| Budget Amount *help |
¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 2006: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 2005: ¥300,000 (Direct Cost: ¥300,000)
Fiscal Year 2004: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Research Abstract |
In the recent studies, it is suggested that the Japanese compound verbs are quite difficult for the second language learners (L2 learners) to understand comprehensively (Himeno 1999, Matsuda 2004, et al.). This paper proposes a pedagogical approach for the L2 learners aiming for more comprehensive understanding of the Japanese compound verbs.
When a second language learner encounters a new word, he or she tends to search for the translation equivalent in his or her native language. However, Matsuda (2002, 2004) claims that the use of this strategy often ends up with breaking the semantic continuity of multiple senses. Instead of this, Matsuda (2002, 2004) proposes a way of describing the meaning of "-komu" by using the notion of core schema so that the L2 learners understand the semantic continuity of multiple senses of "-komu." This paper examines if this proposal of Matsuda is valid for other compound verbs as well, following the same path with her study.
The main studies in this paper are, a study of "tori-V2" based on the semantic research of polysemous verb "toru," a study of "V-kakeru" based on semantic research of polysemous verb "kakeru." They are described visually by using the notion of core schema focusing on the difference between verbs and compound verbs, like "kakomu" and "tori-kakomu," "yameru" and "tori-yameru,""kakeru" and "hik-kakeru," "ou" and "oi-kakeru."
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