国語教育における「だらだら文」の捉え方と扱い

要旨

This paper proposes issues in developing educational guidance by researching how redundant sentences are perceived and treated in education on the Japanese language. When schoolchildren or pupils write essays and compositions, they often combine multiple clauses by using conjunctive particles and continuative forms, which results in creating lengthy, difficult-to-understand sentences. These redundant sentences are called “DARADARA-BUN” in Japanese language education. Although they have been regarded as a problem in writing styles, their definition and scope have not been unified, and the criteria and standards for recognition have not been established. As a result of researching magazines and books on Japanese language education published after the war, the following outcomes were obtained for the perception of and treatment to redundant sentences in Japanese language education : (1)Redundant sentences, are classified into two categories in education of the Japanese language : the same conjunctive particles are repeated to continue clauses ; and conjunctive particles and continuative forms are frequently used. (2)In educational guidance, redundant sentences are often corrected mutually by children under the guidance of their teachers, who often make their pupils think about how to shorten redundant sentences through separation. In addition, the following two problems were pointed out for the perception of and response to redundant sentences : (3)Perception of redundant sentences has depended on subjective determination by teachers and learners since the standards for recognition have not been established. (4)Redundant sentences have been corrected depending on learners' sense of language since the correction of redundant sentences has not been based on any grammatical requirements.

主題