Towards Developing a Japanese and English Story Corpus and its Application to Language Education and Clinical Psychology

长期以来，叙事一直被认为是传递人类世界经验的原始手段，在正规教育中，幼儿或学生吸收社会文化知识（包括经验或隐性知识）成为社会存在，叙事具有重要意义。本研究开发了一个日语和英语故事文本语料库（面向3 ~ 15岁的儿童和学生出版和编写），以调查其在社会和教育背景下的促进功能以及故事文本选择标准（学校教科书、目标读者推荐书等）的现状。然后，提出了一个基于文本的分析框架的故事文本，以研究发展的问题解决模式在日本和英国的故事文本和输入和输出的故事文本中发现的差异。并将该框架应用于语言教育和临床心理学的案例研究。

Narrative has long been recognised as a primordial means of transmitting human experience of the world and it has its great importance in formal education where young children or students absorb socio-cultural knowledge (including empirical or tacit knowledge) to become a social being. This project developed a corpus of Japanese and English story texts (published for and written by young children and students aged from three to fifteen years old), in order to investigate both its enabling function in social and educational contexts and the status quo of the selection criteria of story texts (school textbooks, recommended books for target readers, etc.). It then proposed a text-based analytical framework of story texts to examine developmental problem-solution patterns in Japanese and English story texts and the differences found in input and output story texts. It also applied the framework to some case studies in language education and clinical psychology.