Earticle

The purpose of this study was to consider that the feature and use of back-channel by the difference of situation, of mother tongue and contact, and the difference of learners and speakers, of Korean and Japanese. And, it focused on to took the frequency, form, function of back-channel from used back-channel in conversation between Korean native speakers(KNS) and Japanese Korean learners(JKL), Japanese native speakers(JNS) and Korean Japanese learners(KJL). Preferentially, Japanese speakers accomplished a role of hearer more positively than KNS and KJL in contact situation that native speaker or target language learner make conversation. And, Korean speakers used more back-channel as native speaker in contact situation than native speakers in mother tongue situation, when they make conversation. But, back-channel in case of target language learner is decreased more than native speakers in mother tongue situation. It was appeared to both the situation of hearer and frequency of back-channel, Japanese speakers used back-channel plentifully in any cases. Next, the form of back-channel, which native speaker and target language learner of both nations used plentifully, is the aizuchishi, and the rate was higher in Japanese speaker. And, KNS and KJL used more back-channel which the sign of agreement and understanding function than JNS and JKL. But, JNS and JKL was more higher continuous rate than KNS and KJL.

本研究では、韓国語母語話者と日本人学習者、日本語母語話者と韓国人学習者の会話で使用されたあいづちを資料とし、あいづちの頻度、あいづちの表現形式、あいづちの機能に焦点を合わせて、韓国語話者と日本語話者、韓国人学習者と日本人学習者の違い、母語場面と接触場面など場面の差によるあいづちの使用とその特徴について考察した。　まず、日本語話者は接触場面で母語話者または目標言語学習者として会話に参加する場合、韓国語話者あるいは韓国人学習者より豊かなあいづち表現を混ぜながら頻繁にあいづちを使用し、聞き手の役割を積極的に果たした。また韓国語話者は接触場面で母語話者として会話に参加する時は母語場面の母語話者よりあいづちの使用が増えたが、目標言語学習者である場合は母語場面の母語話者よりあいづちの使用が減少するなど、聞き手が置かれた状況やその役割によりあいづちの頻度に差がみられたが、日本語話者はどの場合もあいづちを多用していた。次に両国の母語話者および目標言語学習者が一番多く用いたあいづちの形式はあいづち詞であるが、その割合は日本語話者のほうがずっと高かった。そして韓国語話者、韓国人学習者は日本語話者、日本人学習者より同意表示と理解機能のあいづちを多く使用したが、日本語話者、日本人学習者は韓国語話者、韓国人学習者に比べ継続機能の比率が高かった。

This study examined error repairs in interactions among learners in a low-intermediate level adult ESL classroom. Specifically, the focus of the study was twofold: 1) to examine the types of repairs found in L2 learner interaction; 2) to investigate the direction of L2 learners’ repairs and incorporations; that is, whether learners’ repairs and incorporation of the repairs occurred toward the direction of the target language. The findings of the study coincided with previous research showing lexical repairs occurring most frequently with repairs generally occurring in the correct direction. Yet, the study also revealed that although the L2 learners in the present study were capable of providing varied types of repairs, the learners’ repair performances remained limited. The learners also seemed to display a higher rate of miscorrections than found in previous research, and they largely ended up incorporating incorrect repairs. The findings suggest the view of learners as language learning resources for each other should be accepted with caution and bring attention to careful considerations for adopting learner interaction in the L2 classroom.