ベトナムゴボゴワシャ ニ トッテ カンエツゴチシキ ハ ニホンゴガクシュウ ニ ドノテイド ユウリニ ハタラクカ -ニチエツカンジゴ ノ イッチド ニ モトヅク ブンセキ

本研究は、ベトナム人日本語学習者のための日本語の漢語とベトナム語の漢越語の対照分析である。現代ベトナム語は漢字を使用しないが、語彙には漢語からの借用語（漢越語）が多いため、韓国語・日本語と同様に漢字文化圏に属する。そのため、ベトナム語母語話者は、日本語を学ぶ際に学習ストラテジーとして漢越語知識を活性化させていることが明らかになっている（Tuyen 2003）。しかし、実際に漢越語知識がどの程度日本語学習に効果があるかはまだ明らかにされていない。そこで本研究では、ベトナム人学習者が日本語を学ぶ際、漢越語の知識がどの程度日本語学習に役立つかを明らかにすることを目的に、日本語能力試験出題語彙全約8,000語に占める二字漢字語約4,000語における漢越語との意味の一致状況を調査した。その結果、 （1）二字漢字語においては全体の5割が一致語や類似語である。 （2）1級と2級の二字漢字語については日越漢語の一致や類似が6割近くに達し、更に語彙全体に占める二字漢字語の比率も1級56%、2級46%と高くなっている。 （3）4級語彙については日越の漢字語彙の一致度は多くとも2割以下である。3級も同様に一致度は低い。 （4）和製漢語と漢越語の一致率は6割以上であり、学術専門用語であれば更に一致する可能性がある。ということを明らかにした。これにより、漢越語知識は日本語の習得に役に立つが、特に効果が発揮されるのは中級以降であること、また学術専門用語の学習には漢越語知識が役に立つ可能性が高いことが明らかになった。ただし日本語学習における漢越語の効果については個々の意味の対応の調査だけでなく、書字や音との関係性も踏まえて漢字語彙の認知処理の状況を調べる必要がある。今後の課題である。Although Chinese characters are not used in the Vietnamese language, Vietnamese vocabulary has many loanwords from the Chinese language (Sino- Vietnamese); and the Vietnamese language also be-longs to the cultural area of Chinese characters similar to the Korean and Japanese languages. Therefore, native speakers of Vietnamese can use their knowledge of Sino-Vietnamese as a learning strategy in the study of Japanese(Tuyen 2003). However, the extent to which Sino-Vietnamese effects the study of Japanese is not clear. In this study, in order to clarify the effect of a knowledge of Sino-Vietnamese on native Vietnamese speakers’study of Japanese, we compared the meaning of about 4000 Sino-Vietnamese compound words that include two Chinese characters among a total of 8000 words found in the Japanese language proficiency test. The result is a follows:(1) Among compound words that include two Chinese characters, 50% of all words are homogeneous or similar words.(2) Among compound words that include two Chinese characters at level 1 and level 2, the similarity rate of Sino-Vietnamese and Sino-Japanese is 60%. Furthermore, the ratio of compound words that include two Chinese characters among the total number of words at level 1 is 56% and level 2 is 46%, which is markedly high.(3) For words at levels 3 and 4, the similarity rate is low(4) The similarity rate of Sino-Japanese and Sino- Vietnamese is over 60％; and the rate may be higher for academic words and lexicons. Accordingly, knowledge of Sino-Vietnamese is very useful in studying Japanese, especially, the fact that such knowledge is more useful from the intermediate level or in studying academic words or lexicons is made clear.However, in order to clarify the effectiveness of Sino-Vietnamese on studying Japanese, it is not only necessary to conduct research on meaning, but also on the recognition of Chinese characters in the relation of phonetics and script

New Approach to Teaching Japanese Pronunciation in the Digital Era - Challenges and Practices

Pronunciation has been a black hole in the L2 Japanese classroom on account of a lack of class time, teacher\u2019s confidence, and consciousness of the need to teach pronunciation, among other reasons. The absence of pronunciation instruction is reported to result in fossilized pronunciation errors, communication problems, and learner frustration. With an intention of making a contribution to improve such circumstances, this paper aims at three goals. First, it discusses the importance, necessity, and e ectiveness of teaching prosodic aspects of Japanese pronunciation from an early stage in acquisition. Second, it shows that Japanese prosody is challenging because of its typological rareness, regardless of the L1 backgrounds of learners. Third and finally, it introduces a new approach to teaching L2 pronunciation with the goal of developing L2 comprehensibility by focusing on essential prosodic features, which is followed by discussions on key issues concerning how to implement the new approach both inside and outside the classroom in the digital era