Academic literature on the topic '「言いさし」表現'
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Journal articles on the topic "「言いさし」表現"
Houghton, Luke. "Issues of Representation in Japanese Junior High School English Textbooks." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 41. http://dx.doi.org/10.37546/jaltpcp2019-06.
Full textWood, David. "Mastering the English formula: Fluency development of Japanese learners in a study abroad context." JALT Journal 29, no. 2 (November 1, 2007): 209. http://dx.doi.org/10.37546/jaltjj29.2-3.
Full textMatsuda, Aya. "Representation of Users and Uses of English in Beginning Japanese EFL Textbooks." JALT Journal 24, no. 2 (November 1, 2002): 182. http://dx.doi.org/10.37546/jaltjj24.2-5.
Full textKawashima, Chie. "Pragmatic Roles of Visuals in ELT Textbooks." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (August 1, 2021): 290. http://dx.doi.org/10.37546/jaltpcp2020-36.
Full text熊野宏昭, Kumano. "描画による感情表現と正しい言葉による対応がもたらす非連続的変化." Pragmatic Case Studies in Psychotherapy 11, no. 4 (January 1, 2016): 128. http://dx.doi.org/10.14713/pcsp.v11i4.1936.
Full textBrooks, Gavin. "Vocabulary Usage in Second Language Presentations." JALT Postconference Publication 2019, no. 1 (August 1, 2020): 288. http://dx.doi.org/10.37546/jaltpcp2019-34.
Full textMurray, Lewis. "Formulaic Sequence Acquisition in Academic Writing: Examining Different Interventions." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 241. http://dx.doi.org/10.37546/jaltpcp2018-33.
Full textMisuro, Christian. "Tell and Let Know: A Corpus-Based Study." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 264. http://dx.doi.org/10.37546/jaltpcp2019-31.
Full textPorcaro, James. "Perspectives: A Rationale for Ll-to-L2 Literary Translation in College EFL Instruction." JALT Journal 23, no. 2 (November 1, 2001): 248. http://dx.doi.org/10.37546/jaltjj23.2-4.
Full textEffiong, Okon. "Task repetition and extra-curricular speaking opportunities: Measuring gains in complexity, accuracy, and fluency." Language Teacher 38, no. 4 (July 1, 2014): 33. http://dx.doi.org/10.37546/jalttlt38.4-5.
Full textDissertations / Theses on the topic "「言いさし」表現"
朴, 仙花. "OPIデータにみる日本語学習者と日本語母語話者による文末表現の使用 : 接続助詞で終わる言いさし表現を中心に." 名古屋大学大学院国際言語文化研究科日本言語文化専攻, 2010. http://hdl.handle.net/2237/14105.
Full text朴, 仙花. "中国人日本語学習者による文末表現の使用に関する考察 : 断り発話を事例として." 名古屋大学大学院国際言語文化研究科日本言語文化専攻, 2012. http://hdl.handle.net/2237/16222.
Full text朴, 仙花. "現代日本語における接続助詞で終わる言いさし表現について―「けど」「から」を中心に―." 名古屋大学大学院国際言語文化研究科日本言語文化専攻, 2008. http://hdl.handle.net/2237/10197.
Full textSUNG, YA-CHUN, and 宋雅純. "文化及び言語の特徴から見る言いさし表現―「どうも」と「ちょっと」を手がかりにして―." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9yg986.
Full text東吳大學
日本語文學系
106
This thesis takes the "cyotto" and "doumo" that often appear in Japanese conversations as the research clues. There is no need to express clearly between Japanese people, and they will not misunderstand each other. Therefore, it is easy to see that some important content would be omitted through Japanese conversations. It has been learned from past studies that the study of "iisashi" is classified by the omitted content, but it has not been explored why this linguistic phenomenon is so common in Japanese society. In Chapter 3, here is what you can find out if language environment affects language performance. According to Edward T. Hall, messages exchanged in a high-context culture carry implicit meanings with more information than the actually spoken parts, while in low-context cultures, the messages have a clear meaning, with nothing implied beyond the words used. In a higher-context culture, a way with words is more important than the words themselves, so many things are left unsaid, relying on the context of the moment. Therefore, Japanese people are often considered to be "ambiguous", "the ability to detect is good", "communication is by heart," but it is impossible to explain the difference between the high context of Japanese culture and other high-context culture. In Chapter 4, it provides a way for people to explore that how to produce the same cognitive development in the high context of Japanese, no matter who speaks the same discourse on a particular occasion. The Japanese think that they are connected with the concept of others, and they can convey their minds in few words. In order to maintain the spirit of "harmony" in the group, the Japanese avoid their own behaviors to undermine the harmony of the group and ensure that they can belong to the group. Therefore, "homogeneous phenomenon" has been formed on the culture of Japanese language. The higher the identity, the stronger the restriction. The Japanese will say the same words or do the same things on the same occasion. It can be seen that homogeneous phenomenon is not an individual choice, but an inevitable result. Finally, it is also universal in the group. Since group consciousness forms a homogenous phenomenon of language, the iisashi phenomenon does not cause misunderstanding among Japanese people. If we judge other cultures with our own culture, we will not be able to see through the mystery and even cause cultural shocks. All in all we should understand the meaning of different languages deeply in order to explore the roots of different cultures, so that we can contribute to Japanese cultural education and Sociolinguistic research.
Book chapters on the topic "「言いさし」表現"
"• Words/phrases 例えば 理想的な人 詩人 感情 成績を出す 数人 出版 優れている人 劣っている国 心配する 安心する 移す 限られる 署名する 私の理想的な人は、例えば、先生のような人です。 あの詩人の書いた詩は私の感情をぴったり表現しています。 日本語の成績が昨日、出ました。 数人の本が出版されました。 子供の時、いつも他の学生に劣っていると言われていました。 優れた人というのは何でもできるのですね。 心配したり、安心したり、親は大変です。 これをあすこに移すのはかなり時間がかかります。 限られた人から署名を集めました。." In Japanese Stage-Step Course: Writing Practice Book, 267. Routledge, 2009. http://dx.doi.org/10.4324/9780203882337-76.
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