WEKO3
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Requests in conversation data collected from three levels of Chinese JSL learners, 5 upper beginning (CJ1), 5 intermediate (CJ2) and 4 advanced (CJ3) through the completion of situational role-plays, were analyzed for \u0027supportive moves strategies\u0027 and the production from the three levels was compared for changes in request support strategy type and quantity. Results showed the following: (1) Learners acquire \u0027reason and situation\u0027, \u0027appreciation\u0027, and \u0027preparation\u0027 first. The next stage is \u0027apology\u0027 \u0027request markers\u0027 which were produced by intermediate learners. This is followed by the most difficult \u0027condition\u0027 and \u0027guarantee\u0027. (2) CJ3 uses some strategies which Japanese students were not observed using to the same extent. (3) The degree of strategy usage increases greatly for advanced learners when compared to intermediate. A reason for this is a possible correlation in an increase in language processing competence and an increase in the number of available strategies. (4) CJ2\\\nand CJ3 learners use supportive strategies when providing requests to \u0027professors\u0027 in similar quantities to \u0027lecturers\u0027. This tendency differs from Japanese students. 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中国人学習者の丁寧さ表現の習得 : 「依頼補助」方略の使用から
http://hdl.handle.net/10083/50428
http://hdl.handle.net/10083/504286fa89159-b4b2-4245-af74-823f86b9bb07
名前 / ファイル | ライセンス | アクション |
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02_008-014.pdf (701.0 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2011-03-16 | |||||
タイトル | ||||||
タイトル | 中国人学習者の丁寧さ表現の習得 : 「依頼補助」方略の使用から | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | The acquisition of politeness in request scenes : An analysis of uses of 'Supportive Moves strategies' | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 語用論的能力 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 丁寧さのコントロール | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 依頼補助方略(Supportive Moves) | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 第二言語習得 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | pragmatic competence | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | control for degree of politeness | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Supportive Moves | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | Second language acquisition | |||||
資源タイプ | ||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||
タイプ | departmental bulletin paper | |||||
著者 |
遠山, 千佳
× 遠山, 千佳× TOHYAMA, Chika |
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著者(ヨミ) | ||||||
識別子 | 73095 | |||||
識別子Scheme | WEKO | |||||
姓名 | とおやま, ちか | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本稿は、依頼場面において「丁寧さ」表現がどのように習得されるかを横断的に調査したものである。初級終了直後の学習段階5名、中級学習段階5名、上級学習段階4名の中国人学習者、及び同年代の日本人学生を対象に、談話完成タスクをロールプレイ形式で行い、依頼を補助する方略(Supportive Moves)の種類と量に違いが見られるかどうかを調査した。その結果、依頼補助方略の種類で最も早く使用される方略は、「理由・状況」「感謝」「前置き」であり、初級終了直後の段階までに産出されること、続いて「わび」「依頼マーカー」が中級学習段階から産出され、「条件」「保障」は、最も使用が難しい方略であることが示唆された。また、上級学習段階では、中級学習段階までに比べて方略数が急増し、日本人学生が使用しない方略も見られた。言語処理能力が上ったために、使用できる方略の種類や数が増加する反面、相手レベルと丁寧さのマッピングに母語の影響が現れたと考えられる。 | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | This paper reports research investigating the acquisition processes of politeness strategies by cross-sectional design. Requests in conversation data collected from three levels of Chinese JSL learners, 5 upper beginning (CJ1), 5 intermediate (CJ2) and 4 advanced (CJ3) through the completion of situational role-plays, were analyzed for 'supportive moves strategies' and the production from the three levels was compared for changes in request support strategy type and quantity. Results showed the following: (1) Learners acquire 'reason and situation', 'appreciation', and 'preparation' first. The next stage is 'apology' 'request markers' which were produced by intermediate learners. This is followed by the most difficult 'condition' and 'guarantee'. (2) CJ3 uses some strategies which Japanese students were not observed using to the same extent. (3) The degree of strategy usage increases greatly for advanced learners when compared to intermediate. A reason for this is a possible correlation in an increase in language processing competence and an increase in the number of available strategies. (4) CJ2\ and CJ3 learners use supportive strategies when providing requests to 'professors' in similar quantities to 'lecturers'. This tendency differs from Japanese students. These results, it is suggested, are due to pragmatic transfer in the mapping of social distance and degree of politeness from L1 social rules. |
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書誌情報 |
言語文化と日本語教育 巻 29, p. 8-14, 発行日 2005-07-09 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 09174206 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN10426480 | |||||
フォーマット | ||||||
内容記述タイプ | Other | |||||
内容記述 | application/pdf | |||||
形態 | ||||||
701012 bytes | ||||||
日本十進分類法 | ||||||
主題Scheme | NDC | |||||
主題 | 810.7 | |||||
出版者 | ||||||
出版者 | お茶の水女子大学日本言語文化学研究会 | |||||
資源タイプ | ||||||
内容記述タイプ | Other | |||||
内容記述 | 紀要論文 | |||||
資源タイプ・ローカル | ||||||
紀要論文 | ||||||
資源タイプ・NII | ||||||
Departmental Bulletin Paper | ||||||
資源タイプ・DCMI | ||||||
text | ||||||
資源タイプ・ローカル表示コード | ||||||
03 | ||||||
所属 | ||||||
神田外語大学留学生別科 |