Yes-No(판정)의문문에 대한 응답사 지도방법 연구 - 응답표현「はい, そう」를 중심으로 - (A study on the Method of Teaching Response Expressions for Polar Interrogative Sentences: Focusing on 'Hai, Sou')

서지정보

· 발행기관 : 한국일어일문학회
· 수록지 정보 : 일어일문학연구 / 116권 / 147 ~ 164페이지
· 저자명 : 장희주

초록

本稿では、Yes-No(判定)疑問文に対する学習者の不自然な肯定の応答「はい、そう」の使用に注目し、学習者の応答表現「はい、そう」の使用実態を考察した。まず、事前アンケート調査から約70％の学習者が「はい、そう」の先行文である質問文の違いを区別していないことが把握できた。そこで「はい、そう」の先行文を非前提疑問文と前提疑問文の２つに分け、学習者コーパス(KYコーパスとI-JAS)における「はい、そう」の使用実態を考察した。 KYコーパスからは、学習者による「はい、そう」の不自然な使用は非前提疑問文に見られることがわかった。そしてI-JASから、母語話者は「はい、そう」の用例中、８％の例を非前提疑問文に対する応答で使用し、92％の用例を前提疑問文に対する応答で使用しているが、学習者は「はい、そう」の用例中24％を非前提疑問文に対する応答で、76％を前提疑問文に対する応答として使用していることがわかった。 この調査結果を踏まえ、学習者にはまずYes-No(判定)疑問文を非前提疑問文と前提疑問文とに分類できるように指導し、前提疑問文には「はい、そう」が制約なく使えるが、非前提疑問文においては名詞述語文に対する応答として使うように指導案を提案した。

영어초록

In this study, we focus on examples of the responding expression ‘Hai, Sou’ used as a response to Polar Interrogative Sentences and explore the cases where ‘Hai, Sou’ occurs as a response to Polar Interrogative Sentences in the Corpora which is KY Corpus and I-JAS.
Based on previous studies, examples of the responding expression ‘Hai, Sou’ were divided into a response to a typical type of sentence that seeks for information and a response to a type of sentence that confirms the information shared by the speaker and the hearer.
To begin with, we investigate whether Korean learners distinguish types of Polar Interrogative Sentences. It is then revealed that Korean learners cannot classify types of Polar Interrogative Sentences.
The finding is that non-native usages tended to resort to use ‘Hai, Sou’ as a response to a typical type of sentence that seeks information (the percentage of examples that used Hai Sou : native 8%, non-native 24%). And unnatural examples involving ‘Hai, Sou’ occurs as a response to an adjective predicate sentence or a verb predicate sentence that seeks information.
Our study suggests that it would be effective to teach that ‘Hai, Sou’ is frequently used as a response to a type of sentence that confirms the information shared by both the speaker and the hearer. Additionally, teach that it is legitimately used only when the preceding sentence involves a nominal predicate assuming the preceding sentence is one that seeks information.

참고자료

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