Leaning Sentence-Patterns Assisted by PowerPoint Presentations : The first lesson of learning Japanese without a "subject"

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  • パワーポイントを用いた文型学習　―「主語」を導入しない第一課―
  • パワーポイント オ モチイタ ブンケイ ガクシュウ シュゴ オ ドウニュウシナイ ダイ1カ

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日本国外、特に在留邦人の少ない地域の学習者は、初級学習を終え、「教室の外で日本語が通じない」という壁にしばしばぶつかる。自然会話と教室の日本語が異なることは、ある程度仕方がないとはいえ、そのギャップをより小さくすることはできないだろうか。日本語母語話者が自己紹介をするときには、普通「～です」と名前を言う。初級教材の第一課によくみられる「わたしは～です」という文が自然であるのは、極めて特殊な場合である。それにも関わらずこの例文がしばしば提示される背景には｢日本語にも必ず主語がなければならない」という束縛があるのではないだろうか。西洋諸言語と違い、日本語が述語だけでも成り立つことが指摘されており、実際のコミュニケーションには述語だけの文が頻出する。本稿は、2006年にフランス国立リール第三大学で行われた、パワーポイントの絵とアニメーションを駆使した文型導入授業、第一課の実践報告である。パワーポイントを用いたイラストの提示により、翻訳や母語による説明がなくとも、学習者に｢述語だけで成り立つ日本語」の特徴を気づかせ、理解を図る指導法を模索した。

The learner of Japanese, who has finished the basic level will often encounter the situation in which they are unable to communicate with Japanese outside of the classroom. Is it possible to narrow the gap between them? (1) watashi wa tanaka desu. (2) tanaka desu. Both can be translated as "I am Tanaka". Sentences like (1) are often seen in the first lesson of Japanese textbook although a sentence like (2) is normally used when Japanese people introduce themselves. This is because we have been credulous enough to believe that Japanese language has a "subject" as is the case with IndoEuropean languages. Many scholars have pointed out that Japanese language may not include a "subject". Too much belief in "subject" occurs two types of problems for the acquisition of communicating skill. First, it makes more difficult for learners to comprehend the normal conversations between Japanese native speakers. Once the learner has the concept that the Japanese language uses"subjects", it is difficult to grasp the concept of creating a sentence without a"subjects". They always try to look for the "subject" in Japanese sentences, even if they never find them. The second problem is expressions regarding politeness and formality. "You" is an English term that has no counterpart in Japanese. It is often translated into anota and misused. This causes problems because in Japanese culture anata is mainly used from person of higher ranking to lower. This paper reports the first lesson of learning sentence patterns assisted by PowerPoint presentations. I take up the position that Japanese sentences do not necessarily have to include a "subject". Therefore I plan to introduce the first lesson by teaching noun based sentences without a "subject". Visual aid of PowerPoint illustrations and animations facilitate the understanding that Japanese sentence can exist without a "subject".

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