日本語教育文法としての文の階層構造 : 学習者の「も」の使用から

榎原, 実香

doi:info:doi/10.18910/72854

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論文情報

タイトル	日本語教育文法としての文の階層構造 : 学習者の「も」の使用から
別タイトル	Hierarchical Structure of a Sentence for Pedagogical Purposes : From the Viewpoint of the Use of Mo by JSL Learners
タイトル (ヨミ)	ニホンゴ　キョウイク　ブンポウ　トシテ　ノ　ブン　ノ　カイソウ　コウゾウ　ガクシュウシャ　ノ　モ　ノ　シヨウ　カラ
著者	榎原, 実香榎原, 実香
著者の別表記	Ebara, Mika
キーワード等	日本語教育文法
	文の階層構造
	学習者コーパス
抄録	In this paper, I attempt to illustrate the merits of applying insights regarding the hierarchical structure of a sentence to pedagogical Japanese grammar. Although few changes have been made to the type of grammar that should be introduced to the field of Japanese education, a new style of Japanese grammar has recently been established for pedagogical purposes through the trend of dissociating Japanese linguistics from Japanese educational studies. In this paper, I focus on the Japanese particle mo, which is introduced to learners at a very basic level and is widely and diversely used in the JSL environment, and analyze its use by Japanese as a Second Language（JSL）learners through an examination of Japanese grammar for pedagogical purposes from the viewpoint of theoretical linguistics. I analyze the incorrect use of mo by JSL learners using data that have been tagged as “misuse” of “mo” in four JSL corpuses. I show that some of two specific misuses̶“overuse,” in which mo is used unnecessarily, and “displacement,” in which mo is placed in an inappropriate position̶cannot be explained through Japanese language classes or previous studies on the Japanese language. From the viewpoint of generative grammar, mo’s additivity is due to its focus function, and thus the function defines mo’s scope in the hierarchical structure of a sentence. Furthermore, these misuses occur owing to the inappropriate extension of this scope. Thus, it is evident that Japanese native speakers evaluate the acceptability of the use of Japanese by JSL learners by following the conditions of the hierarchical structure inherent to their sentences. Therefore, in this paper, I propose that the hierarchical structure of a Japanese sentence be introduced at an advanced level in Japanese language education. This argument seems to contradict the new style of pedagogical Japanese grammar. However, it is necessary for Japanese language instructors and highly ambitious Japanese learners to recognize the fundamental structure of Japanese grammar because of the misuse shown above.
公開者	大阪大学言語文化学会
公開者の別表記	Society for the Study of Language and Culture Osaka University
公開者 (ヨミ)	オオサカ　ダイガク　ゲンゴブンカ　ガッカイ
掲載誌名	大阪大学言語文化学
巻	28
開始ページ	1
終了ページ	13
刊行年月	2019-03-31
ISSN	09181504
NCID	AN10387946
URL	http://hdl.handle.net/11094/72854
言語	日本語
DOI	info:doi/10.18910/72854
カテゴリ	紀要論文 Departmental Bulletin Paper
カテゴリ	大阪大学言語文化学 / Vol.28 (2019-03）

著者版フラグ	publisher
NII資源タイプ	紀要論文
ローカル資源タイプ	紀要論文
dcmi資源タイプ	text
DCTERMS.bibliographicCitation	大阪大学言語文化学.28 P.1-P.13
DC.title	日本語教育文法としての文の階層構造 : 学習者の「も」の使用から
DCTERMS.alternative	Hierarchical Structure of a Sentence for Pedagogical Purposes : From the Viewpoint of the Use of Mo by JSL Learners
DC.creator	榎原, 実香
DC.creator	Ebara, Mika
DC.publisher	大阪大学言語文化学会
DC.language" scheme="DCTERMS.RFC1766	日本語
DCTERMS.issued" scheme="DCTERMS.W3CDTF	2019-03-31
DC.identifier" scheme="DCTERMS.URI	http://hdl.handle.net/11094/72854
DC.subject	日本語教育文法
	文の階層構造
	学習者コーパス
DCTERMS.abstract	In this paper, I attempt to illustrate the merits of applying insights regarding the hierarchical structure of a sentence to pedagogical Japanese grammar. Although few changes have been made to the type of grammar that should be introduced to the field of Japanese education, a new style of Japanese grammar has recently been established for pedagogical purposes through the trend of dissociating Japanese linguistics from Japanese educational studies. In this paper, I focus on the Japanese particle mo, which is introduced to learners at a very basic level and is widely and diversely used in the JSL environment, and analyze its use by Japanese as a Second Language（JSL）learners through an examination of Japanese grammar for pedagogical purposes from the viewpoint of theoretical linguistics. I analyze the incorrect use of mo by JSL learners using data that have been tagged as “misuse” of “mo” in four JSL corpuses. I show that some of two specific misuses̶“overuse,” in which mo is used unnecessarily, and “displacement,” in which mo is placed in an inappropriate position̶cannot be explained through Japanese language classes or previous studies on the Japanese language. From the viewpoint of generative grammar, mo’s additivity is due to its focus function, and thus the function defines mo’s scope in the hierarchical structure of a sentence. Furthermore, these misuses occur owing to the inappropriate extension of this scope. Thus, it is evident that Japanese native speakers evaluate the acceptability of the use of Japanese by JSL learners by following the conditions of the hierarchical structure inherent to their sentences. Therefore, in this paper, I propose that the hierarchical structure of a Japanese sentence be introduced at an advanced level in Japanese language education. This argument seems to contradict the new style of pedagogical Japanese grammar. However, it is necessary for Japanese language instructors and highly ambitious Japanese learners to recognize the fundamental structure of Japanese grammar because of the misuse shown above.
DC.identifier	info:doi/10.18910/72854
citation_title	日本語教育文法としての文の階層構造 : 学習者の「も」の使用から
citation_author	榎原, 実香
citation_publisher	大阪大学言語文化学会
citation_language	日本語
citation_date	2019-03-31
citation_journal_title	大阪大学言語文化学
citation_volume	28
citation_firstpage	1
citation_lastpage	13
citation_issn	09181504
citation_public_url	http://hdl.handle.net/11094/72854
citation_keywords	日本語教育文法
	文の階層構造
	学習者コーパス
citation_doi	info:doi/10.18910/72854

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