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영어

This report is mainly about when using Japanese auxiliary word “に”, what kind of mistakes Chinese students usually made and their tendency. Most of the language researchers did lots of work in discrimination the word “に” and the other auxiliary words for second language learning while ignoring the entire usage of “に”. Therefore in this report I investigated 3 questions: which usage of “に” was most misused by students, the reason why it was misused and at language education site how we could avoid the misusing by the students of learning second language. As the result of this report, we found that these “に”’s percent of rightness were considerably low: the “に” which stands for duties, the “に” which stands for the reason of sustained status and the “に” which stands for the inclusion. When students used these kinds of “に”, lots of them mistook “に” with other auxiliary word such as “を”, “が” and “で”. I inferred these errors in 5 reasons: the influence which caused by the first language of the student, the frequency the “に” used, the influence of the textbooks, a degree how the student understanding the context and the complication of learning auxiliary words. For these reasons while teaching the usages of “に” the instructor should pay attention to the syntax of Chinese language and the Chinese preposition, and tell the students how to distinguish “に” from other auxiliary words. In the case out of class the instructor should also use “に” but not omitting.

일본어

本研究は、中国人話者が日本語の格助詞｢に｣を使用する際、どのような誤用またどのような傾向があるかという問題を明らかにすることを目的とした。従来の研究は第二言語習得に関する格助詞｢に｣と｢で｣｢へ｣｢を｣との違いを探ることに集中してきており、ほかの格助詞や｢に｣の全体的な使用方法に注目する者が少ない。したがって、本研究では、①格助詞｢に｣のどの使い方が最も誤用しやすいか、②その誤用が起こる原因、③また誤用を避けるために、どのような点を注意すべきか、三つの問題を提起し、それを検討する。この問題を研究するために、立命館アジア太平洋大学の中国人留学生を対象として穴埋めアンケートを実施した。格助詞｢に｣の24種類の使用方法を基づいて質問を作り、誤用また使用回避の傾向をまとめた。その結果、①｢役割を表す｢に｣｣、｢継続的状態の起因を表す｢に｣｣、｢内容物を表す｢に｣｣の正解率が比較的低く、｢を｣、｢が｣、｢で｣との混用が最も多いことがわかった。②誤用原因は母語の影響、使用頻度の影響、教科書の影響、文脈の理解の程度、格助詞の使用の複雑さ5つであると推測し、③格助詞｢に｣を教えるとき、中国語の構文の特徴、介詞との対照、ほかの格助詞との見分けの説明、学生に対するインプットの4つの点を注意すべきだと考える。