Reference Data:
Darmon, C. M., & Otsuru, S. (2026). Argumentation in French and English: A Japanese perspective. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-26
This research investigates the influence of Japanese causal expression patterns on their realization in French and English as foreign languages (FFL and EFL), with particular attention to argumentative discourse. Adopting a contrastive framework, it compares the use of the connective kara with parce que in French as well as because in English, and the sequencing of topic and supporting sentences in English. The analysis reveals instances of interlinguistic pragmatic transfer, or priming, and examines how these phenomena affect the argumentative effectiveness of explanations produced by Japanese learners in semi-structured interviews. After establishing the impact of such priming on the strength of argumentation in learner productions in the target languages, the study proposes pedagogical directions that teachers of English and French may consider to enhance Japanese learners’ argumentative competence in both written and oral productions.
本研究は、フランス語及び英語を外国語として学ぶ日本人学習者における論理的展開を対象としている。日本語の因果関係の語用論的特徴に基づいて、外国語での議論で生じる問題点を明確にする。コーパス分析を通じて、因果関係を示す日本語の接続詞「から」を、フランス語の parce que ならびに英語の because と比較した上で、いわゆる「プライミング」の事例を日本人学習者の談話的特徴から明らかにする。また、フランス語及び英語での論理と異なる面を指摘し、日本人学習者に適した議論構築力を高めるために活用しうる教授法を提案する。
