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 日本語アスペクト複合動詞の有効な指導方法に関する研究―ベトナム語母語話者を対象とした実験結果分析に基づいて― (Research on Effective Methods for the Teaching of Japanese Aspectual Compound Verbs: Analysis of Vietnamese Students of Japanese)
Tác giả hoặc Nhóm tác giả: PHAM Thi Thanh Thao
Nơi đăng: 日本語／日本語教育研究 Studies in Japanese Language and Japanese Language Teaching; Số: 13;Từ->đến trang: 153-168;Năm: 2022
Lĩnh vực: Ngôn ngữ; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
本研究では、複合動詞の特徴を踏まえ、複合動詞の後項動詞の多義性、特にアスペクトを表す後項動詞と共起する語を考えさせる（カテゴリー化させる）ことで複合動詞の理解を深めるCA法（Categorize法）群（CAという）、複合動詞の個々の意味用法を覚えさせるME法（Memorize法）群（MEという）、そして複合動詞の指導を受けない統制群（COという）の3群を作成し、中級レベル相当の日本語を専攻とするベトナム語母語大学生を対象とした実験を行った。結果として、指導を受けた処置群CAとMEは、指導を受けなかった統制群COよりアスペクト複合動詞の習得が有意に促進し、その指導方法の有効性を示した。事後テストではCAとMEはCOより直後効果を明白に見せ、遅延テストではCAはMEより維持効果が強かったことが分かった。また、授業で提示していなかった初見のアスペクト複合動詞においては、CA法はME法より意味用法の類推・記憶維持に効果的であった。
ABSTRACT
In this study, the author, organized Vietnamese students of Japanese into three groups, namely a “CA group” which was instructed using the CA Method (Categorization Method) which works to help students deepen their understanding of compound verbs, an “ME group” which was instructed using the ME Method (Memorization Method) which works to help students better remember the meanings of individual compound verbs, and a control group which received no special instruction, and which was dubbed the “CO group”. The author’s intention was that, by touching on the unique characteristics of compound verbs and the diversity of second verbs in compound verbs, it would be possible to induce students to think about how second verbs which denote aspect co-occur to form word. The results indicate that the treatment groups, namely the CA and ME groups, which received special instruction, outperformed the control group in terms of acquisition of aspectual compound verbs, thus demonstrating the utility of these methods of instruction. In the post-test, both the CA and ME groups outperformed the CO group; moreover, the CA group outperformed the ME group in the delayed test, suggesting greater retention of instruction. In addition, in regards to aspectual compound verbs that students had not been instructed in, the CA method seemed to be more effective than the ME method in promoting inference.
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