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• Main Authors: Shu-Fen Hsieh, 謝淑芬
• Other Authors: none
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/04665685663016739590

碩士 === 東吳大學 === 日本語文學系 === 100 === This thesis aims at investigating the connection of the intonation and meanings of the Japanese word, “jyanaika.” By observing how both Japanese native speaker (NS) and non-native speaker (NNS) use the word “jyanaika,” the author of this thesis formulates a detailed outline of teaching steps for learning “jyanaika.”. The most important part of intonation is at the end of a sentence. There are three intonations, which are the rising intonation, the monotonous intonation, and the falling intonation, for “jyanaika.”. Each of them has different meanings, thus conveying the intention or feelings of the speaker. Therefore, the intonation of “jyanaika” plays an important role in delivering meanings during communication. First of all, the part of this thesis mainly deals with the idea of “uemura corpus.” In this corpus, there are 50 audio interviewees of NS and NNS respectively. After eliminating all the “jyanaika” parts and using audio software “PRAAT” to analyze their intonation, I categorize them into the rising intonation, the monotonous intonation, and the falling intonation. Second, by analyzing the literature and researching through those data, I make a taxonomic pattern to analyze meanings of them. Afterwards, a comparison of NS and NNS is made. The teaching steps for learning “jyanaika” are presented in the last part of the thesis. According to this study, firstly, while NS use “jyanaika” often and naturally in conversation, NNS seldom does. Second, both NS and NNS take a falling intonation when using “jyanaika.” Third, to make the conversation smooth, NS take “jyanaika” as a monotonous intonation often because it is easier to pronounce. However, it is hard for NNS to pronounce monotonously because they have difficulty distinguishing the monotonous intonation. Consequently, the NNS data do not show any examples of monotonous intonation when using “jyanaika.” Finally, to avoid sounding like heckling the listener, NS seldom take a rising intonation by using “jyanaika.” Meanwhile, , NNS misunderstand “jyanaika” as an interrogative sentence; as a result, they often use “jyanaika” with a rising intonation. In conclusion, NS need more training for using intonations and meanings of “jyanaika.” Teachers are advised to use the method of “self-examination” when giving an instruction.