{"created":"2023-07-25T09:58:40.531540+00:00","id":1124,"links":{},"metadata":{"_buckets":{"deposit":"90a199de-45d9-4e54-a454-962cc222fb63"},"_deposit":{"created_by":8,"id":"1124","owners":[8],"pid":{"revision_id":0,"type":"depid","value":"1124"},"status":"published"},"_oai":{"id":"oai:kunion.repo.nii.ac.jp:00001124","sets":["91:131"]},"author_link":["2238","2239"],"item_2_biblio_info_12":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2006-03-24","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"62","bibliographicPageStart":"53","bibliographicVolumeNumber":"40","bibliographic_titles":[{"bibliographic_title":"研究紀要"},{"bibliographic_title":"Kunitachi College of Music journal","bibliographic_titleLang":"en"}]}]},"item_2_description_10":{"attribute_name":"抄録(日)","attribute_value_mlt":[{"subitem_description":"言語学の一領域である意味論は、主に言葉の意味を、それぞれの言語固有の特徴をとらえながら記述する。いっぽう外国語教育研究では、学習過程が研究対象であり、学習ストラテジーや学習者の認知的側面が重要になる。個別言語の特徴は中心テーマではない。本稿では、認知意味論の中でも重要な概念であるイメージ・スキーマによる意味記述が、言語学習のプロセスを考えるときにどのように役立つか、ドイツ語の話法の助動詞を例に考察してみる。教材から読み取れる学習プロセスを比較し、視覚的イメージの使用は学習者の中間言語の変化を記述するだけでなく、学習プロセスを改善できる可能性もあることを述べる。","subitem_description_type":"Other"}]},"item_2_description_15":{"attribute_name":"表示順","attribute_value_mlt":[{"subitem_description":"6","subitem_description_type":"Other"}]},"item_2_description_16":{"attribute_name":"アクセション番号","attribute_value_mlt":[{"subitem_description":"KJ00004129334","subitem_description_type":"Other"}]},"item_2_source_id_1":{"attribute_name":"雑誌書誌ID","attribute_value_mlt":[{"subitem_source_identifier":"AN00066006","subitem_source_identifier_type":"NCID"}]},"item_2_source_id_19":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"02885492","subitem_source_identifier_type":"ISSN"}]},"item_2_text_6":{"attribute_name":"著者所属(日)","attribute_value_mlt":[{"subitem_text_value":"国立音楽大学"}]},"item_2_text_7":{"attribute_name":"著者所属(英)","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Kunitachi College of Music"}]},"item_2_title_3":{"attribute_name":"論文名よみ","attribute_value_mlt":[{"subitem_title":"ニンチ イミロン ト ガイコクゴ キョウイク ノ セッテン オ モトメテ"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"metadata only access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_14cb"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"末松, 淑美"},{"creatorName":"スエマツ, ヨシミ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{"nameIdentifier":"2238","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"Suematsu, Yoshimi","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"2239","nameIdentifierScheme":"WEKO"}]}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"認知意味論","subitem_subject_scheme":"Other"},{"subitem_subject":"イメージ・スキーマ","subitem_subject_scheme":"Other"},{"subitem_subject":"外国語教育","subitem_subject_scheme":"Other"},{"subitem_subject":"中間言語","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"認知意味論と外国語教育の接点を求めて","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"認知意味論と外国語教育の接点を求めて","subitem_title_language":"ja"},{"subitem_title":"Anwendungsmoglichkeiten des \"Image Schemas\" im Fremdsprachenunterricht","subitem_title_language":"en"}]},"item_type_id":"2","owner":"8","path":["131"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2017-02-22"},"publish_date":"2017-02-22","publish_status":"0","recid":"1124","relation_version_is_last":true,"title":["認知意味論と外国語教育の接点を求めて"],"weko_creator_id":"8","weko_shared_id":-1},"updated":"2023-09-12T03:14:58.607644+00:00"}