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Japanese EFL Learners
ABSTRACT
by
Yoshida Kunio
（M87241F）
December 1988
Abstract
The aims of七his study are七〇clarify七he func七ions of connectives and 七he acquisi七ion of connec七ives by in七erlanguage analysis of Japanese EFL learners in discourse and 七〇 give sugges一 七ions for the teaching of English． 1七 focusses on 七hree poin七s： 1．
There are qualita七ive differences by learners age in 七he acquisi七ion of connectives．2． AIZUCHI （Echoic Responsing） expresses a special characteris七ic of Japanese EFL learners． 3． Japanese learners can be expec七ed 七〇have interference of Ll in mas七ering the meaning and use of English connec七ives．
In chap七er 1， I jus七ify 七he purposes of 七he s七udy by
discussing four points：（i）Why do we need 七〇s七udy in七erlanguage ？ （ii） What is 七he defini七ion of connectives ？ （iii） Wha七 are 七he functions of connec七ives in discourse ？ （iv）How do our Japanese
learners acquire connec七ives？
In chapter 2， I explain how 七he research investigation is conducted， providing hypo七heses， forma七s and evalua七ions． The da七a were elicited from composi七ions in English by 190 Japanese junior and senior high school and universi七y s七uden七s， tes七ed on six七een connectives． In cons七ruc七ing七he ins七ruments七〇be used in七his s七udy， I considered whe七her the tes七 had enough validi七y and reli−
ability， and whe七her七he七es七me七七he requiremen七s of prac七icability and ins七ruc七ional value． Each subject in the presen七 s七udy 七〇〇k three kinds of七es七s in七he same class hour of fif七y minu七es． Three kinds of 七es七s were randomly delivered to 七hree levels （Leve1 1：
junior high， Level 2： senior high， and Level 3： university） of Ss．
Chap七er 3 is七he central par七〇f七he s七udy． Af七er making a general survey of 七he resul七s， I at七empt 七〇analyze七he data from several viewpoints so as to tes七 七he hypotheses． The general survey of the data showed as follows：
1． The average score gradually increased by age．
2． Conversa七ions which are of high frequency in七he lower ages may well of a high frequency in the higher ages
as well．
3． Imean or mind you are七ypical characteristic
connectives in spoken discourse of English， bu七 Japa−
nese learners can 七 use them fluently．
Concerning thank you or all right， we always use these in our daily conversation in Japan． From 七his， learners may be more accustomed七〇七hese七han七ha七to七he o七hers． It seems七ha七JH3〜SH2 are accustomed 七〇 using AIZUCHI． This maybe rela七es 七〇 a rapid cogni七ive development． Furthermore， almost all Japanese learners are ap七七〇connec七word七〇word or sen七ence to sentence wi七h only the meaning of itself withou七considering七he con七ex七s．
In chapter 4， I pick out some interes七ing issues in 七he da七a， and discuss七hem． On七he func七ions of connectives， Crys七al and
Davy（1975）say七ha七 it is possible七〇dis七nguish七hree main
functions of these connec七ives一一一though as we shall see， the boundaries between七hese func七ions are some七imes obscure．
iii
On the o七her hand， van Dijk says七hat one of the problems in the semantics of na七ural connec七ives is 七heir possible ambiguity．
For ins七ance， and may be used 七〇express no七 〇nly a conjunction， bu七 also condi七ionals， causals， temporal and local connec七ives．
Here， I refer 七〇 well， yes， really， and 七hat is of four double ambiguous func七ions and compare them wi七h七he Hypothesis 2．
The acquisi七ion orders of the double ambiguous func七ions are as
follows：D〈R〈S〈E （D：Diminishing， R＝Reinforcing， S：Sof七en−
ing， E：Echoic−Responsing）The resu1七ing orders ma七ch Hypo七hesis 2．
Consequent ly， Japanese EFL learners can perhaps use AIZUCHI more fluen七1y 七han o七her ca七egories．
In chap七er 5， I summarize 七he chief poin七s and give final remarks．The da七a analyzed in七his study provided clear support for each hypo七hesis．
For七eaching guidelines， Schourup and Waida（1988＞emphasize tha七 s七uden七s should avoid 七he pi七fall of trying to find 七he Japanese equivalen七 〇f English connec七ives．
Hence， I stress that we should in七roduce the use of connec七ives七hrough comprehension ac七ivi七ies in七he flow of七hough七 from L2 to L1七〇free from七he in七erference of七he LI in七he junior high school and the senior high school curriculum， while七he college or universi七y curriculum should be focused on produc七ion from LI to
L2．