本研究通过看漫画讲故事及访谈相结合的方式对超高级日语学习者的口语产出问题进行了调查,并由日语母语者教师担任评价者,从语言形式、完成度、发音与流畅性、听众意识、表现力等方面进行了评价。结果显示,学习者口语产出存在诸多问题,如词汇单一、语法错误频发、完成度不高、表达不流畅、听众意识不足、表现力欠佳等。本文分析了其存在不足的原因,同时提出了相应的改进建议,以期为当下的日语教学提供参考。This study investigates the issues in oral output among superior-level Chinese learners of Japanese through a combination of comic-based storytelling and interviews. Native Japanese-speaking instructor was employed as evaluator, assessing various aspects such as linguistic accuracy, task completion, pronunciation and fluency, audience awareness, and expressiveness. The results indicate that learners’ oral output exhibits various issues, including limited vocabulary, frequent grammatical errors, incomplete responses, lack of fluency, insufficient audience awareness, and weak expressiveness. This study analyzes the underlying causes of these deficiencies and proposes corresponding improvement strategies, aiming to provide valuable insights for contemporary Japanese language teaching.
本研究基于Labov的叙事分析模型,探讨了超高级日语学习者在漫画口语叙事任务中的自我修正行为特征。研究发现,被试者在不同叙事阶段的自我修正行为存在显著差异。在进展阶段,自我修正行为最为频繁;在定向和结局阶段,被试者的修正频率相对较低,语言输出相对流畅。同时还探讨了影响自我修正行为的因素。研究结果对日语口语教学中的任务设计及学习者自我修正质量的提升具有一定参考价值。This study, grounded in Labov’s Narrative Analysis Model, explores self-repair behaviors of superior-level Japanese learners during a comic-based oral narrative task. The findings reveal significant differences in self-repair behaviors across various narrative stages. Self-repair was most frequent during the complicating action stage;in contrast, participants exhibited lower repair frequency and relatively fluent language output during the orientation and resolution stages. Additionally, it explores the underlying factors that influence self-repair behaviors. The results of this study provide significant implications for the design of tasks and the enhancement of learner self-repair quality in spoken Japanese instruction.
