• 日本語の表記は複雑で自由度が高く、標準的表記からの意図的な逸脱や字種の選択的使用により表現上の可能性が拡大するが、日本語学習では文字習得に多大な時間を要するため、表記の多様性を駆使した表現の理解に不可欠なメタ正書法能力の養成は難しい。一方、マンガへの興味を学習動機とする学習者の増加を受け、マンガを日本語学習教材として利用する例が近年増加しているが、表記用生教材としての利用は実質的に未開発である。 これらを踏まえ、学習者のメタ正書法能力養成の必要性と表記教材としてのマンガの利点の検証のため、日本語の学習者及び母語読者を対象に、マンガの読書習慣並びにメタ正書法能力の調査を実施した。調査のメタ正書法関連の部分では、メタ正書法的特徴の例である ① 字種の変換（ひらがな化・カタカナ化・漢字化） ② 振仮名の特殊な用法（訳語・義訓等を振る） ② 縦書き・横書きの選択的使用（発話言語の特定） を有するマンガ8作品の該当部分を引用し、用いられているメタ正書法的特徴の言外の意味とそれが作品にもたらす効果を選択肢から選ばせた。調査結果の傾向としては、学習者群の回答は母語読者群の回答に比べてばらつきが大きいことが挙げられ、学習者のメタ正書法能力の発達度合いの違いが示唆される。 メタ正書法的表記は金水 (2003)の唱える役割語の表記版とも言えるが、役割語は言葉遣いと人物像を、メタ正書法的表記は表記と言語的特徴・表現効果を関連付けるものであるという違いがある。また、Unser-Schutz (2013)はマンガを言語的資料として分析し日本語学習への活用の可能性を検討したが、本発表の研究はそれを表記に特化し実用に向けて発展させたものであると位置付けられる。 The Japanese orthography is complicated and has a high degree of freedom. The expressive potentialities of written Japanese can be expanded by selective uses of script types as well as intentional deviation from the writing norms. However, there is hardly the time to spare for acquisition of metaorthographic ability (an ability to use abstract knowledge on orthographies and functions of writing systems in order to process written data) in second language (L2) Japanese classes since limited hours of writing system lectures are spent on teaching the basic necessities of kanji characters and their usage. In recent years manga has been one of the important reasons for studying Japanese and there is a trend to use manga in L2 Japanese teaching. Nevertheless, most of existing manga-inspired teaching materials utilize manga not as authentic texts but as a content style. In view of the current situation, a survey on manga-reading habits and metaorthographic ability of L2 learners and native readers of Japanese has been conducted in order to verify (i) the necessity to develop learners’ metaorthographic ability and (ii) merits of utilizing manga as authentic texts in L2 Japanese writing system classes. The metaorthographic part of the survey cited scenes from eight works of manga that include metaorthographic features, such as: (1) transliteration into other script types (into hiragana/katakana/kanji); (2) special use of furigana (a translation/context-based appellation is given instead of a straightforward reading); and (3) selective use of vertical/horizontal writing (indicating the language in which utterances are made); and the survey participants were to select alternatives for between-the-line information of such metaorthographic features and its effects on the cited scenes. Learners’ responses varied more widely than native readers’, which suggests that learners have varying degrees of metaorthographic ability. In terms of framework and previous studies, metaorthographic features resemble "yakuwarigo" (role language) initiated by Kinsui (2003) in so many aspects that it can virtually be called an orthographic version of role language. Nevertheless, role language associates styles of speech with image of persons, whereas metaorthographic features relate ways of writing with linguistic traits and expressive effects. Unser-Schutz (2013) analysed language of manga and its usability as educational resource. The present study can be regarded as a development of the concept of her study towards practical use in the area of writing system.

Ämnesord

HUMANIORA  -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)

HUMANITIES  -- Languages and Literature -- Specific Languages (hsv//eng)

Nyckelord

マンガ

表記

正書法

日本語学習者

役割語. Manga

writing system

orthography

L2 Japanese learners

role language.

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)