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application/pdf, 夏目漱石『坊っちやん』（明治39 年）と主に2010 年代に出版された講談社青い鳥文庫など5種の児童文学叢書を分析資料に、原作を児童向けに言い換えた箇所を抽出・比較し、書き手が児童という特定の読み手への配慮を言語表現上にどう反映させ、児童にとっての読みやすさや作品への親しみをどのように醸成させるのかを探った。 本稿では、児童向けに言い換える前の原作の語句に着目し、その語句の難易度を測る尺度に天野・近藤編（2003）の「単語親密度」、国立国語研究所（2009）の「教育基本語彙」の「語彙配当」などを用いて、児童文庫版の種々の言い換えを、言い換える要因により分類した。まず、原作と児童文庫版の執筆時期に百年以上の隔たりがあり、現代の大人一般にとっても難しいため言い換える「時代差」がある。次に、読者対象の児童にとって未習で難しいため言い換える「年齢差」がある。 その他、原作で多義語の派生的な意味の方を使った言い換え（例「（壱円札を）改める」→「確認する」）、原作の共起する語句の組み合わせが一般的でない言い換え（例「（家を）こしらえる」→「たてる」）、原作の「談判（する）」を各場面に合わせた多様な表現（「交渉する」、「話し合う」、「掛け合う」、「問答」など）で書き分けるといった特徴が見られた。, This article shows a characteristic phenomenon observed in Natsume Soseki Botchan for children’sreading series. It showed a phase in which the language read by adults changed to the language read by children. When modern children read the works of the Meiji era, they feel the readability and familiarity of the works. The purpose of children’s literature rewriting for children is not only to choose simple and easy-tounderstand expressions for elementary school students, but also to convey the familiarity of the work.

Supervisor: 金井 秀明, 先端科学技術研究科, 修士(知識科学)

The purpose of this paper is to get a clearer understanding of the strategy of paraphrasing that Japanese learners employ. This study will help reveal why and how these learners use paraphrasing, among other types of communication strategies, when faced with problems communicating (due to a lack of language knowledge, psychological factors, etc.) in different environments when using JSL (Japanese as a Second Language). To answer these questions, this investigation has looked at and described the experiences of 7 Chinese learners of JSL, ranging from intermediate to advanced level. In addition, follow-up interviews were conducted in order to assess the learner's level of awareness, and confirm whether or not they recognize the use of paraphrasing strategy in their speech. This investigation has helped identify different aspects of paraphrasing strategy and the reasons why learners make use of it. These results also help to shed light on the psychology of learners who use paraphrasing.

This paper describes how to incorporate “Redundancy”, one aspect of the MERRIER Approach, into classroom practice. The MERRIER Approach suggests seven viewpoints teachers should pay attention to when using English in ESL classes. “Redundancy”, as defined in the MERRIER Approach, is to paraphrase sentences from a different point of view. This is essential knowledge for teachers because English education in Japan is changing these days. According to the course of study (Ministry of Education, Culture, Sports, Science and Technology), teachers in senior high school should conduct their lessons in English to guarantee students receive an adequate amount of English input. This tendency is not only encouraged at the senior high school level but will be also encouraged in junior high schools toward 2020. To help students understand English classes in English, teachers need to explain English texts by employing “Redundancy.” This paper shows context-level paraphrasing (space order, time order and process, listing, cause and effect, illustration, analysis, comparison and contrast, and opinion and reason). This will enable students to understand English in English better.

日本語における「～ようになる」と「～てくる」は，いずれも動作・状態の推移・変化を表し得るが，意味と用法において違いがみられる。総じていえば，「～ようになる」は，一方の状態からそれとは異なる他方の状態へと時間をかける変化が起こるということを表すが，「～てくる」は連続的な状態変化ということを表す。具体的には，「～ようになる」の前には意志動詞の使用が可能であるが，推移・変化の意味を表す「～てくる」の前にはそれができない。一方，無意志動詞はその二形式の前に用いられるが，否定と（一部の動詞の）可能の表現が「～ようになる」の前にしか用いられない。「～くなる／～になる」のように変化を表す形式と，オノマトペに由来する一部の動詞は，「～てくる」の前にしか用いられない。

Grice(1975)の協調の原理は人間の発話が行われる際、話し手が自然に相手を意識し、なされた発話が理解されやすいように、発話を展開していく原理を示したものだが、特に、日本語の「言い換え」の表現に着目し、実際にどのような形態を取り、展開されていくのかについて考察した。

application/pdf, 紀要論文, The purpose of this study is to clarify the features of utterances by Japanese learners that are assessed to be difficult to understand by native Japanese speakers, focusing on the formers' corrections and pauses in their utterances. As the result of an analysis of utterances made by two Japanese learners who are assessed to be the highest-ranked and the lowest-ranked respectively in “comprehensibility” by eight Japanese native speakers, it has been confirmed that there have been many more corrections and the accompanying pauses in utterances that are difficult to understand. Further, it has been observed that corrections seen in utterances that are difficult to understand include various forms of corrections such as repetitions, paraphrases, and insertions of words. It has been also observed that numerous corrections are made to these various forms because of the previous unsatisfactory corrections. These corrections made in succession are characterized by the accompaniment of long pauses in the processes and inclusion of some paraphrases. In conclusion, it has been suggested that these successive corrections i\ ncluding substitutions of words and phrases and the accompanying long pauses affect listeners' comprehensibility.

外国人住民の急増に伴い、すべての母語話者が日常的に非母語話者のサポートにあたることのできる環境の整備が求められている。しかし日本語能力が充分でない非母語話者とのコミュニケーションにおいては適切な言語調整が不可欠である。本研究においては、日本語母語話者と非母語話者のロールプレイを実施し、母語話者が、母語話者向けに書かれた文章を非母語話者に説明する場合、どのように言い換えるかを調査した。その結果、日常における非母語話者との接触の頻度や関わり方によって、説明のしかたに明確な相違がみられた。日常的に非母語話者との接触が少ない人は、辞書的な意味の説明を多く行うのに対し、非母語話者との接触の多い人の説明はより具体化されていて、例示という方法が多く用いられており、情報の再構成の程度が大きいことがわかった。

本稿は日本語の会話に現れる繰り返しの機能や効果を考察したものである。Tannen(1987)はアメリカ英語の会話の分析を通し、会話に現れる繰り返しは単なる冗長な要素ではなく、相互の理解を促し対話における関わりあいを築きあげる機能があると指摘している。日本語の繰り返しに関する過去の研究の多くは統語論に焦点をおいた分析を行っているが、本研究では日常会話においてどのように繰り返しがおこりどのような機能が働いているか調査するため、24名(12ペア)による談話の録音データを発話のタイプにより分類し、分析を行った。調査の結果、会話における繰り返しの頻度の高さとともにコミュニケーションを円滑に進めるための様々な機能が確認された。同じターンの中での繰り返しは強調、言い換えのストラテジーや発話をスムーズに行うためのフィラーとしての使用が見られた。相手の発話の繰り返しはあいづちとしてのの機能の他に、肯定や同意の意志を表す際に「ええ」や「はい」に代えて相手の発話を繰り返す待遇的使用が見られた。その他に、情報の要求などのスピーチアクトや意味の交渉など、相互に会話を築きあげ発展させる上での機能が確認された。日本語教育の現場でこのような現象について取り上げる機会は少ないが、自然な言語運用能力を伸ばすために適宜指導に織り込んでいくことも有意義であると考えられる。, This paper examines the phenomenon of repetition in Japanese conversation. Some analysis of English conversation, such as the study conducted by Deborah Tannen in 1987, have suggested that repetition in discourse has the functions of production, comprehension, connection, interaction, rapport building as well as interpersonal involvement. While several studies on repetition in Japanese have been conducted in the past, many have focused on its syntactic functions rather than its communicative functions from actual discourse data. In order to examine the forms and functions of repetition in Japanese conversational discourse, I examined transcriptions of conversations from 12 pairs of native speakers of Japanese and culled examples of repetition from the data, then classified them into allo-repetition and self-repetition. The analysis of the data indicates that repetition in Japanese conversation is indeed ubiquitous, and it plays a significant role in communication: self-repetition functions as a strategy of repair and a filler that helps to make speech go smoother, as well as a semantic intensifier that displays engagement in conversation. Allo-repetition, which is used frequently as a replacement for the 'yes' response, has various functions at the interactional level: it functions as a backchannel which indicates agreement and politeness to the interlocutor. It also conducts several speech acts including requesting information, which is employed to negotiate meaning in communication. Finally, it creates rapport between interlocutors, thereby facilitating interpersonal involvement in communication. The result of this study provides groundwork for understanding the importance of repetition for JSL learners to enhance their communicative and interactional competence.

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自分の発話を柔軟に言い換えるという能力は我々がコミュニケーションを行う際に必要不可欠である。学習者のコミュニケーション能力を向上させるためには言い換えのメカニズムを明らかにしなくてはならない。本論文の目的は，母語話者が自然な発話場面でどのように言い換えを用いているかについて考察を加えることである。分析のための理論的枠組みとして関連性理論（Relevance theory）を利用する。

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The purpose of this report is to report the characteristics of a teacher's utterance in arithmetic classes at an elementary school. The data was taken from teacher's utterance in arithmetic classes at an elementary school. The teacher was man. He taught the third grade. The utterance was tape-recorded. The utterance was transcribed and used as data in this report. The utterance was analyzed and contrasted with the vocabulary of Japanese textbooks and arithmetical textbooks, “the basic vocabulary for foreign children”, and the vocabulary of Japanese Language Proficiency Test. As a result of this report, it was indicated that features of utterance of the teacher in arithmetic classes is five points: 1) paraphrase; 2) repetition; 3) confirmation; 4) allowing; 5) breaking in on one's utterance. Furthermore, it became clear that there is a possibility that paraphrase which the teacher does to help foreign children understand ｃlasses may not stimulate their comprehension.

1. はじめに/2. アプロプリエーションの概念/2.1 ネオウィゴツキアンの理論的枠組み/2.2 アプロプリエーションの概念/3. 少数の除法の授業における児童Tの分析/3.1 自力解決可能な問題解決の水準/3.2 援助のもとで可能な問題解決の水準/4. 考察/4.1 発達の最近接領域の特定/4.2 参加による計算のきまりの内面化/5. おわりに

Supervisor:島津明, 情報科学研究科, 修士