지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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The purpose of this study is to investigate how connection modes of 「te」「tari」「si」 are used in five types of Japanese textbooks for liberal arts in National Universities located in Kyung-Nam province and Pusan.
1) The meaning and the order of frequency of use of「te」 is 「competibility」「reason」「order」「means」「synchronismus」「contrast」「the result of hypothesis」「adverse」 and each chapter from chapter one to chapter five seldom deals with 「te」. However, the frequency of 「te」 gradually increases from chapter 6 and it becomes high from chapter 6 to the last chapter in most textbooks.
2) The meaning and the order of frequency of use of「tari」 is 「example」「repetition」「example (with single「tari」)」 and there is an intensive increase in specific chapter from chapter ten.
3) The meaning and the order of frequency of use of「si」 is「accumulated arrangement」「set-builder」 and most of the textbooks, it is addressed in the later chapters, especially one specific chapter.
To improve our communication skill naturally, it is very important for students to use these connection modes such as 「te」「tari」「si」 appropriately, and that is also the main purpose of the language education. Thus, using the connection mode 「te」 from the first chapter with conversational situations like greeting or introduction and providing the meanings and functions of 「tari」「si」 from the middle of the textbook helps users to learn the differences in each usage as well as the meanings much more effectively.
1) The meaning and the order of frequency of use of「te」 is 「competibility」「reason」「order」「means」「synchronismus」「contrast」「the result of hypothesis」「adverse」 and each chapter from chapter one to chapter five seldom deals with 「te」. However, the frequency of 「te」 gradually increases from chapter 6 and it becomes high from chapter 6 to the last chapter in most textbooks.
2) The meaning and the order of frequency of use of「tari」 is 「example」「repetition」「example (with single「tari」)」 and there is an intensive increase in specific chapter from chapter ten.
3) The meaning and the order of frequency of use of「si」 is「accumulated arrangement」「set-builder」 and most of the textbooks, it is addressed in the later chapters, especially one specific chapter.
To improve our communication skill naturally, it is very important for students to use these connection modes such as 「te」「tari」「si」 appropriately, and that is also the main purpose of the language education. Thus, using the connection mode 「te」 from the first chapter with conversational situations like greeting or introduction and providing the meanings and functions of 「tari」「si」 from the middle of the textbook helps users to learn the differences in each usage as well as the meanings much more effectively.
목차
Ⅰ. 序論
Ⅱ. 本論
Ⅲ. 結論
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UCI(KEPA) : I410-ECN-0101-2014-910-001272244