한국인 일본어학습자의 회피전략의 사용 양상

초록

This research analyzes the use of avoidance strategies by Korean learners of Japanese applying the concepts of pre-correction and in-correction. We recorded and videotaped sixteen dialogues between two Korean learners and one native speaker of Japanese. Each group interacted from 16 to 30 minutes (total: 360 minutes). After the interview, a 60 minute following-up interviews were conducted for each group. This interview was of central importance to clarify some points which could not be directly observed in the discourse data. All the subjects, including the Japanese native speaker, were female. The Korean subjects were asked to explain how to go to Myong-dong by subway and also to give information about historical sites in the same area. The analysis of the data led to the following conclusions:(1) The subjects who had higher language proficiency tended to use pre-correction avoidance strategies, before the utterance was said, while the subjects with lower language proficiency used in-correction avoidance strategies, in the middle of the utterance. (2) As pre-correction avoidance strategies are used in the stage where the discourse is been planned, they cannot be easily detected. Although the advanced level Korean learners used pre-correction avoidance strategies, their dialogue were very fluent. (3) In the case of the learners who used in-correction avoidance strategies, the two participant learners cooperated to complete the utterance. The cooperation between the learners led to the success of the communication. (4) In the group of low proficiency learners, it was observed that the speakers tended to skip the topics where language problems occurred. This behavior affected the progress and the coherence of the dialogue afterwords. It also can be seen as a possible cause of communication breakdown. (5) The markers of avoidance strategies can be classified in three groups: no marker, non-verbal markers (silence, laugh, gestures), verbal markers (hesitation, request for help, use of the native language). The group of learners who had studied in Japan tended to use the "no marker" strategies, while the group of learners who had never been abroad but have been studying for a long period used verbal markers. Finally, the learners who have been studying for a short period used non-verbal markers more often. This result suggests that different types of markers are used in each acquisition stage.

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