目標日語教育現場及研究之革新而進行考察談話研究中之語言單位

A consideration of the language unit in discourse research: For an innovation of spots and studies in Japanese education

言語研究的基本問題之一，是該如何設定言語單位。近年談話研究領域常盛行有關談話之基本單位等論述。事實上，在日本國內談話研究早已於1960年代開始，所以近年相關研究的再次興起，可謂是回歸該領域的研究原點。截止目前的談話研究成果，是從各類的視點與方法發展而出，基本上的考察大多沒超出言語表現，或從言語表現觀察出的非言語行動定等範圍。尚未出現將某個具體表現主體施行於社會的談話基本成立要件，當作研究主題而進行的研究成果展現。鑑此，本論文以具體表現主體施行談話為前提要件，從組成談話之情境、角色、目的等三個要件當作切入點，來彙整、歸納目前談話研究的成果。並依據日劇等談話資料，來考察其具體要件的特徵。如此地藉由設定情境、角色、目的等三個要件的重要性來進行考察，不僅在日本語教育領域上，達到讓日語學習者學習言語表現得目的之外，還能依據所處的情境、角色、目的而衍生體認參與對話之必要性。此乃本論文之重要研究成果的所在。

It is a subject of one linguistic unit setup of the most fundamental problem of language research. The argument involving the basic unit of a discourse prospers in discourse research in recent years. However, it had such a discussion actively in the 1960s when discourse research started in Japan. Now, these researches return to the starting point again. Consideration of discourse research is limited to a linguistic expression or the nonverbal behavior observed in discourses. In discourse research, the fundamental formation conditions of discourse which the concrete expression subject is carrying out socially are not a theme of research. Then, this research induced the element of three discourse formation called a place, a role, and the purpose from the result of former discourse researches. And this research considered the feature of concrete conditions using the discourse data of drama scenario. The necessity that Japanese leaning students take part in a discourse by assuming the element of these three discourse formation according to a place, a role, and the purpose became clear.