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ID 16199
file
title alternative
Considerations Japanese university students show intentionally in Conversations with Non-native Speakers of Japanese
creator
subject
意識的配慮
母語話者
評価
学習者の言語運用
consideration
native speaker
evaluation
learners' language performance
NDC
Education
abstract
This paper aims to study what native speakers pay attention to when speaking to non-native speakers in daily casual conversations. The 'native speakers' referred to in this paper are Japanese university students with no experience in teaching or learning Japanese Language as a Second/Foreign Language. In this study, the relation between intentional consideration and evaluation will be studied. For this purpose, we conduct the following qualitative research. After 10 minutes of free conversation with Japanese Language learners, 30 Japanese students were asked to elaborate on their opinions about the conversation and the Japanese Language spoken by their partners. They were also asked to list the items they paid attention to during the conversation. As a result, it was found that native speakers showed their concerns in 11 different aspects. Their consideration changed consciously according to the situation and the learners' output. It was obvious that native speakers were especially aware about 'speaking slowly' and 'choosing the right words'. Native speakers also thought that there was necessity for certain considerations in conversations with Japanese Language learners irrespective of their opinions about the learners' output and the conversation. Furthermore, it was determined that intentional consideration is closely related to the features of evaluation as indicated in precedent studies.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 51
start page
267
end page
273
date of issued
2003-03-28
publisher
広島大学大学院教育学研究科
国立情報学研究所
issn
1346-5554
ncid
SelfDOI
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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