2023 Fiscal Year Final Research Report

Developmental Process of Japanese Writing Skills of Japanese International Children Who Acquire Two Languages Simultaneously

Research Project

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Project/Area Number	19H01758
Research Category	Grant-in-Aid for Scientific Research (B)
Allocation Type	Single-year Grants
Section	一般
Review Section	Basic Section 10020:Educational psychology-related
Research Institution	Otsuma Women's University
Principal Investigator	Shibayama Makoto 大妻女子大学, 家政学部, 教授 (40350566)
Co-Investigator(Kenkyū-buntansha)	高橋登大阪教育大学, 教育学部, 教授 (00188038) ビアルケ千咲大妻女子大学, 人間生活文化研究所, 研究員 (70407188) 池上摩希子早稲田大学, 国際学術院(日本語教育研究科), 教授 (80409721)
Project Period (FY)	2019-04-01 – 2024-03-31
Keywords	日系国際児 / 独日国際児 / 台日国際児 / 日本語作文力 / 継承語としての日本語 / 二言語同時習得 / バイリテラシー
Outline of Final Research Achievements	In this study, we conducted a longitudinal composition study of German/Taiwanese-Japanese international children to elucidate the general effects of simultaneous acquisition of two languages on Japanese writing ability development, as well as the specific effects of the dominant language, etc. Two types of compositions were analyzed at three levels. The results showed that regardless of the dominant language, 1) the vocabulary and expressions appropriate to the task varied with grade level, and 2) the students' discourse skills were high, although some notational and grammatical errors remained. On the other hand, 3) the difference in the number of Kanji characters and Kanji vocabulary used in expository compositions became more pronounced in the 4th grade, and 4) there were some unique errors in the misuse of Kanji characters. In addition, native Japanese-speaking mothers supported their children's writing homework at home by scaffolding their concern and Japanese ability.
Free Research Field	発達心理学
Academic Significance and Societal Importance of the Research Achievements	本研究の学術的意義は、次の2点にある。第一に、日本語を複数言語の1つとして習得する児童の作文力の発達は、語彙力や構文・複文力は伸び方が緩やかであるが、限られた手持ちの語や表現を使って文種に適した談話を構成する力を伸ばしていくという、日本語モノリンガル児とは異なる道筋を辿ることを具体的に示した。第二に、語彙(漢字語彙)の多様さと漢字力や物語の構成のしかたに、児童の優勢言語や現地校の作文教育の影響が見られることを示した。これらの知見は、これまで未解明だった国際児の継承日本語作文力の発達過程に関する基礎資料となると共に、優勢言語の違いを視野に入れた作文指導の改善という実践的課題にも貢献できる。