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The analysis of the tones at sentence final particles in Japanese and its application to Japanese language education

日语句末助词声调分析及其在日语教育中的应用

基本信息

批准号：
15520337
负责人：
TODOROKI Yasuko
金额：
$ 1.02万
依托单位：
Kagawa University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

The aims of this study are : (1)to investigate the correspondences of tones of the sentence final particles to communicative functions in modern standard Japanese, and (2)to make a framework of teaching tones of sentence final particles for education of Japanese as a foreign language.1.The results of the listening test administered to native Japanese speakers show that some types of tones are applied to sentence final particles in the same way in any areas in Japan, despite the fact that in a few areas the accentual conjunctions of sentence final particles differ from those in the other areas ; (1)'yo' in a low level tone is used for expressing a speaker's opposite idea or complaint against the addressee, (2)'ne' or 'na' with an interrogative rise for expecting a reaction of the addressee, (3)'ka' with an interrogative rise for requiring an answer from the addressee, and (4)'yo', 'ne', and 'na' in a falling tone for the speaker's emotion.2.The analysis of the questionnaire given to Japanese language teachers shows that they think it the most important subject to teach segmental pronunciation and that the second importance is given to sentence final tones. The third is sentential intonation, the fourth is word accent, and tone of sentence final particles has the least importance. The number of teachers who have ever taught tones of sentence final particles ranked the third after that of segmental pronunciation or dictation and sentence final tones. It seems that topics concerned with Japanese phonetics or phonology are made temporarily, not successively in class.

本研究的目的是：(1)探讨现代标准日语句子末助词声调与交际功能的对应关系；(2)为对外日语教学提供一个句子末助词声调的教学框架。对以日语为母语的人进行的听力测试结果表明，在日本的任何地区，某些类型的音调都以相同的方式应用于句子的最后助词，尽管在少数地区，句子最后助词的重音连词与其他地区有所不同；(1)低声调的“yo”用于表达说话人对听话人的相反观点或抱怨；(2)“ne”或“na”带疑问句上升语气，表示期待听话人的反应；(3)“ka”带疑问句上升语气，表示要求听话人回答；(4)“yo”、“ne”和“na”带降调，表示说话人的情绪。通过对日语教师问卷调查的分析，日语教师认为分段发音教学是最重要的，其次是句子的末音教学。第三是句子语调，第四是单词重音，句子末助词的语气最不重要。教授句子末助词声调的教师数量仅次于分段发音或听写和句子末助词声调的教师数量排名第三。与日语语音或音系有关的话题似乎是临时提出的，而不是在课堂上连续提出的。