@article{oai:jpf.repo.nii.ac.jp:00000204,
 author = {トムソン木下, 千尋 and Thomson, KINOSHITA Chihiro},
 journal = {世界の日本語教育. 日本語教育論集, Japanese language education around the globe ; Japanese language education around the globe},
 month = {Jun},
 note = {会話の中の聞き手の言語行動の1つに「聞き返し」がある。本稿は初級学習者のよくぶつかる問題点とその原因を探り、その解決策として「聞き返し」のストラテジーを取りあげる。「聞き返し」のストラテジーの重要性を、コミュニケーション能力の理論の中の方略能力の立場と、広義の学習ストラテジーの中のコミュニケーション・ストラテジーの立場から検証する。そして、初級教科書9冊の「聞き返し」の扱いを検討し、初級教科書における「聞き返し」の提示の仕方として、(1)学習目標として「聞き返し」を設定、(2)本文に「聞き返し」のモデルを提示、(3)その練習の添付、(4)実際に「聞き返し」が使える場面の提供、を提唱し、日本語を教育の対象だけで なく、教育の手段として生かすために、「聞き返し」/コミュニケーション・ストラテジーの指導の重要性を説いて結ぶ。, "A conversation is developed by both speaker and listener. Listeners, especially when they are beginning Japanese language learners talking to a native Japanese, encounter various problems of communication. One of the communication strategies listeners can engage in to solve their problems is a strategy of asking back (""What was it? "" ""What does X mean? "" ""I didn't quite understand that."" etc.).
 This paper discusses common problems that beginning Japanese Ianguage learners have and their causes, and examines the strategy of asking back from two viewpoints: one of communicative competence, and the other of learning strategies. Then it analyzes nine beginning Japanese textbooks in relation to the strategy and suggests a model for incorporating the strategy in elementary textbooks. The model has four presentation stages: l) set an instructional objective, 2) present a model conversation, 3) give communicative exercises, and 4) provide real-life practice opportunities.
 The paper concludes that the teaching of strategies that enable learners to enhance their language ability as well as their communicativeness should be promoted.", 3, KJ00000611482},
 pages = {31--43},
 title = {初級日本語教科書と「聞き返し」のストラテジー},
 volume = {4},
 year = {1994},
 yomi = {トムソン, キノシタ チヒロ}
}