@article{oai:repository.ninjal.ac.jp:00000870,
 author = {生天目, 知美 and 高原, 真理 and 砂川, 有里子 and NABATAME, Tomomi and TAKAHARA, Mari and SUNAKAWA, Yuriko},
 issue = {12},
 journal = {国立国語研究所論集, NINJAL Research Papers},
 month = {Jan},
 note = {東京海洋大学, 筑波大学名誉教授, Tokyo University of Marine Science and Technology, Professor Emerita, Tsukuba University, 本研究は日本語学習者が理解しやすい類義語指導のための基礎研究として，多義動詞である「知る」と「分かる」の使い分けを体系的に記述することを目的とする。体系的な記述のために大規模なWEBコーパスから用例収集を行い，「知る」と「分かる」の各語義で置き換え可能性を検討した結果，「情報の獲得・理解」「状況の把握」「会得」「本質理解」という4つの類義関係に整理することができた。さらに，類義関係があっても「知る」と「分かる」が置き換えできない時，それぞれの意味的対立がどこにあるのかを分析した結果，両形式が表す認知状態の変化における4つの側面（「未知状態からの変化」「過程性の焦点化」「逆行の変化」「内的な了解能力」）から各類義関係における使い分けが説明できることを示した。, This study's purpose is on quasi-synonym instruction that can be easily understood by Japanese language learners. It aims to systematically describe the differences in the usage of two verbs, shiru (know) and wakaru (understand), each of which denoting a variety of meanings. For the purpose of systematic description, we collected examples from the large-scale Tsukuba Web Corpus (TWC). From our analysis of the possibilities of substituting shiru and wakaru under each meaning, we were able to sort the meanings into four synonymous relations: (i) acquiring and comprehending information, (ii) understanding a situation, (iii) mastering a skill, and (iv) comprehending the essence of something. Furthermore, the finding of how shiru and wakaru are semantically opposed when they cannot be substituted, we demonstrated that the differences in usage within each synonymous relation can be explained with a common framework derived from four aspects of the changes in the state of cognition that the two verbs express, namely, (i) changes from a state of not knowing, (ii) the focus on processes, (iii) retrogressive changes, and (iv) internal comprehension ability., application/pdf},
 pages = {63--79},
 title = {多義動詞としての「知る」と「分かる」の使い分け : コーパスを活用した類義語分析},
 year = {2017},
 yomi = {ナバタメ, トモミ and タカハラ, マリ and スナカワ, ユリコ}
}