This article illustrates the actual usage of the phrase koto ni naru in spoken language. In spoken language, I found that the usage which expresses "development of the fact" ,e.g. "I will have a headache tomorrow if I drink so much", is used most often. I also found certain characteristic relating to forms preceding and following koto ni naru. As for preceding constructions, toiu appears frequently, especially in the Diet records, which accounts for nearly 70%. This complex phrase toiu koto ni naru serves to emphasise the proposition and has the function of "onnecting". Also, after koto ni naru, wakeda occurs frequently, but depending on the place of occurrence, its function is also different. Specifically, when occurring at the end of a sentence, koto ni naru which can be considered to express a logical consequence, tends to co-occur with wakeda meaning "result", the entire phrase as a whole then having the meaning of "consequence". With koto ni naru wakeda ga appearing in the sentence, wakeda ga is irrespective of the meaning of koto ni naru -has the function of presenting facts.
In this paper, the occurring process of terminology in junior-high and high school science textbooks has been analyzed. I extract index terms from the body text of textbook, which I consider as terms that represent main concepts in textbooks. Then I visualize and describe how new terms appear, and how they are repeated from the beginning towards the end in the body text. The primary results are as follows: (1) New term appears constantly as a whole, while many more new terms appear in some sections. (2) The degree of concentration of frequency distribution (i.e., few terms are repeated many times and many terms are repeated few times) are more and more strong as a whole, while it rapidly increases in some sections. These results differ from the results obtained when terms appear randomly in the texts. In addition to that, some characteristics of each domain, school year and period are also observed.
The purpose of this paper is to investigate the use of Kanji in compositions of children / students and to estimate the ability of Kanji usage. For this investigation, we built the Written Composition Corpus of Japanese Elementary and Junior High School Students (WCCJS). This corpus comprises approximately one million words of compositions written by children and students from elementary (first grade) to junior high school (third grade). In this paper, we investigate the usage of Kanji according to grade from the order of learning, parts of speech, and word types. In addition, in contrast to the Balanced Composition Corpus by Written Japanese (BCCWJ) and compositions of university students, we analyzed the stylistic characteristics of children’s and student’s compositions, as well as the developmental process of Kanji usage ability based on the performance of university students.