韓国人日本語学習者における誘導副詞の文法的理解と誤用の一因

• 영문명: Grammatical Understanding of Adverbs and the Factor of Errors by Korean Japanese Learners - Focusing on Kanarazu, Kitto, Zehi, Tashika, and Tashikani -
• 발행기관: 일본어문학회
• 저자명: Nakajima Shinobu(中島忍)
• 간행물 정보: 『일본어문학』日本語文學 第77輯, 61~80쪽, 전체 20쪽
• 주제분류: 어문학 > 일본어와문학
• 파일형태: PDF
• 발행일자: 2017.05.31

국문 초록

本稿では、韓国人日本語学習者が「かならず」「きっと」「ぜひ」「たしか」 「たしかに」の5つの誘導副詞の文法的理解をどのようにしているかを明らかにするため、談話穴埋めテストを行い、分析した。その結果、次の4点が明らかになった。①韓国人日本語学習者の誘導副詞の選択傾向は、上位群ㆍ下位群ともに、日本語母語話者と変わらない。②韓国人日本語学習者は、5つの誘導副詞のいずれも、日本語のレベルが上がるにつれ文法的理解も進む。③韓国人日本語学習者は上級になっても「きっと」「たしか」「たしかに」の文法的理解がされてない。④韓国人日本語学習者の「かならず」の文法的理解は日本語レベルが上級でなくとも容易であり、「ぜひ」は上級になれば理解が大きく進む。以上の結果をふまえ、日本語の教科書と文法概説書を調査し、5つの誘導副詞がどのように扱われているかを調査した。その結果、韓国で発刊されている日本語教科書に副詞がほとんど取り上げられていないこと、文法概説書にも教室での指導に有益な記述がされていないことがわかった。これらのことから本稿では、今後の日本語教育では副詞の明示的な導入が必要であることを提案する。

영문 초록

In this paper, in order to clarify how the Korean learners of Japanese understand grammatical aspects of the five adverbs kanarazu, kitto, zehi, tashika, and tashikani, the discourse filling test was conducted, and the result was analyzed. Our main findings are summarised as follows: 1) The learners’ selection tendency of guiding adverbs is the same as that found in Japanese native speakers in both the upper group and the lower group. 2) Korean learners of Japanese advance grammatical understanding as the level of Japanese rises in any of the five adverbs. 3)Even if Korean learners of Japanese become advanced speakers, their grammatical understanding of kitto, tashika, and tashikani is not completed. 4) The grammatical understanding of kanarazu by Korean learners of Japanese is easy even if they are not advanced speakers. Further, zehi will become easier to understand if their proficiency level reaches the advanced one. Based on these results, I examined Japanese textbooks and grammatical outlines, and investigated how the five adverbs are treated in these teaching materials. As a result, it was found that most adverbs were not taken up in Japanese textbooks, and that grammatical overviews also did not have useful descriptions in classroom instructions. For these reasons, in this paper, we propose that the explicit introduction of adverbs is necessary for future Japanese language education.

목차

日文要約

1. はじめに

2. 先行硏究

3. 調査の 槪要

4. 調査の結果と分析

5. 教科書ㆍ文法書での扱い

例文出典

參考文献

키워드

유도부사 한국인일본어학습자 일본어교육 adverb Korean learner of Japanese Japanese language teaching 誘導副詞 韓国 人日本語学 習者 日本語教 育