Bibliographic record
Abstract
本研究は、これまで最適性理論の枠組みで研究してきた「パラダイムの統一性 (Paradigm Uniformity: PU)」の概念を、日本語語彙層ごとに現れる音韻現象について検証し、理論をさらに精緻化すると共に、外国語として日本語を学ぶ海外の大学生にとって障壁となってきた日本語の現象が理論の応用により改善できるかを追求した研究である。 まず第一に、PUの実証的データを、日本、米国、カナダで広く収集し、そこに潜む普遍性について追究し、それをもとに日本語語彙層の音韻的パラダイムを理論的に明らかにした。 次に、米国オレゴン州ウィラメット大の藤原美保教授の協力を得て、同大学の日本語の授業においてPUの概念について説明を与えた学生群と統制群の理解度の違いについて調査した。その成果を「敬語接頭辞「お・ご」のパラダイムに基づく分析と言語教育への応用」として、2019年8月7日にカナダ・ビクトリア大学で行われたカナダ日本語教育学会の年次大会で発表した。また、そこで得られた助言や議論をもとにさらに研究を進め、同大会の予稿集に論文として出版した。藤原教授とは、その学会の前後にブリティッシュコロンビア大学 にて研究打ち合わせ及び資料収集を行った。そのため、当初予定していたオレゴン州での打ち合わせは行わなかった。 また、上智大の北原真冬教授とは日本で、米国カリフォルニア大サンタ・バーバラ校のヴィオラ・ミグリオ教授と米国グレンデール大のパトリシア・ヒロニマス教授には米国で助言を受け、PUという概念が音韻的な範疇にとどまらず、他のさまざまな文法的要素と関連することを検討した。その成果を、論文「音韻的語彙層に潜む文法要素のインターフェース」にまとめ、2019年11月出版の『言語におけるインターフェース』に掲載した。 その後も、さらにデータ分析を続け、新たな論文として発表をする準備を始めている。今後の課題として、さらにPUの理論的含意を追究し、日本語語彙層の研究、および第二言語としての日本語学習の教育的効果に関する研究に発展させたい。 I have investigated how phonological paradigm uniformity (PU), a theory to account for the leveling of morphological forms, could account for the dilemma observed in Japanese phonological sub-lexica in this research, and tried to solve the difficulty of teaching the distinction of honorific prefixes "o" and "go" to the students who study Japanese as a second language. This research was pursued based on my previous research on Paradigm Uniformity in Phonology within the framework of Optimality Theory. First, in the US and Canada as well as in Japan, I collected linguistic data related to PU not only in Japanese but also in various languages, and in several linguistic categories as well as in phonology. Secondly, I applied the theory of PU into the field of foreign language teaching. By studying with Prof. Miho Fujiwara who is a professor at Department of Japanese in Willamette University, Oregon, I observed the difference between the group of the students' understanding of Japanese honorific prefixes "o" and "go" who were given the explanation of PU and the control group who were not given the explanation. Prof. Fujiwara and I made a presentation of our paper 「敬語接頭辞「お・ご」のパラダイムに基づく分析と言語教育への応用」in the annual Conference of Canadian Association for Japanese Language Education (CAJLE) held at University of Victoria in Canada on August 7th, 2019, and we wrote a paper based on the discussion in the conference published in September 2019 in the proceedings of CAJLE. Before and after the conference, Prof. Fujiwara and I discussed the relation between linguistic PU and foreign language teaching, and collected further data at University of British Columbia in Vancouver. Thirdly, I received the invaluable suggestions and comments on my research on phonological PU by Prof. Mafuyu Kitahara at Sophia University, and by Prof. Viola Miglio at University of California, Santa Barbara, and Prof. Patricia Hironymous at Glandale Community College. I exchanged e-mail messages with Prof. Miglio and Prof. Hyronymous while I was in Japan first, and I had a meeting with them in Phoenix, Arizona in August before I went to Canada for the CAJLE conference. I wrote a paper 「音韻的語彙層に潜む文法要素のインターフェース」with Prof. Kitahara, which was published in the book『言語におけるインターフェース』published in November, 2019. Fourthly, I have analyzed additional linguistic data to prepare for another paper with more extensive analysis of PU phenomena. For my future research, I will investigate Japanese phonological sub-lexica from the viewpoint of PU in more detail, and apply the research into the field of second language acquisition.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.005 | 0.003 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.005 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".