Relevant bibliographies by topics / 認知言語学

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic '認知言語学'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "認知言語学"

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Shintani, Mayu. "Image Schema-Based Instruction in English Grammar." JALT2015—Focus on the Learner 2015, no. 1 (2016): 285. http://dx.doi.org/10.37546/jaltpcp2015-38.

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Cognitive linguistics has been aimed at revealing the very nature of language for the last several decades. One of the field’s most significant contributions has been the abstraction of the general patterns, or image schemas, underlying grammatical concepts. In this paper, we propose that English grammar-teaching methods adopting image schema theory offer strong benefits for language teaching. As schematic explanations given to learners are more visible and comprehensible than ordinary verbal-based ones, this method offers a clearer and more engaging way to understand the target grammar. We al
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Nakachi, Kento. "Familiarity and Unfamiliarity: My Language Learning Journey." Nagoya JALT Journal 1, no. 1 (2020): 87–96. http://dx.doi.org/10.37546/jaltchap.nagoya1.1-6.

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Sharing various types of language learning experiences can help learners to develop their language learning strategies. It can also help educators to become aware of how an instructional approach can impact their students. This paper illustrates how I, a Japanese university student, have learned languages, how classroom instructions have affected my language learning, and in what context I have studied. Based on the languages I have learned (English, French, and Russian) and on the two of my study abroad experiences, I divided my language learning history into four sections with the correspond
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Birdsell, Brian. "Enhancing Phrasal Verb Learning: A Quasi-experimental Study of Different Approaches." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 244. http://dx.doi.org/10.37546/jaltpcp2020-30.

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Phrasal verbs (PVs) are notoriously difficult for language learners since they are numerous in number, highly polysemous, as well as metaphorical, and the meaning is often opaque. Over the past two decades, researchers have shown the benefits of using a cognitive linguistic approach to teaching them. Expanding this line of research, a quasi-experimental study was conducted to investigate the effects of an embodied approach to teaching phrasal verbs. An embodied learning approach focuses on movement, gesture, and enactment as a way to facilitate language learning. Student participants (N = 80)
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Suzuki, Hiroshi, and Peter Roger. "Foreign Language Anxiety in Teachers." JALT Journal 36, no. 2 (2014): 175. http://dx.doi.org/10.37546/jaltjj36.2-2.

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In the 2013 Course of Study for senior high schools, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) mandated that English should be taught, wherever possible, through the medium of English. Against this backdrop, we investigated the experiences of foreign language anxiety (FLA) among 15 Japanese teachers of English in relation to their teaching practices and beliefs. The findings, from interviews, questionnaires, and self-reflections, indicate that experiences of FLA among participants stem from two broad categories of factors. The first is the teachers’ con
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Saito, Yukie. "「英語の授業は英語で」に関する高校教師の認知調査と授業実践 • High School Teachers’ Cognition of the Policy of “English Classes in English,” and Their Classroom Practice". Language Teacher 41, № 1 (2017): 3. http://dx.doi.org/10.37546/jalttlt41.1-1.

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2012年4月から実施の現行学習指導要領には高校の英語に関して、クラスを実際のコミュニケーションの場にするために、英語のクラスは英語で行われるべきであると明記されている。高校教師の「英語の授業は英語で」行う方針に対しての認知、授業実践、また教師の認知と授業実践に影響を与えている要因に関して調査をするために、2015年度に3人の高校英語教師へのインタビューとその教師が担当する授業見学を行った。Borg (2006)の言語教師の枠組みを参考に分析したインタビュー結果によると、教師のTEFLやTESOLコースへの参加経験、同僚との支援体制、また生徒の英語で行われる英語の授業への肯定的な反応などが、教師の認知と授業実践に影響を与えていることがわかった。授業見学データは教師がどれくらい英語と日本語を使っているか、またいつ英語と日本語を使っているかという視点で分析した。結果、英語と日本語使用の程度は、各教師によって異なっていることがわかった。インタビューと授業見学から、大学入試が教師の認知と授業実践に著しく影響を与えていることが浮き彫りとなった。 The MEXT Course of Study for senior high school, enacted in April 2012, states that English classes are to be conducted in En
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Shimada, Kazunari. "Contrastive Interlanguage Analysis of Discourse Markers Used by Nonnative and Native English Speakers." JALT Journal 36, no. 1 (2014): 47. http://dx.doi.org/10.37546/jaltjj36.1-3.

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In this study, the use of discourse markers (DMs) in the speech of Japanese learners of English was investigated. To explore the features of their DM use, corpora of nonnative and native English speakers’ speech were analysed using the methodology called Contrastive Interlanguage Analysis. A frequency analysis of DMs revealed significant differences between Japanese learners’ and native speakers’ speech, supporting earlier findings. Quantitative and qualitative analyses of the learner corpus data suggest that Japanese learners may use the marker so more frequently than other nonnative English
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Mueller, Charles, and Allen Walzen. "Is Willingness to Communicate Associated With More Positive Online Chat Experiences?" JALT Journal 42, no. 2 (2020): 103. http://dx.doi.org/10.37546/jaltjj42.2-1.

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Willingness to Communicate (WTC) has been put forth as a model (MacIntyre et al., 1998) of situations and attitudes that facilitate L2 learners’ openness to opportunities for L2 use and concomitant behaviors. In the current study, this model’s criterion-related validity was examined through a comparison of WTC survey results with results of a subsequently administered survey regarding the online chat experiences of Japanese and Taiwanese learners of English. The participants (N = 190) were Japanese and Taiwanese EFL students who took part in an online chat program, in class and/or as homework.
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Dizon, Gilbert. "Japanese Students’ Attitudes Towards the Use of Facebook in the EFL Classroom." Language Teacher 39, no. 5 (2015): 9. http://dx.doi.org/10.37546/jalttlt39.5-2.

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Facebook is the most widely used social networking site in the world. However, little is known of the views that Japanese students have towards its use to enhance language learning. This paper reports on a survey of students in Japan to determine their perceptions of the use of Facebook in four EFL courses. The participants were 41 students who were a part of the Faculty of Foreign Studies at a university in Japan. Students were divided into separate Facebook groups according to their class and were required to participate in weekly discussions through the site. The results revealed that the s
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Brooks, Gavin. "Vocabulary Usage in Second Language Presentations." JALT Postconference Publication 2019, no. 1 (2020): 288. http://dx.doi.org/10.37546/jaltpcp2019-34.

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While oral presentations are an important part of many university classes, because of the time and effort needed to transcribe spoken presentations for analysis, presentations are an underrepresented area of research. In order to help better understand the vocabulary used in oral presentations, 22 impromptu and prepared presentations from 11 first-year students were analyzed for lexical diversity using three different measures. The lexical diversity of these presentations was then correlated to a measure of the participants’ vocabulary knowledge. While there was a positive relationship between
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LaClare, Elton. "Does Dyslexia Occur Among Japanese English Language Learners?" Language Teacher 41.4 41, no. 4 (2017): 19. http://dx.doi.org/10.37546/jalttlt41.4-4.

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Dyslexia is the most commonly diagnosed learning disability in the English-speaking world, affecting between 10 and 20 percent of the adult population of countries such as the United States, Britain, and Canada (International Dyslexia Association, 2016). While diagnosis and treatment of dyslexia focusses on the act of reading, the underlying cause of the condition is thought to be a phonological processing disorder that inhibits an individual’s ability to identify separate speech sounds (International Dyslexia Association, 2002). Awareness of dyslexia has risen steadily among speakers of other
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Dissertations / Theses on the topic "認知言語学"

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小川, 典子. "現代日本語指示詞の認知言語学的研究". 京都大学, 2013. http://hdl.handle.net/2433/175029.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第17680号<br>人博第647号<br>新制||人||156(附属図書館)<br>24||人博||647(吉田南総合図書館)<br>30446<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 山梨 正明, 教授 東郷 雄二, 准教授 谷口 一美<br>学位規則第4条第1項該当
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神澤, 克徳. "連体修飾構文の認知言語学的研究". Kyoto University, 2018. http://hdl.handle.net/2433/232383.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21182号<br>人博第854号<br>新制||人||204(附属図書館)<br>29||人博||854(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 谷口 一美, 教授 服部 文昭, 准教授 守田 貴弘, 教授 山梨 正明<br>学位規則第4条第1項該当
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伊藤, 薫. "修辞表現と言語理解の重層性 ―認知言語学からのアプローチ―". Kyoto University, 2018. http://hdl.handle.net/2433/233852.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21313号<br>人博第861号<br>新制||人||206(附属図書館)<br>2018||人博||861(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 谷口 一美, 教授 齋藤 治之, 教授 河﨑 靖, 教授 山梨 正明<br>学位規則第4条第1項該当
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李, 澤熊, та TACK UNG LEE. "副詞の類義語分析". 名古屋大学大学院国際言語文化研究科, 2006. http://hdl.handle.net/2237/7859.

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黒田, 一平. "文字言語の創造性に関する認知言語学的研究―認知文字論の構築にむけて―". Kyoto University, 2020. http://hdl.handle.net/2433/253352.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第22516号<br>人博第919号<br>新制||人||220(附属図書館)<br>2019||人博||919(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 谷口 一美, 准教授 守田 貴弘, 准教授 金丸 敏幸, 教授 山梨 正明<br>学位規則第4条第1項該当
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李, 澤熊. "｢たちまち、あっという間に、またたく間に｣の意味分析 : ベースとプロファイルの観点から". 名古屋大学大学院国際言語文化研究科, 2010. http://hdl.handle.net/2237/14083.

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LEE, Tack Ung, та 澤熊 李. "「余裕」と「ゆとり」の意味分析 : ベースとプロファイルの観点から". 名古屋大学大学院国際言語文化研究科, 2014. http://hdl.handle.net/2237/20882.

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鷲見, 幸美, та YUKIMI SUMI. "類義語ミトオス・ミヌクの意味分析－心はどこに隠れているのか－". 名古屋大学大学院国際言語文化研究科, 2008. http://hdl.handle.net/2237/10117.

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河野, 亘. "英語の補文構造に関する認知言語学的研究―エビデンシャリティに関わる現象を中心に―". Kyoto University, 2020. http://hdl.handle.net/2433/253372.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第22536号<br>人博第939号<br>新制||人||224(附属図書館)<br>2019||人博||939(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)教授 谷口 一美, 教授 藤田 耕司, 教授 服部 文昭, 教授 山梨 正明<br>学位規則第4条第1項該当
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寺﨑, 知之. "日本語の時間表現に関する認知意味論的研究". Kyoto University, 2016. http://hdl.handle.net/2433/215622.

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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第19796号<br>人博第767号<br>新制||人||185(附属図書館)<br>27||人博||767(吉田南総合図書館)<br>32832<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授 谷口 一美, 教授 東郷 雄二, 教授 齋藤 治之, 教授 山梨 正明<br>学位規則第4条第1項該当
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