A Proposal for a Teaching Method of Japanese Connective Expressions based on Quantitative Analysis

Abstract

In this paper we identified problems in the connective expression use of Japanese learners based on an analysis of connective expression usage patterns and proposed an appropriate corrective teaching method. Using a list of connective expressions sourced from large-scale corpora, we first classified them into base or derived forms and identified their demonstrative status, presence in dictionaries, and semantic function. We then compared tendencies in connective expression use within 5 different corpora, including learners’ bachelor’s theses and other compositions. Compared to other native corpora, learners were observed to use connective expressions at the highest rate. Furthermore, the most frequently used expressions were sourced from a limited repertoire of semantic functions. Finally, as compositions written by Japanese learners of similar proficiency were observed to employ different patterns of use across registers we suggest incorporation of multiple registers as an essential element for any research utilizing learner compositions.