Between Japanese and German psychadjectives, the following parallelisms are observed: 1) If the semantic focus lies on the OBJEKT of the sensation or emotion the argument with the OBJEKT-role occupies the subject position and the EXPERIENCER-role occurs in an oblique case. 2) If the EXPERIENCER is focused semantically he become the subject and the OBJEKT appears as an adverbial. 3) There are cases in which no distinguished difference in saliency between the OBJEKT and the EXPERIENCER. This characteristic can be also observed in the detransitive constructions. It is especially interesting that the certain psychadjectives show a parallelism to detransitive constructions with modality (German sein + zu infinitive, sich lassen construction and Japanese construction of possibility and volition) which are individual-level expression. The series of parallelisms suggest that these findings belong to linguistic universality and can consist a foundation for further investigations

It is the aim of this study to reconstruct the Russian modern cultural history of the 19th - 20th century from the perspective of Russian Platonism. As a result of this research it became clear that under the influence of Western anti-positivist thinkers the Russian thinkers of the beginning of 20 century uniquely processed western established approaches or framework in different ways, for example by displacement and replacement of them, or anticipated them rather than simply accepted them. And this study found that there was affluent prehistory of perceptions of Platonism in the first half of 19 century in Russia. Generally speaking, as a result of this study it became clear that the framework of the Russian Platonism is an important thread of guidance in order to reconsider the works of thinkers who have hitherto been difficult to understand within the established schematic understanding of intellectual and cultural history of Russia in the 19th -20th centuries

This research investigated the contributions of different language learning settings to the development of learner language by Japanese learners of German. During the research period, 38 learners received oral interviews in German. Video and audio recordings of the students' performances were made and then transcribed. From the transcripts a database of different aspects of their performances was made. Developmental changes appeared in learners in a small group setting ; these developments ranged from their phonetical, lexical, and syntactic performances, through to their use of communication strategies.

This research investigated the contributions of small group lessons to the development of learner language by Japanese learners of German. It is often said that Japanese learners of German have difficulty in oral production and communication, when they learn the target language only in their home country. The aim of this project was to explore how Japanese learners of German develop their learner language, when they get opportunities to learn in a small group (4-5 learners per group) with a native speaker of German and to communicate in the target language. The topics of the analysis were : 1) phonetic, 2) lexical, 3) syntactic development and 4) development in the use of communication strategies. The participants were students at Waseda University, who took part in small group lessons for German (Tutorial German), then received oral interviews from native speakers of German. During the research period (2004-2006), 73 interviews were given to a total of 55 learners ; 19 learners participated in more than two interviews, 7 learners in more than three interviews. The tasks were as follows : 1) free conversation (2-3 minutes, as warming up), 2) retelling the story of a silent film, which they saw before, 3) roll playing (situation : a summer course in Germany) and 4) reading an open-ended skit. Video and audio recordings of the students' performances were made and then transcribed. Developmental changes appeared in the position and duration of poses, response time, use and quality of fillers, complexity in the use of lexical unites, syntactic structures, and communication strategies. Results, however, varied to a degree from one participant to another. It would be necessary to take into account the learners' background and experiences with the target language for the analysis.

感情表現における経験者項と対象項とが同じように焦点化可能である点に由来するlinking problemと呼ばれる現象を感情を表す動詞、脱他動化構文、叙述機能（Thetic/Categorical, Stage-/Individual-level)らとの関連でとらえようとする。形容詞の振舞の観察分析はその成果を論文にまとめ、論文集へ寄稿した。脱他動化構文、叙述機能については現在分析を進めているが、いずれにおいても事象記述と属性記述の違いが重要な役割を果たしていることが確認されている。すなわち脱他動化構文、本来経験者を主語とする形容詞が述語用法において対象が主語となる場合において、属性表現となる傾向があることが判明した。