In the Japanese language, there are various modal elements, which mark speakers'
subjective attitudes toward propositions. One of the most common modals is the noda
predicate, which possesses the dual function of either asserting the truth of the position or
relaying the speaker's desire for information sharing. Japanese Native Speakers (JNSs) use
noda frequently in conversation; however, Japanese Language Learners (JLLs) often face
difficulty in learning noda because of its wide variety in function and use. To determine the
nature of noda use, this study examines conversational data from role-plays and a case study
of two JLLs. The main aims of this thesis are 1) to review research on noda and to provide a
cohesive and concise explanation of its functions and 2) to examine the use and acquisition
of noda by JLLs.
Following Noda's (1997) categorization, noda can be divided broadly into two types:
scope and mood. Noda of scope exhibits the speaker's assertion that the proposition is true,
while noda of mood marks the speaker's strong desire for information to be shared by
speaker and hearer. This study proposes a framework with which to understand the functions
of noda, and classifies information which is speaker-oriented (+ Speaker/- Hearer knowledge),
hearer-oriented (-Speaker/+ Hearer), and shared (+ Speaker/+ Hearer). JLLs first tend to use
noda with speaker-oriented information, and later acquire functions related to hearer-oriented
and shared information.
In the study of role-plays, JLLs with higher oral proficiency levels as rated by the
ACTFL-OPI (Oral Proficiency Interview) used a higher frequency of noda. Both the JLLs
and JNSs used noda primarily to provide and seek explanations. The intermediate-level JLLs
underused noda in providing supplemental explanations. Other uses of noda in the role-plays
included emphasizing information, seeking validity, and back-channeling. The two JLLs in
the case study did not notice the use of noda during conversations with the JNS, but began to
use noda more frequently during practice conversations upon receiving explicit instructions
on the use of noda. While the post-test did not demonstrate increased use of noda due to the
limited time of this study, there are clear indications for pedagogy. First, because the
functions of noda are varied and numerous, Japanese language textbooks and classrooms
should not be limited in providing only the 'explanation' function of noda. Second, the
frequent use of noda in Japanese conversation suggests that it should be an area of focus in
oral practice. Finally, JLLs need to develop skills in both comprehension and production of
noda to improve their Japanese discourse. / Arts, Faculty of / Asian Studies, Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/10756 |
| Date | 11 1900 |
| Creators | Renovich, Sachiko Omoto |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 10318772 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
Page generated in 0.0018 seconds