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Un nouveau regard sur la syntaxe russe ; Un nouveau regard sur la syntaxe russe: de l’erreur individuelle vers une tendance générale
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In: 10th World Congres, ICCEES (the International Council for Central and East European Studies) ; https://hal.archives-ouvertes.fr/hal-03628377 ; 10th World Congres, ICCEES (the International Council for Central and East European Studies), Columbia University, Aug 2021, Montréal, Canada (2021)
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Towards a corpus of learner texts annotated with discourse relations ; Vers un corpus de textes d’élèves annoté en relations de discours
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In: ISSN: 0023-8368 ; EISSN: 1957-7982 ; Langue française ; https://hal.archives-ouvertes.fr/hal-03484102 ; Langue française, Armand Colin, 2021, Écrire de l’école à l’université : corpus, traitements, analyses outillées, 211 (3), pp.115-129. ⟨10.3917/lf.211.0115⟩ ; https://www.cairn.info/revue-langue-francaise-2021-3-page-115.htm (2021)
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An Error-tagged Learner Corpus of L1 Greek EFL Learners’ Texts of C2 Level (CEFR) ...
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対話場面における中国人日本語学習者の「と思う」の習得過程の一考察 : 『北京日本語学習者縦断コーパス(B-JAS)』のデータから
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Abstract:
国立国語研究所 研究系 日本語教育研究領域 非常勤研究員 ; Adjunct Researcher, JSL Research Division, Research Department, NINJAL ; 本研究は，『北京日本語学習者縦断コーパス（B-JAS）』をもとに，中国人日本語学習者の対話場面における思考動詞「と思う」の4年間にわたる習得過程を形態面・用法面から分析したものである。分析の結果，まず形態面の習得過程について，「と思う」を，その単独使用，「と」に前接する表現（終助詞・助動詞）をともなう使用，「思う」に後接する表現（接続助詞・終助詞）をともなう使用に三分してみていくと，①単独使用，②前接表現の助動詞の使用，③後接表現の使用，④前接表現の終助詞の使用，⑤前接表現と後接表現の複合使用の順に習得が進んでいた。一方，用法面の習得過程は，①話し手の主観的認識を表す「意見評価」，②話し手の不確実な認識を表す「推量」，③話し手の希望や意思を示す「希望決意」や，聞き手への配慮から発話を婉曲的に表現する「断定回避」，および過去の記憶を述べる「回想」，④ある条件下での話し手の認識・判断を表す「条件的判断」，⑤話し手が発話時に断定できない事柄を明示して伝える「蓋然性判断」，⑥聞き手の意向を確認し，さらに聞き手の反応を期待する「相手伺い」の順で習得が進んでいた。 ; Based on Beijing Corpus of Japanese as Second Language (B-JAS), this study focuses on how Chinese JSL learners go through the four-year process of learning the phrase to omou (think that) in dialog, in terms of morphology and usage. In terms of morphology, to omou typically either stands alone, follows a constituent ending with a final particle or ending with an auxiliary verb, or precedes a constituent starting with a connective particle or starting with a final particle. The learners have progressed with their learning of to omou as the following progress levels in descending order: 1. Use of to omou alone. 2. Use of preceding constituents with auxiliary verbs. 3. Use of following constituents. 4. Use of preceding constituents with final particles. 5. Combined use of preceding and following constituents. In terms of usage, their progress is as the following progress levels in descending order: 1. Opinion/Evaluation: Expression of subjective recognition of the speaker. 2. Guess: Expression of uncertain recognition of the speaker. 3.1. Hope/Resolution: Statement of desire and intention of the speaker. 3.2. Assertiveness Avoidance: Euphemistic utterances in consideration of the listener. 3.3. Recollection: Statement of past memories. 4. Conditional Judgment: Expression of recognition/judgment of the speaker under certain conditions. 5. Probability Judgment: Probability-based expression of a matter the speaker is unsure of its authenticity and thus cannot make assertive utterances. 6. Asking other's intention: Reading of the listener's intention and anticipation of reaction from the listener.
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Keyword:
acquisition stage; Chinese JSL learner; contact scene; learners' corpus; modality expression; モダリティ表現; 中国人日本語学習者; 学習者コーパス; 接触場面; 習得段階
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URL: https://repository.ninjal.ac.jp/?action=repository_action_common_download&item_id=3111&item_no=1&attribute_id=54&file_no=1
http://id.nii.ac.jp/1328/00003095/
https://repository.ninjal.ac.jp/?action=repository_uri&item_id=3111
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| 12 |
PRACTICAL USES OF CORPUS TOOLS IN THE PSYCHOLOGY CLASSROOM ...
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PRACTICAL USES OF CORPUS TOOLS IN THE PSYCHOLOGY CLASSROOM ...
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Intertextuality in foreign-language academic writing in English. A mixed-methods study of university students’ writing products and processes in source-based disciplinary assignments ...
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The Emergence of Determiners in French L2 from the Point of View of L1/L2 Comparison
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In: Languages ; Volume 6 ; Issue 2 (2021)
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Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ...
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Kobalt: Extension Corpus and Annotation Guidelines for Verb Classification and Dependency Adjustments ...
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Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ...
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Kobalt: Extension Corpus and Annotation Guidelines for Verb Classification and Dependency Adjustments ...
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