中国語における告げ口文に関する一考察 : 非現実文の形式が現実文の意味を表す場合について

In Chinese, "Tattle-Tale Sentences" are used to inform others of someone's negligence. Among these, there are Tattle-Tale Sentences that do not use markers of Realistic Text, such as “他打我。” (He hit me.). Despite the absence of Realistic Text markers, these expressions do not mislead the listener into thinking the actions are unreal, clearly representing real events. This study clarifies the reasons behind this phenomenon. Verbs (phrases) that inherently denote actions are attributed a "temporary attribute" by the speaker, and the speaker's strong emotions can further express a "high degree" of this attribute. This approach satisfies the requirement of "degree of attribute" rather than "temporal aspects of the event," thus completing the sentence. Additionally, at the point when these attributes are present, the corresponding actions have already been performed, thus implying a past meaning. The study also examines explanatory expressions that are formally similar to Tattle-Tale Sentences and are Realistic Text as well. The results indicate that verbs (phrases) in explanatory expressions do not denote attributes and have distinct temporal characteristics. Their reality is indicated by the context of live commentary.departmental bulletin pape

Kickshaws

A collection of linguistic kickshaws

Spartan Daily, December 8, 1972

Volume 60, Issue 50https://scholarworks.sjsu.edu/spartandaily/5685/thumbnail.jp

The speaking vocabulary of kindergarten, grade I, grade II, and grade III

Thesis (Ed.M.)--Boston Universit

A compilation, classification, and comparison of lists of spontaneous speaking vocabulary of children in kindergarten, Grade I, Grade II, and Grade III

Thesis (Ed.M.)--Boston UniversityLanguage development has been studied for many years. The beginning vocabularies are easy to count ana record. As tne child grows and moves about, his speaking vocabulary increases very rapidly. Some estimates suggest that a minimum speaking vocabulary at six years would include three thousand words. New words have come into children's speaking vocabularies as a result of modern technology since World War II. Lists of spontaneous vocabulary furnish material for teachers and text book writers. The purpose of this study is to analyze two lists recorded in 1954 and 1955. An attempt has been made to classify the new list. The lists were compared with three existing lists, Rinsland, International Kindergarten Union and Gates