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日本語文學 第99輯.jpg
KCI등재 학술저널

한국인 일본어 학습자의 추량표현 「そうだ·ようだ·みたいだ·らしい」의 습득연구

『多言語母語の日本語学習者横断コーパス(I-JAS)』를 분석 대상으로

本稿ではJFL韓国人日本語学習者の横断コーパスを用いて、推量表現「そうだ·ようだ·みたいだ·らしい」の習得過程を考察した。その結果は次のようである。一つ目は、推量表現は中級レベルから本格的に習得し始め、中級レベルでは「ようだ」が、上級レベルになって「みたいだ」の習得がかなり進んでいることがわかった。一方、「そうだ」「らしい」は学習レベルが上がってもあまり使われていないことがわかった。二つ目は、意味用法による習得順序をみると、「そうだ」は様態、推量用法順、「ようだ」は推量、その他、例示、比喩用法順、「みたいだ」は比喩、例示、推量用法順、「らしい」は推量用法で各形式の意味用法による習得順序に差が示された。三つ目は、各用法の形式要素(前接品詞、文の位置)をみると、独自のパタンがあって、これは学習レベルによる差はなかった。四つ目は、本稿での韓国人学習者の推量表現の誤用は5%未満でほとんど誤用はなかったと言える。これは学習したとしてもその使い方が分からなかったり、自信がなかったりして使わない「回避」のためだと考えられる。

In this paper, I analyse the data collected from the I-JAS corpus to reveal the process whereby the Korean learners of Japanese acquire the presumptive expressions sooda, yooda, mitaida, and rashii. The primary results are summed up as follows. Firstly, the presumptive expressions are extensively studied by the students at the intermediate level or above. Most intermediate students have acquired yooda, whilst most advanced students have acquired mitaida. On the other hand, sooda and rashii are not frequently used regardless of the proficiency levels of learners. Secondly, the presumptive expressions may be classified in terms of the orders in which the learners acquire them. As for sooda, the learners first acquire its visual-evidential use and then its presumptive use. As for yooda, the learners first acquire its presumptive use, followed by its ‘other’ use, its exemplification use, and its metaphorical use. As for mitaida, the learners first acquire its metaphorical use, followed by its exemplification use and its presumptive use. As for rashii, I detected differences in the acquisition of several presumptive functions in each form. Thirdly, each use is associated with its own formal patterns concerning, e.g., the syntactic category of its preceding element; these patterns, however, are not related to the proficiency levels of learners. Fourthly, the error rate of the presumptive expressions used by the Korean learners does not exceed 5%.

1. 서론

2. 선행연구 분석

3. 연구범위 및 방법

4. 학습자의 추량표현의 운용양상

5. 결론

참고문헌

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