@article{oai:sucra.repo.nii.ac.jp:00018082,
 author = {吉川, 巧也},
 issue = {15},
 journal = {日本アジア研究 : 埼玉大学大学院人文社会科学研究科博士後期課程 (学際系) 紀要, Journal of Japanese & Asian studies},
 month = {},
 note = {本稿は，ロシア語を第一言語とする日本語学習者を対象に，授受補助動詞が用いられる文の表現類型に着目したアンケート調査を行い，習得に影響を与える要因と指導上の注意点を述べた。アンケート調査の結果，「叙述」，「指示」を表す文は「てくれる」よりも「てもらう」の方が正答率が低く，習得が困難であることが明らかになった。また，「てくれる」は，正答率が比較的高かったものの，誤答パターンから，「てあげる」との誤りを起こしやすい傾向が見られた。
これまでの授受補助動詞の習得研究は，「人称」，「方向性」に関する研究が多く，「表現類型」扱ったものは少ない。本研究では，「表現類型」の観点から，習得に影響を与える要因を言及した点に意義があると思われる。

This article illustrates factors which influence learners of Japanese, whose first language is Russian, when they learn subsidiary verbs to express transfers and important instruction points, based on a survey conducted for those learners with a focus on expression patterns of sentences which used those subsidiary verbs. The result of the survey showed that they were wrong more often and had difficulties learning “temorau (have someone do something for you)” than “tekureru (someone does something for you)” when these subsidiary verbs were used in sentences which expressed “description” and “direction”. Also, though they were comparatively more often correct in using “tekureru”, they showed a tendency to confuse it with “teageru (do something for someone)”. Most previous research about the learning of subsidiary verbs to express transfers was focused on “person” and “course of action”, and few paid attentions to “expression patterns”. This research is significant since it describes factors which influence the learning of the subsidiary verbs from the viewpoints of “expression patterns”., text, application/pdf},
 pages = {1--21},
 title = {授受補助動詞を用いた文の表現類型に関する習得研究 : ロシア語を第一言語とする学習者を対象として《論文》},
 year = {2018},
 yomi = {ヨシカワ, タクヤ}
}