| Project/Area Number |
23520481
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Linguistics
|
|---|
| Research Institution | Hiroshima Shudo University |
|---|
Principal Investigator |
TAKEI Mitsuko 広島修道大学, 法学部, 教授 (80412287)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
YOSHIDA Etsuko 三重大学, 人文学部, 教授 (00240276)
|
|---|
| Project Period (FY) |
2011 – 2013
|
| Project Status |
Completed (Fiscal Year 2013)
|
| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
|
|---|
| Keywords | コーパス / 談話分析 / 英語教育 / 日本語教育 / 外国語教育 / 談話・対話分析 / 国際情報交換（アメリカ） / 国際研究者交流（アメリカ） |
|---|
| Research Abstract |
In this collaborative research between Japanese and U.S. universities, we built and analyzed a comparable corpus which consists of four types of sub-corpora: English learner (EL), English native speaker (ENS), Japanese learner (JL) and Japanese native speaker (JNS). The goal was to increase discourse-level awareness with a focus on entity coherence. The corpus analysis results, within the framework of Centering Theory (Grosz et al., 1995), provided us with some pedagogical insights that teachers can utilize back in the EFL/JFL classrooms. These include similarities and differences between the two languages and learner-specific tendencies, in terms of transition types of a focused entity called CENTER and their relation to CENTER form choices (e.g., nouns, pronouns).
|
