日本語学習者における接続助詞の習得比較研究 - 母語別・レベル別・文体別の多角的観点から - = A Comparative Study on the Acquisition of Conjunctive Particles by Japanese Language Learners ― From a Multidimensional Perspective of Native Language, Proficiency Level, and Speech Style ―

다국어 초록 (Multilingual Abstract)

This study analyzes the acquisition patterns of conjunctive particles in formal discourse among Japanese learners whose native languages are Korean, Chinese, and English. The analysis is conducted from the perspective of speech style, revealing universal features beyond native language influences and specific characteristics unique to each language group. Furthermore, by comparing learner data with native Japanese speaker data as a benchmark, the appropriateness of learners' actual usage was evaluated. The main findings are as follows: (1) Regardless of speech style, learners generally use conjunctive particles less frequently than native Japanese speakers. However, when examined by particle type, the use of kara is particularly prominent, representing a common feature among all learner groups.
(2) Korean-speaking learners at the advanced level exhibit usage patterns similar to native Japanese speakers in polite style, but tend to avoid using conjunctive particles in plain style. This is likely influenced by the transfer of norms from Korean society, where polite expressions are highly valued in formal contexts.
(3) Chinese-speaking learners, regardless of Japanese proficiency level, use conjunctive particles significantly less frequently than other learner groups. This is due to the absence of grammatical forms in Chinese that fully correspond to Japanese conjunctive particles, as well as structural differences in complex sentence construction, which lead to avoidance strategies.
(4) English-speaking learners at the intermediate level use conjunctive particles most frequently regardless of speech style. Furthermore, their distribution patterns by style most closely resemble those of native Japanese speakers. However, the particularly prominent use of kedo in plain style suggests the need for instruction on appropriate style selection in formal contexts.