{"_buckets": {"deposit": "fdd63ee3-dec6-4421-84a8-d479d3a865fc"}, "_deposit": {"id": "16287", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "16287"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00016287", "sets": []}, "author_link": ["46598"], "item_10_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2000-03-31", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "22", "bibliographicPageStart": "13", "bibliographicVolumeNumber": "1", "bibliographic_titles": [{"bibliographic_title": "信州大学留学生センター紀要"}]}]}, "item_10_description_20": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "本稿は、分析ストラテジーという側面から日本語教師の日本語分析に迫るものである。特に、類義語分析において、意味特徴に焦点を当てて違いを探そうとする『意味分析ストラテジー』を取り上げる。日本語教師に個人面接調査を行い、プロトコルデータを作成して意味分析ストラテジーを調べた。結果、①意味分析にはいくつかのタイプがあること、②副詞の種類によりストラテジー使用の異なることがわかった。教師は常に意味分析を行うわけではなく、分析する日本語の特性に応じて分析ストラテジーの使用を変えている様子がうかがえる。", 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