DISCOURSE ANALYSIS AND SECOND LANGUAGE PEDAGOGY; A STUDY OF REPORTED SPEECH IN JAPANESE AS A FIRST AND A SECOND LANGUAGE (FOREIGN LANGUAGE LEARNING)

Reported speech inevitably involves one\u27s comprehension of a message and its reproduction for conveying the message to another, reflecting the major function of language and the major purpose of second language learning. This study presents an examination of reported speech in Japanese as a first and a second language within the framework of discourse analysis and second language pedagogy. Questions are raised as to: (1) What is the structure of reported speech in Japanese? (2) What is the principle governing the selection of styles of reported speech? (3) What is the structure of reported speech in Japanese as a second language? (4) What are the pedagogical implications of this study? First a survey of the literature is presented pertaining to the historical background of discourse analysis and second language pedagogy in terms of their theoretical foundations. Then an analysis of problem (1) is presented in which, unlike the conventional treatment of reported speech in Japanese, four different types of reported speech are proposed: Direct Quotation, Semi Direct Quotation, Semi Indirect Quotation and Indirect Quotation. Question (2) is then pursued and a generalization is obtained, which presents two hypotheses: The Correlation between Communicative Orientation and Reported Speech and The Correlation between Information Structure and Reported Speech. Question (3) is treated in the framework of the interlanguage hypothesis. Learner\u27s utterances are observed to be generated as an outcome of testing hypotheses which manifest processes of transfer , developmental difficulty , risk-avoidance strategy and self-correction . Finally pedagogical implications are discussed which create strong links between formal learning environments and informal learning environments, so that learners can test hypotheses optimally. To materialize such a need, a methodological framework is proposed, which aims to develop an i + 1 comprehensible input/output from the outset of teaching and learning a second language