要約
日本語学習者が如何に形式と意味のマッピングをしながら、結束性のあるナラティブを産出するのかを、指示対象の言及という観点から考察。近年、第二言語習得研究で注目されている“タスク”に着目し、タスクの種類とナラティブ談話構成との関係について、学習者の母語・言語習熟度という視点から解明を試みた点が意義深い。教育学的示唆にも富んでおり、研究者はもとより、語学教育者にとっても有用性が高く、教育現場にも還元できる研究書。
This book greatly adds to the current knowledge of cross-linguistic influence and second language learning in general, by demonstrating the effects of learners’ L1, proficiency level and task complexity on L2 Japanese narrative production.
Contents
Chapter 1 Introduction
1.1 Introduction
1.2 Operationalisation of the terms
1.3 Organisation of chapters
Chapter 2 Literature Reviews
2.1 Cross-linguistic influence
2.2 Narrative
2.2.1 Narrative as means of communication
2.2.2 Picture storytelling: Frog, Where are You?
2.3 Functional approaches to understanding language use
2.4 Referent markings
2.4.1 Topic continuity
2.4.2 Perspectives and voice alternation
2.4.3 Acquisition of referential forms
2.4.4 Referent markings in L1 and L2 Japanes
2.4.5 CLI studies of the acquisition of NP+wa and NP+ga
2.4.6 Referent markings in Korean
2.4.7 Referent markings in English
2.5 Task complexity and its effects on narrative production
2.6 Research questions and hypotheses
Chapter 3 The Present Study
3.1 Method
3.1.1 Participants
3.1.2 Interlocutor
3.1.3 Learners’ proficiency levels
3.1.4 Tasks (H/N and T/T tasks)
3.1.5 Design
3.2 Analysis
3.2.1 Coding
Chapter 4 Results
4.1 NS narratives
4.1.1 L1 Japanese narratives
4.1.1.1 Referent introduction
4.1.1.2 Topic switch (Re-introduction of referent)
4.1.1.3 Continuous mention of referent
4.1.2 L1 Korean narratives
4.1.2.1 Referent introduction
4.1.2.2 Topic switch (Re-introduction of referent)
4.1.2.3 Continuous mention of referent
4.1.3 L1 English narratives
4.1.3.1 Referent introduction
4.1.3.2 Topic switch (Re-introduction of referent)
4.1.3.3 Continuous mention of referent
4.2 NNS Narratives
4.2.1 Referent introduction
4.2.1.1 NP+ga for referent introduction in H/N narratives
4.2.1.2 NP+ga for referent introduction in T/T narratives
4.2.1.3 NP+wa for referent introduction in H/N narratives
4.2.1.4 NP+wa for referent introduction in T/T narratives
4.2.1.5 NP+o for referent introduction in H/N and T/T narratives
4.2.1.6 The use of NP+ni/kara and the passive construction/expressions in H/N and T/T narratives
4.2.1.7 NP+particle drop in H/N narratives and T/T narratives
4.2.2 Topic switch (Re-introduction of referent)
4.2.2.1 Zero anaphora in the context of topic switch
4.2.2.2 Particle drop in the context of topic switch
4.2.2.3 Re-introduction of the frog
4.2.3 Continuous mention of referent
4.2.3.1 The use of zero anaphora in the context of continuous mention
Chapter 5 Discussion and Conclusion
5.1 Discussion
5.1.1 CLI evidenced in L2 narratives by Korean L1 speakers: Accelerated acquisition of NP+ga
5.1.2 CLI evidenced in L2 narratives by English L1 speakers
5.1.2.1 Particle drop in referent introduction and topic switch
5.1.2.2 The use of definiteness marker, NP+wa in referent introduction
5.1.3 Proficiency and CLI: Constraints on transfer
5.1.3.1 The use of NP+ni/kara and the passive constructions by Korean L1 speakers
5.1.4 Task complexity and its effects on L1 and L2 storytelling
5.1.4.1 Task complexity and accuracy of referent marking
5.1.4.2 Task complexity and production of attenuated form
5.1.5 Conceptual transfer
5.2 Conclusion
5.2.1 Answers to the research questions
5.2.2 Summary of findings
5.2.3 Limitations and suggestions for further research
5.2.4 Pedagogical implications
Bibliography
Appendix
著者紹介
中浜 優子（なかはま ゆうこ）
2003年米国ジョージタウン大学博士課程修了(Ph.D) 。米国バージニア大学、ノートルダム大学専任講師、名古屋大学大学院助教授、東京外国語大学大学院准教授を経て慶應義塾大学環境情報学部教授。
［主要論文］Cross-linguistic influence on referent introduction and tracking in Japanese as a second language (Modern Language Journal, 2009年Vol. 93:2)、「ストーリー構築における視点：母語話者と上級日本語話者の比較から」（『言語学と日本語教育VI』南雅彦（編）2010年、共著)
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