2012 Fiscal Year Final Research Report
Good writing in Japanese: Comparison between L2 Japanese and L1Japanese
| Project/Area Number |
22520542
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Japanese language education
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| Research Institution | Nagoya University of Foreign Studies |
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Principal Investigator |
TANAKA Mari 名古屋外国語大学, 外国語学部, 教授 (20217079)
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| Research Collaborator |
KUBOTA Sayuri Eastern Michigan University, 准教授
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| Project Period (FY) |
2010 – 2012
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| Keywords | 日本語教育 / ライティング / 第2 言語 / 第1 言語 / 評価 / 読み手 / 構成 / メタ言 語 |
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| Research Abstract |
The purpose of this research is to clarify elements of good writing in Japanese essays in broader perspective by examining both L1 and L2 Japanese essays in order to contribute to the Japanese writing education. The data collected consists of two kinds of essays (an expository essay and an argumentative essay) written by native speaker of Japanese as well as L2 learners of Japanese (native speakers of English and that of Chinese). These essays were analyzed focusing on “organization” and ‘reader awareness.” The results indicate that although small differences were observed among groups, overall, writers from all groups did not fully understand the macro organization of an essay, nor the effective use of meta linguistic discourse markers. Also, compared to writers in the English group, writers in both the Chinese group and the Japanese group seemed to show less awareness of their readers. It is clear from this study, L2 as well as L1 Japanese writing education needs to develop improved ways to teach organization of an essay and reader awareness.
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