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東京外国語大学 大学院生, 東京外国語大学, Graduate Student, Tokyo University of Foreign Studies, Tokyo University of Foreign Studies, 本研究は，接触場面において，日本語母語話者が中国人学習者（中級レベル）に自身のナラティブを理解して参加させるために行った調整行動に焦点を当て，母語話者と学習者がどのようにナラティブを協働構築しているのかを探ることを目的とする。 会話データは，母語話者J1が語り手として学習者3人（C1, C2, C3）に語る中国留学中の苦労話を録画・文字化したものである。この苦労話のナラティブの各構成要素（導入部，方向付け部，展開部，結果部，終結部，評価）とナラティブの中で展開される話題において，母語話者J1が語り手としてどのような調整行動を行い，学習者が受け手としてどのような言語・非言語行動を行っているのかを分析した。 分析の結果，学習者の日本語の理解力不足のため，母語話者の長いナラティブを理解して十分に参加することが難しく，ナラティブの方向づけ部や結果部の途中で，自身の類似体験を語る話題に転換し，ナラティブを中断してしまう様子が見られた。しかし，母語話者がそのナラティブの中断を受け入れ，その後，自身のナラティブを分割しながら語っていた。そして，このナラティブの分割の際，J1は，特に，語り手として話題の展開を管理する，学習者に理解する時間を与える，学習者に自身のことを話させたりする等の調整行動を行っていることが分かった。 これをもとに，ナラティブの語り手の母語話者による調整行動が重要である点を主張した。さらに，学習者もナラティブの受け手になる際に，ナラティブの構成要素を知り，語り手の話を理解しつつ，共感や理解を示すことによって，ナラティブの展開を促す必要があること，および，ナラティブの終結部でナラティブと関連する感想・意見を述べることの重要性を指摘した。, This study explores how a native speaker and learners of Japanese collaboratively construct narratives, focusing on adjustment by the native speaker. The conversation data consist of a recording and transcript of a conversation between a native Japanese speaker and three Chinese intermediate learners of Japanese in which the native speaker discusses the difficulties she encountered studying in China. Analysis showed that because of the learners' lack of understanding of Japanese, they found it difficult to understand and fully participate in the lengthy narrative; they interrupted the narrative by switching to similar topics in the middle of the Orientation and the Result or Resolution of the narrative. However, the native speaker accepted the interruptions and segmented her own narrative accordingly. Additionally, while segmenting the narrative, she also performed adjustments, such as managing the development of the topic as a narrator, giving the learners time to understand, and letting the learners talk about themselves. We thus argue that adjustment by the native-speaker narrator is important. We also note that when Japanese learners listen to narratives, it is important for them to understand the elements of the narrative and the narrator's story, encourage the development of the narrative by showing empathy and understanding, and express their impressions and opinions related to the narrative at the Coda of the narrative., application/pdf

東京外国語大学, 東京外国語大学 大学院生, Tokyo University of Foreign Studies, Graduate Student, Tokyo University of Foreign Studies, 本研究では，類似の留学経験を持つ3人の日本語母語話者が語り合う留学中の苦労話のナラティブを取り上げ，フォローアップ・インタビューで得られた参加者の意識とともに，話題展開の中でのナラティブの協働構築を分析した。その結果，次の4点から，話題展開の中でナラティブの協働構築が行われることによって，参加者間で親近感，仲間意識が高まり，心が通い合った親しい関係，つまりラポール形成に繋がっていることが明らかになった。 （1）参加者間で「司会進行」を行うことで，類似の経験を持つ3人の苦労話を繋いで大話題を展開させており，参加者全員が会話に参加しやすくなり，会話を盛り上げることができていた。 （2）苦労話の反応部（小話題）で，聞き手が類似体験を簡潔に述べる情報提供をしたり，情報要求や言い換え，同意要求をして興味を示したり，「セリフ発話」で共感や理解を示したりして，語り手と共にナラティブを協働構築していた。（3）1つの大話題として，3人の参加者が同じ包括的な観点から，類似の苦労話（中話題）をそれぞれ1個ずつ語り，互いに情報や意見，感想等を共有して，ナラティブを協働構築していた。 （4）2人で共通の経験を協力しながら語ることで，会話を盛り上げていた。これらをもとに，日本語学習者がナラティブの協働構築を行うことでラポール形成をしていけるようになることを目指した指導学習項目の提案を行った。, We examined collaboratively constructed narratives which occurred in topic development, while referencing what the participants thought and felt during the conversation, which were ascertained through follow-up interviews. The data consist of a recording of a conversation among three native Japanese speakers who had similar experiences, in which they discuss the difficulties they encountered while studying in China. The analysis demonstrated that engaging in collaborative narratives about difficulties during topic development elicited a greater sense of intimacy and comradeship among the speakers and helped them developed rapport, as seen in the following items: (1) By facilitating the conversation, the three participants connected their narratives and developed major topics, which helped all the participants participate and livened up the conversation. (2) In the reaction part of the narratives (minor subtopics), the listeners collaboratively constructed narratives with the narrator, such as by briefly presenting information on similar experiences, showing their interest by rephrasing and requesting information and agreement, and showing sympathy by using "serif utterances," etc. (3) Each of the three participants told a similar narrative (subtopic) that served to form a major topic which constituted a comprehensive viewpoint. Then, they shared information, opinions, and impressions on their narratives, and in so doing, collaboratively constructed narratives. (4) By collaboratively discussing their shared experiences, two of the participants livened up the conversation. Based on these results, we proposed a set of learning items with which Japanese language learners could learn how to develop rapport through collaboratively constructing narratives., application/pdf

国立国語研究所 研究系 日本語教育研究領域 プロジェクト研究員, 東京外国語大学, Postdoctoral Research Fellow, JSL Research Division, Research Department, NINJAL, Tokyo University of Foreign Studies, 本研究では，外国人材の日本語による会話能力の実態を探ることを目的に，中国人社員が日本人上司に許可を求めるロールプレイ会話を例とし，インターアクション能力の観点から問題点を分析した。その結果，調査対象者となった中国人社員役2名のうち，1名に言語能力・社会言語能力・社会文化能力ともに問題点が多く見られたが，母国である中国の社会文化的規範の影響は2名とも観察された。また，相手の雑談への受け答えについて，2名とも困難を感じていたことが分かった。さらに，日本人上司側による調整が，円滑なインターアクションを促す不可欠な要素であることも示唆された。これらをもとに，教育現場への提案を行った。, This study investigates the challenges experienced by Chinese subordinates in requesting permission from Japanese superiors in role-playing conversational data to suggest training methodologies for foreign workers from the perspective of interactional competence. The results of the qualitative analyses are as follows: i. The participant, Lei (assumed name), had more difficulties than the other participant, Zhang (assumed name) in linguistic, sociolinguistic, and sociocultural competences. Nevertheless, both the participants displayed the influence of the sociocultural norms of their native country (China). ii. Lei and Zhang revealed that they faced several challenges while responding to chitchat. iii. Adjustments by Japanese superiors were found to be important for facilitating a smooth interaction. Based on the results of this study, special attention should be paid to the difficulties and problems encountered by foreign workers in linguistic, sociolinguistic, and sociocultural competences, in the field of support for career formation and job hunting. In addition, it is important to utilize the animations and conversational examples used in this research in classroom activities. Furthermore, we suggest that considering the influence of Chinese sociocultural norms and the conversational adjustments made by Japanese superiors as concrete examples to improve the working environment in the field of cross-cultural management and communication training., application/pdf

The purpose of this paper is to analyze the characteristics of Industrial Heritage Sites listed as Registered Tangible Cultural Properties in Japan. The first step was to construct a database of Industrial Heritage Sites, based on an existing list of Registered Tangible Cultural Properties, covering also the aspects of conservation and utilization, since no such database existed. Using this database, the sites were then analyzed in regard to different factors, such as area, criteria, scale, main structures, state of conservation, utilization, and type of industry. As a result, different characteristics were identified.