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 日本語複合動詞の指導方法の検討—ベトナム語母語話者を対象とした予備実験の結果から— (An Examination of Teaching of Japanese Compound Verbs: Results of a Preliminary Experiment involving Vietnamese Speakers)
Tác giả hoặc Nhóm tác giả: Pham Thi Thanh Thao
Nơi đăng: 外国語教育研究学会 Japan Association of Foreign Language Education（JAFLE）; Số: 24;Từ->đến trang: 1-22;Năm: 2021
Lĩnh vực: Ngôn ngữ; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT

ABSTRACT
In this research, the author conducted an experiment involving three groups of university students who were native speakers of Vietnamese, and who were studying Japanese at the intermediate level. The first group was exposed to the Categorization Method (CA), in which they were encouraged to categorize compound verbs according to aspect, and according to word the secondary verb co-occurs with, in hopes of deepening their understanding of compound Japanese verbs. The second group was exposed to the Memorization Method (ME), in which they were encouraged to remember individual compound verbs according to their semantic use. The third group was a control group which was not given any special instruction regarding compound verbs.Results of the experiment indicate that the treatment groups did have scores which were statistically significantly higher than the control groups. Thus, it can be said that the treatment groups’ acquisition of compound verbs was facilitated. Moreover, it was possible to confirm that there was both an immediate effect, and a longer-term effect, on students’ ability to make predictions about the semantics of verbs used to indicate spatial movement, that is, position changes. However, a statistically significant difference in this regard was only found between the CA group and the control group. The CA group and the ME group both demonstrated long-term effect on their ability to predictions about the semantic usage of verbs which expressed aspect, that is to say, which described situational changes, as seen in delayed-test scores. However, only the CA group demonstrated no immediate effect on their post-test. Despite this, the CA group had a higher score on the delayed test than the ME group. It is speculated that the CA group did not display an immediate effect because processing such a large amount of information about compound verbs imposed a significant cognitive burden, and the students were thus only able to utilize the new knowledge they had acquired after a certain amount of time. However, no statistically significant difference was found between the CA group, the ME group, and the control group.
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