{"created":"2024-01-24T08:40:45.042030+00:00","id":2000158,"links":{},"metadata":{"_buckets":{"deposit":"7d47ce1d-7904-4dfd-b637-f38229e5b25a"},"_deposit":{"created_by":25,"id":"2000158","owner":"25","owners":[25],"pid":{"revision_id":0,"type":"depid","value":"2000158"},"status":"published"},"_oai":{"id":"oai:repository.ninjal.ac.jp:02000158","sets":["38:1706077221279"]},"author_link":[],"item_10002_biblio_info_40":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2024-01","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"149","bibliographicPageStart":"125","bibliographicVolumeNumber":"26","bibliographic_titles":[{"bibliographic_title":"国立国語研究所論集","bibliographic_titleLang":"ja"},{"bibliographic_title":"NINJAL Research Papers","bibliographic_titleLang":"en"}]}]},"item_10002_description_34":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_description":"ジョージア工科大学","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_10002_description_35":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_description":"Georgia Institute of Technology","subitem_description_language":"en","subitem_description_type":"Other"}]},"item_10002_description_36":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"多言語母語の日本語学習者横断コーパス（I-JAS）の対話データ（約15時間）を用い，言語熟達度の異なる英語母語話者（留学経験のない初級後半学習者10名，留学経験のある中級学習者10名）と日本語母語話者（10名）の相互行為詞の言語使用の実態を検討した。Bardovi-Harlig & Bastos（2011）によると，言語熟達度と語用論的マーカーの使用には複雑な関係があるが，熟達度が高い学習者ほど汎用的なマーカーの使用が多く，使用頻度も高い。本研究では，「ね」「よ」「よね」など文末に現れる相互行為詞の種類とその頻度を調査した。その結果，（1）初級後半のグループは定型表現が多く，「ね」「よ」「か」「かな」の4種類に限られていたが，中級学習者は使用の種類も9種類と広がりを見せ，頻度も多く，言語熟達度と相互行為詞の使用にはある関係性が確認できた。（2）「か」の機能にも，言語熟達度による質的な違いが見られた。初級後半学習者の注視先は，あくまで話者主体であり，会話に出てくる言葉の意味確認のために使われていたのに対し，中級学習者の注視先は会話の相手で，自分のナラティブを理解しているのかを確認するための表現（「Lock-upという居酒屋ってわかりますか」）に使われていた。つまり言語熟達度が上がると，主体と会話相手が持つ知識や経験に注視し，相互主体性が高くなるようだ。（3）「よ」に関しては，学習者の使用は非常に限られているのに対し，日本語母語話者は「よね」や「んですよ」という「よ」のバリエーション表現が多かった。相互行為詞と同様に「のだ」構文も初級の教科書に出てくるが，その多義性や文脈依存性のために，習得が難しい。I-JASの母語話者は，ナラティブにおいて背景的状況を伝えるために「んですよ」を使ったり，話し手が意見を主張しながらも聞き手に同意を求める感情的な関わりの高い「よね」を使用していた。今後は，コーパスを活用し，用法基盤モデルの研究成果を活かし，言葉をルールではなく，言葉の概念を中心に相互主体性の視点も取り入れ体系的に教えることが望ましいと思われる。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10002_description_37":{"attribute_name":"抄録(英)","attribute_value_mlt":[{"subitem_description":"By using the International Corpus of Japanese as a Second Language (I-JAS), this study aims to advance our understanding of acquisition process of interactional particles by learners of Japanese as a second language (L2). Dialogue segments from I-JAS, involving twenty adult English-speaking L2 learners of Japanese at two proficiency levels, along with a baseline group of 10 first language (L1) adults, were selected for analysis, specifically examining their use of interactional particles. Previous studies demonstrate that the complex relationship between proficiency and the use of different types of pragmatic markers exist, as proficiency is one of the sources of individual variations in L2 learners' pragmatic performance (Bardovi-Harlig & Bastos 2011). The first part of this study examined whether L2 learners' proficiency level would influence the use of interactional particles. We found that proficiency was significantly related to the overall frequency of the use of interactional particles, with the beginner group tending to use limited type of particles in formulaic expression and use them less frequently. The second half of this study investigated the discursive functions of interactional particles by each group. While both beginners and intermediate learners limited their use of yo and its variants, L1 speakers have a strong preference for the n desu yo construction and yone. Although both L2 learners groups used the question particle ka, intermediate learners show their intersubjectivity. The discussion considers the implications of promoting usage-based foreign language pragmatics teaching with corpus studies, which contributes to interactional competence and pragmatic capacity.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_10002_description_51":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"application/pdf","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.15084/0002000158","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_39":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"国立国語研究所","subitem_publisher_language":"ja"}]},"item_10002_source_id_41":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2186-1358","subitem_source_identifier_type":"EISSN"}]},"item_10002_version_type_52":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"増田, 恭子","creatorNameLang":"ja"},{"creatorName":"MASUDA, Kyoko","creatorNameLang":"en"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateValue":"2024-01-26"}],"displaytype":"detail","fileDate":[{"fileDateType":"Issued","fileDateValue":"2024-01"}],"filename":"papers2607.pdf","format":"application/pdf","licensetype":"license_5","mimetype":"application/pdf","url":{"label":"papers2607.pdf","url":"https://repository.ninjal.ac.jp/record/2000158/files/papers2607.pdf"},"version_id":"22a16abe-fbf2-4b77-85f6-bab0aef0c9f0"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"コーパス","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"相互行為詞","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"相互主体性","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"第二言語としての日本語","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"用法基盤モデル","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"corpus","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"interactional particles","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"intersubjectivity","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Japanese-as-a-second language","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"usage-based analysis","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"学習者コーパスにおける日本語の相互行為詞の分析 : 用法基盤モデルの日本語教育への応用","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"学習者コーパスにおける日本語の相互行為詞の分析 : 用法基盤モデルの日本語教育への応用","subitem_title_language":"ja"},{"subitem_title":"Interactional Particle Use in a Japanese L2 Learner Corpus: Usage-based Analysis and Application to Teaching Japanese","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"25","path":["1706077221279"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2024-01-26"},"publish_date":"2024-01-26","publish_status":"0","recid":"2000158","relation_version_is_last":true,"title":["学習者コーパスにおける日本語の相互行為詞の分析 : 用法基盤モデルの日本語教育への応用"],"weko_creator_id":"25","weko_shared_id":-1},"updated":"2024-01-29T00:40:26.495927+00:00"}