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¶â¸÷æÆ°ì | 2017 | ǧÃΰÕÌ£ÏÀŪ¼êË¡¤òÍѤ¤¤¿¥³¡¼¥Ñ¥¹¤Ë´ð¤Å¤¯±Ñ¸ìÁ°Ãֻ츦µæ: ¥Í¥¤¥Æ¥£¥Ö¤È¥Î¥ó¥Í¥¤¥Æ¥£¥Ö¥³¡¼¥Ñ¥¹¤òÍѤ¤¤Æ | |||
ÀîËÜ渚ËÞ | 2017 | The Criteria of "Good" Illustrative Examples in Learner's Dictionaries: From the Perspective of Japanese EFL Learner's Actual Use of Dictionary Examples in L2 Writing | ³Ø½¬¼Ô¼Åµ¤Î¡ÖÎɤ¤¡×ÍÑÎã¤Î¾ò·ï¤È¤Ï: ¥é¥¤¥Æ¥£¥ó¥°¤Ë¤ª¤±¤ëÆüËܿͱѸì³Ø½¬¼Ô¤ÎÍÑÎã»ÈÍѤδÑÅÀ¤«¤é | ||
¥³¥¦¡¦¥ì¥¤¥¬ | 2017 | ¥¿¥¤¥È¥ë (±Ñʸ) | CEFR¥ì¥Ù¥ë¤Ë´ð¤Å¤¯Æ°»ì - ̾»ì¥³¥í¥±¡¼¥·¥ç¥ó¤Ë´Ø¤¹¤ë¥³¡¼¥Ñ¥¹¸¦µæ | ||
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Zhaoxuan Lee | 2015 | A Corpus-based Study of the Use of Gerundial and Infinitival Verbal-complements by Native Speaker and EFL learners | ¢þ | ||
µÜºê¸÷ | 2015 | Corpus-based Studies on the Effective Presentation and Instruction of the Verb MAKE: Comparing Native Corpora against Learner and Textbook Corpora | ´ðËÜÆ°»ìMAKE¤Î¸ú²ÌŪ¤ÊÄ󼨤ȻØƳ¤Ë¤Ä¤¤¤Æ¡§Êì¸ìÏüԥ³¡¼¥Ñ¥¹¤È³Ø½¬¼Ô¡¦¶µ²Ê½ñ¥³¡¼¥Ñ¥¹¤òÈæ³Ó¤·¤Æ | ¢þ | |
Zhang Yunan | 2015 | A CORPUS-BASED ANALYSIS OF LEXICAL COLLOCATIONS IN EFL TEXTBOOKS | ¢þ | ||
Kosuke Doi | 2012 | Extracting Criterial Features for CEFR Levels Using Corpus-Based Lexical and Grammatical Profiling | ¢þ |
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»³ºê²ÃÆà | 2017 | ¥¿¥¤¥È¥ë (±Ñʸ) | Ãæ³Ø¹»±Ñ¸ì¸¡Ä궵²Ê½ñ¸ì×äΥ³¡¼¥Ñ¥¹Ê¬ÀÏ: Êì¸ìÏüԥ³¡¼¥Ñ¥¹¤ÈCEFR-J Wordlist¤È¤ÎÈæ³Ó¤òÄ̤¸¤Æ | ||
°ÂÂðÍ¥´õ | 2016 | ¥³¡¼¥Ñ¥¹¤Ë¤è¤ê¥Õ¥£¥ê¥Ô¥ó¸ì¤Î¼ÚÍѸ츦µæ -°Ọ̃ʬÌî¤Î´ÑÅÀ¤«¤é- | |||
Ë̽Ð˾ | 2016 | A Comparative Study of English Verbs of Causation between Native Speakers and English-learners: from the Perspective of FrameNet? | ±Ñ¸ì³Ø½¬¼Ô¤ÈÊì¸ìÏüԴ֤ΰø²Ì´Ø·¸±Ñ¸ìÆ°»ìÍÑË¡Èæ³Ó - FrameNet?¤Î´ÑÅÀ¤«¤é - | ||
¿·ÀîÈþºé | 2016 | Pragmatic Analysis of Request Dialogues in Junior High School English Textbooks | |||
ÃæÅç»íºÚ | 2016 | Refining Data-Driven Learning Materials through a Survey of Pre-Service EFL Teacher Trainees | ¿·Ç¤Á°±Ñ¸ì¶µ°é¼Â½¬À¸¤Ø¤ÎÄ´ºº¤Ë¤è¤ë¥Ç¡¼¥¿¶îÆ°·¿³Ø½¬¶µºà¤Î²þÁ± | ||
ÀÐÀî¾Ìé | 2015 | A Comparison of Vocabulary in Secondary School Textbooks and University Entrance Examinations: Is the vocabulary learned through textbooks enough for the exam? | Ãæ¹â±Ñ¸ì¶µ²Ê½ñ¸ì×äÈÂç³ØÆþ»îÌäÂê¸ì×äÎÈæ³ÓʬÀÏ | ¢þ | |
ÉڻηòÂÀ | 2014 | ³Ø½¬»ØƳÍ×ÎβþÄû¤Ëȼ¤¦¹âÅù³Ø¹»±Ñ¸ì¶µ²Ê½ñ»ÈÍѸì×äÎʬÀÏ | ¢þ | ||
²¬ÅçÎè¹á | 2013 | ¡ÖÆüÈæ¥Ñ¥é¥ì¥ë¥³¡¼¥Ñ¥¹¤ÎºîÀ®¤È³èÍѰơס¼ ¥Õ¥£¥ê¥Ô¥ó¥ß¥å¡¼¥¸¥Ã¥¯¤Î²Î»ì¤Ë¸«¤ë¡¢¡×¥Õ¥£¥ê¥Ô¥ó¸ìƱ»ÎÀܼ¤Î»È¤¤Ê¬¤± ¡¼ | ¢þ | ||
¶â¹âͪ»Ò | 2013 | On the distinction between "Must" and "Have to": A corpus-based Study | ¢þ | ||
¹çÅĹ°¿Í | 2013 | Studies on Corpus Interface for Learners of English* Interviews with Japanese University Students | ¢þ | ||
Kosuke Doi | 2010 | A Corpus-Based Research on the Development Sequence of L2 English Tense-Aspect System | ¢þ | ||
Ayaka Miyamoto | 2010 | Comparison of the Usage of Modal Auxiliaries of English between Native Speakers, German EFL textbooks and Japanese EFL Textbooks: A Corpus-based Approach | ¢þ |
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ÉÚÅÄ¿¿Í³ | 2017 | JEFLL¥³¡¼¥Ñ¥¹¤òÍѤ¤¤¿¥é¥¤¥Æ¥£¥ó¥°»ØƳ¶µºà¤ÎºîÀ® | |
¥í¡¼¥ì¥ó¥¹¡¦¥Ë¥å¡¼¥Ù¥ê¡¼¥Ú¥¤¥È¥ó | 2016 | NICE¤Ë¤ª¤±¤ëÆüËܿͱѸì³Ø½¬¼Ô¤Ë¤è¤ëË¡½õÆ°»ì¤Î»ÈÍÑ·¹¸þ¤Ë¤Ä¤¤¤Æ | |
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Æ»¸¶ÍºÅÍ | 2016 | but¤Èthough¤Î»È¤¤Êý¤Îº®Æ±¤Ë¤Ä¤¤¤Æ | |
»³ºê²ÃÆà | 2016 | NICE JLE Corpus¥¹¥È¡¼¥ê¡¼¤Æ¥ê¥ó¥°¥¿¥¹¥¯¤Ë´ð¤Å¤¤¤¿³Ø½¬¼Ô¤ÎÆÃħÃê½Ð¤È¥¹¥Ô¡¼¥¥ó¥°»ØƳ¤Ø¤Î±þÍÑ |