自分なりにこれまでのチェックの内容をまとめてみました。
一番こたえるのは、「意味がわからない」「unclear」「I don't understand this.」と
いう風に自分の言いたいことが全く伝わらない、とはっきり言われることです。
読み手に負担をかけるような文章しか書けない自分は最低だと思いました。
師匠に相談すると、「まあ、一般の人に分かってもらえないとどうしようも
ないしな。」というご託宣。ごもっともです。そんなものを入学願書と一緒に
出してほっとしたのも甘かったです。
チェックのまとめ以下。
Has a variance with.<. 使い方がわからない
冠詞の付け方
単数複数の一致
抽象名詞の加算、不加算の区別
another new などの意味の重複
Individual and society. <. an individual and society
Another new activity. <. new activities
.....personalized sense embodied in ..... <. sense, embodied in
in a metaphor". " by Leontiev. <. in Leontiev's metaphor ". "
The individual comprehends the reality through
<. The individual comprehends reality through
he がどっちを指しているかわからない時がよくあるので、固有名詞に替える
To clarify the relationship Is. <. Clarification of the relationship
....is significant in research of contradictions born in.....
<. in the research of contradictions born in....
which. assume. <. that assume
単数複数の一致
Personalized "sense" is individualized meanings
<. Individualized meaning
meaning which are seen. >. seen
...concept is formed in children's mind. <. ...concepts are formed in children's minds
concept is formed in children's mind < concepts are formed in children's minds
diplomatic languages adults use frequently < The diplomatic language.....
using them is contradiction < using them is a contradiction
perceive only literally meanings of these languages
<. perceive only literal meanings
will lead to contradiction in mind of children
<. will lead to a contradiction in the minds of children
...which will become a force to drive them
< becoming a force.....
Episode 4 "hot summer" < "Hot Summer"
...are typical. < ....are typical examples
英語以外の言葉は、全部イタリック体
divide her world by the category < awkward!
The literal meaning of "sunny" correspond to
< corresponds to
三人称単数 と動詞の一致
solution for this contradiction < solution for the contradiction
About the definition of summer. < Concerning the definition of summer
....she chose a doubtful phrase. < she used a doubtful phrase
"so kana ( Is it so?)". < " so kana ( I wonder)
and it was sort of bridge <. -----a sort of bridge
Chieko brought out the topic .......so when the tutor talked
<. Chieko had brought out the topic....
the topic of swimming pool. <. the topic of the swimming pool
from the beginning. <. at the beginning
...connected it with the meaning in the context of this topic, which is the swimming pool.
<. ....connected it with meaning in context of the swimming pool.
water of swimming pool. <. water of the swimming pool
, therefore at this time she put the personal meaning of......to the word "hot"
< putting the personal meaning of.....to.....
Is including. <. includes
explained in line 1174 and following lines. <. ...the following lines
deprived the opportunity from children
< deprived the children of the opportunity
Personalized meaning for..... Includes all these......<. Included
データの中は全部過去か？
these relationship of school teachers and students
<. ....of the school teachers and students
Therefore. < Thus
But later, <. Later however,
During tutorial sessions of this day, <. During the tutorial sessions of the day,
For whole Excerpt ... <. For the whole of Excerpt....
Let me ask. <Now I' ll ask.
We swim only 25 meters. <. We only swim 25 meters.
Unlike in Western culture , the concept of "dining room" has not been always clear to....
<. The concept from Western culture of a "dining room " has not always been clear to
...in modern cities often Japanese houses and apartment houses has a ....room....
<. .......Japanese houses and apartments often have a....
She ....goes into ....and try cooking. <. ...to try cooking
and の使用はできるだけ減らす？
.....made the English word "kitchen" more meaningful than usual kitchen ...
<. ...than that of a kitchen...
In the ordinary house. <. In an ordinary house
In an example of line 1015 <. In line 1015
...in her every day words. <. ..in her own everyday words
....did not know the meaning of words nor structure of the sentence
>. The meaning of the words, nor the structure of the sentence
...when tutor mentioned. >. ...when the tutor mentioned
Rosa resisted by saying. >. Risa responded by saying
The existence of big gap. >. ...a big gap
...general meaning of English sentence ". ". >. ......the English sentence. ". "
her personal sense of Japanese sentence ". ". >. ......the Japanese sentence....
...can be assumed from her resistance. >. ...from her response
...right after. >. Immediately after
this. , that. は望ましくないらしく、 the に変えられる
Let's pretend you are him and answer. >. Answer as if you are this child.
Taking initiation of lesson. <. Taking initiative in the lesson
Following examples are... < The following examples are....
Contradictions among the tutor and students....<. ....between the tutor and students
....taking initiation of lesson. <.....taking initiative in a lesson
....the intention of the tutor ending the ongoing task.
<. ....the intention of tutor to finish the ongoing task.
....., she urged her. <. ...Risa urged the tutor
....the next task( line 800) which engendered another contradiction.
<. ..........engendering another contradiction.
.....about her strategy that she got the irksome things out of the way first,
< ....her strategy together the irksome things out of the way first....
, which ran counter to intention of the tutor
<. ...to the intention of the tutor
In line 1136, 1137 and 1143'. <. In lines 1136, 1137 and 1143,
...asked for the reason why she...<. .....asked why she....
It seemed as if she....... <. It seemed she....
....to make change to practice. <. To make changes in the practice
....was paid attention. <. .....was paid attention to.
Risa also often added <. Risa often also added
...added a variation of herself. <. ....added a variation of her own
......so that the task would become more exciting.
< to add excitement to the task.
Then , why don't we finish it as you have brought it?
< Since you have brought it, why don't we finish it?
Let's do this. <. Shall we do this?
....fill in the rest of blanks. <. .....fill in all the blanks.
I finished it. < I've finished it.
I do troublesome things first. Well, later.
< Troublesome things....do ahead of time....put off ' til later.
Do shitan ? Why are doing this? <. Why are you doing that?
...you are in a hurry,.....<. .....you are in fluster....
Just normal speed, please. <. Just normal speed will do.
Then let's do it within five minutes. <. OK, let's do it in five minutes.
Look at this photo. <. Look at this picture.
Look at this picture without me. <. Look at this picture. I left myself out.
なんであんたこんなふうにかいてんの？Why are you drawing like this?
<. Why are you drawing like that?
I will not show it......<. I ' m not going to show it.....
....to neither sensei nor others. <. .....to the teacher or anyone.
I will just show it to cheko...... <. I will only show it to ....
Chapter 6
In "The end of knowing", <. In The End of Knowing,
.....Holzman stated about epistemological bias of postmodernism
<. ......wrote about the epistemological bias of....
....discussed shared commitment of Wittgenstein,......
<. .......the shared commitment of.....
.......ontological shift to revolutionary activity as the dominant unit .....
<. ..shift from A to B, Or. ....shift of A to B
Nishiguchi, introducing interpretation of Wittgenstein by Noya,
<......, introducing an interpretation of......
...Noya, who presented epistemological experience.....
< 間違ったpresent の使い方
....human is forced to transform his logical space....
<. ...humans are forced to transform their logical spaces....
....we are overt to equal possibility....
<. 意味がわからない
....about family picture drawn,......<. .... About the drawn family picture,...
....focused her attention.....<. ....focused attention....
過去形 出なく、過去完了形
Risa wondered if Kozue herself was drawn.... <. ...if Kozue had been drawn
.... drew herself.... But she did not know.....<. Kozue had drawn herself....
......more curious if Kozue had a......<....more curious about whether Kozue had a...
...she hoped to solve the problem....<. ....she hoped to solve the mystery.....
...from the standpoint of ontology, <. ....from an ontological standpoint,
...the learners have already transformed their logical space partly...
<.....the learners had already partly transformed their logical space.....
...they took actions. <. .....they took action.
Previous examples are the cases that.... <. ....the cases in which....
....the questions ....functions prelocutionary act...
<. .....functions as prelocutionary act...
Chapter 7
....these episodes of chapter 4,.... <. ...the episodes of.....
...be summarized with the relationship between...
<. ....be summarized showing relationships between....
...discourse during the lesson....
<. ....discourses that took place in lessons....
....the first set of episode.....<. .....the first set of episodes....
At the beginning, <. In the beginning
....in the side of.....<. .....on the side of......
In uttering the phrase inquiringly and even surprisingly
<. ; she uttered the phrase inquiringly, even surprisingly
Without being aware, <. Without being aware of it,
...set her objective of her activity....<. ...the objective of her activity. setが、曖昧
match with....... <. match....
....confidence of grammar accuracy....< .....confidence in grammar accuracy
....other utterances under the other 3 codes...< .....other utterances that are 3 other codes
....five sets of episodes.....excerpts of five episodes
....by denying literal meanings....<....denial of literal meaning
..the code for....and other codes.....<. .......and the other codes
....., and they were deprived of precious time...
......<. ..., depriving them of precious time......
....doing the task ahead,.....<. doing the task ahead of time....
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