2017 年 5 月 20 日 日本英文学会第 89 回大会
於：静岡大会静岡キャンパス〈グローバル市民〉育成のための文学教育のあり方
同志社大学グローバル・コミュニケーション学部教授

玉井史絵（ftamai@mail.doshisha.ac.jp）【梗概】近年、実益重視の教育へのシフトが、英語教育における文学教育の位置をますます危うくする一方で、その可能性を再評価の動きも活発である。たとえば、Martha C. Nussbaum は「世界市民」（Citizen of theWorld）育成のためには、共感力や想像力を養う文学が不可欠であると主張する。こうした主張は、input、
memory、processing といった情報処理のディスコースに則った従来のリーディング理論には欠如していた視点を提供するものとして興味深い。本発表では、まず、英語教育における文学教材の意義を理論的に概観した
のち、文学を活用した授業によって、リーディング能力に加えて共感力、想像力、批判的思考力・表現力、コ
ミュニケーション能力といった〈グローバル市民〉に必要な能力をいかに育成できるかを、発表者の授業実践
報告を交えつつ考察したい。
発表項目
１．はじめに：〈グローバル市民〉とは？
２．理論：英語教育と文学
３．実践：同志社大学グローバル・コミュニケーション学部 3 回生対象の Intermediate Seminar 2 （秋学期）での実践
３．１：授業の概要
３．２：成果３．３：課題
４．むすび
１．はじめに：〈グローバル市民〉とは？
① [T]he great facilities of communication, not only throughout our own country, but with distant partsof the world, are rousing men of every description to tenfold exertion in the field of competition inwhich they are engaged; so that their whole being is becoming swallowed up in efforts and calculations
relating to their pecuniary success. If to grow tardy or indifferent in the race were only to lose thegoal, many would be glad to pause; but such is the nature of commerce and trade, as at present carriedon in this country, that to slacken in exertion, is altogether to fail. [. . .] [A] business only halfattended to, soon ceases to be a business at all.
②産業人材育成パートナーシップ 「グローバル人材育成委員会 2010 年報告書―産官学でグローバル人材育成を―」（2010 年 4 月）におけるグローバル人材の定義
グローバル化が進展している世界の中で、主体的に物事を考え、多様なバックグラウンドをもつ同僚、取引先、顧客等に自分の考えを分かりやすく伝え、文化的・歴史的なバックグラウンドに由来する価値観や特性の差異を乗り越えて、相手の立場に立って互いを理解し、更にはそうした差異からそれぞれの強みを引き出して活用し、相乗効果を生み出して、新しい価値を生み出すことができる人材。
③鳥飼久美子「グローバル人材からグローバル市民へ」における〈グローバル市民〉の 4 つの条件
(1) 自らの「アイデンティティ」をしっかり持っていること。
(2) 「異質性に寛容」であること。
(3) ことばを通して他者と関係構築ができること。
(4)「教養人」であり、かつ「専門性」を持っていること。（51-52）

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④ Given that economic growth is so eagerly sought by all nations, especially at this time of crisis, too
few questions have been posed about the direction of education, and with it, of the world’s democraticsocieties. . . .
The profit motive suggests to many concerned leaders that science and technology are of crucial
importance for the future health of their nations. We should have no objection to good scientific andtechnical education, and I shall not suggest that nations should stop trying to improve in this regard.
My concern is that other abilities, equally crucial, are at risk of getting lost in the competitive flurry,
abilities crucial to the health of any democracy internally, and to the creation of a decent world culture
capable of constructively addressing the world’s most pressing problems.
These abilities are associated with the humanities and the arts: the ability to think critically, theability to transcend local loyalties and approach world problems as a “citizen of the world”; and, finally,
the ability to imagine sympathetically the predicament of another person. (emphasis mine, Nussbaum
2010: 7)
２．理論：英語教育と文学⑤ This is an important idea because it potentially returns literature to a central role as texts throughwhich language learners can explore who they are and who they are not, and who they might bebecoming as they participate in this new language. Language learning is seen as the development of
new ideas and personality, rather than acquisition of a set of new labels for familiar objects or at mostof new syntactic rules. Thinking and languaging are effectively inseparable in practice, so that the very
objects, the classifications, ideas and beliefs are no longer the same to be labeled. (Hall 148)
⑥ 文学の言語教育における意義
1) Joanne Collie and Stephen Slater (1987)
 Valuable and authentic material
 Cultural enrichment
 Language enrichment
 Personal involvement2) Gillian Lazar (1993) Motivating material Access to cultural background Encouraging language acquisition
 Expanding students’ language awareness Developing students’ interpretative abilities Educating whole person3) Kinberly A. Nance (2010) Fosters critical thinking
 Promotes cross-cultural understanding and ethical engagement
 Encourages intellectual exploration
 Offers unique benefits to students of language
・Helps students build second language vocabulary and structures
・Helps language programs fulfill their cultural promises
・Fosters lifelong language use＊上記は①authentic なテクストを読むことを通じて豊かな表現に触れことばに対する感性を高めるという言語的意義、②異文化理解、他者理解を促進するという文化的意義、③批判的思考能力を高め人間としての成長を促すという人格陶冶的意義の 3 つに大別できる。
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⑦ The arts cultivate capacities of judgement and sensitivity that can and should be expressed in the
choices a citizen makes. To some extents this is true of all the arts. . . . But in a curriculum for world
citizenship, literature, with its ability to represent the specific circumstances and problems of people ofmany different sorts, makes an especially rich contribution. (Nussbaum 1997: 86)⑧ We need to cultivate intellectual curiosity—one of the great gifts teachers can share with ourstudents—and that certainly fits into “the genuine pleasure of intellectual inquiry” about which Fish
speaks. But intellectual curiosity goes beyond that; it is the zeal to know about the world in which welive, to want through our reading and our own experience to understand how other people have lived indifferent times and how they live in different places. . . .
We need . . . to teach our students to read critically and imaginatively, understand implicit andexplicit arguments, write lucidly and precisely, and speak articulately and coherently. (Schwartz 127)
⑨ Curriculum Planning & Development Division, Ministry of Education, Singapore, “Literature in
English: Teaching Syllabus 2013”
Literature is the critical study of literary texts.1 Central to the subject is the critical analysis of how
language is purposefully and creatively used in texts in order to create meaning and explore issues orthemes. Through the literary skills of reading and responding critically and personally to literary texts,
students actively construct meaning and in the process make connections between the texts, their lives
and the world. The study of Literature encourages students to enter imagined worlds and explore,
examine, and reflect on both current and timeless issues, as well as their individuality and humanity.
The study of literary texts both sharpens and broadens students’ minds. The critical thinking skills
uniquely offered by the study of Literature include:• cultivating a questioning mind;• exploring personal and social issues; and• interrogating and managing ambiguities and multiple perspectives.
Literature also builds in students’ socio-cultural sensitivity and awareness, as well as a global outlook,by offering opportunities for them to explore a wide range of literary texts written in different contexts
and from various parts of the world, connecting them to other ages and cultures. It develops empathy
and stimulates thinking about beliefs and values.
These characteristics of the subject are aptly suited to the 21st century, which is a time of rapid
development and shifting perspectives in many areas, including the socio-cultural and theethical-moral. The national initiatives of 21st Century Competencies, Social and Emotional Learning,
National Education and Thinking Skills are naturally woven into Literature. The knowledge, skills
and dispositions acquired and opportunities grasped in the study of Literature will stand students ingood stead as active citizens of Singapore and the world. (emphasis mine)3３．実践：同志社大学グローバル・コミュニケーション学部 3 回生対象の Intermediate Seminar 2 （秋学期）での実践
３．１．授業の概要【基本情報】
対象

同志社大学グローバル・コミュニケーション学部英語コース 3 年次生

対象人数2013 年度：7 名 2014 年度：12 名 2015 年度：7 名 2016 年度：8 名
年次に平均 10 か月間の英語圏の大学での留学を経験）

英語のレベル

TOEIC

科目の目的

「3 年次から 4 年次では、ゼミ関係科目で専門分野に関する文献を講読し、課題について根拠を示して自らのことばで意見をまとめ発表する学修を通じて、論理的思考力・表現力を涵養する」（学部カリキュラム・ポリシーより）
学生は 3 年次に文化・社会・言語の 3 分野からいずれかのゼミを選択します。

使用テキストAlice’s Adventures in Wonderland, Little House on the Prairie, Harry Potter
and the Philosopher Stone, The Metamorphosis

2016 年度 3 月実施

830

全員 2

TOEFL-ITP 544.3（学部英語コース平均）（各テキスト 3 回の授業、7 回目と 15 回目の授業は Review にあてる。）
各セッションの中心的テーマ①Alice’s Adventures in Wonderland：
カルチャーショックと適応、異文化間コミュニケーション、アイデンティティの構築②Little House on the Prairie：文化間衝突と交流、文化表象③Harry Potter and the Philosopher Stone：アイデンティの構築、文化間衝突④The Metamorphosis：マイノリティの問題、包摂と排除

アサイメント

各セッションが終わるごとに約 300 語の要約と約 500 語のエッセイを提出

留意点

・文学を読むことの意義を明示的に伝える。
・課題を明確にする。
・英語の 4 技能がバランスよく伸張するようにする。

３．２：成果【2016 年度生学期末アンケート】（対象者：8 名

各項目 5 段階評価平均）

4 冊の小説を読むことでリーディングの力が高まった

4.1

サマリーとエッセイを書くことでライティングの力が高まった

4.0

英語でディスカッションをすることでスピーキングの力が高まった

4.1

批判的思考力が身についた4.6

さまざまな視点で考える能力が身についた4.8

授業の内容に興味が持てた

4.9

授業で学んだことは将来役立つと思う

5.0

これからも英語の小説を読みたいと思う

3.5【学生のエッセイから】(下線部は発表者による)① Alice’s Adventures in Wonderland
After I finished reading this story and writing this essay, I finally realized why this book was picked as
our topic. This story is not just a book tells us fantasy and imagination, but the one describesintercultural communication and growth of a seven-year-old girl with a lot of odd and attractive events.
I was not a big fun of books and still am not, then it was quite hard to finish reading it up. However, I
found it interesting reading this story and I am looking forward seeing myself change with this newhobby.

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② Little House on the PrairieThis novel includes several conflicts between the Native Americans and the white settlers in their newlife in the territory of Indians. The settlers consider the Indians as “they” and the White as “us.” Whenpeople goes into a new culture, it is important for the newcomers not to actually consider themselves as“us” and indigenous people as “they.” Looking objectively, it is clear that the settlers are distinguishingthe difference between the Native Americans and settlers, however, it is because there is no description
from Indians side, it is hard for the reader to consider what the Native Americans think about theWhite settlers. The story is written from the White setter’s perspective, however, in order tounderstand what was going on around that time, it is important to consider the both sides perspective,
Native Americans and settlers should have thought about each other.
③ Harry Potter and the Philosopher’s Stone
Considering those conflicts, name has roles; to define groups, to enhance loyalty, to shape people, andto represent the name’s owner itself. Sometimes, naming create, or emphasize, more conflicts, because
you become aware of difference of others. The conflicts in Harry Potter and the Philosopher’s Stone
shows that name is used to differentiate something, clarify the position, and establish identity.
④ The Metamorphosis
Depictions of Gregor must be a message from Kafka. He must argue that a lot of social problems are
happened because of the lack of communication. He expressed problems of minority by depicting weird
monstrous insect. In the story, humans/majority arbitrary identifies insect-like Gregor/minority as‘different’ without talking with him. The ending must be different if the family/majority get close andcommunicate with Gregor/minority. His novel makes many people notice that a lot of today’s problems
could be solved by accurate communication.
【アンケート自由記述欄から】＊最近、自分でも驚くほど、本（日本語ですが）を自発的に読むようになりました。これまではあまり興味がなかったのですが、本を読んでそこから何を得るか思考する楽しさを学びました。
＊ハリーポッターやアリスなど、自分の知っていたストーリーでも、見方を変えて読んでみるといろいろな価値観が見えてきておもしろかった。
＊物事の考え方の視点が変わり、今まで気に留めなかったような事柄も考えられるようになりました。
＊minority についてより考えるようになりました。どの様に扱われているか等、深く考えた事が無かったので、本を通してそれが学べて良かったなぁと思う。
＊異文化表象という概念を学んで、一つの物事を多角的に見る視点が身についたと思います。
４．むすび
Democracies have great rational and imaginative powers. They also are prone to some serious flaws inreasoning, to parochialism, haste, sloppiness, narrowness of the spirit. Education based mainly on
profitability in the global market magnifies these deficiencies, producing a greedy obtuseness and atechnically trained docility that threaten the very life of democracy itself, and that certainly impede
the creation of a decent world culture.
If the real clash of civilization is, as I believe, a clash within the individual soul, as greed andnarcissism contend against respect and love, all modern societies are rapidly losing the battle, as they
feed the forces that lead to violence and dehumanization and fail to feed the forces that lead to culturesof equality and respect. If we do not insist on the crucial importance of the humanities and the arts,
they will drop away, because they do not make money. They only do what is much more precious thanthat, make a world that is worth living in, people who are able to see other human beings as full people,
with thoughts and feelings of their own that deserve respect and empathy, and nations that are able toovercome fear and suspicion in favor of sympathetic and reasoned debate. (Nussbaum 2010: 142-43)

5

〈主要参考文献〉
Andrews, Richard. Re-framing Literacy: Teaching and Learning in English and the Language Arts. New
York: Routledge, 2011.
Barlow, Adrian. World and Time: Teaching Literature in Context. Cambridge: Cambridge UP, 2009.
Collie, Joanne, and Stephen Slater. Literature in the Language Classroom: A Resource Books of Ideas andActivities. Cambridge: CUP, 1987.
Curriculum Planning & Development Division, Ministry of Education, Singapore, “Literature in English:
Teaching Syllabus 2013”.
https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/english-language-and-liter
ature/files/literature-in-english-lower-secondary-2013.pdf
Doyle, Brian. English and Englishness. London: Routledge, 2007.
Gioia, Diana. “Reading at Risk: A Survey of Literary Reading in America” (Research Division Report #46).
National Endowment for the Arts: 2003
https://www.arts.gov/sites/default/files/ReadingAtRisk.pdf
Hall, Geoff. Literature in Language Education. 2nd Edition. Houndmills. Palgrave Macmillan, 2015.
Hudson, Thom. Teaching Second Language Reading. Oxford: Oxford UP, 2007.
Kramsch, Claire, Context and Culture in Language Teaching. Oxford: Oxford UP, 1993.
Lazar, Gillian. Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge:
Cambridge UP, 1993.
Manguel, Alberto, A History of Reading. London: Penguin, 1997.
Nance, Kimberly A. Teaching Literature in the Languages: Theory and Practice in Second Language
Classroom Instruction. Boston: Prentice Hall, 2010.
Nussbaum, Martha C. Cultivating Humanity: A Classical Defense of Reform in Liberal Education.
Cambridge, MA; Harvard UP. 1997.
---. Poetic Justice. The Literary Imagination and Public Life. Boston Beacon P. 1995.
---. Not for Profit: Why Democracy Needs the Humanities. Princeton, Princeton UP: 2010.
Schowalter, Elaine. Teaching Literature. Oxford: Blackwell, 2003.
Schwarz, Daniel R. In Defense of Reading: Teaching Literature in the Twenty-First Century. Oxford:
Wiley-Blackwell, 2008.
Teranishi, Masayuki, Yoshifumi Saito and Katie Wales. Ed. Literature and Language Learning in EFLClassroom. Houndmills: Palgrave Macmillan, 2015.

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Zakaria, Fareed. In Defense of a Liberal Education. New York: W. W. Norton, 2015.
江利川春雄「外国語教育は「グローバル人材育成」のためか？」『「グローバル人材育成」の英語教育を問う』（ひつじ書房：2016 年）15-38
産業人材育成パートナーシップ グローバル人材育成委員会 2010 年報告書―産官学でグローバル人材育成を―（2010 年 4 月）
http://www.meti.go.jp/policy/economy/jinzai/san_gaku_ps/2010globalhoukokusho.pdf
小森陽一『漱石を読み直す』（岩波書店：2016 年）
シティズンシップ研究会編『シティズンシップの教育学』（晃洋書房：2006 年）「人材の育成・活用に関する研究会」（財務総合政策研究所）報告書（2011 年 4 月）
http://www.mof.go.jp/pri/research/conference/zk090/zk090_07.htm
玉井史絵「文学の教材としての可能性―実践的コミュニケーション能力育成のために」『日本英文学会第 82 回
大会 Proceedings』（日本英文学会：2010 年）38-40
津野海太郎『日本人と読書』（岩波書店：2016 年）
友松篤信編『グローバル・キャリア教育――グローバル人材の育成』（ナカニシヤ書店：2012 年）
鳥飼久美子「グローバル人材からグローバル市民へ」『「グローバル人材育成」の英語教育を問う』（ひつじ書
房：2016 年）39-62
文化庁「平成 25 年度「国語に関する世論調査」の結果の概要」（2014 年 9 月）
http://www.bunka.go.jp/tokei_hakusho_shuppan/tokeichosa/kokugo_yoronchosa/pdf/h25_chosa_kekka.
pdf
本田由紀『教育の職業的意義―若者、学校、社会をつなぐ』（ちくま新書：2009 年）
道幸哲也、原田順子『多様なキャリアを考える』（NHK 出版：2015 年）

7Week 3: Alice’s Adventures in Wonderland (1)Discussion 1: General Impression
1) What is your general impression of the story? Did you like it,
and did you find it interesting?

2) What character do you like the best, and why?

Essay Topic

Alice’s Adventures in Wonderland can be read as a story of cross-cultural experience of a young
girl, Alice. She experiences a “culture-shock,” encountering various strange people and creatures
in Wonderland. She sometimes feels bewildered and disoriented without knowing what to do andsometimes tries hard to adjust herself to the new culture.
Examining the novel from this perspective, discuss the following questions by citing someexamples from the text.; 1) what she has experienced and learned, and 2) how she has changed
through her experience of cross-cultural conflicts in Wonderland. (500-600 words)
How to Write a Good Summary
・Start with a topic sentence that summarizes the story.
ex) Alice’s Adventures in Wonderland is the story of the adventure of a seven-year-old girl Alice inthe strange world of the underground.
・Summarize the story following the chronological order of the episodes. Introduce importantcharacters and events in the story. Use the present tense.
ex) While listening to a tale told by her elder sister, Alice falls asleep and dreams a strange dream.
・End the summary with the paragraph that summarizes the main ideas of the story.
ex) Alice’s Adventures Wonderland is a complex story full of riddles, mysteries, and theincomprehensible interactions. In spite of the complexity, however, it has been loved by many
children and adults all over the world because of its vivid description of the wonders of the
dreamland of imagination.

8

Review: Chapter 1-4
Put the following episodes in the order that happens in the text.
()

Alice gets smaller again after eating a piece of cake that the white rabbit has thrown in.

()

Alice drinks the liquid in a bottle and finds herself being only ten inches tall.

()

Alice eats a piece of cake and finds herself getting bigger and bigger.

()

Alice holds the rabbit’s fan and finds herself getting smaller again.

()

Alice is drowned in the pool of her tears.

()

Alice is sitting by her sister and peers into the book her sister was reading.

()

Alice runs after the white rabbit, and finds a rabbit hole.

()

Alice finds a small door leading to a beautiful garden.

()

Alice meets the white rabbit again, who tells her to look for his gloves and fan.

()

Alice cries without knowing what to do.

()

Alice fells down a hole and comes upon a heap of sticks and dry leaves.

()

Alice gets out of the water by holding the tail of the mouse.

()

Alice meets a group of animals, and they starts a caucus race to make themselves dry.

()

Alice finds the rabbit’s globes and fan in a room of a small house, but after drinking theliquid of the bottle, she grows too big to get out of the house.

Questions about Chapter 1 to 4
1) What kind of girl is Alice? Give some adjectives to describe her and the reason why you thinkso.
adjective

reason2) What kind of feelings or emotion does Alice have in the new environment of Wonderland?

93) How does Alice’s feelings change in each chapter? Did you experience similar changes in yourstudy abroad? When did you feel depressed and when did you feel happy?
Chapter 1
positive
falls down
the hole

negative
Chapter 2
positive

negative
Chapter 3
positive

negative
Chapter 4
positive

negative104) How does Alice’s sense of identity change as the story goes on?

5) Alice often has some problems in communication in Wonderland. Give some examples.

6) What similarities and differences do you find between Alice’s experience in Wonderland and yourexperience in your study abroad?
Culture shock
Sense of identity
Interculturalcommunication
For the Next Class・Read Chapter 5-8
・Read “Cross-Cultural Conflict and Adjustment,” and consider what part of the article is applicablein explaining Alice’s experiences.

11

Alice’s Adventures in Wonderland (sample lesson)
アリスは白ウサギを追って穴に落ち、不思議な世界に迷い込んでしまいます。液体を飲んで小さくなったり、ケーキを食べて大きくなったりして、アリスはどうしていいのか分らず、ついに泣き出してしまいます。気を取り直して泣き止んだアリスは、白ウサギの残していった扇子であおいでいるうちに今度はまた小さくなってしまい、自分の流した涙の海で溺れてしまいます。そこにネズミがやってくるのですが・・・。

‘I wish I hadn’t cried so much!’ said Alice, as she swam about, trying to find her way out. ‘I shall be punished
for it now, I suppose, by being drowned in my own tears! That WILL be a strange thing, to be sure! However,everything is strange today.’Just then she heard something splashing about in the pool a little way off, and she swam nearer to make out
what it was: at first she thought it must be a walrus or hippopotamus, but then she remembered how small she wasnow, and she soon made out that it was only a mouse that had slipped in like herself.
‘Would it be of any use, now,’ thought Alice, ‘to speak to this mouse? Everything is so out-of-the-way down
here that I should think very likely it can talk: at any rate, there’s no harm in trying.’ So she began: ‘O Mouse, do
you know the way out of this pool? I am very tired of swimming about here, O Mouse!’ . . . The Mouse looked ather rather curiously, and seemed to her to wink with one of its little eyes, but it said nothing. ‘Perhaps it doesn’t
understand English,’ thought Alice; ‘I suppose it’s a French mouse, come over with William the Conqueror.’ (For,with all her knowledge of history, Alice had no very clear notion how long ago anything had happened.) So shebegan again: ‘Ou est ma chatte?’* which was the first sentence in her French lesson-book. The Mouse gave asudden leap out of the water, and seemed to shake all over with fright. ‘Oh, I beg your pardon!’ cried Alice hastily,
afraid that she had hurt the poor animal’s feelings. ‘I quite forgot you didn’t like cats.’‘Not like cats!’ cried the Mouse, in a loud, passionate voice. ‘Would YOU like cats if you were me?’’Well, perhaps not,’ said Alice in a soothing tone: ‘don’t be angry about it. And yet I wish I could show you
our cat Dinah: I think you’d take a fancy to cats if you could
only see her. She is such a dear quiet thing,’ Alice went on,
half to herself, as she swam lazily about in the pool, ‘and shesits so nicely by the fire, licking her paws and washing her
face—and she is such a nice soft thing to hold—and she’s sucha capital one for catching mice—oh, I beg your pardon!’ cried
Alice again, for this time the Mouse was looking very annoyed
indeed, and she felt certain it must be really offended. ‘We
won’t talk about her any more if you’d rather not.’‘We indeed!’ cried the Mouse, who was trembling down to the end of his tail. ‘As if I would talk on such a
subject! Our family always HATED cats: nasty, low things! Don’t let me hear the name again!’‘I won’t indeed!’ said Alice, in a great hurry to change the subject of conversation.
(Free Graded Readers 4000-word version)*Ou est ma chatte?: Where is my cat?
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Comprehension Questions
1)

Why does Alice talk to the mouse in French?

2)

Why does the mouse seem to shake all over with fright?

3)

What was Alice talking about when the mouse is looking really annoyed?

Discussion
1)

Alice makes the mouse offended because she brings an inappropriate topic. Can you remember a time when
you offended somebody by breaking a taboo in conversation? If yes, when was it, whom you were talking with,and what did you talk about?

2)

Here are some comments about what conversation topic is considered as taboo in America. Do you think there
is a difference with that in Japan? If yes, what is it?
＊The one thing you can’t say to an American: “You’re fat.”＊You would never tell a person that they look like they’ve gained weight unless this was their goal.
＊Referring to a person’s racial or ethnic appearance when describing them physically. There is not uniform
agreement on this.
＊Lack of success or failure: Unless there is a heartwarming uplift in the end, it is avoided.
“My kid was hit by a car last year and I need to spend every waking hour caring for him.”“I got laid off. My training is no longer relevant and I’m 50.”
＊How much money you earn, dialogues about race and ethnicity, many people are quite uncomfortablewith their “negative” emotions here, so anger, sadness, fear, etc are often a taboo subject and are expressed
another way.
＊Here in the States, as a writer and publisher of books that deal with death preparation, I’ve noticed that the
subject of death could qualify as “taboo”, since death is widely feared in our society, unfortunately.
(From “Quora: What topics of conversation are considered taboo in America that aren’t in other countries?
Why?” https://www.quora.com/What-topics-of-conversation-are-considered-taboo-in-America-that-arentin-other-countries-Why)

3)

What topics of conversation is considered as taboo in Japan?
＊
＊
＊
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Grammar 仮定法
私たちは事実とは異なることを考えたり願ったりします。そういう時に使うのが「仮定法」です。
＊ I wish I hadn’t cried so much! 「あんなに泣かなければよかったわ」
過去の事実と異なる願望： I wish + 主語＋過去完了＊ I wish I could show you our cat Dinah. 「あなたに飼い猫のダイアナを見せてあげられたらいいのに」
現在の事実と異なる願望：I wish + 主語＋過去形＊ Would YOU like cats if you were me?

「あなたが私だったら猫は好きになるかね？」

現在の事実とは異なる仮定：If + 主語 + 動詞の過去形 + 主語 + would (could/should/might) +原形<Exercise>①

事実とは異なる願望を表す文章を 2 つ作りなさい。
I wishI wish②

次の文章を完成させなさい。
If I were a millionaire,
If I had a “anywhere door,”
If

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The Metamorphosis (sample lesson)
フランツ・カフカの有名な小説『変身』（The Metamorphosis）は、主人公グレゴール・ザムサ（Gregor Samsa）
がある朝目覚めると巨大な虫に変身していたというところから始まります。家族はどのように彼に接して良
いのかわからず戸惑いますが、妹が嫌々ながらも兄の身の回りの世話をするようになります。ザムサが自分の部屋の壁を這うのが好きだと知った妹は、部屋の家具を動かしてあげようと思いつきますが・・・。

Out of consideration for his parents, Gregor wanted to avoid being seen at the window during the day, the few
square meters of the floor did not give him much room to crawl about, it was hard to just lie quietly through thenight, his food soon stopped giving him any pleasure at all, and so, to entertain himself, he got into the habit ofcrawling up and down the walls and ceiling. He was especially fond of hanging from the ceiling; it was quite
different from lying on the floor; he could breathe more freely; his body had a light swing to it; and up there,
relaxed and almost happy, it might happen that he would surprise even himself by letting go of the ceiling andlanding on the floor with a crash. But now, of course, he had far better control of his body than before and, evenwith a fall as great as that, caused himself no damage. Very soon his sister noticed Gregor’s new way ofentertaining himself—he had, after all, left traces of the sticky substance from his feet as he crawled about—and
got it into her head to make it as easy as possible for him by removing the furniture that got in his way, especiallythe chest of drawers and the desk. Now, this was not something that she would be able to do by herself; . . . so his
sister had no choice but to choose some time when Gregor’s father was not there and fetch his mother to help her.
As she approached the room, Gregor could hear his mother express her joy, but once at the door she went silent.
First, of course, his sister came in and looked round to see that everything in the room was alright; and only thendid she let her mother enter. Gregor had hurriedly pulled the sheet down lower over the couch and put more folds
into it so that everything really looked as if it had just been thrown down by chance. Gregor also stopped himself,
this time, from spying out from under the sheet; he gave up the chance to see his mother until later and was simply
glad that she had come. “You can come in, he can’t be seen”, said his sister, obviously leading her in by the hand.
The old chest of drawers was too heavy for a pair of weak women to be heaving about, but Gregor listened as theypushed it from its place, his sister always taking on the heaviest part of the work for herself and ignoring her
mother’s warnings that she would strain herself. This lasted a very long time. After labouring at it for fifteen
minutes or more his mother said it would be better to leave the chest where it was, for one thing it was too heavy
for them to get the job finished before Gregor’s father got home and leaving it in the middle of the room it would
be in his way even more, and for another thing it wasn’t even sure that taking the furniture away would really be
any help to him. She thought just the opposite; the sight of thebare walls saddened her right to her heart; and why wouldn’t
Gregor feel the same way about it, he’d been used to thisfurniture in his room for a long time and it would make him
feel abandoned to be in an empty room like that. Then, quietly,
almost whispering as if wanting Gregor (whose position she
did not know) to hear not even the tone of her voice, as she
was convinced that he did not understand her words, she
added “and by taking the furniture away, won’t it seem like
we’re showing that we’ve given up all hope of improvement
and we’re abandoning him to cope for himself? I think it’d be
best to leave the room exactly the way it was before so thatwhen Gregor comes back to us again he’ll find everythingunchanged and he’ll be able to forget the time in between all
the easier”. (Free Graded Readers 4000-word version)

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Comprehension Question
1) What habit does Gregor get into?
2)

What does his sister think of doing for him?

3)

Why does his mother think it would be better to leave the chest where it is?
＊＊

Discussion
1) Work in two groups. One group supports the Gregor’s sister’s position, and the other his mother’s. First,
consider the argument to support each position, and then hold a debate.
Gregor’s sister’s position
Gregor’s mother’s position

Which position do you support, and why?

If you were Gregor, which position would you prefer, and why?

2)

How do you think this episode develops?

3)

Gegor’s sister and his mother’s opinion represent two positions in dealing with the minority. One is to respect
cultural differences and maintain diversity, and the other is to respect equality of all members of society andpromote the minority’s assimilation. Discuss pros and cons of each position.

16Grammar 仮の主語・目的語 + to 不定詞
It が仮の主語・目的語、そのあとの to 不定詞が真の主語・目的語となる構文です。
＊it was hard to just lie quietly through the night. 「夜じゅうじっと横たわっているのは辛かった」＊she got it into her head to make it as easy as possible for him.
「彼女は彼ができるだけ簡単にできるようにしてあげようと思った」＊it would be better to leave the chest where it was.
「チェストはもとあった場所に置いておくほうがいいでしょう」＊it would make him feel abandoned to be in an empty room like that.
「こんな風に空っぽの部屋にいると彼は放っておかれたように感じるだろう」<Exercise>
次の文章を完成させなさい。
I found it interesting to
It can be very difficult to
Homework assignment：Read the rest of the section and see how this episode develops.

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