紀要論文

紀要論文

text

大阪大学言語文化学. 2019, 28, p. 1-13

日本語

text

2019-03-31

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.

10.18910/72854

72854

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

大阪大学言語文化学会

日本語

2019-03-31

大阪大学言語文化学

28

1

13

https://hdl.handle.net/11094/72854

10.18910/72854

https://doi.org/10.18910/72854