A Study of Minority Language Children in Japan : Acquisition of Japanese as a Second Language and Their Environment Factors

本研究旨在积累少数民族语言儿童日语习得及其环境因素的基本数据，并旨在阐明儿童作为学习者的日语习得与因素之间的关系。为了实现这些目标，我们进行了(1)学习环境调查，(2)课堂互动调查，(3)语言能力和语言学习意识调查以及语言行为调查。调查(1)-(3)是针对在日本和海外学习日语的不同群体的少数民族语言儿童进行的。在(1)中，我们收集了美国、加拿大、澳大利亚和韩国的标准教学大纲、课程指南、教科书等文件和信息，这些国家积极开展日语作为第二语言教育（特别是中小学教育）和外语教育。利用这一结果，我们编制了一个教科书数据库。在(2)中，我们对日本一所初中的一个班级进行了一项更加地理化的研究，我们分析了教师在时事通讯和其他交流中的信息，以探索学生的语言社会化过程。在(3)中，我们分析了国家日语研究所积累的关于少数民族语言儿童语言能力（会话、听力和阅读理解）的数据。对于日语会话，我们明确了以准确性为组成部分的基本语言技能的话语特征、以语境支持的人际能力特征和不以语境支持的认知语言能力特征，并编制了一个语料库，作为双语和第二语言习得研究的基础材料。通过这些多维度调查，我们获得了数据和材料，这些数据和材料应该成为课程开发和改进针对具有各种背景的少数民族语言儿童的日语教育教材的基础。少

This study aims at accumulating basic data of minority language children's acquisition of Japanese and their environmental factors, and also aims at elucidating the relationship between acquisition of Japanese and the factors of children as learners. In order to achieve these aims, we conducted (1) surveys of learning environment, (2) surveys of classroom interactions, and (3) surveys on consciousness of linguistic competence and language learning and surveys on linguistic behaviors.Surveys (1)-(3) were conducted on various groups of minority language children learning Japanese in Japan and overseas. In (1), we collected documents and information of standard syllabi, curriculum guidelines, textbooks and so on in the U.S., Canada, Australia and South Korea, where education of Japanese as a second language (especially in primary and secondary education) and foreign language education are actively conducted. Utilizing the result, we compiled a database of textbooks. In (2), we made an eth … More nographical study of a class in a junior high school in Japan, in which we analyzed the teacher's messages in newsletters and other communication to explore the students' linguistic socialization process. In (3), we analyzed the data accumulated by the National Institute of Japanese Language on minority language children's linguistic competence (conversation, listening comprehension and reading comprehension). As for Japanese conversation, we specified the characteristics of discourse for basic language skills with accuracy as a component, interpersonal skills with contextual support and cognitive language ability without contextual support, and compiled a corpus to be utilized as basic materials for the studies of bilingualism and second language acquisition.With these multidimensional surveys, we have acquired data and materials which should be the basis for curriculum development and improvement of teaching materials in Japanese education for minority language children with a wide variety of backgrounds. Less