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「んです」の使用実態と特徴 : 日本語母語話者と韓国人日本語学習者の会話を中心に ＝ 「んです」의 사용실태와 특징 : 일본어 모어화자와 한국인 일본어 학습자를 중심으로 / 吳晛榮 1

目次 1

1. はじめに 1

2. 先行研究 2

3. 研究方法 3

3.1. 分析資料 3

3.2. 「んです」の分類基準 4

4. 結果 5

4.1. 女性の結果 6

4.2. 男性の結果 7

4.3. 男女の比較 8

4.4. 会話例 10

5. まとめ 11

参考文献 12

논문초록 13

초록보기

In this study, analyzed the tendency and characteristics of the use of ‘ndesu’ for the first face-to-face conversation between Japanese native speakers and Korean Japanese learners. The results of the analysis of the utterance of “ndesu” were divided into KF and JF, and the analysis of KM and JM was divided into male and female. The characteristics of the actual conversation were also described. The main results are summarized as follows. First, looking at the tendency of native Japanese speakers, both female native Japanese speakers and male native Japanese speakers showed a tendency to use “description”, “true questionnaire”, and “questionnaire”. Next, women and men, who were Korean learners of Japanese, used the most frequently after “explanation,” “true questioning,” followed by “conviction” and “teaching.” Both native Japanese speakers and Korean learners of Japanese had something in common with each other in terms of “explanation” and “truth and authenticity questions.” However, most Korean learners of Japanese were followed by “pushing” and “teaching” followed by “surprise” and “confirmation” among native speakers of Japanese. Next, looking at the difference between men and women, it was found that both native Japanese speakers and Korean learners had similar usage trends, but women used them more frequently. Finally, describe the characteristics that are not found in previous studies from actual conversation examples.As a characteristic of this, there were several expressions that strongly expressed disapproval in the “noda” of “pressing carefully.” If you continue to use the word “ndesu” in “ndesu” when you disagree with the other person, you may make an unpleasant impression on the other person may have an unpleasant impression. In addition, “teaching,” which was often used by Korean learners of Japanese and native speakers of Japanese, seemed to teach the other person's questions in detail. In particular, the words of “teaching” seemed to teach each other about each other's culture and things they didn't know.

In this study, analyzed the tendency and characteristics of the use of ‘ndesu’ for the first face-to-face conversation between Japanese native speakers and Korean Japanese learners. The results of the analysis of the utterance of “ndesu” were divided into KF and JF, and the analysis of KM and JM was divided into male and female. The characteristics of the actual conversation were also described. The main results are summarized as follows. First, looking at the tendency of native Japanese speakers, both female native Japanese speakers and male native Japanese speakers showed a tendency to use “description”, “true questionnaire”, and “questionnaire”. Next, women and men, who were Korean learners of Japanese, used the most frequently after “explanation,” “true questioning,” followed by “conviction” and “teaching.” Both native Japanese speakers and Korean learners of Japanese had something in common with each other in terms of “explanation” and “truth and authenticity questions.” However, most Korean learners of Japanese were followed by “pushing” and “teaching” followed by “surprise” and “confirmation” among native speakers of Japanese. Next, looking at the difference between men and women, it was found that both native Japanese speakers and Korean learners had similar usage trends, but women used them more frequently. Finally, describe the characteristics that are not found in previous studies from actual conversation examples.As a characteristic of this, there were several expressions that strongly expressed disapproval in the “noda” of “pressing carefully.” If you continue to use the word “ndesu” in “ndesu” when you disagree with the other person, you may make an unpleasant impression on the other person may have an unpleasant impression. In addition, “teaching,” which was often used by Korean learners of Japanese and native speakers of Japanese, seemed to teach the other person's questions in detail. In particular, the words of “teaching” seemed to teach each other about each other's culture and things they didn't know.

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참고문헌 (17건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 박정근(2010) ｢現代日本小説에 나타난 文末｢説明のだ｣에 관한 考察｣ 『일본연구』 제46호, 한국외국어대학교 일본연구소, pp.451-467. 미소장
2 靑木咲野加(2013) ｢日本語母語話者における文末表現｢んだ･んです｣の用法分析｣ 『日本語文学』 第63輯、日本語文学会 pp.81-96. 미소장
3 井上史雄(2002) 『日本語ウォッチング』 岩葉書店 미소장
4 今村和宏(1996) ｢論述文における｢のだ｣文のさじ加減｣ 『言語文化』 33、一橋大学、pp.51-78. 미소장
5 宇佐美まゆみ(2007) ｢改訂版：基本的な文字化の原則(Basic Transcription System For Japanese、BTSJ)｣ 미소장
6 宮内桂子(2015) ｢丁寧体の談話における｢のだ｣の使用実態 -日本語母語話者と韓国人日本語学習者の使用を中心に-｣ 『한국일본어학회일본어학연구』 46、pp.17-37. 미소장
7 江後千香子(1995) ｢｢～のだ／～んです｣の用法とその意味−日本語学習者の誤用から−｣ 『国語学研究と資料』 19, 国語学研究と資料の会、pp.16-24. 미소장
8 大崎正瑠(1998) ｢日韓異文化コミュニケーション―対人レベルを中心に―｣ 『大妻女子大学紀要』 30、pp.107-136、大妻女子大学紀要文系委員会 미소장
9 金澤裕之(2008) ｢留学生の日本語は、未来の日本語 日本語の変化のダイナミズム｣、『ひつじ書房』 미소장
10 迫田久美子(2001) ｢学習者独自の文法｣野田尚史·迫田久美子·渋谷勝己·小林典子(著) 日本語学習者の文法習得 大修館書店、pp.3-24 미소장
11 清水まき子(2012) ｢学術論文でノダ文はどのように用いられているか｣ 『日本語/日本語教育研究』 3、日本語/日本語教育研究会、pp.73-89. 미소장
12 高橋葉子(2006) ｢初級日本語クラスにおける｢～んです｣の敎授法｣ 『日本語教育』 35, 한국일본어교육학회, pp.3-18. 미소장
13 野田春美(1997) 『｢の(だ)｣の機能』 くろしお出版 미소장
14 曺永湖·南嘉瑩(2010) ｢談話に見られる文末表現｢の(ん)だ｣の意味機能- face行為を中心に-｣ 日本近代学研究 第28輯, 韓国日本近代学会、pp.43-53. 미소장
15 吉澤佳奈(2019) ｢日本語母語話者が用いるあいづち表現｢そうですか｣と｢そうなんですか｣:違いと用法について｣ 『国文目白』、pp.1-25. 미소장
16 松本美里(2004) ｢OPIデータに見たノダの使用について｣ 『日本語教育研究』 第6輯、韓国日語教育学会, pp.25-40. 미소장
17 若生正和(2011) ｢｢んです｣が多いんです―韓国人日本語学習者の文末定年表現の考察―｣ 『大阪教育大学紀要』 第1部門人文科学、大阪教育大学、pp.129-139. 미소장

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