Analysis of Japanese complex particles in L2 learners' compositions

Abstract

While the research on so-called complex particles – or compound case particles – has flourished in the latest decades, there is no consensus regarding their classification and definition, and thus there is still need to further explore this field. The current research contributes to this by investigating the meaning and usage of five prominent complex particles derived from the dative case particle ”ni”, namely ”ni tsuite”, ”ni kanshite”, ”ni taishite”, ”ni totte” and ”ni yotte” in the Learner's Language Corpus of Japanese, consisting of compositions made by Japanese learners. Applying a framework based on the research of Kim (1992), the nature of words co-occurring with complex particles was analyzed. The results of the most frequently cooccurring words were the following: i) Ni tsuite: the preceding words were abstract concepts, while the succeeding words were communicative actions or intellectual actions. ii) Ni kanshite: the preceding words were concrete concepts, while the succeeding words were classified as ”other”. ”Ni kansuru” was mostly succeeded by abstract concepts. iii) Ni taishite: the preceding words were persons, while the succeeding words were adjectives or ”other”. ”Ni taisuru” was mostly followed by abstract concepts. iv) Ni totte: the preceding words were persons, while the succeeding words were adjectives. v) Ni yotte: the preceding words were abstract concepts, while the succeeding words were classified as ”other”. ”Ni yotte” was mostly succeeded by abstract concepts. Furthermore, a difference between the learners in the usage of complex particles was observed. No significant difference between the Japanese speakers and the other speakers in particular was found. However, while the attributive form of the particles rarely appeared in the data of the Japanese speakers, the learners used this form comparatively frequently. In addition, while Japanese speakers tended to apply ”Ni tsuite” and ”Ni kanshite” introductory – a usage which was also present in the data of the Taiwanese learners –, British and Ukrainian learners used these particles differently. Lastly, language-specific patterns and incorrect uses found in the data of the British speakers were examined and discussed with the previous research as basis.