Table of Contents



  • 磯山渡邊 眞紀 (Maki ISOYAMA-WATANABE)


  • 鈴木 睦 (Mutsumi SUZUKI)


  • 深田 淳 (Atsushi FUKADA)

Japanese-English Language and Culture Contact:
How Much English Is Found in Japanese, How Is It Used, and Why Should Students and Teachers Care?

  • James STANLAW


On the Felicity of V-kake-no N Phrases

  • Kiyoko TORATANI


Print ISSN: 1481-5168 Online ISSN: 1929-3135


アーティキュレーションに関する三つの質問 <PDF

磯山渡邊 眞紀

AP Japanese Language and Culture開始以降、アーティキュレーションの重要性が再認識され始めている(當作2009)。本稿では、アーティキュレーションに関する入門的解説を行うと共に、三つの質問を通して日本語教師がアーティキュレーション改善に取り組む際の心構えについて論じる。

Three Questions Regarding Articulation


The lack of articulation among curricula has been one of the major issues in the field of education, which can be dated back to as early as the 1920’s.  This paper examines how we should perceive articulation in order to solve the lack of it by discussing the three questions: 1) What is articulation?, 2) What adverse affect is linked to the lack of articulation?, and 3) What exactly does archiving articulation mean to the field of Japanese language education?


変わりゆく日本語と日本語教育の今 PDF

鈴木 睦


The Japanese Language in Transition and Its Education at Present

Mutsumi SUZUKI

Language education should follow the constant change of the target language with careful consideration for the sake of the language learners. The changes in contemporary Japanese can be grasped from three phases: grammatical change, the change of judgment towards the language norm, and the change of lifestyle brought about by new technologies, such as e-mail, mobile phones and the internet. For Japanese language education, the second and third phases seem to have more impact than the first. Grammatical change, being relevant to learners’ grammatical ability, influences the choice of language patterns and their accounts. But the change in people’s judgment influences appropriateness, which is directly connected to sociolinguistic ability. Furthermore, the change in lifestyle makes language educators modify the content of teaching material, according to the choice of the context, discourse patterns and communicative functions.


コーパス言語学から日本語教育へ <PDF

深田 淳


From Corpus Linguistics to Japanese Language Teaching

Atsushi FUKADA

The purpose of this article is to survey areas within corpus linguistics as they relate to Japanese language research and teaching. The first half covers such topics as a definition of corpora, what they are used for, the underlying philosophy, the notion of collocation, its significance, and its relation to lexicography. Then, the second half will discuss an example of corpus-based Japanese language research and attempts to incorporate corpora into the teaching of Japanese. The article is based on my lecture delivered at the 2009 annual conference of CAJLE, but the content underwent a careful revision and some new content was also added.


Japanese-English Language and Culture Contact: How Much English Is Found in Japanese, How Is It Used, and Why Should Students and Teachers Care? <PDF


In this paper I study the ubiquity of English in Japan, and show that this unique language and culture contact situation has important implications for language study and language teaching, as well as the study of human cognitive universals. I explore three topics that I think are of special pedagogical importance. First, I examine the extent of the presence of English in Japanese, and its intelligibility. Many claim that little of it is actually understood by the average person, but I show that these arguments are fraught with flawed theories and assumptions. Second—in response to this—I examine what actually constitutes an English loanword in Japanese and look at what is means to “know” it. In so doing I explore the nature of meaning construction in this particular Japanese context. Third, I will examine four specific problems facing Japanese language teachers as they tackle the complexities caused by the way Japanese has assimilated English words and culture contact situation with their students. Though the focus of this paper is one special case, I hope some of the broader theoretical implications for fields such as anthropology, linguistics, psychology, and philosophy are also apparent.

現在の日本は、至る所でアメリカの社会や言語の影響を受けている。本稿では、この言語現象や異文化接触現象が、どう言語学、言語教育学、また普遍認知学と関わっているかを考察する。特に教育学の立場から以下の三点を検討したい。第一点は、多くの日本語研究者は外来語や和製英語の英語としての意味の不明確さを批判するが、私はそれは間違った理論や仮定から導きだされたものであると考える。外来語や和製英語を、英語ではなく日本語として視た時、その役割が一般的にどう理解されているのかということを分析しながらこの問題を再考する。そして二点目に、日本語としての外来語や和製英語の本質に迫る。最後に、 異文化接触現象が引き起こす、日本語としての“英語”があふれている複雑な言語社会にあって、そこで困惑する日本語学習者を学生にもつ教師を悩ませているいくつかの点について検討する。本稿は外来語というケーススタディを通して、人類学、言語学、心理学、認知学など幅広い分野に寄与することを願う。


On the Felicity of V-kake-no N Phrases <PDF


This paper investigates what determines the felicity of V-kake-no N phrases (e.g., yomi-kake-no hon ‘the book, read halfway’), or a deverbal nominal construction (DNC), in Japanese. To date, accounts of the DNC are mostly semantic (and pragmatic). While this paper builds on insights from previous works (e.g. Kishimoto 1996; Takami & Kuno 2006; Tsujimura & Iida 1999), it refines their observations by considering both syntactic and semantic characteristics of the DNC. This paper points out that the DNC instantiates the same types of modifier-head relations as the noun modifying construction (Matsumoto 1997), which fall into two types, gapped and gapless. It is argued that these two types are subject to different constraints: (i) a noun that belongs to the same clause as the verb is qualified to head the gapped DNC but is further subject to a semantic/ pragmatic constraint; (ii) in the gapless type, the modifier and the head noun must enter into a relation in which the former specifies the semantic content of the latter.

本稿は「読みかけの本」などにみられる「VかけのN」構文の適格性について考察する。先行研究の多くが意味、もしくは意味・語用論に根ざした説明を行っている。本稿は、先行研究の見識(Kishimoto 1996, Takami & Kuno 2006, Tsujimura & Iida 1999 等)を基盤に、さらなる考察を続けるものである。特に、統語と意味の両面に焦点をあて、「VかけのN」構文の適格性を決定づける要因が何であるか、究明を試みる。まず、「VかけのN」構文の修飾部とヘッドの関係は名詞修飾構文にある関係と同一タイプのものであることを指摘する。それらをギャップ型、ギャップレス型に分類し、それぞれが異なる制約を受けると議論する。仮定は以下の二点とする:1)ギャップ型では、構造的にVと同節に属するNがヘッドとしてたつ資格を有するが、意味・語用論の条件も満たさなければならない;2)ギャップレス型では、修飾部とヘッドの関係が前者が後者の意味を限定するものでなくてはならない。