國立高雄大學圖資館 |

登入

回首頁

Acquisition of Spatial and Temporal Vte-Kuru by Learners of Japanese at a University in the U.S /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Acquisition of Spatial and Temporal Vte-Kuru by Learners of Japanese at a University in the U.S /Ayumi Naraoka.
作者:	Naraoka, Ayumi,
面頁冊數:	1 electronic resource (159 pages)
附註:	Source: Masters Abstracts International, Volume: 86-01.
附註:	Advisors: Watanabe, Suwako Committee members: Holt, Jon; Curtin, Karen.
Contained By:	Masters Abstracts International86-01.
標題:	Language.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301143
ISBN:	9798383565346

Acquisition of Spatial and Temporal Vte-Kuru by Learners of Japanese at a University in the U.S /
Naraoka, Ayumi,

Acquisition of Spatial and Temporal Vte-Kuru by Learners of Japanese at a University in the U.S /Ayumi Naraoka. - 1 electronic resource (159 pages)

Source: Masters Abstracts International, Volume: 86-01.

This study examined to what extent Japanese as Foreign Language (JFL) learners have mastered the grammatical pattern for the verb gerund + kuru ("come"), which is referred to as Vte-kuru henceforth. There are two types of Vte-kuru: (1) the spatial Vte-kuru, meaning "to do [something] and come back," and (2) the temporal Vte-kuru, meaning "begin to." It is assumed that learners did not use Vte-kuru often, even though they should have learned two uses of Vte-kuru by the end of their 200-level Japanese class. To find out to what extent JFL students used Vte-kuru in verbal communication compared to native speakers, the research conducted two activities: (1) roleplay activity for the spatial Vte-kuru, and (2) reporting weather changes activity for the temporal Vte-kuru. In addition, data regarding alternative expressions to Vte-kuru used by JFL students was collected and analyzed.The overall findings showed the JFL students' use of both temporal and spatial Vte-kuru was very sparse compared to native speakers, or J1 students. Specifically, the temporal Vte-kuru utterances by JFL students were very few. Regarding the alternative expressions instead of the spatial Vte-kuru, the analysis showed students' confusion of grammatical patterns related to Vte. In addition, the data indicated JFL students had a linguistic transfer from English. The textbook NihonGO NOW! states, "In English, the going is mentioned and the coming back is assumed" and "In Japanese, the going is assumed, but the coming back is included" (Noda et al., 2021, p. 206). As the textbook pointed out, the JFL students in this study tended to mention "go" more than "come back" using the spatial Vte-kuru.In terms of the alternative expressions to the temporal Vte-kuru, JFL students tended to use simple grammatical patterns, including Past Verb (Vmashita), Present Verb (Vmasu), and Present Noun/Adjective (Noun/Adjective + da). Additionally, JFL students used Existential patterns (Noun ga aru/iru) and Negative patterns. I propose two theories as to why they used these expressions: (1) due to the linguistic transfer from English, and (2) JFL students are not accustomed to describing changes of situation and the flow of time in Japanese. Based on the results of these findings, I claim it is important to create lessons about Vte-kuru that are cognitively stimulating. To have JFL students be able to use Vte-kuru appropriately in communication, I proposed some teaching design for each the spatial Vte-kuru and the temporal Vte-kuru.

English

ISBN: 9798383565346Subjects--Topical Terms:

180769
Language.
Subjects--Index Terms:

Japanese

Acquisition of Spatial and Temporal Vte-Kuru by Learners of Japanese at a University in the U.S /
LDR:04011nmm a22004573i 4500 001 676329
005 20250420214343.5
006 m o d
007 cr|nu||||||||
008 250901s2024 miu||||||m |||||||eng d
020 $a 9798383565346
035 $a (MiAaPQD)AAI31301143
035 $a AAI31301143
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Naraoka, Ayumi, $e author. $3 990106
245 1 0 $a Acquisition of Spatial and Temporal Vte-Kuru by Learners of Japanese at a University in the U.S / $c Ayumi Naraoka.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (159 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 86-01.
500 $a Advisors: Watanabe, Suwako Committee members: Holt, Jon; Curtin, Karen.
502 $b M.A. $c Portland State University $d 2024.
520 $a This study examined to what extent Japanese as Foreign Language (JFL) learners have mastered the grammatical pattern for the verb gerund + kuru ("come"), which is referred to as Vte-kuru henceforth. There are two types of Vte-kuru: (1) the spatial Vte-kuru, meaning "to do [something] and come back," and (2) the temporal Vte-kuru, meaning "begin to." It is assumed that learners did not use Vte-kuru often, even though they should have learned two uses of Vte-kuru by the end of their 200-level Japanese class. To find out to what extent JFL students used Vte-kuru in verbal communication compared to native speakers, the research conducted two activities: (1) roleplay activity for the spatial Vte-kuru, and (2) reporting weather changes activity for the temporal Vte-kuru. In addition, data regarding alternative expressions to Vte-kuru used by JFL students was collected and analyzed.The overall findings showed the JFL students' use of both temporal and spatial Vte-kuru was very sparse compared to native speakers, or J1 students. Specifically, the temporal Vte-kuru utterances by JFL students were very few. Regarding the alternative expressions instead of the spatial Vte-kuru, the analysis showed students' confusion of grammatical patterns related to Vte. In addition, the data indicated JFL students had a linguistic transfer from English. The textbook NihonGO NOW! states, "In English, the going is mentioned and the coming back is assumed" and "In Japanese, the going is assumed, but the coming back is included" (Noda et al., 2021, p. 206). As the textbook pointed out, the JFL students in this study tended to mention "go" more than "come back" using the spatial Vte-kuru.In terms of the alternative expressions to the temporal Vte-kuru, JFL students tended to use simple grammatical patterns, including Past Verb (Vmashita), Present Verb (Vmasu), and Present Noun/Adjective (Noun/Adjective + da). Additionally, JFL students used Existential patterns (Noun ga aru/iru) and Negative patterns. I propose two theories as to why they used these expressions: (1) due to the linguistic transfer from English, and (2) JFL students are not accustomed to describing changes of situation and the flow of time in Japanese. Based on the results of these findings, I claim it is important to create lessons about Vte-kuru that are cognitively stimulating. To have JFL students be able to use Vte-kuru appropriately in communication, I proposed some teaching design for each the spatial Vte-kuru and the temporal Vte-kuru.
546 $a English
590 $a School code: 0180
650 4 $a Language. $3 180769
650 4 $a Pedagogy. $3 826814
650 4 $a English as a second language. $3 766007
650 4 $a Linguistics. $3 176897
650 4 $a Foreign language instruction. $3 915910
653 $a Japanese
653 $a Japanese grammar
653 $a Foreign Language learners
653 $a Japanese class
653 $a Vte-kuru
690 $a 0679
690 $a 0444
690 $a 0456
690 $a 0290
690 $a 0441
710 2 $a Portland State University. $b World Languages and Literatures. $3 915909
720 1 $a Watanabe, Suwako $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-01.
790 $a 0180
791 $a M.A.
792 $a 2024
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31301143