上級日本語学習者のリピーティングにおける音韻情報と意味情報の相対的優位性の検証

Verification of Relative Superiority of Phonological and Semantic Information When Advanced Japanese Learners Repeat Japanese Sentences

毛 炫琇

張 鶴鳳

李 静宜

齋藤 晶

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

In this study, we investigated the use of phonological and semantic information when Chinese advanced learners of Japanese performed repeating of sentences. For this purpose, we used the intrusion paradigm proposed in Potter and Lombardi (1990). Immediately after listening to the auditory presentation, but before starting the oral reproduction, we manipulated the types of insertion tasks. One was without any insertion task, the other inserted a reading aloud task of a word list. Further, there were two versions of word lists: one had a synonym lure word which could replace the target word in the to-be-repeated sentence, whereas the other had an unrelated control word of the target word on the list. As a result, it was clarified that subjects completed the semantic processing by the end of the auditory presentation, and that lure intrusions were observed only when the word lists included lure words. This shows that advanced Japanese learners preferentially use semantic information over verbatim phonological information, similar to native speakers. From the results of the present study, when introducing repeating in learning, it is desirable for learners to accurately grasp the semantic information of the practice material and faithfully repeat the phonological information of the original text.

repeating

intrusion paradigm

phonological information

semantic

リピーティング

侵入パラダイム

音韻情報

意味情報

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2020 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086