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日本人英語学習者にとって英語を学習し、習得することは容易ではない。大人の英語学習者は子供に比べネイティブのような発音を習得するのには限界があり、特に思春期以降に発音や言語を学習し習得することは困難であるといえる。今回の研究では日本人英語学習者にとって習得困難な英語の音素は何か、ミニマルペアを含む英単語を用いた発音実験により検証した。実験では母音、子音の中でどの音声要素を発音することが苦手かを調べた。また外来語として日本に入ってきた“coffee”（コーヒー）などの「カタカナ英語」についても発音調査を行った。この結果、日本人英語学習者は、母音、子音、外来語の中では外来語の英単語を最も正確に発音できることが明らかとなった。一方で、母音と子音を比べると、英語の母音を正しく区別して発音する方が子音を区別して発音するよりも難しいことが明らかになった。本実験では、英単語発音の正確性の検証としてスマートフォンの音声認識機能を用いた。これは従来の発音実験で用いられる検証方法とは異なるものであり、本研究は発音実験の方法論の検証という意義もあるものであった。

application/pdf, Reflecting too much focus on reading and grammar in English education in Japan, the Ministry of Education, Culture,Sports, Science, and Technology（MEXT）has emphasized the importance of teaching four skills of English for students to be able to use English for communicative purposes. Among four skills, listening and speaking skills are essential skills for communication. The development of technology has enabled English teachers and learners to access to Educational Technology（EdTech）tools to teach and learn English listening and speaking. In this chapter, based on theoretical backgrounds of second language acquisition, EdTech tools that can be used for teaching and learning English listening and speaking are introduced. Also, issues related to speaking tests using technologies are discussed. The use of EdTech might enable teachers to use more class time for meaningful communicative tasks and students to spend more time learning English outside of the classes autonomously. At the end of this chapter, suggestions about how teachers can support students to be autonomous language learners while they are learning English listening and speaking using Ed-Tech will be proposed.

第二言語としての日本語の教育において、初級を超えた学習者を対象とする読解活動に音読を行うべきかどうかの判断は、現時点では難しい。その検討のためには、学習者の日本語音韻処理に焦点を絞り、音韻処理の自動化と文章理解の関連をまず明らかにする必要がある。本研究は中国人日本語中級学習者の音韻処理プロセスに着目し、語彙音韻符号化、ポーズ頻度、及び文章音読の流暢さという視点から音韻処理自動化の特徴を取り上げ、単語音読課題、文章音読課題、および文章理解課題を実施した。その結果、音韻処理自動化と文章理解成績の相関関係および影響関係が検証された。具体的には、語彙音韻符号化、ポーズの頻度、及び読みの流暢さは文章理解と中程度の相関を示し、また、語彙音韻符号化の正確性とポーズ頻度は、それぞれ文章理解課題の成績に有意に寄与し、文章の理解成績に直接に影響を与えていることが示された。本研究の結果は、中国人日本語学習者における音韻処理の自動化と文章理解の関連を明らかにし、日本語の読解能力の育成に教育的示唆を提供した。, Focusing on automatic phonological processing of Chinese students with intermediate Japanese language proficiency, this study was performed to elucidate the impact on Japanese text comprehension from the viewpoint of word phonological decoding, pause taking, and reading fluency. A word reading task, a text oral reading task, and a text comprehension task were conducted. A structural equation model to clarify the relationships among them was also proposed. The results indicated that automatic phonological processing is related to Japanese text comprehension and the structural equation model proved to be valid. Specifically, word phonological decoding, frequency of pause taking, and reading fluency shared moderate variances with the performance of text comprehension, and the accuracy of word phonological decoding and frequency of pause taking made significant contributions. In this way, the study revealed how automatic phonological processing affects Japanese text comprehension among Chinese intermediate Japanese language learners.

一橋大学大学院 博士後期課程, Graduate Student, Hitotsubashi University, 本稿は，中国語母語話者の縦断作文コーパスを用いて，並列・継起の接続表現の使用実態を分析し，学習歴に即した習得過程の解明を目指すものである。1年次後半，2年次前半，2年次後半の作文を分析した結果，次のことがわかった。 (1)1年次後半では，テ形の使用も見られるが，「そして」に過剰に依存している。 (2)2年次前半では，テ形が定着するため，接続詞の使用率の低下と，接続助詞の使用率の上昇が見られ，同時に並列と継起の形態上の区別が可能になる。 (3)2年次後半では，接続表現のバリエーションは増加しないが，動詞連用形中止法の使用が見られ，作文が書き言葉らしい文体となる。また，段落の冒頭で接続詞を使えるようになり，使用位置に配慮しながら接続表現を選択できるようになる。, This study aims to reveal the acquisition process of parallel and sequential conjunctions in the longitudinal writing corpus of Chinese JFL learners. By analyzing three writing data sets from the second half of the first year, the first half of the second year, and the second half of the second year, the following conclusions were reached. (1) In the second half of the first year, the conjunctive adverb soshite is overused, though the conjunctive particle te is generally used. (2) In the first half of the second year, because the use of te form is stabilized, the usage rate of conjunctive adverbs descends, and the usage rate of conjunctive particles increases. Simultaneously, the proper distinction between parallel and sequential conjunctions is observed. (3) In the second half of the second year, the conjunctive variations do not change, ut the suspended forms are used as the written style of the te form; moreover, the conjunctive adverbs are used at the beginning of the paragraph from the point of view of global cohesion., application/pdf

本論文では、日本人の英語学習者が書いたwant を伴う文に焦点を当てて分析をする。実験のデータを見ると、実験参加者の中には英語の文法としては非文法的な「want to 名詞」(I want to a dog)というパターンを使用していることが分かった。そして、日本人の英語学習者は習得過程で、「want to」は一つの単位を構成しているが、その後ろには動詞が要求されるといった範疇が指定されていない段階を通過することが示唆される。本論文では、Tomasello (2003)によって提唱された用法基盤モデルを第二言語習得に適用することを試みる。そして、なぜ「want to 名詞」が可能なのかを解明していく。, This paper investigates English sentences with want written by Japanese learners of English. The data show that some of the learners produced an ungrammatical pattern, want to-noun (I want to a dog). This suggests that learners go through a stage in which want to has a unitary status but the category after want to has not been fixed yet. I would like to apply usage-based models proposed by Tomsasello (2003) to second language acquisition and to demonstrate why such an ungrammatical pattern is possible during the second language development.

研究ノート

国立国語研究所, 「談話（discourse）」という用語がよく聞かれるようになってかなりの年月が経つ。「談話研究（discourse studies）」という用語は、1970年代頃でも、言語学のみならず、心理学、哲学、文化人類学などの関連分野でも使われてきたが、最近では、学際的研究のさらなる広がりの影響を受けて、政治科学、言語処理、人工知能研究などにおいても、それぞれの分野における意味を持って使われるようになっている。本稿では、まず、「談話」という用語が言語学に比較的近い分野においてどのように用いられてきたかを、1960年代頃に遡って、７つのアプロ―チに分けて、概観する。また、「談話分析」や「会話分析」と「第二言語習得研究」、「語用論」、「日本語教育」との関係について簡単にまとめる。さらには、1980年代以降のさらなる学際的広がりを受けての「政治科学」や「AI（人工知能）研究」における用語の用いられ方にも触れ、それらの分野との連携の可能性についても触れる。

冊子体刊行後に発見された誤植を修正済

紀要論文, This study surveyed researches on L2 learners’ acquisition of lexical categorization to find whether the L1, word class and the complexity of the L1 and L2 lexical categorization influence the acquisition of lexical categorization in L2. The results showed that L1 influence the acquisition of lexical categorization in L2; nouns are easier to acquire than verbs;the complexity of the L1 and L2 lexical categorization had no influence on the L2 learners’ acquisition of nouns, while it influences the acquisition of verbs, when the lexical categorization of L2 is more complex than the L1, so that the reconstruction of L2 lexical categorization becomes more challenging. However, almost all of the studies experimented on L2 learners who are high proficiency learners of L2, and most of the studies investigated the L2 learners of English. Based on the results above, further research on L2 learners with different proficiency and L2 learners’ of other languages are proposed.

NUHM002, 外国語としての英語の環境にある日本の学校教育で、英語の上達と習得を実現するための必要条件を考察し、それに基づいて実現のための対応策を提案する。まず、インプットを受ける機会と量が言語習得とどのように関わるのかを、母語習得、第二言語習得、外国語習得の順に臨界期との関係も考慮に入れながら考察する。その場合、言語の習得に関わる側面だけでなく、文化との関係も考慮に入れて分析する。次に、日常生活で英語のインプットを受ける機会も量も少ないという困難な状況を払拭し、それを乗り越えて日本の教室で英語の上達と習得を実現するためにはどのような基本的条件と対応策が必要なのか考察し提案する。その際、教室環境での異言語教育を行う上で適切だと考えられる教授法を特定すると共に、その理論上の限界も指摘し、その補強策を第二言語習得理論やバイリンガル教育理論の研究成果に依拠しながら考察し提案する。, This paper considers what prerequisites are necessary for improving English in Japanese classrooms, and proposes how to implement some of them. We first discuss how language acquisition occurs in mother tongue, second language, and foreign language settings, taking into consideration the critical period and culture as well as the opportunity for and quantity of input in each setting. In light of the above, we suggest that Japan is an English as a foreign language (EFL) setting where it is difficult to improve students’ English ability due to the lack of exposure and small quantity of suitable input. Thereafter, we identify some teaching methods appropriate for Japanese classrooms, pointing out, however, the weak points of those teaching methods. Next, we discuss those weak points from the standpoint of second language acquisition and bilingual education theory. Lastly, we provide eight suggestions for promoting English language proficiency in the Japanese EFL classroom.

With its 2017/18 revised curriculum guidelines for junior high school and high school (Courses of Study; to be implemented in 2020), Japan’s education ministry (MEXT) requires that teachers adopt ‘active learning’ techniques; such as ‘discov-ery learning’ and group work. MEXT (2012, p. 37) promotes group work as an “effective” method for teaching English to Japan’s junior high school and high school students; in preference to what the ministry terms “unidirectional lecture-style” teaching (i.e. Japan’s version of grammar-translation and other teacher-centred approaches). This systematic review is an assessment of the empirical basis for using group work over alternatives in Japan’s secondary English education. It reviews experimental studies of group work in junior high school and high school English lessons in Japan, that measured linguistic proficiency or academic attainment between 2009 and 2019. A systematic search of 8 bibliographic databases plus web searches, conducted in May 2019, revealed only 8 studies that met inclusion criteria. Of these, 4 favoured group work, 3 found no difference between group work and alternatives such as individual work, and 1 was not interpretable. Findings of a narrative, best-evidence synthesis concerning the effects of group work in this context were equivocal. The evidence base was small and lacked robust designs. On measures of linguistic proficiency and academic attainment, it was not clear if group work differs meaningfully from alternatives such as individual work. For English teachers at junior high schools and high schools in Japan to have an evidence-based understanding of the effects of group work in their context, more intervention research is needed. 【要約】 平成29･30年改訂（令和2年実施予定）中･高等学校学習指導要領により、文部科学省は教師が「発見学習」やグループワークなどの「アクティブラーニング」（主体的･対話的で深い学び）技法の採用を義務付けています。文部科学省は、「一方向的な講義形式」の指導（つまり、文法訳読法などの教師中心のアプローチ）よりも、日本の中学生や高校生に英語を教えるのに「有効な」方法としてグループワークを推進しています。このシステマティックレビューは、日本の中等英語教育における他の方法よりもグループワークを使用するための根拠を検討します。 2009年から2019年の間の、言語能力や学力を測定した日本の中学校および高等学校の英語授業でのグループワークの実験的研究をレビューしました。 2019年5月に行われた8つの書誌データベースとウェブ検索の系統的な検索では、基準を満たした研究は8つだけであった。これらのうち、4つの研究はグループワークの有効性を支持し、３つはグループワークと個人ワークのような他の方法との間に違いが見つからず、1つは解釈不能でした。定性的ベスト・エビデンス統合（best-evidence synthesis）における日本の中等英語教育でのグループワークの効果に関して、知見はあいまいであった。証拠基盤が小さく、堅牢なリサーチ･デザインが欠けていました。言語能力と学力の尺度に関しては、グループワークが個人ワークのような他の方法と有意に異なるかどうかは明らかではなかった。日本の中学校および高等学校の英語教師がグループワークの効果についてのエビデンスに基づいた理解を持つためには、さらなる介入研究が必要です。

This study investigates conversation repair in interactions by non-native speakers of Japanese (L2J) whose native language is English (L1E). This study focuses on syntactic elements of repair that speakers use in conversational interactions and considers the correlation syntactic aspect and second language acquisition., This study focuses on the syntactic features of repairs in interaction by L2 speakers of Japanese who share the same first language, English, and analyses the acquisition by comparing interactions according to L2competence level.

第二言語（L2）学習者の第一言語（L1）の文法体系は、第二言語習得にどのような影響を与えているのであろうか。本研究では、英語、日本語、琉球諸語（沖縄語）、ウチナーヤマトゥグチの認識的モダリティの使用に関して、これら四言語間にみられる意味的な差異を検討し、学習においてどのような問題点があるのかという視点から考察した。留意すべき点として１点目に、直接的な証拠に基づかない認識的SHOULDの日本語対訳として、確信的根拠を持っている際に使用される日本語「はずだ」が多用されている点、２点目に教える側の地域言語の認知度、習熟度により認識的モダリティの意味理解に個人差がある可能性を挙げた。そして、３点目に認識的SHOULDの日本語訳「はずだ」とウチナーヤマトゥグチの「はず」の意味の差異が大きい点を挙げた。訳に頼るとその差異を見落としがちなことから、実際に目標言語を用いる場面に身をおき実践を重視する教授法を取り入れる必要性を指摘した。What kind of influence does a first language（L1）have on the process of the second language（L2）acquisition? This study attempts to clarify the semantic differences of epistemic modality among English, Japanese, Okinawan, and Uchinaa-Yamatuguchi to elucidate key issues that should be noted in efforts to understand epistemic modality in the target language. Three issues have been pointed out. First, the use of epistemic should does not require a speaker’s direct evidence nor strong confidence; however, the corresponding translation of epistemic should is hazuda in Japanese which requires firm logical proof with strong confidence. Second, each teacher’s language proficiency of the indigenous language（and their varieties）itself could be varied depending on the individual. Third, teachers should be aware of the semantic differences between the meaning of epistemic modality across Japanese, and Uchinaa- Yamatuguchi. In light of these points and their implications for teaching and learning, a Grammar Translation Method would likely be ineffective while other kinds of communicative approaches, such as Task-based Learning, would likely be more effective.

Section 1: Original Research

本論文は，第二言語接触量と肯定的な情意，および言語習熟度の相関に関する調査結果を報告するものである。調査参加者は，英語学習を主目的として留学に参加した日本人の英語学習者である。研究結果は，コミュニケーションへの積極性や言語スキルの自己評価といった肯定的な情意，及び言語習熟度が，三か月間の留学後に伸長を示したこと，加えて，言語接触量を左右した変数は，言語習熟度ではなく，肯定的な情意であったことを明らかにした。 This study presents findings from quantitative analysis on the association of second language contact, positive affect, and language proficiency. The research participants were Japanese learners of English in the study abroad context. Results showed that learners developed positive affects, such as willingness to communicate and self-perceived language skills and language proficiency after three months of studying abroad. Moreover, the amount of language contact was associated with positive affect, but it was not associated with language proficiency.

This study aims at a practical use of Improvisation Game (IG) in Language Education. IGs have been created as training tool to develop the abilities needed in one of the performing genres, Improvisation, which requires players to act spontaneously without script/direction prepared beforehand. Although it has been widely noticed that IGs have positive learning effects, there are few studies categorizing IGs based on crucial factors such as learners’ proficiency. This paper gives a brief introduction of IGs with examples, and proposes three types of IGs on the basis of its properties that can solve traditionally argued problems in language leaning., 長崎大学言語教育研究センター論集, 5, pp.27-35; 2017

The present study investigated linguistic factors which influence acceptability judgements of English resultative construction for Japanese learners of English (henceforth, JLE). Resultative construction (henceforth, resultatives) can be broadly classified into two types: weak resultatives and strong resultatives (Washio, 1997). In weak resultatives, the main verb is always transitive and entails the final state of an event, while in strong resultatives, the main verb may be transitive or intransitive and does not necessarily entail the final state of an event. It has been observed that English allows both weak and strong resultatives while Japanese allows weak resultatives only. However, it remains unclear whether and how the difference between the two languages in the use of resultatives influences the acquisition of this construction. Here, we used an acceptability judgement task with pairs of pictures, and analyzed the data using one-way ANOVA followed by a multiple comparison test. Participants were composed of 28 JLE (university students all of whom majored in English) and 10 native English speakers. They were shown a pair of pictures with multiple test sentences in English. Using a 7-point scale they responded how natural they felt each sentence was. The task included 136 test sentences of which 24 were resultatives and 112 were distractors. We found the following three factors influenced acceptability judgement of resultatives for the JLE: (i) whether the main verb entails a change of state or not; (ii) whether the main verb is transitive or intransitive; and (iii) whether the resultative predicate is a prepositional phrase or an adjectival phrase. In conclusion, the results of this research suggest that it may be pedagogically necessary to pay attention to comparative characteristics of both English and Japanese, some of which can be attributed to Talmy’s typological differences between a Satellite-framed language and a Verb-framed language (Talmy, 2000).

日本語では、音韻制約として[w-u]のような同じ[backness]と[height]を共有する半母音-母音(G(lide)-V(owel))の連続は許容されていない。本稿では、母語にこのような音韻制約をもつ英語学習者が、英語の[w-u]の連続をどのように発音するのかを、まず観察する。3 名の日本語話者の発話を解析した結果、イ）半母音の脱落、ロ）半母音の声門化(glottalization)のいずれかを用いて、母語では許容されないG-V の連続を回避していることがわかった。後半では、最適性理論(Prince and Smolensky 1993, McCarthy and Prince 1995)を用いて、上述イ）、ロ）の状態の学習者が、これまでに習得した英語の音韻知識について、Kang (2014)の方法を用い、その特徴を論ずる。

本研究は，高等学校において４技能統合型の英語授業を実践し，生徒の英語に対する意識や運用能力の向上を図り，意識調査とスピーキングテストを用いて，効果の検証を行うことを目的とした。結果，意識調査では，４技能統合型授業に高い満足度を示し，半数以上の生徒が，「英語を話す力」，「人前で話す自信」が身についたと感じられ，英語を好きになる生徒や自分の将来に英語が必要と感じる生徒が増加した。また，自由記述から，発表活動を通して，英語に対する自己効力感や自律的に取り組む意欲が高まった。さらに，スピーキングテストの結果から，生徒の話す分量が増え，内容も深められていることも分かった。これらのことから，４技能統合型授業は，生徒の英語に対する興味・関心や学習への動機付けを高め，話す力の向上にも効果的であることが分かった。, The aim of this study was to examine how students' interest for English and speaking skills changed when eleventh graders (N=138) took the four-skills integrated English lesson. The students' interest for English and speaking skills were assessed by using a questionnaire, students' comments from their reflection sheets, and an interview test. The data from the questionnaire showed that the four-skills-integrated English lesson was highly praised by students, and the ratio of students who liked English and think that English is needed for their future increased. In addition, more than half of them felt that they could continue improving their speaking skills and have gained more confidence in speaking, especially in front of others. It was also found through students' comments that their experiences of presentation made their self-efficacy higher and they were more willing to learn English autonomously. The result of the interview tests also showed that their vocabulary and expressions increased and they could express their own stories in more subtle way. As a result, it can be regarded that the four-skills-integrated English lesson was effective in helping students improve their speaking skills and become highly motivated for English learning, because the students had more interest in English.

PDF/A形式により利用可能, アクセス:WWWによる, 東京外国語大学大学院総合国際学研究科博士 (学術) 論文 (2018年10月), 博甲第261号, 参考文献あり, その他のタイトルは英文要旨による

The purpose of this study is to clarify the process of learning Japanese speech by native Russian speakers and the difficulties in learning it. This paper introduces the outline of the research and concretely shows the research method, data collection method, analysis method, etc. After that, the data collected by the four longitudinal surveys conducted in Moscow in 2013, 2015, 2016 and 2017 will be described in detail, and the current progress will be summarized and made into an interim report of the research.

Japanese onomatopoeia is an important element to express feelings and experiences lively. It is very difficult for Japanese learners to acquire onomatopoeia, especially, its nuance. In this paper, based on traditional L2 learning theories, we propose a new learning method to improve the efficiency of learning Japanese onomatopoeias' nuance - both explicit and implicit - for non-native speakers. The method for learning implicit nuance of onomatopoeia consists of three elements. First is studying the formal rules representing the explicit nuances of onomatopoeic words. Second is creating new onomatopoeic words by learners to utilize those formal rules. The last is giving feedback of relevance of the onomatopoeias created. We then show a learning system implementing the proposed method. In addition, to verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While the experiment group covers all the three elements of the proposed method, the control group involves no creation process, which is supposed to be a core element of our proposed method, instead, does an assessment process in which the participants assess the appropriateness of onomatopoeic words presented. Both groups were required to take two tests, before and after going through the learning process. The learning effect is defined as the difference between the scores gained from pre-learning test and post-learning test. The result confirms that the proposed method has significant effect in learning onomatopoeia for non-native speakers. Moreover, the comparison against the control group shows that the creation process is the key to bring the learning effect.

application/pdf, 紀要論文, 本研究は、大学の日本語コースの学習者30名（母語は英語・中国語・韓国語）および母語話者20名によるストーリーテリングの作文に現れた連体修飾節を、意味的・機能的観点から比較分析した。結果として、学習者は母語話者に比べ、行為主体者を被修飾名詞にとる節や述語の事態が主節時と時間差のある説の使用が少ない一方で、ストーリーによっては、学習者には「進行」や「過去」の動作を表す節が使用されやすいこと、先行文脈をまとめるための多重構造の節は見られないことなどが分かった。また、英語が母語の学習者は状態性の高い節を多用し、中国語母語話者は談話展開型連体説節を使用せず、韓国語母語話者は日本語母語話者に近い使い方をしている等、学習者の母語が連体修飾節の産出に影響している可能性も見られた。日本語学習者は、どのような「ことがら」を関係節化できるか、また談話レベルでどのように連体修飾節が活用できるかを知る必要があると言える。, This study compared and analyzed, from semantic and functional points of view, the noun-modifying clauses that appeared in storytelling compositions written by 30 L2 learners in a university Japanese course (their L1s: English, Chinese, and Korean) and 20 native speakers of Japanese. The results showed that, in comparison with the native speakers, the learners used fewer clauses that took active agents as head nouns and fewer clauses that involved a time lag with main clauses. The learners produced more clauses that described “progressive” or “past” events depending on the story, but they did not use multiple-clause structures in order to summarize prior events. The possible influence of the learners’ L1 was also observed in their production of Japanese noun-modifying clauses- the L1 English learners almost exclusively used highly attributive modifiers attached to certain head nouns; the L1 Chinese learners did not use non-restrictive relative clauses that have the discourse function; and L1 Korean learner’s use of noun-modifying clauses was found to be the closest to that of native speakers of Japanese. L2 learners of Japanese may need to know what sort of “matters” can be relativized and how noun-modifying clauses can be used at the discourse level.

日本の外国語（英語）教育の目標である，言語・文化の理解の促進，コミュニケーションを図ろうとする態度の育成，コミュニケーション能力の助長を共通に促す要因として，「気づき」という概念を取りあげた。言語教育における「気づき」の役割は，第二言語習得研究やLanguage Awareness の分野で研究が進んでいる。気づきの定義，気づきはなぜ大切か（Why），何に気づくべきか（What），どのように気づきを引き起こすことができるか（How）について，両分野の先行研究を参照しながら考察した。「気づき」の捉え方は2 つの分野で異なり，前者は認知心理学理論に基づき，気づきを第二言語習得の第一過程と捉えている。後者は，「言語そのものについて考える」機会をカリキュラムに組み入れようする言語教育アプローチを意味する。考察の結果，言語・文化に対する気づきの高まりは，学習のペースを速める，外国語学習への興味関心を隆起する，などさまざまな有益な効果があることが分かった。 The present study focuses on the notion of 'noticing'. It is argued that noticing can commonly promote an understanding of language and culture, enhance motivation to communicate actively as well as, and communicative competence; the goals of foreign language education in Japan. The role of noticing in language education has been explored in such fields as Second Language Acquisition and Language Awareness. Referring to these two research disciplines, this study explores: (1) the definition of the term; (2)why noticing is significant; (3) what people should notice; and (4) how noticing can be enhanced. How to perceive noticing differs in the two fields. Based on theories of cognitive psychology, the former sees noticing as an initial stage of internal acquisition processes. The latter takes it as one approach to language education, which attempts to incorporate opportunities to think about language itself into an existing curriculum. An exploration of the issues seems to suggest that awareness of language and culture can produce a number of useful effects such as the acceleration of learning speed and the promotion of motivation to study.

概念メタファー理論の発展にともない、外国語学習者のメタフォリカル・コンピテンス（MC）が重要視されつつあり、第二言語習得に欠かせないものとなってきた。しかし、日本語教育では、MCに関する研究はまだ見られない。本稿では、これまでのMCに関する文献を収集し、MC研究の現状と問題点についてまとめたうえで、日本語教育へのMC研究の導入の構想を提案する。, Along with the development of Conceptual Metaphor Theory, the metaphorical competence （MC） of foreign language learners has been considered more and more important, and it has now become an indispensable segment of second language acquisition. However, the research on MC has not begun in the field of teaching Japanese. This article reviews the extant literature on MC to summarize the status quo and problems of the research on MC and then proposes an application of the research on MC in teaching Japanese.

Two production tests were conducted to investigate the effects of input-frequency and property of rules for negative forms of Japanese language, using real and nonce words. The subjects were 10 untutored Japanese learners and 10 Japanese native speakers. ANOVA analysis showed significant differences between the high frequency words and the low frequency words in the learners' correct answers and the native speakers' reaction time. Also, suffix "-kunai" was found to be more correct than "-nai" and "-janai". In the nonce words test, both the learners and the native speakers preferred "-kunai" to "-nai" and "-janai" as a suffix when the word ends in the "i" sound. Also, the word which ends in the "ru" sound tended to be recognized as a verb. The results suggest that input-frequency and property of rules have some effects on the production of Japanese negative forms.

It has widely been believed that when it comes to learning a new language as asecond/foreign language,"the younger the better"is the rule that applies. On the otherhand, recent studies have demonstrated that although younger learners may have anadvantage in mastering native-like pronunciation, adults might actually learn second/foreign languages more easily and quickly than younger learners in such areas asvocabulary acquisition and syntax.The claim that an authentic pronunciation of a second/foreign language isunattainable after a certain age has been supported by certain kinds of evidence.However, at the same time, it is also true that there are, in actuality, some individualswho have acquired a native-like accent even after the so-called "critical period."With this conflicting evidence in mind, in this paper, I will discuss theprobability of obtaining native-like phonological performance by reviewing the existingempirical and theoretical literature on Second Language Acquisition, especially thatwhich focuses on the Critical Period Hypothesis and foreign accent. In addition, I willconsider the viability of direct phonological instruction as a subject in school basedon the information and insights gained through this review of key studies in the field.

This study attempts to investigate communication patterns in disagreement discourse in English and Japanese daily conversation, focusing on “repair” in conversational interaction. The study analyses both English and Japanese daily conversation data in which disagreement occurs and considers the conversational style that speakers use when they find some disagreeable elements or mistakes in co-participant’s utterances. This study reveals that the differences in communication patterns are affected by how people frame the world and use language from the perspective of cultural values and politeness. The study will also explore which conversation style and communication patterns speakers employ when they are speaking their second language. The study will consider how speakers’ use of the different patterns correlates to their level of ability in their non-native language., This study will reveal that the difference of communication patterns is affected by how people frame the world and use language from the perspective of cultural values and politeness. The study will also explore which conversation style and communication patterns speakers employ when they are speaking their second language. This will be done by analysing the conversations of speakers at different stages of acquisition of their second language and comparing their speaking style with native speakers. The study will also consider how speakers’ use of the different patterns correlates to their level of ability in their non-native language.

application/pdf, 紀要論文, 本研究では、KYコーパスで韓国語・中国語・英語母語話者が使用した外の関係の名詞修飾節を取り出し、学習者がどのような外の関係を使用しているかを分析し、また日本語母語話者の使用と比較した。その結果、①「陳述度が高い修飾節に「話」「考え」などの名詞を付加する形」と「陳述度の低い形容詞的な修飾節」の二つのタイプの外の関係が多く使われる、②中国語母語話者以外は日本語話者に比べ被修飾名詞の異なり数は多くない、③付加するかどうかの規則が非常に複雑である「という」に関しては、母語話者の使い分けに近いものになっている、ことがわかった。本研究では、これらの結果から、学習者の外の関係は、修飾構造を体系として捉え生産的に広げていくというよりも、記憶された個々の用例を中心に進む(N. Ellis 2003)のではないかという議論を行う。, This paper analyzes the use of Japanese noun-modifying clauses by second language learners focusing on “outer-relationship” constructions. OPI interviews of 90 learners of Japanese whose L1s are English, Korean, and Chinese were analyzed, and were compared with those of Japanese native speakers. The results show that (1) learners start to use “outer-relationship” constructions of two types at the early stages, one being the construction in which a highly clausal modifier is attached to a head noun, the other being the construction with phrasal or lexical modifier, (2) type frequency of head nouns that learners used are lower than that of Japanese native speakers, expect for Chinese native speakers, and (3) advanced learners mostly use toiu ‘appositive that’ in the similar way as Japanese native speakers, although the rules for when to use toiu is very complex. Based on these results, it is suggested that “outer-relationship” constructions are not developed creatively with systematic rules but develop from memorized exemplars (N. Ellis, 2003).

ルールが分からないゲームで、ルールを熟知した相手に勝つのは恐らく不可能である。言語の違いはスポーツの違いと同類だとする考え方によれば、日本語は弓道やボーリングの種類に属し、アメリカ英語はバスケットボールやアメリカンフットボールの類に近いと言う。これではルールは正反対に近い。一方で英語を習得するには実際に英語圏に行った方がいいとしばしば言われるが、日系移民の現実を見れば必ずしもそうではない。その国の文化規範を欠いている為、コミュニケーションで失敗を繰り返しているからである。この授業で提唱するのは、異文化間要素を主眼にして日本人の英語でのコミュニケーション能力を向上させる試みである。丁度武道の型の様にその世界で基本となるべきものを踏襲することにより、語学の習得も効率的に出来るのではないかという考え方が元になっている。その結果、授業の達成目標である英語でのコミュニケーション能力については、ほとんどの学生が自分自身の英語の意識が変わったと述べており、教室活動を肯定的に捉えていたようである。興味深いのは学生の中で、単に英語や外国人への苦手意識が消えただけでなく、外国人や外国文化への興味が出てきたことであった。, There is no chance to win a game without knowledge of the rules of that game. According to the idea that languages and sports are similar, the Japanese language belongs to the same type of activity as bowling or Japanese archery, and American English to that of basketball or American football. These two types are not only obviously different, but opposite. It is said that people will acquire a target language if they go and live in the country where that language is spoken. However, the real experiences of Japanese immigrants to the U.S. shows this statement is not true. Because those immigrants lack knowledge of the cultural norms of the country they fail to communicate properly, and as a result, they find it hard to acquire the language.The author proposes a teaching method to improve his Japanese students' communication skills by focusing on the cultural norms of the American English language. He believes that, just like sets of standard movements in martial arts, students can learn the real basics of language communication, as well as the ways to apply that knowledge later for more advanced movements.After the completion of the course work, his students demonstrated better performance and gave positive feedback about the instructor and the curriculum. Furthermore, they showed more interest in foreign languages and people at the end.

お茶の水女子大学大学院, Ochanomizu University, アスペクト仮説(AH)は多くの言語の第一・第二言語習得において検証がなされている。AHによると,習得初期にタ形(タ)と到達動詞,テイ形(テイ)と活動動詞の共起性が高いとされる。橋本(2006a)は,日本語を第二言語とする幼児(L2幼児)1名においてAHの傾向を確認している。本稿では,結果の一般化に向けて別の英語を母語とするL2幼児1名の自然発話を縦断的に調査し数量的・記述的分析を行い,AHの傾向がみられるのかを検討した。結果は次の通りであった。1)本稿のL2調査対象児においてもAHの傾向を確認することができた,2)タ,テイの習得において固まり習得から創造的産出が始まると,AHの傾向が強くみられるようになった。結論として,初期はインプットや必要性に基づく固まり習得のためにAHに沿わない産出もあるが,動詞及び動詞接辞において分節化とカテゴリー化が進むとAHの傾向がみられるようになることを指摘した。アスペクトの習得プロセスには,固まりとしての習得とプロトタイプからの習得が複雑に絡み合いながら影響を及ぼしていることを明らかにした。, The Aspect Hypothesis is verified in both the first (L1) and second (L2) language acquisitions of various languages. According to the Aspect Hypothesis, the ta-form is mostly used with achievement verbs, and the tei-form is mostly used with activity verbs. Hashimoto's article (2006a) reported the result that the Aspect Hypothesis holds for L2 infants by conducting research on one L2 infant whose second language is Japanese. In this article, I investigated whether the AH's tendencies can be seen in another L2 infant for the generalization of the result, by quantitative and descriptive analyses of a longitudinal study of the natural utterances of another L2 infant whose 1st language is English. The results are as follows. 1) The AH tendencies were confirmed in this other L2 infant. 2) The tendencies predicted by the AH are more likely to be seen from the time when the L2 infant is believed to start making productive outputs after rote-learning. In conclusion, I indicated that the tendencies become apparent after segmentation and categorization of verbs and verbal suffixes, although there are outputs that do not meet with the AH tendencies because of rote learning based on inputs or needs. This article revealed that the aspect acquisition processes consist of rote-learning and acquiring from prototypes which are complexly intertwined and mutually influencing., application/pdf

This paper discusses three issues on the errors and non-uses of learners: (1) How should we grasp the mechanism of errors? (2) What should we do with the reality of errors? (3) How should we consider the difference of views on errors? On the issue (1), it is claimed as follows: (4) Every error has a natural reason for why it occurred. (5) Error and non-use are two sides of a same coin; they occur as a result of the failure of acquisition of expressions in contrast. On the issue (2), it is claimed as follows: (6) Errors should be taken up positively; they tell us the points of learning rathar than bother us. (7) One cannot do without grammatical items of elementary level when expressing oneself. To improve the learners' ability of speaking (writing), a close reexamination is needed of syllabi of these items. (8) Errors which do not lead to misunderstanding should not be taken sensitively. On the issue (3), it is claimed as follows: (9) Error analysis and contrastive analysis are not overcome by the study of second language acquisition; there still remain the importance of error analysis and the significance of facts of language transfer. (10) It is important to consider what to do with learners' language instead of merely studying how it is.