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介護の外国人人材が増加し，多くの介護福祉施設で日本人職員と外国人介護人材が日本語でインターアクションをする場面が必須となっている。本稿では技能実習生に焦点を当て，現場でどのようなインターアクションが行われ，どのようなことが言語問題・コミュニケーション問題になっているのか，事前アンケート・インタビュー・自然会話録音・フォローアップインタビューという手順から得たデータから分析する。また，分析を通して，日本人職員が外国人介護人材にどのように日本語教育を含む指導等を行っていくべきかの提案をする。

「ダロウ」は日本語のモダリティの代表的な存在としてその用法についての研究が多くなされているが，自然会話では具体的にどのように使用されているのかについてはまだ十分に明らかにされていない。本稿では，『名大会話コーパス』を利用し，初対面同士の会話と親しい者同士 の会話で使用されている「ダロウ」をそれぞれ収集し，さらにそれを用法別及び形態別に考察を 行った。その結果，初対面同士の会話では，「推最」「不定推批」は多く使用されているが，他の 用法は極めて少ない。「推量」は主に「複合でしょう」，「不定推量」は主に「単純だろう」によって表されている。一方，親しい者同士の会話では，「知識確認の要求」「推擾」「命題確認の要求」「不定推量」は比較的多く使用されているが，他の用法の使用頻度が低い。「推量」は主に「複合だろう」，「不定推最」は主に「単純だろう」「知識確認の要求」と「命題確認の要求」は主に「単純でしょう」によって表されていることが分かった。, Although "darou" is considered a representative modality in Japanese, and many studies have been made about its meaning and usage, it has not yet been fully clarified how it is used concretely in natural conversation. In this paper, we analyze the usages and the forms of darou in two different situations from the "Meidai Dialogue Corpus," a series of conversations between people meeting for the first time and between those who are closely related. In conversations between strangers, we can see a predominance of" conjecture" and "interrogative conjecture," while other usages are barely seen. It becomes clear that the ,:onjectural usage appears mainly in the form "compound deshoo," while the interrogative conjectural usage is expressed mainly in the form of "simple darou." On the other hand, in conversations between the closely related, we can see a comparatively frequent use of "knowledge request confirmation," conjecture,"proposition request confirmation," and interrogative conjecture, while other usages are uncommon. It becomes clear that the conjectural usage is expressed mainly by the "Compound darou" form, the interrogative conjectural usage is expressed mainly by the simple darou form, and the knowledge request confirmation usage and the proposition request confirmation usage are both expressed mainly by the simple deshoo form.

ニューヨーク・コロンビア大, Columbia University in the City of New York, 日本語話者が頻繁に相手に同意・確認を求めたり表明したりしながらインターアクションを行うことは多くの研究で指摘されている。同意・確認表明はインターアクションにおいて引き込みを促す機能であるが，そのメカニズは十分に解明されているとは言えない。本研究では文末に使用される「よね」と「でしょう」に焦点を当て，認識的観点から両者の意味的違いを分析し，さらにその違いが実際の自然会話におけるインターアクション遂行における両者の使い分けとどのように関係しているか調べた。『BTSJによる日本語話し言葉コーパス（トランスクリプト・音声）2011年版』（宇佐美2011）から17ペアの会話を調べたところ，次の結論が得られた。「でしょう」は相手の知識所有とその所有に関する責任に対する話者の認識的スタンスを表すのに対して，「よね」はインターアクションの相手との間に認識的差を認識し，相手に情報を確認する場合と，情報の所有に関する権利の共有を主張する場合に使われることがわかった。本研究では，このような話者の認識的スタンスの違いが，実際のインターアクションにおいて共感を表す（「よね」），話者の立場や言語行為を正当化する（「でしょう」）という機能の違いをもたらすこと，さらに，「よね」と「でしょう」の社会・文化的制約の違いにつながることを示唆した。, As an interactional principle, Japanese speakers frequently seek and display agreement or mutual consent during social interaction, but the precise mechanisms of this principle are unclear. Building on the notions of epistemic status and stance, this paper examines the Japanese sentencefinal particle yone and the auxiliary of supposition deshoo as interactional markers to show how Japanese speakers construct social actions in speech. Both yone and deshoo are often used interactionally as sentence-final tags and function to solicit or grant support and induce listener involvement. Interestingly, they can be used by the same speaker to serve different discourse functions. In order to elucidate these, this paper examines 17 instances of natural conversation taken from the BTSJ - Japanese Conversation Corpus. The results show that the use of deshoo and yone is associated with the speaker's different attitudes towards the interlocutor's epistemic status. Deshoo is utilized when the speaker assumes that the listener should take the same epistemic stance as her/him and endorse her/his perspective, and this use is often associated with the speaker justifying her/his position. Yone is used when the speaker assumes some type of epistemic discrepancy between the speakers, and this use is associated with a display of empathy. Finally, the socioculturally restricted use of deshoo and yone as discourse markers is examined., application/pdf

This paper’s aim is to identify and examine the differences in compliments between Japanese and Chinese people. In particular, it focuses on the discourse after the compliments (post-expansion) and he style of the compliment conversation. The data was selected from 11 Japanese and 17 Chinese collaborators’ daily conversation. The results of the research demonstrate that the Chinese ask more about related matters when complimenting their interlocutors. They give more compliments and do so more frequently. When on the receiving end of praise, Chinese people tend to react with pleasure and easily provide more information to the other side. As for the Japanese, when they compliment they use a limited selection of praising words (such as kawaii), even if the other party is closely associated with them. Furthermore, they put effort into trying to continue the conversation without focusing on the compliment. On the other hand, when they receive a compliment, they often do not explicitly acknowledge it, although the tacit understanding of the compliment courtesy between the two parties makes the conversation more natural.

紀要論文, 本研究は、日本語の道聞き談話において日本語母語話者が道を教える際の道順説明の反復に着目し、母語場面と接触場面の違いを調べた。分析の際、道を教える側による道順説明の反復の割合及び形式の割合、また先行発話別の割合を調べた。その結果、母語場面と接触場面の両場面において道を教える側による道順説明の反復の割合に違いがなく、道順説明全体の3 分の1 を占めることが分かった。なお、道を聞く側が学習者の場合、日本語母語話者の道を教える側は、母語場面と異なる道順説明の反復の形式を使用し、また異なる先行発話に続けて道順説明の反復をしていることが明らかになっ た。このことから、記憶負荷の高い道聞き談話において、インプットの修正の一種類として考えられる道順説明の反復が多く、その重要性が再確認できた。また、語学教科書の会話や聴解教材の開発の際、反復の量だけでなく、反復の形式及び先行発話別の反復に着目する必要性が示唆された。, This paper focuses on repetitions produced by Japanese native speaker direction-givers in Japanese native and contact situations. The percentage of repetitions in route-direction, the percentage of forms of repetition, and the percentage of repetitions in response to different preceding utterances was analyzed. The results showed that in both situations the repetitions make out a third of the route-direction. From this we can say that in a high memory load situation such as direction-giving discourse the percentage of input modifications in the form of repetitions is high, which confirms the importance of this kind of modification. Furthermore, it was found that Japanese native speaker direction-givers adjust the forms of repetition and the amount of repetitions in response to different preceding utterances depending whether the direction-asker is a Japanese native speaker or a Japanese language learner. The findings suggest that, when developing textbook dialogues or listening materials, in addition to the amount of repetition there is a need to consider the form of repetition and the placement of repetition according to the preceding utterance as well.

This study uses the recordings of Japanese native speakers’ natural conversations as the research data to investigate the usage of Japanese filler “Maa”. Comparing the conversations between students and their friends with those between students and teachers, the results indicated that 1. teachers use “Maa” more often than students, and when students talk to their teachers, they are not consciously avoiding “Maa” 2. in student-friend conversation “Maa” is prone to appear when speaking with confidence, in student-teacher conversation, people use “Maa” to make others feel him humble. Analyzing the student-teacher conversation, the result shows that “Maa” tends to appear in utterance with meta-consciousness. Specifically, it is an utterance that tries to show him humbly, or a comment from a meta-perspective, and it often appears in the form of supplementary utterance. Also, the meaning of “Maa” cannot be sought, it should be considered in the form of specifying an environment in which it appears easily.

This paper deals with some practices for referent recognition in Japanese conversation to show that the reference is established through the interactive activities. It also discusses how the interactional establishment of referent recognition contributes to the achievement of the goals of conversation. In particular, two types of practices for referent recognition are focused on in this paper. One is what has been called "reference negotiation" in the previous studies. When the speaker refers to something with a particular reference form based on his/her assumption about the recipient's knowledge of the referent but is not certain whether or not the recipient can recognize it with that expression, he/she tries to get a response from the recipient, which confirms that the recipient can recognize it. The other type of practice is performed when the speaker introduces a new referent, which he/she assumes the recipient does not know anything about. In both types of practices preference structure can be observed. If the speaker can get a preferred response from the recipient, he/she goes on to execute an intended main activity. If the speaker cannot get a preferred response from the recipient which confirms that his/her assumption about the recipient is appropriate, he/she modifies the assumption and provides different kinds of referring expressions until he/she gets the recipient's response. These practices demonstrate the need for cooperation between the speaker and the recipient in establishing recognition of referents. This establishment, in turn, is essential to the achievement of the main activities in conversation.

本稿では、実際のコミュニケーション場面での第二言語話者の言語使用の実態を明らかにすることを日的とし、日本のある大学の事務室で収集した留学生と事務官の自然会話を、オーバーラップ（発話の重なり）を手がかりに記述分析した。会話の微視的分析を行うため、分析手法として会話分析 Conversation Analysis の手法を用いた。今回の分析によって、相手の発話の途中で話を始めることが、会話の進行上の障害になるのではなく、話し手と聞き手の役割を同時に果たしながら会話を進行させていく方法の一つである可能性が示唆された。また、発話だけでなく言語行動全体の分析対象を通じて、L2話者であっても母語話者であっても、参加者としてお互いに協同で会話を作り上げていく実態が明らかになった。, This study examined naturally occurring conversation in Japanese between international students and staff members at a university in Japan. It investigated how interaction between second-language speakers (L2Ss) of Japanese and native speakers (NSs) was constructed with special focus on their overlapping talk. In this study, their conversation was qualitatively analyzed within the framework of Conversation Analysis. The result of the analysis suggests that they were paying constant attention to their interlocutors' verbal cues as well as other resources available in the context where interaction took place. The present study illustrates how both the L2Ss and NSs played the roles of speaker and listener simultaneouslv in interaction, and co-constructed their conversation.