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 日本語学習者コーパスに見られるテンス・アスペクトの習得：ベトナム語母語話者による誤用と母語の影響 (Acquisition of Tense & Aspect Observed in a Japanese Learner Corpus: Errors Made by Native Speakers of Vietnamese and L1 Influence)
Tác giả hoặc Nhóm tác giả: Pham Thi Thanh Thao
Nơi đăng: 言語・地域文化研究 (Language, area and culture studies); Số: 27;Từ->đến trang: 137-152;Năm: 2021
Lĩnh vực: Ngôn ngữ; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
This paper uses the IJAS corpus to examine acquisition of tense/aspect and conjunctions by Vietnamese intermediate learners of Japanese and possible L1 influence. The “picnic” story writing task was analyzed from four perspectives: 1. Comparing the aspectual form te-iru and conjunctions appearing in compound sentences produced by native speakers and learners; 2. Examining whether active or passive forms are used to express “unfortunate results”, and which sentence-final expressions are used; 3. Comparing the “picnic” story writing task with new story writing data for the same story told in Vietnamese and a consideration of possible L1 influence; 4. Examining whether similar tense/aspect errors remain even past the advanced level, using new Japanese story writing data on the same topic. Findings are listed below:Learners underuse the continuous te-iru form and conjunctions in compound sentences compared to native speakers. 86% of native speakers use the passive, compared to only 44% of learners. Similarly, 70% of native speakers use te-iru to describe temporary situations compared to 4% of learners, who overwhelmingly use the ta form instead.Vietnamese speakers typically use the form “đang + V” corresponding to te-iru, but sometimes use bare verbs, showing that đangis not obligatory. Learners may therefore use the ru form as well as the te-iru form in Japanese. The past perfect forms “đã + V” and “đã + V + rồi” were used for temporary situations. This may cause learners to use ta correspondingly in Japanese. The most proficient learners could use te iru with conjunctions, and use the nativelike forms aida ni, saichu ni and tokoro, rather than toki ni. All learners also used the passive to express unfortunate situations. However, none used te-iru to describe temporary situations. This use of te-iru appears to be difficult even for the most proficient learners.
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