表題番号:2002A-813 日付:2004/12/01
研究課題日本語学習者の「断り」に伴う非言語行動の認識と習得
研究者所属(当時) 資格 氏名
(代表者) 第一文学部 教授 ニコラス ユングハイム
研究成果概要
 As part of their pragmatic competence, language learners may need to be able to interpret and perform nonverbal behaviors accompanying speech acts to make up for deficiencies in their L2 competence. Previous research suggest that the performance of gestures by nonnative speakers is sometimes evaluated as less than appropriate according to native speaker norms (Jungheim, 2001; Neu, 1990). Although, McNeill's (1992) pragmatic synchrony rule states that gestures and speech occurring together have the same pragmatic function, this is a largely unexplored area in second language acquisition. Gass and Houck (1999) looked at gestures and refusals of Japanese learners of English but failed to include either baseline data on gestures or examples of how the participants performed them in their first language. Jungheim (2000) investigate how Japanese native speakers performed gestures with refusals in roll plays as baseline data for a study of how refusals are portrayed nonverbally with scripted dialogue in Japanese animation. He found variation in how refusal gestures were performed by Japanese native speakers, as well as in where they performed them in the gesture space. Finally, as for the interpretation of gestures, nonnative speakers do not necessarily understand gestures performed in their second language (Jungheim, 1995), and the salience of the gestures may be affected by where they are performed in the gesture space (Gullberg & Holmqvist, 1999).
 This study will look at how learners of Japanese and Japanese native speakers perceive and perform gestures accompanying refusals performed by Japanese native speakers and Japanese animation. Gesture perception is examined by having 18 JSL learners and 17 Japanese native speakers view silent video clips of native speakers taken from Yamashita's (1996) study and the Japanese television animation Sazae-san. The first task is for participants to identify what they think is being said in the clips. In the second task, the participants rate the difficulty of another set of clips on a three-point Likert scale. These tasks are followed by the administration of a short questionnaire and introspective interviews. In addition, two learners and two native speakers perform the tasks while wearing an eye camera in order to examine the degree of their visual fixation on the gestures performed in the video clips.
 The results show that there is variation in the performance of gestures by learners and native speakers with learners having more difficulty for each item. This supports the concept of an interlanguage of gestures (Jungheim, 2000b) arising from crosslinguistic influence. Furthermore, qualitative evidence indicates that JSL learners do not necessarily realize that they are using gestures to interpret the clips, and gestures accompanying interpretations are often different from those seen by the participants. Gestures accompanying explanations during introspection were often different from those in the clips as well as from Yamashita's (1996) data. Learners also fixated less on the gestures than did native speakers, if at all. Finally, where a gesture is performed in the gesture space appears to affect the salience of the gesture and thus the ability of the learner to interpret it.

・Gass, S. M. & Houck, N. (1999). Interlanguage refusals: A cross-cultural study of Japanese-English. Berlin, Mouton de Gruyter.
・Gullberg, M. & Holmqvist, K. (1999). Keeping an eye on gestures: Visual perception of gestures in face-to-face communication. Pragmatics & Cognition 7 (1), 35-63.
・Jungheim, N. O. (2001). The unspoken element of communicative competence: Evaluating language learners' nonverbal behavior. In T. Hudson & J. D. Brown, (Eds.), A focus on language test development: Expanding the language proficiency construct across a variety of tests (Technical Report #21, pp. 1-34). Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center.
・Jungheim, N. O. (2000a). Nonverbal behavior and refusals in Japanese anime: Sazae-san. Pragmatic Matters 2 (1), 9-10.
・Jungheim, N.O. (2000b). An interlanguage of gestures in Japanese learners' L2 discourse. Paper presented at the Second Language Research Forum, Madison, Wisconsin, September.
・Jungheim, N.O. (1995). Assessing the unsaid: The development of tests of nonverbal ability. In Brown, J.D. & Yamashita, S.O. (Eds.). Language Testing In Japan (pp. 149-165). Tokyo: JALT.
・McNeill, D. (1992). Hand and mind. Chicago: University of Chicago Press.
・Neu, J. (1990). Assessing the role of nonverbal communication in the acquisition of communicative competence in L2. In R.C. Scarcella, E.S. Andersen, & S.D. Krashen (Eds.). Developing communicative competence in a second language. New York: Newbury House.
・Yamashita, S. O. (1996). Six measures of JSL pragmatics. (Technical Report #14). Manoa, HI: University of Hawai'i Press.