著者

川口 さち子

出版者

聖学院大学

雑誌

聖学院大学論叢 (ISSN:09152539)

巻号頁・発行日

vol.17, no.3, pp.37-48, 2005-03-31

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In her latest study of kamoshirenai modality form, the author of this paper claims that the communicative functions of the word in a specific context should be neither confused with nor interpreted as derived versions of its basic meaning, "manifestation of possibility". With the description of a specific context under which a specific function of kamoshirenai is required to appear, the author analyzes example sentences and oral communication practices using kamoshirenai and tries to find out what are wrong or good with them when they are offered as aids for acquisition of the word. The analysis reveals that the description of the context turned out to be an effective tool for examination of good textbooks and teaching materials. It also tells us that only a few of the communicative functions of kamoshirenai are taught in elementary through advanced textbooks of Japanese as a second language with others either just ignored or dealt with only indirectly.

著者

川口 さち子

出版者

聖学院大学

雑誌

聖学院大学論叢 (ISSN:09152539)

巻号頁・発行日

vol.18, no.3, pp.119-134, 2006-03-27

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With special reference to the usage of iru and aru sentence patterns for the expression of the existence of animate and inanimate things in Japanese, this paper discusses where sentence pattern consciousness of language textbook authors appears; what learning information a textbook with clear sentence pattern consciousness gives their readers, what information a textbook lacking sentence pattern consciousness conveys; and what language teachers should do in order to combine sentence pattern consciousness with teaching communicative skills. Keeping these communicative functions in mind, the author of this paper first categorizes iru and aru sentence patterns into three kinds, namely, SP (sentence pattern) ? [thing noun ga place noun ni iru / aru]; SP ? [thing noun wa place noun ni iru / aru]; and SP ? [place noun niwa thing noun ga iru / aru], and describes the meaning and function of each sentence pattern. Through the examination of the distribution of these patterns in text conversations and usage drills and the grammatical explanations of those three sentence patterns in ten different elementary Japanese textbooks, it becomes clear that textbooks without a clear sentence pattern consciousness cannot provide their users with any effective learning information. It is also maintained that textbooks without clear sentence pattern consciousness also fail to assist their users in learning if their sentence pattern consciousness is not supported by consciousness of the communicative functions of these patterns.