初級文法の類似表現｢ナクテ/ナイデ｣に おけるグレーゾーン

伊藤沙智子 일본어문학회 2010 일본어문학 Vol.49 No.-

初級文法における類似表現の｢ナクテ/ナイデ｣について、日本語学的観 点から日本語母語話者の自然談話を調査対象に用例を分析し、日本語教育学的観点から学習者のニーズが高い｢自然な日本語｣のための教え方を提出した。端的な用法の間に存在し、明確に判別が出来ない領域であるグレーゾーンを持つ動詞接続の節用法において、ナイデは、時間的先後性が想定され得る場合はナクテへの置き換え許容度が高く、許容度に段階性を持つ。一方、ナクテは大部分が因果関係あるいは時間的先後性がありナイデに置き換えにくい。まず初級では端的な用例、中․上級ではグレーゾーンでナクテを取りやすい点を示した上で、｢ナクテ/ナイデ｣の選択傾向を提出する、段階的な指導が必要である。

一言語項目の認定からみた日本語教育における関連表現 - 日本語学習者がみなした関連表現と日本語教育教材の対照から-

伊藤沙智子 한국일어교육학회 2019 일본어교육연구 Vol.0 No.47

Current Japanese education tends to uniformly present sets of linguistically defined Related Expressions (LREs) with similarity in morphology or function. This research aims at examining i) whether LREs truly correspond with “learner’s unique Related Expressions (LUREs),” and ii) if there is any gap, identifying what in LRE approach caused it by linguistically validating learner’s recognition of a single linguistic unit (RSLU). 7 learners sampled 96 sets of LUREs by filling in a sentence; “What is the difference between ( ) and ( )?” to see if these expressions are in 12 commonly-used Japanese textbooks as LREs. The results found LUREs have a broader scope than grammatically categorized LREs. The gaps were due to learners’ RSLU with 1) grammaticalization, 2) allomorph, or 3) 1 and 2 combined. To conclude, Japanese education needs to comprehend each LURE to teach “how to differentiate.” This outcome represents one of teacher’s “self-development” requirements in Related Expression teaching. 現行の日本語教育では、ある形態や機能に類似点を見出した言語項目の組み合わせが、教師が固定的に出す 関連表現として、学習者に提示されてきた。本研究は、学習者の関連表現と現行の日本語教育における関連表現 は同じなのか、同じでないとすれば異なる要因は現行の日本語教育における関連表現の取扱いのどこに求めら れるのかを、一言語項目の認定を手がかりに明らかにすることを目的とした。 調査協力者である学習者全7名に、言語化された関連表現の抽出を目的とし、「( )と( )はどう違いますか?」と 書かれた調査カードを事前に配布し、空欄へ日本語で関連表現を記入するよう、依頼した。以上の調査をもと に、学習者全7名から、全96組の関連表現を抽出し、データとした。学習者の関連表現全96組が、現行の日本語教 育において採用されている「日本語教育教材」全12冊内で関連表現として記述され、学習者の関連表現に対応し ているかどうかを検証した。 本研究から、日本語教育における関連表現は、文法カテゴリーから解放され、現行の日本語学における関連表 現よりも対象とする範囲が広いことが明らかになった。要因としては、(1)文法化から見た一言語項目の認定、 (2)異形態の観点から見た一言語項目の認定、(3)第1の要因および第2の要因をともに有していること、への相違 点が考察された。 以上から、学習者個別の関連表現を捉えるところから「使い分け」を考える必要があることがわかった。この 本研究の研究成果は、関連表現の指導における教師の「自己成長」に要求される要素として還元できた。

日本語教育における関連表現 ― 日本語学習者による言語項目の関連付けから ―

伊藤沙智子 한국일본어교육학회 2019 日本語敎育 Vol.0 No.87

The goal of this research is to reveal what words, phrases, clauses or sentences do Japanese language learners (hereinafter called “Learners”) perceive as a related expression and why. The research reviews 96 sets of related expressions and their relations in each set, taking samples from 7 Learners of research participants. As a result of observing similarities of Learners’ relating methods and categorizing them, the study finds out there are 5 types of relating method. First 3 types are the approaches which find a similarity “within the Japanese linguistic system,” namely: 1) syntactic similarity, 2) morphological similarity, and 3) semantic similarity. The other 2 types are to find a similarity “outside Japanese linguistic system”: 4) pragmatic similarity and 5) similarity referring to multiple languages. The results of this research claims that the Learners relate a Japanese expression to multiple expressions not only from Japanese linguistic system but also from its outside by finding a similarity between each expression.

談話における反復表現·省略表現に着目したト条件文

伊藤沙智子 일본어문학회 2014 일본어문학 Vol.65 No.-

順接接続助詞トを用いたト条件文の制約のひとつとして、後件のモダリティ制約が挙げられる。しかし、実際のコミュニケーションの中では、聞き手への働きかけがあるト条件文が見られる。モダリティ制約がある以上、ト条件文を用いて聞き手に働きかける際には何らかの働きかけを示す要因が必要である。また、ト条件文における、聞き手への働きかけの有無の判別は、一文からだけでは不可能である。そこで、より擬似的な話しことばのト条件文を考察することを目的として、漫画の会話文からト条件文全730例を収集し、談話のまとまりにおけるト条件文を分析した。 本調査の結果、聞き手への働きかけの有無と後件の期待性の観点から、ト条件文は、働きかけがない事実文と、働きかけがある警告文(後件が反期待性)·提案文(後件が合期待性)の機能を持つことが分かった。事実文では、ト条件文は聞き手にとっての新情報として事実を提出するため、先行文脈に反復表現は現れないことが分かった。一方、働きかけがある警告文·提案文では、ト条件文の前後の文脈に同様の機能を持つ働きかけ(命令·勧め等)を示す反復表現が現れることが分かった。この両者の相違点が、ト条件文の聞き手への働きかけの有無の判別において、大きな判断要因となることが指摘できた。

学習者の頭の中にある言語項目セット -言語項目セットの関連づけ-

伊藤沙智子 한국일본언어문화학회 2013 일본언어문화 Vol.24 No.-

If you think of recognizing the similarities and differences of certain linguisticitems as ‘associating’, and call the associated groups of the items ‘Sets of RelatedWords (SRW)’, it’s safe to say that both SRW like ‘ト・バ・タラ・ナラ’ andassociating the sets are already being given to learners in current Japanese languageeducation. However, what kind of SRW the learners are recognizing and how theyare associating SRW themselves does not seem to have been proved ever. For thisreason, the purpose of this study is to reveal the process of associating SRW inlearner’s language use. In Noda(2001) points out that ‘able to use’ means ‘acquiring the opposition’(103p),and ‘acquiring the opposition’ means ‘acquiring the co-occurrence relationship’(104p). In this study, ‘opposition’ is treated as SRW, and ‘co-occurrence relationship istreated as a set of condition’s similarities and differences inside and outside thesentences using each form of SRW. Therefore, the point of view of this study islearning a language means acquiring the co-occurrence relationship of SRW. Basedon previous researches that have been limited to the subject of discussion aboutSRW given morphological and functional similarities, it’s the starting point ofdescribing SRW itself as a subject of this study which has been presented as apremise of this argument. Following is the method of the research performed with 7 intermediate learners. 1. Asking them to fill out blanks of the sentence “What is the difference between( ) and ( )?2. Interviewing the learners face to face with the SRW they wrote themselves. As a result of this research, 96 groups of SRW from 7 learners were all different,and could see the fact that each learner has various kinds of SRW. As well, someof the SRW were associated based on co-occurrence relationship, but the others werenot. Whether the associating was based on co-occurrence relationship or not was due to the learner’s actual language use, and had nothing to do with his mothertongue or language level. In conclusion, first, the SRW of learners is not the samebut various. Second, learners can associate words based on co-occurrence relationshiponly when they are related to the learners’ actual language use. If it is true thatlearning words means associating words and words, you should consider eachsituation of learners’ language use in studying words.

機能語トの扱いからみた日本語教育における関連表現

伊藤沙智子 ( Ito Sachiko ) 한국일본어교육학회 2021 日本語敎育 Vol.- No.96

The purpose of this study is to identify what morphological unit is appropriate to make a set of related expressions to be classified into a same linguistic feature category in the Japanese-language education through an analysis of a function word “to.” The study focused on the linguistic feature categories of related expressions in the native spoken Japanese and clarified what morphological/grammatical unit can actually be the “related expressions” for the learners, as opposed to the current education practice. The current trend in the education originates in how “to” is treated in Japanese linguistics: grouping related expressions by extracting a sentence with “to” from a text, segregating the sentence into words, and categorizing with its related expressions which only belongs to the same morphological unit and lexical category. Through this process, any context in the original text is removed. To find how the class can teach “to” and its related expressions to meet the actual needs, this study observed how “to” conditionals and its related expressions are used in the spoken Japanese based on 730 simulated narratives which are extracted from Japanese comic books. By analyzing “to” of each narrative, the research found that the related expressions’ linguistic feature category differs depending on if the sentence is intended to urge the counterpart. The morphological unit of “to’s” related expressions with no intention of provoking/pressuring is word, while the expressions with urging intention required wider variety: from word to sentence. Above results proves that the related expressions in Japanese-language education does not necessarily be the collection of words of the same morphological/lexical category, but it should be from wider category, varied from word to sentence which has similar pragmatic implication. In conclusion, the related expressions in Japanese-language education should be discussed separately from those of Japanese linguistics. Therefore, the discussion requires a broader perspective on how the educational related expressions should be extracted, not limiting to the narrow linguistic definition, to be leveraged to the practical learning experience.

グロ-バルMOOCsにおける日本語発音オンライン講座の運用調査 - 韓国人教師を対象として -

?田貴子,千仙永,伊藤沙智子 한국일본어학회 2019 한국일본어학회 학술발표회 Vol.2019 No.9

日本語学習者の作文から見た作文教育の課題

이토사치코(Ito Sachiko,伊藤沙智子) 일본어문학회 2015 일본어문학 Vol.71 No.-

Correcting Japanese learners essays, the same kind of language usage mistakes, which came from a misunderstanding of specific expression sometimes appear repeatedly not only in one essay, but also in some other essays written by the same writer after certain periods. The repeated expression means that the learner often uses this expression in his/her actual life. In another word, it can be said that the repeated expression in one learner's essay is one of the expressions that the learner actually uses significantly frequently in actual life. Based on this background, the objective of this study is to find what kind of expressions Japanese learners use in the actual lives, by analyzing the repeatedly misused expressions in learners' essays. As a research method, the data was extracted from the essays of 10 Japanese learners who are Korean language native speakers. Each learner wrote diary for 17 days using 15 sheets of standard A4 paper, which makes totally 150 sheets with 10 learners. The result of this study showed the tendency that the repeatedly misused expressions vary depending on the actual situation of the learners. In both multiple essays by one learner and essays by different learners, each repeatedly misused expression was distinctive, not only from the aspect of grammar, but also the aspect of vocabulary. 日本語学習者の作文指導において、同一の学習者が、同一の学習項目に 関する誤用を作文で繰り返すことがある。学習者が繰り返す学習項目は、学習者個々人が、それぞれの実際の状況において繰り返し用いている学習項目である。以上の研究背景から、学習者個々人の作文で産出される繰り返しの誤用と学習レベルとの関係を日本語教育の観点から考察し、作文教育への課題を明らかにすることを、研究目的とした。学習者が自分自身の実際の状況を記述するために使用する頻度の高い学習項目への指導の妥当性を、繰り返される誤用を手がかりに明らかにした。 調査方法として、韓国語母語話者である日本語学習者全10名、A4の規 定の用紙全150枚、17日間分のダイアリーを調査対象とし、学習者の誤用を「漢字」「語彙」「文法」の3分類をもとに分析した。 本調査の結果、同一の学習者において繰り返される誤用、および、異な る学習者において繰り返される誤用から、学習者が繰り返し誤用として用いやすい学習項目は、学習レベルにかかわらず繰り返し産出されている実態が指摘できた。 本稿の結論として、個々の学習者の状況を踏まえた上での、繰り返しの 誤用への指導の重要性が、学習レベルに関係なく今後の作文教育の課題となることが明らかになった。

グローバルMOOCsにおける日本語発音オンライン講座 ― 韓国人学習者および教師を対象とした調査から ―

?田貴子(도다 다카코),千仙永(천선영),伊藤沙智子(이토 사치코) 한국일본어학회 2020 日本語學硏究 Vol.0 No.63

본 연구의 목적은, 글로벌 MOOCs의 일본어 발음 온라인 강좌(JPC)를 수강한 학습자와 교사의 분석 결과를 토대로, 한국의 ICT를 활용한 일본어교육의 가능성을 검토하는 것이다. 우선, 한국의 MOOCs의 현황을 개관한 후, 한국인 일본어 학습자 10명 (초급 5명, 상급 5명) 및 교육 경험이 다른 교사 3명을 대상으로 종단 조사를 실시했다. JPC (총5회) 의 콘텐츠를 이용 후 5주간 매주 1회 보고서를 제출하는 조사를 실시했다. 한국인 학습자에 대해 1) 내용 이해 2) 연습 방법 3) 교육 효과에 초점을 맞추어 분석을 실시한 결과, 다음과 같이 밝혀졌다. 1) 총 5회를 통해 초급, 상급에 관계없이 약 70%의 학습자는 강의 내용을 “잘 알았다”고 자기평가했다. 그 이유로 자막 · 음성 번역파일의 활용을 꼽을 수 있다. 2) 초급과 상급에서는 섀도잉의 연습 방법에 차이가 보였다. 초급 학습자의 30%가 문자를 보면서 섀도잉한 반면, 상급 학습자의 경우 대부분 문자를 보지 않고 섀도잉을 했다. 3) 교육 효과로서 음성 학습 자세, 음성 학습관의 변화가 나타났다. 한국인 교사의 사례 연구에서는 1) 강의 내용에 대한 기유 지식과 교육 경험, 2) 리소스의 활용 방법에 초점을 맞추어 분석을 실시했다. 담당 과목 및 학습자 수준에 따라, 교사 A는 수업 보조 자료로 활용, 교사 B는 수업 · 레벨별 콘텐츠의 활용, 교사 C는 문화소개의 측면에서의 활용을 검토하고 있었다. 위의 분석 결과를 바탕으로 ICT를 활용한 언어 교육은 한국의 일본어 교육 현장에 자율 학습, 브렌디드 학습, 교사 교육으로 이용 될 가능성이 시사되었다. The goal of this study is to examine the possibilities of ICT-enhanced Japanese language education in Korea, based on the analyses of Korean learners and teachers of Japanese who participated in a Massive Open Online Course (MOOC), ‘Japanese Pronunciation for Communication (JPC)’. Firstly, we reviewed the current situations of MOOCs in Korea. Then we conducted a longitudinal study of 10 Korean learners (5 beginners, 5 advanced) and 3 Korean teachers with various teaching backgrounds. Participants submitted a report every week over five weeks after using the contents of JPC (5 Sections). The data of Korean Learners were analyzed from the viewpoint of 1) content understanding, 2) practice methods, and 3) teaching effectiveness. The research findings show the following: 1) Approximately 70% of the learners evaluated their content understanding ‘well understood’, regardless of their levels of Japanese. One of the reasons for this result was that they utilized subtitles and translation files. 2) Beginners and advanced learners used different shadowing practice methods. 30% of the beginners used texts whereas few advanced learners used texts while shadowing. 3) Teaching effectiveness demonstrated noticeable changes in learning attitudes and ideas of the participants. The data of Korean teachers were analyzed from the viewpoint of 1) phonological knowledge and teaching experience, and 2) ways to utilize the resources. Suggestions were made to utilize JPC as a supplementary material for the pronunciation class (Teacher A), for different classes depending on students’ proficiency levels (Teacher B), and for the purpose of introducing cultural aspects (Teacher C). Based on the results obtained from this study, we suggest possibilities of making contributions to Japanese language education in Korea in the context of autonomous learning, blended learning, and teacher education.