Table of Contents



  • 藤原 美保 (Miho FUJIWARA)


  • 吉成 祐子 (Yuko YOSHINARI)

True and False Beginner Japanese Language Students in the First Semester Classroom: Comparing Anxiety, Performance, and Retention

  • Keiko KURIYAMA

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

中上級日本語学習者による日本語物語作文の分析:高評価作文の特徴及び日本語能力と母語作文能力の影響 <PDF

藤原 美保


Analyses on Written Narratives by Learners of Japanese: Influences of Learners’ Japanese Abilities and Writing Abilities in Their Native Language on Japanese Narratives


This paper investigated the factors that may contributed to highly scored Japanese narratives written by second language (L2) Japanese learners studying at an American university.  The study examined 38 students with an intermediate to advance Japanese level whose first language (L1) was English. Their written narratives both in Japanese and English and their Japanese language achievement scores were analyzed. The results identified that the characteristics of highly scored Japanese narratives had “good explanations of the facts,” “rich expressions,” and “good background explanations.” The results of multi-regression analyses indicated that L2 achievement and L1 writing ability as independent variables together explained about 30% of the L2 writing ability variance (dependent variable), and L2 achievement had the larger amount of contributions to the L2 writing ability predictions than L1 writing ability. Based on these results and the results of other analyses focusing on the characteristics of “good” writings, this paper discusses characteristics of L2 Japanese learners who write highly scored L2 Japanese written narratives.


日本語らしい表現を検証する方法の提案:日本語母語話者と学習者の移動事象記述の比較より <PDF

吉成 祐子

本研究は、移動事象を描写する実験結果をもとに日本語母語話者(JL1)と学習者(JL2)の言語表現の特徴の違いを分析することによって、移動事象を描写する際の「日本語らしい表現」とは何かを検討するものである。日本語の移動表現は「話し手に近づく/話し手から遠ざかる」というダイクシス(直示)の表出に特徴があると言われており(Koga 2008、松本to appear)、本実験の対象であるJL1そして中級レベルのJL2でも、使用傾向としてダイクシスの表出頻度が高いことが確認された。しかし、表出の仕方に違いがみられた。このような、誤用ではない使用傾向の差を検証することにより、日本語らしい表現とはどのようなものかを明らかにする手法の一つを提案する。

What is a Suitable Japanese Expression for Describing Motion Events? A Comparison between Japanese Native Speakers and Intermediate Japanese Learners


This study provides a method to investigate Japanese expressions that are suitable for describing motion events. By comparing how Japanese native speakers (JL1) and Japanese learners (JL2) express motion events, I point out the differences between their characteristics and discuss which factors lead to the felicity of Japanese expressions. Past studies note that deictic information, that is, information about whether an action occurs “towards the speaker” or “away from the speaker,” is characteristically expressed in Japanese. Results indicate that both JL1 and JL2 express deictic information well; however, they differ in the choice of how to do so. By focusing not on misuses but instead on the frequency of expressions, I attempt to clarify what constitutes a suitable expression in Japanese.


Semester Classroom: Comparing Anxiety, Performance, and Retention <PDF


This study investigates how true and false beginner Japanese language students affect each other in the first-semester college classroom and whether such beginners should be placed into separate classrooms. The study was conducted over a three year period, consisted of 513 students, and involved student interviews as well as statistical analysis of data collected from the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope 1986), final course grades, and enrollment records. While the statistical analysis showed that the true beginners experienced significantly more anxiety than the false beginners, it did not show a significant difference between the final course grades or retention rates of true and false beginners. The latter finding is at odds with previous research on Indo-European languages (Frantzen & Magnan 2005), and points to the need for further research to determine whether there are differences between Indo-European and non-Indo-European, character-based languages on this question. The study concludes that separating true and false beginner Japanese language students may not be worthwhile because there are neither clear cut benefits to separating them nor clear cut costs to keeping them together.

本研究は、大学の日本語一学期目に共に在籍する未習者と既習者がお互いどのような影響を与えるのか、又、両者を分けて教えるべきとする見解について調査する。調査研究は3年間に及び実施され、513名の日本語学習者を対象に、インタビュー、未習者・既習者間の外国語教室不安尺度の測定、学期末の成績・学習継続率の比較が行われた。統計分析の結果、外国語不安値は、未習者の方が3年連続して高く、学習者間に有意差が認められたが、学期末の成績と学習継続率には有意差は認められなかった。学期末の成績と学習継続率に関しては、先に西欧言語を対象に行ったFrantzen & Magnan (2005) の研究結果とは異なる。よって今後は西欧・非西欧言語の学習者、キャラクター・ベースの言語を学ぶ学習者を対象にした調査が必要であろう。又、既習者と未習者を分けて教える事の有効性は、本研究では見出せなかったと最後に結論付ける。