由「獨白」所見之台籍日語學習者的說話特徵──就「談話的完結性表現」觀點而言

Characteristics Observed among the Monologues of Taiwanese Learners: The Performance of Cohesion in Discourse

欲提昇日語學習者之口語表達能力、筆者認為不應局限於「句子」階層、而有必要闡述（更大單位之）「談話」階層之問題點。就「語境」型態來觀察中級日語學習者之說明性、敘述性談話、可發現學習者普遍處於（單句多、句子無法連貫）之「不連續文」階段、而未能到達「段落」階段。除此、因未能驅使聽話者共同參與對話、所以感覺宛如在誦唸作文非常不自然。這些缺乏談話能力的中級學習者在語言面上學習了什麼？又在哪裡出現了問題呢？本文中、筆者觀察在台之40位處於JFL環境的中級日語學習者之「回憶性談話」內容、並針對學習者欲結束該談話時所用之「接續表現」進行分析。藉由分析結果、筆者提出：欲提昇學習者的「談話」至「段落」階段、在指導上需留意處；同時強調、「指導需立足於學習者既有的學習狀況」之重要性。

How to promote the Japanese language learner's ability of expression? It's necessary to consider not only the level of ”sentence”, but also the level of ”discourse”. In the ”language-learning environment” observing the intermediate Japanese language learners from their narration conversation, , we find out that intermediate Japanese language learners are generally in the level of ”discrete sentences”, they can not reach level of ”paragraphs”.What will they (those intermediate Japanese language learners who lack ability of conversation and can not speak well) get from language learning? Is there anything wrong with their language study?In this article, the editor observes 40 learners, who are the intermediate level Japanese language learners and they all in JFL environment. The editor observes them from their recollection conversation, and analyzes their conjunction using.Finally, according to the result of analysis: It's necessary for instructors to pay more attention on promoting learners' ”to speak” to ”the paragraph” ability. And it's quite important to adjust instruction according to their (language learners) study condition.