NU Ideas Volume 4, Number 2

 

Nagoya University Multidisciplinary Journal

Proceedings of the Second
Symposium on Academic Writing and Critical Thinking

Differences in the logic and textual organization of French and Japanese:
Implications for academic writing education

Yumi Takagaki
Osaka Prefecture University

This article presents some textual differences of French and Japanese writing that could be obstacles for Japanese learners in learning French as a foreign language. The difficulties originate from different literary traditions, expectations of the two cultures, and school education. In particular, the following three French rhetorical conventions constitute problems for Japanese learners: less personal quality, less spontaneity, and importance of text planning. We also identified some aspects of Japanese writing education through a questionnaire. The results reveal that in Japanese education, writing has relatively minor importance and that the French norm is not the most widely applied model in Japan.

日本人学習者にとって仏語学習において障害となりうる日本語と仏語の間の文章の違いを述べる。この困難は,文学的伝統の違い,文化的な期待,学校教育に起因する。特に,個人的でない,自発的ではない,よく構想を練るという仏語の三つの修辞的慣習は日本人学習者にとって問題となる。さらにアンケートを通して,日本の教育では作文は比較的重要性が低く,フランス的な規範は日本では最も奨励されている型ではないという,日本の作文教育の側面を明らかにした。

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NU Ideas Volume 4, Number 2

Guest editor
Chad Nilep

NU Ideas editorial board
Hsu Peihsin
Isabelle Vea
Wang Qian Ran

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