Problems in story explanation by learners of Japanese that hinder understanding

本稿ではわかりにくいと評価された日本語学習者の文章を、わかりやすいと評価された日本語母語話者(JP)・日本語学習者による文章と比較し、言語面(語彙・統語・結束性)のどこに問題があるかを探った。方法として、読み手にわかりにくいと指摘された部分がどこにあるかを見た。またわかりにくいと評価された文章を、わかりやすいと評価された文章と量的に比較し、語彙、統語、結束性においてどのような相違があるかを分析した。その結果、読み手の理解に支障をきたす点としては、語彙と統語に問題が多く見られた。量的比較では、文章の長さはわかりやすい文章と有意差がないが、言及している情報が少なかった。また、節の接続がテ形中止接続に偏りやすいこと、非限定用法の連体節の使用が少ないことが明らかになった。これまでは文章の構造や接続の問題が多く注目されていたが、1文内の節の接続や、語・表現の適切な使用に注目することも重要であることが示唆された。This paper attempts to look at problems in story explanation by learners of Japanese that hinder understanding. Although there has been research that has compared writings by Japanese native speakers and learners of Japanese, this research focused mainly on writings by learners, dividing them into those that were easy to understand and those that were hard to understand. Those that were hard to understand often had the following characteristics: (1) problems with words, expressions and grammar. (2) the amount of information the learners tried to communicate was less than that of those that were easy to understand. (3) there was a tendency to use the te-form frequently (4) the underuse of non-restrictive relative clause. While much research has concluded that teachers need to focus on teaching story structure and conjunctions, my study finds that it is also important to look at sentence structure and the appropriate use of words