@article{oai:teapot.lib.ocha.ac.jp:00041964,
 author = {スケンデル, リザトビッチ・マーヤ and SKENDER-LIZATOVIC, Maja},
 journal = {言語文化と日本語教育},
 month = {Oct},
 note = {紀要論文, 本研究は、日本語の道聞き談話において日本語母語話者が道を教える際の道順説明の反復に着目し、母語場面と接触場面の違いを調べた。分析の際、道を教える側による道順説明の反復の割合及び形式の割合、また先行発話別の割合を調べた。その結果、母語場面と接触場面の両場面において道を教える側による道順説明の反復の割合に違いがなく、道順説明全体の3 分の1 を占めることが分かった。なお、道を聞く側が学習者の場合、日本語母語話者の道を教える側は、母語場面と異なる道順説明の反復の形式を使用し、また異なる先行発話に続けて道順説明の反復をしていることが明らかになっ
た。このことから、記憶負荷の高い道聞き談話において、インプットの修正の一種類として考えられる道順説明の反復が多く、その重要性が再確認できた。また、語学教科書の会話や聴解教材の開発の際、反復の量だけでなく、反復の形式及び先行発話別の反復に着目する必要性が示唆された。, This paper focuses on repetitions produced by Japanese native speaker direction-givers in Japanese native and contact situations. The percentage of repetitions in route-direction, the percentage of forms of repetition, and the percentage of repetitions in response to different preceding utterances was analyzed. The results showed that in both situations the repetitions make out a third of the route-direction. From this we can say that in a high memory load situation such as direction-giving discourse the percentage of input modifications in the form of repetitions is high, which confirms the importance of this kind of modification. Furthermore, it was found that Japanese native speaker direction-givers adjust the forms of repetition and the amount of repetitions in response to different preceding utterances depending whether the direction-asker is a Japanese native speaker or a Japanese language learner. The findings suggest that, when developing textbook dialogues or listening materials, in addition to the amount of repetition there is a need to consider the form of repetition and
the placement of repetition according to the preceding utterance as well.},
 pages = {11--20},
 title = {日本語母語話者が道を教える際の道順説明の反復 : 母語場面と接触場面を比較して},
 volume = {52},
 year = {2017}
}