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母語の漢字知識の転移が日本語習得に及ぼす影響
https://iuj.repo.nii.ac.jp/records/852
https://iuj.repo.nii.ac.jp/records/8523b24797c-153f-4df7-902d-c3c4c5afa606
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2011_3_iuj2_67 (767.0 kB)
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| Item type | 会議発表論文 / Conference Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 1999-03-01 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 母語の漢字知識の転移が日本語習得に及ぼす影響 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Kanji Knowledge Transfer: Its Effects on Acquisition of Japanese as a Foreign Language | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 漢字知識 | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 転移 | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 日本語読解力習得 | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 会話力 | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 解読力 | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_5794 | |||||||||||
| 資源タイプ | conference paper | |||||||||||
| 著者 |
松永, 幸子
× 松永, 幸子
× Matsunaga, Sachiko
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | 本研究は、母語の漢字知識の転移が日本語習得に及ぼす影響を中上級課程において調査したものである。研究目的は、漢字知識の転移の有効性の有無と、その逆効果の有無を見出すことであった。研究方法として、アメリカの日本語中上級レベルの大学生40名を対象に、会話力テストと読解力テストを実施し、母語の漢字知識がある者(漢字圏)とない者(非漢字圏)の成績を比較した。その結果、前者による漢字知識の転移の有効性が漢字の多いテキストの読解で確認された。しかし母語から漢字知識は転移できても日本語の漢字の読み方を知らない学習者は、読解力はあるが、会話力が他の学習者に比べて劣っている傾向が見られた。又、漢字圏非漢字圏、両グループにおいて、会話力の強い学習者が日本語の漢字の読み方を知っており、読解力も高かった。又、非漢字圏の学習者は、会話力レベルの高い者ほど未習漢字の意味を正確に推測して、読解を深めていた。これらの発見から、真の日本語読解力習得のためには、母語の漢字知識の有無にかかわらず、会話力の発達(未習漢字の意味の推測力の発を伴う)と共に、日本語で漢字が読める能力の発達が必要だと言えるであろう。 | |||||||||||
| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | Over the past ten years, several studies have documented the transfer of kanji (Chinese characters) knowledge, and reported its positive effects on the initial development of reading skills in Japanese as a foreign language. More specifically, these studies indicated that, at least initially, those who have learned kanji in their first languages outperform those who have not, by transferring that knowledge to Japanese word recognition and reading comprehension. However, whether these positive effects continue to exist at later stages is not clear. Moreover, whether such transfer could have negative effects should also be investigated. The purpose of this paper is therefore to clarify these two issues, by examining the oral performance and the reading performance of 40 intermediate and advanced nonnative readers of Japanese with and without kanji background. The data from this study indicated that those with a kanji background do have advantage in reading Japanese texts which contain many kanji, but those who rely heavily on kanji knowledge trasfer (i.e., kanji decoders in their native language) do so at the cost of their oral proficiency. Furthermore, in both groups, those who had high oral skills knew the Japanese pronunciation of kanji words, and had higher comprehension. Moreover, a high correlation was found between the oral skills of the participants without kanji background and their guessing skills regarding the meanings of unknown kanji words, suggesting that the oral skills contribute greatly to successful guessing of the meanings of unknown kanji words, and in turn to successful comprehension. Thus, it seems reasonable to argue that regardless of the learners' kanji background, for the full development of Japanese reading skills, it is crucial to develop solid oral proficiency (along with guessing skills of the meanings of unkown kanji words), and to acquire the ability to assign Japanese sounds to kanji words. | |||||||||||
| 書誌情報 |
en : Proceedings of the conference on second language research in Japan 発行日 1999-03-01 |
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