COMPILATION OF JAPANESE BASIC VERB USAGE HANDBOOKFOR JFL LEARNERS: A PROJECT REPORTPrashant PARDESHI
National Institute for Japanese Language and Linguistics (NINJAL)
prashantpardeshi@gmail.com
Shingo IMAI
Kazuyuki KIRYU
Sangmok LEE
Shiro AKASEGAWA
Yasunari IMAMURA

Tsukuba University
Mimasaka University
Kyushu University
Lago Institute of Language
National Institute for Japanese Language and Linguistics(NINJAL)

Abstract
In this article we introduce a collaborative research project entitled “Nihongogakushuushayou
kihondoushi youhouhandbook no sakusei (Compilation of Japanese Basic Verb Usage
Handbook for Japanese as Foreign Language (JFL) Learners)” carried out at the National
Institute for Japanese Language and Linguistics (NINJAL) and report on the progress of its
research product, namely, a prototype of a basic verb usage handbook (referred to as“handbook” below). The handbook differs in many ways from the conventional printed
dictionaries or electronic dictionaries available at present. First, the handbook is compiled
online and will be made available on internet for free access. Secondly, the handbook is corpusbased: the contents of the entry are written taking into consideration the actual use of theheadword using the BCCWJ corpus. Also, it contains illustrative examples of particularmeanings culled from the BCCWJ corpus as well as those coined by the entry-writers. Third,
the framework used in the description of semantic issues (polysemy network, cognitive
mechanism underlying semantic extensions and semantic relationships among various
meanings, etc.) is cognitive grammar, which adopts a prototype approach. Fourth, it includes
audio-visual contents (such as audio files and animations/video clips etc.) for effective
understanding, acquisition and retention of various meanings of a polysemous verb. Fifth, thehandbook is bilingual (Japanese-Chinese, Japanese-Korean and Japanese-Marathi) andincorporates insights of contrastive studies and second language acquisition. The handbook is
an attempt to share cutting edge research insights of various branches of linguistics withJapanese language pedagogy. It is hoped that the handbook will prove to be useful for JFL
learners as well as Japanese language teachers across the globe.

Keywords
basic verbs; corpus-based; cognitive grammar; audio-visual contents; bilingual dictionary;multilingual dictionary

Acta Linguistica Asiatica, Vol. 2, No. 2, 2012. ISSN: 2232-3317
http://revije.ff.uni-lj.si/ala/38

Prashant PARDESHI et al.

Izvleček
Članek predstavlja skupinski raziskovalni projekt z naslovom “Nihongogakushuushayou
kihondoushi youhouhandbook no sakusei (Izdelava priročnika o rabi japonskih osnovnih
glagolov za učence japonščine kot tujega jezika)”, ki poteka na Državnem inštitutu za japonski
jezik in jezikoslovje (National Institute for Japanese Language and Linguistics - NINJAL), terporoča o trenutnem stanju raziskovalnega izida, t.j. prototipa priročnika o rabi osnovnih
glagolov (v nadaljevanju “priročnik”). Priročnik se v marsičem razlikuje od običajnih tiskanih
in elektronskih slovarjev, ki so trenutno dosegljivi. Prva značilnost je ta, da se priročnik ureja
preko spleta in bo prosto dostopno objavljen na spletu. Druga je ta, da je priročnik osnovan na
korpusih: pri redakciji gesel se upošteva dejanska raba iztočnic v korpusu BCCWJ, priročnik pa
vsebuje tako primere rabe posameznih podpomenov, ki se črpajo iz korpusa BCCWJ, kot tudi
primere, ki jih sestavijo redaktorji. Tretja značilnost je ta, da se semantični vidiki (pomenskemreže, kognitivni mehanizmi, ki botrujejo pomenskim širitvam, ter pomenske povezave med
posameznimi podpomeni, ipd.) opisujejo v okviru kognitivne slovnice s prototipnim pristopom.
Četrta značilnost je ta, da vključuje zvočne in slikovne vsebine (zvočne posnetke, animacije,
videoposnetke ipd.) kot pomoč pri učinkovitem razumevanju, učenju in pomnjenju različnih
pomenov večpomenskih glagolov. Peta značilnost je ta, da je priročnik dvojezičen (japonskokitajski, japonsko-korejski in japonsko-maratski) in vključuje spoznanja protistavnega
jezikoslovja in vede o učenju tujih jezikov. Priročnik je poskus zlitja najnovejših raziskovalnih
spoznanj različnih vej jezikoslovja z didaktiko japonskega jezika. Upamo, da bo priročnik
koristil tako učencem kot učiteljem japonščine po celem svetu.

Ključne besideosnovni glagoli; korpusno osnovan; kognitivna slovnica; zvočno-slikovne vsebine; dvojezični
slovar; večjezični slovar

1. Introduction
Verbs as predicators are one of the crucial components determining the skeleton of
a sentence, which serves as a basic unit of communication. For improving
communication skills in Japanese it is imperative for JFL (Japanese as foreign
language) learners to master various usages of basic verbs used frequently in day-today communication in a systematic way. At the National Institute for Japanese
Language and Linguistics (NINJAL), a collaborative research project entitled“Nihongogakushuushayou kihondoushi youhouhandbook no sakusei (Compilation ofJapanese Basic Verb Usage Handbook for Japanese as Foreign Language (JFL)
Learners)” is being carried out (project leader: Prashant Pardeshi, timeline: October
2009-September 2012). The aim of the project is to develop a prototype for thecompilation of a handbook of usage of basic verbs in Japanese frequently used in dayto-day conversation by integrating state-of-the-art insights from various related fields
such as Cognitive Linguistics, Corpus Linguistics, Japanese Linguistics, Japanese
Language Pedagogy, Contrastive Linguistics, and Linguistic Typology. The envisaged
end product is a set of small-scale bi-lingual handbooks such as Japanese-Chinese,
Japanese-Korean and Japanese-Marathi, compiled adopting the prototype developed in
the project. We believe that such a bilingual handbook of usage of Japanese basic verbs

Compilation of Japanese Basic Verb Usage Handbook …

39

would be of great help for JFL learners in their effort to acquire the Japanese language
systematically and efficiently.
The handbooks under compilation differ from existing dictionaries in various
respects such as compilation policy, scope and contents of description and the writingand editing process. In this article we report on the progress of the project and salientfeatures of its envisaged research output, namely, a prototype of a bilingual Japanesebasic verb usage handbook (referred to as handbook below). The structure of thisarticle is as follows. In section 2 we provide the outline of the handbook project and aoverview of the salient features of the handbook under preparation. Against thisbackdrop, in section 3 we exemplify the organization of each entry with the help of aconcrete example – the verb hashiru “to run” – and describe the (tentative)
methodology of description. One of the salient features of the handbook is that it iscorpus-based. In section 4, we describe the tools/interfaces developed for retrieving
information necessary for writing an entry from the corpora of correct use of Japaneseand of the errors of JFL learners. Further, the compilation and editing work of thehandbook is carried out online using a web-based editing tool. In section 5, we
describe the multilingual editing tool developed in this project. This tool allows us totranscend the barriers of space and time. Furthermore, we are developing audio-visualcontents in order to foster understanding of various meanings of polysemous verbs. In
section 6 we introduce those contents. Finally, in section 7 we discuss future prospects.

2. Overview of the handbook project and salient features of the handbook
2.1 Overview of the handbook project
We believe that systematic learning of polysemous basic verbs including features
such as the semantic behaviour (semantic extensions of a verb and interrelationshipamong its various meanings, related words such as synonyms, antonyms etc.,
proverbs/idioms involving the verb in question etc.), grammatical/syntactic behaviour(voice and polarity bias, aspectual and modal characteristics, co-occurrence
restrictions, modifiers/adverbial elements, ungrammatical/unnatural usages, etc.),argument structure (case frame), genre/register bias, etc. is necessary in order to mastercommunication skills in Japanese. Further, it is also necessary to know where and how
the Japanese language (target language: L2) is similar to or different from the user’s
mother tongue (source language: L1). In view of this, the aim of the project is todevelop a prototype for the compilation of a handbook of usage of Japanese basic verbs
by integrating state-of-the-art insights from various related fields of theoretical andapplied linguistics for the JFL learner. At present, 58 scholars from various parts of the
globe are participating in this project. Out of these 58 scholars, 42 are native speakers

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of Japanese while 16 are non-native researchers working on Japanese language for along period of time1.
Since the primary goal of the project is qualitative, viz. developing a prototype ofa bilingual basic verb usage handbook, we decided to restrict the quantity (number) ofverbs and focus on highly polysemous basic verbs which pose a great challenge for
JFL learners. Concretely speaking, we focus on the following 11 verbs: verbs of spatial
motion (vertical motion: agaru “go/move up”, ageru “cause to go/move up”, sagaru“go/move down”, sageru “cause to go/move down”, and horizontal motion: hashiru“run”), and verbs of temporary or permanent transfer of possession (ageru “to givesomething to someone as a present/gift”, morau “to receive something from someone
as a present/gift”, uru “to sell”, kau “to buy”, kasu “to lend” and kariru “to borrow”).
All of these verbs are highly polysemous: for example, in our handbook there are 19
meanings/senses for agaru “go/move up”, 22 for ageru “cause to go/move up”, and 11
for hashiru “run”. In section 3, we describe the policy and method of description of an
entry through the example of the entry for hashiru “run” in our handbook.

2.2 Salient features of the handbook
The handbook under preparation is in electronic online form and the target users of
the handbook are envisioned to be advanced JFL learners and native as well as nonnative teachers of Japanese. In addition to the dictionary-like usage for looking up themeaning and examples illustrating various meanings of a verb, the handbook serves asa reference grammar also containing many salient features such as explanation of
cognitive mechanisms underlying semantics extensions, notes on grammatical andnon-grammatical usages, pragmatics or context-related explanations, tips from thecontrastive perspective (comparison with the L1 of the JFL learner), “real” examples
from the corpus, visual contents such as image-schema (static, abstract line drawings aswell as concrete animations and video-clips), and audio-contents such as accent patternand sound-files for all illustrative examples. Further, the descriptions and “coined”
examples are all based on the actual use of the verb as “objectively” gleaned throughthe corpus data.
Out of all these salient features, two features can be considered as“discriminatory” ones that set apart the present handbook from the bi-lingual
dictionaries available at present: (i) corpus-based approach: drawing on a corpus of“correct use” of Japanese native speakers and one of “erroneous use” of JFL learners in
addition to the intuitions of scholars for the composition of entries and (ii)incorporating the insights of cognitive linguistics and contrastive linguistics.
For the corpus of “correct use” of Japanese native speakers we used the BCCWJ
corpus (Maekawa, 2012) developed by the National Institute for Japanese Language

1

For further details visit the project HP: http://www.ninjal.ac.jp/research/project/b/youhoujiten/.

Compilation of Japanese Basic Verb Usage Handbook …

41

and Linguistics (NINJAL) and developed an interface called NINJAL-LWP for the
BCCWJ corpus (NLB) to cull the information necessary for writing a entry. For“erroneous uses” of JFL learners we used the data from Teramura (1990) anddeveloped a interface to retrieve relevant information from it (see section 4 for details).
The prototype of the handbook under preparation incorporates examples from BCCWJ
corpus culled with the help of NLB and thus offers both coined as well as realexamples side-by-side (see the tentative design in Figure 1).
For incorporating the insights of cognitive linguistics we have incorporated visualcontents such as image-schema (static, abstract line drawings as well as concrete
animations and video-clips), and audio-contents such as accent pattern and sound-files
for all illustrative examples taking full advantage of the web-based nature of thehandbook. As for incorporating insights of contrastive linguistics, in addition togrammatical similarities and differences between Japanese and JFL’s native language
we have provided extra-grammatical information such as notes on pragmatics andcultural factors.
The handbook is compiled/edited using a web-based editing tool connecting
scholars in Japan, China and India. Such a handbook differs in many respects fromcontemporary bilingual dictionaries and therefore we purposely call it a bilingual
handbook. In the following sections prominent salient features of the handbook are
discussed.

3. The organization of an entry and the (tentative) methodology ofdescription
3.1 Organization of an entry
The organization of an entry/headword is explained below with the help of theconcrete example of the verb hashiru (to run). Following this, the methodology ofdescription is mentioned. However it should be borne in mind that the statement
pertaining to the methodology of description is tentative and subject to change.

〔アクセント：〕LHL
アクセント：Accent〕〔活用：〕hasir- Group I
活用：Conjugation〕〔語義一覧：〕
語義一覧：List of senses/meanings〕
1.

人、動物などが、（足を交互にすばやく動かして）速やかに前進する (aperson or an animal moves quickly ahead (by quickly moving its legs
alternatively))2.

乗り物が速く動く (a vehicle moves fast)3.

乗り物が運行する (transportation operates)

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4.

目的の場所へ急いで移動する (to move to the destination hurriedly)

5.

目的のために動き回る (to run around for some purpose)6.

逃げる。自分の立場から逃げてある側につく (to run away, to flee fromone’s own side and join another side)7.

好ましくない傾向に傾く (incline towards an undesired trend)8.

速くさっと見る (take a quick look)9.

感覚、現象などが一瞬にして現れる（現れて消える）(sudden appearance[and disappearance] of a feeling or phenomenon)

10. 道、川、亀裂などがある方向に延びている、通じている (extension orcontinuation of a road or a river or a crack etc. in a particular direction)
11. 活動する。実績を上げる (to work, to achieve results)

The details of the sense 1 are described below. Owing to space restrictions, othersenses are not discussed here.

〔語義：〕
語義：Sense/meaning〕
人、動物などが、（足を交互にすばやく動かして）速やかに前進する
a person or an animal moves quickly ahead (by quickly moving its legs
alternatively).

〔表記：〕
表記：Orthographical form〕
走（はし）る〔自他：〕
自他：Transitivity〕
自動詞 (Intransitive)〔イメージ：〕
イメージ：Image〕〔構文フレーム〕
構文フレーム：フレーム：Construction frame〕
・ 基本フレーム：<人・動物> が走る (Basic frame: <person/animal> NOM runs)
・ オプショナル要素 (Optional elements/adjuncts)（起点）から (source) kara, （着点）まで (goal) made（場所１／位置）を (location 1/position) wo,（距離１）を (distance 1) woCompilation of Japanese Basic Verb Usage Handbook …

（場所２）で (location 2) de, （道具）で (instrument) de, （速さ）で (speed) de,（距離２） (distance 2), （目的）で (purpose) de, （時間１）で (time 1) de,（様態） (manner), （時間２）(time 2)〔共起例：〕
共起例：Collocations〕＜人・動物＞ が<person/animal> ga① 人 (person)：私 (I)，〜（さん） Mr./Mrs./Ms. X，彼 (he)，子供 (child)，選手 (player)② 動物 (animal)：馬 (horse)，猫 (cat)，ネズミ (mouse)（起点）から(source/starting point)kara① 建物 (building)：駅 (station)，家 (house)② 場所 (place)：東京 (Tokyo)，箱根 (Hakone)，（人／もの）のところ (from the location of a person or an object)（場所１／位置）を ① 場所 (place)：公園 (park)，屋内 (in-house)，校庭 (school(place 1/position) wo ground)，砂浜 (beach)，～沿い (along something)，歩道(walkway)，山道 (mountain trail/pass)，コース (course)，廊下 (corridor)，水の上 (on or above the water surface)，闇の中(in the dark)，暖かい日差しの中 (in the warm sun)② 位置 (position)：目の前 (in front of one’s eyes)，先頭(ahead)，トップ (top)，はるか前方 (way ahead in the forward
direction)（距離１）を(distance 1) wo

マラソン (Marathon)，42.195km，ハーフマラソン (halfmarathon)，長距離 (long distance)，短距離 (short distance)（場所２）で(location 2) de公園 (park)，屋内 (indoor)，校庭 (school ground)，砂浜(beach)（道具）で(instrument) de

ジョギングシューズ (jogging shoes)，裸足 (bare foot)（速さ）で(speed) de

全速力(with full speed)，時速 50km (50 km/hour)（距離２）(distance 2)

100 メートル (100 meters)，50 メートル (50 meters)（目的）で(purpose) de

国体 (national tournament)，オリンピック (Olympic)，レース (race)（時間１）で(time 1) de

1 時間 (one hour)，100 メートルを 11 秒 (100 meters in 11
sec)

（様態）
(manner)

ゆっくり (slowly)，速く (fast)，一目散に (as fast as one’s
legs can/could carry one)，勢いよく(fiercely)，息せき切って(breathlessly)，トロトロ (feebly)，ビュンビュン (zippingly)（時間２）(time 2)

１時間 (one hour)，10 分 (10 minutes)〔非共起例：〕
非共起例：Wrong collocations〕（様態）(manner)（誤）(inappropriate/incorrect)

遅く (slowly)

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〔例文・〕
例文・作例：
作例：examples/coined examples〕
・大学の中を新しい靴でゆっくりと 10km 走った。((I ) slowly ran 10 km at
the university wearing new shoes. )・

犬が公園の中を向こうからこちらへ走ってくる。(The dog runs across thepark from the other side to here.)・

駅伝で東京から箱根まで走る。(To run from Tokyo to Hakone in the ekiden
race.)

・

駅まで大通りを走っていく。(To run to the station along the boulevard
street.)・

家のまわりをゆっくり 20 分ほど走った。((I) ran slowly around my housefor 20 minutes.)〔例文・〕
例文・コーパス：コーパス：examples/from corpus: not translated into the target language〕
・

まるで競争しているみたいな勢いで廊下を走るとは。（ベティ・ニール
ズ作、和香ちか子訳『幸せへの航海』, 2004）

・

ちなみに、お巡りさんは歩道を走っています。(Yahoo!知恵袋, 2005, マ
ナー、冠婚葬祭)

・かなり本格的に走る人たちばかりで、半分ぐらいは外国人の感じもしま
すが、日本人であれ外国人であれ、こんなに大勢の人が走るのは健康になりたいためでしょうか。(阿久悠『詩小説』, 2000. 9 文学)〔個別の〕個別の誤用情報：
誤用情報：Information on errors pertaining to specific use〕
(1) 語義 1 で到達地点の「に」をとることはできない。到達地点の「に」を用いた場合、語義 4 の解釈になる。語義 1 で到達地点の「に」をとるときは「
走っていく」「走りこむ」などと方向を表す動詞を伴った複合動詞にする必要がある。(In the case of sense/meaning 1, the goal location cannot be marked withthe particle “ni”. If the goal location is marked with the particle “ni”, the meaningchanges to sense/meaning number 4. In order to use the particle “ni” in the case of
sense/meaning 1, it is necessary to use a complex predicate such as “hashitte iku” or“hashirikomu” which contain a verb implying direction.
（誤: ungrammatical use）駅に全速力で走った。（語義 4 の解釈になる。）（正: grammatical use）駅まで全速力で走った。
（正: grammatical use）駅に全速力で走っていった。
(2)（様態）の「はやく」は速度を表す「速く」であり、時期を表す「早く」は用いない。The adverb “hayaku” is the one that expresses “speed” and not the onethat expresses “an early time/period/season”.
（誤: ungrammatical use）あの選手はとても早く走る。
（正: grammatical use）あの選手はとても速く走る。

— 中略 abbreviated —Compilation of Japanese Basic Verb Usage Handbook …

〔文法：〕
文法：Grammar〕
語義
sense

走らせる

走ろう

走っている

走った

1
2

使役
causative form○○

意思
volitional form○×

進行
progressive form○○

過去
past form
○
○

3

○

×

○

△

4

○

△

○

○

5

○

○

○

○

6

△

△

△

○

7

○

×

○

○

8

○

×走らせよう○走らせている

○走らせた

9

×

×

×

○

10

△

×

○（状態）

×

11

△

△

○（状態）

△

〔複合語：
〕
複合語： Compounds〕▶走り回る ▶走り去る ▶走り通す ▶走り込む ▶走り抜く ▶走り抜ける▶走り過ぎる ▶走り高跳び ▶走り幅跳び ▶突っ走る ▶ひた走る ▶小走り
▶ひとっ走り ▶使い走り ▶走り書き ▶走り読み ▶口走る ▶先走る
▶才気走る ▶石（いわ）走る ▶血走る ▶ご馳走

〔慣用句・〕
慣用句・ことわざ:
ことわざ Idioms/Proverbs〕▶ペン（筆）が走る▶虫酸が走る〔語義ネットワーク〕
語義ネットワーク:
ネットワーク Semantic network〕
8← 5 →6→7↑
4↑
10 ← 9 ← ① → 2 → 3
↓
11

〔関連語（
〕
関連語（ワードファミリー）ワードファミリー）: Related words (word family)〕・同義語 Synonyms：▶駆（駈）ける・類義語 Near-synonyms：▶歩く

▶駆け足

▶通る

▶動く

▶馳せる ▶ダッシュする▶進む ▶行く

▶飛ぶ

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3.2 The methodology of description: the content and the intent〔Accent〕〕
In the case of accent, H stands for high and L stands for low pitch accent. However, forconveying accent information, the audio medium is more effective than the visual andwe provide audio files to convey accent in addition to the visual representation.
〔Conjugation〕〕
The stem of the verb and its conjugation pattern is provided. As for the conjugation
pattern, the classification widely used in Japanese language education (Group I, II and
III) is adopted.
〔List of meanings/senses〕〕
The basic meaning is presented first and derived meanings follow as distinct senses.
The basic meaning is also known as the central meaning and in a polysemous word it isconsidered as the most basic sense/meaning. This meaning is more concrete, more
frequent and corresponds to what is known as the prototypical sense. The order ofsenses/meanings in the list of senses/meanings is decided taking into consideration thesemantic closeness or remoteness of the sense in question to the central meaning.
However basically this relationship is not linear there is some inevitable arbitrarinessin determination of the order of meaning/senses. A semantic network diagram(described below) is also presented in order to show relationships among meanings
graphically.
〔Meaning/Sense〕〕
The meaning/sense is explained in simple, easily understood terms. Some key words
are intentionally used in order to make clear the relationships among the explanations.
Such a strategy will also help to foster the understanding of connections in thesemantic network. Also, the explanation is devised in such a way that the semantic
congruence between the constructional meaning suggested by the construction frame
discussed later and the core arguments and adjuncts would be easier to comprehend.
〔Orthographic representation〕〕
The orthographic representation in Kanji (Chinese) characters is provided with kanareading.
〔Transitivity〕〕
The transitivity of the verb in question is given. Depending on the meaning/sense, thetransitivity may vary. However, the transitivity given here is that of the basic/central
meaning.
〔Image〕〕
Providing a pictorial image of the meaning/sense helps in facilitating understanding of
the meaning/sense in question. Image plays an important role especially in thederived/extended meanings/senses. Images are modeled on image schema proposed in
the theory of cognitive linguistics. However we adopted more concrete images ascompared to theoretical image schema. Further, in the case of image, unlike image

Compilation of Japanese Basic Verb Usage Handbook …

47

schema, emphasis is given to ease of understanding rather than theoretical precision.
For the image, still pictures, animation as well as video clips are used (see section 6 fordetails).
〔Construction frame〕〕
The construction frame is shown in the form of a two tier structure: obligatory corearguments and optional adjuncts. However, as shown below, in some cases judgment
between the two is difficult. For example, the verb kaku “to write” is a two-placepredicate taking two core arguments, however in a construction like <person 1> write<a letter> to <person 2> it behaves like a 3-place predicate. In such cases, in theconstruction grammar approach (cf. Goldberg (1995), the construction containing 3
arguments is assumed. One falls in a dilemma on the issue of whether the 3-placeconstruction should be incorporated in the description of a dictionary entry for the verb
kaku “write”. This is because, if one proceeds with adopting the construction-centeredexplanation, one needs to include extremely eccentric constructions as well, resulting
in dramatically swelling the length of the description. Even if one adopts such a
description policy, the issue of deciding whether the phrase <person 2> ni should betreated as an argument or as an adjunct remains unsolved. Viewed from themeaning/sense of the verb it is an adjunct while viewed from the point of aconstruction it is an argument. At present this issue is left to the decision of the entry
writer and editor, however, by referring to the frequency count, this issue can be
resolved to a certain extent.
〔Collocations〕〕
Collocations are shown for both arguments and adjuncts. This is because collocations
differ from one sense to another as well as from one case particle to another.
Collocations are ordered in the sequence of collocation frequency deduced using theBCCWJ corpus browsing tool called NINJAL-LWP for BCCWJ (NLB for short). As astatistical index expressing the strength of a collocation, a score called “Mutual
Information (MI)” score is available, however the MI score tends to cull expressions
involving high degree of idiomaticity, so we decided to use raw frequency as acriterion for the purpose of listing collocations. Arranging collocation based on the raw
frequency deduced from NLB ensures objectivity and authenticity. However, on theother hand, owing to the limitation on the size of the corpus (65 million words in NLB,
100 million words in BCCWJ) there is no guarantee that all the collocations needed tobe listed in the dictionary are culled without any leakage. Therefore, some collocations
which do not appear in the NLB, but which are thought to be necessary for learners areadded. This measure, to a large extent, depends on the experience of the editor. In
future, if the size of the corpus is increased, it is expected that the selection ofcollocations on the basis of the frequency criterion would become easier. For thispurpose, the Tsukuba WEB Corpus (TWC) with a projected ten times the entries of
BCCWJ is under preparation.
〔Wrong collocations〕〕
Here collocations which are prone to lead to wrong usage are described.
〔Examples: coined examples〕〕

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For each meaning/sense we provided more than 3 coined examples. In order to avoid
examples ending only with dictionary form (plain style, non-past), we have made adeliberate attempt to coin examples involving variation of tense, aspect, voice,modality etc. Such a move also helps to enhance naturalness of examples. Quite often
we have even used complex sentences as well.
〔Examples: from corpus〕〕
We have provided examples culled from the BCCWJ corpus as well. The purpose ofproviding examples from corpus is to provide examples that are natural in the context
of situation in question. However, on the other hand there is the criticism that such
examples are difficult for non-natives to comprehend. The same observation has been
made during the process of compilation of this handbook as well. It has been pointed
out that real examples from a corpus are hard to comprehend unless one has sufficientknowledge of socio-cultural background. It became clear in our handbook thattranslation of such examples into another language is a big obstacle. Especially,
considering the typically High Context Communication (Hall, 1976) nature ofJapanese, it is easy to imagine that the problems of real examples would be muchgraver than in English. Whether to stick to real-examples only or to allow coined
examples for the point of view of second language education is a complex issue withno satisfactory solution. At present, taking merits of both, we have decided to include
natural examples as well as tailored examples. However, since the translation of natural
examples is an extremely difficult task, we have decided not to translate the corpus
examples.
〔Information on wrong usage: in the case of specific meanings〕〕
Mistakes that learners tend to make often are described under this heading. For
information on wrong usage by JFL learners, various databases including Teramura
database (http://teramuradb.ninjal.ac.jp/) are used. However, since these corpora aredeveloped individually, the size of each of them is rather small and it is difficult todeduce general patterns of mistakes from them. Under such circumstances we have toheavily rely on the teaching experience of the editor. The following are examples fromlearners’ corpora:Spoken language corpus:
発 話 対照 デー タベ ース 、生 活 対照 デー タベ ース (taiwa taishou detaabeesu,
seikatsu taishou deetabeesu)
日本語学習者会話データベース(nihongo gakushuusha kaiwa deetabeesu)
日 本 語 学 習 者 会 話 ス ト ラ テ ジ ー デ ー タ (nihongo gakushuusha kaiwa
sutoratejiideeta)
KY コーパス (KY koopasu)
タグ付き KY コーパスと検索ツール(tagutsuki KY koopasu to kensaku tsuuru)
BTS に よ る 多 言 語 話 し 言 葉 コ ー パ ス (BTS ni yoru tagengo hanashikotoba
koopasu)
インタビュー形式による日本語会話データベース（上村コーパス）(intabyuu
keishiki ni yoru nihongo kaiwa deetabeesu (Uemura koopasu))

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Written language corpus:
寺村誤用例集データベース (Teramura goyou reishuu deetabeesu)
日本語学習者言語コーパス (nihongo gakushuusha gengo koopasu)
作文対訳 DB (sakubun taiyaku DB)
自然言語処理の技術を利用したタグ付き学習者作文コーパス(shizengengoshori no gijutsu wo riyou shita tagutsuki gakushuusha sakubun koopasu)
日本・韓国・台湾の大学生による日本語意見文データベース(nihon/kannkoku.taiwan no daigakusei ni yoru nihongoikenbun deetabeesu)
JLPTUFS 作文コーパス(JLPTUFS sakubun koopasu)

In addition to the above list, there are many corpora which are either not madepublic or are accessible to only few individuals. For the effective use of intellectual
resources, it is desired that an organization like NINJAL take the lead in thedevelopment of a platform like CHILDES (Child Language Data Exchange System)
which allows accumulation of data in a common platform.
〔Grammar〕〕
Here we have shown the behavior of the verb with respect to grammatical categories
like aspect, voice, tense etc. A conclusion is still not reached on whether to include
categories like direct passive, indirect passive, imperative form, other sentence-final
expressions. Further, whether to make judgments on grammaticality of such categories
based on intuitions of individuals or on the basis of corpus frequency is also not yet
decided. For making judgments on grammaticality (especially the subtle ones, shownby triangle sign) on the basis of corpus frequency, the size of the BCCWJ corpus
seems not to be sufficient.
〔Compounds〕〕
Compound words are too large in number and hence it is impractical to include all ofthem. If so, again one has to decide on the basis either of intuition or of corpus
frequency in order to decide potential candidates that should be listed. We would liketo make use of the corpus for this and at present are using frequency as a criterion forlisting compound words.
〔Idioms and proverbs〕〕
Idioms and proverbs consist of elements which are tightly bound together and themeaning of the whole cannot be guessed from the combination of the meanings of theparts. In other words, it can be said that semantic transparency is low in the case ofidioms and proverbs. However, the transparency is a gradient concept and the decisionof collocation or proverb is bound to be arbitrary. One yardstick for this decision canbe MI (Mutual Information) score. The higher the degree of idiomaticity the greater the
MI score (see section 4.1.2).
〔Semantic network〕〕

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The relationships among meanings/senses are visually shown with the help of a radialcategory network diagram. The basic or central meaning is the one that is known in
cognitive linguistics as the prototypical meaning. The relationships among
meanings/senses are visually shown with the help of a radial category network
diagram. The basic or central meaning is the one that is known in cognitive linguistics
as the prototypical meaning. Derivations from it are arranged in a way to be understood
intuitively. These semantic derivations themselves are products of linguistic research.
Many cognitive linguists are also involved in this project. However, there is no
guarantee that the semantic derivations are determined on the basis of a single
meaning. Also the sequence of diachronic change and synchronic relationship often do
not match. In view of these considerstions, while insights from cognitive linguistics
form the basis of description, often changes have been made in favour of intuitive
understanding. There are places where accuracy of description from the point ofcognitive linguistics conflicts with intuitive understanding. In such cases we havepreferred educational considerations such as ease of understanding for teachers andlearners.
As for the network, showing just the connection is not enough. The strength of theconnection should also be shown. We are thinking of showing the strength or weaknessof the connections visually in terms of the thickness of the line or the distance between
the senses so as to foster understanding in a visual and intuitive way.
〔Related words (word family)〕〕
At present, we have listed words with almost the same meaning and synonyms as
related words. Listing of antonyms is also under consideration. We are thinking ofpresenting the word family in the form of a radial category network, if possible.

4. Developing tools for corpora of correct usage and wrong usage
One of the important policies we adopted to create this handbook is to make gooduse of available corpora. To compile a corpus-based handbook or dictionary, theexistence of tools which enable dictionary writers to use corpora adequately andefficiently in the process of dictionary making is indispensable. In this project wechose the Balanced Corpus of Contemporary Written Japanese (BCCWJ) as a corpus
of correct use by Japanese natives and the Gaikokujin gakushuusha no nihongo
goyoureishuu (Collection of errors of JFL learners, 1990), compiled by Hideo
Teramura and his colleageus, as a corpus of wrong usages of JFL learners. We
developed search tools for each of these corpora. In the following two subsections, wewill describe the features and functions of both tools.

4.1 NINJAL-LWP for BCCWJ (NLB)
NINJAL-LWP for BCCWJ (NLB, http://nlb.ninjal.ac.jp) is an online search tool
for the BCCWJ, jointly developed by the National Institute of Japanese Language andCompilation of Japanese Basic Verb Usage Handbook …

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Linguistics (NINJAL) and Lago Institute of Language (LIL). The basic unit of thissystem is LagoWordProfiler (LWP), which LIL has developed for dictionary writingand editing. LWP has been successfully utilized in several projects of EnglishJapanese, Japanese-English dictionary making.

Figure 1: The headword Window of NLBBCCWJ is the first balanced corpus of the Japanese language, developed by
NINJAL, and its final version was made public at the end of 2011. It is a large corpus ofmore than 100 million words, the size of which is comparable to the British National
Corpus. The main component of the corpus consists of random samples from books,
newspapers, magazines using rigid statistical methods to establish representativeness.
Nine additional sub-corpora are provided for special purposes, including web text, whichshows different usage patterns from those of text of the print media (Maekawa, 2012).

4.1.1 Lexical profiling
The most important feature of NLB is its introduction of the lexical profiling
methodology. Lexical profiling is now a standard method for making corpus-based
dictionaries because it satisfies the requirements for using corpora in dictionary
making. A concordancer used to be a standard tool in the earliest corpus lexicography.
On the COBUILD Project, which made extensive use of corpora for the first time, thewriting staff wrote headword entries by analyzing concordance lines from aconcordancer (Sinclair, 1987). Concordance lines enable the dictionary writer toanalyze individual words in real context. However, the larger the number of lines, themore difficult it is to grasp the whole variety of linguistic phenomena. To solve thisdifficulty, lexicographers realized the importance of summarizing linguistic
phenomena comprehensively by use of abstraction (lemmatization, POS tagging, andchunking) and statistical measures (the MI score, the T score, etc.). In this process,52

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lexical profiling as a new approach gradually developed (Church et al., 1991). At theend of the 1990s, a practical lexical profiling tool called Word Sketch appeared(Kilgarriff & Rundell, 2002). This software was first used for compiling Macmillan
English Dictionary for Advanced Learners, and then it developed into the integrated
system Sketch Engine, which is now used in many dictionary projects.
Lexical profiling has two important requirements. The first is comprehensiveness.
Linguistic research, in general, focuses on a particular linguistic behavior and adopts
an approach that examines individual instances carefully and thoroughly. On the other
hand, what dictionary making requires is to examine each headword’s overall behavior.
A dictionary writer needs to grasp a headword’s behavior as comprehensively as
possible. When implementing a search tool, which patterns to extract and how toclassify those extracted patterns are vital keys to ensure comprehensiveness.
The other key is time efficiency. This is essential in dictionary making. The
number of headwords in a dictionary range from several thousand to one hundred
thousand. To make best use of a corpus when writing a large number of headwords, anenvironment that enables dictionary writers to use a corpus efficiently is indispensable.
Key factors to realize this environment include search speed and a user interface.

4.1.2 Lexical profiling in NLB
So how does NLB satisfy the requirements of lexical profiling? As tocomprehensiveness, NLB deals with the orthographical variety of the Japanese language.
Japanese is usually written in three types of characters:
hiragana, katakana and kanji. This means a word could
be written in at least three ways. The noun hito, whichmeans a person, can be written as ひと in hiragana, or
ヒ ト in katakana, or 人 in kanji, with different
connotations. In the case of compound verbs, things arecomplicated by the fact that some verbs have two or
more kanji candidates with slightly different meanings.
The compound verb 取り上げる (toriageru), whichmeans pick up or adopt, can also be written as 採り上げ
る. Including a variation of kana suffixes, more than ten
orthographical forms for トリアゲル are possible. Fromthe point of view of comprehensiveness, it is, in manycases, more appropriate to group two or more
orthographical variants into the most typicalorthographical form than to give each form a headword
status. NLB deals with this issue by incorporating theidea of representative orthographical form. In theprevious example of 取 り 上 げ る , more than ten
Figure 2: Orthographical forms
orthographical forms are all grouped into thefor toriageru

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representative form 取り上げる, which consists of a headword entry. Figure 2 shows thefrequency distribution of orthographical forms for 取り上げる in BCCWJ.
In order to maximize time efficiency, NLB has a user interface that allows the user
to examine grammatical patterns, collocations, and examples from the corpus in thesame window (See Figure 1). On Sketch Engine, which we mentioned earlier, a screentransition occurs every time the user looks for examples for each collocation. A userinterface with frequent screen transitions is problematic from the point of view of time
efficiency. With the recent spread of large screen displays, it is not so difficult as
before to introduce a user interface with a minimum of screen transitions. Althoughuser interfaces for corpus search tools have not been given much attention until
recently, its importance is expected to increase as the size of corpora increases andmore sophisticated search functions are implemented. Search speed is anotherimportant factor closely related to time efficiency. NLB shows the results ofcollocations and examples almost instantly by optimizing the structure of the database.
Another important feature of NLB is its function to sort collocations by raw
frequency and other statistic measures such as the MI-score and the logDice score.
Figure 3 shows collocations of N を買う(N wo kau, to buy N). In the upper part of the
figure, collocations are ordered by raw frequency, and in the lower part, by MI score.
The MI score has a tendency to be unreliably high among low-frequency collocations.
To avoid this reliability issue, NLB provides a filter function to remove low-frequency
collocations. In the lower part of Figure 3, low-frequency collocations of less than five
instances are excluded from the list. You can see idiomatic expressions like 顰蹙を買う(upset someone), 歓心を買う(seek someone’s favor), 失笑を買う(make someone
laugh at you) are top of the list. Sorting collocations by multiple statistic measures is
an extremely useful function.

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Figure 3: Collocations of N wo kau

NLB also facilitates creating examples with dictionary-making-oriented
functionality. On the example panel (the right-most panel of Figure 1), examples for a
collocation are shown in ascending order of their character counts. This helps thedictionary writer to use corpus examples for reference easily and effectively. Each corpus
example is color-coded according to the sub-corpus it belongs to, which enables thewriter to know where each example comes from quickly. In addition, the writer can
examine the context of a corpus example just by clicking its source information label.
As we have seen, NLB provides an ideal environment for Japanese dictionary
making, by dealing with the wide variety of orthographical forms in Japanese, andoffering a user-friendly interface.

4.2 The Teramura Wrong Usage Database
Gaikokujin gakushuusha no nihongo goyoureishuu (Collection of errors of JFL
learners) is a report compiled by Teramura Hideo and his team in the late 1990s, after
they collected and classified misuse samples from compositions written by overseas
students from 24 countries. The total of the misuse samples amounts to 6,300, withmisuse labels attached to misuse positions. Other information includes learner’s
nationality and composition type.
The online version of this report, Teramura Wrong Usage Database provides asearch function. The user can search misuse examples by combining conditions (a typeof misuse, a learner’s nationality, a composition type, etc.) Figure 4 shows the “searchCompilation of Japanese Basic Verb Usage Handbook …

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from misuse type” function. Misuse types are shown in a tree structure, effectively
informing the user of how many misuse instances there are for each type on any
combination of nationalities and composition types.

Figure 4: Teramura Wrong Usage Database

Most conventional Japanese dictionaries for native speakers and foreign learners,
including ones with a learning or teaching purpose, only show correct usages; very few
show wrong usages. This tool enables us to include useful wrong usage information forlearners such as wrong collocations in a definition entry.

5. Crossing the barriers of space and time: An online multi-lingual editingtool
Compiling a dictionary requires a lot of time and human resources. It is usually thecase that there is an editor-in-chief who directs lexicographers in charge of writing up
entries. The editor-in-chief proofreads the entries that the lexicographers have written,
and corresponds with them as often as necessary. Proofreading may be done bydifferent proofreaders and the editor-in-chief manages the editorial activity. This
process usually takes a long time, and is not ideal if time for the compilation is limited.
Another drawback of this traditional system is that lexicographers will usually have nochance to examine entries that the other lexicographers write.
To overcome these problems, we have developed a web-based editing system sothat the editors, lexicographers and proofreaders can have access to the entry data forediting, reviewing and proofreading processes.

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To develop the current online editor system, our experience in compiling A
Dictionary of Basic Verbs in Japanese for Marathi, the outcome of Prashant et al.
(2007)’s project is fully exploited. Under a limited budget, we made use of free
applications to achieve our goal: a wiki system to store the entry data in XML format.
Wiki is a system for collaborative editing online and has a repository system, underwhich all older versions of wiki pages are stored. By comparing the current version
with one of the older versions, editors can tell what have been changed, deleted and/or
added in the latest version. In this new system, we take advantage of the repository
feature of wiki.
In the current system, the lexicographers write entries in Japanese first. Then theJapanese entries are translated into four foreign languages (Marathi, Korean, Chineseand English) by translators. At this stage some additional information will be addedthat is related to cultural and linguistic differences between Japanese and the target
language.
The following sub-sections give a brief outline of the online editorial system.

5.1 An outline of the online editorial system
5.1.1 Some features of the online editor
The online editor developed for this project has the following features:•

Data are input in a textbox area on the editor and stored in an XML
structure.

•

The data input in the editor are reflected in a preview function to check
how they look in the HTML format instantaneously.

•

Employing Yahoo API, it is possible to assign furigana, the phonetictranscription of kanji, in a format that may be convertible into otherformats like HTML.

•The lexicographers can read the entries that are written by the others
online and post a comment, which will be shared by all editors.

5.1.2 Online editor as a plug-in of Dokuwiki
The editor is not a standalone application but is developed as a plug-in for
Dokuwiki. Dokuwiki is a Unicode-based wiki application and does not require a binary
database system like SQL because data pages are saved in text files. Each entry isorganized in an XML format and stored as a Dokuwiki page. Since the file is a text
file, it can be directly used as an XML file for data-processing.
The lexicographers first login to the Dokuwiki homepage as in Figure 5.

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Figure 5: The homepage of the editorial system on Dokuwiki

5.1.3 Starting the online editor
After logging in, lexicographers choose the language, and then select one of theentries in the list to edit it. The Wiki page shows the XML data of the entry, but it is
not directly edited. They start the plug-in online editor. On starting up, the editor
retrieves the XML data from the Wiki page. The view of the entry data is formatted in
an Explorer view, with a tree structure displayed on the left pane and each sub-datadisplayed on the right pane, as in Figure 6.

Figure 6: A full view of the online editor

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Figure 7 shows the view when one of the items is selected and its editing area isdisplayed on the right pane.

Figure 7: The editing pane for Collocation 01（共起例 01） is open on the right page

5.1.4 The preview function
The editor has a preview function. There are two types of preview: the entire viewof the entry and the partial view of an item of the entry. The preview is generated via
XSLT as an HTML page. An image of the full-scaled preview in Marathi is shown in
Figure 8, and an image of the partial view is shown in Figure 9. Since it is a bilingualversion, both the Japanese data and the respective Marathi data are shown. In thebilingual version, as shown in Figure 8, an additional piece of information from acontrastive point of view （ 対 照 情 報 ） is also provided when necessary. This
information will not be included in the Japanese version.

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Figure 8: The full-scaled preview of the Marathi translation of ageru

The layout design of the preview in Figures 8 and 9 is not intended to be final, but
to be temporary just for convenience. The final layout design will be developed
differently and be applied to generate the final product from the same XML data.

Figure 9: Built-in partial preview of portion of examples

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5.1.5 Comparison of different versions
Dokuwiki’s revision control makes it possible to compare the latest version withany older version. When two versions are compared, differences will be displayed.
This is one of the major merits in using Dokuwiki for entry data management.

5.1.6 Posting comments and improving the quality of description
The editor has a function of posting a comment on the data, while editing orreviewing. Comments are sent to all the editorial members to share the information byemail. The comments can also be viewed on the editor and follow-up comments
posted. Through this process, the editorial members can exchange ideas and opinions
about entry data so that the lexicographer in charge can improve the quality of thedescriptions and examples.

6.

Audio-visual contents

Taking into consideration the cognition and memorization process in learning new
words and meanings, we have incorporated audio-visual contents in the handbook. We
believe audio-visual contents facilitate the comprehension and memorization of various
meanings of a verb. A brief discussion of the audio-visual contents is provided below.

6.1 Audio-visual contents
In the present handbook, before presenting specific meanings of a polysemous
verb, we first provide an abstract image schema which represents the core, shared
meaning of the verb in question. Following this, a radial semantic network of thevarious meanings of a polysemous verb is provided. These two visual contents set thestage for zooming into a specific meaning. On moving to a specific meaning, we
provide an animated illustration of the representative example of that meaning. The
animated illustrations are a set of still hand-drawn pictures which are connected in sucha way that they depict the semantic scenario as it unfolds in time. Audio contents arealso added to the animated illustrations. In addition to the abstract image-schema
animated illustration depicting a specific meaning, we also provide video-clips as well.
A brief description of these three audio-visual contents is given below.

6.1.1 Image schema
The verbs included in the present handbook are all fairly polysemous. For
example, the entry of agaru “rise/go up” in our handbook has as many as 19 meanings.
In the cognitive linguistics perspective all these meanings are considered to share acore or prototypical meaning which is illustrated with the help of an abstract line
diagram which is widely referred to as an image schema. For example, in the case ofCompilation of Japanese Basic Verb Usage Handbook …

61

the verb agaru “rise/move up” “motion of an entity in a upward direction” is taken to
be the core meaning and it is illustrated with the help of an image schema shown infigure 10.

Figure 10: Image schema for the verb agaru “rise/move up”

All the meanings are derived from this prototypical meaning through semantic
extensions of various types. Image schema would be useful for learners to understandthe core or prototypical meaning of a polysemous verb and also to appreciate theconnection with specific meanings.

6.1.2 Animated illustrations
As mentioned earlier, we have included animated illustrations in order to facilitate
comprehension and retention of specific meanings. From previous research (Dwyer,
1978; Lin & Dwyer, 2004; Dwyer, 2007; Chou & Hsiao, 2010), it has become
increasingly clear that the static visual instruction serves as a powerful learning
strategy and improves information acquisition and retrieval capabilities. Using these
insights, rather than using multimedia contents, we use multiple hand-drawn
animations and we show them in a sequence along with audio contents synchronizedwith them as shown in Figure 11.

Figure 11: Animated illustrations for ie ni agaru “to visit someone”

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6.1.3 Video clips
Contextbased information such as deixis (e.g. the use of auxiliary verb indicating
the location of the speaker in expressions such as agatte iku/kuru (come/go up)), or the
resultant state conveyed by -te iru- form as in the expressions such as hata-ga agatteiru (the flag is raised), or the perfectly fried, crisp tenpura as depicted by the adverb
karatto and the like can be effectively conveyed using a video clip. Wherevernecessary and feasible, we have tried to provide video-clips to foster understanding ofsubtle meanings. Figure 12 below illustrates the expression kaidan o agatte iku (go up
climbing the stairs) wherein the scenario is shot from the backside of the person
climbing the staircase to induce the viewers “viewpoint” in the interpretation of thescene.

Figure 12: Video clip depicting kaidan o agatte iku (go up climbing the stairs)

7.

Future prospects

From the foregoing discussion it should be clear that the handbook in preparationdiffers in many respects from bilingual dictionaries available now. The content of theentries is based on information gleaned from corpora and is augmented with insightsfrom various sub-fields of linguistics, especially cognitive linguistics and contrastive
linguistics. Further, the handbook includes audio-visual contents in order to improveinformation acquisition and retrieval capabilities.
The handbook will be made available for free access on internet around April
2013. After getting feedback from JFL learners and teachers of Japanese in various
parts of the globe, we plan to make improvements both in content as well as
presentation. We also plan to increase the number of headwords and the target
languages beyond English, Chinese, Korean and Marathi, if collaborators are willing tovolunteer their services. Finally, we strongly believe that the output of the handbook
project will make a substantial contribution not only to Japanese language research andJapanese language pedagogy but also to corpus linguistics, contrastive linguistics andlinguistics in general.

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