研究の背景
At Fondan University, the subject of composition is taught to first and second-year students in the Japanese language department during the first four semesters of their two-year program Although I have not taught this subject, I have observed various issues in the essays of Japanese learners participating in events such as the Japanese Language Festival and speech contests In addition to fundamental concerns regarding the purpose of writing, essay structure, and writing style, one notable problem is the excessive use of first-person pronouns as subjects In other words, learners tend to overuse first-person pronouns in their writing.
（以下は一人称主語と略称する）を省略しないという問題である。
In 2009, Naruyama highlighted that Japanese language learners may encounter issues if they do not omit certain elements and instead articulate everything fully.
In 1866, Maejima proposed the abolition of kanji due to the overwhelming difficulty of memorizing them He wrote extensively on the topic, advocating for a shift away from kanji to simplify the writing system for learners Maejima's efforts highlighted the challenges faced by intermediate learners in mastering kanji.
The issue at hand is that the writing resembles an essay written by an elementary school student Therefore, it is often more effective to convey ideas concisely rather than elaborating on every detail.
Many Vietnamese learners often misuse the first-person subject when writing essays on familiar topics like learning and daily life in Japanese Overusing the first-person pronoun can lead to redundancy in the text, diminishing coherence and causing discomfort for readers during their reading experience.
Unlike Vietnamese, Japanese often omits explicit references to "who is doing what" in both conversation and writing This phenomenon is particularly evident in the infrequent use of first-person subjects.
Vietnamese learners of Japanese often struggle with the omission of the first-person subject, frequently relying on it in their writing This reliance indicates a significant issue in their understanding of Japanese syntax, particularly concerning subject omission Without adequate knowledge of when to omit first-person pronouns, learners cannot produce natural Japanese sentences Unfortunately, Japanese language classes do not consistently cover the rules of using or omitting personal pronouns, leaving many students to self-study this aspect This gap in instruction contributes to the challenges faced in acquiring proficiency in Japanese.
Currently, there is limited research on the omission of first-person subjects in Japanese writing among Vietnamese learners This study aims to assist Vietnamese Japanese language learners in appropriately omitting first-person subjects to enhance their writing skills.
This study aims to identify issues related to the use and omission of first-person subjects in the essays of first and second-year students in the Japanese language department at Fondan University It will also examine the use and omission of first-person subjects in the textbooks utilized for these essays Based on the identified challenges faced by learners, the study will propose instructional methods for appropriately omitting first-person subjects in writing.
研究目的
本研究では以下のことを目的とする。
The article provides an overview of subject omission in Japanese, highlighting its unique characteristics and comparing them with subject omission in Vietnamese It emphasizes the similarities and differences between the two languages, offering insights into how subject omission functions in each linguistic context.
This study examines the issues related to the omission and use of the first-person subject in the essays of first and second-year students at Fondan University.
The impact of the omission and use of the first-person subject in textbook writing on learners' essays has been examined to determine whether it influences their ability to effectively utilize first-person subjects This study aims to clarify the extent and manner in which such textbook conventions affect students' writing practices.
Based on the research and analysis, this article proposes instructional methods to help Japanese language learners appropriately omit the first-person subject in their writing.
研究対象と研究範囲
This study focuses on ellipsis in the Japanese language, particularly the omission of subjects It examines the characteristics and classifications of ellipsis in Japanese, the conditions for subject omission, and compares the subject omission between Japanese and Vietnamese Specifically, the research narrows down to the omission of first-person subjects, highlighting the conditions under which this omission occurs.
Omission can be categorized into various types, including subject omission, complement omission, predicate omission, and particle omission This study focuses specifically on subject omission, with an emphasis on the omission of first-person subjects.
研究方法
本研究では資料分析、比較対照、調査、インタビューという方法をする。
This article examines the theoretical aspects of ellipsis in Japanese, focusing particularly on subject omission It reviews literature and resources to outline the characteristics and classifications of ellipsis in the language, as well as the conditions under which subject omission occurs, with a specific emphasis on the omission of first-person subjects Additionally, it compares these findings with subject omission in Vietnamese.
This study investigates the use and omission of first-person subjects in the essays of first- and second-year students at Fondong University, alongside the textbooks utilized in their coursework It includes interviews with learners and analyzes the results to propose effective teaching methods for appropriately omitting first-person subjects in writing.
5 論文の構成
本研究は３章から構成されている。
The introduction outlines the background of the research, the objectives of the study, the subjects being examined, the scope of the research, the methodologies employed, the structure of the paper, and a review of prior studies.
Chapter 1 provides an overview of various literature and resources, focusing on the concept of omission in the Japanese language It discusses the frequency, conditions, and implications of subject omission in Japanese, highlighting key information essential for understanding this linguistic phenomenon.
This article discusses the conditions for omitting personal pronouns in sentences and compares the subject omission in Vietnamese and Japanese languages.
Chapter 2 focuses on the investigation, detailing the research objectives, subjects, methods, and analysis of findings It specifically examines the use and omission of first-person pronouns in the compositions of first and second-year students The results are summarized and analyzed, followed by interviews with learners to explore factors influencing their use and omission of first-person pronouns Chapter 3 considers the use and omission of first-person pronouns in textbooks used at Fondan University, analyzing their impact on learners' writing Based on these findings, several teaching methods are proposed to help Japanese language learners appropriately omit first-person pronouns.
The conclusion of this study summarizes the research findings and discusses future challenges.
The phenomenon of ellipsis exists in every language and has garnered significant attention, leading to extensive discussions among numerous researchers.
1）省略について
According to Halliday and Hasan (1976), ellipsis is defined as "the omitted part" and serves as a crucial means to maintain the cohesion of a text, similar to reference, substitution, and conjunction They assert that wherever ellipsis occurs, there is always an implied or "omitted" phrase that should be supplemented The possibility of ellipsis is not determined by structure alone; rather, it arises when "an item is omitted because it does not represent all the characteristics involved in its composition—specifically, all meaningful choices embodied within that structure." Furthermore, ellipsis is characterized by relationships within the text, often relying on items presumed to exist in preceding texts, indicating that ellipsis typically reflects a backward anaphoric relationship.
In some cases, external referentiality may be present; however, it is stated that omissions related to external referentiality are entirely unrelated to cohesion.
Kuno (1978) discusses the fundamental principle of ellipsis, stating that the elements to be omitted must be recoverable from either linguistic or non-linguistic context.
また、久野（1978）は、次のような省略順序の提案している。「省略はより古い
The process involves transitioning from elements that represent less critical information to those that convey more significant, updated information.
次の例を見てみよう。
（1） 次郎はボストンに花子と行った？
（1.1）うん、ボストンに行ったよ。
（1.2）うん、花子と行ったよ。
According to the principle of word order in sentences, which progresses from elements representing old information to those representing new information, when (1) is spoken without placing emphasis on stress, "Hanako to" is perceived as more important than "Boston ni." The constraints of omission order indicate that while (1.1) is a valid response, (1.2) is not considered appropriate.
Các nhà ngôn ngữ học Việt Nam đã thảo luận nhiều về hiện tượng lược bỏ Hầu hết các nhà ngôn ngữ học cho rằng lược bỏ là phương tiện giảm thông tin bằng cách loại bỏ các yếu tố lặp lại (từ vựng, ngữ pháp, hay các yếu tố chỉ định giống nhau) Trong chuỗi phát ngôn, có nhiều yếu tố lặp lại, tức là các yếu tố chỉ định giống nhau xuất hiện giữa các câu trước và sau, và chúng có thể được lược bỏ Cao Xuân Hào (1991) cho rằng lược bỏ hỗ trợ tính liên kết của câu và nhằm tránh sự trùng lặp của các cụm từ có cùng chỉ định trong văn bản Ông chỉ ra rằng "lược bỏ là việc loại bỏ các cụm từ không cần thiết, hay nói cách khác, là chuyển các cụm từ thành đại từ không xác định."
2）日本語における主題と主語の省略について
Japanese distinguishes between the subject and the topic According to Zhan Lingfeng (2004), topics in Japanese can consist of subjects, objects, or other components This study considers topics that consist of subjects as "subjects." Therefore, it focuses specifically on the omission of subjects and topics in Japanese and reexamines previous research.
先行研究
The phenomenon of ellipsis occurs in every language, attracting significant attention and discussion among researchers.
1）省略について
According to Halliday and Hasan (1976), ellipsis is defined as "the omitted part" and serves as a crucial means of maintaining textual cohesion, similar to reference, substitution, and conjunction They argue that wherever there is ellipsis, there exists a corresponding phrase that should be supplied or is "omitted." The possibility of ellipsis arises not from structure itself, but rather when "an item is omitted because it does not represent all the features involved in its composition—specifically, all meaningful choices embodied within that structure." Furthermore, ellipsis is characterized by relationships within the text, often relying on items that are presupposed and found in preceding texts, indicating that ellipsis typically involves an anaphoric relationship.
External correspondence can sometimes be present; however, it is stated that external correspondence in omissions is entirely unrelated to coherence.
Kuno (1978) discusses the fundamental principle of ellipsis, stating that the elements to be omitted must be recoverable from linguistic or non-linguistic context.
また、久野（1978）は、次のような省略順序の提案している。「省略はより古い
The process involves transitioning from elements that represent less important information to those that convey more significant, newer information.
次の例を見てみよう。
（1） 次郎はボストンに花子と行った？
（1.1）うん、ボストンに行ったよ。
（1.2）うん、花子と行ったよ。
According to the principle of word order that progresses from elements representing old information to those representing new information, if (1) is uttered without placing emphasis on stress, "Hanako to" is perceived as more important than "in Boston." The constraints of omission order indicate that (1.1) is a valid response, while (1.2) is not considered appropriate.
Các nhà ngôn ngữ học Việt Nam đã thảo luận nhiều về vấn đề lược bỏ Hầu hết các nhà ngôn ngữ học cho rằng lược bỏ là phương tiện để giảm thông tin bằng cách loại bỏ các yếu tố lặp lại (từ vựng, ngữ pháp, hay các yếu tố chỉ định giống nhau) Trong chuỗi phát ngôn, có nhiều yếu tố lặp lại, nghĩa là giữa câu trước và câu sau có các yếu tố chỉ định giống nhau có thể được lược bỏ Cao Xuân Hạo (1991) ủng hộ việc lược bỏ để tăng tính mạch lạc cho câu và tránh sự trùng lặp của các cụm từ có cùng chỉ định trong văn bản Ông chỉ ra rằng "lược bỏ là việc loại bỏ các cụm từ không cần thiết, hay nói cách khác, là chuyển các cụm từ đó thành đại từ không xác định."
2）日本語における主題と主語の省略について
In Japanese, there is a distinction between the subject and the topic According to Zhan Lingfeng (2004), topics in Japanese can consist of subjects, objects, or other components This study considers topics that are composed of subjects as "subjects." Consequently, the focus is narrowed to the omission of subjects and topics in Japanese, leading to a reevaluation of previous research on this matter.
Nghiên cứu của Mikami (1969) về việc lược bỏ trong tiếng Nhật đã chỉ ra rằng chủ đề được đánh dấu bằng trợ từ "は" có thể vượt qua nhiều dấu chấm, giữ vai trò chủ đề cho các câu tiếp theo Ông nhấn mạnh rằng "Xは" có thể kết nối các câu thành một khối thống nhất, tạo thành một đoạn văn có cùng chủ đề.
（2）父は茶の間へは入らなかった。〔父は〕隣の間に座った。
（2）では、前文の ｢父ハ｣は、次の文「隣の間に座った」まで及び、省略され ている。
Mikami (1969) defines "abbreviated titles" as the practice of relying on the preceding context without explicitly stating the topic in each sentence He emphasizes the importance of the topic, noting that if the audience understands it, repetition is unnecessary, and sometimes it may not even need to be mentioned at all if mutual understanding is established He identifies three instances where abbreviated titles are applicable: when the titles of previous sentences resonate, when key words from the preceding context ascend to the status of the title, and when implicit understanding occurs While Mikami's observations on the phenomenon of ellipsis and the scope of abbreviated titles are significant for research on topic omission, Kuno (1978) interestingly points out that the continuation of a topic does not always permit omission.
Kuno (1978) posits that the ability to omit elements in discourse is determined not only by the fundamental principle of ellipsis but also by various discourse constraints and grammatical rules Specifically, from a functionalist perspective, Kuno explicitly organizes the phenomenon of topic omission as a discourse rule, arguing that when the same topic is carried over from the first sentence to the second, the topic can be omitted in the second sentence.
I have never succeeded in debates; I always end up losing I find myself overwhelmed by the strength of my opponent's conviction and their remarkable self-affirmation.
In the discussion, the subject "I" is not limited to the initial statement but extends to the assertion that "I will inevitably lose," as well as to the overwhelming strength of the opponent's conviction and the astonishing nature of self-affirmation Each sentence implies omitted elements that contribute to the overall meaning.
Kuno (1978) categorizes the omission of subjects into four patterns: "repetitive subject omission," "subject omission with a preceding noun," "new subject omission," and "different subject omission." He discusses each pattern's application conditions by providing examples and engaging in detailed analysis.
Khi chủ đề của câu thứ nhất và câu thứ hai giống nhau, có thể bỏ qua chủ đề của câu thứ hai Việc bỏ qua chủ đề lặp lại này có thể được xem như một mẫu tương tự như "X qua dấu chấm" Ví dụ như trong câu (3).
主語を先行詞とする主題省略：「X ガ・・・。X ハ・・・。」の「X ハ」は省略 できる。
（4）太郎が尋ねて来た。〔太郎ハ〕一年間会わないうちに、すっかり大人っ
ぽくなっていた。
日本語の主語省略についての概要及びベトナム語の主語省略との比較
日本語の省略についての概要
1.1.1 日本語の省略の定義
According to Tsukada (2001), Japanese is often described as a language that frequently employs ellipsis, reflecting a cultural tendency to minimize expressions while still achieving mutual understanding Tsukada defines ellipsis as the elements of a speaker's (or writer's) intention that can be reconstructed by the listener (or reader), with this reconstruction process involving the interplay of linguistic forms and inference Ellipsis can manifest through elements that are omitted because they can be inferred from prior context, as well as those that require logical reasoning based on situational, shared, or background knowledge These two aspects do not oppose each other but rather complement one another.
1.1.2 日本語の省略の特徴
According to Naruyama (2009), a fundamental point of Japanese language omission is that "what is understandable from context should not be stated!" This means that information that can be inferred from the surrounding context or situation is often omitted For instance, in a conversational context, the speaker may use first-person references without explicitly stating them, relying on the listener's understanding of the situation.
In many situations, I tend to refrain from expressing myself directly When it comes to questions, I often focus on the second person, directing my inquiries towards the person I am conversing with.
In writing, it is often effective to omit the pronoun "you," especially when the subject is frequently mentioned This approach helps maintain clarity and focus on the topic at hand, allowing for a more streamlined and engaging narrative By doing so, the writing becomes more direct, enhancing reader comprehension and keeping the content relevant to the intended audience.
In communication, it is common to avoid unnecessary words, allowing for concise and precise expression through the use of abbreviations.
Point 1: The Basics of Japanese Sentence Abbreviation In Japanese, omit information that is already understood by the listener from the context!
① 平变文では、１人称「私」はふつう言わない。
② 質問文では、２人称「あなた」はふつう言わない。
③ 話題になっている人や物（誰が／に／を）はふつう言わない。
Point two highlights that ellipsis is related to contextual information and the situation during communication Specifically, ellipsis can occur in four scenarios: when the context lacks similarity, when the distance from previous statements is short, when the listener has substantial knowledge about the topic, and when the setting is casual or familiar to the listener.
In contexts where subjects are not explicitly mentioned, such as in the sentence "When I met Mr Tanaka, he seemed very cheerful," the only subject introduced is Mr Tanaka As a result, the subject of the phrase "seemed very cheerful," which is Mr Tanaka, is often omitted for brevity.
When discussing a specific time frame, it's often possible to omit the subject if it is clear from the preceding context For instance, in the sentence, "My university is conveniently located in Tokyo and is renowned as a prestigious institution with a large student body," the subject can be inferred and thus omitted for brevity.
When the listener has extensive knowledge about the topic, the speaker tends to omit explanations, assuming mutual understanding Conversely, if the listener's knowledge is limited, the speaker is likely to provide more detail Therefore, the more shared topics there are between the speaker and listener, the more omissions occur Among close acquaintances, a common understanding leads to increased omissions in communication.
When conversing in casual settings with close friends or family, language tends to be informal and includes many abbreviations In contrast, conversations in formal contexts, such as meetings, typically feature fewer omissions Additionally, casual discussions, like small talk among friends, often employ more shortcuts, while specialized topics, such as lectures, tend to use more complete language.
ポイント２を詳しく説明すると、次の表にまとめる。
ポイント２ 省略するか省略しないか
省略に関係すること 省略する 省略しない
（言わない） （言う）
When assessing communication effectiveness, consider whether similar topics exist within the context, the proximity of previous statements, the listener's knowledge about the subject matter, and the setting of the conversation, including who is present and where it takes place.
くだけた、カジュアル 正式、専門的 親しい 親しくない
1.1.3 日本語の省略の分類
1）塚田（2001）の分類
According to Halliday and Hasan (1976), cohesion consists of four types: reference, ellipsis/substitution, conjunction, and lexical cohesion Among these, ellipsis is further classified into noun group ellipsis, verb group ellipsis, and clause ellipsis Tsukada (2001), building on Halliday and Hasan's framework, analyzed the ellipsis phenomenon in Japanese, comparing it with English Tsukada concluded that in Japanese, there is no need to distinguish between verb group ellipsis and clause ellipsis, suggesting they can be discussed collectively within the framework of clause ellipsis This article will introduce Tsukada's analysis of noun group ellipsis and verb group ellipsis.
Noun phrase ellipsis refers to the omission within a noun phrase, as defined by Halliday and Hasan.
According to the definition provided in 1976, noun groups can be considered equivalent to noun phrases In Japanese, the omission of noun groups is observed in categories such as demonstratives, numerals, classifiers, and the term "mono."
日本語の主語省略についての概要
1.2.1 日本語の主語省略の頻度
According to Chiyama (2009), the subject is often omitted in Japanese sentences, which is a common practice for native speakers but can be confusing for learners of the language This raises the question of how frequently subjects are actually omitted in everyday Japanese communication.
頻度で省略されているのだろうか。
参考１ 主語の省略頻度
（国立国語研究所 1995）
According to the research by Naruyama (2009:12) on the Mister O corpus experiment, it has been observed that subjects in conversations often omit the explicit pronouns "who" or "what." Additionally, recent experimental findings by Ide (forthcoming) indicate that an average of 68.7% of subjects are not explicitly stated in dialogue.
In Japanese, the use of ellipsis is often omitted, while in English, the occurrence of ellipsis is reported to be only 15.4%, indicating a significant difference in usage between the two languages.
According to a study by Moribunshi on "Snow Country," approximately 55.8% of the Japanese original text includes explicit subjects In contrast, research by Seidensticker reveals different findings regarding subject visibility in the English translation.
語訳では98.0％である。
In Japanese conversation, it is often considered more polite to leave statements unfinished, as illustrated by examples from 成山 (2009:21-22) Common dialogues between customers and hosts frequently include numerous omissions, yet the intended meaning remains clear Research analyzing Japanese television drama scripts (Niyekawa, 1984) found that two-thirds of sentences resemble the style of "Conversation 1," where statements are not fully articulated.
「客 ：そろそろ時間なので、…。
亭主：今、お茶を入れますから、…。
客 ：すぐ失礼しますから、…。」
This conversation reveals two key characteristics of the Japanese language Firstly, the subjects and objects are often omitted, yet the meaning remains clear and unambiguous Secondly, in Japanese, it is considered more polite to leave sentences unfinished and not express every detail explicitly.
When the omitted parts of the conversation are filled in, it resembles Conversation 2 However, engaging in such a conversation without omissions can come across as pushy and rude.
The guest expressed that they have been visiting for a long time and need to leave soon due to another appointment The host responded by offering to prepare tea, suggesting that the guest stay a little longer.
客 ：私はすぐここを失礼しますから、あなたは私のためにお茶を入
れないでください。」
Hãy cùng xem một ví dụ về cuộc hội thoại trong sách giáo khoa Đây là một ví dụ xuất hiện trong bài học đầu tiên của sách "Minna no Nihongo" cấp độ sơ cấp I, dùng cho bài tập khởi đầu.
（22）「A: 失礼ですが、お名前は？
A: リーさんですか。
B: いいえ、イーです。」
Trong bài học đầu tiên của sách "みんなの日本語初級I本冊", các ví dụ hội thoại thường gặp trong cuộc sống hàng ngày được đề cập Khi lần đầu gặp gỡ và giới thiệu bản thân, người nói thường bỏ qua chủ ngữ "tôi", vì vậy trong giao tiếp, chủ ngữ thường không được nhắc đến Việc bỏ qua chủ ngữ này cũng xuất hiện trong các đoạn văn tự giới thiệu.
（23）「初めまして。〔私は〕ワシントンです。〔私は〕アメリカから来ました。
うちはニューヨークです。どうぞよろしく。」
Trong tiếng Nhật, không chỉ trong giao tiếp mà cả trong văn bản, chủ ngữ thường bị lược bỏ, điều này đã được làm rõ trong bài viết về "みんなの日本語初級I初級で読めるトピック２５" và phần khởi động 1.
1.2.2 日本語の主語省略の条件
Based on previous research in the introduction, this article will examine two key conditions for subject omission in the Japanese language.
一つの条件は三上（1969）の議論に従うことにする。三上（1969）は、「題目
X ハ là một thành phần rất quan trọng, nhưng nếu đối phương đã hiểu, thì không cần phải lặp đi lặp lại nhiều lần Trong một số tình huống, nếu sự hiểu biết đã được thiết lập, có thể không cần phải đề cập đến từ đầu.
If the context is clear, it is permissible to completely omit the subject from the beginning, meaning the subject can be entirely left out Consequently, the omitted elements can be reconstructed through inference using situational knowledge.
Một điều kiện khác là hiện tượng "vượt qua dấu chấm" của Mikami (1969) Mikami chỉ ra rằng "X ha" có thể vượt qua dấu chấm và ảnh hưởng đến các câu tiếp theo Hiện tượng này liên quan đến "lặp lại chủ đề và lược bỏ" của Kuno (1978) cũng như các công trình của Naruyama.
（2009）の省略のインスタント方法のルール１と同じパターンである。成山
ベトナム語の主語省略との比較
In 2002, it was noted that the expression "I am " in Japanese is typically used in "special situations" where individuals present themselves as subjects These "special situations" involve objectifying oneself in relation to the external world, particularly in contexts of comparison with others or when highlighting one's own significance in some manner.
1.3 ベトナム語の主語省略についての概要 1.3.1 ベトナム語の省略について
Hiện tượng省略 tồn tại trong mọi ngôn ngữ, và tiếng Việt cũng không phải là ngoại lệ Tại Việt Nam, có nhiều định nghĩa khác nhau về省略 Theo Le Duc Trong (1993),省略 là việc loại bỏ một phần hoặc yếu tố của phát ngôn có thể phục hồi tùy thuộc vào bối cảnh và tình huống Diep Quang Ban (1998) cũng định nghĩa rằng省略 là việc bỏ đi một phần của câu mà không ảnh hưởng đến việc hiểu câu đó Huynh Cong Minh Hung (1998) cho rằng省略 là phương pháp thay thế bằng hình thức không có (zero form), với chức năng ngữ nghĩa được chỉ ra bởi bối cảnh và nội dung của câu trước Pham Van Tinh (1999) nhấn mạnh rằng省略 diễn ra giữa các câu, bằng cách loại bỏ những yếu tố có thể hiểu được trong mối quan hệ giữa các câu trong một bối cảnh đã xác định.
V.I.Lenin は頭がいい人は聞き手がわかっていることを言わないと語った。発話
In a chain structure, there are many repetitive elements, meaning that the same instructions appear in consecutive sentences, allowing for omissions These omissions typically occur in subjects, predicates, and objects.
1.3.2 ベトナム語の主語省略について
Previous research has examined the phenomenon of subject omission in Vietnamese, highlighting it as a specific type of ellipsis in the language.
Hoàng Trọng Phiên (1980) định nghĩa省略文 là những câu có chủ ngữ bị lược bỏ hoặc không có chủ ngữ Nghiên cứu này dựa trên quan điểm của Nguyễn Thượng Hùng (1992), người đã chỉ ra rằng việc省略文 giúp loại bỏ những phần không cần thiết trong câu, nhằm tránh sự lặp lại và tập trung vào thông tin mới Trong ngữ cảnh giao tiếp, chủ ngữ thường là thành phần dễ bị省略 Mặc dù chủ ngữ không xuất hiện trong các câu省略, nhưng nó có thể được xác định qua ngữ cảnh Việc省略 dẫn đến các hình thức như chủ ngữ ngầm, chủ ngữ zê-rô và chủ ngữ ẩn.
In Japanese, the concept of ellipsis refers to the omission of unnecessary phrases in a sentence to avoid repeating elements already indicated, thereby drawing the reader's or listener's attention to new information In language activities, the subject is often the part of the sentence that can be easily omitted When the subject is absent, it is inferred from the context or background of the sentence Ellipsis can involve various types of subjects, including implicit subjects, zero subjects, and implied subjects.
1.3.3 ベトナム語の主語省略との比較
Nguyen Thanh Hung (1992) identified three types of subjects: implicit subjects, zero subjects, and implied subjects This article aims to compare the omission of subjects in Vietnamese and Japanese, based on a contrastive analysis with English The Vietnamese examples will be directly drawn from Nguyen Thanh Hung's research, while the Japanese examples will be sourced from textbooks used at Fondong University.
1）暗黙の主語について
Sentences with an implicit subject, often referred to as "subject-less sentences," have their omitted subjects understood through context and the communicative setting, allowing for their restoration to the original form.
例 Hoa thơm mơ mãi vườn tiên giới, Chuốc mãi men say rượu ái tình
Trong câu "夢を見る" (mơ) và "飲む" (chuốc), chủ ngữ không được thể hiện rõ ràng trong câu, nhưng người đọc có thể hiểu rằng đó chính là tác giả.
Similar to the Vietnamese example above, let's examine the phenomenon of subject omission in the following Japanese sentences.
「本の借り方
・ 受付でカードを作ってください。
・ 受付へ本を持ってきて、カードを見せてください。
・ 本は２週間借りることができます。
・ 辞書と新聞と新しい雑誌は借りることができません。
『みんなの日本語初級I本冊』第１８課『子ども図書館』
The verbs "create," "show," and "borrow" imply the subject "you," even in the absence of an explicit subject.
暗黙の主語は場面によって様々な形で現れ、次の種類に分けられる。
① 主語は話者である
例 Xin lỗi すみません。 Ăn đã no chưa? もうおなかがいっぱいになった？
In the given example, it is clear to the reader that the speaker is addressing one or more individuals present in the scene Consequently, the listener can understand the context without the need for the speaker to use personal pronouns to indicate who is being referred to.
The reader can understand that the characters in the example are engaged in a conversation that reveals their thoughts and feelings about each other This context helps to clarify the relationships and dynamics at play in the scene.
日本語の会話でもそのような文がある。
例 遅くなってごめん。
もう食べた？
According to Nariyama (2009), the fundamental point of Japanese language ellipsis, first-person pronouns like "I" are omitted in declarative sentences, while second-person pronouns such as "you" are omitted in interrogative sentences.
第１章のまとめ
第１章には先行研究に基づき、まず、日本語における省略の定義、特徴、分類 を概観してきた。次に、日本語における主語省略の頻度、条件、一人称主語の条 件を述べた。それから、ベトナム語と日本語における主語省略をある程度比較し てきた。
There are two conditions for subject omission in Japanese First, it occurs when the context clearly indicates who or what is being discussed, allowing readers to infer that the author is the subject without needing to use the first-person pronoun Second, as noted by Mikami (1969) in the concept of "crossing the period," the subject can be omitted when it has been established as the topic of discussion and continues to apply to subsequent sentences.
There are four conditions under which the first-person subject can be omitted in Japanese sentences: subjective expressions, verbs of giving and receiving, passive constructions, and honorific language Specifically, the first-person subject can be omitted when expressing personal feelings or intentions, using verbs of giving and receiving, employing humble expressions, or in passive constructions that imply a sense of harm.
A comparison of subject omission in Vietnamese and Japanese reveals significant similarities between the two languages Notably, the implicit subject is commonly found in both languages, and the types of these implicit subjects correspond to the conditions for subject omission discussed earlier.
In Vietnamese, subject omission is common, yet Japanese learners often overlook this aspect when writing It is important to explore why learners tend to neglect the omission of personal pronouns as subjects Additionally, examining the similarities in subject omission between the two languages could provide valuable insights into how these similarities assist learners in effectively applying this linguistic feature.
フォンドン大学の日本語学習者の作文における一人称主語省略の調査
調査の概略
2.1.1 調査の目的
The study aims to achieve three objectives: first, to examine the usage of first-person subjects in the compositions of Japanese language learners at Fondan University; second, to investigate whether learners appropriately omit first-person subjects in their writing; and third, to identify the factors influencing the usage and omission of first-person subjects among learners.
2.1.2 調査の対象
2.1.2.1 フォンドン大学の日本語学習者及び作文について
The study focuses on first and second-year Japanese language learners at Hanoi's Fondong University, analyzing their written compositions These students have been studying Japanese for approximately one to two years at the beginner and intermediate levels The essay topics revolve around personal experiences related to their studies, hobbies, and daily life, reflecting their immediate surroundings and interests.
200字、二年生のレベルの200字以上から600字以内である。
詳しい内容は次の表１に示した。
表１．学習者の概要
In a study of student writing levels, first-year beginners produced 101 essays on themes such as "self-introduction," "hobbies," and "travel," while second-year intermediate students wrote 53 essays focusing on topics like "dreams from childhood" and "future plans."
2.1.2.2 一人称主語について
Japanese personal pronouns are categorized into first person, second person, and third person This study focuses on the first person pronouns, exploring their usage and nuances within the Japanese language.
This article focuses solely on pronouns, specifically the first-person pronouns in Japanese The singular forms include "私" (watashi) and "僕" (boku), with "僕" typically used by males to refer to themselves For the plural form, "私たち" (watashitachi) is used to denote "we."
The first-person pronoun functions as a component of sentences, including subjects like "I" and objects like "me." Previous research indicates that first-person subjects are often omitted Therefore, this study focuses on examining first-person pronouns used as subjects.
In this study, the term "subject" encompasses not only the "what" in the phrase "what happened" but also includes concepts such as "topic," "agent," and "actor." In Japanese, the particles "は" (wa) and "が" (ga) both follow the subject The distinction between "は" and "が" is as follows: "は" introduces the topic of discussion, referred to as the "topic subject," while "が" serves as a nominative particle, indicating that the noun preceding it is the subject, known as the "nominative subject."
具体的には次の例を参考してみる。 a．私は この写真を撮った。
主語 目的語 述語 b．この写真は、私が撮った。
Trong bài viết này, chúng tôi phân tích mối quan hệ giữa chủ ngữ và tân ngữ trong câu Cụ thể, trong trường hợp a, "tôi" đóng vai trò là chủ ngữ và cũng là chủ đề, trong khi ở trường hợp b, "tôi" là chủ ngữ nhưng không phải là chủ đề Do đó, để nghiên cứu việc lược bỏ chủ ngữ, cần xem xét mối liên hệ với chủ đề Nghiên cứu này sẽ điều tra mối quan hệ chặt chẽ giữa chủ đề chủ ngữ và chủ ngữ chính, không phân biệt giữa chúng, và sẽ xem xét cách chúng hoạt động trong câu đơn.
Trong văn bản, có thể xuất hiện các câu đơn (câu có chủ ngữ và vị ngữ) hoặc câu phức (câu có hai hoặc nhiều mệnh đề) Ví dụ, cấu trúc "X là (X là) " thể hiện một cách rõ ràng sự phân loại này.
「Xが…（Xは）…」などのように表すことにする。
2.1.3 調査の方法
調査の方法は統計分析、インタビューである。
The study examines the writings of first and second-year students at Fondan University, focusing on their learning and daily life topics It involves statistical analysis of the frequency of first-person subjects in their compositions, distinguishing between those that can be omitted and those that cannot Additionally, the research explores differences in the usage and omission of first-person subjects across different proficiency levels.
To clarify the factors influencing the omission of first-person subjects by learners, interviews will be conducted with the learners The responses gathered will be summarized and analyzed for further examination.
調査結果と分析
This article examines the conditions for subject omission in prior research One key indicator is the situational context, where understanding is established if the reader recognizes that the author is the subject of all emotions and actions from the narrative In such cases, it is unnecessary to use the first-person subject even once Another indicator is the concept of "beyond the period," where the subject is introduced as a topic and subsequently omitted in following sentences.
Research indicates that learners completely omit the first-person subject and never use it at all.
The analysis reveals that there are compositions both with and without the use of first-person subjects The following table summarizes the number of each type of composition.
表２．一人称主語の出現別・レベル別における作文数
レベル 作文数
合計 一人称主語の出現がない 一人称主語の出現がある
Table 2 reveals that the number of compositions without first-person subjects is significantly lower, with only five instances across different levels This indicates that while some learners completely omit first-person subjects in their writing, such compositions are rare Additionally, it was found that the number of compositions using or omitting first-person subjects is greater Notably, first graders produced twice as many compositions featuring first-person subjects compared to second graders, suggesting that the proportion of second graders' compositions within the total is also twice that of first graders.
2.2.1 一人称主語の出現がない作文と分析
The analysis indicates that learners completely omitted the first-person subject in their compositions, though the number of such instances was limited To further investigate whether learners appropriately omitted the subject, we will examine one composition each from first and second graders This examination will focus on the use and omission of the first-person subject while disregarding other grammatical errors present in the compositions.
例 一年生の作文（０）（テーマは日本語の勉強について）
I am studying Japanese at university, and I find it to be an interesting experience I study Japanese anytime and anywhere, dedicating time each day at home to my studies During my free time, I watch Japanese movies, listen to Japanese music, and read the news in Japanese I believe that reading kanji is the most challenging aspect of the language, which is why I practice reading kanji multiple times every day Currently, I am able to speak in Japanese using simple sentence structures.
I want to study abroad in Japan, which is why I am eager to improve my Japanese language skills.
例 二年生の作文（０’）（テーマは卒業した後の予定について）
「今まで大学で勉強している２年目になりました。
In two years, I will graduate, and I need to realize various plans by then As I am studying Japanese, I aspire to find a job related to the language or Japan, such as an interpreter or Japanese language teacher Once I become an interpreter, I genuinely want to go to Japan to gain work experience while also researching Japanese culture and the lives of its people Therefore, I am currently studying Japanese and gathering information about Japanese companies, believing that major firms like Canon and Panasonic may be part of my future career choices.
The two compositions analyzed demonstrate that the learners completely omitted the use of the first-person subject The first-grade composition (0) focuses on the topic of "studying Japanese," while the second-grade composition (0') explores a different theme.
After graduation, I have clear plans for my future I aim to pursue further education while exploring various career opportunities Networking with professionals in my field will be essential, as I seek to gain practical experience through internships Additionally, I intend to develop my skills by attending workshops and seminars Overall, my post-graduation journey will focus on personal growth and building a strong foundation for my career.
By using subjective expressions such as "I think" and "I want" without explicitly stating "I," the author effectively communicates their intentions and desires, allowing readers to understand that the subject of will and hope is the writer This indicates that learners have successfully omitted the first-person subject appropriately.
However, the learners did not completely omit the first-person subject appropriately in their writing This article will examine a specific writing example to analyze the misuse of first-person subject omission by one of the learners.
例 二年生の作文（０”）（テーマは子供の時の夢について）
Life is filled with various miracles, and dreams are among them They provide us with hope and the belief in a brighter future Dreams enhance the beauty of our lives, inspiring us to pursue our aspirations Will your dreams come true?
At the age of ten, I aspired to become a public security officer for three main reasons Firstly, I adored the uniform, particularly how it enhanced the appearance of women wearing it, which I believed would impress others.
The article titled "Dreams from Childhood" omits the first-person pronoun "I," focusing instead on the general benefits of dreams in human life in the first paragraph In the second paragraph, the author shifts to a personal narrative, discussing their own childhood dreams, which introduces a first-person perspective to the topic.
「私」（主題主語）を明示する必要だと思われる。
調査結果のまとめ
An investigation into the use and omission of first-person subjects in the writings of first-year and second-year students at Fondan University yielded several key findings While some learners can omit subjects effectively, their numbers are limited Conversely, many students tend to overuse first-person subjects and fail to omit them appropriately The primary misuse of first-person subject omission among learners is the failure to adhere to the "wa-ga period crossing" condition, resulting in the repeated use of first-person subjects within the same topic The main factors contributing to this misuse include the influence of the learners' native Vietnamese language and a lack of knowledge regarding subject omission Overall, second-year students demonstrated better performance in this regard compared to their first-year counterparts.
The article highlights the effective use of first-person subjects and their omission in writing, demonstrating an improved ability to appropriately streamline expressions.
It has been revealed that learners who wrote essays with a high number of optional pronouns did not appropriately omit the first-person subject "I" due to the influence of their Vietnamese native language Conversely, learners who wrote essays with fewer optional pronouns frequently noted that in Japanese, the first-person subject "I" is often omitted or implied They also mentioned that by explicitly stating the first-person subject in preceding sentences, it becomes clear to the reader that the opinions or actions described in subsequent sentences pertain to themselves Therefore, it is essential to investigate the factors influencing these learners' responses.
教科書の作文における一人称主語の省略の考察及びベトナム人日本語学 習者の作文における一人称主語の省略の指導法の提案
教科書の作文における一人称主語の省略の考察
For learners studying Japanese as a second language, opportunities to interact with native speakers are limited, as most learning occurs in classroom settings Consequently, textbooks used in schools play a significant role in shaping the learning experience of Japanese language students This chapter aims to examine the usage and omission of first-person pronouns in textbooks and how these factors may influence the occurrence of first-person pronoun omission in learners' writing.
3.1.1 教科書について
The study materials consist of a total of seven textbooks, including six for beginners and one for intermediate learners Specifically, the textbooks used at the beginner level are as follows.
Bộ tài liệu "Minna no Nihongo Shokyuu" bao gồm sách chính "Minna no Nihongo Shokyuu I, II", cùng với "Minna no Nihongo Shokyuu I, II - 25 chủ đề đọc được" và "Minna no Nihongo Shokyuu I, II - phiên bản Kanji tiếng Anh" Sách giáo khoa được sử dụng cho cấp độ trung cấp là "New Approach Chukyu Nihongo" phiên bản sửa đổi của phần cơ bản.
This article examines the trends in the use and omission of first-person subjects in the writings of Japanese language learners, specifically focusing on texts such as diaries and letters, excluding conversational dialogues The analyzed texts vary in length from 100 to 800 characters The study emphasizes the occurrences of first-person pronouns, including the singular forms "私" and "僕," as well as the plural "私たち," and provides statistical insights into their usage and omissions in educational materials.
3.1.2 結果と分析
The analysis reveals that there are compositions where the first-person subject is completely omitted, resulting in no occurrences of the first-person perspective Conversely, some compositions utilize or omit the first-person subject The following table summarizes the number of each type of composition.
表９．教科書と学習者の一人称主語の出現別における作文数
合計 一人称主語の出現がない 一人称主語の出現がある
According to Table 9, there are 17 instances of compositions that do not feature first-person subjects in the textbooks, indicating a significant trend in the use of narrative perspective.
文数の 4分の 1（23%）をほぼ占める。学習者のこのような作文数は 10で総作文
数の 1 割近くしか占めていないことが分かった。教科書には一人称主語の出現の ない作文が多いことが明らかになった。
次は教科書における一人称主語が使用されない作文である。
Next spring, after graduating from university, I plan to work at an airport office I've loved airplanes since childhood, and I will be able to see them every day from the office However, I need to take an exam before graduation.
Năm nay, tôi dự định sẽ ở lại trường đại học trong kỳ nghỉ hè và học tập tại thư viện Bài viết này phản ánh kế hoạch của tác giả về tương lai, cụ thể là việc tốt nghiệp đại học vào mùa xuân năm sau.
In the article, the first-person subject "I" is never explicitly mentioned; however, the context clearly indicates that all actions are attributed to the author This omission aligns with the first-person perspective, demonstrating a seamless integration of the author's voice without the need for direct reference.
Through this type of writing, learners have likely mastered the complete omission of the first-person subject However, it has been observed that the number of such learners remains relatively small.
Next, we will focus on compositions that utilize or omit first-person subjects The following table illustrates the frequency of usage and omission of first-person subjects as observed in textbooks.
表１０．教科書に見られる一人称主語の語別における使用数及び省略数
一人称主語
私 僕 私たち 使用数 86 26 6 省略数 223 49 10
As shown in Table 10, the overall number of omitted first-person subjects exceeds their usage A closer examination reveals that the omission and usage counts for "I" are 223 and 86, respectively, significantly higher than other terms In contrast, "I" (僕) has 49 omissions and 26 usages, while "we" (私たち) shows 10 omissions and 6 usages, indicating a lesser frequency Additionally, the plural form "we" has fewer omissions and usages compared to the singular forms "I" and "I" (僕) Therefore, for this analysis, we will focus on the first-person subject "I," treating "I" and "I" (僕) interchangeably, excluding "we" from consideration.
Although the textbook employs the first-person pronoun "boku," it is rarely found in the writings of male learners This suggests that male students are not influenced by the use of "boku" as presented in the textbooks.
The presence of first-person subjects in textbooks significantly influences learners' writing This aspect shapes their understanding of narrative voice and personal expression By analyzing how these elements are integrated into their compositions, we can better understand their impact on writing development Ultimately, the use of first-person perspectives encourages students to engage more deeply with their own experiences and perspectives in their writing.
ベトナム人日本語学習者のための作文における一人称主語の省略の指導法の 提案
In the analysis presented in Chapter 2, it is evident that first and second-year Japanese language learners encounter significant challenges, particularly in their frequent use of first-person subjects and their struggle to appropriately omit them.
If learners can effectively address this issue, they should be able to successfully omit the first-person subject in their writing Consequently, this will enable them to compose natural Japanese sentences in their essays.
Learners often lack the necessary knowledge and skills to address specific challenges in language acquisition Current teaching methods do not adequately focus on these issues To help learners use and omit first-person subjects correctly, we should consider effective instructional strategies It is important to recognize that while basic Vietnamese sentence structures may seem intuitive, they differ significantly in Japanese Additionally, both languages exhibit phenomena of subject omission Providing opportunities for Japanese learners to reflect on the frequent use of first-person subjects could enhance their understanding and proficiency.
The ultimate goal of the proposed teaching method is to enable learners to effectively omit the first-person subject and write concise sentences This study aims to suggest appropriate instructional strategies for learners, addressing the inadequacies in current learning and teaching approaches Therefore, the article proposes specific methods for teaching the omission of the first-person subject in sentence construction.
括弧によって日本語の省略の特徴を導入する。
主語省略があるベトナム語の例文を紹介する。
教科書の作文と学習者の作文を比較する。
主観的表現・授受動詞・受身文・敬語などを運用する。
3.2.1 提案１ 魔法の括弧による日本語の省略の特徴の導入
Vietnamese learners of Japanese often believe that sentences lacking subjects and predicates are incomplete, leading them to directly translate their native language structures into Japanese However, as noted by Naruyama (2009) in Chapter 2 regarding the characteristics of omission in Japanese, it is common to omit information that can be understood from context For instance, in casual conversation, speakers frequently do not include the first-person pronoun "I" in their statements.
In communication, it is common to omit the second-person pronoun "you" when addressing the listener This often leads to the exclusion of details about who is involved in the conversation, allowing for a more concise and precise expression of ideas By utilizing such omissions, the message can be conveyed clearly and effectively.
In teaching Japanese to Vietnamese learners, it is essential to introduce the characteristic of subject omission in the language One effective method is to incorporate simple translation exercises as part of comprehensive grammar practice Many learners tend to translate sentences directly without considering subject omission when they see personal pronouns written out To address this, instructors can place personal pronouns in parentheses and instruct students not to translate the pronouns within the brackets This approach is straightforward and minimizes effort while encouraging learners to think critically about subject omission in Japanese.
（2002）によって指摘された。） 次の例を見てみよう。
(Anh) đã ăn cơm chưa?
When translating a question that uses the second-person subject and an answer that employs the first-person subject into Japanese, it can be expressed as follows.
「もうご飯を食べましたか。
はい、食べました。 」
By consistently practicing these exercises, learners will gradually grasp the concept of subject omission in Japanese, an essential feature of the language Over time, they will become more proficient in writing natural Japanese sentences It will also become clear that even small parentheses play a crucial role in enhancing the meaning of important parts of a sentence.
3.2.2 提案２ 主語省略があるベトナム語の例文の紹介
The belief among learners that avoiding the use of the first-person pronoun "I" leads to a lack of politeness or incomplete sentences is influenced by the Vietnamese language.
Incorporating examples of subject omission in Vietnamese during lessons is essential For instance, consider the following example sentence.
Thương chồng nấu cháo le le
Nấu canh thiên lí, nấu chè hạt sen (ca dao)
Anh đi anh nhớ quê nhà
Nhớ những hình ảnh giản dị như rau muống và cà dầm tương, gợi nhắc về những kỷ niệm xưa Hãy cất tiếng hát thật to, thật mạnh mẽ, như một cách thể hiện tình cảm sâu sắc Hát hết mình, như tiếng cuốc kêu, mang theo nỗi nhớ và yêu thương.
Bộ đội cảm thấy đói, mỏi, buồn ngủ và ngứa ngáy, thể hiện những trạng thái tâm lý và thể chất của họ Mặc dù không phải tất cả các văn bản tiếng Việt đều xuất hiện hiện tượng lược bỏ chủ ngữ ngôi thứ nhất, nhưng qua ví dụ này, người học có thể nhận thức được rằng việc này tồn tại trong tiếng Việt.
In Vietnamese communication, there is a distinct cultural norm regarding the use of personal pronouns, particularly in hierarchical contexts When speaking to someone of higher status, Vietnamese speakers typically do not omit the first-person subject pronoun However, in conversations with close friends or peers, the omission of the first-person subject is common This aspect of the language is important for learners to understand.
3.2.3 提案３ 教科書の作文と学習者の作文との比較
In Japanese writing, the first-person pronoun "I" is typically marked by the particle "は" and often omitted from sentences, as it usually serves as the topic of discussion However, Vietnamese learners of Japanese tend to repeatedly express the first-person subject when writing about themselves, believing it necessary to convey their opinions, feelings, and actions To provide learners with the opportunity to reflect on this difference, I have developed instructional methods as part of classroom activities.
第３章のまとめ
第３章は教科書の作文における一人称主語の使用かつ省略が学習者の作文にお ける一人称主語の使用かつ省略に影響を与えたかどうかどのように与えたか考察 してきた。結果は次のようである。学習者は教科書における一人称主語を完全に 省略した作文を通して、一人称主語を完全に省略したことを習った。しかし、こ の学習者の人数がまだ尐ないと分かった。そして、作文に数多くの一人称主語を 使用している学習者に教科書の作文が影響を与えないということを明らかにした。 つまり、一人称主語をまだ多用している学習者はほとんど影響を受けないが、省 略がよくできた学習者はよく影響を受けることが分かった。
This article proposes instructional methods to help Vietnamese learners of Japanese appropriately omit first-person subjects in their writing Based on research into common errors in subject omission, learner interviews, and the influence of textbooks, the suggested approaches include introducing the characteristics of subject omission in Japanese, providing examples from Vietnamese that exhibit similar omissions, comparing textbook compositions with learner writings, and utilizing various forms of subjective expressions, passive verbs, and honorifics The anticipated outcomes of these methods aim to enhance the learners' ability to effectively use first-person subject omission in their compositions, with hopes of applying these strategies in future teaching practices.
本論の内容のまとめ
第１章には先行研究に基づき、まず、日本語における省略の定義、特徴、分類 を概観してきた。そして、主語省略の条件を２つ取り上げた。一つ目は場面の状 況（誰・何についての話か）で了解が成立している場合、即ち読み手が文脈から すべての感情や動作などの主体は筆者であることが分かる場合、はじめから一人 称主語を一回も使用しなくてもすむというのである。二つ目は三上（1969）の
The concept of "overcoming the period of ha" refers to the presentation of the subject as the main topic, which may be omitted in subsequent sentences This aligns with the patterns identified by Kuno (1978) regarding "topic omission" and the first rule of omission in the instant methods described by Naruyama (2009).
There are four conditions under which the first-person subject can be omitted in Japanese: subjective expressions, giving and receiving verbs, passive constructions, and honorific language Specifically, first-person subjects can be omitted when subjective feelings or intentions, giving and receiving verbs, or humble expressions are used, as well as in passive constructions that imply harm Additionally, based on previous research by Vietnamese linguists, a comparison between subject omission in Vietnamese and Japanese reveals both similarities and differences It was found that there are significant similarities in subject omission between the two languages, particularly in the case of implicit subjects, which frequently occur in both.
第２章ではフォンドン大学の一年生と二年生の作文における一人称主語の使用かつ省略の調査から、一人称主語を過多使用しまだ適切に省略していない学習者が多いという結果が出た。学習者の一人称主語の省略の主な誤用はよく「ハのピリオド越え」の条件に従わず、同じトピックであるが、連文に一人称主語を数回使用して省略していないのである。誤用の要因は学習者がベトナム語母語の影響
It has become clear that, in addition to receiving instruction, many learners lack knowledge about subject omission However, there are some learners who can effectively utilize this omission in their language use.
第３章では教科書の作文における一人称主語の省略かつ使用が学習者の作文における一人称主語の省略かつ使用に影響を与えたということが分かった。しかし、影響の程度は学習者によって違う。それから、学習者の作文における一人称主語省略の誤用と要因に基づき、４つの指導法の提案を取り上げた。次のようである。括弧によって日本語の省略の特徴の導入、主語省略があるベトナム語の例文の紹介、教科書の作文と学習者の作文との比較、主観的な表現・授受動詞・受身文・敬語などの類型表現の運用である。
今後の課題
This study provides an overview of ellipsis in the Japanese language, highlighting the need for future research to identify appropriate examples from various texts and categorize ellipsis and subject omission into specific subcategories for analysis While some aspects of first-person subject omission in Japanese have been introduced, a thorough comparison between subject omission in Vietnamese and Japanese has not yet been achieved, relying primarily on existing research and limited personal knowledge Therefore, a more detailed comparative examination of subject omission in both Vietnamese and Japanese is warranted.
This study investigated the omission of first-person subjects in student essays, focusing on first and second-year Japanese language students at Fondon University However, the research is still considered insufficient due to the limited scope Further investigation into first-person subject omission in essays by Japanese language learners at other universities is necessary Nevertheless, the findings of this research are hoped to be beneficial for Japanese learners at Fondon University.
Moreover, specific suggestions for Japanese learners on how to appropriately omit the first-person subject have become more concrete.
I aim to create practice problems and assess the effectiveness of the proposed teaching methods Currently, I have not evaluated how well learners can implement these suggestions and their resulting impact A future challenge will be to apply these teaching methods over an extended period, analyze their effectiveness, and investigate qualitative and quantitative changes in learners' writing Additionally, it is essential to pay attention to various elements that can appear in the subject position, including first-person pronouns, second and third-person pronouns, common nouns, proper nouns, and demonstratives.
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調査資料（日本語教科書）
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（1998）『みんなの日本語初級II本冊』 スリーエーネットワーク
Cuốn sách "みんなの日本語初級I初級で読めるトピック２５" của nhà xuất bản スリーエーネット, phát hành năm 1998, cung cấp những chủ đề dễ hiểu cho người học tiếng Nhật ở trình độ sơ cấp Tài liệu này giúp người học nâng cao khả năng đọc hiểu và giao tiếp cơ bản trong tiếng Nhật.