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1 A Framework for Designing the Language Resources Database which Builds up English Communicative Competence Kunitaro MIZUNO Shigenori TANAKA Visiting Researcher Keio University at Keio University SFC Research Institute Abstract This paper was a summary of the lecture given by Mizuno at Ochanomizu University, Graduate School of Humanities & Sciences on May 14, The main topic was the E-Gate English Japanese dictionary, a dictionary edited by Tanaka et al. (2003). Based on his original ideas on meaning and grammar (Tanaka, 1990, 2004, 2005), it was argued how a cognitive stance was pedagogically utilized in the explanation of meaning and grammar in the dictionary in order to build up English communicative competence. Keywords language resources, cognitive stance, polysemic word, core meaning communicative competence communicative competence SavignonCanale and Swain Backman communicative competence ECFcommunicative competence [task handling] [language resources]

2 䈜䈭䉒䈤䋬䈖䈖䈪䈲䇸ⴕὑ䇹䈫䈚䈩䈱䇸䉺䉴䉪ಣℂ ജ㩿task handling㪀䇹䈫䇸䇹䈫䈚䈩䈱䇸䊥䉸䊷䉴㩿language resources㪀䇹䈱䇸 ㆇ 䇹䈫䈚䈩 communicative competence 䉕䈋䈩䈇䉎䇯㩷䈅䉎䉺䉴䉪䉕䈮ಣℂ䈜䉎䈢䉄䈮䈲 น 䈭䈏ᔅⷐ䈫䈭䉎䈏䋬䈠䉏䉕䈖䈖䈪䈲䇸䊥䉸䊷䉴䇹䈫䈹䇯䊥䉸䊷䉴䈲䋬䈱㚤䈮䈅䈢䉎䇸 ᒵ䇹䇸ᯏ 䇹䈫䋬䈠䉏䉕ਗ䈼䉎ⷙ 䈮䈅䈢䉎䇸ᢥᴺ䇹䈎䉌ᚑ䉍䈦䈩䈇䉎䈫䈋䉎䈖䈫䈏䈪䈐䉎䇯㩷㩷㩷 ᒵ ᢥ㩷 ᴺ㩷 ᯏ એਅ䋬䇺E 䉭䉟䊃ㄉ䇻䈮䈍䈇䈩䇸 ᒵജ䇹䇸ᢥᴺജ䇹䇸ᯏ ജ䇹䈏䈬䈱䉋䈉䈮䈋䉌䉏䈮㑐ㅪ䈚䈩䈇䉎䈎䋬䈠䈚䈩䋬䈠䉏䈡䉏䈱 ജ䈱ቯ 䉕ⴕ䈉䈢䉄䈮䇸䉴䉺䊮䉴䇹䉕䉅䈧 ℂ 䈏䈇䈎䈮 ല䈎䈮䈧䈇䈩䉂䈩䈇䈐䈢䈇䇯㩷㪉㪅㩷㩷 ᒵജ㩷㩿lexical competence㪀㩷㪑㩷䈇ಽ䈔䈧䈧䋬䈇䉎ജ㩷 ᚒ䇱䈲䋬 ᒵജ䈫䈲㪈䈧䈱䈮ᵈ 䈚䈢႐ว䇸䈇ಽ䈔䈧䈧䋬䈇䉎ജ䇹䈱䈖䈫䉕䈇䈇䋬䈮 ၮᧄ 䉕䈇ಽ䈔䈧䈧䋬䈇䉎ജ䈏 ജ䈵䈇䈩䈲 ജ 䈱䈫䈭䉎䋬䈫䈋䉎䇯㩷㪉㪅㪈㩷㩷䈇ಽ䈔䉎ജ㩷䇸䈇ಽ䈔䉎䇹䈫䈲䋬ᗧ 䈮㑐ㅪ䈚䈢ၮᧄ 䈱ਛ䈎䉌 ᴫ䈮䈸䈘䉒䈚䈇䉕ㆬᛯ䈜䉎䈖䈫䈏䈪䈐䉎䈎䈬䈉䈎䋬䈫䈇䈉ㆬᛯ ജ䈱䈖䈫䉕䈇䈉䇯䈋䈳 see䋬㩷 look䋬㩷 watch䈱䈇䋬keep㩷䈫hold䈱䈇䋬broad㩷䈫 wide 䈱䈇䋬every㩷䈫 each 䈱䈇䉕䈸䉁䈋䈩䇸䈇ಽ䈔䉎䇹䈖䈫䈏䈪䈐䉎㵰inter-lexical competence㩿 ᒵ㑆 ജ㪀㵱䈱䈖䈫䉕䈇䈉䇯㩷㩷䈖䈉䈚䈢䈢ᗧ 䈱䈱䈇䉕䈜䉎䈱䈮䋬䇺E 䉭䉟䊃ㄉ䇻䈪䈲䈠䈱න 䈱䇸䉮䉝㩿core meaning㪀䇹䈫䈭䉎䇸ਛ ᗧ 䇹䉕 ㅀ䈚䋬䈫೨ 䈮㑐䈚䈩䈲䉕䈇䈩䈚䈩䈇䉎㩿䉮䉝ℂ 䈮䈧䈇䈩䈲㪉㪅㪉㩷䈫㪉㪅㪊䈪 ㅀ䈜䉎㪀䇯䈋䈳 look㩿ⷞ 䉕ะ䈔䈩䉎㪀䋬 see㩿䈪䈋䉎㪀䋬㩷 watch㩿 ቯ 㑆䋬䈎ᄌൻ䈏䈭䈇䈣䉐䈉䈎䈫䉎㪀䈱䉮䉝 ᑼ䈲䈱䉋䈉䈮ឬ䈒䈖䈫䈏䈪䈐䉎䇯㩷㩷䈱䉋䈉䈭䉟䊜䊷䉳䉕䈫䉌䈋䉎䈖䈫䈲䇸ᒻ䈏䈋䈳ᗧ 䉅䈉䇹䈫䈇䈉䇸䉴䉺䊮䉴䇹䉕䉅䈤䋬䈠䉏䈡䉏䈱䈱䇸ᜬ䈤㩿ᧄ ᗧ 㪀䇹䉕䈧䈎䉃䈖䈫䈮䈧䈭䈏䉎䇯䈠䈚䈩䇸䈬䈉䈚䈩䈖䈱႐ว䈲䈖䈱䈏䉒䉏䉎䈱䈎䇹䈫䈇䈉䈖䈫䉕ℂ 䈜䉎䈖䈫䈮䈧䈭䈏䉎䇯㩷䂔㩷㪋㪊㩷㩷㩷䂓 _p31-52.pdf :13:10 AM

3 break break break to break one s oath to break eggs to break the leaves breakbreak pedagogical device break break break break break intra-lexical competence context-sensitive trans-contextualde-contextual

4 A B C idea idea

5 idea A wonderful idea suddenly sprang to mind./ I wish I could come up with a good idea. I have no idea what could be wrong, but.../ I have an idea somehow that he will come. Tell me your ideas on the subject without any reserve. / willingly support the idea that S + V... the idea of democracy the ideas advanced in this present article collocations idea idea idea idea idea reificationunderstanding is seeing [grasping]

6 idea My ideas finally took shape. / illustrate an idea / polish an idea / get a vivid [clear, definite] idea / I haven t the foggiest [remotest, least, slightest] idea. / The idea eludes my grasp / catch the main idea / pursue the original idea The mind is a container for ideas. idea Out In my mind an idea an idea in my mind conceive an idea / I ve got a good ideaput my ideas into shape / My idea has been shaped.outtake an idea / accept a new idea / borrow the idea for X from Yget rid of an idea / give up an idea develop [explore, expand] an idea keep [stick to] an idea / The idea that S + V is firmly rooted. / The idea haunted me day and night.the idea died at birth.give an idea / put my idea across to / plant an idea in someone s mind / sell an idea to a publishing company / I ve run out ideasshare an idea withexchange ideas with X on Y InOutput an idea into action / implement an idea idea language resources Why don t you? I see what you

7 mean, but I d appreciate it if you could Daily Functions Expressing Emotion Expressions for Strategic Managementpp. I think you are wrong. I may be missing the point, but... I ve probably misunderstood you, but... If I were you, I would... / It might be a good idea if you... may might would, probably were might would be missing I ve misunderstood pedagogical grammar chunkchunking

8 Grammar of Rules Lexically-based Grammarhavebegetmake to, -ing doing -ing -ing conventional expressions constructions Taylor networking even if / unless / now that / as long as / no matter what if were to / if it were not for / only to / so that / for fear that / never to grammar in interaction

9 A: It s much more fun before they fall in love with you, isn t it? When you re trying to get them. B: Right. You do a lot of good things for her, you knowand she s just like, not giving you the time of day. A When you re trying to get them before they fall in love with you B and she s just like not giving you the time of day A B A much more fun fall in love with you conventional expressions before SV When SV try try to X try to X you X (= get them) try globallocal E awareness-raising networking automatization

10 see look watch look glance gazestarepeep -ing to to to BE HAVE conventional expressions native-like selection & native-like fluency Lewis 1. Collocation: a successful idea / entertain an idea 2. Short, hardly grammaticalized utterances: Any other ideas? 3. Sentence heads or frames most typically the first words of utterances, serving a primarily pragmatic purpose: It might be a good idea to 4. Full sentences, with readily identifiable pragmatic meaning, which are easily recognized as fully institutionalized: It seems like a good idea to me. TPO Bachman, L. F Fundamental Considerations in Language Testing. Oxford University Press. Canale, M. and Swain, M A theoretical framework for communicative competence. In Palmer, A., Groot, P. and Trosper, S. (Eds.), The construction validation of tests of communicative competence. Washington, DC: TESOL. Langacker, Ronald W Foundations of Cognitive Grammar Vol.1. Stanford University Press.

11 Lewis, M The Lexical Approach. Language Teaching Publications. Savignon, S Communicative competence: An experiment in foreign language teaching. Philadelphia: The Center for Curriculum Development, Inc. Taylor, J Cognitive Grammar. Oxford University Press. E ECF Idea

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