本論文旨在研究「具象名詞＋WOSURU」句型之構成。本稿先從意義上將WO格名詞分類，再藉由屬性結構(qualia structure) 之概念分析「具象名詞＋WOSURU」句型的成立原因、限制，以及區別能夠與動詞「NSURU」共起之名詞與不能共起之名詞。 　　本文共分為5章。序章介紹本文的研究動機、目的與研究對象。第1章探討過往相關文獻並提出筆者所認為的問題點。 　　第2章「附著類之成立要因」則檢討附著類的下位分類「裝著類」與著衣動詞的異同，並以屬性結構的概念分析「附帶・接觸類」的成因、以及附著類名詞的限制。 　　在第3章，則利用換喻與＜目的・機能＞屬性結構的概念分析生活活動類、通信活動類名詞。第4章分別從字義的角度,分析WO格名詞與動詞「NSURU」是否具實質意義（具有什麼樣的意義），以及從句法（syntax）角度檢視本句型中語與語的結合強度，最後分析「具象名詞＋WOSURU」句型的共通特徵與文化背景。最後的第5章為結論。　 　　先行研究之中，影山（1980）已闡明以具象名詞為直接賓語之服飾品類的使用限制，但過去的研究均將「蓋WOSURU」「塩WOSURU」、「O茶WOSURU」「電話WOSURU」等句型當作一種定型句型。而本研究釐清了這類「具象名詞＋WOSURU」句型成立過程與成立限制。

Analysen visar hur tre olika filmer representerar staden Tokyos stadsliv. Hur deras representation skiljer sig från varandra, och hur de är lika varandra. Två scener har valts ut från varje film. Fokus är att se vilken roll stadslivet spelar i filmerna men också för att analysera stadslivet. Bakgrundskaraktärerna har en central roll, hur de agerar och vilken mening de har i skildringen. Resultatet visar att bakgrundskaraktärerna är en väsentlig del av stadsbildningen, vilket i sin tur används som en spegling av huvudkaraktärernas känslor och mentala tillstånd.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-14T17:26:13Z No. of bitstreams: 1 2013 - Antonio Ferreira Neto.pdf: 1246514 bytes, checksum: d78b91a40fe30937a1ed9d424f705134 (MD5) / Made available in DSpace on 2018-11-14T17:26:13Z (GMT). No. of bitstreams: 1 2013 - Antonio Ferreira Neto.pdf: 1246514 bytes, checksum: d78b91a40fe30937a1ed9d424f705134 (MD5) Previous issue date: 2013-12-18 / By necessity, the people are always measuring, counting or gauging something present in the environment that they are inserted. In this perspective, ethnomathematics, in a cultural-historical approach, helps to better understand the ability of a people collectivize and create representations of reality, because all the different social groups originate different knowledges. In this study the main objective was to investigate, through a perspective ethnomathematics, the mathematical culture of the Surui Paiter villages in daily, watching your numeration system and how the indigenous teacher Surui develops its activities. The research was qualitative, with interviews and observations to residents, students and teachers from the villages. During the research we found different ways that can be used to teach concepts of mathematics taking bias as the culture of a people, in a formal and informal environment, minimizing barriers to learning and making it more meaningful. We stress the importance of mathematical knowledge for indigenous and the use this knowledge in maintenance of the villages (product sales, construction, plantations, among others). We verify what are the math contents more used and which help in their works and in the development of the villages. During the research it became clear the interdisciplinary as an indispensable tool in overcoming the difficulties of teaching in the villages (lack of suitable material, some lack of teaching resources ?). The teachers use the mathematical topics as an extraordinary teaching resource, combining them to the educational process as a whole. Thus, in addition to learning mathematical concepts, they can form responsible citizens concerned with the rights of others and the welfare of all. Ethnomathematics, in turn, assists the learner and the educator to understand the holistic reality of knowledge to understand facts observed from another angle, become less complicated, encourages research and therefore the discovery, back to the origin. To teach mathematics to a people of the forest, using his culture as a platform, with their meanings and diverse forms, is get him learning between four walls and expose him to a novel scenario in which the theory is confused with reality, immersing the student in shapes and comprehensible models. / Por necessidade, os indiv?duos sempre est?o medindo, contando ou aferindo algo presente no meio em que est?o inseridos. Nessa perspectiva, a etnomatem?tica, em uma abordagem hist?rico-cultural, ajuda a entender melhor a capacidade de um povo criar e coletivizar representa??es da realidade, pois todos os distintos grupos sociais abrolham diferentes conhecimentos. Neste trabalho o objetivo principal foi investigar, atrav?s de uma perspectiva etnomatem?tica, a cultura matem?tica da etnia Paiter Suru? no cotidiano das aldeias, observando seu sistema de contagem e como o professor ind?gena Paiter Suru? desenvolve suas atividades. A pesquisa teve car?ter qualitativo, com entrevistas e observa??es a moradores, alunos e professores das aldeias. No decorrer da pesquisa observamos diferentes maneiras que podem ser usadas para ensinar conceitos da Matem?tica tomando como vi?s a cultura de um povo, em um ambiente formal e informal, minimizando barreiras na aprendizagem e tornando-a mais significativa. Destacamos a import?ncia do conhecimento matem?tico para os ind?genas e a utiliza??o desses conhecimentos na manuten??o das aldeias (venda de produtos, constru??o, plantios, entre outros). Verificamos quais os conte?dos de matem?tica s?o mais utilizados e que os auxiliam no seu trabalho e no desenvolvimento das aldeias. Durante a pesquisa ficou evidenciado o processo interdisciplinar como ferramenta indispens?vel na supera??o das dificuldades de ensinar nas aldeias (falta de material adequado, falta de alguns recursos did?ticos etc.). Os professores utilizam-se dos temas matem?ticos como um extraordin?rio recurso did?tico, aliando-os ao processo educacional como um todo. Desta forma, al?m de aprender conceitos matem?ticos, eles conseguem formar cidad?os respons?veis, preocupados com o direito do outro e o bem-estar de todos. A etnomatem?tica, por sua vez, auxilia o educando e o educador a entender a realidade hol?stica do saber fazer, passar a entender fatos que observados de outro ?ngulo tornam-se menos complicados, instiga ? pesquisa e, por conseguinte, a descoberta, numa volta a sua origem. Ensinar matem?tica para um povo da floresta, usando como plataforma sua cultura com seus significados e formas diversificadas, ? tir?-lo da aprendizagem entre quatro paredes e exp?-lo a um cen?rio inovador em que a teoria se confunde com a realidade, imergindo o aluno em formas e modelos compreens?veis.

本論文主要探討下列四點：「（Y wo Z）tosuru」句法結構中「tosuru」的用法、「Y」和「Z」之間的相互關係、「tosuru」所表達的多種意思以及變成「tosite」之文法化的過程。 「（Y wo Z）tosuru」的句法結構中又可分為他動詞型態「Y wo Z tosuru」以及自動詞型態「～tosuru」兩種用法。本論文亦以這兩種類型分開探討。 本論文共分五章。序章和第一章是本論文研究動機以及相關文獻探討。第二章以「Y wo Z tosuru」句法結構為主，探討其「tosuru」在表達「變化」和「認定」之間意思上的連續性、「to」所表達的意思和用法、以及「Z」所出現的名詞限制。第三章則是以「～tosuru」句法結構為主，藉由與「toiu」、「tokanngaeru」、「tosyutyousuru」、「toomou」等動詞的互換情形，以及在「tosareru」、「tosareteiru」表現的用法來探討其多義性。第四章則以機能動詞「tosuru」為主，記述其變為「tosite」之文法化的過程。第五章為結論。 本論文發現，雖然同為「Y wo Z tosuru」句法結構，但因「suru」所表達的意思不同，則「to」所表達的意思和用法、其前接名詞「Y」和「Z」的關係以及「Z」中所出現的名詞也有所不同。並且藉由與其他動詞的互換情形，區分出「（Y wo Z）tosuru」句法結構中各種意思之間不同用法的限制，及其所表達意思分布。