No description available.

This thesis purports to introduce a cost and benefit theory of politeness which sheds light upon the politeness system in Japanese. This involves the assumption that a communicative act is a rational act, executed for a communicative goal. Given so, politeness-bearing language use is strategic in nature. This implies that using a certain strategy appropriate in a given communicative situation is a consequence of rationalization. With effective utilization of the cost and benefit concept, broadly defined, linguistic politeness is viewed as a negotiation between the speaker and the hearer on the basis of the speaker's assessment of cost and/or benefit. In order to achieve a characterization of negotiation, the underlying principle, referred to as "Politeness Negotiation Principles," is proposed. The primary task in this thesis is to analyze the use of sentence particles within a framework of the cost and benefit theory. While the majority of studies of politeness phenomena in Japanese have centered around honorifics, which is widely known for its highly developed system, sentence particles have received little attention. In this regard, this study of sentence particles shows a much broader vista of politeness phenomena in Japanese than hitherto assumed. The application of the cost and benefit concept goes beyond the sphere of politeness phenomena. By identifying a cost and/or a benefit involved in a context where the modality item desyoo/daroo and the anaphoric demonstratives sono and ano are employed, the uses of these elements, which reveal interesting dynamics of interaction between the speaker and the hearer, can be explained.

Not available / text

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1984. / Bibliography: leaves 118-123. / Microfiche. / lMaster negative: Microfiche MS33169. / vii, 123 leaves, bound ill. 29 cm

Orientador: Elza Taeko Doi / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T21:24:20Z (GMT). No. of bitstreams: 1 Mukai_Yuki_D.pdf: 2076961 bytes, checksum: f7a8b72257e9219c46dd85274a57ebd2 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa envolve a análise da interlíngua referente ao uso real das partículas gramaticais wa e ga na produção de textos escritos pelos alunos de língua japonesa como LE. Elegeram-se essas partículas, pois se observou que a maioria dos alunos tinha dificuldades em utilizar corretamente a partícula wa, marcadora de tópico, trocando-a comumente pela partícula ga, de caso nominativo, ou vice-versa. O principal objetivo desta pesquisa é, então, o de identificar e sistematizar o uso dessas partículas utilizadas pelos alunos, e verificar as tendências na aprendizagem das mesmas, além das hipóteses levantadas por eles, concernentes a esse uso, como estratégias de aprendizagem e de comunicação. Para isso, adotou-se a abordagem dos Estudos da Aquisição-Aprendizagem de LE/L2, envolvendo a Análise de Erros. No entanto, diferentemente do que propõe essa abordagem em termos estritos, realizou-se a análise tanto de "erros" quanto de "acertos", para se poder compreender melhor o processo de aprendizagem e a competência (extra-)linguística dos alunos num dado momento de aprendizagem. Como procedimento de análise, adotaram-se os métodos quantitativo e qualitativo. Na análise quantitativa, verificou-se que os alunos tendem a atribuir, de maneira geral, apenas uma função a cada partícula, ou seja, trata-se do processo de simplificação das regras gramaticais. Verificou-se, também, que os alunos do nível básico consideraram ga como marcadora de sujeito gramatical, enquanto que os alunos do nível intermediário apreenderam ga como marcadora de objeto direto. Essa atribuição de diferentes funções à partícula ga é uma das provas de que a interlíngua é flexível, dinâmica e se encontra em processo de transformação no qual os aprendizes levantam hipóteses sobre as regras gramaticais, socioculturais, pragmáticas da língua-alvo, testando-as, reformando-as e negociando o sentido. Revelou-se, também, que, de modo geral, eles utilizam wa e ga adequadamente no nível da frase. Por outro lado, os resultados da análise qualitativa, realizada à luz da dimensão do texto, desvendaram que eles não levaram em consideração a gramática do texto/discurso, preocupando-se simplesmente com a natureza sintática e morfológica do sintagma acoplado por wa ou ga. Uma vez que a escolha entre wa e ga depende, também, do fluxo do texto/discurso e da intenção do emissor, ga já não se limita apenas a "partícula de caso", mas é também discursiva e pragmaticamente utilizada para expressar efeitos significativos no texto/discurso, tal como wa. Ou seja, wa e ga são as "partículas de negociação discursivo-pragmática" na comunicação. Portanto, dos professores, espera-se uma reavaliação da partícula ga, definida nas gramáticas do japonês como mera indicadora de caso. No ensino-aprendizagem de LE/L2, além da gramática da língua proposta pelos teóricos, o conhecimento da "gramática da interlíngua" torna-se imprescindível, pois é esta última que se configura como alicerce da gramática pedagógica voltada aos aprendizes não-nativos. Sem consciência, não ocorre a aquisição, ou seja, o papel dos professores deve ser considerado como "desestabilizador" e "conscientizador" no ensino de LE/L2. / Abstract: This study involves the analysis of the interlanguage corresponding to the actual use of grammatical particles wa and ga in the production of texts written by students of Japanese as a Foreign Language (FL). Such particles were selected due to the observation that most students presented difficulties in using correctly wa, a topic marker, and commonly replaced it with ga, a marker of the nominative case, or vice versa. The main objective of this research is, thus, to identify and systematize the use of these particles by the students and verify the trends in the learning of such particles, and the hypotheses raised by the students concerning their use, both as communicative and learning strategies. With that in mind, the approach adopted was found in the Studies in FL/L2 (Second Language) Acquisition/Learning and involves Error Analysis. However, differently from what that approach proposes originally, analysis was conducted not only of the "wrong" choices, but also of "right" ones, so that one could reach a better understanding of the learning process and of the students' (extra-)linguistic competence at a given moment of their learning. Both the qualitative and quantitative methods were used as analysis procedure. In the quantitative analysis, it was found that students tend to attribute, in general, a single function to each particle, that is, the process of grammatical rule simplification is manifested. It was also found that basic level students consider ga a marker of the grammatical subject, while intermediate level students perceived ga as a direct object marker. Such attribution of different functions to the particle ga is evidence that interlanguage is flexible and dynamic, and involves a transformation process, in which learners raise hypotheses about grammatical, sociocultural and pragmatic rules of the target-language, test them and review them while negotiating meaning. It was also revealed that, in general, students use wa and ga adequately at sentence level. On the other hand, the results of the qualitative analysis, approached in the dimension of the text, reveal that they did not take into consideration the text/discourse grammar, only being concerned with the morphosyntactic nature of the syntagma adjoined to wa or ga. Since the choice between wa and ga also depends on the flow of the text/discourse and on the speaker's/writer's intention, ga is not limited only to the role of "case-indicative particle", but is also discursively and pragmatically used to express meaningful effects in the text/discourse, like wa is. In other words, wa and ga are the "particles for discursive-pragmatic negotiation" in communication. Therefore, one expects of teachers a reassessment of the particle ga, defined in Japanese grammars merely as indicative of case. In the teaching-learning of FL/L2, besides the grammar of the language proposed by theorists, knowledge of the "interlanguage grammar" becomes indispensable, for it is the latter that can be characterized as the foundation of the pedagogic grammar for non-native learners. Without awareness there is no acquisition, thus, the role of the FL/L2 teacher should be one of "destabilizer" and "awareness promoter". / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada