 작문을 독자 입장에서 객관적으로 보는 시점(視点)이 생겨났기 때문에 일어난 것으로 추측된다.

深まりのある意見交換は接触場面において どのように達成されるか -対話/共話との関連から-

Komatsu Nana 한국일본언어문화학회 2017 일본언어문화 Vol.41 No.-

The purpose of this study was to obtain suggestions for teaching in a classroom in order to achieve a sufficient conversation by discussion and we explored what kind of characteristics we could observe in conversation that we could observe a deep discussion in terms of contents. For the analysis, we focused on the differences in speaking through dialogue and co-operative conversation. As a result, we could observe a common point that pairs with a deep discussion have a higher frequency of co-operative conversation and based on the conversation example, we could observe a scene in which they enhanced recognition that they had same opinions each other by speaking through co-operative conversation while discussion. Furthermore, for a pair who had a different opinion at the beginning of discussion, it was shown that they acknowledged ideas from the partner by speaking through co-operative conversation, clarified their ideas by speaking through dialogue, and compromised with the conversation partner. As a result of this study, we can assume that participants in conversation can have a sense of security against the other speaker and speak with open mind by enhancing consensus or accepting different opinions from the partner by speaking through co-operative conversation as well as clarifying mutual opinions by speaking through dialogue, which contributes to a deep discussion in terms of contents. .

評価の高い日本語作文における推敲過程 -読み手としてのコメントと書き手としての修正に 着目して-

Komatsu Nana 한국일본언어문화학회 2018 일본언어문화 Vol.44 No.-

In this study, I aim to clarify how the Japanese language learners who are highly evaluated in writing revise their essays. To do this, I conducted a quantitative and qualitative analysis on the comments at the time of mutual revision between the learners and the comments at the time of self-revision after the mutual revision. Results showed that there was no difference in the type and frequency of the comments between the groups of learners with high evaluation in writing and low evaluation and that the learners mutually give many comments on the contents and structures of essay. On the other hand, results also showed that the group of learners with high evaluation in writing actively modify both the contents and language when compared with the group of learners with low evaluation in writing. In addition, the learners reflected the experience of giving comments as a reader in the process of self-revision of their essays as shown by the examples of the essay. The above results revealed that the Japanese language learners aggressively revise their essays by using the experience of mutual revision. This study suggests that this way of revision is one of the factors that increase the perfection level of essay.

日本語母語話者による意見表明の発話末の様相 - 緩和機能と働きかけ機能に着目して -

Komatsu Nana 한국일본어학회 2022 日本語學硏究 Vol.- No.72

This study aims to analyze how native speakers of Japanese express their opinions in discussions between native speakers and learners of Japanese, based on the occurrence tendency of utterance-final segments. The analysis focused on the two functions of elements included in utterance-final segments: the function to soften the utterance (mitigating function) and the function to actively engage the receiver (conative function). Firstly, for the overall characteristics, the analysis revealed that the utterance-final segments tended to include mitigating functional elements and conative functional elements rather than to be in the form of a simple declarative sentence. Each of these elements often appeared alone in utterance-final segments, while both the mitigating functional elements and the conative functional elements sometimes appeared together in a single utterance-final segment. Secondly, the analysis revealed that the form of "plain form" + to omou ‘(I)think that’ was used only in a small percentage of cases despite the use of the sentence pattern-to omou ‘(I)think that’ amounting to about one third of all expressions of opinion. In many cases, this sentence pattern tended to be used together with the mitigating function elements, such as -kana to omou and -to omou n desu kedo. In addition through an analysis of situations where these utterance-final segments were used the current study found that these utterance-final segments were used to avoid confrontation with the receiver, to soften and convey opposing opinions, and to confirm sharing of the utterance with the receiver. Taken together, these results suggest that native speakers of Japanese choose utterance-final segments of expressing their opinions on the basis of the context in order to maintain a smooth relationship with the receiver.

日本語学習者の作文推敲過程における他者コメントの受容の様相

Komatsu Nana 한국일본학회 2019 日本學報 Vol.0 No.118

This research revealed how highly evaluated essay writers incorporate others’ comments in their essays to improve them during cooperative revision. I analyzed 41 essays written by Japanese learners to make a comparison of the following two points between the higher score essays and lower score essays. I showed that the reflection rates of others’ comments of the “writing structure”, “consideration to readers”, and “appropriateness of the Japanese language” in the higher score essays are higher than those in the lower score essays. The comments were not reflected to maintain the essay purpose in some higher score essays, while the reflection was avoided because of the wide revision range in some lower score essays. In addition, the higher score essays included more voluntarily revised points after cooperative revision than the lower score essays, which indicates that the comments from cooperative revision inspire the writers of the higher score essays to actively revise their essays. My results suggest that the highly evaluated essay writers proactively incorporate cooperative revision in writing essays. In the process of a writer attempting to have the viewpoint of the reader, the highly evaluated essay writers presumably allow cooperative revision to function as a means assisting self-revision. 본고는 좋은 평가를 받은 작문의 작성자가 작문을 쓰기에 있어서 협동퇴고 활동 시에 타자(他者)가 준 지적을 어떻게 받아들이고 자신의 작문에 반영하였는지를 밝힌 것이다. 분석은 일본어학습자가 작성한 41 편의 작문을 대상으로 1.협동퇴고 활동 시에 받은 코멘트를 자신의 작문에 반영한 반영률 및 2.협동퇴고 후에 실시한 자발적인 수정 수(数), 이 두 가지 점에 대해 작문 득점 상위군과 하위군을 비교했다. 그 결과, 작문 득점 상위군에서는 “구성” “독자에게의 배려” “일본어의 적절성” 항목을 중심으로 타자 코멘트를 자신의 작문에 반영한 반영률이 하위군보다 높은 것을 알게 되었다. 또한 코멘트를 반영하지 않을 때, 상위군에서는 작문의 목적을 유지하기 위해 반영하지 않은 양상을 보여준 반면, 하위군에서는 수정 범위가 넓기 때문에 코멘트 반영을 피하고 있는 양상을 보였다. 그리고 상위군에서는 협동퇴고 후에 자발적인 수정 수가 하위군보다 높아 협동퇴고 시에 받은 코멘트를 계기로 스스로 수정을 활발하게 하고 있는 모습이 관찰되었다. 이상의 결과를 보면 평가가 높은 일본어 작문의 작성자는 협동퇴고를 적극적으로 받아들이면서 자신의 작문 작성 과정에 도입하고 있는 것이 추찰된다. 학습자가 독자의 시점에서 자신의 작문을 바라보도록 하는 것이 작문 지도자의 교육목표이며, 평가가 높은 작문 작성자는 이에 부합한 형태로 협동퇴고를 자기퇴고의 보조 수단으로 이용하고 있음을 알 수 있다.

Evaluation of the Microvascular Research Center Training Program for Assessing Microsurgical Skills in Trainee Surgeons

Komatsu, Seiji,Yamada, Kiyoshi,Yamashita, Shuji,Sugiyama, Narushi,Tokuyama, Eijiro,Matsumoto, Kumiko,Takara, Ayumi,Kimata, Yoshihiro Korean Society of Plastic and Reconstructive Surge 2013 Archives of Plastic Surgery Vol.40 No.3

Background We established the Microvascular Research Center Training Program (MRCP) to help trainee surgeons acquire and develop microsurgical skills. Medical students were recruited to undergo the MRCP to assess the effectiveness of the MRCP for trainee surgeons. Methods Twenty-two medical students with no prior microsurgical experience, who completed the course from 2005 to 2012, were included. The MRCP comprises 5 stages of training, each with specific passing requirements. Stages 1 and 2 involve anastomosing silicone tubes and blood vessels of chicken carcasses, respectively, within 20 minutes. Stage 3 involves anastomosing the femoral artery and vein of live rats with a 1-day patency rate of >80%. Stage 4 requires replantation of free superficial inferior epigastric artery flaps in rats with a 7-day success rate of >80%. Stage 5 involves successful completion of one case of rat replantation/transplantation. We calculated the passing rate for each stage and recorded the number of anastomoses required to pass stages 3 and 4. Results The passing rates were 100% (22/22) for stages 1 and 2, 86.4% (19/22) for stage 3, 59.1% (13/22) for stage 4, and 55.0% (11/20) for stage 5. The number of anastomoses performed was $17.2{\pm}12.2$ in stage 3 and $11.3{\pm}8.1$ in stage 4. Conclusions Majority of the medical students who undertook the MRCP acquired basic microsurgical skills. Thus, we conclude that the MRCP is an effective microsurgery training program for trainee surgeons.

韓国人日本語学習者の意見交換場面における聞き手としての発話 -熟達度による発話の差異に着目して-

Komatsu Nana 한국일본어학회 2011 日本語學硏究 Vol.0 No.31

. 本研究では、日本語母語話者との意見交換場面において日本語学習者が聞き手としてどのような役割を担っているかを明らかにすることを目的として、学習者の熟達度別に2群(熟達群・非熟達群)を設定し、学習者の聞き手発話の頻度および機能について比較分析を行った。聞き手発話の頻度については、両群とも頻繁に反応を送っているが、非熟達群において適切な反応位置で聞き手発話の挿入がなされていない傾向がみられた。聞き手発話の機能については、熟達群では話し手への共感を示す「同意」機能の出現比率が高く、話し手の発話に積極的に参加している様子が観察された。反面、非熟達群では「傾聴」「理解」機能の比率が高く、話し手の発話内容に対して形式的な反応に留まったり、発話内容を理解していない場合でも聞き流したりする様子が見られた。本稿では、これらの発話特徴が話し手の意見陳述にどのような影響を与えているかを考察し、教室場面での聞き手発話指導の重要性について言及した。