Relevant bibliographies by topics / 語義場

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic '語義場'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "語義場"

1

汪, 鋒. "語義演變、詞彙競爭與詞彙分層". Bulletin of Chinese Linguistics 13, № 2 (2020): 378–89. http://dx.doi.org/10.1163/2405478x-01302001.

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摘要 新事物出現後，語言系統常用與之密切相關的舊詞來稱代，導致舊詞的語義演變；另一種策略是直接從其他語言借來詞彙。如果一個語言系統之下的不同群體採用不同策略，最終會造成該語言系統的詞彙競爭。競爭的結果要麼是一勝一敗，要麼各自佔據不同的使用領域，帶上語體色彩（文白/雅俗）。現代漢語“茗”“茶”二詞雅俗分層使用的格局就經歷了這樣複雜的歷史過程。本文考察了二詞在漢語史上演變、競爭和分層的過程，“茶”與“茗”經過漢魏南北朝的競爭，在唐代時，“茶”取得了核心地位，且一直保持至今，而“茗”並沒有在漢語中消失，還在古雅的場合中使用，其背後的社會文化動因源自明清時期沖泡方式的改變，及由此造成的區分飲茶雅俗的需要，“茗”因此獲得了新的生命力，這可以說明語言系統具有適應社會文化的協調機制。通過這一考察，還可以澄清茶文化史上的一些問題，如：“茗”源自漢語內部，與南亞語（原始德昂語）中的*miəm‘茶’無涉；飲茶文化的南北不同；亦可以為文本理解提供重要證據，如：《世說新語》中任育長問“為茶為茗”的“紕漏”何在。
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Motohashi, Ellen. "Moving Beyond Self Introductions to Sharing Self Exploration and Expression." Language Teacher 36, no. 6 (2012): 27. http://dx.doi.org/10.37546/jalttlt36.6-2.

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Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply
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Penner, David. "Linguistic and contextual factors that affect Japanese readers of EFL." Language Teacher 35, no. 1 (2011): 23. http://dx.doi.org/10.37546/jalttlt35.1-3.

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By exploring the linguistic and contextual factors that cause problems for Japanese readers of EFL, this essay adds support to the sociocontextualists’ side of the ongoing debate regarding the scope of SLA research – that is, should SLA research be limited to the study of language use or should it include language-learning in context? In support of a more global approach, linguistic factors and contextual factors that cause Japanese readers difficulty are explored, including differences in orthography, morphology, orthographic depth, and phrasal structure, as well as ethnocentric influences, e
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이동철 та 서영. "「茹でる」と「煮る」の語義をめぐって ―日本語を母語としない者から見た場合―". Journal of Japanese Language and Literature 82, № 1 (2012): 433–52. http://dx.doi.org/10.17003/jllak.2012.82.1.433.

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Doi, Megumu, and John Peters. "Engaging in Collaborative Learning in a Japanese Language Classroom." Language Teacher 36.1 36, no. 1 (2012): 17. http://dx.doi.org/10.37546/jalttlt36.1-3.

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This article discusses the experiences of Megumu (first author) and her students as they engaged in collaborative learning (CL) in their intermediate Japanese course at an American university. CL was one of three types of teaching and learning employed in Megumu’s course, but it enabled students to learn aspects of Japanese language and culture that other types of teaching and learning are not designed to accomplish. We first discuss the concept of CL from our social constructionist perspective; i.e., we see learning as a social process of knowing instead of merely a construct of individual mi
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Young, Davey. "Contrastive Models for Turn-Taking in English and Japanese." Language Teacher 42, no. 3 (2018): 9. http://dx.doi.org/10.37546/jalttlt42.3-2.

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Turn-taking remains an underemphasized aspect of foreign language instruction. As more is understood about this central component of interactional competence, foreign language teachers will need to consider the best ways to teach students how to take turns speaking and managing the floor in the target language. This paper provides a brief outline of turn-taking mechanics as originally defined by Sacks, Schegloff, & Jefferson (1974) before providing contrastive models for turn-taking in English and Japanese. Some recommendations for classroom instruction targeting turn-taking for EFL studen
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Cheung, Chit, and Matthew Sung. "Perspectives: English as a Lingua Franca and Its Implications for English Language Teaching." JALT Journal 35, no. 2 (2013): 173. http://dx.doi.org/10.37546/jaltjj35.2-2.

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In recent years, the use of English as a Lingua Franca (ELF) worldwide has given rise to the question of whether English as a Native Language (ENL) norms should continue to be used in the English Language Teaching (ELT) classroom. In this paper I explore the controversial issues surrounding the implications of ELF for ELT by considering the practicalities of language teaching and learning. I argue that ELF should not be seen as in competition with ENL or as a replacement of ENL for pedagogical purposes. Instead, ENL and ELF can play different but complementary roles in ELT. Although ENL may re
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Young, Davey, and Matthew Schaeffer. "Collaborative Support for Students With Disabilities." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 136. http://dx.doi.org/10.37546/jaltpcp2018-19.

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The Act on the Elimination of Disability Discrimination, which took effect in 2016, stipulates that institutes of higher education in Japan should provide reasonable accommodations for students with disabilities (SWDs). Foreign language programs are no exception; however, language teaching professionals commonly lack the background, knowledge, or training to best serve SWDs. As the number of SWDs enrolled in higher education in Japan continues to rise, there is an ever-growing need for collaboration between program administrators, disability specialists, and teachers in order to meet a diversi
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Misuro, Christian. "Tell and Let Know: A Corpus-Based Study." JALT Postconference Publication 2019, no. 1 (2020): 264. http://dx.doi.org/10.37546/jaltpcp2019-31.

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This paper is based on research into the usage of the terms tell and let know, using data from the British National Corpus of English and the Corpus of Contemporary American English. The differences between them, as well as the extent and character of their synonymy, are analyzed through corpus distribution and semantic preferences. The results indicate subtle differences between the terms. Though they are partially synonymous, tell is more often selected in reference to anecdotal and incidental transmission of information, such as when discussing past events, and thus has a wider idiomatic us
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Watanabe, Sato. "Present Perfect: Effects of Learning Environment." JALT Postconference Publication 2019, no. 1 (2020): 256. http://dx.doi.org/10.37546/jaltpcp2019-30.

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In this study I investigated the influence of Japanese EFL environments on the acquisition of the English present perfect form by comparing Japanese native speakers who have lived abroad and returned to live in Japan (JRs) and those who have never been abroad (JNRs) with a control group of native English speakers (NESs). In Japanese classrooms, the present perfect is usually taught by focusing on three translation categories (completion, duration, and experience) along with certain durative adverbials (e.g., already, yet, and since). Using a gap-fill test, I looked at how Japanese–English tran
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Dissertations / Theses on the topic "語義場"

1

TSURUMAKI, Motoko, та 泉子 鶴巻. "少数言語と「新しい地域主義」をめぐって : ブレイス語の場合". 名古屋大学大学院国際言語文化研究科, 2010. http://hdl.handle.net/2237/16208.

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LEE, TACK UNG, та 澤熊 李. "「여기」と「이곳」の類義語分析 : 「ここ」と比較して". 名古屋大学大学院国際言語文化研究科, 2013. http://hdl.handle.net/2237/17913.

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