遠隔教育の実施と大学での教育に関する一考察 ―建学の精神を伝える授業のオンラインでの実施をもとに―

2019年末に端を発した新型コロナ感染症（COVID-19）の拡大によって、多くの大学は2020年度の新学期から遠隔教育の実施に踏み切った。本学においても遠隔教育の採用が決定され、ホスピタリティ概論も IT 機器を活用したオンラインでの実施となった。この中で大学教育の将来像に大きな影響を与えると考えられるオンライン授業の在り方を探る基礎調査を実施した。その結果、次のことが明らかになった。1）受講生の IT 環境の整備には、差がみられること、2）受講生の使用する機器は、パソコン、タブレット、スマートフォンに分かれること、3）オンライン授業に関しては、肯定する意見がある一方、改善を要望する意見も見られること、4）スマートフォンのみでの受講者とパソコンおよびタブレットでの受講者を比較分析した結果、画面の明瞭度や授業の進行、及び授業の理解などにおいて両者に差がみられ、スマートフォンのみでの受講者の方が有意に低い結果であったこと、5）遠隔授業に関する要望等の中には、遠隔教育の利点を述べている受講生の他に、授業以外の大学が持つ機能、つまり、友人獲得や相互啓発に関する不安も多くみられたこと。この結果等を踏まえ、オンライン授業のあり方、及び、将来社会における大学教育のあり方に関する提案を行った

Independence of Vocatives from Arguments : Based on Observation of Second Person Pronouns from Rakugo

呼びかけ語は、多くの場合ハの付加が可能であることから、述語の項との連続性が指摘されてきた。しかし、本稿は、呼びかけ語と項は、連続的ではなく、独立的であることを主張する。まず、呼びかけ語と項の連続性に関する先行研究、および林・水口・小川（２００５）の論文を概観して問題点を探り、本稿の主張と呼びかけ語の修正した分類方法を提案する。次に、対称人称詞が多数出現する媒体である落語を資料として、新しい分類にもとづいてそこに現れる対称人称詞の振る舞いを観察することで、項性とは独立して呼びかけ語の持つ注意喚起という機能が存在することを検証する。そして、呼びかけ語とそれが注意喚起する対象の前後関係によって呼びかけ語の果たす効果が異なることから、項と呼びかけ語は別の次元であることを示す。It has been pointed out that the vocative is continuous with an argument contained in the predicate of a sentence, since in many cases“ wa” can be added.　This paper, however, argues that vocatives and arguments are not continuous but independent.　First, the author will review previous studies on the continuity of vocatives and arguments, as well as research by Hayashi, Mizuguchi, and Ogawa（２００５）, to explore the problems and propose a claim and an improved classification for vocatives.　Next, using Rakugo as a medium in which many second person pronouns appear, the author will observe the behavior of second person pronouns that appear in Rakugo based on the new classification.　This analysis supports the existence of the function of calling attention which is independent from an argument.　In addition, the author will show that the effect of the invocation is different depending on the position of the vocative and the object of attention, which leads to the conclusion that vocatives and arguments occupy different dimensions

Rethinking the initial period of Japanese language education in Russia from the view of Russian politics

This paper makes us rethink the way Japanese-language education actually began in Russia. The history of teaching Japanese in this country dates as far back as the end of the 17th century, when a shipwrecked Japanese sailor named Denbei drifted ashore the east coast of Russia. This event in turn laid the foundations for Russian Japanese language education, which carried on developing into the early 19th century. This paper is a reassessment of the role the shipwrecked Japanese played and it is completely based on the historical background of Russia at that time. We know there were Japanese people who were unfortunately shipwrecked at sea and luckily drifted ashore to the Kamchatka Peninsula and the Kuril Islands. Some of those Japanese, who found themselves stranded in a strange land, were then forced to teach Japanese. Russia made full use of these accidental souls. It came to take an interest in Japan at the end of the 17th century, a time when it had expanded its territory further east and almost reached the Far East, which of course included Japan. As Peter I, the Russian emperor, carried out a variety of reforms in different fields, many kinds of specialists needed to be trained. For this purpose, an Academy of Sciences was founded, and in that academy the organization for the study of Japanese was set up. Thus the shipwrecked came to play a three-fold role : （1） they became informants that brought very valuable information about Japan to Russia, （2） they also provided information about Russia to Japan,（3） their work has become a very important material in the study of Japanese dialects. These 3 points further reinforce our need to rethink the importance of these unlucky Japanese in establishing links in language and culture between Russia and Japan

The Function of Japanese Vocatives : From the Perspective of Conversation Management

This paper focuses on the function of Japanese vocatives, from the perspective of conversation management in natural discourse, based on Kobayashi\u27s (2002) classification of where they occur in an utterance. My results reveal that vocatives are mostly used at the initial and post-initial position of an utterance, help get the attention of the hearer, involve them in the interaction and also function as an introductory remark for the next utterance. There are alternatives to using introductory remarks, but vocatives have a strong denotational meaning, and therefore can get the attention of the hearer irrespective of where they occur, whilst at the same time clearly demonstrating the speaker\u27s awareness of the hearer

呼びかけ語と対聞き手指向性

本論文は「九州地区国立大学教育系・文系研究論文集」Vol.4, No.1,2(2017/3）に査読を経て受理された。本論文は，自然談話における呼びかけ語の使用を，聞き手に対する話し手の意識―対聞き手指向性―の明示化の程度差と捉えて，呼びかけ語の多様な明示的使用の統一的説明を目指した。特に談話に特徴的な呼びかけ語として，重ね用法（e.g. お父さんあんた）と対称人称詞（あんた等）のフィラー的な挿入について指摘し，対聞き手指向性というスケールの強弱によって解説した

日本語の呼びかけ語の機能 : 会話管理の観点から

This paper focuses on the function of Japanese vocatives, from the perspective of conversation management in natural discourse, based on Kobayashi's (2002) classification of where they occur in an utterance. My results reveal that vocatives are mostly used at the initial and post-initial position of an utterance, help get the attention of the hearer, involve them in the interaction and also function as an introductory remark for the next utterance. There are alternatives to using introductory remarks, but vocatives have a strong denotational meaning, and therefore can get the attention of the hearer irrespective of where they occur, whilst at the same time clearly demonstrating the speaker's awareness of the hearer

大学生の初対面会話における呼びかけ表現とその言語行動に関する日韓対照研究

We use a choice of invocation when we first call a listener. The choice of what to call the listener is often decided in the first face-to-face conversation where the relationship with the listener begins, and the participants in the conversation usually decide the invocation after confirming information about the listener such as name and age. This paper presents a contrastive analysis of the linguistic behavior of Japanese and Korean university students in determining the listener's invocation in a first-meeting conversation, and when and how they use it. It was found that in Korean conversations, calling out was mainly used by explicitly confirming seniority, while in Japanese conversations, calling out tended to be avoided even though seniority and names were confirmed. In contact situations, differences in the use of invocations by speakers of each language can be expected