earticle

영어

In order to present the final particle “yo” effectively in Japanese language education, I considered the following: the main scenes where “yo” can be used are classified into (1) “the scene of information presentation / correction”, (2) “the scene of acceptance / approval”, and (3) “the scene of one-sided / rebellious attitude”. Next, the discourse completion test (DCT) based on this classification was conducted to investigate the use of “yo” by Japanese native speakers and Korean learners of Japanese. Based on the results, I examined the points to be conscious of in presenting “yo” effectively in Japanese language education. First, when presenting “yo” in Japanese language education, the priorities are “yo” in (1) above, “yo” in (2) and “yo” in (3). “Yo” in (1) should be given preference because the usage rate of “yo” by native speakers is high and the risk of impoliteness and FTA (face threating act) is small. In (3), we can show a rebellious attitude in not only “yo” but also other forms, so the priority is low. However, while the use of “yo” in this scene has the risk of impoliteness and FTA, it can also serve as an expression of familiarity, so a detailed explanation of these points is necessary. In (2), it was revealed that even if in the case that the use of “yo” is essential, the usage rate of “yo” by learners was low and the usage rate of the form without “yo”, which is contextually ineligible, was high. On the other hand, sometimes the use of “yo” in this scene may increase the risk of impoliteness and FTA. An explanation which takes these points into account is necessary.

일본어

本稿では、日本語教育の場において終助詞｢よ｣を効果的に提示することを目指し、次の通り考察した。まず、｢よ｣が使用され得る主な場面を、①｢情報の提示･是正の場面｣、②｢承諾･是認の場面｣、③｢一方的･反抗的な場面｣の三つに分類した。次に、この分類に基づく談話完成テストを実施し、日本語母語話者と韓国人日本語学習者の｢よ｣の使用実態を調査した。その結果に基づき、｢よ｣を効果的に提示するための要点について検討し、次のような提案をした。まず、提示する際の優先順位は、場面①の｢よ｣、場面②の｢よ｣、場面③の｢よ｣である。場面①は母語話者の｢よ｣の使用率も高く、インポライトネスやFTA(フェイス侵害行為)となる可能性も少ないため、優先的に提示すべきである。場面③は｢よ｣以外の形式でも反抗的態度を示すことができるため、優先順位は低い。しかし、この場面での｢よ｣の使用はインポライトネスやFTAとなる可能性が高い反面、親しみの表明にもなるため、それらの点について解説が必要である。場面②は｢よ｣の使用が必須的な場面であっても、学習者の｢よ｣の使用率が低く、文脈的不適格となる｢よ｣のない形の使用率が高い。その一方で｢よ｣の使用によってインポライトネスやFTAの可能性が高まる場合もある。それらの点を意識した解説が必要である。