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韓国人日本語学習者による終助詞「ね」の習得 ― 文法性判断テストとインタビューのデータから ―
朴美貞 ( Park¸ Mi-jung ),横山紀子 ( Yokoyama¸ Noriko ) 한국일어교육학회 2021 일본어교육연구 Vol.- No.56
本稿では、韓国人日本語学習者の終助詞「ね」の習得過程を調査するために、「情報のなわ張り理論」を参考に会話を作成し、「必須の『ね』」「任意の『ね』」および不適切な「ね」における文法性判断テストとフォローアップインタビューをレベル別学習者と日本語母語話者を対象に行なった。テストでは、文末に「ね」がついた「『ね』有り」版と「ね」がない「『ね』無し」版の2種を用意し、学習者の「ね」に関する認識の揺れを検証するために、次の要領で3回実施した後、インタビューを行った。(1)時間制限有りの「『ね』有り」版、(2)時間制限有りの「『ね』無し」版、(3)時間制限無しの「『ね』無し」版。時間制限の有無は、それぞれ学習者の直感的な認識と相対的に確かな知識を探ることを目的とした。その結果、最も確かな知識に基づいて解答されたはずの(3)において、話し手が十分な情報を持たない「任意の『ね』(情報-)」および不適切な「ね」で、正答率がレベル上昇に逆行する現象が見られた。また、上級の学習者には、3回のテストを通じた解答の揺れが大きいことも明らかになった。しかし、インタビューの分析結果では、上級の学習者は多様な「ね」の微妙なニュアンスを認識している傾向が見られたのに対して、下のレベルは「ね」の意味機能を単純に捉えている傾向が確認された。つまり、上級の学習者の正答率が低く、解答が揺れる要因としては、「ね」の複雑で多様な意味機能に気づいていること、その結果「ね」の文法性判断に迷いが生じたことが示唆された。 This paper analyzes the process of acquiring the final Japanese particle ne by different levels of Korean learners of Japanese through the theory of territory of information framework. Data of grammaticality judgement tests and interviews were gathered from learners as well as from native speakers of Japanese. Two versions of the tests were prepared with the same conversational scripts and were carried out three times in total, which was aimed to observe the stableness of their knowledge. In addition, the first two times of tests were with time pressure, and the third test was without it, which was to observe both of their implicit knowledge and explicit knowledge. The results of the third test, which was designed to measure explicit knowledge, shows the following. The percentage of correct answers of the advanced learners was lower than that of the learners of a lower level, for the type of optional ne in which the speaker does not have enough information, as well as for the inappropriate ne that should be omitted. It was also found out that the answers of the advanced learners to the three tests were less stable than learners of lower levels. The analysis of the interviews, however, shows that the advanced learners seem to capture subtle differences of various usages of ne than lower learners. The above-mentioned test results can be interpreted as caused by relatively precise but still uncertain perception of the advanced learners toward ne.
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