ISSN−1345−9066

cybermedia forum
December 2016

no.17

Cybermedia Center
OSAKA University

cybermedia forum

Cybermedia Center, OSAKA University

No.17

2016.12⾲⣬〇స㸸኱㜰኱Ꮫࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮࣭ࢧ࢖ࣂ࣮ࢥ࣑ࣗࢽࢸ࢕◊✲㒊㛛     ᩍᤵ 㜿㒊 ᾈ࿴‫    ┠ یۍی‬ḟ ‫یۍی‬ᕳ 㢌 ゝ  ⣽㇂ࠉ⾜㍤

1

≉

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㞟㸸ⱥㄒ࡛ࡢⓎಙຊࢆ⫱ᡂࡍࡿࡓࡵࡢ኱Ꮫⱥㄒᩍ⫱᭱๓⥺  ➉⵹ࠉ㡰Ꮚ࣭ᚰⓗࣉࣟࢭࢫ࠿ࡽぢࡓእᅜㄒࡢฎ⌮࡜Ꮫ⩦ ᶓᕝࠉ༤୍

5

̿ᤵᴗᐇ㊶࡜ᇶ♏◊✲ࡢ࢖ࣥࢱ࣮ࣛࢡࢩࣙࣥ̿  ࣭ⱥᩥ࢚ࢵࢭ࢖ࡢࠕᵓ㐀࣭ㄽ⌮ศᯒࢶ࣮ࣝࠖࡢ㛤Ⓨ  ᰁ㇂ࠉὈṇ11࣭ࣘࣅ࢟ࢱࢫ⎔ቃ࡟࠾ࡅࡿ Mobile Technologiesࢆ฼⏝ࡋࡓ CLILⱥㄒᩍ⫱࣭ୡ⏺ほᩍ⫱ ᑠᙇࠉᩗஅ

17࣭኱ᏛⱥㄒᏛ⩦⪅࡟࠾ࡅࡿࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢຠᯝ㸸ືᶵ௜ࡅࡢどⅬ࠿ࡽ す⏣ࠉ⌮ᜨᏊ

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࣭Construction of a framework for offering the TOEFL iBT® on campus  ➉⵹ࠉ㡰Ꮚ

27

฼⏝⪅ࡢኌ 

33‫ۍ‬᝟ሗᩍ⫱ࢩࢫࢸ࣒ ᤵᴗᢸᙜᩍဨࡢኌ࣭ ኚㇺࡍࡿ᝟ሗᩍ⫱ 㧗ᮌࠉ㐩ஓ

35

࣭ እᅜㄒᏛ㒊ࠕ᝟ሗά⏝ᇶ♏ࠖࢆᢸᙜࡋ࡚  ௒ᮧࠉὈṇ

37

TA(Teaching Assistant)ࡢኌ
࣭TA ࡢឤ᝿  㝡ࠉࠉࠉᾧ

39 ๽ࠉࠉᏳୡ

39฼⏝Ꮫ⏕ࡢኌ 

40‫ۍ‬CALL ࢩࢫࢸ࣒ ᤵᴗᢸᙜᩍဨࡢኌ
࣭ⱥㄒ Reading ࡛ࡢ CALL ࢩࢫࢸ࣒࡜ CLE ࡢά⏝  ᑠ⸆ࠉဴဢ

42

࣭Using a PC, Projector, Textbook Scans and Internet in the EFL Classroom  E r i c H a i l

44

TA(Teaching Assistant)ࡢኌ
࣭CALL ᩍᐊࢆ㏻ࡋ࡚  ᘯ⏣ࠉឡဏᏊ47

࣭TA ࡜ࡋ࡚ࡢឤ᝿  N i e J i n g48   ฼⏝Ꮫ⏕ࡢኌ 

49ά ື ሗ ࿌ 

51‫ۍ‬ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㛵ಀ㸦᝟ሗᩍ⫱ࢩࢫࢸ࣒㸧    ࣭2015 ᖺᗘ᝟ሗᩍ⫱ࢩࢫࢸ࣒฼⏝≧ἣ 

53    ࣭᝟ሗᩍ⫱㛵㐃ࡢㅮ⩦఍࣭ㄝ᫂఍࣭ぢᏛ఍➼ࡢ㛤ദሗ࿌ 

61

㸦CALL ࢩࢫࢸ࣒㸧
࣭2015 ᖺᗘ CALL ࢩࢫࢸ࣒฼⏝≧ἣ 64    ࣭CALL 㛵㐃ࡢㅮ⩦఍࣭ㄝ᫂఍࣭ぢᏛ఍➼ࡢ㛤ദሗ࿌ 

70  ⟪㠃ᩍ⫱ࢩࢫࢸ࣒     ࣭2015 ᖺᗘ⟪㠃ᩍ⫱ࢩࢫࢸ࣒฼⏝≧ἣ 

71 ‫ۍ‬㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒㛵ಀ   ࣭2015 ᖺᗘ㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒฼⏝≧ἣ 

74‫ۍ‬2015 ᖺᗘ఍㆟㛵ಀ➼᪥ㄅ࣭఍㆟㛵ಀ࣭኱つᶍィ⟬ᶵࢩࢫࢸ࣒฼⏝ㅮ⩦఍࣭ࢭࣥࢱ࣮᮶ゼ⪅

77฼ ⏝ ᱌ ෆ 

79 ‫ۍ‬ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ➼ ࣭ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ 

81 ࣭2016 ᖺᗘ᝟ሗᩍ⫱ᩍᐊ౑⏝ィ⏬⾲ 

82

 ࣭2016 ᖺᗘ CALL ᩍᐊ౑⏝ィ⏬⾲ 

84

 ࣭᝟ሗᩍ⫱ࢩࢫࢸ࣒ ศᩓ㓄⨨➃ᮎ㒊ᒁู㈐௵⪅ 

89

 ࣭Student Technical Staff 

90

 ࣭ᩍᐊ࣭➃ᮎ㓄⨨ᅗ 

91‫ۍ‬㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ  ࣭ࢹ࣮ࢱ࣮࣋ࢫࢧ࣮ࣅࢫ࣭࣐ࣝࢳ࣓ࢹ࢕࢔➃ᮎ࣭᝟ሗࢥࣥࢭࣥࢺ 

95‫ۍ‬つ⛬㞟 ࣭኱㜰኱Ꮫࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬ 

96 ࣭ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࠊᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒฼⏝⪅࢞࢖ࢻࣛ࢖ࣥ 

96࣭኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒฼⏝⪅࢞࢖ࢻࣛ࢖ࣥ 

99 ᕳ 㢌 ゝ࢖ࣥࢱ࣮ࢿࢵࢺࢆά⏝ࡋࡓḟୡ௦ᆺゝㄒᏛ⩦⎔ቃ࡟ࡘ࠸࡚
ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮
࣐ࣝࢳ࣓ࢹ࢕࢔ゝㄒᩍ⫱◊✲㒊㛛ᩍᤵ ⣽㇂ ⾜㍤
ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡢ๰タ᫬㸦2000 ᖺ㸧ࠊゝ㈇ᢸ࡜࡞ࡿࠋ୍᪉ࠊWEB ᤵᴗ࡛ࡣࡇࢀࡽࡢࢹ࣮ࢱࡢ

ᩥࢻ࢖ࢶㄒ࠿ࡽࢧ࢖ࣂ࣮࡬࡜㓄⨨᥮࠼࡜࡞ࡗࡓ➹⪅ࡀࠊ⮬ື཰㞟࣭ศᯒࡀྍ⬟࡛࠶ࡾࠊᙜヱᇶ‽Ⅼ࡟㐩ࡋ࡚࠸኱ 㜰 ኱ Ꮫ CALL 㸦 Computer Assisted Language࡞࠸Ꮫ⏕ࠊࣀ࣐ࣝࢆᯝࡓࡋ࡚࠸࡞࠸Ꮫ⏕࡟ᑐࡋ࡚ࠊࡑ

Learning㸧ࢩࢫࢸ࣒ࢆᵓ⠏ࡍࡿ࡟ᙜࡓࡗ࡚ࡢ඲㈐௵ࢆ

ࡢ᪨ࠊ࣓࣮࡛ࣝ⮬ື㏻▱ࡋ㸦ᩍᖌࡢ㈇ᢸࡣቑ࠼࡞࠸㸧ࠊᢸ࠺ࡇ࡜࡟࡞ࡗࡓࠋࣃࢯࢥࣥࡸ࣮࣡ࢡࢫࢸ࣮ࢩࣙࣥࣞ

Ꮫ⩦ࢆ㰘⯙ࡍࡿ஦ࡶྍ⬟࡛࠶ࡿࠋ࣋ࣝࡢࢥࣥࣆ࣮ࣗࢱ࡟ࡣࠊࣉࣟࢢ࣑ࣛࣥࢢࡢほⅬ࠿ࡽ᪥ᖖⓗ࡟ゐࢀ࡚ࡣ࠸ࡓࡀࠊ඲Ꮫࡢゝㄒᩍ⫱࡟ᥦ౪ࡍࡿ

ࡓࡔࡋࠊୖグࠊࢹ࣮ࢱࡢ⮬ື཰㞟࣭ศᯒࢆᐇ⌧ࡍࡿ኱つᶍ࡞ࢩࢫࢸ࣒࡜࡞ࡿ࡜ࠊᮍ⤒㦂㒊ศࡀከࡃࠊ㈐௵

࡟ࡣࠊWEB ᩍᮦ⮬㌟ࡀ⌧⾜ࡢࢫࢱࢸ࢕ࢵࢡ࡞ᩍᮦ࠿

ࡢ㔜ࡉ࡟₽ࡉࢀࡑ࠺࡞ẖ᪥࡛࠶ࡗࡓࠋࢩࢫࢸ࣒ࢆཷὀ

ࡽࢲ࢖ࢼ࣑ࢵࢡᩍᮦ࡬࡜ኚ໬ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࢲ

ࡍࡿᴗ⪅࡜ࡢ⚄⤒ⓗ࡞㥑ࡅᘬࡁࠊࢩࢫࢸ࣒ᑟධᚋࡢ⥔࢖ࢼ࣑ࢵࢡᩍᮦ࡜ࡣࠊWEB ᩍᮦࡢ࡝ࡢ㒊ศ࡟࠸ࡘ࢔

ᣢ⟶⌮ࡢ㞴ࡋࡉ➼ࠎࠊ2000 ᖺ࡟ึᑟධࡋࡓ CALL ࢩࢡࢭࢫࡋࠊ࡝ࢀࡄࡽ࠸⁫ᅾࡋ࡚ࠊ࡝ࡢ⛬ᗘ⌮ゎࡋࡓ࠿ࠊࢫࢸ࣒ࡣࠊ⌧⾜ࡢ㸵ᩍᐊ㸦ྵ㸸඲Ꮫඹ㏻᥎㐍ᶵᵓࡢ 2⌮ゎࡢ㞴ࡋ࠿ࡗࡓᩍᮦෆᐜࡣఱ࠿ࠊᙜヱᩍᮦ୰ࡢ⦎⩦ᩍᐊࠊ⟪㠃࢟ࣕࣥࣃࢫࡢ 1 ᩍᐊ㸧࡜ࡣ␗࡞ࡾࠊࡓࡗࡓ

ၥ㢟ࡢᚓⅬ⋡ࡣ࡝࠺࠿ࠊࢡࣛࢫࡢᖹᆒ್࡟ẚࡋ࡚ࠊ࡝ࡢ2ᩍᐊ࡛ࡣ࠶ࡗࡓࡀࠊ
ᙜ᫬ࡢᇼ஭ຓᡭ࡜⚾ࡢ஧ே࡛ࠊ

ࡢ࠶ࡓࡾ࡟఩⨨ࡍࡿࡢ࠿ࠊ᭱⤊ண᝿ホ౯ࡣఱ࠿ࠊ➼ࠎࠊ

1 ᫬㝈┠ࡢᤵᴗ࠿ࡽኤ᪉ࡲ࡛ࠊẖ᪥ࠊCALL ᩍᐊࢆぢ⏕㌟ࡢᩍᖌ࡟௦ࢃࡗ࡚ࠊᵝࠎ࡞Ꮫ⩦ࢹ࣮ࢱࢆ⮬ື཰ᅇࡾࠊṇᖖ࡟✌ാࡋ࡚࠸ࡿ࠿ࠊᤵᴗ࡟ᨭ㞀ࢆ᮶ࡓࡋ࡚

ྲྀ࣭ศᯒࡋࠊ⮬ື࡛Ꮫ⏕࡟ࣇ࢕࣮ࢻࣂࢵࢡࡍࡿᶵ⬟ࢆࡣ࠸࡞࠸࠿ࠊ➼ࠎࠊᙜ᫬ࡢᚰቃࡣࠊᏊ౪ࡓࡿ CALL ࢩ᭷ࡍࡿᩍᮦ࡛࠶ࡿࠋࡲࡓࠊࡇࡢ✀ࡢࢲ࢖ࢼ࣑ࢵࢡᩍᮦ

ࢫࢸ࣒ࢆ⏕ࡳฟࡋࡓẕぶࡢᚰቃ࡟ࡶఝ࡚࠸ࡓࠋ

ࡀࠊ⡆༢࡞ㅮ⩦ࢆཷࡅࡿࡔࡅ࡛ࠊࡸࡸࡶࡍࡿ࡜ࢥࣥࣆ
࣮ࣗࢱࡢ᧯స࡟୙័ࢀ࡞ᩥ⣔ᩍᖌ࡛ࡶࠊᐜ᫆࡟సᡂྍ

ࡑࢀ࠿ࡽ 16 ᖺࢆ㜀ࡋࠊ⌧ᅾࡣࠊ
CALL ᤵᴗ࠿ࡽ WEB⬟࡞ࢩࢫࢸ࣒ࠊࢲ࢖ࢼ࣑ࢵࢡᩍᮦసᡂࢩࢫࢸ࣒ࡀᚲ㡲ᤵᴗ࡬࡜⛣⾜ࡍࡿࡓࡵࡢᇶ┙ᵓ⠏࡟᫬㛫ࢆྲྀࡽࢀ࡚

࡛࠶ࡾࠊࡑࡢࣉࣟࢺࢱ࢖ࣉ㸦ཎᆺ㸧ࡢసᡂ࡟➹⪅ࡣ௒࠸ࡿࠋ↓ㄽࠊᑐ㠃ᤵᴗ࡟ࡣᑐ㠃ᤵᴗࡢⰋࡉࡀࠊCALL ᤵ᫬㛫ࢆྲྀࡽࢀ࡚࠸ࡿࠋࡇࢀࡣࠊࢹࢪࢱࣝࡢ≉ᛶ㸦ࢹ࣮ᴗ࡟ࡣ CALL ᤵᴗࡢⰋࡉࡀ࠶ࡿࡀࠊWEB ᤵᴗ࡛ࡣ␗

ࢱࡢ෌฼⏝࡜ࢹ࣮ࢱࡢඹ᭷㸧ࢆᚭᗏⓗ࡟㏣ồࡋࡓ௙⤌࡞ࡿぢᆅ࠿ࡽࡢ฼Ⅼࡀከࠎ࠶ࡿࠋࡑࡢ୍ࡘࡀࣅࢵࢢࢹ

ࡳ࡛࠶ࡾࠊ෌฼⏝ࠊ㒊ศಟṇࡀᐜ᫆࡟ᐇ⌧ࡍࡿࠋࡇࢀ

࣮ࢱࡢ⮬ື཰㞟୪ࡧ࡟⮬ືศᯒᶵ⬟࡛࠶ࡿࠋ➹⪅ࡣ㛗࡟ࡼࡾࠊࢹࢪࢱࣝ࡜ゝ࠸࡞ࡀࡽࡶࠊୡ⏺୰࡛㢮ఝࡋࡓᖺࡢゝㄒᩍ⫱ࡢ⤒㦂࠿ࡽࠊࢹ࣮ࢱ࡟ᇶ࡙ࡃᡭཌ࠸ᩍ⫱WEB ᩍᮦࢆసࡗ࡚࠸ࡿ㸦୍✀ࡢ࢔ࢼࣟࢢⓗ࡞సᡂ࡟㸦Data Education㸧ࡢྍ⬟ᛶࢆ᥈ࡗ࡚ࡁࡓࠋࡍ࡞ࢃࡕࠊ

␃ࡲࡗ࡚࠸ࡿ㸧⌧≧ࠊ㢮ఝࡋࡓ㒊ศࡣඹ᭷ࡋࠊ⊂⮬㒊

౛࠼ࡤ 50 ྡࡢཷㅮ⏕ࡢཧຍࡍࡿᑐ㠃ᤵᴗࡀ࠶ࡗࡓ࡜

ศࡢࡳసᡂࡍࡿ➼ࠊ┿ࡢព࿡࡛ࡢࢹࢪࢱࣝ໬ࢆᐇ⌧ࡍࡍࡿࠋࡇࡢ 50 ྡࡢཷㅮ⏕ࡢಶࠎࡢࢹ࣮ࢱ㸦౛࠼ࡤࠊࡿࡇ࡜࡟࡞ࡾࠊᚑ᮶ࡢ WEB ᩍᮦసᡂ࡟࠿࠿ࡿ኱つᶍᏛ⩦᫬㛫㔞ࠊᡂ⦼ࡢኚ໬ࠊᏛ⩦ୖࡢᙅⅬࠊࣀ࣐ࣝࡢ㐩࡞ࢥࢫࢺ࡜᫬㛫ࡢ኱ᖜῶࡀྍ⬟࡜࡞ࡿࠋᡂᗘ➼ࠎ㸧ࢆᑐ㠃ᤵᴗ࡛ᩍᖌࡀᢕᥱࡍࡿࡢࡣࠊ኱ࡁ࡞

―1―ᅉࡳ࡟ࠊ➹⪅ࡽࡣࠊ࡜ࡾࢃࡅゝㄒᩥ໬◊✲⛉ࠊᩥᏛ◊✲⛉ࡢᨭ᥼ࢆᚓ࡚ࠊࡇࡢࢲ࢖ࢼ࣑ࢵࢡᩍᮦࢆ౑ࡗࡓ
ᐇ౛࡜ࡋ࡚ࠊ
2014 ᖺ࠿ࡽࠊ
ḟୡ௦ᆺᕷẸㅮᗙࢆẖᖺ⛅ࠊ
2 㐌㛫࡟Ώࡗ࡚㛤ㅮࡋ࡚࠸ࡿ㸦ཷㅮ⏕ࡢ㉁ၥ࡟ࡶᩍᖌ
ࡀ୎ᑀ࡟ᛂ⟅ࡍࡿࡓࡵࠊᕷẸ࠿ࡽࡢホ౯ࡀᴟࡵ࡚㧗࠸㸧ࡀࠊࡇࢀࡣࢿࢵࢺࢱ࢖ࣉࡢᤵᴗ࡛࠶ࡾࠊཷㅮ⏕࡜᥋ࡍࡿᶵ఍ࡀṤ࡝↓࠸ࡲࡲࠊᢸᙜㅮᖌࡣ 2 㐌㛫ᚋ࡟ࡣホ౯ࢆฟࡉ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࡑࡢ㝿ࠊᡭཌ࠸ᩍ⫱ࢆ┠ᣦࡍ࡞ࡽࡤࠊᙜ↛ࡢࡇ࡜࡞ࡀࡽࠊᏛ⩦⪅ಶࠎேࡢᏛ⩦࡟㛵ࡍࡿࣅࢵࢢࢹ࣮ࢱࢆά⏝ࡍࡿࡇ࡜ࡀ኱๓ᥦ࡜࡞ࡿࠋ
኱㜰኱Ꮫࡢゝㄒᩍ⫱࡛ࡶࠊe-Learning ໬ࡀᵓ᝿ࡉࢀ
࡚࠸ࡿࡀࠊࡑࡢᐇࢆୖࡆࡿࡓࡵ࡟ࡶࠊࡇࡢ✀ࡢࢲ࢖ࢼ࣑ࢵࢡᩍᮦࢆᥦ౪ࡋ࡚࠸ࡃィ⏬࡛࠶ࡿࠋ᭱ᚋ࡟ࠊゝㄒᩍ⫱࡟ࢥࣥࣆ࣮ࣗࢱࡣ㥆ᰁࡲ࡞࠸ࠊ࡜
ࡍࡿ⪃࠼᪉ࡀ௒࡞࠾ᩓぢࡉࢀࡿࡀࠊᯝࡓࡋ࡚ࡑ࠺࡛࠶
ࢁ࠺࠿ࠋᑐ㠃ᤵᴗࡢ౯್ࡣỌஂ࡟ṧࡿࡶࡢࡢࠊᩍᖌࡢ㈇ᢸࢆቑࡸࡍࡇ࡜࡞ࡃࠊࢹ࣮ࢱ࡟ᇶ࡙࠸ࡓᡭཌ࠸ᩍ⫱㸦Data Education㸧ࢆᐇ⌧ࡍࡿ࡟ࡣࠊᏛ⩦⪅ಶࠎேࡢᏛ⩦ࢹ࣮ࢱࡀᚲ㡲࡛࠶ࢁ࠺ࠋࡲࡓࠊe-Learning ᙧᘧࡢᤵᴗ࡛ࡣࠊ⌧ᅾࡢᡤࠊࣈࣛ࢘ࢨࢆ౑⏝ࡍࡿࡇ࡜࡟࡞ࡿࡓࡵࠊⓎ㡢㠃࡛ࡢカ⦎➼࡟୙ྥࡁ࡜ࡉࢀ࡚ࡁࡓࡀࠊ
౛࠼ࡤࠊGoogle ࡢ㡢ኌㄆ㆑㛵㐃ᶵ⬟ࢆྲྀࡾ㎸ࡴࡇ࡜࡟ࡼࡾࠊ௵ពࡢ༢ㄒ࣭ᩥࢆྜᡂ㡢㸦ࡇࡢྜᡂ㡢ࡢ㉁࡟ࡘ
࠸࡚ゝᩥࡢࢿ࢖ࢸ࢕ࣈᩍဨ࡟ᑜࡡࡓ࡜ࡇࢁࠊ༑ศ౑࠼
ࡿ࡜ࡢ㏉⟅ࡀ࠶ࡗࡓ㸧࡜ࡋ࡚ㄞࡳୖࡆࡉࡏࡓࡾࠊᏛ⩦⪅ࡢⓎ㡢ࡀᚓⅬホ౯ࡉࢀࡓࡾࠊຍ࠼࡚ࠊᏛ⩦⪅ࡀࠊࣃࢯࢥࣥࡢ࣐࢖ࢡ࡟ྥ࠿ࡗ࡚ࠊⓎ㡢ࡍࡿࡔࡅ࡛ࠊࡑࡢ⏕ࡢኌࡀ⮬ື࡛▐᫬࡟ࢧ࣮ࣂ࡟㏦ࡽࢀࠊᩍᖌࡣࢡࣜࢵࢡ
ࡍࡿࡔࡅ࡛ࡑࡢᏛ⩦⪅ࡢ⏕ࡢኌࢆ☜ㄆ࣭ホ౯࡛ࡁࡿ௙
⤌ࡳ➼ࠎࡀࠊ⌧⾜ࡢࣉࣟࢺࢱ࢖ࣉ∧࡛ࡶᐇ⿦ࡉࢀ࡚࠾
ࡾࠊWEB ໬ࠊe-Learning ໬ࡢ⣲ᆅࡣฟ᮶ࡘࡘ࠶ࡿ࡜
ᛮࢃࢀࡿࠋ

―2―

≉㻌 㻌 㞟㻌≉㞟㸸ⱥㄒ࡛ࡢⓎಙຊࢆ⫱ᡂࡍࡿࡓࡵࡢ኱Ꮫⱥㄒᩍ⫱᭱๓⥺➉⵹ 㡰Ꮚ㸦኱㜰኱Ꮫ㸧ࢢ࣮ࣟࣂࣝ໬ࡢ㐍ᒎ࡛ࠊ┿࡟౑࠼ࡿⱥㄒຊࢆᣢࡘேᮦ⫱ᡂࡀᙉࡃồࡵࡽࢀࡿ୰ࠊ௒ᖺ 8 ᭶ 1 ᪥ࠊ୰ኸᩍ⫱ᑂ㆟఍࡟ࡼࡾḟᮇᏛ⩦ᣦᑟせ㡿ࡢᑂ㆟ࡲ࡜ࡵ᱌࡟࠾࠸࡚ⱥㄒᩍ⫱ࡢᙉ໬᪉㔪ࡀᥦ♧ࡉࢀࡓࠋࡑࡢ୰
ࡢ㧗➼Ꮫᰯࡢࠕእᅜㄒࠖࢆ☜ㄆࡍࡿ࡜ࠊᩥἲࡸㄒᙡ࡞࡝ࡢ▱㆑೫㔜࠿ࡽ⬺༷ࡋࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࢆ⫱࡚ࡿࡇ࡜ࠊࡑࡋ࡚ࠊⱥㄒ࡛ࡢⓎಙຊࢆఙᙇࡍࡿࡇ࡜ࡀᙉㄪࡉࢀ࡚࠸ࡿࠋࡇ࠺ࡋࡓ᪉ྥࡢ┠ᶆࡣࠊࠕࢢ࣮ࣟࣂࣝேᮦࡢ⫱ᡂࠖ࡜࠸࠺ゝⴥࡀୡࡢ୰࡟ᾐ㏱ࡋ࡚ࡁࡓ㸴㸪㸵ᖺ๓࠿ࡽ┒ࢇ࡟ᥖࡆࡽࢀࡿࡼ࠺࡟࡞ࡗ
࡚࠸ࡿࡀࠊࡑࡢ┠ᶆ㐩ᡂࡢࡓࡵ࡟ࡣࠊ࡝ࡢࡼ࠺࡞⌮ㄽࡢࡶ࡜ࠊ࡝ࡢࡼ࠺࡞ᩍ⫱ᐇ㊶ࡀ᭷ຠ࠿ࠊ࡜࠸ࡗࡓ
◊✲ࡣࡲࡔᑡ࡞ࡃࠊࡇࢀ࠿ࡽࡢᒎ㛤ࡀᮇᚅࡉࢀ࡚࠸ࡿࠋ௒ᅇࡢ≉㞟࡛ࡣࠊࡲࡉ࡟ࡇ࠺ࡋࡓ᫬௦ࡢせㄳ࡟࠶ࡗࡓࠊⱥㄒ࡛ࡢⓎಙຊࢆ⫱ᡂࡍࡿࡓࡵࡢᇶ♏◊✲ࡸࠊࡑࢀࡽ࡟ᇶ࡙࠸ࡓᩍᮦ㛤Ⓨࠊᣦᑟᐇ㊶࡟ࡘ࠸࡚ྲྀࡾୖࡆࡿࠋ
ࡲࡎࠊᶓᕝ༤୍Ặࡣࠊᑗ᮶ࠊ኱Ꮫ㝔࡟㐍Ꮫࡋࡓࡾࣅࢪࢿࢫ⏺࡛ά㌍ࡍࡿࡇ࡜ࡀᮇᚅࡉࢀ࡚࠸ࡿ኱Ꮫ
⏕ࡀࠕⱥㄒ࡛ࣉࣞࢮࣥࢸ࣮ࢩ࡛ࣙࣥࡁࡿࡼ࠺࡟࡞ࡿࡇ࡜ࠖࢆᤵᴗࡢ┠ᶆ࡜ࡋ࡚ᥖࡆࠊእᅜㄒࡢゝㄒฎ⌮ࣉࣟࢭࢫࠊࡑࡢࣉࣟࢭࢫࢆຠ⋡ⓗ࡟㐍ࡵࡿ㝿ࡢᅔ㞴Ⅼࠊヰࡍࡇ࡜ࡢ⇍㐩໬࡟క࠺⬻ᶵ⬟ࡢኚ໬࡞࡝
ࡢᇶ♏◊✲ࢆᇶ┙࡜ࡋ࡚ࠊලయⓗ࡟࡝ࡢࡼ࠺࡞ᤵᴗࢆᐇ㊶ࡋࠊࡑࡢ⤖ᯝࠊ࡝ࡢࡼ࠺࡞ᡂᯝࡀࡶࡓࡽࡉࢀࡓ࠿ࢆヲ㏙ࡋ࡚࠸ࡿࠋᑓ㛛ⓗ࡞ෆᐜࡶჶࡳ○࠸࡚ゎㄝࡉࢀ࡚࠾ࡾࠊ᫂᪥࠿ࡽࡢᤵᴗࡸᏛ⩦࡟ᙺ❧ࡘෆᐜ࡜࡞ࡗ࡚࠸ࡿࠋ
ḟ࡟ࠊᰁ㇂ὈṇẶࡣࠊከࡃࡢ᪥ᮏேⱥㄒᏛ⩦⪅ࡀⱞᡭ࡜ࡍࡿⱥᩥࣛ࢖ࢸ࢕ࣥࢢࡢຊࢆຠᯝⓗ࡟㣴ᡂࡍࡿࡇ࡜ࢆ┠ᣦࡋ࡚㛤ጞࡉࢀࡓࠕ㛵す኱Ꮫࣂ࢖࢚ࣜࣥ࢞ࣝࢵࢭ࢖ࢥ࣮ࣃࢫࠖࣉࣟࢪ࢙ࢡࢺࡢ୍⎔࡜ࡋ࡚ࠊࠕⱥᩥ࢚ࢵࢭ࢖ࡢᵓ㐀࣭ㄽ⌮ศᯒࡢࡓࡵࡢࢶ࣮ࣝࠖࢆඹྠ㛤Ⓨࡋࠊࡇࢀ࡟ࡘ࠸࡚⤂௓ࡋ࡚࠸ࡿࠋࡇࡢࢶ࣮
ࣝࡣࠊ᪥ᮏே኱Ꮫ⏕ࡀ᭩࠸ࡓⱥᩥ࢚ࢵࢭ࢖ࢆศᯒࡋࡓ⤖ᯝࠊࡑࡢᏑᅾࡀ᫂ࡽ࠿࡜࡞ࡗࡓࠕㄽ⌮ⓗࠊಟ㎡ⓗ࡞ၥ㢟ࠖ࡟ࡘ࠸࡚༙⮬ືⓗ࡟ᢳฟࡋࠊᏛ⩦⪅࡟ᥦ♧ࡍࡿ௙⤌ࡳ࡜࡞ࡗ࡚࠸ࡿࠋࡍ࡛࡟୍⯡බ㛤ࡉࢀࠊ඲ᅜ
ࡢᩍ⫱ᶵ㛵࡟࡚ά⏝ࡉࢀ࡚࠸ࡿࠕࣂ࢖࢚ࣜࣥ࢞ࣝࢵࢭ࢖ࢥ࣮ࣃࢫࢧ࢖ࢺࠖ࡟ࠊ௒ᚋࠊࡇࡢࢶ࣮ࣝࡀ⤌ࡳ㎸ࡲࢀࡿࡇ࡜ࢆᮇᚅࡋࡓ࠸ࠋ
ᑠᙇᩗஅẶࡣࠊ
ࠕᩍ⫱࡛኱஦࡞ࡇ࡜ࡣࠊ௚⪅࡜ẚ㍑ࡏࡎ࡟ࠊࢫࢱࣥࣇ࢛࣮ࢻ኱Ꮫࡢ࣭࢟ࣕࣟࣝࢻ࢙࢘ࢵࢡࡀぢฟࡋࡓࠗᡂ㛗ᛮ⪃࠘ʊᏛ⩦ࡍࡿ⬟ຊࡣᅛᐃࡋ࡚࠾ࡽࡎດຊ࡟ࡼࡗ࡚ኚ࠼ࡽࢀࡿ࡜ಙࡌࡿࡇ࡜࡛ࠖ࠶ࡿࠊ
࡜ࡢಙᛕࡢࡶ࡜ࠊⱥㄒࡢᤵᴗࢆ㏻ࡋ࡚ࠊୡ⏺ほࡸ⚄ほࢆᣦᑟࡍࡿヨࡳࢆ⾜࠺࡜ྠ᫬࡟ࠊᵝࠎ࡞ᩍᮦࡸ ICTᶵჾࢆά⏝ࡋࡓ཯㌿ᤵᴗࢆᐇ㊶ࡋࠊཷㅮ⏕ࡢእ㒊ࢸࢫࢺ࡛ࡢᚓⅬࡀ኱ࡁࡃఙᙇࡋࡓࡇ࡜ࢆሗ࿌ࡋ࡚࠸ࡿࠋ―3―

す⏣⌮ᜨᏊẶࡣࠊ኱Ꮫ⏕ࡢ⯆࿡ࠊ㛵ᚰ࡟ᇶ࡙࠸࡚㑅ᐃࡋࡓ TED Talks ࢆά⏝ࡋࡓࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࣉࣟ
ࢪ࢙ࢡࢺࡢ᭷ຠᛶ࡟ࡘ࠸࡚ࠊᏛ⩦⪅ࡢືᶵ௜ࡅ࡜᝟ពࡢどⅬ࠿ࡽほᐹࠊศᯒࡋ࡚࠸ࡿࠋ୍Ꮫᮇ㛫࡟ཬࡪᣦᑟࢆᐇ㊶ࡋࡓ⤖ᯝࠊTED Talks ࢆ࠺ࡲࡃᤵᴗ࡟᥇ࡾධࢀࡿࡇ࡜࡛ࠊᏛ⩦⪅ࡢືᶵ௜ࡅࡸ᝟ព㠃࡟⫯ᐃⓗ࡞ኚ໬ࡀほᐹࡉࢀࡿࡇ࡜ࢆ᫂ࡽ࠿࡟ࡋࡓࠋࡉࡽ࡟ࠊ⮬ศࡓࡕࡢᑓ㛛ศ㔝ࡢࢫ࣌ࢩࣕࣜࢫࢺࡸྛ⏺ࡢ࣮ࣜࢲ࣮ࡢ
ヰࢆഴ⫈ࡋ࡚ศᯒࡍࡿࡇ࡜ࡣࠊᏛ⏕ࡀᑗ᮶ࡢ⮬ᕫീࢆලయⓗ࡟᝿ീࡍࡿࡁࡗ࠿ࡅ࡜࡞ࡗࡓྍ⬟ᛶࡀ࠶ࡿࠊ
࡜⤖ࢇ࡛࠾ࡾࠊす⏣Ặࡢሗ࿌ࡋ࡚࠸ࡿᤵᴗᐇ㊶ࡣࠊ
ࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ✚ᴟⓗ࡟ᅗࢁ࠺࡜ࡍࡿែᗘࡢ⫱ᡂࠖࡸࠕࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ⬟ຊࡢ⫱ᡂࠖࡀồࡵࡽࢀ࡚࠸ࡿ⌧௦࡟࠾ࡅࡿ㸯ࡘࡢ᭷ຠ࡞᪉ἲ࡜ゝ࠼ࡑ࠺ࡔࠋ

≉㞟ࡢ᭱ᚋࡢグ஦ࡣࠊࢢ࣮ࣟࣂࣝேᮦ⫱ᡂࡢᐇ⌧࡟ྥࡅࡓ኱㜰኱Ꮫ࡛ࡢྲྀࡾ⤌ࡳࡢ୍⎔࡜ࡋ࡚ࠊᏛ
ෆࡢ CALL ᩍᐊ࡛ TOEFL iBT® ࢆཷ㦂࡛ࡁࡿయไࢆᵓ⠏ࡋࡓࡇ࡜࡟㛵ࡍࡿሗ࿌࡛࠶ࡿࠋࡇࡢయไࡢᵓ
⠏࡟࠸ࡓࡿࡲ࡛ࡢࣉࣟࢭࢫ࡟ຍ࠼ࠊᩥ㒊⛉Ꮫ┬ࡢࠕࢫ࣮ࣃ࣮ࢢ࣮ࣟࣂࣝ኱Ꮫ๰ᡂᨭ᥼ࠖࡢࢱ࢖ࣉ A㸦ࢺࢵࣉᆺ㸧࡟᥇ᢥࡉࢀࠊᏛ⏕࡟ᾏእ␃Ꮫࢆ᥎㐍ࡋ࡚࠸ࡿᮏᏛ࡟࡜ࡗ࡚ࠊࡇࢀࡀ࡝࠺࠸࠺ព⩏ࢆᣢࡘ࠿ࡀ
グࡉࢀ࡚࠸ࡿࠋ
௨ୖࠊࠕⱥㄒ࡛ࡢⓎಙຊࢆ⫱ᡂࡍࡿࡓࡵࡢ኱Ꮫⱥㄒᩍ⫱᭱๓⥺ࠖࡢ≉㞟࡜ࡋ࡚㸳ᮏࡢグ஦ࡀᥖ㍕ࡉࢀ࡚࠸ࡿࠋⱥㄒᩍ⫱࡟ᦠࢃࡗ࡚࠸ࡿ᪉ࡣࡶࡕࢁࢇࠊⱥㄒ࡛ࡢⓎಙຊ࡟☻ࡁࢆ࠿ࡅࡓ࠸࡜㢪ࡗ࡚࠸ࡿ᪉ࠎ࡟ࡶ
ࡈ㧗ぴ࠸ࡓࡔࡅࢀࡤᖾ⏒࡛࠶ࡿࠋ࣭ᚰⓗࣉࣟࢭࢫ࠿ࡽぢࡓእᅜㄒࡢฎ⌮࡜Ꮫ⩦  ᶓᕝࠉ༤୍

5

Ɇᤵᴗᐇ㊶࡜ᇶ♏◊✲ࡢ࢖ࣥࢱ࣮ࣛࢡࢩࣙࣥɆ
࣭ⱥᩥ࢚ࢵࢭ࢖ࡢࠕᵓ㐀࣭ㄽ⌮ศᯒࢶ࣮ࣝࠖࡢ㛤Ⓨ  ᰁ㇂ࠉὈṇ11࣭ࣘࣅ࢟ࢱࢫ⎔ቃ࡟࠾ࡅࡿ Mobile Technologiesࢆ฼⏝ࡋࡓ  ᑠᙇࠉᩗஅ

17

CLIL ⱥㄒᩍ⫱࣭ୡ⏺ほᩍ⫱࣭኱ᏛⱥㄒᏛ⩦⪅࡟࠾ࡅࡿࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢຠᯝ  す⏣ࠉ⌮ᜨᏊ

23㸸ືᶵ௜ࡅࡢどⅬ࠿ࡽ࣭Construction of a framework for offering  ➉⵹ࠉ㡰Ꮚ
the TOEFL iBT(R) on campus

―4―

27

ᚰⓗࣉࣟࢭࢫ࠿ࡽぢࡓእᅜㄒࡢฎ⌮࡜Ꮫ⩦
̿ᤵᴗᐇ㊶࡜ᇶ♏◊✲ࡢ࢖ࣥࢱ࣮ࣛࢡࢩࣙࣥ̿ᶓᕝ ༤୍ 㸦⚄ᡞ኱Ꮫ ኱Ꮫᩍ⫱᥎㐍ᶵᵓ㸧㸯㸬ࡣࡌࡵ࡟

㸰㸬ヨ⾜㘒ㄗࡢᤵᴗᐇ㊶

᣺ࡾ㏉ࡗ࡚ࡳࢀࡤࠊ⚾ࡀ኱Ꮫ࡛ᩍ࠼ጞࡵࡓ㡭ࡢࡇ࠺ࡋࡓᐇయ㦂ࢆࡶ࡜࡟ࠊ
ࠕⱥㄒ࡛ࣉࣞࢮࣥࢸ࣮ࢩ

ᤵᴗࡢ┠ᶆࡣ₍↛࡜ࡋࡓࡶࡢࡔࡗࡓࠋ1ࠊ 2 ᖺ⏕ࡀ࡛ࣙࣥࡁࡿࡼ࠺࡟࡞ࡿࠖ࡜࠸࠺௙᥃ࡅ࡛ࠊࡑࡢࣉࣟ

ཷㅮࡍࡿ඲Ꮫඹ㏻እᅜㄒ⛉┠ࡣࠊࠕᩍ㣴ࠖࡼࢁࡋࡃࠊ

ࢭࢫ࡛ࡉࡲࡊࡲ࡞ⱥㄒ㐠⏝⬟ຊࢆఙࡤࡋ࡚ࡶࡽ࠺ࡇ

ᑓ㛛ㄢ⛬࡛ࡶ࡞࠸ࡇ࡜ࢆゝ࠸ヂ࡟ࠊ⮬ศࡀ኱Ꮫ࡛

࡜ࢆ┠ᶆ࡟ᥖࡆࡓࠋᑗ᮶ࠊ኱Ꮫ㝔࡟㐍ᏛࡍࡿᏛ⏕ࡶཷࡅࡓᤵᴗࢆ࠾ࡰࢁࡆ࡟ᛮ࠸ฟࡋ࡞ࡀࡽࠊ┿ఝࡼ࠺ከࡃࠊࣅࢪࢿࢫࡢ᪉㠃࡟㐍ࢇ࡛ࡶࡇࡢࡼ࠺࡞⬟ຊࡣ࡜ࡋ࡚࠸ࡓ࡟㐣ࡂ࡞࠿ࡗࡓࠋࡇࡢ⛬ᗘࡢព㆑࡛༙ᮇᚲせ࡛࠶ࡿࡇ࡜ࡣゝ࠺ࡲ࡛ࡶ࡞࠸ࠋ

࡞࠸ࡋࡣ㏻ᖺࡢᤵᴗࢆࡸࡾ㏻ࡍࡢࡣࠊ⚾⮬㌟࡟࡜ࡗ

ࡑࡢ㡭ᢸᙜࡋ࡚࠸ࡓࠕⱥㄒ࣮࢜ࣛࣝࠖ࡜࠸࠺⛉┠࡚ࡶᴦ࡛ࡣ࡞࠿ࡗࡓࠋࡲࡋ࡚ࡸᏛ⏕ࡣࡇࢇ࡞ᤵᴗ࡟

ࡣࠊࣜࢫࢽࣥࢢ࡜ࢫࣆ࣮࢟ࣥࢢຊࢆఙࡤࡍࡇ࡜ࡀ

ព⩏ࢆぢฟࡍࡢࡣ㞴ࡋ࠿ࡗࡓࡇ࡜ࡔࢁ࠺ࠋ

ᮇᚅࡉࢀ࡚࠸ࡿࡶࡢࡔࡗࡓࠋᩍᮦ࡟ࡣࠊ⌧௦᪥ᮏࢆ⚾ࡢព㆑ࢆኚ࠼࡚ࡃࢀࡓࡢࡣࠊ኱Ꮫ㝔༤ኈᚋᮇㄢ

ᫎࡋฟࡍࡉࡲࡊࡲ࡞ࢺࣆࢵࢡࢆᢅࡗࡓࢽ࣮ࣗࢫᩍᮦ

⛬࡟ᅾ⡠ࡋ࡚࠸ࡓ࡜ࡁ࡟ཧຍࡋࡓᅜ㝿Ꮫ఍࡛ࡢⓎ⾲ࢆ㞟㘓ࡋࡓ DVD ࡀῧ௜ࡉࢀࡓࢸ࢟ࢫࢺࢆ㑅ࢇࡔࠋࡔࡗࡓࠋඛ㍮ࡢ◊✲⪅࡟ㄏࢃࢀ࡚ࢩ࣏ࣥࢪ࣒࢘ࡢ୍

DVD ࡣᤵᴗእ࡛ど⫈ࡋ࡚ࡶࡽ࠸ࠊᤵᴗ୰࡟ࡣࠊࣀ

ဨ࡜ࡋ࡚ཧຍ࡛ࡁࡿࡇ࡜࡟࡞ࡗࡓ⚾ࡢ႐ࡧࡶ᮰ࡢ㛫ࠊ࣮ࢺࢸ࢖࢟ࣥࢢࢆࡋࡓࡾࠊࡑࡢࣀ࣮ࢺࢆࡶ࡜࡟ࣜࢸ

ⱥㄒ࡛Ⓨ⾲ࡍࡿࡇ࡜ࡣ↔ࡾ࡜୙Ᏻ࡟ኚࢃࡗࡓࠋࡑࡢ

ࣜࣥࢢࡋࡓࡾࠊせ⣙ࡋࡓࡾࠊࢃ࠿ࡾࡸࡍࡃㄝ᫂ࡍࡿ

࡜ࡁఱࢆࡸࡗࡓ࠿ࠋㄞࡳཎ✏ࢆసࡾࠊࢿ࢖ࢸ࢕ࣈࢳ

࡜࠸ࡗࡓ࢔࢝ࢹ࣑ࢵࢡ࣭ࢫ࢟ࣝࢆ⫱ᡂࡍࡿࡇ࡜࡜ࡋࠊ

࢙ࢵࢡࢆࡋࠊ࠺ࡲࡃㄞࡳୖࡆࡿ⦎⩦ࢆࡋࠊ㉁ၥࡢ  ࣏ࢫࢱ࣮࣭ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ᭱⤊ࢦ࣮ࣝ࡟ࡋࡓࠋ
ࢧࢡࣛࢆ▱ே࡟࠾㢪࠸ࡍࡿ࡜࠸࠺࠶ࡾࡉࡲࠋ⾲㠃ⓗࠕάືࠖࢆ୰ᚰ࡟ᤣ࠼ࡓࡢ࡛ࠊẖᅇࡢᤵᴗࡣάẼࡢ࡟ࡣ࠺ࡲࡃ࠸ࡗࡓࡀࠊ᫬㛫࡜ປຊࢆ࠿ࡅࡓ๭࡟ࡣࠊ

࠶ࡿࡶࡢ࡜࡞ࡗࡓࠋ

Ⓨ⾲ຊࡸ⮬ಙࡀࡘ࠸ࡓ࡜࠸࠺ឤぬࡣ࡞ࡃࠊࡇࡢࡼ࠺

࡜ࡇࢁࡀᮘ㛫ᕠどࢆࡋ࡚Ꮫ⏕ࡓࡕࡢ࣌࢔άື࡟

࡞ࡇ࡜ࢆᅜ㝿Ꮫ఍ࡢࡓࡧ࡟⧞ࡾ㏉ࡋ࡚࠸࡚ࡣయࡀ

⪥ࢆഴࡅ࡚ࡳࡿ࡜ࠊㄒᙡࡸ⾲⌧ࡢⓎ㡢ࡣỴࡋ࡚࡯ࡵᣢࡓ࡞࠸࡜ࡉ࠼ᛮࡗࡓࠋ

ࡽࢀࡓࡶࡢ࡛ࡣ࡞ࡃࠊⓎヰࡣࡓ࡝ࡓ࡝ࡋࡃࠊ࠾஫࠸ ࡇࡢ࡜ࡁ⚾ࡣࠊ࡝ࢇ࡞ⱥㄒຊࡀᚲせ࠿ࠊゝ࠸᥮࠼⌮ゎ࡛ࡁ࡞࠸Ⓨヰࡀᩓぢࡉࢀࡓࠋࡇࢀ࡛ࡣ㏻ࡌ࡞࠸ࢀࡤࠊ♫఍࡛ồࡵࡽࢀࡿⱥㄒຊ࡜ࡣ࡝ࢇ࡞ࡶࡢ࠿ࢆ

ࡋࠊ⪺ࡃࡇ࡜ࡶ࡛ࡁ࡞࠸ࠋពぢ஺᥮ࡢᶵ఍ࡶ✚ᴟⓗព㆑ࡍࡿࡼ࠺࡟࡞ࡗࡓࠋᏛ⾡Ⓨ⾲ࢆ┦ᡭࡢࢫࣆ࣮ࢻ

࡟ྲྀࡾධࢀࡓࡀࠊ⮬ศࡢ⪃࠼ࢆ࡝࠺ⱥㄒ࡛⾲⌧ࡋࡓ࡛⪺ࡃࡇ࡜ࡀ࡛ࡁࠊ┦ᡭ࡟㏻ࡌࡿⱥㄒ࡛ヰࡍࡇ࡜ࡀࡽࡼ࠸ࡢ࠿ࠊࡑࡶࡑࡶ㹏㸿ࡢࡸࡾ࡜ࡾࢆ࡝࠺⾜࠼ࡤ࡛ࡁࡿຊࠊⱥㄒ࡛ࡸࡾྲྀࡾࢆࡋ࡚㆟ㄽ࡛ࡁࡿຊࠊࡑ

ࡼ࠸ࡢ࠿ࠊᏛ⏕ࡓࡕࡣᡞᝨࡗ࡚࠸ࡓࠋᐇ㝿࡟ࡣࢽࣗࡋ࡚ࡑࡢ㆟ㄽࢆᴦࡋࡴࡇ࡜ࡀ࡛ࡁࡿຊ࡛࠶ࡿࠋㄞࡳ

࣮ࢫࡢᮏ㉁ࢆ✺ࡃࡼ࠺࡞῝࠸㆟ㄽ࠿ࡽࡣ⛬㐲࠸ࡶࡢཎ✏ࡢసᡂࡶ↓㥏࡛ࡣ࡞࠸ࡀࠊࡑࢀࢆㄞࡳୖࡆࡿ

࡛࠶ࡗࡓࠋ

ࡔࡅࡢⓎ⾲࡛ࡣࠊỴࡋ࡚ຊࡢࡘࡃࡸࡾ᪉࡛ࡣ࡞ࡃࠊ
᫬㛫࡜ປຊࡢ↓㥏㐵࠸࡛࠶ࡿࠋ

ᴫࡋ࡚ࠊⱥㄒ࡛ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ࡜࠸࠺┠ᶆ࡟ࡤ࠿ࡾẼࢆ࡜ࡽࢀ࡚ࠊ༢ㄒࡸ⾲⌧ࡢⓎ㡢ࡸព࿡ࠊᩥ

࠿ࡂࡽࢀࡓ᫬㛫࡜ປຊࢆ࡝࠺౑࠺࠿ࠊࡑࡋ࡚ࡓࡋ

ἲⓗ࡟ṇࡋࡃ⤌ࡳ❧࡚ࡿ࡜࠸ࡗࡓᇶ♏࣭ᇶᮏࡢ㒊ศ࠿࡞⮬ಙࢆ࡝࠺ࡘࡅࡿ࠿ࠊࡑࢇ࡞ࡇ࡜ࢆព㆑ࡍࡿ

ࢆ࡝࠺ᡭᙜ࡚ࡋࠊᐃ╔ࡉࡏࡿ࠿ࡀᤵᴗ࡟ࡣḞࡅ࡚࠸ࡼ࠺࡟࡞ࡗࡓࡢ࡛࠶ࡿࠋ

ࡓࠋࡕࡻࡗ࡜ඛ㉮ࡾࡍࡂࡓࡢ࡛࠶ࡿࠋ

―5―㸱㸬ㄆ▱ࣉࣟࢭࢫ࠿ࡽᤵᴗࢆ⪃࠼ࡿ࡛࠶ࡿࡀࠊㄞゎ᫬㛫ࡶṇ⟅⋡ࡶ୧⪅ࡢ㛫࡟᭷ព࡞ᕪ ࡑࡶࡑࡶゝㄒฎ⌮ࡣ࡝ࡢࡼ࠺࡞ࣉࣟࢭࢫ࡛⾜ࢃࢀࡣぢࡽࢀ࡞࠿ࡗࡓࠋࡲࡓࠊ(6)ࡢࡼ࠺࡞⦰⣙㛵ಀ⠇ࢆ࡚ ࠸ ࡿ࠿ ࠋࢫ ࣆ ࣮࢟ ࣥࢢ ࢆ ౛࡟ ྲྀࡾ ୖ ࡆࡼ ࠺ࠋྵࡴ」㞧࡞ᵓᩥ࡛ࡣࠊ࠸ࡎࢀࡢᩥࡶṇ⟅⋡ࡣ 5 ๭ᙉ

Levelt(1993)࡞࡝࡟ࡼࢀࡤࠊձࡲࡎゝ࠸ࡓ࠸ࡇ࡜ࢆ

࡛ࠊ࡯ࡰࢳࣕࣥࢫ࡛ࣞ࣋ࣝ࠶ࡗࡓࡇ࡜࠿ࡽࠊࣜ࢔ࣝ

⪃࠼ࡿ㸦ᴫᛕ໬㸧ࠊղࡑࢀࢆᩥ࡟⤌ࡳ❧࡚ࡿ㸦ᙧᘧ໬㸧ࠊࢱ࢖࣒࡛ࡣゎᯒࡀ࠿࡞ࡾᅔ㞴࡛࠶ࡿࡇ࡜ࡀ❚࠼ࡿࠋճࡑࢀࢆㄪ㡢ࡋ࡚Ⓨヰࡍࡿࠊ࡜࠸࠺ࣉࣟࢭࢫࢆࡓ࡝

(4) a. The woman damaged by the cat was very old.
b. The table damaged by the cat was very old.

ࡿࠋ࡜ࡃ࡟ղࡢฎ⌮࡟ࡣࠊ࣓ࣥࢱࣝࣞ࢟ࢩࢥࣥࡢ (5) a. The poor mother supplied a little money ...

ㄒᙡ᝟ሗ㸦⤫ㄒࠊព࿡ࠊᙧែࠊ㡢㡩㸧ࡀ㔜せ࡞ᙺ๭

b. The poor mother gave a little money ...

ࢆᯝࡓࡍࠋእᅜㄒࡢሙྜࡣࠊࡑࢀࡒࢀࡢẁ㝵࡛ᅔ㞴ࢆక࠺ࡀࠊ

(6) a. The girl sent a little money bought a few books.

ฎ⌮࡟ࡇࡢࡼ࠺࡞㡰ᗎᛶࡀ࠶ࡿ࡜ࡍࢀࡤࠊゝ࠸ࡓ࠸b. The girl written a little money bought a few
books.

ࡇ࡜ࡀ࠶ࡗ࡚ࡶࠊᙧᘧ໬ࡢẁ㝵࡛ࠊㄒᙡࡢ㑅ᢥࡸ ᳨⣴ࠊᩥࡢᵓ⠏ࢆ࠶ࡿ⛬ᗘ⮬ືⓗ࡟⾜࠺ࡇ࡜ࡀ࡛ࡁ

3.2 ฎ⌮ࡢຠ⋡ᛶ࠿ࡽᅔ㞴Ⅼࢆࡉࡄࡿ࡞ࡅࢀࡤࠊḟࡢẁ㝵࡟㐍ࡴࡇ࡜ࡀ࡛ࡁ࡞࠸࠿ࠊὶᬸ

㏻౛ࠊᐇ㝿ࡢゝㄒฎ⌮ࡣࠊ࠿࡞ࡾ㧗㏿࡟ຠ⋡ࡼࡃ࡟ヰࡍࡇ࡜ࡣ⤯ᮃⓗ࡜࡞ࡿࡇ࡜ࡣᐜ᫆࡟ண᝿ࡉࢀࡿࠋ

⾜ࢃࢀ࡚࠸ࡿࠋࡋ࠿ࡋࠊእᅜㄒࢆ౑࠺ሙ㠃࡛ࡣࠊᑡ

3.1 እᅜㄒᏛ⩦⪅ࡀⱞᡭ࡞ゝㄒฎ⌮࡞ࡃ࡜ࡶẕㄒ࡯࡝࡟ຠ⋡ⓗ࡟ฎ⌮ࢆ㐍ࡵࡿࡇ࡜ࡣ

ࠕຠ⋡ࡼࡃࠖ࡜࠸࠺ࡢࡣࠊධຊࡉࢀࡓ᝟ሗࢆ
࡜ࡇࢁ࡛ࠊẕㄒヰ⪅ࡀᚓព࡛ࠊእᅜㄒᏛ⩦⪅ࡀ  㞴ࡋ࠸ࠋ୙ᚓᡭ࡞ࡇ࡜ࡣఱ࠿ࠋ⬻ෆࡢゝㄒฎ⌮ࢆㄪ࡭࡚ࡳࡿ

ฎ⌮ࡋ࡞ࡀࡽ୍᫬ⓗ࡟ࡑࡢฎ⌮ࡋࡓෆᐜࢆグ᠈ಖᣢ࡜ࠊእᅜㄒᏛ⩦⪅ࡢሙྜࡣࠊᩥἲฎ⌮ࡀỴᐃⓗ࡟  ࡋ࡚࠸ࡃࡇ࡜࡛࠶ࡾࠊࡑࢀࢆྍ⬟࡟ࡋ࡚࠸ࡿㄆ▱㞴ࡋ࠸ࡇ࡜ࡀࢃ࠿ࡗ࡚࠸ࡿࠋ஦㇟㛵㐃㟁఩(ERPs)ࡣࠊ

ࢩࢫࢸ࣒ࡀࠕ࣮࣡࢟ࣥࢢ࣓ࣔࣜࠖ(WM)࡛࠶ࡿࠋࡇࡢ

⬻ෆࡢ⚄⤒⣽⬊࡛Ⓨ᝿ࡍࡿ㟁Ẽ཯ᛂࢆᣦᶆ࡜ࡋ࡚

WM ࡟ࡣࡁࡧࡋ࠸ᐜ㔞ไ㝈ࡀ᝿ᐃࡉࢀ࡚࠾ࡾࠊ࠸࠿

⬻άືࡢ⤒᫬ⓗኚ໬ࢆ᥈ࡿ᪉ἲ࡛࠶ࡿࡀࠊእᅜㄒ

࡟㎿㏿࠿ࡘຠ⋡ⓗ࡟᝟ሗࢆ᳨⣴࣭↷ྜ࡛ࡁࡿ࠿ࡀ

Ꮫ⩦⪅ࡢሙྜࡶ(1)ࡢࡼ࠺࡞ព࿡㐪཯࡟ᑐࡋ࡚ࡣ

ゝㄒฎ⌮ࡢ⮬ື໬ࡢ࢝ࢠ࡜࡞ࡿࠋฎ⌮ᐜ㔞ࢆ

N400 ࡜࠸࠺ᡂศࡀច㉳ࡍࡿࠋࡋ࠿ࡋࠊ(2)ࡢࡼ࠺࡞

ࡍࡿࠕ࣮ࣜࢹ࢕ࢢࢫࣃࣥࢸࢫࢺࠖ(RST)ࡣࠊḟࠎ࡜ᥦᙧែ⤫ㄒ㐪཯ࠊ(3)ࡢࡼ࠺࡞ྃᵓ㐀㐪཯࡟ᑐࡋ࡚⏕ࡌ♧ࡉࢀࡿᩥࢆ㡢ㄞࡋ࡞ࡀࡽᩥᮎ༢ㄒࢆグ᠈ࡋࠊᚋ࡛

ࡿࡣࡎࡢ(E)LAN ࡢᡂศࡀ࡯࡜ࢇ࡝ច㉳ࡋ࡞࠸ࠋ෌⏕ࡋ࡚ࡶࡽ࠺࡜࠸࠺ࡶࡢ࡛࠶ࡿࡀࠊฎ⌮࡜グ᠈ࡢᐃ(1) Mile listened to Max’s orange about war.

㛫࡟ࡣࢺ࣮ࣞࢻ࢜ࣇࡢ㛵ಀࡀ࠶ࡿ࡜࠸ࢃࢀ࡚࠸ࡿࠋ

(2) Yesterday he play the guitar.

ࡘࡲࡾࠊฎ⌮࡟ᐜ㔞ࢆ࡜ࡽࢀࡿ࡜グ᠈࡟ࡣࡑࢀࡔࡅ

(3) Susan liked Jack’s about joke the man.

ᐜ㔞ࡀᑡ࡞ࡃ࡞ࡗ࡚ࡋࡲ࠺ࠋ

ࡢᡭἲࢆ౑ࡗࡓ᪥ᮏேⱥㄒᏛ⩦Nakanishi & Yokokawa (2011)࡛ࡣࠊ㏻ᖖࡢ RST ࡟⪅ࢆᑐ㇟࡜ࡋࡓᩥ⌮ゎᐇ㦂࡛ࡶࠊ(4)ࡢࡼ࠺࡞ᩥ㢌ࡉࡽ࡟஧ḟㄢ㢟࡜ࡋ࡚ࠊձ⤫ㄒฎ⌮(ᩥἲᛶุ᩿)ࠊ

ྡモྃࡢព࿡⣲ᛶࢆ᧯సࡋࡓᩥ࡛ࡣࠊ(4a)࡟ẚ࡭࡚ղព࿡ฎ⌮(ព࿡ᛶุ᩿)ࠊճㄒ⏝ㄽⓗฎ⌮(ୡ⏺▱㆑(4b)ࡢᩥ࡛ࡣㄞゎ᫬㛫ࡶ᭷ព࡟▷ࡃࠊෆᐜ⌮ゎࡢṇ࡜ࡢ↷ྜ࡟ࡼࡿ⵹↛ุ᩿)࡟ㄆ▱㈇Ⲵࢆ࠿ࡅࡓㄢ㢟⟅⋡ࡶ㧗࠿ࡗࡓ(Narumi & Yokokawa, 2013)ࠋࡇࡢ

ࢆ௜ࡋࡓࣂ࣮ࢪࣙࣥࢆసᡂࡋ࡚ࠊࡑࡢ෌⏕ᡂ⦼ࢆࡇ࡜ࡣࠊྡモࡢ᭷⏕ᛶ᝟ሗࢆ฼⏝ࡋ࡚ࠊࡘࡲࡾ↓⏕ẚ㍑ࡋࡓࠋࡑࡢ⤖ᯝࠊ෌⏕ᡂ⦼ࡣࠊ⤫ㄒฎ⌮࡟㈇Ⲵ

ྡモྃࡣືస୺ᛶࡀప࠸࡜ุ᩿ࡋ࡚ࠊ࣮࢞ࢹࣥࣃࢫ

ࢆ࠿ࡅࡓሙྜ࡟ࡶࡗ࡜ࡶⴠࡕ㎸ࢇࡔࠋࡇࢀࡣࠊ᪥ᮏ

໬ࢆᅇ㑊ࡋࡓࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࠋ୍᪉ࠊ(5)ࡢࡼ࠺࡞

ேⱥㄒᏛ⩦⪅ࡢ⤫ㄒฎ⌮ࡀ㠀⮬ືⓗ࡛࠶ࡿࡇ࡜ࢆ

ᙧែ⤫ㄒ᝟ሗࢆ฼⏝ࡍࡿࡇ࡜ࡣ㞴ࡋ࠸ࡼ࠺࡛࠶ࡿࠋ

♧၀ࡋ࡚࠸ࡿࠋࡘࡲࡾࠊᩥἲⓗ࡞ฎ⌮ࡣ㈇Ⲵࡀࡶࡗ

(5a)ࡢ supplied ࡣ㐣ཤᙧ࣭㐣ཤศモᙧࡢ࠸ࡎࢀ࡛࠶ࡿ

࡜ࡶ㧗ࡃࠊຠ⋡ࡢࡼ࠸ゝㄒฎ⌮ࢆጉࡆ࡚࠸ࡿ኱ࡁ࡞

࠿᭕᫕ࡔࡀࠊ(5b)ࡢ gave ࡣ㐣ཤᙧ࡛࠶ࡿࡇ࡜ࡀ᫂ⓑせᅉ࡜࡞ࡗ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋ

ྠᵝ࡟ࠊど⥺ィ―6―

3.3 ヰࡍࡇ࡜ࡢ⇍㐩໬࡟క࠺⬻ᶵ⬟ࡢኚ໬ྠࡌᙧᘧࢆ⏝࠸ࡿ⌧㇟ࡣ⤫ㄒⓗࣉࣛ࢖࣑ࣥࢢ ࡇࢀࡲ࡛ぢ࡚ࡁࡓࡼ࠺࡟ࠊ⾜ືࣞ࣋ࣝࡢᐇ㦂ࢹ࣮(syntactic priming)࡜࿧ࡤࢀ࡚࠸ࡿࠋ

ࢱࡣࠊእᅜㄒᏛ⩦⪅ࡣࣜ࢔ࣝࢱ࢖࣒ࡢᩥἲⓗฎ⌮ࡀ⤫ㄒⓗࣉࣛ࢖࣑ࣥࢢ⌧㇟ࡣࠊⱥㄒࡢ୚᱁஺᭰ᵓᩥ

ⱞᡭ࡛࠶ࡿࠊࡘࡲࡾ⤫ㄒฎ⌮ࡀ㠀⮬ືⓗ࡛࠶ࡿࡇ࡜

࡟ࡶࡳࡽࢀࡿࠋ(7a)ࡶࡋࡃࡣ(7b)ࡢᩥࢆᥦ♧ࡋ㡢ㄞࡋࢆ♧ࡋ࡚࠸ࡿࠋࡑࢀ࡛ࡣࠊ⤫ㄒฎ⌮ࡢ⮬ື໬࡜ヰࡍ࡚ࡶࡽࡓࡗࡓᚋࠊ(8)ࡢᚋ࡟⥆ࡅ࡚⮬⏤࡟ᩥࢆ᏶ᡂࡋ

ࡇ࡜ࡢὶᬸᛶ(fluency)ࡣ࠸ࡗࡓ࠸࡝ࡢࡼ࠺࡞㛵ಀ࡟࡚ࡶࡽ࠺࡜ࠊ(7a)ࡢᚋ࡛ࡣ(9a)㸪(7b)ࡢᚋ࡛ࡣ(9b)ࡢ

࠶ࡿࡢࡔࢁ࠺࠿ࠋ

ࡼ࠺࡟ྠࡌᵓᩥࢆ⏝࠸࡚Ⓨヰࢆ⾜࠺ഴྥࡀࡳࡽࢀࡿࠋ

⚾ࡓࡕࡣヰࡍࡇ࡜ࡢ⇍㐩໬࡟క࠺⬻ᶵ⬟ࡢኚ໬ࢆ(7) a. Susan brought a book to Stella.

᥈ࡗࡓ(Shimada et al., 2105)㸬᪥ᮏே኱Ꮫ⏕ࢆᑐ㇟࡜b. Susan brought Stella a book.

ࡋ࡚ࠊὶᬸᛶࢆ Versant English Test ࡛ ᐃࡋࡓࠋ⇍(8) The children showed ...

㐩ᗘࡣ CEFR ࡢ A1 ࠿ࡽ B2 ࣞ࣋ࣝ࡟┦ᙜࡋࡓࠋᐇ㦂(9) a. The children showed a picture to a man.

ㄢ㢟ࡣࠊ“a book”㸪“my father”, “was reading”ࡢࡼ࠺࡟

b. The children showed a man a picture.

㡢ኌᥦ♧ࡉࢀࡓ㸱ࡘࡢࣇ࣮ࣞࢬࢆⱥㄒࡢᩥἲ࡟↷ࡽࡇࡢࡼ࠺࡟⤫ㄒⓗࣉࣛ࢖࣑ࣥࢢ⌧㇟ࡣືモࡀ␗ࡋ࡚ṇࡋ࠸㡰ᗎ࡟୪࡭᭰࠼࡚Ⓨヰࡍࡿ࡜࠸࠺ࡶࡢ࡛

࡞ࡗ࡚࠸࡚ࡶ㉳ࡇࡿࠋࡇࢀࡣ࡝ࡢࡼ࠺࡞࣓࢝ࢽࢬ࣒࠶ ࡿ ࠋࡑ ࡢ㝿 ࡢ ⬻ά ືࢆ ᶵ ⬟ⓗ ☢Ẽ ඹ 㬆⏬ ീἲ࡛⏕ࡌࡿࡢࡔࢁ࠺࠿ࠋᅗ㸯࡟ࡳࡽࢀࡿࡼ࠺࡟ࠊࡓ࡜

(fMRI)ࢆ⏝࠸࡚ィࡋࡓ࡜ࡇࢁࠊὶᬸᛶ㸦⇍㐩ᗘ㸧࠼ࡤࠊgive ࡜࠸࠺ືモ࡟ࡣࠊෆ㡯࡜ࡋ࡚[NP NP]࠾ࡼ

ࡢ㧗࠸ே࡛ࡣᕥ༙⌫ࡢୗ๓㢌㡿ᇦ⫼ഃ㒊࡟άືࡢ

ࡧ[NP PP]ࢆ࡜ࡿ࡜࠸࠺㡯ࡢ⤌ࡳྜࢃࡏ᝟ሗࡀࣞ࢟పῶࡀぢࡽࢀࡓࠋࡇࢀࡣࠊゝㄒ⏘ฟࡢὶᬸᛶ࡜⤫ㄒࢩࢥࣥ࡟グ㍕ࡉࢀ࡚࠾ࡾࠊࡇࡢ᝟ሗࡣືモ send ࡛ࡶฎ⌮ࣉࣟࢭࢫࡢ⮬ື໬࡟࠿࠿ࢃࡾࡀ࠶ࡿࡇ࡜ࢆ♧၀ඹ᭷ࡉࢀ࡚࠸ࡿࠋࡑࡢࡓࡵࠊgive [NP PP] ࡟ฟ఍࠺ࡋ࡚࠸ࡿࠋࡉࡽ࡟ࠊᩥ❶ࢆ⪺࠸࡚⌮ゎࡍࡿㄢ㢟ࢆ  ࡜㸦ࣉࣛ࢖࣒㸧ࠊࡑࡢࣀ࣮ࢻࡀάᛶࡋ࡚ send [NP PP]
㐙⾜୰ࡢ⬻άືࡶィ ࡋࡓ࡜ࡇࢁࠊὶᬸᛶ㸦⇍㐩ᗘ㸧㸦ࢱ࣮ࢤࢵࢺ㸧࡟ࡶఏ᧛ࡋ࡚ྠࡌᵓᩥ࡛Ⓨヰࡀ⾜ࢃࡢ㧗࠸ே࡛ࡣᕥ༙⌫ࡢୖഃ㢌㡿ᇦࡢᚋ㒊ࡢάືࡀ

ࢀࡿࡢ࡛ࡣ࡞࠸࠿࡜⪃࠼ࡽࢀ࡚࠸ࡿࠋ

ቑ኱ࡍࡿࡇ࡜ࡀࢃ࠿ࡗࡓࠋࡇࢀࡣࠊ⤫ㄒฎ⌮ࡢ⮬ື
NP_NP

NP_PP

໬࡟ࡼࡗ࡚⠇ῶࡉࢀࡓฎ⌮㈨※ࢆࡼࡾ㧗ḟࡢ⤫ྜ
COMBINATIONฎ⌮࡟㓄ศࡋࠊᩥ❶ࡢព࿡⾲㇟ࡢ⢭⦓໬࡟඘࡚ࡓCOMBINATIONࡶࡢ࡜⪃࠼ࡽࢀࡿࠋCOMBINATIONVerb

SYNTACTIC_
CATEGORYSYNTACTIC_
CATEGORY

giveࡇࡢࡼ࠺࡟ࠊእᅜㄒᏛ⩦⪅࡟࡜ࡗ࡚ࠊ⤫ㄒฎ⌮ࡢ⮬ື໬ࡣヰࡍࡇ࡜ࡢὶᬸᛶࡢᇶ┙࡛࠶ࡾࠊព࿡ෆᐜ

T

T

COMBINATION

send
A

A

N

N

T

T

A

A

N

N

ࢆ⌮ゎࡍࡿࡇ࡜ࢆྍ⬟࡟ࡍࡿࡶࡢ࡛࠶ࡿ࡜ゝ࠼ࡿࠋ
Present㸲㸬཯᚟᥋ゐ࡟ࡼࡿᏛ⩦ࡢྍ⬟ᛶ

Past

Perfective

Imperfective

Singular

Pluralᅗ ⏘ฟㄒᙡ࡟࠾ࡅࡿືモ࡜㐃⤖ࡍࡿ⤫ㄒ᝟ሗእ ᅜ ㄒ Ꮫ ⩦ ࡟ ࠾ ࠸ ࡚ ࠊ ᶍ ೌ (imitation) ࡸ ཯ ᚟⾲㇟ࡢ㒊ศⓗࣔࢹࣝ 3LFNHULQJ %UDQLJDQ (repetition)ࡣࠊ௒ࡶ࡞࠾㔜せ࡞άື࡜ࡋ࡚఩⨨௜ࡅࡽࢀ࡚࠸ࡿ࡜ゝࡗ࡚ࡼ࠸ࠋゝ࠸᥮࠼ࢀࡤࠊ⤒㦂ࡲࡓࠊࣉࣛ࢖࣒࡜ࢱ࣮ࢤࢵࢺࡀヨ⾜ࡸ᫬㛫࡟㛫㝸

(experience)ࡶࡋࡃࡣ᥋ゐ(exposure)࡟ࡼࡗ࡚Ꮫ⩦ࡀࡀ࠶ࡗ࡚ࡶᣢ⥆ࡋ(Bock & Griffin, 2000 ࡯࠿)ࠊ₯ᅾಁ㐍ࡉࢀࡿࡢࡔࢁ࠺࠿ࠋ

Ꮫ⩦(implicit learning)ࡢྍ⬟ᛶࢆ♧၀ࡋ࡚࠸ࡿࠋ᪥ᮏ

4.1 ⤫ㄒⓗࣉࣛ࢖࣑ࣥࢢ࡜࠸࠺ྠㄪ⌧㇟ே኱Ꮫ⏕ࢆᑐ㇟࡟ࡋࡓ⤫ㄒⓗࣉࣛ࢖࣑ࣥࢢᐇ㦂࡛ࡣࠊゝㄒࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡟࠾࠸࡚ࡣࠊ┦ᡭࡢⓎヰ≉ᐃࡢᵓᩥ࡬ࡢ᥋ゐᅇᩘࡀከ࠸⩌࡛ࡣࠊࡑ࠺࡛࡞࠸

࡟ྠㄪࡍࡿ(align)࡜࠸࠺⌧㇟ࡀࡳࡽࢀࡿࡇ࡜ࡀࢃ࠿

⩌࡟ẚ࡭࡚ࣉࣛ࢖࣑ࣥࢢຠᯝࡀ㧗࠿ࡗࡓࡇ࡜࠿ࡽ

ࡗ࡚࠸ࡿࡀࠊ⤫ㄒᵓ㐀࡟ࡣࡼࡾᩄឤ࡛ࠊ⤫ㄒⓗ࡟(Morishita & Yokokawa, 2012)ࠊ཯᚟᥋ゐ࡟ࡼࡗ࡚⤫ㄒ

―7―⾲㇟ࡀෆᅾ໬ࡋࡓࠊࡶࡋࡃࡣᙉ໬ࡉࢀࡓࡢ࡛ࡣ࡞࠸

㸳㸬ࡩࡓࡓࡧᤵᴗᐇ㊶࠿࡜⪃࠼ࡽࢀࡿࠋ ࡑࢀ࡛ࡣࠊ෌ࡧᤵᴗᐇ㊶ࡢヰ࡟ᡠࢁ࠺ࠋఱᗘ࠿ 

4.2 ᩥ⬦ࡢ୰࡛཯᚟᥋ゐࡍࡿࡇ࡜ࡢຠᯝ

ࡢኻᩋ࡜ヨ⾜㘒ㄗࢆ㔜ࡡࠊ࡝࠺ᨵၿࢆࡣ࠿ࡾࠊ࡝ࡢ ୺ㄒ఩⨨࡟ᇙࡵ㎸ࡲࢀࡓ㛵ಀ⠇ࢆྵࡴḟࡢࡼ࠺࡞ࡼ࠺࡞ᤵᴗࢆ⾜ࡗ࡚ࡁࡓ࠿ࢆ㏙࡭࡚ࡳࡓ࠸ࠋ

ᩥࡣࠊ୍⯡࡟ฎ⌮ࡀᅔ㞴࡛࠶ࡿࠋࡲࡓࠊ(10)ࡢࡼ࠺

༙ᮇ 15 ᅇࡢᤵᴗࢆࠊStage A: Skill Getting, Stage B:࡞┠ⓗ᱁㛵ಀ⠇ࡣࠊ(11)ࡢࡼ࠺࡞୺᱁㛵ಀ⠇࡟ẚ࡭

Skill Using, Stage C: Experience ࡢ 3 ࡘࡢࢫࢸ࣮ࢪ࡟

࡚ฎ⌮ࡀᅔ㞴࡛࠶ࡿࡇ࡜ࡀᐇ㦂࡛ࡶ☜ㄆࡉࢀ࡚࠸ࡿࠋ

ࢃࡅࠊẁ㝵ⓗ࠿ࡘࢫࣃ࢖ࣛࣝ࡟┠ᶆࢆ㐩ᡂࡍࡿࡼ࠺

(10) The boy that helped the girl passed the test lastタィࡋࡓࠋࡑࡢ୰࡛ࡶᇶᮏⓗ࡞ࢫ࢟ࣝ⋓ᚓࢆ≺ࡗࡓ

week.

Stage A ࡣᅗ 2 ࡢࡼ࠺࡞ὶࢀ࡛㐍ࡵࡓࠋ(11) The boy that the girl helped pass the test lastweek.
ࡇ࠺ࡋࡓฎ⌮ࡢᅔ㞴ᛶࡢ㐪࠸ࡣࠊ୺せ㒊ྡモྃ㸦ඛ⾜モ㸧࡜㛵ಀ⠇ෆࡢ✵ᡤ఩⨨ࡢ㊥㞳ࠊ୺せ㒊ྡモྃࡢព࿡ᙺ๭ࡢ஧㔜ᛶࠊ᥋ゐ㢖ᗘ࡞࡝ࠊࡉࡲࡊࡲ࡞
せᅉ࡟ࡼࡿࡶࡢ࡜⪃࠼ࡽࢀ࡚࠸ࡿࠋࡇࡢࡼ࠺࡞ᵓ㐀࡟ࡶ཯᚟᥋ゐࡍࡿ࡜ࠊ㛵ಀ⠇ࡢฎ⌮ࡣᐜ᫆࡟࡞ࡿࡢ
ࡔࢁ࠺࠿ࠋSakakibara & Yokokawa (2015)࡛ࡣࠊ᪥ᮏ

ᅗ 2. Stage A Skill Getting ࡢᤵᴗࡢὶࢀ

ே኱Ꮫ⏕࣭኱Ꮫ㝔⏕ࢆᑐ㇟࡟ࠊඛ⾜ᩥ⬦ࢆࡘࡅ࡚㛵 ࡲࡎࠊࢺࣆࢵࢡ࡟㛵㐃ࡋࡓ Question & Answeringಀ⠇ᩥ࡟཯᚟᥋ゐࡋ࡚ࡶࡽ࠸ࠊࢺ࣮ࣞࢽࣥࢢࡢ஦๓

ࢆ࣌࢔࡛⾜ࡗࡓᚋࠊVocabulary Practice ࡟⛣ࡿࠋࡓ࡜஦ᚋ࡟ୖグࡢࡼ࠺࡞㛵ಀ⠇ࢆྵࡴᩥࡢㄞゎ୰ࡢど⥺࠼ࡤࠊḟࡢࡼ࠺࡞ࠊ༢ㄒࡸ⾲⌧࡜ࡑࡢᐃ⩏ࡀࢸ࢟ࢫࢆィࢺ࡟ᥖ㍕ࡉࢀ࡚࠸ࡿࡼ࠺࡞ሙྜࡣࠊ༢ㄒ/ྃ㸫ᐃ⩏ࡀࡋࡓࠋࡑࡢ⤖ᯝࠊ⇍㐩ᗘࡀࡑࢀ࡯࡝㧗ࡃ࡞࠸⩌ࡢᏛ⩦⪅࡟࠾࠸࡚ෆᐜ⌮ゎၥ㢟ࡢṇ⟅⋡ࡀ኱ࡁࡃྥୖࡋࠊฎ

ࢫࣛࢫࣛゝ࠼ࡿࡼ࠺࡟ࠊⓎ㡢࣭ᙉໃ࡟ࡶὀពࢆᡶ࠸
࡞ࡀࡽࠊࢡࣛࢫ඲య࠾ࡼࡧ࣌࢔࡛⦎⩦ࡍࡿࠋ⌮᫬㛫ࡶ᭷ព࡟㏿ࡃ࡞ࡗࡓࠋࡇࡢࡇ࡜ࡣࠊ཯᚟᥋ゐreference books books where one can look up
factual information, usually arranged byalphabet, topics, or dates
to tend to to be likely to or be inclined todiaries daily written records of what we do,think or feel, usually kept private࡟ࡼࡾࠊព࿡࡜ᙧᘧࡢ࣐ࢵࣆࣥࢢࡢ₯ᅾᏛ⩦ࡀಁ㐍ࡉࢀࡓࡇ࡜ࢆ♧၀ࡋ࡚࠸ࡿࠋࡲࡓࠊࡇࡢᐇ㦂࡛ࡣࠊ(12)ࡢࡼ࠺࡟➨ 1 ᩥࢆඛ⾜ᩥ⬦࡜ࡋࠊ➨ 2 ᩥࢆ㛵ಀ⠇ᩥࢆྵࡴࢱ࣮ࢤࢵࢺᩥ࡜ࡋࡓࠋ
(12) The man dragged the chair over to the girl. The

ࡇࡇ࡛ࡣࠊኌࢆฟࡍࡇ࡜࡟័ࢀࡿ࡜࠸࠺࢛࣮࣒࢘

teddy bear that he lifted up from the chair pleased࢔ࢵࣉࡢᙺ๭ࡶ࠿ࡡ࡚࠾ࡾࠊゝࡗ࡚࠸ࡿ࠺ࡕ࡟ࠊࡔ

her.

ࢇࡔࢇ⾲ࡍព࿡ࡀศ࠿ࡗ࡚ࡃࡿࠊࣃࣛࣇ࣮ࣞࢬࡍࡿ

┠ⓗㄒ㛵ಀ⠇ࡢ୺せ㒊ྡモྃࢆᩥ⬦࡟ࡘ࡞ࡄാࡁࢆ

ຊ࡟ࡘ࡞ࡀࡿࠊⓎ㡢࣭ᙉໃ࣭ࣜࢬ࣒࡞࡝࡟ࡶὀពࡀ ࡍࡿ࡜ゝࢃࢀ࡚࠸ࡿࡀࠊ㛵ಀ⠇ෆࡢྡモྃࡀᪧ᝟ሗ

ྥࡃࠊゝࡗ࡚࠸ࡿ࠺ࡕ࡟ࢥࣟࢣ࣮ࢩࣙࣥࡸᩥᵓ㐀ࡀ㸦ࢺࣆࢵࢡ㸧࡛࠶ࡿሙྜࡣࠊ┠ⓗ㛵ಀ⠇ࡢฎ⌮ࡣ  ᰁࡳ㎸ࢇ࡛࠸ࡃ࡜࠸࠺ຠᯝࢆ≺ࡗ࡚࠸ࡿࠋ
ᅔ㞴࡛ࡣ࡞࠸࡜ࡉࢀࡿ(Roland et al., 2012)ࠋࡇࡢᐇ㦂 ḟ࡟ࠊ3㹼5 ศ⛬ᗘࡢ▷࠸ࣞࢡࢳ࣮ࣕࡸࢽ࣮ࣗࢫࢆ

࡛ࠊ┠ⓗ᱁㛵ಀ⠇ᩥ࡛኱ࡁ࡞཯᚟᥋ゐࡢຠᯝࡀぢࡽᩍᮦ࡜ࡋ࡚ࠊ10 ศ࡯࡝ࡢไ㝈᫬㛫ࢆタࡅ࡚ྛ⮬㡢ኌࢀࡓࡇ࡜ࡣࠊࡇ࠺ࡋࡓࢹ࢕ࢫࢥ࣮ࢫせᅉࡀᙳ㡪ࡋ࡚ࢆࢲ࣮࢘ࣥࣟࢻࡋ࡚⪺࠸࡚ࡶࡽ࠺ࠋᚲせ࡟ᛂࡌ࡚

࠸ࡿྍ⬟ᛶࡀ኱ࡁ࠸ࠋࡇࡢࡇ࡜ࡣࠊᩥᵓ㐀࡟ࡼࡗ࡚࣓ࣔࢆ࡜ࡾࠊࡑࡢᚋࢸ࢟ࢫࢺࡢෆᐜ⌮ゎၥ㢟࡟ゎ⟅ࠊࡣࠊᩥ⬦ࡢ୰࡛᥋ゐࡍࡿࡇ࡜࡛ฎ⌮⬟ຊࡀྥୖࡍࡿ

ࡍࡄ࡟⟅࠼ྜࢃࡏࢆ⾜࠺ࠋࡇࡇ࡛ࡣࡲࡎࠊࣞࢡࢳࣕ

ྍ⬟ᛶࢆ♧၀ࡋ࡚࠸ࡿࠋ

࣮ࡸࢽ࣮ࣗࢫࡢࢸ࣮࣐࣭ࢺࣆࢵࢡ࣭ヰࡋࡢὶࢀࢆᢕ
―8―ᥱࡋࠊᴫせ࣭㔜せ࡞஦᯶ࢆ⌮ゎࡋ࡚ࡶࡽ࠺ࠋ
ࠕࡇࡇࡲࡂࡢ⾲⌧ࠖࢆ▱ࡾࡓ࠸࣭౑࠼ࡿࡼ࠺࡟࡞ࡾࡓ࠸࡜

࡛ࡣࢃ࠿ࡗࡓࠖ࡜࠸࠺‶㊊ឤ࡜ࠕࡼࡃࢃ࠿ࡽ࡞࠿ࡗ

ᛮ࠺ࡼ࠺࡟࡞ࡿࠊࣞࢡࢳ࣮ࣕ࡟Ⓩሙࡋࡓㄒᙡ࣭ࣇࣞ

ࡓࠖ࡜ࡇࢁࡀ࠶ࡿࡇ࡜ࢆ▱ࡾࠊࠕࡶࡗ࡜ࡣࡗࡁࡾ⌮ゎ࣮ࢬࢆࣔࣀ࡟ࡍࡿࠊᙜヱࡢࢺࣆࢵࢡ࡟ࡘ࠸࡚ 2, 3 ศࡋࡓ࠸ࠖ࡜࠸࠺≧ែ࡟ࡍࡿࡢࡀࡡࡽ࠸࡛࠶ࡿࠋ

ࡋࡷ࡭ࢀࡿࡼ࠺࡟࡞ࡿࠊ࡜࠸ࡗࡓࡇ࡜ࢆ≺ࡗࡓάື ḟࡣࠊࣀ࣮ࢺࢸ࢖࢟ࣥࢢࠋ᭱ึࡢ࠺ࡕࡣࠊḟࡢ  ࡛࠶ࡿࠋࡼ࠺࡞࣮࣡ࢡࢩ࣮ࢺࢆ⏝ពࡋ࡚ࠊ෌ᗘ 10 ศ࡯࡝ࡢ ࡸࡗ࡚ࡳࡿ࡜ࠊ࠺ࡲࡃゝ࠼ࡿ࡜ࡇࢁ࡜࡝࠺ࡋ࡚ࡶ

ไ㝈᫬㛫ࢆタࡅ࡚ࣞࢡࢳ࣮ࣕࡸࢽ࣮ࣗࢫࢆྛ⮬࡛⪺ᩥ࡟࡛ࡁ࡞࠿ࡗࡓࡾ࠺ࡲࡃㄝ࡛᫂ࡁ࡞࠸࡜ࡇࢁࡀ

࠸࡚ࡶࡽ࠸ࠊ᏶ᡂࡋ࡚ࡶࡽ࠺ࠋ࣮࣡ࢡࢩ࣮ࢺ࡟ࡣࠕᩥࠖ

᫂☜࡟࡞ࡗ࡚ࡃࡿࠋࡇࡇ࡛ࡣࡌࡵ࡚ࢫࢡࣜࣉࢺࢆ

࡛ࡣ࡞ࡃࠕࣇ࣮ࣞࢬ࡛ࠖ᭩ࡁ㎸ࡴࡼ࠺ఏ࠼ࡿࠋᏛ⏕ぢ࡚ࠊᚲせ࡟ᛂࡌ࡚ࢩࣕࢻ࣮࢖ࣥࢢࡢ⦎⩦ࢆࡍࡿࠋࡓࡕࡣᚲṚ࡛⪺࠸࡚ࡃࢀࡿࠋࡇࡇ࡛ࡣࠊࣀ࣮ࢺࡢ

ࢫࢡࣜࣉࢺࢆぢ࡞ࡀࡽ┿ఝ࡚ゝࡗࡓࡾࠊࢫࢡࣜࣉࢺ

ྲྀࡾ᪉ࡸࡲ࡜ࡵ᪉࡟Ẽ࡙ࡁࠊヰࡢᵓᡂࠊࢧࣈࢺࣆࢵ

࡞ࡋ࡛ࢩࣕࢻ࣮࢖ࣥࢢࢆ⾜࠺ࠋ᭱ᚋ࡟ࡶ࠺୍ᗘ࣌࢔

ࢡ࡜ࢹ࢕࣮ࢸ࢖ࣝࡢ㝵ᒙ㛵ಀࢆព㆑ࡋࠊ⪺࠸࡚᭩ࡃ࡛⦎⩦ࡋࠊCALL ᩍᐊࡢ㘓㡢ᶵ⬟ࢆ౑ࡗ࡚ྛ⮬㘓㡢ࡇ࡜࡟ࡼࡗ࡚ᮍ▱ㄒ࣭᪤▱ㄒࡢⓎ㡢ࠊ⥛ࡾᏐ࡞࡝࡟

ࡋࠊᥦฟࡋ࡚ࡶࡽ࠺ࠋࡇࡢࡼ࠺࡞ὶࢀ࡛࠶ࡿࠋ
ࡇࡢࡼ࠺࡞άືࢆࡁࡕࢇ࡜⾜࠺ࡇ࡜࡛ࠊStage B㸪ࡶὀពࢆྥࡅࡿࡇ࡜ࢆ≺ࡗ࡚࠸ࡿࠋ

Stage C ࡢάື࡬࡜ẚ㍑ⓗࢫ࣒࣮ࢫ࡟⛣⾜ࡍࡿࡇ࡜En glis h Or a l

Listening Comprehension Guide ȱࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡗࡓࠋࡘࡲࡾࠊ᭱ᚋࡢẁ㝵࡛࣏ࢫ

Focus on Classification/Definition
Levels of Language Usage: Formal and Informalࢱ࣮࣭ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢάືࢆࡸࡗ࡚ࡳࡓࡽࠊCOMPLETING NOTES㹙 㹛  7KH7RSLFRIWKH/HFWXUH ऒभঞॡॳক‫ش‬भॸ‫ش‬ঐम‫ء‬Ⓨ㡢ࡣ࡛ࡓࡽࡵࠊㄒ㡰ࡶ࡛ࡓࡽࡵ࡛ఱࢆゝࡗ࡚࠸ࡿ  ȱ _____________________________________________________________________________

࠿ࢃ࠿ࡽ࡞࠸ࠊ࡜࠸࠺ࡼ࠺࡞ࡇ࡜ࡣ࡞ࡃ࡞ࡗࡓࠋ  /HYHOVRI/DQJXDJH8VDJH ੉ୁઞ৷पम‫ڮ‬णभঞঋঝऋँॊ
%DVLFGLIIHUHQFHV૏঻भ੦ম৓ऩୀः



Stage A ࡢࡳ࡟ࡘ࠸࡚㏙࡭ࡓࡀࠊࡇࡇ࡛ࡣࠊࣀ࣮ࢺ
ࢸ࢖࢟ࣥࢢ࡜ࣜࢸࣜࣥࢢ࡞࡝ࡢάືࢆ㏻ࡌ࡚ࠊձㄒ

म‫ء‬



)RUPDOODQJXDJH

6LWXDWLRQV఻৬৓पઞॎोॊৃએम‫ء‬,QIRUPDOODQJXDJH









ྃࡸ⾲⌧ࢆ⬻ෆ࠿ࡽྲྀࡾฟࡋࡸࡍࡃࡍࡿࠊղᩥἲ
᧯సຊࢆ㧗ࡵࠊᩥᵓ⠏ຊࢆ⮬ື໬ࡍࡿࠊ࡜࠸ࡗࡓࡇ  'LIIHUHQFHV ‫ڮ‬णभঞঋঝभৼୀਡ
'LIIHUHQFHVৼ ୀ ਡ࡜ࢆྍ⬟࡟ࡍࡿࡼ࠺࡟ᛮࢃࢀࡿࠋ๓⠇ࡲ࡛࡟ࠊእᅜ

)RUPDOODQJXDJH,QIRUPDOODQJXDJHㄒᏛ⩦⪅࡟࡜ࡗ࡚ࡣ⤫ㄒฎ⌮࡟ᅔ㞴ᛶࡀ࠶ࡿࡇ࡜ࠊ

म‫ء‬
  
‫ٸ‬





⤫ㄒฎ⌮ຊࡀྥୖࡍࡿ࡜ព࿡ෆᐜ⌮ゎ࡟ฎ⌮㈨※ࢆ඘࡚ࡿࡇ࡜ࡀྍ⬟࡟࡞ࡿࡇ࡜ࠊᩥᵓ㐀࡬ࡢ཯᚟᥋ゐ



  
‫ٸ‬



࡟ࡼࡗ࡚ฎ⌮ຊࡣಁ㐍ࡉࢀࡿྍ⬟ᛶࡀ࠶ࡿࡇ࡜࡞࡝

ࢆぢ࡚ࡁࡓࠋᮏ⠇࡛㏙࡭ࡓᤵᴗ࡛ࡢάືࡣࠊ࡯ࢇࡢ

୍౛࡟㐣ࡂ࡞࠸ࡀࠊࡇ࠺ࡋࡓⅬࢆ⪃៖ࡋࠊᐇ㊶ࡉࢀ  &RQFOXGLQJ5HPDUNV ऽधीࡓࡶࡢ࡛࠶ࡿࠋࡇࢀ࡟ຍ࠼࡚ࠊᐇ㝿࡟ヰࡍሙ㠃࡛ࡣࠊゝ࠸ࡓ࠸ࡇ࡜ࢆ㏙࡭ࡿࡓࡵ࡟ᚲせ࡞ㄒᙡ᳨⣴ຊࡶ ࡇࡇࡲ࡛ࡁࡓࡽࠊ࠸ࡼ࠸ࡼࢩ࣮ࢺࢆࡶ࡜࡟࣌࢔ࡸ

⤫ㄒฎ⌮ࢆ⾜࠺๓ᥦ࡜ࡋ࡚㔜せ࡜࡞ࡿࡇ࡜ࡣゝ࠺ࢢ࣮ࣝࣉ࡛ࣜࢸࣜࣥࢢࡢάືࢆ⾜࠺ࠋ᏶ᡂࡋࡓ㸦࠶ࡲ࡛ࡶ࡞࠸ࡀࠊୖ㏙ࡢάື࡛ࡣࠊࡇ࠺ࡋࡓⅬࡶྵࡲࡿ࠸ࡣᮍ᏶ᡂࡢ㸧ࢩ࣮ࢺࡔࡅࢆࡶ࡜࡟ࠊ࡝ࢇ࡞ෆᐜ

ࢀ࡚࠸ࡿࠋࡢࣞࢡࢳ࣮ࣕࡸࢽ࣮ࣗࢫࡔࡗࡓ࠿ࠊⱥㄒ࡛ࢃ࠿ࡾࡸ
ࡍࡃㄝ᫂ࡋ࡚ࡶࡽ࠺ࠋ⮬ศࡶࡓࡲࡓࡲෆᐜࢆࡼࡃ

㸴㸬࠾ࢃࡾ࡟

▱ࡗ࡚࠸ࡿࡢ࡛ࠊ┦ᡭࡀㄝ᫂࡟㌑࠸ࡓࡽ࣊ࣝࣉࡍࡿࠋ እᅜㄒ㐠⏝⬟ຊࡢᇶ┙࡜࡞ࡿ▱㆑ࢆᙧᡂࡋࠊ㐠⏝ࡇࡇࡀࡶࡗ࡜ࡶせ࡟࡞ࡿ࡜ࡇࢁࡔࡀࠊᩥἲ᧯సຊ࣭

ࢫ࢟ࣝࡢ⩦⇍ࢆᅗࡿࡓࡵ࡟ࡣࠊゝㄒฎ⌮ࡢࠕ⮬ື໬ࠖ⤫ㄒฎ⌮⬟ຊࢆ㧗ࡵࡿࠊヰࢆ࠺ࡲࡃᒎ㛤ࡍࡿࠕࡘ࡞

ࡀእᅜ㐠⏝⬟ຊࡢ⇍㐩໬࡟㔜せ࡞ᙺ๭ࢆᯝࡓࡍࠋࡑ

―9―ࡢㄆ▱࣓࢝ࢽࢬ࣒ࡣࡲࡔ༑ศ࡟ࡣ᫂ࡽ࠿࡟ࡉࢀ࡚࠸

learners: An eye-tracking study. Journal of the Japanࡿ࡜ࡣゝ࠸ࡀࡓ࠸ࡀࠊᤵᴗᐇ㊶࡜ᇶ♏◊✲ࡢ࢖ࣥࢱSociety for Speech Sciences, 14, 19-42.

࣮ࣛࢡࢩࣙࣥ࡟ࡼࡗ࡚ࠊ཮᪉ࡢ◊✲ࡀ㐍ᒎࡋࠊࡓࡋ

Pickering, M. J., & Branigan, H. P. (1998). The

࠿࡞እᅜㄒ㐠⏝⬟ຊࡢ⫱ᡂࡀྍ⬟࡟࡞ࡿࡇ࡜ࡣ㛫㐪representation of verbs: Evidence from syntactic࠸࡞࠸ࠋpriming in language production. Journal of Memory
and Language, 39, 633–651.
Roland, D., Mauner, G., O’Meara, C., & Yun, H. (2012).

ㅰ㎡ᮏ✏ࡢ୍㒊ࡣࠊᖹᡂ 21-25 ᖺᗘ⛉Ꮫ◊✲㈝⿵ຓ㔠ᇶ

Discourse expectations and relative clause processing.

┙◊✲㸦A㸧ࠕእᅜㄒ㐠⏝⬟ຊࡢ⇍㐩໬࡟క࠺ゝㄒ᝟

Journal of Memory and Language, 66, 479-508.

ሗฎ⌮ࡢ⮬ື໬ࣉࣟࢭࢫࡢゎ᫂ࠖ
㸦No. 2124013㸧࠾

Sakakibara, K. & Yokokawa, H. (2015). Repeatedࡼࡧᖹᡂ 26-30 ᖺᗘ⛉Ꮫ◊✲㈝ຓᡂ㔠ᇶ┙◊✲㸦A㸧

exposure effects on Japanese EFL learners' relativeࠕᏛ⩦࡟ࡼࡿẼ࡙ࡁ࣭ὀពᶵ⬟ཬࡧ┦஫ⓗྠㄪᶵ⬟

clause processing: Evidence from a self-paced reading࡜➨஧ゝㄒ᝟ሗฎ⌮ࡢ⮬ື໬ࣉࣟࢭࢫࠖ㸦ㄢ㢟␒ྕ

experiment. Journal of the Japan Society for Speech26244031㸧ࡢᡂᯝ࡟ᇶ࡙ࡃࡶࡢ࡛࠶ࡿࠋಶࠎ࡟ㅰព

Sciences, 16, 35-58.
Shimada, K., Hirotani, M., Yokokawa, H., Yoshida, H.,ࢆ⾲ࡋࡓ࠸ࠋ


Makita, K., Yamazaki-Murase, M., Tanabe, H. C., &ᘬ⏝ᩥ⊩

Sadato,Bock, K., & Griffin, Z. (2000). The persistence ofactivation associated with speech production andN.

(2015).

Fluency-dependent

structural priming: Transient activation or implicit

comprehension

learning?

Neuroscience, 300, 6, 474-492.

Journal of Experimental Psychology:

General, 129, 177-192.

spoken language use. In G. Blanken, J. Dittman, H.
Grimm, J. C. Marshall & C. Wallesch (Eds.),
Linguistic disorders and pathologies: An international
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Morishita, M., & Yokokawa, H. (2012). The cumulative
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production by Japanese EFL learners. Poster session
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processing factors of recall performance in reading

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An empirical study of Japanese EFL

JACET BULLETIN, 53, 93-108.

Narumi, T., & Yokokawa, H. (2013). Proficiency andworking memory effects on the use of animacy andmorphosyntactic

information

secondlanguagelearners.

ᶓᕝ༤୍࣭ᐃ⸨つᘯ࣭ྜྷ⏣ᬕୡ. (2014). ࠗእᅜㄒ㐠

Levelt, W. J. M. (1993). The architecture of normal

span tests:

incorticalincomprehending

temporarily ambiguous sentences by Japanese EFL― 10 ―⏝⬟ຊࡣ࠸࠿࡟⇍㐩໬ࡍࡿ࠿㸸ゝㄒ᝟ሗฎ⌮ࡢ⮬ື໬ࣉࣟࢭࢫࢆ᥈ࡿ࠘ᮾி㸸ᯇ᯽♫ⱥᩥ࢚ࢵࢭ࢖ࡢࠕᵓ㐀࣭ㄽ⌮ศᯒࢶ࣮ࣝࠖࡢ㛤Ⓨᰁ㇂Ὀṇ㸦㛵す኱ᏛእᅜㄒᏛ㒊㸧㸯 ࡣࡌࡵ࡟

ᵓᡂࡍࡿྛࣃࣛࢢࣛࣇ࡟ࠊࡑࢀࡒࢀ࡝ࡢࡼ࠺࡞ᶵ⬟Ꮫ⏕ࡢⱥㄒຊࡢపୗࡀྉࡤࢀ࡚ஂࡋ࠸ࠋࡑࡢ୰࡛ⓗᵓᡂせ⣲㸦i.e., Introduction/Opener, Thesis Statement,ࡶ࡜ࡃ࡟ࣛ࢖ࢸ࢕ࣥࢢຊࡢపୗࡣ࡯࡜ࢇ࡝┠ࢆ࠾࠾

Organizer,

Topic

Sentence,

Supporting

Sentence,ࢃࢇࡤ࠿ࡾࡢ≧ἣ࡟࠶ࡿࠋࡶࡗ࡜ࡶࠕపୗࠖ࡜࠸࠺

Extender, Transitional Sentence, Closing Sentence,ࡢࡣᙜࡓࡽ࡞࠸ࠋ᪥ᮏே኱Ꮫ⏕ࡢⱥㄒຊࡀ඲ᅜⓗ࡞

Kicker ࡞࡝ࡢ⩏ົⓗせ⣲࡜㑅ᢥⓗせ⣲㸧ࡀ࠶ࡿ࠿ࠊ

つᶍ࡛㧗࠿ࡗࡓࡓࡵࡋࡣ࠿ࡘ࡚࡞࠿ࡗࡓ࠿ࡽ࡛࠶ࡿࠋ

ࡲࡓࡣ࡝ࡢせ⣲ࡀḞࡅ࡚࠸ࡿ࠿ࢆぢࡿࠋ㸦Ꮫ⏕ࡢ᭩࠸

ࡇࡢࡇ࡜ࡣ࡜ࡾ࠶࠼ࡎ࠾࠸࡚࠾ࡃ࡜ࡋ࡚ࠊⱥㄒᩍᖌ

ࡓⱥᩥ࢚ࢵࢭ࢖࡟ࡣᚲࡎࡋࡶࡇ࠺ࡋࡓᶆ‽ⓗ࡞ᶵ⬟ࡢᐇឤ࡜ࡋ࡚ࡣࠊᏛ⏕ࡢⱥㄒຊࡢప㏞ࡣ␲࠸ࡼ࠺ࡢ

࡟ࡣ཰ࡲࡽ࡞࠸ᩥせ⣲㸻ࡋࡓࡀࡗ࡚ࢱࢢࡀ௜୚࡛ࡁ

࡞࠸஦ᐇ࡛࠶ࡿࠋ

࡞࠸ࡶࡢ㸻ࡀྵࡲࢀ࡚࠸ࡿࡇ࡜ࡀ࠶ࡿࡀࠊࡇࡢࢶ࣮

ࡇ࠺ࡋࡓ⌧≧ࢆཷࡅ࡚ࠊ㛵す኱ᏛእᅜㄒᏛ㒊࡛ࡣࠊࣝࢆ౑࠺ࡇ࡜࡛ࠊࡑࡢࡼ࠺࡞ࠕ㐓⬺ࠖࡶ㐺ษ࡟ᢕᥱᏛ⏕ࡢⱥㄒຊࡢᐇែࢆࡼࡾṇ☜࡟ᢕᥱࡍࡿࡇ࡜ࢆ┠࡛ࡁࡿࡼ࠺࡟࡞ࡿࡇ࡜ࡀᮇᚅࡉࢀࡿ㸧ࠋᮏࢩࢫࢸ࣒࡛

ⓗ࡟ࠊᏛ⏕ࡀ᭩࠸ࡓⱥᩥ࢚ࢵࢭ࢖ࡢ཰㞟ࢆ㛤ጞࡋࠊࡣࡇࡢࡼ࠺࡞ᶵ⬟ⓗᵓᡂせ⣲࡟ຍ࠼ࡿࢱࢢࢆࠕᵓ

2013 ᖺᗘ࠿ࡽࡣࡇࢀࢆࠕ㛵す኱Ꮫࣂ࢖࢚ࣜࣥ࢞ࣝࢵ

㐀࣭ᶵ⬟ࢱࢢࠖ
㸦Structural-Functional Tag; ␎ࡋ࡚ࠕᵓ

ࢭ࢖ࢥ࣮ࣃࢫࠖ㸦␎⛠ KU BE-Corpus, aka KUBEC㸧㐀ࢱࢢࠖࡲࡓࡣ S Tag㸧࡜࿧ࡪࠋࣉࣟࢪ࢙ࢡࢺ࡜࠸࠺ྡ⛠ࡢࡶ࡜ࠊ」ᩘࡢᩍဨ࡟ࡼࡿ

ㄽ⌮㛵ಀ࠾ࡼࡧಟ㎡ᵓ㐀ศᯒ㸸ྛࢭࣥࢸࣥࢫ㛫ղㄽ⛉◊㈝ຓᡂ◊✲࡜ࡋ࡚ᐇ᪋ࡋ࡚࠸ࡿࠋࣉࣟࢪ࢙ࢡࢺ

ࡢㄽ⌮ⓗ࣭ಟ㎡ⓗ㛵ಀ㸦i.e., ࠶ࡿᩥ (S1) ࡀ௚ࡢᩥࡢヲ⣽ࡣูࡢሗ࿌᭩㸦ᒣす௚ 2013, ᒣす 2013, ᒣୗ(S2) ࡟ᑐࡋ࡚࡝ࡢࡼ࠺࡞ㄽ⌮ⓗ࣭ಟ㎡ⓗ㛵ಀ࡟࠶ࡿ

2014㸧ࢆཧ↷ࡋ࡚࠸ࡓࡔࡃ࡜ࡋ࡚ࠊࡇࡢ✏࡛ࡣྠࣉ࠿ࠋࡓ࡜࠼ࡤࠊS1 ࡣ S2 ࡟ᑐࡋ࡚⫼ᬒ᝟ሗ (back-ࣟࢪ࢙ࢡࢺࡢ୍⎔࡜ࡋ࡚㛤Ⓨࡋࡓⱥᩥ࢚ࢵࢭ࢖ࡢᵓ

ground information) ࡜࠸࠺㛵ಀ࡟࠶ࡿ࡜࠿ࠊS2 ࡣ S1㐀࣭ㄽ⌮ศᯒࡢࡓࡵࡢࢶ࣮ࣝ㸦ᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹࡢ౛♧ (example) ࡜࠸࠺㛵ಀ࡟࠶ࡿ࡜࠸ࡗࡓ㛵ಀ࢕ࢱ㸧࡟ࡘ࠸࡚ࡑࡢᴫせࢆ⤂௓ࡍࡿࠋᛶ㸧ࢆぢࡿࠋࢱࢢࡣࠊRhetorical Structure Theory (Mann,
W.C., & Thompson, S.A. 1988) ࢆ࣮࣋ࢫ࡟ࠊࡑࡢ௚ࡢ㸰 ࠕᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹ࢕ࢱࠖࡢᴫせ◊✲ᡂᯝࡶྲྀࡾධࢀ࡚⊂⮬࡟タᐃࡋࡓࠋ࡞࠾ࠊ๓グ

2.1 ࡑࡶࡑࡶఱࢆࡍࡿࡓࡵࡢࡶࡢ࠿㸽ձ࡜ྠᵝ࡟ࠊᏛ⏕ࡢ᭩࠸ࡓⱥᩥ࡟ࡣࠊᚲࡎࡋࡶࡇ࠺

Ꮫ⏕ࡢ᭩࠸ࡓⱥᩥ࢚ࢵࢭ࢖࡟ࡣࠊⱥㄒࡢゝㄒⓗ࡞ࡋࡓ᪤ᡂࡢࠕࢱࢢ࡛ࠖᐃ⩏ࡉࢀᚓࡿࡼ࠺࡞᫂░࡞ㄽၥ㢟ࡢ࡯࠿࡟ࠊᵓ㐀ⓗၥ㢟㸦㸻࢚ࢵࢭ࢖㸭ࣃࣛࢢࣛ⌮㛵ಀࡀ࡞࠸ࡶࡢ㸻ࡋࡓࡀࡗ࡚ࢱࢢࡀ௜୚࡛ࡁ࡞࠸

ࣇࡀ࠺ࡲࡃ⤌ࡳ❧࡚ࡽࢀ࡚࠸࡞࠸㸧ࡸࠊㄽ⌮ⓗ࣭ಟࡶࡢ㸻ࡀᑡ࡞࠿ࡽࡎ࠶ࡿࡀࠊࡇࡢࢶ࣮ࣝࢆ౑࠺ࡇ࡜

㎡ⓗ࡞ၥ㢟㸦㸻ㄽ⌮ⓗ࡞ᩚྜᛶࡀ࡞࠸ࠊᩥࡀࡘ࡞ࡀ

࡛ࠊࡑࡢࡼ࠺࡞ࠕ㐓⬺ࠖࡶ㐺ษ࡟ᢕᥱ࡛ࡁࡿࡼ࠺࡟

ࡽ࡞࠸ࠊఱࢆ࠸࠸ࡓ࠸ࡢ࠿ࡼࡃࢃ࠿ࡽࡡ࣮ࡒ㸟㸧ࡀ࡞ࡿࡶࡢ࡜ᛮࢃࢀࡿࠋᮏࢩࢫࢸ࣒࡛ࡣࡇࡢࡼ࠺࡞ࢱ

ከࡃྵࡲࢀ࡚࠸ࡿࠋࡇࡢࠕᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹ࢕ࢱࠖ

ࢢࢆࠕㄽ⌮࣭ಟ㎡ࢱࢢࠖ(Logical-Rhetorical Tag; ␎ࡋࡣࠊࡇ࠺ࡋࡓᵓ㐀ⓗ࠾ࡼࡧㄽ⌮ⓗ࣭ಟ㎡ⓗ࡞ၥ㢟Ⅼ࡚ L Tag) ࿧ࡪࠋࢆࠊ࡛ࡁࡿࡔࡅ⡆༢࡞᪉ἲ࡛ศᯒࡋࠊᢳฟࡍࡿࡇ࡜

ᅗ 1 ࡣࠊKU BE-Corpus ࢧ࢖ࢺࡢᢞ✏⟶⌮⏬㠃㸦ࣟࢆ┠ⓗ࡜ࡋࡓࢶ࣮࡛ࣝ࠶ࡿࠋලయⓗ࡟ࡣࠊࡑࡢྡ⛠ࢢ࢖ࣥᚋࡢࢺࢵࣉ⏬㠃㸧࡛࠶ࡿࠋࡇࡢ⏬㠃ࡢᕥୗ࡟ࡀ♧ࡍ࡜࠾ࡾࠊ௨ୗࡢ㸰ࡘࡢࡇ࡜ࢆ⾜࠺ࠋࡣࠊࠕ࢚࣮ࣛࢱࢢ࢚ࢹ࢕ࢱࠖ࡜ࠕᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹᶵ⬟ⓗᵓ㐀ศᯒ㸸Ꮫ⏕ࡢసᡂࡋࡓⱥᩥ࢚ࢵ࢖ࢆ
ձᶵ࢕ࢱࠖࡢ 2 ࡘࡢࢶ࣮ࣝࡀ⏝ពࡉࢀ࡚࠸ࡿࠋࡇࡇ࡛ᚋ

― 11 ―

⪅ࢆ㑅ᢥࡍࡿ࡜ࠊᅗ 2 ࡟♧ࡍࠕᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹ࢕ࢱࠖࡢึᮇ⏬㠃ࡀ⾲♧ࡉࢀࡿࠋ⏬㠃ࡢᕥ࣌࢖ࣥୖ
㒊࡟ࡣ “Load Essay File” ࡜⾲♧ࡉࢀࡓᶵ⬟ࣂ࣮ࡀ࠶ࡾࠊࡇࢀࢆࢡࣜࢵࢡࡍࡿ࡜⏬㠃ྑ࡟࣏ࢵࣉ࢔ࢵࣉ
࢘࢕ࣥࢻ࢘ࡀ⾲♧ࡉࢀࠊࡇࡇ࠿ࡽసᴗᑐ㇟࡜ࡍࡿࢹ
࣮ࢱࣇ࢓࢖ࣝࢆᣦᐃࡍࡿࠋࡇࡢ⏬㠃࡛ࡣぢ࡟ࡃ࠸ࡀࠊ
ऒऒदَग़ছ‫ॢॱش‬ग़ॹॕࡇࡢ࣏ࢵࣉ࢔ࢵࣉ࢘࢕ࣥࢻ࢘࡟ࡣࠊࡍ࡛࡟Ⓩ㘓῭ࡳॱُऽञमَଡୗ‫؞‬૛৶ॱॢग़ॹॕॱُ॑৭උ‫؛‬ࡢ࢚ࢵࢭ࢖ࢹ࣮ࢱࢆᖺᗘูࡲࡓࡣࢡࣛࢫู࡟཰㘓ࡋࡓࢹ࣮ࢱࡢࣇ࢓࢖ࣝྡࡀ⾲♧ࡉࢀ࡚࠸ࡿࠋ
సᴗᑐ㇟ࣇ࢓࢖ࣝࢆ㑅ᢥࡍࡿ࡜ࠊᅗ 3 ࡢࡼ࠺࡞⏬

ᅗ 1 KU BE-Corpus ࡢᢞ✏⟶⌮⏬㠃㸦ࢺࢵࣉ⏬㠃㸧㠃࡟࡞ࡾࠊᕥഃ࣌࢖ࣥ࡟࢚ࢵࢭ࢖ࡢసᡂ⪅ྡ㸦ࡲࡓࡣ㹇㹂㸧࡜࢚ࢵࢭ࢖ࢱ࢖ࢺࣝࡢ୍ぴࡀ⾲♧ࡉࢀࠊࡑࡢ࠺ࡕࡢ࠸ࡎࢀ࠿ࡢ࢚ࢵࢭ࢖ࢆ㑅ᢥࡍࡿࠋᅗ 3 ࡣ㑅ᢥࡋࡓ࢚ࢵࢭ࢖ࢹ࣮ࢱࡀㄞࡳ㎸ࡲࢀࡓ⏬㠃࡛࠶ࡿࠋ㸦S Tag㸧ࡢᤄධ1) ࠕᵓ㐀ࢱࢢ࢚ࠖࢵࢭ࢖ࡣࠊྑഃࡢ࣌࢖ࣥ࡟ࠊࣃࣛࢢࣛࣇࡈ࡜࡟

/RDG(VVD\)LOH ॑ॡজॵॡघॊध‫ؚ‬కჷभेअऩ
এॵউ॔ॵউक़ॖথॻक़ऋ਀ંऔो‫ؚ‬ऒऒऊै੿঵

ࢭࣥࢸࣥࢫ༢఩࡛⮬ືศ๭ࡉࢀ࡚⾲♧ࡉࢀࡿࠋࡓࡔ

ৌ଴धघॊॹ‫ॱش‬ই॓ॖঝ॑৭උघॊ‫؛‬ࡋࠊྛࢭࣥࢸࣥࢫࡣࢹ࣮ࢱㄞࡳ㎸ࡳᚋ࡟ᡭື࡛෌ศ
๭ࡍࡿࡇ࡜ࡶྍ⬟࡛࠶ࡿࠋࡇࡢᅗ࡛ࡣ࠸ࡉࡉ࠿ぢ࡟ࡃࡃ࡞ࡗ࡚࠸ࡿࡀࠊྛࢭࣥࢸࣥࢫࡢᕥഃ࡟ࡣࢭࣥࢸ
ࣥࢫ␒ྕࡀ௜୚ࡉࢀࠊࡑࡢᚋ࡟✵ࡢ࣎ࢵࢡࢫࡀ⏝ព

ᅗ 2 ࠕᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹ࢕ࢱࠖࡢึᮇ⏬㠃ࡉࢀ࡚࠸ࡿࠋࡇࡢ✵࣎ࢵࢡࢫࢆ࣐࢘ࢫ࡛ࢡࣜࢵࢡࡍ
ࡿ࡜ࠊᅗ 4 ࡟♧ࡍࡼ࠺࡞ᙧ࡛ S Tag ࡢ୍ぴࡀ࣏ࢵࣉ࢔ࢵࣉ⾲♧ࡉࢀࠊࡇࡢ୍ぴ࠿ࡽヱᙜࡍࡿࢱࢢࢆᣦᐃ
ੂ਋૾ଙदम૚७

ࡍࡿ࡜ࠊ๓グࡢ✵࣎ࢵࢡࢫ࡟ᣦᐃࡢࢱࢢࡀᤄධࡉࢀ

থॸথ५भྋ୍उ
ेलৣ৖प૬भ঎

ࡿ࡜࡜ࡶ࡟ࠊᙜヱࣃࣛࢢࣛࣇࡢᮎᑿ࡟ࡶࡇࢀࡀ㡰ḟॵॡ५ऋଦ઼औो
थउॉ‫ؚ‬ऒऒपَଡ

ࢥࣆ࣮ࡉࢀࡿ࡜࠸࠺௙⤌ࡳ࡛࠶ࡿࠋᅗ 4 ࡟ࡣࠊ➨ 1ୗॱॢُ॑ዠো‫؛‬ࣃࣛࢢࣛࣇ࡜➨ 2 ࣃࣛࢢࣛࣇ࡟ࡘ࠸࡚ࠊࡑࢀࡒࢀ S
Tag ࡀ௜୚ࡉࢀࡓ≧ែࡀ⾲♧ࡉࢀ࡚࠸ࡿࠋ࡞࠾ࠊ୍
ぴᛶࢆ㧗ࡵࡿࡓࡵ࡟ S Tag ࡣࡑࢀࡒࢀ␗࡞ࡗࡓ࢝ࣛ

ᅗ 3 ࢚ࢵࢭ࢖ࢹ࣮ࢱࢆㄞࡳ㎸ࢇࡔ⏬㠃࣮࡛⾲♧ࡉࢀࡿ㸦࣮࢝ࣛᣦᐃࡣ࣮ࣘࢨࡀ௵ព࡟タᐃࡍࡿࡇ࡜ࡀ࡛ࡁࡿ㸧ࠋ2) ࠕㄽ⌮࣭ಟ㎡ࢱࢢࠖ(L Tag) ࡢᤄධ
S Tag ࡢᤄධࡀ⤊ࢃࡗࡓࡽࠊḟ࡟ࠕㄽ⌮࣭ಟ㎡ࢱ

ంഈभଡୗॱॢ

ࢢࠖࢆᤄධࡍࡿ㸦ᅗ 5㸧
ࠋ๓㏙ࡢ࡜࠾ࡾࠊL Tag ࡣཎ঎ॵॡ५॑ॡজ

๎࡜ࡋ࡚㞄᥋ࡍࡿ 2 ࢭࣥࢸࣥࢫ㛫ࡢㄽ⌮࣭ಟ㎡㛵ಀॱॢজ५ॺُऋএ

ॵॡघॊधَଡୗ
ॵউ॔ॵউ਀ં

ࢆ᫂♧ⓗ࡟⾲♧ࡍࡿࡶࡢ࡛ࠊᮏࢩࢫࢸ࣒࡛ࡣྛࣃࣛ

औो‫ؚ‬ऒऒऊैჾ
ਊघॊॱॢ॑੐

ࢢࣛࣇࡢᮎᑿ࡟ᶓ୍ิ࡟⾲♧ࡉࢀ࡚࠸ࡿᵓ㐀ࢱࢢୖ࡟࢔ࢧ࢖ࣥࡍࡿࠋ౛࠼ࡤࠊ[TS] ࡜ [SS] ࡜࠸࠺ 2 ࡘࡢࢱࢢࡀ୪ࢇ࡛࠾ࡾࠊᚋ⪅ࡣ๓⪅࡟ᑐࡋ࡚ ELBR

৒‫؛‬


ᅗ 4 ࠕᵓ㐀ࢱࢢࠖ(S Tag) ࡢ௜୚― 12 ―

⋇ँॊଡୗॱॢऊैશभଡୗॱॢपঐ
क़५दऩझॊध‫ؚ‬૛৶‫؞‬ఊോঢ়બॱॢभ
঳༮ऋএॵউ॔ॵউ਀ંऔोॊ‫؛‬⋈ ऒ ऒ द ‫ ્ ؚ‬৒ भ ॱ ॢ ‫ ق‬ऒ भ ৃ ় म(;03 H[DPSOHUHODWLRQ‫॑ك‬৭උघॊध‫ؚ‬క௕भेअऩ॥ওথॺჷऋ৫ऌ‫ؚ‬૑ਏपૢगथ॥ওথॺ॑୯੶घॊऒधऋ
दऌॊ‫؛‬⋉ॱॢ৭උ঎ॵॡ५भॳख़ॵॡঐ‫ش‬ॡ॑ॡজॵॡखथॱॢ॑ન৒घ
ॊध‫ؚ‬క௕भेअऩ਀ંपऩॊ‫ॢॱ؛‬भమಽम  ऽद૭ચ‫؛‬⋊঳ਔपৠीैोऩःुभृઑଝऋँॊुभम‫ྫق‬৒৓प‫ك‬৭උखञॱॢप‫॑ء‬હखञ঱द‫ؚ‬॥ওথॺჷप॥ওথॺ॑੶ো‫؛‬

ᅗ 5 ࠕㄽ⌮࣭ಟ㎡ࢱࢢࠖ( L Tag) ࡢ௜୚(Elaboration) ࡜࠸࠺㛵ಀ࡟࠶ࡿሙྜࠊ
࣐࢘ࢫࢆ[SS]3) ࢹ࣮ࢱࡢฟຊ㸯㸸ࢸ࢟ࢫࢺࢹ࣮ࢱࡢฟຊ

࠿ࡽ [TS] ࡟ྥ࠿ࡗ࡚࡞ࡒࡿ࡜ࠊL Tag ࡢ୍ぴࡀ࣏ࢵࡦ࡜ࡘࡢ࢚ࢵࢭ࢖ࡢࢱࢢ௜ࡅࡀ⤊஢ࡋࡓࡽࠊḟࡣࣉ࢔ࢵࣉ⾲♧ࡉࢀࠊࡇࡇ࠿ࡽ ELBR ࢆᣦᐃࡍࡿ࡜ࠊ

⤖ᯝࡢฟຊ࡛࠶ࡿ㸦ࡓࡔࡋࠊࡑࡢ᫬Ⅼ࡛సᴗࢆ⤊஢

ࡇࡢ 2 ࡘࡢ S Tag ࡢୖ㒊࡟▮༳࡛᪉ྥࡀᣦᐃࡉࢀࡓ

ࡋ࡚ࡶࡼ࠸㸧
ࠋࢱࢢ௜ࡅ⤖ᯝࡢฟຊ࡟ࡣࠊձࢱࢢࢆࢸ

L Tag ࡀᤄධࡉࢀࡿ㸦ࢱࢢ☜ᐃ๓ࡣᵓ㐀ࢱࢢࡢୗ࡟

࢟ࢫࢺࢹ࣮ࢱ࡜ࡋ࡚ฟຊࡍࡿ᪉ἲ࡜ࠊղSVG ࢖࣓࣮

Ⅼ⥺࡛ࠊ☜ᐃᚋࡣୖ㒊࡟ᐇ⥺࡛⾲♧㸧ࠋ࡞࠾ࠊఱࡽ࠿

ࢪ࡜ࡋ࡚ฟຊࡍࡿ᪉ἲࡢ 2 ࡘࡀ⏝ពࡉࢀ࡚࠸ࡿࠋ࠸

ࡢ L Tag ࢆᣦᐃࡍࡿ࡜⮬ືⓗ࡟ࢥ࣓ࣥࢺḍࡀ㛤ࡁࠊࡎࢀࡶࠊᅗ 6 ࡢ⏬㠃ୗ㒊࡟⾲♧ࡉࢀ࡚࠸ࡿ [Showࡇࡇ࡟௵ពࡢࢥ࣓ࣥࢺࢆ㏣ຍࡍࡿࡇ࡜ࡀ࡛ࡁࡿ㸦ᅗ

Tag List] ࡜ [Output Tags in SVG Format] ࡜࠸࠺ᶵ

5 ࡢゎㄝղཧ↷㸧ࠋᤄධࡋࡓࢥ࣓ࣥࢺࡣࠊࢱࢢ௜ࡅ⤊⬟࣎ࢱࣥࢆࢡࣜࢵࢡࡍࡿ࡜┤ࡕ࡟ᡤᐃࡢฟຊ⤖ᯝࡀ஢ᚋ࡟ࢹ࣮ࢱࢆฟຊࡍࡿ㝿ࠊ⮬ືⓗ࡟ᡤᐃࡢ఩⨨࡟⾲♧ࡉࢀࡿࠋ๓⪅ࡢሙྜࠊࡉࡽ࡟ S Tag ࡔࡅࢆᶓ୍

⾲♧ࡉࢀࡿ㸦ฟຊ౛ࡣᅗ 9 ཧ↷㸧ࠋᅗ 6 ࡟ࡍ࡭࡚ࡢࢱ

ิ࡟୍ᣓ⾲♧ࡉࡏࡿ᪉ἲ࡜ࠊࢭࣥࢸࣥࢫ༢఩࡛⦪୍

ࢢ௜ࡅసᴗࡀ᏶஢ࡋࡓ⏬㠃౛ࢆ♧ࡍ㸧ࠋิ࡟⾲♧ࡍࡿ᪉ἲࠊ࠾ࡼࡧ S Tag ࡜ L Tag ࢆࢭࣥࢸ― 13 ―














 ॱॢહऐऋીവखञै‫ؚ‬੥ટभলৡ॑৭උ‫ॸق‬य़५ॺ ॹ‫ॱش‬ऽञम 69* ॖও‫ش‬४धखथলৡऋ૭ચ‫؛ك‬
ᅗ 6 ࢱࢢ௜ࡅ᏶஢⏬㠃ࣥࢫࡈ࡜࡟୪ิ⾲♧ࡉࡏࡿ᪉ἲࡢ 3 ࡘࡢ࢜ࣉࢩࣙࣥ

ࡇࡢ࠺ࡕࠊ᭱ึࡢ࣒࢝ࣛࡣࣃࣛࢢࣛࣇ␒ྕࠊ࣒࢝ࣛ

ࡀ⏝ពࡉࢀ࡚࠾ࡾࠊࡑࢀࡒࢀ┠ⓗ࡟ᛂࡌ࡚㑅ᢥࡍࡿ

2 ࡣࢭࣥࢸࣥࢫ␒ྕࠊ࣒࢝ࣛ 3 ࡣᵓ㐀ࢱࢢ (S Tag)ࠊ

ࡇ࡜ࡀ࡛ࡁࡿࠋᅗ 7 ࡣࡇࡢ࠺ࡕ 3 ࡘ┠ࡢ᪉ἲ࡛ࠊࡍ

࣒࢝ࣛ 4 ࡣㄽ⌮࣭ಟ㎡ࢱࢢ (L Tag) ࢆ♧ࡍࠋ࡞࠾ࠊ

࡭࡚ࡢࢱࢢࢆࢸ࢟ࢫࢺࢹ࣮ࢱ࡜ࡋ࡚ฟຊࡋࡓ౛࡛࠶

L Tag ࡢ⾲♧ࢩࣥࢱࢡࢫࡣ <TAG: Į, ȕ> ࡜࠸࠺ᙧᘧ

ࡿࠋ࡛ࠊࡇࢀࡣࠕĮ ࡣ ȕ ࡟ᑐࡋ࡚ TAG ࡜࠸࠺㛵ಀ࡟࠶ࡿࠖ

࡜࠸࠺ព࿡࡛࠶ࡿࠋࡼࡾලయⓗ࡟ࡣ <BGRD: S1,
3

6

,17!%*5'"!

6

7+6!

6

76!

㛵ಀ࡟࠶ࡿࠖ࡜࠸࠺ព࿡࡛࠶ࡾࠊྠࡌࡃ<ELBR: S2,

6

66!(/%5!

S1> ࡣࠕS2 ࡣ S1 ࡟ᑐࡋ࡚ ELBR [= Elaboration] ࡢ6

(;!(;03!

6

76!



6

66!&175!

4㸧ࢹ࣮ࢱࡢゎ㔘㸦౛㸧

6

(;!35%/!

ᅗ 7 ࡟♧ࡋࡓฟຊࢹ࣮ࢱ࠿ࡽ࡝ࡢࡼ࠺࡞ࡇ࡜ࡀㄞ


3

3

3

S2> ࡣࠕS1 ࡣ S2 ࡟ᑐࡋ࡚ BGRD [= Background] ࡢ㛵ಀ࡟࠶ࡿࠖ࡜ゎ㔘ࡉࢀࡿࠋ

6

76!



6

66!(/%5!



6

(;!(/%5!



6

(;!&661!

࠿࡟ࡼࡗ࡚␗࡞ࡗ࡚ࡃࡿࡀࠊࡈࡃᴫㄽⓗ࡟ࡣࠊࡇࡢ

6

57+6!

ࢹ࣮ࢱ࠿ࡽᙜヱࡢ࢚ࢵࢭ࢖࡟ࡘ࠸࡚ḟࡢࡼ࠺࡞ホ౯6

..!(/%5!

3

ᅗ 7 ࢱࢢࢆࢸ࢟ࢫࢺࢹ࣮ࢱ࡜ࡋ࡚ฟຊࡋࡓ౛

ࡳྲྀࢀࡿࡔࢁ࠺࠿ࠋࡶࡕࢁࢇࠊࢹ࣮ࢱࡢゎ㔘ࡣ࡝ࡇ࡟↔Ⅼࢆᙜ࡚ࡿ࠿ࠊ࠶ࡿ࠸ࡣఱࢆぢࡼ࠺࡜ࡋ࡚࠸ࡿ

ࡀྍ⬟࡛࠶ࢁ࠺ࠋࡍ࡞ࢃࡕࠊ
ࠕࡇࡢ࢚ࢵࢭ࢖ࡣ P1 ࠿
ࡽ P5 ࡲ࡛ࡢ 5 ࡘࡢࣃࣛࢢࣛࣇ࡛ᵓᡂࡉࢀࠊྛࣃࣛ
ࢢࣛࣇෆࡢࢭࣥࢸࣥࢫࡣࠊࡑࢀࡒࢀ࣒࢝ࣛ 3 ࡟♧ࡋ― 14 ―

ࡓࡼ࠺࡞ᶵ⬟ⓗᙺ๭ࢆᢸࡗ࡚࠸ࡿࠋࡲࡓࠊྛࣃࣛࢢ

ࡢㄽ⌮ᵓ㐀ࢆぢࡿ࡜ࠊ඲య࡜ࡋ࡚ࡣ࡯ࡰᶆ‽ⓗ࡞ࡶࣛࣇෆࡢ㞄᥋ࢭࣥࢸࣥࢫࡣࠊ࣒࢝ࣛ 4 ࡟♧ࡋࡓࡼ࠺ࡢ ࡟ ࡞ ࡗ ࡚ ࠸ ࡿ ࡀ ࠊ P3 ࡛ ࡢ <CNTR> (counter࡞ㄽ⌮ⓗ࣭ಟ㎡ⓗ㛵ಀ࡛⤖ࡤࢀ࡚࠸ࡿࠋᵓ㐀ⓗ࠾ࡼ

argument), <PRBL> (problem statement)ࠊ࠾ࡼࡧ P4ࡧㄽ⌮ⓗ࡟≉࡟◚⥢ࡋ࡚࠸ࡿ࡜ᛮࢃࢀࡿ⟠ᡤࡣぢࡽ࡛ࡢ <CSSN> (concession) ࡢฟ⌧ࡀ≉ᚩⓗ࡛࠶ࡿࠋࢀ࡞࠸ࠖࠋࡇࡢ࠺ࡕࠊ๓⪅ࡣ TS (P3-S1) ࡛ࡇࡢࣃࣛࢢࣛࣇࡢ

せࡍࡿ࡟ࠊᙜヱࡢ࢚ࢵࢭ࢖ࡢ୰㌟ࢆヲ⣽࡟᳨ウࡍࢺࣆࢵࢡࢆᥦ♧ࡋࡓ࠶࡜ࠊḟࡢᩥ࡛ࡑࢀ࡜ࡣ཯ᑐࡢ

ࡿ๓࡟ࠊࡇࡇࡲ࡛ࡢࡇ࡜ࡀゝ࠼ࡿ࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋ

㆟ㄽࢆ㉳ࡇࡋࠊࡇࢀࢆၥ㢟ᥦ㉳࡜ࡋ࡚࠸ࡿࠋࡇࡢၥ

ヲ⣽࡞᳨ウࡢᑐ㇟࡜࡞ࡿࡢࡣࠊ୺࡜ࡋ࡚ࡇࡢẁ㝵࡛㢟ᥦ㉳ (P3-S3) ࡣࠊࡇࢀ௨㝆ࠊ᫂♧ⓗ࡟ࡣᩜ⾝ࡉࢀ㢧ⴭ࡞ࠊ࠶ࡿ࠸ࡣ㠃ⓑ࠸ࠕ㐓⬺ࠖࡀࡳࡽࢀࡿࢹ࣮ࢱ࡚ ࠾ ࡽ ࡎ ࠊ TS ࡜ ࡢ ㄽ ⌮ 㛵 ಀ ࡣ ㄞ ࡳ ᡭ ࡢ ᥎ ㄽ࡜࠸࠺ࡇ࡜࡟࡞ࡿࠋᮏࣉࣟࢪ࢙ࢡࢺࡢࡼ࠺࡟ᩘⓒ୓(inference) ࡟௵ࡏ࡚࠸ࡿ㸦ᅗ 8 ࡢ {INFR: P3-S3,

ㄒ࡟࠾ࡼࡪ኱㔞ࡢࢹ࣮ࢱࢆᢅ࠺ሙྜࠊࡍ࡭࡚ࡢࢹ࣮

P3-S1} ཧ↷㸧ࠋࡇࡇࡣࠊ࠸ࢃࡤ᪥ᮏㄒⓗ࡞Ⓨ᝿ࡀࡼࢱ࡟ࡘ࠸࡚ࡑࡢᵓ㐀ⓗ࠾ࡼࡧㄽ⌮ⓗ࣭ಟ㎡ⓗ࡞≉ᚩࡃฟ࡚࠸ࡿ⟠ᡤ࡜ゝࡗ࡚ࡼ࠸ࡔࢁ࠺㸦ⱥᩥࡢつ⠊࠿ࡸၥ㢟Ⅼ࡟ࡘ࠸࡚ヲ⣽࡟ศᯒࡍࡿࡇ࡜ࡣ୙ྍ⬟࡛࠶ࡽ࠸࠼ࡤࠊࠗࡔ࠿ࡽ࣮࣡ࣉࣟࢆ⮬ศ࡛౑࠺ࡇ࡜࡛వィࡾࠊఱ➼࠿ࡢ᪉ἲ࡛ࢹ࣮ࢱࡢࢫࢡ࣮ࣜࢽࣥࢢࢆࡍࡿ

࡞ฟ㈝ࢆᢚ࠼ࡿࡼ࠺࡟ࡍ࡭ࡁ࡛࠶ࡿ࠘ࡢࡼ࠺࡞ᩥࢆᚲせࡀ࠶ࡿࠋ๓㏙ࡢࡇࡢࢶ࣮ࣝࡢ┠ⓗ࠿ࡽࡋ࡚ࠊࡇ

⨨࠸࡚ࠊࡇࡢࣃࣛࢢࣛࣇࡢ TS ࡜ࡢㄽ⌮㛵ಀࢆ᫂♧ࡇࡲ࡛ࡢࡇ࡜ࡀ࡛ࡁࢀࡤࠊ࡜ࡾ࠶࠼ࡎ࡯ࡰ༑ศ࡛࠶

ⓗ࡟♧ࡍࡇ࡜ࡀ᭩ࡁᡭࡢ㈐௵࡛࠶ࡿ࡜ࡉࢀࡿ㸧ࠋࡿ࡜⪃࠼ࡽࢀࡿࠋ

P4-S4 ࡢ <CSSN> ࡣࠊࡇࡇ࡛➹⪅ࡀ୺ᙇࡋ࡚࠸ࡿࡇ

5㸧ᡭసᴗ࡛ࡢᵓ㐀᫂♧໬࡜෌ศᯒ

࡜ࡀᚲࡎࡋࡶᖖ࡟┿࡛࠶ࡿ࡜ࡣ㝈ࡽ࡞࠸ࡀࠊࡑࢀ࡛

ᅗ 8 ࡣࠊ๓グࡢࢱࢢࢹ࣮ࢱࢆ࣮࣡ࣉࣟࡢᅗᙧ⦅㞟ࡶ࡞࠾ P4-S1 ࡛ࡢ୺ᙇ࡟ࡣ฼Ⅼࡀ࠶ࡿࠊ࡜࠸࠺ㄽἲ

ᶵ⬟ࢆ౑ࡗ࡚ࡼࡾヲ⣽࡟ᵓ㐀໬㸦ᇶᮏᵓ㐀ࡢྍど໬㸧࡛࠶ࡿࠖࠋࡋࡓୖ࡛ࠊࡇࡢࢹ࣮ࢱ࡟≉ᚩⓗ࡞ㄽ⌮ᒎ㛤ࢆ㉥Ꮠ࡛࡞࠾ࠊ⣬㠃ࡢ㒔ྜୖࠊࡇࡇ࡛ࡣᮏᩥࢹ࣮ࢱ (300ࣁ࢖ࣛ࢖ࢺࡋࠊࡉࡽ࡟ᙜึࡢศᯒ࡛ࡣ᫂ࡽ࠿࡟࡞ࡗ

words) ࢆ♧ࡍࡇ࡜ࡀ࡛ࡁ࡞࠸ࡀࠊࡇࡢ෌ゎ㔘࣭෌ศ࡚࠸࡞࠿ࡗࡓ᥎ㄽ (inference) ࡟ᇶ࡙ࡃ㠀᫂♧ⓗ࡞ᯒࡣࠊᙜヱࡢ࢚ࢵࢭ࢖ᮏᩥࢆཧ↷ࡋ࡞ࡀࡽ⾜ࡗࡓࡶಟ㎡㛵ಀࢆᡭື࡛᫂♧໬ࡋࡓࡶࡢ࡛࠶ࡿࠋ

ࡢ࡛࠶ࡿࠋࢱࢢࢹ࣮ࢱ࠿ࡽࢃ࠿ࡿࡢࡣࠊ඲యࡢഴྥ
ࡸ≉ᚩⓗ࡞ࣃࢱ࣮ࣥࡢࡳ࡛࠶ࡗ࡚ࠊࡑࢀ௨ୖࡢࡇ࡜
ࡣࡸࡣࡾᮏᩥࡑࡢࡶࡢ࡟❧ࡕᡠࡗ࡚ヲ⣽࡟᳨ウࡍࡿ
ᚲせࡀ࠶ࡿࡇ࡜ࡣゝ࠺ࡲ࡛ࡶ࡞࠸ࠋ
6㸧ࢹ࣮ࢱࡢฟຊ㸰㸸SVG ࢖࣓࣮ࢪࡢฟຊ
ᅗ 9 ࡣࠊࢱࢢࢹ࣮ࢱࢆ SVG ࢖࣓࣮ࢪ࡜ࡋ࡚ฟຊ
ࡋࡓ౛࡛࠶ࡿࠋ๓㏙ࡢ࡜࠾ࡾࠊࢱࢢࡢᣦᐃ⏬㠃࡛ఱࡽ࠿ࡢࢱࢢࢆ㑅ᢥࡍࡿ࡜⮬ືⓗ࡟ࠕࢥ࣓ࣥࢺḍࠖࡀ㛤ࡁࠊᚲせ࡟ᛂࡌ࡚௵ពࡢࢥ࣓ࣥࢺࢆ㏣グࡍࡿࡇ࡜ࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡿ㸦ᅗ 5 ࡢゎㄝղཧ↷㸧ࠋࡇࡇ࡛ᤄධࡋࡓࢥ࣓ࣥࢺࡣࠊᅗ 9 ࡟♧ࡋࡓࡼ࠺࡞ᙧᘧ
࡛ฟຊࡉࡏࡿࡇ࡜ࡀ࡛ࡁࡿࠋࡓ࡜࠼ࡤࠊParagraph 1

࡛ࡣ [INT] (introduction) ࡜[THS] (thesis statement)ࡀ [BGRD] (background information) ࡜࠸࠺㛵ಀ࡛

ᅗ 8 ᡭసᴗ࡛ࡢᵓ㐀᫂♧໬࡜෌ศᯒ ⤖ࡤࢀ࡚࠸ࡿࡀࠊぢ᪉࡟ࡼࡗ࡚ࡣࡇࢀࡣ "Justificaࡇࡢศᯒᅗ࠿ࡽࠊḟࡢࡼ࠺࡞ࡼࡾ㧗ᗘ࡞෌ゎ㔘ࢆ

tion" ࡜࠸࠺㛵ಀ࡟࠶ࡿ࡜࠸࠺ࡇ࡜ࡶ࡛ࡁࡿࠋࡇࡢࡼ

ᑟࡁฟࡍࡇ࡜ࡀ࡛ࡁࡿࠋࡍ࡞ࢃࡕࠊࠕᙜヱࡢ࢚ࢵࢭ࢖

࠺࡟ࠊఱࡽ࠿ࡢ␲⩏ࡀ࠶ࡿሙྜࡣࠊ࡜ࡾ࠶࠼ࡎ㑅ᢥ― 15 ―

ॱॢહऐभ੠प୯ਸखञ॥ওথॺम‫ؚ‬जोझोभ
ჾਊঃছॢছইभৣ৖प঳ฐखथ਀ં‫؛‬ઑଝऋँॊुभमॱॢप‫ء‬ঐ‫ش‬ॡऋહଖऔोथःॊ‫؛‬‫پ‬ଡୗॱॢपम౦੐৒॑घॊऒधदઉ૎৓ऩ
པ඼ऋदऌॊेअखञ‫؛‬ऒभ୻दम

ड़ঞথ४,17 ྏ 7+6 ஧ 76ภ 66

෤ (; ුภ 57+6 ෯ஒ ..HWF౦੐৒मભਔपਝ৒૭ચ ᅗ 9 ศᯒࢹ̿ࢱࢆ SVG ࢖࣓࣮ࢪ࡜ࡋ࡚ฟຊࡋࡓ౛

ࡋࡓࢱࢢ࡟ࢡ࢚ࢫࢳ࣐࣮ࣙࣥࢡ (?) ࢆ௜ࡋࡓୖ࡛ࠊ

ͤᮏ◊✲ࡣᖹᡂ 26㹼28 ᖺᗘ⛉Ꮫ◊✲㈝⿵ຓ㔠ࡢຓᡂࢆࢥ࣓ࣥࢺḍ࡟ࢥ࣓ࣥࢺࢆ㏣グࡋࠊసᴗ⤊஢ᚋ࡟ࠊࡇ

ཷࡅ࡚⾜ࢃࢀࡓࡶࡢ࡛ࡍ㸦ᇶ┙◊✲㸦㹀㸧◊✲ㄢ㢟␒ྕ㸸ࢀࢆ୍ᣓࡋ࡚ฟຊࡉࡏࡿࡇ࡜ࡀ࡛ࡁࡿࠋࢱࢢࡣᚲࡎ

26284085 ◊✲௦⾲⪅㸸ᒣす༤அ㸦㛵す኱Ꮫ㸧㸧ࠋࡓࡔࡋࠊ

ࡋࡶ୍ព࡟Ỵࡵࡿࡇ࡜ࡀ࡛ࡁ࡞࠸ሙྜࡀ࠶ࡾࠊࡇࡢ

ᮏ✏ࡢෆᐜ࡟ࡘ࠸࡚ࡢ㈐௵ࡣ➹⪅࡟ᖐࡋࡲࡍࠋ

ᶵ⬟ࡣࢱࢢ௜ࡅసᴗᚋࡢヲ⣽ศᯒࡢ㝿࡟ࠊ኱࠸࡟ᙺ

࡟❧ࡘࡶࡢ࡛࠶ࡿࠋ

ཧ⪃ᩥ⊩



ᒣす༤அ࣭Ỉᮏ⠜࣭ᰁ㇂Ὀṇ (2013㸧ࠕ㛵す኱Ꮫࣂ㸱 ࡲ࡜ࡵ࡜௒ᚋࡢㄢ㢟࢖࢚ࣜࣥ࢞ࣝࢵࢭ࢖ࢥ࣮ࣃࢫࣉࣟࢪ࢙ࢡࢺ㸸ࡑࡢ

௨ୖࠊ KU BE-Corpus ࣉࣟࢪ࢙ࢡࢺࡢ୍⎔࡜ࡋᴫせ࡜ᩍ⫱◊✲࡬ࡢᛂ⏝࡟㛵ࡍࡿᒎᮃࠖࠗ㛵す኱ᏛእᅜㄒᏛ㒊⣖せ࠘9, 117-139.

࡚➹⪅ࡽࡢ◊✲ࢳ࣮࣒ࡀ㛤Ⓨࡋࡓࠕᵓ㐀࣭ㄽ⌮ࢱࢢ࢚ࢹ࢕ࢱࠖࡢᴫせ࡟ࡘ࠸࡚⤂௓ࡋࡓࠋࡇࡢࢶ࣮ࣝࡣᒣす༤அ (2013㸧ࠕࣂ࢖ࣜࣥ࢞ࣝࣛ࢖ࢸ࢕ࣥࢢᤵᴗ

ࡼ࠺ࡸࡃ㛤Ⓨࡀ⤊ࢃࡗࡓẁ㝵࡛࠶ࡾࠊ௒ᚋࡣࠊࡇࢀ

࡟ᑐࡍࡿᏛ⏕ࡢព㆑㸸ࠕ᣺ࡾ㏉ࡾ࢔ࣥࢣ࣮ࢺࠖࡢ

ࢆࡍ࡛࡟཰㞟῭ࡳࡢ኱㔞ࡢ࢚ࢵࢭ࢖ࢹ࣮ࢱ࡟ᑐࡋ࡚

ࢸ࢟ࢫࢺศᯒ⤖ᯝ࠿ࡽࠖࠗJACET 㛵すᨭ㒊ࣛ࢖㐺⏝ࡋࠊࡑࡢ᭷ຠᛶࢆ᳨ドࡍࡿ࡜࡜ࡶ࡟ࠊၥ㢟Ⅼࡸࢸ࢕ࣥࢢᣦᑟ◊✲఍⣖せ࠘10, 57-62.

ㄢ㢟➼ࢆ᫂ࡽ࠿࡟ࡋ࡚࠸ࡁࡓ࠸࡜⪃࠼࡚࠸ࡿࠋ࡞࠾ࠊ

ᒣୗ⨾᭸ (2014)ࠕ㛵す኱Ꮫࣂ࢖࢚ࣜࣥ࢞ࣝࢵࢭ࢖ࢥ

ࡇࡢࢶ࣮ࣝࡣࠊ➹⪅ࡽࡀ㛤Ⓨࡋࡓࡇࡢ௚ࡢศᯒࢶ࣮

࣮ࣃࢫࡢᵓ⠏࡜◊✲ࡢྍ⬟ᛶࠖࠗⱥㄒࢥ࣮ࣃࢫ◊ࣝ࡜࡜ࡶ࡟ࠊ㐺ษ࡞᫬ᮇ࡟୍⯡බ㛤ࡍࡿணᐃ࡛࠶ࡿࠋ

✲࠘22, 19-35.

― 16 ―

ࣘࣅ࢟ࢱࢫ⎔ቃ࡟࠾ࡅࡿ 0RELOH7HFKQRORJLHV ࢆ฼⏝ࡋࡓ&/,/ ⱥㄒᩍ⫱࣭ୡ⏺ほᩍ⫱ᑠᙇ ᩗஅ㸦㟷ᒣᏛ㝔኱Ꮫ࣭⤒῭Ꮫ㒊㸧㸯㸬ࡣࡌࡵ࡟ほ࡛ࠖ࠶ࡿࡇ࡜ࢆࠊ኱ໃࡢ␃Ꮫ⏕ࠊ⡿ᅜࡢேࠎࡀᣢ

⌧௦ࡣㄡ࡛ࡶࢫ࣐࣮ࢺࣇ࢛ࣥࢆ฼⏝ࡋ࡚ࠊ࠸ࡘ࡝

ࡗ࡚࠸ࡿ⢭⚄ୡ⏺࡟ࡶゐࢀࡿࡇ࡜࡟ࡼࡗ࡚Ꮫࡧࡲࡋ

ࡇ࠿ࡽ࡛ࡶ࢖ࣥࢱ࣮ࢿࢵࢺ࡟࢔ࢡࢭࢫࡋ࡚᝟ሗࢆᚓ

ࡓࠋࡇࢀࡀ➨୍ࡢࣃࣛࢲ࢖࣒ࢩࣇࢺ࡛ࡍࠋ

࡚Ꮫ⩦࡛ࡁࡿ᫬௦࡛ࡍࠋ⚾ࡶࡑࢀࡒࢀࡢ᫬௦࡟ᛂࡌ ➨஧ࡢࣃࣛࢲ࢖࣒ࢩࣇࢺࡣࠊࢸࢡࣀࣟࢪ࣮࡟ࡼࡿ

࡚ࠊࢸࢡࣀࣟࢪ࣮ࢆ฼⏝ࡋ࡞ࡀࡽⱥㄒᩍ⫱ࢆ  ᖺ㛫Ꮫ⩦⎔ቃࡢኚ໬࡛ࡍࠋ᝟ሗ㏻ಙᢏ⾡ࡢⓎ㐩࡟ࡼࡾࠊࡸࡗ࡚ࡁࡲࡋࡓࠋ࢖ࣥࢱ࣮ࢿࢵࢺࡢᛴ㏿࡞Ⓨᒎࡣࠊㄡ࡛ࡶ⡆༢࡟ⱥㄒ࡟ゐࢀࡽࢀࡿ᫬௦ࡀ᮶ࡲࡋࡓࠋᩍ

᝟ሗࡢከ㔞໬ࠊ⮬⏤࡛ከᵝ࡞ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ

ᐊ࡜ᩍᐊእ࡜ࡢᏛ⩦ࢆࢩ࣮࣒ࣞࢫ࡟ࡘ࡞ࡄࣘࣅ࢟ࢱ

ᙧែࢆ⏕ࡳฟࡋࠊ⮬ᕫၨⓎ࡛ࡁࡿⱥㄒᩍ⫱ࢩࢫࢸ࣒ࢫᏛ⩦⎔ቃ࡛ࡍࠋ཯㌿ᤵᴗࡸࠊ࢔ࢡࢸ࢖ࣈ࣭࣮ࣛࢽ

సࡾ࡟኱ࡁ࡞࢖ࣥࣃࢡࢺࢆ୚࠼࡚࠸ࡲࡍࠋࣘࣅ࢟ࢱ

ࣥࢢࡶࡇࢀࡽࡢᜠᜨ࡛ྍ⬟࡟࡞ࡾࡲࡋࡓࠋᩍᖌࡣ▱ࢫ࡜࠸࠺ゝⴥࡣࣛࢸࣥㄒࡢ᐀ᩍ⏝ㄒ࡛࠶ࡾࠊ

㆑ࢆ୚࠼ࡿࡔࡅ࡛ࡣ࡞ࡃࠊ࣮࢟ࣗࣞࢱ࣮ࡢᙺ๭ࢆࡋ

ubiquitous ࡜࠸࠺ⱥㄒࡢᙧᐜモ ྡモࡣ ubiquity ࡣࠊ࡞ࡀࡽࠊ࡝ࡇ࡟㔜せ࡞᝟ሗࡀ࠶ࡾࠊࡑࢀࢆ࡝࠺ฎ⌮ࣛࢸࣥㄒࡢ ubique ࢆㄒ※࡜ࡋ࡚᐀ᩍⓗⰍᙬࡢ࠶ࡿ

ࡋ࡚ࠊᣦᑟࡍࡿ࠿ࡀ㔜せ࡛ࡍࠋ▱㆑ࢆ฼⏝ࡋ࡚ఱࡀomnipresentࠕ೫ᅾࡢࠖࡍ࡞ࢃࡕࠕ ⚄ࡀ㸧㐢ᅾࡍࡿ࡛ࠖࡁࡿࡢ࠿ࢆ⪃࠼ࠊ๰㐀ຊࢆⓎ᥹ࡋ࡞ࡀࡽࠊ✚ᴟⓗ࡜࠸࠺ព࿡࡛ࡍࠋࡋ࠿ࡋ᪥ᮏ࡛ࡣ ubiquitous ࡢⱥㄒ࡟⮬ศࡢゝⴥ࡛Ⓨಙࡋ࡚࠸ࡃ᫬௦ࡀ฿᮶ࡋࡲࡋࡓࠋ

ࡢඖࡢព࿡ࢆព㆑ࡏࡎ࡟ࠊ࢖ࣥࢱ࣮ࣇ࢙࢖ࢫ➼ࠊ⎔࢜ࣥࣛ࢖࡛ࣥᤵᴗෆᐜࢆ஦๓࡟⌮ゎࡋࠊⱥᩥせ⣙ቃࠊᢏ⾡ࢆᛕ㢌࡟⨨࠸ࡓ౑࠸᪉ࡀ୍⯡ⓗ࡜ࡉࢀ࡚࠸

ࢆࡋ࡚ࠊࡑࢀࡽࢆࣃ࣮࣏࣡࢖ࣥࢺࡢࢫࣛ࢖ࢻ࡟ࡲ࡜

ࡲࡍࠋࢫ࣐࣮ࢺࣇ࢛ࣥࡸࢱࢵࢳࣃࢵࢻࡢᬑཬ࡟ࡼࡾࠊ

ࡵ࡚Ⓨ⾲࣭ウㄽࢆ୰ᚰ࡟ࡋࡓᤵᴗࡶ୍ࡘࡢ᪉ἲ࡛ࡍࠋ

ICT ࡜ᦠᖏ࣭LMS(Learning Management System)ࢆ⤫Ⓨ⾲࡜ウㄽࢆ୰ᚰ࡜ࡋ࢖ࣥࢱ࣮ࣛࢡࢩࣙࣥⓗ࡞ᤵᴗྜⓗ࡟฼⏝࡛ࡁࡿࢩ࣮࣒ࣞࢫ࡞Ꮫ⩦⎔ቃࡀᩚ࠸ࠊ

࡛ࠊ᝿ീຊࢆ⏕࠿ࡋ࡞ࡀࡽᖖ࡟Ⓨヰࢆࡋ࡞ࡀࡽཧຍ

௒኱ࡁ࡞ᩍ⫱ࡢ㌿᥮ᮇࠊࣃࣛࢲ࢖࣒ࢩࣇࢺ࡟㐼㐝ࡋ

ࡍࡿࠊActive learningࡶ┒ࢇ࡟࡞ࡗ࡚ࡁ࡚࠸ࡲࡍࠋ

࡚࠸ࡿ࠿࡜ᛮ࠸ࡲࡍࠋ

ⱥㄒࡢ㐠⏝⬟ຊࢆ㣴࠺ព࿡࡛ࡣࡇࢀࡽࡢ᪉ἲࡣⰋ࠸

ࡢ࡛ࡍࡀࠊ኱Ꮫ⏕࡜ࡋ࡚ᚲせ࡞ᙧ⪋ୖᏛⓗ࡞≀ࡢ⪃㸰㸬ࣃࣛࢲ࢖࣒ࢩࣇࢺ

࠼ࢆᏛࡪࡓࡵ࡟ࡣࠊ
ࠕ⛉ᏛဴᏛࠖࢆᏛࡪᚲせࡀ࠶ࡾࡲ࢜ࢵࢡࢫࣇ࢛࣮ࢻ኱Ꮫࡢࣔࢵࢺ࣮ࡣࠊࣛࢸࣥㄒ࡛

ࡍࠋ“Dominus illuminatio mea”ࡍ࡞ࢃࡕࠊリ⦅ 27㸸1 ࡟ࡶ⚾ࡣࠊ1998 ᖺ㹼1999 ᖺࠊ2007 ᖺ㹼2008 ᖺࡲ࡛ࠊ࠶ࡿࡼ࠺࡟ࠊ
ࠕ୺ࡣ⚾ࡢග࡛࠶ࡿࠖࠋ⚄Ꮫ࠿ࡽ኱Ꮫࡀ

Oxford኱Ꮫ࡟ᐈဨࣇ࢙࣮ࣟ࡜ࡋ࡚⣙㸰ᖺ㛫⁫ᅾࡋࠊጞࡲࡾࠊ௒࡛ࡶ“Science and Theology”ࡢㅮ⩏ࡣ㔜せ“Science & Theology”ࡢ⛉┠ࢆᏛࢇ࡛ࠊTutorial ࡶཷࡅ࡞ࡶࡢ࡜఩⨨࡙ࡅࡽࢀ࡚࠸ࡲࡍࠋ
ࠕゝⴥࡣୡ⏺ほ࡛ࠖࡲࡋࡓࠋ⡿ᅜ࡜᪥ᮏࡢ኱Ꮫ㝔࡛ᩥ⌮⼥ྜࢆᏛࡧࡲࡋ

ࡍ࠿ࡽࠊ⚾ࡣࠊ63 ᖺࡢே⏕࡛஧ᗘࡢࣃࣛࢲ࢖࣒ࢩࣇ

ࡓࡀࠊᮏᙜࡢព࿡࡛ࠊᩥ⣔࡜⌮⣔ࡢ⼥ྜࡢ㔜せࡉࢆࢺࡢయ㦂ࢆࡋࡲࡋࡓࠋ⡆༢࡟ゝ࠺࡜ⱥㄒࢆᏛࡪ஦࡟

ᏛࢇࡔࡢࡣࠊOxford኱Ꮫ࡛ࡢ㸰ᖺ㛫ࡢ␃Ꮫయ㦂࠿ࡽࡼࡗ࡚ࠊ⚾⮬㌟ࡢே⏕ほ࣭ୡ⏺ほࡀኚᐜࡋࡓࡇ࡜࡛

࡛ࡍࠋ኱Ꮫ࡛ࡣࠕ┦ᑐⓗ࡞౯್ほࠖࠊࠕᐈほⓗ࡞஦ᐇࠖ࡟

ࡍࠋ
 42 ᖺ๓࡟⡿ᅜ࡟␃ᏛࡋࠊⱥㄒࡢᏛࡧࢆ㏻ࡋ࡚ࠊࡶ

ᇶ࡙࠸࡚Ꮫၥࡀᩍ࠼ࡽࢀ◊✲ࡀ࡞ࡉࢀ࡚࠸ࡲࡍࡀࠊࡕࢁࢇ  ᢏ⬟ࡢຊࡶࡘ࠸࡚ࡁࡲࡋࡓࡀࠊ
ࠕゝⴥࡀୡ⏺

Oxford ኱Ꮫ࡟᮶࡚ࡧࡗࡃࡾࡋࡓࡇ࡜ࡣࠊࠕ⤯ᑐⓗ࡞― 17 ―

┿⌮ࡢ᥈✲࡛ࠖࡋࡓࠋᬑ㏻ࡣࠕ⚄Ꮫࠖ࡜ࠕ⛉Ꮫࠖࡣୡ⏺ࡢᵝࠎ࡞ᩥ໬ࢆ⌮ゎࡍࡿࡓࡵ࡟ࡣࠊ⾲ᒙᩥ໬࡜┦཯ࡍࡿࡼ࠺࡞どⅬ࠿ࡽᤊ࠼ࡽࢀ࡚࠸ࡲࡍࡀࠊࡇࡇ

῝ᒙᩥ໬ࡢ⌮ゎࡀ㔜せ࡛ࡍࠋ࡛ࡣࠕ⚄Ꮫ࡜⛉Ꮫࠖࡀ⼥ྜࡉࢀࠊ⚄Ꮫ㒊ࡢ୰࡛㛗ᖺ㸦㸯㸧⾲ᒙᩥ໬㸸ほᐹྍ⬟࡞⏕άࡸࡑࡇ࡛⏕ࡳฟఏ⤫ⓗ࡞⛉┠࡜ࡋ࡚ᩍ࠼ࡽࢀ࡚࠸ࡲࡍࠋ≉࡟ Christࡉࢀࡓ〇ရ

Church College ࡟ࡣ᭷ྡ࡞⚄Ꮫ⪅㸦Keith Ward༤ኈࠊ㸦㸰㸧῝ᒙᩥ໬㸸ࡑࡢᩥ໬ᅪࡢேࠎࡀᣢࡗ࡚࠸ࡿ

௚㸧ࡀከࡃࠊࡇࡢศ㔝࡟࠾࠸࡚ୡ⏺ࢆ࣮ࣜࢻࡋ࡚࠸ே⏕ほࡸࠊᙜ↛ࡔ࡜ᛮࡗ࡚↓⮬ぬ࡛ᣢࡗ࡚ࡲࡍࠋࠕୡ⏺ほࠖࠕᏱᐂほࠖࠕ๰㐀ㄽࠖࠕ㐍໬ㄽࠖࠕࣅࢵ࠸ࡿୡ⏺ほࡸ౯್ほࢢࣂ࣮ࣥࠖ࡜ᵝࠎ࡞ࢸ࣮࣐ࡀᢅࢃࢀ࡚࠸ࡲࡍࠋ᪥ᮏ
࡟⫱ࡗ࡚㧗ᰯࡲ࡛᪥ᮏ࡛ᩍ⫱ࢆཷࡅࡓ⚾ࡣࠊࠕ㐍໬⚾ࡣࠊ⚄ほ࣭ୡ⏺ほࢆ௨ୗࡢࡼ࠺࡟ᐃ⩏࡙ࡅࡋ࡚࠸ࡲࡍࠋ“The way we look at the world”.

ㄽࠖࢆಙࡌࠊ⮬↛ࡢ୰࡟⚄ࠎࢆぢฟࡋࠊࠕඛ♽ᓫᣏࠖ
ࢆࡋ࡞ࡀࡽࠊෙ፧ⴿ⚍ࡶ⾜ࡗ࡚࠸ࡲࡋࡓࠋࡑ࠺࠸࠺ୡ⏺ほࡢ୰࡛⏕άࢆࡋ࡚࠸ࡓヂ࡛ࡍࠋࡋ࠿ࡋࠊ20 ṓఱࢆಙࡌ࡚⏕ࡁ࡚࠸ࡿࡢ࠿ࠋලయⓗ࡟ࡣ௨ୗࡢࡼ࠺
࡞㡯┠࠿ࡽୡ⏺ほࢆぢ࡚࠸ࡲࡍ>@ࠋࡢ᫬࡟⡿ᅜ࡟␃Ꮫࡋ࡚ࠊ᪂ࡋ࠸౯್ほࠊୡ⏺ほ࡟ฟD Ᏹᐂࡸ✵㛫࡟ᑐࡍࡿ⪃࠼᪉఍࠸ࠊࠕ๰㐀ㄽࠖࡸࠕ⪷᭩ࡢ⚄ࠖࢆಙࡎࡿࡼ࠺࡟࡞ࡾ

E ᫬࡟㛵ࡍࡿᴫᛕ㸦┤⥺ⓗ࠿ࣜࢧ࢖ࢡࣝⓗ㸧ࡲࡋࡓࠋF 㐣ཤ࣭⌧ᅾ࣭ᮍ᮶ࢆ࡝࠺༊ูࡍࡿ࠿

44 ṓࡢ᫬࡟ึࡵ࡚ Oxford኱Ꮫ࡟␃Ꮫࢆࡋࡓ᫬࡟
ࡣࠊᮅ࠿ࡽᬌࡲ࡛ᵝࠎ࡞ศ㔝ࡢㅮ⩏ࠊࢩ࣏ࣥࢪ࣒࢘
࡟ཧຍࡋ࡚ウㄽ࡟ࡶཧຍࡋࡲࡋࡓࠋ≉࡟⚄Ꮫ㒊ࡢㅮG ⚄ࠊ㟋ࠊே㛫ࡸື≀ࡢ༊ูࢆ࡝࠺ࡍࡿ࠿
H ே㛫ࡣ࿨ࡢႠࡳࡢ୍㒊࡟㐣ࡂ࡞࠸ࡢ࠿ࠊࡑࢀ࡜
ࡶ๰㐀⪅ࡀ࠸࡚ࠊ⿕㐀≀ࡢ୍㒊࡞ࡢ࠿⩏࡟ฟ࡚࠸ࡿ࠺ࡕ࡟ࠊ࢖࣮༤ኈ࡜▱ࡾྜ࠸࡟࡞ࡾࠊ
ࠕ⚄Ꮫ࡜⛉Ꮫࠖ࡟⯆࿡ࢆᣢࡕࡲࡋࡓࠋࡑࢀ࠿ࡽࠊࠕ⛉ᏛဴᏛࠖࡢศ㔝࡛ⴭྡ࡞࣒࣭ࣟࣁ࣮ࣞ༤ኈ࡟ࡶฟ఍
࠸ࡲࡋࡓࠋࡇࢀࡽࡢ஧ேࡢᏛ⪅࠿ࡽᏛࢇࡔ஦ࢆ⡆༢I ฟ᮶஦ࡢཎᅉ࡜⤖ᯝJ ே⏕ࡢ⠇┠ࢆ༊ษࡿ㏻㐣൤♩➼ 㸦ෙ፧ⴿ⚍㸸ⴿᘧࠊ⤖፧ᘧࠊ࠾ᐑཧࡾࠊඖ᪦ࡢ࠾ཧࡾࠊᆅ㙠࡟ㄝ᫂ࡍࡿ࡜ࠊ⚾ࡓࡕࡢ࿘ࡾ࡟Ꮡᅾࡍࡿࡶࡢࢆ࡝࠺

㝿➼ࠊ࠾⚍ࡾ➼㸧ㄆ▱ࡋ࡚⌮ゎࡍࡿ࠿ࠊศ㢮ࡋ࡚ࣔࢹࣝࢆసᡂࡋ࡚ࠊ
⛉Ꮫⓗ࡟ࡑࢀࡽࢆ࡝ࡢࡼ࠺࡟ド᫂ࡋ࡚࠸ࡃࡢ࠿ࠊ

ḟ࡟⚾ࡓࡕࡢ࿘ᅖ࡟Ꮡᅾࡋ࡚࠸ࡿࡶࡢࢆ࡝࠺ㄆ▱ࠕᏑᅾㄽࠖࡸࠕㄆ㆑ㄽ࡛ࠖࡋࡓࠋ

ࡋ⌮ゎࡍࡿ࠿࡛ࡍࡀࠊࣁ࣮ࣞ༤ኈ࡟ࡼࡿ࡜୕ࡘࡢ㡿㏻ᖖࡢ⪃࠼࡛ࡣࠊ≀⌮ⓗ࡟Ꮡᅾࡋᐇែࡢ࠶ࡿࡶࡢ

ᇦ(Realm=kingdom)࡟ศ㢮ࡋ࡚⪃࠼ࡲࡍ>@ࠋ(Physical reality)࡟ࡋ࠿Ꮡᅾࢆㄆࡵ࡞࠸⪃࠼᪉ࡢ୰࡛ࠊ

➨୍ࡢ㡿ᇦࡣࠊ஬ឤ࡛ឤ▱࣭▱ぬ࡛ࡁࡿ㡿ᇦ㸸㸦ᒣࠊ┠࡟ぢ࠼࡞࠸㒊ศ࡟ࡶ┿ᐇࢆぢฟࡋ࡚࠸ࡃࡇ࡜ࠊࡍ

ᾏࠊ௚㸧“Things we can observe or perceive with our࡞ࢃࡕᙧ⪋ୖᏛⓗ࡟㔜せ࡞஦ࢆᩍ࠼ࡽࢀࡲࡋࡓࠋ

ordinary senses.”➨஧ࡢ㡿ᇦࡣࠊ⛉Ꮫᢏ⾡ࡸჾලࢆ౑⏝ࡋほᐹ࣭▱ぬ㸱㸬ࢢ࣮ࣟࣂࣝ♫఍࡟ᚲせ࡞ୡ⏺ほ࡛ࡁࡿ㡿ᇦ㸸㸦ࣂࢡࢸࣜ࢔ࠊ⣽⳦㸧 ࢢ࣮ࣟࣂࣝ࡞♫఍࡛⏕ࡁ࡚࠸ࡃ࡟ࡣࠊୡ⏺ࡢᵝࠎ࡞᐀ᩍほ࣭ୡ⏺ほࢆ⌮ゎࡋ࡚ࠊ⮬ศࡢ❧ࡕ఩⨨࡜┦“Things we can observe or perceive with instruments.”ᡭࡢ❧ࡕ఩⨨ࢆẚ㍑ࡍࡿࡇ࡜࡟ࡼࡾࠊࡼࡾ᭷ព⩏࡞➨୕ࡢ㡿ᇦࡣࠊ࡝ࢇ࡞࡟⛉Ꮫᢏ⾡ࡀ㐍ࢇ࡛ࡶࡲࡔほࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡀྍ⬟࡟࡞ࡾࡲࡍࠋᐹ࣭▱ぬ࡛ࡁ࡞࠸㡿ᇦ㸦㔜ຊࠊ☢ຊࠊ㟋ⓗᏑᅾ㸧 Ꮫᰯᩍ⫱࡛ࡣࠊ▱㆑ࡣᩍ࠼࡚ࡃࢀࡿࡀࠊ▱ᜨࡣᩍ࠼࡚ࡃࢀࡲࡏࢇࠋே⏕ࡢព࿡࡜࠿ࠊ࿨ࡢᑛཝࡉࢆ⪃“Things we can’t observe or perceive even with theadvancement of technologies.”࠼࡞ࡀࡽࠊ࡝࠺⏕ࡁࢀࡤⰋ࠸ࡢ࡛ࡋࡻ࠺࠿ࠋࡑࢀᨾ
࡟ࠊ⮬ศࡢୡ⏺ほ࣭⚄ほࢆ☜❧ࡍࡿࡇ࡜ࡣ㔜せ࡛ࡍࠋ― 18 ― ࡍ࡞ࢃࡕࠊ➨୕ࡢ㡿ᇦࡣࠊᏑᅾࡋ࡚࠸ࡿࡅࢀ࡝ࠊ᭱
ඛ➃ࡢ⛉Ꮫᢏ⾡ࢆ฼⏝ࡋࡓჾලࡸ㐨ලࢆ౑⏝ࡋ࡚ࡶࠊឤ▱࣭ㄆ▱࡛ࡁ࡞࠸㡿ᇦࠊ㟋ⓗ࡞㡿ᇦࡶྵࡲࢀ࡚࠸ࡿ
࡜ゝࢃࢀ࡚࠸ࡲࡍࠋ≉࡟ Oxford኱Ꮫ࡛Ꮫࢇࡔ஦ࡣࠊ
ࡑࢀࡒࢀࡢࢥࣞࢵࢪ࡟ࡣࢳࣕ࣌ࣝࡀ࠶ࡾࠊ┠࡟ぢ࠼࡞࠸㟋ⓗ࡞ୡ⏺ࢆ኱஦࡟ࡋ࡚࠸ࡿࡇ࡜࡛ࡍࠋ࢖࣮༤ኈࡶࠊ
ே㛫ࢆ⌮ゎࡍࡿࡓࡵ࡟ࡣࠊఱᗘࡶ“Body, Mind, Spirit,
Soul”ࢆᙉㄪࡋ࡚࠸ࡲࡋࡓࠋࡍ࡞ࢃࡕࠊ➨୕ࡢ㡿ᇦ࡟┠ࢆྥࡅ࡞ࡅࢀࡤ᪂Ⓨぢࡣ࡞ࡉࢀ࡞࠸࡜࠸࠺ࡇ࡜࡛
ࡍࠋࣁ࣮ࣞ༤ኈࡶࠊㅮ⩏ࡢ୰࡛᪂Ⓨぢࡀ࡞ࡉࢀࡿࡢࡣࠊ
➨୕ࡢ㡿ᇦ࡟Ꮡᅾࡍࡿࡶࡢࢆ㢮᥎ࡋ࡞ࡀࡽࠊࣔࢹࣝࢆ
ᵓ⠏ࡋ࡚ศ㢮ࡋࠊ᪂ࡋ࠸ᐇ㦂ჾලࢆసᡂࡋ࡚ఱᗘࡶᐇ
㦂ࢆ⧞ࡾ㏉ࡍࡇ࡜࡟ࡼࡾࠊ➨஧ࡢ㡿ᇦ࡟ⴠ࡜ࡋࡓ᫬࡟ࠊ

ᮏⓗ࡞Ⓨ᝿ࡢ୧᪉ࢆ⌮ゎࡍࡿᚲせࡀ࠶ࡿ࡛ࡋࡻ࠺>@ࠋ᪥ᮏࡢᅜ❧኱Ꮫ࡛ࡣࠊ➨㸱ࡢ㡿ᇦࢆ㑊ࡅࡼ࠺࡜ࡋ࡚
࠸ࡿ㒊ศࡀ࠶ࡿࡢ࡛ࡣ࡞࠸࡛ࡋࡻ࠺࠿ࠋ᝟ሗฎ⌮Ꮫ఍࡟ཧຍࡋࡓ᫬࡟ࠊி㒔኱Ꮫ࡜ Oxford኱Ꮫࡢ኱ࡁ࡞㐪࠸ࢆࠊᙜ᫬⥲㛗ࢆࡉࢀ࡚࠸ࡓࠊ᯾ඛ⏕࡟⋡┤࡟⪺࠸࡚ࡳࡲࡋࡓࠋࠕఱᨾࠊ᪥ᮏࡢ኱Ꮫ࡛ࡣࠊ㟋ⓗ࡞ࡶࡢࡸ┠࡟ぢ࠼࡞࠸㒊ศࢆ኱ษ࡟ࡋ࡞ࡀࡽࠊࡑࢀࡶໟᣓⓗ࡟ࠊ᐀ᩍࡶྵࡵ࡚ே㛫ࢆᩍ⫱ࡋࡼ࠺࡜ࡋ࡞࠸ࡢ࡛ࡍ࠿ࠖ࡜ࠊ
ࡉࡍࡀ࡟ࠊୡ⏺ࡢ◊✲⪅ࡔࡅ࠶ࡾࠊࠕ᪥ᮏࡢᅜ❧኱Ꮫ࡛ࡢᩍ⫱ࡢ㝈⏺ࡀࡑࡇ࡟࠶ࡿࠖࡇ࡜ࢆ࠾ࡗࡋࡷࡗ࡚࠸
ࡓグ᠈ࡀ࠶ࡾࡲࡍࠋࡍ࡞ࢃࡕࠊ┠࡟ぢ࠼࡞࠸㒊ศࡣ㑊ࡅ࡚ࠊᖖ࡟ᐇᏑࡍࡿ┦ᑐⓗ࡞౯್ほ࡛ᩍ⫱ࡣࡉࢀ࡞ࡅ
ࢀࡤ࡞ࡽ࡞࠸࡜࠸࠺ᩍ⫱ほ࡛ࡍࠋ᪂Ⓨぢࡀ࡞ࡉࢀࡿࡇ࡜ࢆᙉㄪࡋ࡚࠸ࡲࡋࡓࠋࡲࡉ࡟ࠊ
࢜ࢵࢡࢫࣇ࢛࣮ࢻ኱Ꮫ࡛ࡣࠊࠕ⚄Ꮫ࡜⛉Ꮫࠖࡢ⛉┠ࡀ⚄Ꮫ㒊ࡢ୰࡟タ⨨ࡉࢀࠊ⪷᭩ࢆୡ⏺ほ࡜ࡍࡿ≀ࡢぢ㸲㸬ࣘࣅ࢟ࢱࢫ⎔ቃࡢⱥㄒᩍ⫱ࣔࣂ࢖ࣝᏛ⩦ࡢ㐍໬ࡣ෶ࡲࡌ࠸ࡶࡢࡀ࠶ࡾࡲࡍࠋ࡯

᪉࣭⪃࠼᪉࡜⛉Ꮫⓗ᰿ᣐࡶ㔜どࡋ࡞ࡀࡽᏛၥࢆ᥈✲ࡋ

࡜ࢇ࡝ 100%ࡢ኱Ꮫ⏕ࡣࢫ࣐࣮ࢺࣇ࢛ࣥࢆᡤᣢࡋ࡚࠸

࡚࠸ࡲࡍࠋ୍᪉࡛ࡣࠊࣜࢳ࣮ࣕࢻ࣭ࢻ࣮࢟ࣥࢫ༤ኈࡢ

ࡲࡍࠋẖ᪥ 3 ᫬㛫๓ᚋࡣࢫ࣐࣮ࢺࣇ࢛ࣥࢆ౑࠸࡞ࡀࡽ

ࡼ࠺࡞ࠗ⚄ࡣዶ᝿࡛࠶ࡿ᐀ᩍ࡜ࡢỴู࠘>3@Ꮫ⪅ࡶᏑ⏕άࡋ࡚࠸ࡿࡢ࡛ࡣ࡞࠸࡛ࡋࡻ࠺࠿ࠋඛ᪥ࡶᏛ⏕࡟ࠊࡑࢀࡔࡅࡢ᫬㛫ࢆ฼⏝ࡋ࡚ᴦࡋࢇ࡛࠸ࡿ࡞ࡽࠊⱥㄒᏛ

ᅾࡋ㐍໬ㄽࡶ㔜どࡉࢀ࡚࠸ࡲࡍࠋ

⩦࡟ẖ᪥ 20 ศ㹼30 ศࡃࡽ࠸ࡣ฼⏝ࡋࡓࡽ࡝࠺࠿ࡡ࡜
᪥ᮏ࡛ࡣࠊ㐍໬ㄽࡢ౯್ほࢆᏛᰯᩍ⫱࡛ࡣᩍ࠼࡚࠸

ಁࡋࡲࡋࡓࠋ4 ࢣ᭶࡛ࠊ40 ᫬㛫ࡣ᭱ప㝽㛫᫬㛫ࢆ฼⏝ࡲࡍࠋࠕே㛫ࡣ⊷ࠊࢿࢬ࣑ࡢࡼ࠺࡞ጼࢆࡋ࡚࠸ࡓ♽ඛࡋ࡚ⱥㄒᏛ⩦ࡀ࡛ࡁࡲࡍࠋ⚾ࡢ฼⏝ࡋ࡚࠸ࡿࣔࣂ࢖ࣝ

⏕≀ࠊࡉࡽ࡟㐳ࢀࡤࠊ༢⣽⬊ࡢᚤ⏕≀࠿ࡽࠊഅ↛࡟ࡶᏛ⩦⏝ࡢᩍᮦࡣ 50 ᫬㛫௨ୖᏛ⩦ࡍࡿ࡜ຠᯝࡀ⾲ࢀࡿ㐍໬ࢆ㐙ࡆࡓ⏕ࡁ≀ࠖ࡜࠸࠺⌮ゎࡀ୍⯡ⓗ࡛ࡍࠋ୍᪉

⤖ᯝࡀฟ࡚࠸ࡲࡍࠋ

࡛ࡣࠕ⨾ࡋࡁ᪥ᮏேࠖࡢཎᆺࢆࠊྂ஦グࡸ᪥ᮏ᭩⣖࡜ᚑ᮶ࡢᩍ⫱࡛ࡣࠊయ⣔໬ࡉࢀࡓ▱㆑ࢆఏᤵࡍࡿࡇ࡜

࠸࠺᪥ᮏྂ᮶ࡢ⚄ヰࡢୡ⏺࡟ồࡵ࡚࠸ࡲࡍࠋࡋ࠿ࡋࠊ ࢆ┠ᣦࡍ▱㆑ఏᤵᆺࡢᩍ⫱ࡀከࡃぢࡽࢀࡲࡋࡓࠋࡋ࠿
㏆௦࡟㉳ࡇࡗࡓே㛫ゎᨺ㐠ືࡣࠊࠕே㛫ࡽࡋࡃ⏕ࡁࡋ࢖ࣥࢱ࣮ࢿࢵࢺࡸᦠᖏ➃ᮎ࡞࡝࡟ࡼࡿࢥ࣑ࣗࢽࢣ

ࡿࠖ࡜࠸࠺౯್ほ࠿ࡽࡶே㛫ࢆゎᨺࡍࡿࡇ࡜ࢆ࿨㢟࡜࣮ࢩࣙࣥࡸࢥ࣮ࣛ࣎ࣞࢩࣙࣥࢆ᥇ࡾධࢀࡓ᪂ࡓ࡞ᩍ

ࡋࡲࡋࡓࠋࡑࢀࡀ⌧௦ࡢࠕ⮬⏤ࠖࡢᴫᛕࢆᵓ⠏ࡋࠊࠕ↓⫱ᡭἲࡢ☜❧ࢆ┠ᣦࡍ┠ⓗ࡛ࠊᩍ⫱ࣉࣟࢭࢫࡢタィ࡟⚄ㄽࠖ࡬ࡢ㐨➽ࢆ⠏ࡃࡇ࡜࡜࡞ࡾࡲࡋࡓࠋࡑࢀ࡟ᑐࡋ

࠾࠸࡚ㄆ▱ࣔࢹࣝࡸᏛ⩦ࣔࢹࣝࡢ◊✲ᡂᯝࢆ᥇ࡾධ࡚ࠊすὒࡢ౯್ほ࡛࠶ࡿ⪷᭩ࡢ⟅࠼ࡣࠊࠕ⚄ࡣேࢆࡈࢀࡼ࠺࡜࠸࠺ヨࡳࡀⱥㄒᩍ⫱࡛ࡶ⾜ࢃࢀ࡚࠸ࡲࡍࠋ ⮬㌟ࡢ࠿ࡓࡕ࡜ࡋ࡚๰㐀ࡉࢀࡓࠖ㸦๰ୡグ 1㸸27㸧࡜ࡶ࠺୍᪉࡛ὀ┠ࢆ㞟ࡵ࡚࠸ࡿࡢࡀࠊᵓᡂ୺⩏ࡸᵓ⠏୺࠸࠺ࡇ࡜ࡀᇶᮏ࡛ࡍࠋࡘࡲࡾࠊே㛫࡜ࡣࠕ⚄ࡢ࠿ࡓࡕ⩏࡜࿧ࡤࢀࡿୡ⏺ほࡢᵓ⠏࣭Ꮫ⩦ࣔࢹ࡛ࣝࡍࠋᵓᡂ୺

ࢆᖏࡧ࡚ࠊ⚄ࡢ࠿ࡓࡕࢆᢸࡗ࡚ࠊ⚄ࡢ࠿ࡓࡕࢆ⾲ࡍࡶ⩏࡜ࡣࠊே㛫ࡢୡ⏺ほࡣయ⣔ⓗ࡟ఏᤵࡉࢀࡿࡶࡢ࡛ࡣ

ࡢ࡜ࡋ࡚≉ู࡟⏕࠿ࡉࢀ࡚࠸ࡿᏑᅾ࡛࠶ࡿࠖ࡜࠸࠺ࡇ

࡞ࡃࠊ⮬ศࡢእ㒊࠿ࡽࡢᵝࠎ࡞่⃭ࡸ⤒㦂ࢆ㏻ࡌ࡚ࠊ

࡜࡛ࡍࠋ⚄ࢆ୰ᚰ࡜ࡋࠊ⚄ࡢࡈ୺ᶒࢆᑛ㔜ࡋ࡚⏕ࡁ࡚ᖖ࡟ୡ⏺ほࡸ⌮ゎࢆయ⣔໬ࡋࡓࡾࠊ෌ᵓ⠏ࡋࡓࡾࡋ࡚

ࡁࡓே㛫ࡀࠊࠕ⚄୰ᚰࠖࢆࡸࡵࠊࠕே㛫୰ᚰࠖ࡟ࠊࡲ

࠸ࡿࠊ࡜࠸࠺⪃࠼᪉࡛ࡍࠋࡑࡋ࡚ࠊࡑࢀࢆᣑᙇࡋࡓࡶ

ࡓࠕ⮬ศࢆ୰ᚰࠖ࡜ࡋ࡚⏕ࡁࡣࡌࡵࡓࠊࠕ⮬ᕫᐇ⌧ࠖࡢࡀ♫఍ⓗᵓᡂ୺⩏㸦Social Constructivism㸧ࡸ♫఍ⓗࡢ⏕ࡁ᪉ࡢ⪃࠼᪉࡛ࡍࠋࡇࡢࡼ࠺࡟すὒⓗ࡞Ⓨ᝿࡜᪥ᵓ⠏୺⩏㸦Social Constructionism㸧࡛ࡍࠋ♫఍ⓗᵓᡂ― 19 ―

୺⩏࡜ࡣ」ᩘࡢ୺య࠿ࡽ࡞ࡿࢢ࣮ࣝࣉ࡛άືࡍࡿ୰

ㄒࡸᩥࢆࢯࣇࢺ࡟ᤄධࡋ࡚Ⓨ㡢⦎⩦ࡀ⡆༢࡟⾜࠼ࡲ࡛ࠊୡ⏺ほࢆᵓ⠏ࡋࡓࡾࠊᏛ⩦ࡋࡓࡾࡍࡿࣔࢹ࡛ࣝࡍࠋ ࡍࠋ25 ྡࡢᏛ⏕࡛ࡶࠊᩍᖌࡀ᭱ึ࡟౑⏝᪉ἲ࡜ศᯒ
♫఍ⓗᵓ⠏୺⩏࡜ࡣࠊ௚ࡢே࡟ぢࡽࢀࡿࡇ࡜ࢆ๓ᥦ࡜

ࡢ௙᪉ࢆᣦᑟࡋ࡚࠶ࡆࢀࡤࠊᚋࡣᏛ⏕ࡀ⮬Ⓨⓗ࡟Ꮫࢇࡋ࡚ఱࡽ࠿ࡢసᴗࢆࡋࠊࡑࡢ㐣⛬࡛Ꮫࡪࣔࢹ࡛ࣝࡍ

࡛࠸ࡁࡲࡍࠋ≉࡟㡩ᚊࡢ▹ṇࡶࡋ࡚ࡃࢀࡿࡢࡣࠊ᭱᪂>@ࠋࡢ㡢㡪ᕤᏛࡢᜠᜨࡔ࡜ᛮ࠸ࡲࡍࠋ

ᦠᖏ➃ᮎ➼ࢆ฼⏝ࡋࡓࣈࣞࣥࢻᆺⱥㄒᏛ⩦࡟࠾࠸ⱥㄒࡢᤵᴗ࡛ࡣࠊTED Talks ࡸࢹࢪࢱࣝᩍ⛉᭩ࢆ฼࡚ࡣࠊ௨ୖࡢࡼ࠺࡞ࣔࢹࣝࢆ฼⏝ࡋࡓࠕᏛ⩦ࡢືᶵ࡙⏝ࡋ࡚࠸ࡲࡍࡀࠊࢮ࣑࡛ࡣ඲ဨࡀ iPadࢆ฼⏝ࡋ࡚ࠊࡅࠖࡀ㔜せࡔ࡜ᛮ࠸ࡲࡍࠋࠕ㐨ලࡢ≉ᛶࢆ࠺ࡲࡃ⏕࠿஦๓࡟ྛ❶ࡢㅮ⩏ࢆఱᗘࡶぢ࡚ෆᐜࢆ⌮ゎࡋࠊ᫬࡟ࡣ

ࡏࡿᩍᖌࡣ㏻ᖖࡢᩍᐊ࡛ࡶ࠸࠸ᤵᴗࡀ࡛ࡁࡿࠖ࡜ゝࢃ⦎⩦ၥ㢟ࡶゎࡁࡲࡍࡀࠊࣃ࣮࣏࣡࢖ࣥࢺࢆసᡂࡋ࡚ࠊ

ࢀ࡚࠸ࡲࡍࠋ≉࡟ࠊⱥㄒᏛ⩦ࡢࠕෆⓗືᶵ࡙ࡅࠖࢆಁࢢ࣮ࣝࣉⓎ⾲ࡸウㄽࢆ୰ᚰ࡟ࡋࡓᤵᴗ࡛ࡍࠋTEDࡍ ࡟ ࡣ ࠊࠕ Ꮫ ⩦ ⪅ ࡀ ࠾ ஫ ࠸ ࠿ ࡽ Ꮫ ࡪ ༠ ྠ ༠ ㄪ Ꮫ ⩦Talks ࡟㛵ࡋ࡚ࡣࠊෆᐜࡢⱥᩥせ⣙ࢆ๓ᮇ 10 ᮏࠊᚋᮇ(collaborative learning)ࠖࢆ㔜どࡋࠊᏛ⩦⪅ྛ⮬ࡀᣢࡗ

10 ᮏࠊせ⣙ࡢෆᐜࢆࣃ࣮࣏࣡࢖ࣥࢺ࡟⡆₩࡟ࡲ࡜ࡵ࡚࠸ࡿ⬟ຊࢆ᭱኱࡟ᘬࡁฟࡍࡇ࡜ࡀ㔜せ࡛ࡍࠋ࡚ࠊⱥㄒࡢⓎ⾲ࢆ⩏ົ௜ࡅ࡚࠸ࡲࡍࠋ100㸣ᦠᖏᏛ⩦౛࠼ࡤࠊప౯᱁࡛㉎ධ࡛ࡁࡿ iPhone ࡢື⏬సᡂࢯࣇࢺࢆ฼⏝ࡍࡿ࡜ࠊ෗┿ࡸື⏬ࢆྲྀࡾධࢀ࡚ࢼ࣮ࣞࢩ

ࡀྍ⬟࡞ TOEIC ࡸ TOEFL ࡢ࢜ࣥࣛ࢖ࣥᩍᮦࡶ౑⏝ࡋ࡚࠸ࡲࡍࠋ

ࣙࣥࡀ⡆༢࡟సᡂ࡛ࡁ࡚ Web ୖ࡛༠ྠᏛ⩦ࡀ࡛ࡁࡲୡ⏺ほࢆᣦᑟࡍࡿࡓࡵ࡟ࡣࠊ࢖࣮༤ኈࡸࣁ࣮ࣞ༤

ࡍࠋ᝟ሗࢆ཰㞟ࠊศᯒࠊ⤫ྜࡋࠊLMS ࡜ᦠᖏ➃ᮎࢆኈࡢ᭩࠸ࡓᩘᮏࡢㄽᩥ>@>@ࡸᫎീᩍᮦ㸦YouTubH⤫ྜⓗ࡟฼⏝ࡋࡓⱥㄒࡢᤵᴗࢆᵓ⠏ࡋ࡚ࠊ༠ྠ࡛ㄪ࡭

➼㸧ࢆ౑⏝ࡋ࡞ࡀࡽࠊ཯㌿ᤵᴗࢆ⾜ࡗ࡚࠸ࡲࡍࠋෆᐜ

Ꮫ⩦ࢆ⾜࠺ࡇ࡜࡟ࡼࡾࠊDigital Storytellingࡢసᡂࡸࠊ ࢆࣃ࣮࣏࣡࢖ࣥࢺࡢࢫࣛ࢖ࢻ࡟ࡲ࡜ࡵࠊⱥㄒ࡛Ⓨ⾲࣭
Blog Writing ࢆ⾜࠺㐣⛬࡟࠾࠸࡚ࠊᦠᖏ➃ᮎ➼ࠊICTウㄽࢆࡋࡓᚋ࡛ࠊ≉Ṧ࡞ື⏬సᡂࢯࣇࢺࢆ౑⏝ࡋࠊⱥࡸ࣓ࢹ࢖࢔ࡢ฼⏝᪉ἲࡶⱥㄒࢆᡭẁ࡜ࡋ࡚ྠ᫬࡟Ꮫ

ㄒࡢⓎヰࡶධࢀ࡚ Digital storytelling ࢆసᡂࡋࡲࡍࠋ

ࢇ࡛࠸ࡅࡲࡍࠋ

SNS(Line & Facebook)ࢆ฼⏝ࡋࠊㄢ㢟ࢆᥦฟࡋඹ᭷ࡶ

⚾ࡢⱥㄒᩍ⫱ࡣࡍ࡭࡚཯㌿ᤵᴗ࡛ࡍࠋCourse Powerࡋ࡚࠸ࡲࡍࠋ᫬ࠎⱥㄒ࡛Ⓨヰ⦎⩦ࢆࡍࡿ᫬࡟ࡣࠊᚲࡎ

(LMS)࡜ CaLabo EX CALL System ࢆᇶ┙࡜ࡋ࡚ࠊATR

㡢ኌࢆᦠᖏ㟁ヰ࡛㘓㡢ࡋ Line ࡸ Facebook ࡟࢔ࢵࣉࣟCALL BrixࠊNewton e-Learning TOEICᦠᖏᩍᮦࠊࢹࢪ

࣮ࢻࡋ࡞ࡀࡽࠊᏛ⩦ࢆ feedback ࡋ࡚࠸ࡲࡍࠋホ౯ࡶࢱࣝⱥㄒᩍᮦ➼ࡶ L3DG ࡸࢫ࣐࣮ࢺࣇ࢛ࣥࢆ฼⏝ࡋ࡚࣏࣮ࢺࣇ࢛ࣜ࢜ࡢほⅬ࠿ࡽࠊᏛ⏕ࡀ࡝ࡢࡼ࠺࡟ⱥㄒ

ⱥㄒᏛ⩦ࢆ⾜࠼ࡲࡍࠋࣘࣅ࢟ࢱࢫࡢ᫬௦࡟ࠊᏛ⏕ࡣ࠸ຊࡀྥୖࡋࠊୡ⏺ほ࣭⚄ほࢆኚ࠼࡚࠸ࡗࡓ࠿ࢆศᯒ

ࡘࠊ࡝ࡇ࠿ࡽ࡛ࡶࠊࢧ࢖ࣂ࣮ୖࡢᏛ⩦ᩍᮦ࡟࢔ࢡࢭࢫ

ࡋ࡚࠸ࡲࡍࠋ

ࡋ࡚Ꮫࡧࠊ࢖ࣥࢱ࣮ࢿࢵࢺࢆά⏝ࡋ࡚᝟ሗࢆ཰㞟ࡋࠊ
Power Point ࡛㈨ᩱࢆసᡂࡋࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡸウ㸳㸬ࡲ࡜ࡵ

ㄽࢆ୰ᚰ࡟ࡋࡓࠊActive learning ࡟ᤵᴗࡶኚ໬ࡋ࡚࠸

㏆ᖺࠊTED(Technologyࠊ Entertainment and Design)

ࡲࡍࠋࢮ࣑ࡢᤵᴗ࡛ࡣࠊTOEIC ࡢᖹᆒᚓⅬࡀ 181 Ⅼ㸦3ࡸ࢜ࣥࣛ࢖ࣥㅮ⩏ࡀど⫈࡛ࡁࡿ MOOCs(Massive Openᖺ⏕ 25 ྡᑐ㇟㸧ࡲ࡛ఙࡧࠊ8 ࢣ᭶ࡢᤵᴗ࡛ࡶᖹᆒ࡛

Online Courses)࡜࠸ࡗࡓ↓ᩱࡢࢧ࢖ࢺࡀከࡃ࡞ࡗ࡚ࡁ

758 Ⅼࢆྲྀᚓࡋࡲࡋࡓࠋᤵᴗࡣ࠿࡞ࡾཝࡋࡃࠊⱥㄒࡢ

࡚࠸ࡲࡍࠋ᭷ྡ࡞࡜ࡇࢁ࡛ࡣ Couseraࠊ The Openࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡶᣦᑟࡋ࡚࠸ࡲࡍࡢ࡛ࠊOPIc>@UniversityࠊUdacityࠊedXࠊKhan University ࠊ᪥ᮏ࡛ࡣ

ࡢ Speaking Test㸦஦๓࣭஦ᚋࢸࢫࢺ㸧࡛ࡶࠊ㸣⛬ᗘGACCO ࡞࡝ࡀᏑᅾࡋ࡚࠸ࡲࡍࠋCoursera࡛ࡣࠊୡ

ࡢྥୖ⋡ࡀぢࡽࢀࡲࡋࡓ>@ࠋ⏺ࢺࢵࣉࢡࣛࢫࡢ኱Ꮫࡀࠊ⣙ 2000 ௨ୖࡢ࢜ࣥࣛ࢖ࣥ

 Ⓨ㡢ᣦᑟࡣࠊGlobalvoice CALL2 >@ࢆ฼⏝ࡋࠊᇶᮏㅮ ⩏ ࢆ ↓ ᩱ ࡛ ᥦ ౪ ࡋ ࡚ ࠸ ࡲ ࡍ >@ ࠋ ࡇ ࠺ ࡋ ࡓⓗ࡞ẕ㡢࣭Ꮚ㡢ࢆᏛࡧࠊⓎ㡢ࡸ㡩ᚊࡢ㞴ࡋ࠸ࡶࡢࡣࠊ e-Learning ࡢᢏ⾡࡟ࡼࡗ࡚ᚑ᮶ࡢᩍ⫱άືࢆᙉ໬ࡍࡿ
ࡇࡢࢯࣇࢺࢆ฼⏝ࡋ࡚ࢳ࢙ࢵࢡࢆࡋࡲࡍࠋ▱ࡽ࡞࠸༢ࡇ࡜ࡣࠕH࢚ࢹࣗࢣ࣮ࢩࣙࣥࠖ࡜࿧ࡤࢀ࡚࠾ࡾࠊ࢟

― 20 ―

ࣕࣥࣃࢫ࣭ࢿࢵࢺ࣮࣡ࢡࠊᅗ᭩㤋ࠊᏛ⏕ࡢ⮬Ꮿࠊ◊✲⪃࠼ࡿᚲせࡀ࠶ࡾࡲࡍࠋࠕ⬟ຊࡢ࠶ࡿ࡞ࡋ࡛ࠊࡑࡢே

ᐊࠊᏛእࡢ࢖ࣥࢱ࣮ࢿࢵࢺ᥋⥆⎔ቃ࡞࡝ࡉࡲࡊࡲ࡞ሙ

ࡢᖾ࣭୙ᖾࡣỴࡲࡽ࡞࠸ࠖࡇ࡜ࢆࡋࡗ࠿ࡾ⮬ぬࡍࡿᚲᡤ࠿ࡽࠊࣃࢯࢥࣥࠊᦠᖏ➃ᮎࠊ3'$ ࡞࡝࠿ࡽ฼⏝ࡍࡿせࡀ࠶ࡾࡲࡍࠋ୚࠼ࡽࢀࡓ⬟ຊ࡜㈷≀ࢆᚭᗏⓗ࡟☻࠸ࡇ࡜ࢆ┠ᣦࡋ࡚࠸ࡲࡍࠋᚲせ࡞᫬࡟ࠊ࡝ࡇ࠿ࡽ࡛ࡶ࡝

࡚ࠊ♫఍࡟㑏ඖࡋ࡚࠸ࡃࡇ࡜࡛ࠊ᭱ᚋࡲ࡛ࡸࡾᢤࡃຊ

ࡢࡼ࠺࡞᝟ሗ➃ᮎ࠿ࡽ࡛ࡶࠊ࢔ࢡࢭࢫࡋࡓࡾࠊඹ᭷ࡋ

ࡶ୚࠼ࡽࢀࡿࡢ࡛ࡣ࡞࠸࡛ࡋࡻ࠺࠿ࠋ

ࡓࡾ࡛ࡁࡿ࡜࠸࠺≧ែ࡟࠶ࡾࡲࡍࠋICT ࡢⓎ㐩࡟ࡼࡾࠊ ཧ⪃ᩥ⊩
CALL(Computer Assisted Language Learning)ࡢᶵ⬟ࡀᣑ኱ࡋࠊ㟁Ꮚ࣓࣮ࣝࠊࢸࣞࣅ఍㆟ࠊࢳࣕࢵࢺ࡞࡝ࡶฟ
᮶ࡿࡼ࠺࡟࡞ࡾࡲࡋࡓࠋ

>@Ύ㔝຾⏨Ꮚࠗ࢟ࣜࢫࢺᩍⴿไᩥ໬ࢆồࡵ࡚࠘⪷᭩ⓗ㏻㐣൤♩ࡢ⌮ㄽ࡜ᐇ㊶ࠊ,3& ฟ∧ࢭࣥࢱ࣮ࠊ2011ᖺ 8 ᭶

ᩍ⫱ᕤᏛ⪅ࡢ Richard E. Clarkࡀࠊ“Media do not>@ Harré, H. Rom “Varieties of Realism: A Rationale for

influence learning.”࡜୺ᙇࡍࡿࡼ࠺࡟>@ࠊࢸࢡࣀࣟ

the Natural Sciences”, Blackwell, 1986.ࢪ࣮ࢆά⏝ࡋࡓᤵᴗ࡟࠾࠸࡚ᩍ⫱ຠᯝࡀୖࡀࡗࡓ᫬

>@ࣜࢳ࣮ࣕࢻ࣭ࢻ࣮࢟ࣥࢫࠗ⚄ࡣዶ᝿࡛࠶ࡿ࠘᐀ᩍ

࡟ࠊఱࡀせᅉ࡛ఙࡧࡓࡢ࠿ࢆὀព῝ࡃศᯒࡍࡿᚲせࡀ࡜ࡢỴูࠊ᪩ᕝ᭩ᡣࠊ2007 ᖺ 5 ᭶࠶ࡿ࡜ゝࡗ࡚࠸ࡲࡍࠋఱᨾ࡞ࡽࢸࢡࣀࣟࢪ࣮ࡑࡢࡶࡢ

>@㐲⸨຾ಙࠕே㛫ᛶࡢᅇ᚟ࢆồࡵ࡚࡛ࠖࡣ࡞ࡃࠊ࡝ࡢࡼ࠺࡟Ꮫ⩦ࢹࢨ࢖ࣥࢆࡋ࡚ࠊᤵᴗࣔࢹ

http://www.journal.pastors.jp/html_top/html_sp/r_o_humaࣝ࡟ྲྀࡾධࢀࡽࢀࡓ࠿ࡀ㔜せࡔ࠿ࡽ࡛ࡍࠋຠᯝⓗ࡟ࢸ

nity_2015-03-02b.html

ࢡࣀࣟࢪ࣮ࢆ฼⏝ࡍࡿࡇ࡜࡟ࡼࡾࠊᏛ⩦⪅ࡢ₯ᅾⓗᏛ>@https://en.wikipedia.org/wiki/Social_constructionism⩦ពḧࢆ่⃭ࡋ࡚ࠊືᶵ࡙ࡅࢆ୚࠼ࠊࢲ࢖ࢼ࣑ࢵࢡ࡞

>@OPIc

ᤵᴗࢆᒎ㛤ࡍࡿࡓࡵࡢᩍ⫱ࢩࢫࢸ࣒࣭ࢹࢨ࢖ࣥࢆᵓ⠏http://www.languagetesting.com/oral-proficiency-intervieࡍࡿࡇ࡜ࡀእᅜㄒᏛ⩦࡟࠾࠸࡚ࡶ኱ษ࡛ࡍࠋᖖ࡟᫬௦

w-by-computer-opic#OPIc-q1

ࡣኚ໬ࡋ࡚࠸ࡃ୰࡛ࠊᛮ࠸ษࡗ࡚ኚ࠼ࡿࡇ࡜ࡀ࡛ࡁࡿ

>@ Obari, Hiroyuki; Lambacher, Stephen. “SuccessfulࡶࡢࡣⰋ࠸᪉ྥ࡟⯦ࢆษࡾኚ໬ࡉࡏࠊ୙ྍ⬟࡞ࡇ࡜ࡣ

EFL teaching using mobile technologies in a flipped෭㟼࡟ࡑࢀࢆཷࡅṆࡵࠊᏛ⩦⪅ࢆṇࡋ࠸᪉ྥ࡟ᑟ࠸࡚

classroom.” Research-publishing.net, Paper presented at࠸ࡃᚲせࡀ࠶ࡿ࡛ࡋࡻ࠺ࠋ

the 2015 EUROCALL Conference (22nd, Padova, Italy,᭱ᚋ࡟࡞ࡾࡲࡍࡀࠊᩍ⫱࡛኱஦࡞ࡇ࡜ࡣࠊ௚⪅࡜ẚ

Aug 26-29, 2015)㍑ࡏࡎ࡟ࠊࢫࢱࣥࣇ࢛࣮ࢻ኱Ꮫࡢ࣭࢟ࣕࣟࣝࢻ࢙࢘ࢵ

>@GlobalvoiceCALL2,http://voicetext.jp/products/globalࢡࡀぢฟࡋࡓࠕᡂ㛗ᛮ⪃ࠖ̿Ꮫ⩦ࡍࡿ⬟ຊࡣᅛᐃࡋ

voice/pdf/GlobalvoiceCALL2.pdf

࡚࠾ࡽࡎດຊ࡟ࡼࡗ࡚ኚ࠼ࡽࢀࡿ࡜ಙࡌࡿࡇ࡜࡛ࡍ

>@ Harré, H. Rom, “What is scientific realism?” Handout>@ࠋேࡣᡂ㛗ࡍࡿ࡟ࡘࢀ࡚ࠊክࡶࡸࡾࡓ࠸ࡇ࡜ࡶኚ

during his visit to Aoyama Gakuin University, 2001.

ࢃࡗ࡚ࡁࡲࡍࠋ20 ௦࡟ࣅࢪࣙࣥࢆᣢࡗ࡚ດຊࡍࡿࡇ

>@Margaret Yee, “Worldviews and the Internet”

࡜ࡣ኱஦࡛ࡍࠋィ⏬ࡸ኱ࡁ࡞ࣅࢪࣙࣥࢆᣢࡗ࡚ࡶࠊࡑ

Handout during her visit to Aoyama Gakuin University,ࢀࡀ⊂ࡾࡼࡀࡾࡢࡶࡢ࡛࠶ࢀࡤࠊࡍࡄ࡟᣸ᢡࡋ࡚ࡋࡲ

2001.

࠸ࡲࡍࠋࡇࡢࡸࡾᢤࡃຊࡣࠊࠕ⮬ศࡣఱࡢ┠ⓗ࡛ே⏕>@Coursera, https://www.coursera.org/ࢆṌࢇ࡛࠸ࡿࡢ࠿ࠖࠕ⮬ศࡣఱ⪅࡞ࡢࡔࢁ࠺࡜ࠖ࡜ᑡ

>@Clark, Richard E. (Ed.) (2001). Learning Fromࡋࡎࡘ⌮ゎࡍࡿࡇ࡜࡟ࡼࡾࠊ⮬ศࡢ㝈⏺ࡶឤࡌࠊᮏ᮶

Media: Arguments, Analysis and Evidence (A volume inࡢே㛫ࡢ┠ⓗࢆྲྀࡾᡠࡋ࡚ࠊṌࢇ࡛⾜ࡃ᫬࡟ࠊࡸࡾᢤ

Perspectives in Instructional Technology and Distanceࡃຊࡀ୚࠼ࡽࢀࡿࡼ࠺࡞Ẽࡀࡋ࡚࡞ࡾࡲࡏࢇࠋ⬟ຊࠊ Learning). Information Age Publishing. Page 2.
㈷≀ࠊ㢪ᮃࡶࡑࢀࡒࢀ㐪࠺ࡢࡣᙜ↛࡛࠶ࡾࠊ⮬ศࡀ⮬>@࣭࢟ࣕࣟࣝ6࣭ࢻ࢚ࢗࢵࢡ࣐ࠗ࢖ࣥࢻࢭࢵࢺࠕࡸ

ศࡽࡋࡃ⏕ࡁࡿࡓࡵ࡟ࡣ࡝࠺ࡋࡓࡽⰋ࠸࠿ࢆ┿๢࡟ࢀࡤ࡛ࡁࡿࠖࡢ◊✲ࠊⲡᛮ♫ࠊ2016 ᖺ 1 ᭶

― 21 ―

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኱ᏛⱥㄒᏛ⩦⪅࡟࠾ࡅࡿࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢຠᯝ㸸ືᶵ௜ࡅࡢどⅬ࠿ࡽす⏣ ⌮ᜨᏊ 㸦኱㜰኱Ꮫ኱Ꮫ㝔ゝㄒᩥ໬◊✲⛉㸧◊ ✲ྐ ࡣ 1960 ᖺ ࠊ ࢝ࢼࢲ ♫఍ ᚰ⌮Ꮫ ⪅࡛ ࠶ࡿ㸯㸬ࡣࡌࡵ࡟
ᛴ㏿࡞ࢢ࣮ࣟࣂࣝ໬࡟క࠺⚾㐩ࡢ᫬௦ࡣࠊᅜእ࡟

R.Gardner ࡜ඹྠ◊✲⪅࡟ࡼࡗ࡚㛤ጞࡉࢀࠊᐇド◊࠾࠸࡚ࡣእᅜㄒ࡛࠶ࡿⱥㄒࢆ౑ࡗ࡚ࢥ࣑ࣗࢽࢣ࣮ࢩ

✲࡜ᐇ㊶ሗ࿌ࡢ⵳✚ࡢṔྐࡀࠊ༙ୡ⣖௨ୖ࡟Ώࡗ࡚

ࣙࣥࢆᅗࡿሙ㠃࡟┤㠃ࡋࠊᅜෆ࡟࠾࠸࡚ࡶࠊከᩥ໬

Ꮡᅾࡍࡿࠋ1960 ᖺ௦࠿ࡽࡢ◊✲ࡣ୺࡟ᩘ㔞ゎᯒࢆ୰ඹ⏕᫬௦ࢆ㏄࠼ࡿ୰࡛ࠊ␗࡞ࡿᩥ໬ⓗ⫼ᬒࢆᣢࡘᚰ࡜ࡋࡓືᶵ௜ࡅࡸືᶵ௜ࡅ࡟㛵ࢃࡿせᅉ㸦⤫ྜⓗேࠎ࡜ඹ⏕ࡋ࡚࠸ࡃຊࡀồࡵࡽࢀࡿࠋ኱Ꮫⱥㄒᩍ⫱ែᗘ࣭Ꮫ⩦≧ἣ࡬ࡢែᗘ࣭Ꮫ⩦ពḧ࣭ゝㄒ⩦⇍ᗘ࣭࡟࠾࠸࡚ࡶࠊ᫬௦ⓗ⫼ᬒࢆぢᤣ࠼࡚ࠊḟୡ௦ࡢேᮦ

ゝㄒ⩦ᚓ㐺ṇ࣭௚⪅ࡢࢧ࣏࣮ࢺ㸧ࢆ᫂ࡽ࠿࡟ࡋࡼ࠺

⫱ᡂࢆࡍ࡭ࡃࠊ⮬ᚊࡋࡓᏛ⩦⪅ࢆ⫱ᡂࡋࠊゝㄒ⬟ຊ࡜ࡍࡿヨࡳࡀ⾜ࢃࢀ࡚࠸ࡓ㸦ඵᓥ㸪2004㸧ࠋࡋ࠿ࡋࠊ

ࢆ㧗ࡵࠊ➨஧ゝㄒ⩦ᚓ᫬࡟࠾ࡅࡿࠊ⯆࿡㛵ᚰ࣭ពḧ࣭

1990 ᖺ௦௨㝆࡟࡞ࡿ࡜ࠊᩍ⫱⌧ሙ࡟࠾࠸࡚ࠊࡼࡾᏛ

ືᶵ࡙ࡅࡸゝㄒ⩦ᚓ᫬࡟㛵ࢃࡿ᝟ព㠃ࢆ㧗ࡵ࡚࠸ࡃ⩦⪅࡟᰿ࡊࡋࡓືᶵ௜ࡅࡢ◊✲ࡀၥࢃࢀࡿࡼ࠺࡟࡞ᚲせࡀ࠶ࢁ࠺ࠋ

ࡾࠕMotivation: re-opening the research agendaࠖࡇࡢࡼ࠺࡞᫬௦ࡢ୰࡛ⱥㄒᩍ⫱ᐇ㊶࡜ࡋ࡚ࠊ኱㜰(Crooks & Schmidt, 1991)࡜ࡋ࡚ࠊᩍ⫱⌧ሙ࡟༶ࡋ

኱Ꮫඹ㏻ᩍ⫱࡟࠾ࡅࡿᐇ㊶ⱥㄒ࣭ᑓ㛛ⱥㄒᇶ♏࣭኱ࡓືᶵ௜ࡅࡢ◊✲ࡀၥࢃࢀࡿࡼ࠺࡟࡞ࡾࠊᩍ⫱ⓗᚰᏛⱥㄒ (Reading) ࡢ୰࡛ࠊⓎಙᆺ࡛⮬ᚊᏛ⩦⪅ࢆᨭ⌮Ꮫⓗ⌮ㄽ࡛࠶ࡿ⮬ᕫỴᐃ⌮ㄽ࣭ࢦ࣮ࣝタᐃ⌮ㄽ࣭᥼ࡍࡿ࡜࠸ࢃࢀࡿࣉࣟࢪ࢙ࢡࢺᆺᤵᴗᐇ㊶㸦ࢢ࣮ࣝᖐᒓ⌮ㄽ➼ࡀᛂ⏝ࡉࢀࡿࡼ࠺࡟࡞ࡗࡓࠋ≉࡟ෆⓎⓗࣉࣉࣞࢮࣥࢸ࣮ࢩࣙࣥάື㸧ࢆᐇ᪋ࡋ࡚࠸ࡿࠋ୺࡟ࠊ

ືᶵ௜ࡅ࡜እⓎⓗືᶵ௜ࡅࢆ⌮ㄽⓗᇶ┙࡜ࡋࡓ⮬ᕫ࢖ࣥࢱ࣮ࢿࢵࢺୖ࡛ࡢ Technology EntertainmentỴᐃ⌮ㄽ (Deci & Ryan, 1985, 2002) ࡟㛵ࢃࡿ◊✲

Design (௨ୗ, TED) ࢆ⏝࠸࡚ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ

ࡣ௒᪥࡟࠾࠸࡚ࡶᩘከࡃ⾜ࢃࢀ࡚࠸ࡿ㸦e.g., ᘅ᳃,ࢆᐇ᪋ࡋ࡚࠸ࡿࠋⱥㄒᩍ⫱࡟࠾ࡅࡿࣉࣞࢮࣥࢸ࣮ࢩ

2006; Nishida, 2013; す⏣ 2013㸧ࠋ2000 ᖺ௨㝆࡟࡞ࣙࣥࣉࣟࢪ࢙ࢡࢺࡣࠊ⮬ᚊࡋ࡚Ꮫ⩦ࡋࠊᢈุⓗ࡟⪃ࡿ࡜ືᶵ௜ࡅࡢࣉࣟࢭࢫࢆ᫂ࡽ࠿࡟ࡋࡼ࠺࡜ࡍࡿヨᐹࡋࠊ⮬ศࡢពぢࢆᵓ⠏ࡋⓎಙࡋ࡚࠸ࡃᇶ┙࡜࡞ࡾࡳࡀ⾜ࢃࢀࡿࡼ࠺࡟࡞ࡾࠊ᫬㛫㍈ࢆྲྀࡾධࢀࡓ◊✲࠺ࡿࠋࡀ⾜ࢃࢀࡿࡼ࠺࡟࡞ࡗࡓࠋྠ᫬࡟ࠊᮍ᮶ࡢ⮬ᕫീ࡟ࡲࡎࠊᮏ✏࡛ࡣࠊ➨஧ゝㄒ⩦ᚓศ㔝࡟࠾ࡅࡿືᶵ

㛵ࡍࡿ◊✲㸦ྍ⬟⮬ᕫ㸧ࡶ⾜ࢃࢀ࡚࠸ࡿࠋྍ⬟⮬ᕫ௜ࡅ࡜᝟ព࡟㛵ࡍࡿ⌮ㄽⓗ⫼ᬒࢆᴫほࡋࠊࣉࣞࢮࣥ

ࡣࠕ⌮᝿⮬ᕫࠖࠕ⩏ົ⮬ᕫࠖࠕດຊࠖࡀᵓᡂᴫᛕ࡛࠶

ࢸ࣮ࢩࣙࣥࡢᩍ⫱ᐇ㊶࡟ࡘ࠸࡚㏙࡭ࡿࠋ᭦࡟ࠊTED

ࡿ(Dörnyei, 2005)ࠋ2010 ᖺ௨㝆࡟ࡣࠕ」㞧ᛶ⌮ㄽࠖࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ⏝࠸ࡓᤵᴗᐇ㊶࡟࠾ࡅࡿᏛ⩦(Dynamic Systems Theory: Larsen-Freeman &⪅ࡢືᶵ௜ࡅ࡜᝟ពࡢኚ໬࡟ࡘ࠸࡚ゝཬࡍࡿࠋ

Cameron, 2008)ࢆྲྀࡾධࢀ࡚ࠊࡼࡾ࣑ࢡࣟ࡞どⅬࢆྲྀࡾධࢀࡓಶேෆࡢኚ໬ࢆ᫂ࡽ࠿࡟ࡋࡼ࠺࡜ヨࡳ࡚㸰㸬⌮ㄽⓗ⫼ᬒ࠸ࡿࠋ

2.1 ➨஧ゝㄒ⩦ᚓ࡟㛵ࢃࡿືᶵ௜ࡅ࡜᝟ព ࡇࡢ௚ࡢ➨஧ゝㄒ⩦ᚓ᫬࡟࠾ࡅࡿ᝟ពせᅉ࡜ࡋ࡚ 1960 ᖺ௦࠿ࡽࡢ➨஧ゝㄒ⩦ᚓศ㔝࡟࠾ࡅࡿಶே

ࡣࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡬ࡢ✚ᴟᛶࡀ࠶ࡆࡽࢀࡿࠋ

ᕪࡢ◊✲ࡢ⣔㆕ࢆཷࡅ࡚࠸ࡿࠋ➨஧ゝㄒ⩦ᚓ᫬࡟࠾ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡬ࡢ✚ᴟᛶࡣࠊ௚⪅࡜ࢥ࣑ࣗࢽ

ࡅࡿಶேᕪ࡜ࡣ୺࡟ᛶ᱁࣭ゝㄒ㐺ṇ࣭ືᶵ࣭ࢫࢺࣛ

ࢣ࣮ࢩࣙࣥࢆྲྀࡿពᛮ࡛࠶ࡾࠊᩥ㒊⛉Ꮫ┬ࡢ♧ࡍእࢸࢪ࣮࣭୙Ᏻ࣭⮬ಙ࣭ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡬ࡢ✚ᴟᅜㄒάືࡢ┠ⓗࡢ 1 ࡘࡀࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ✚ᛶ➼ࡀ࠶ࡾࠊືᶵ௜ࡅࡣゝㄒ㐺ṇ࡜ྠ➼࡟㔜せ࡛࠶

ᴟⓗ࡟ᅗࢁ࠺࡜ࡍࡿែᗘࡢ⫱ᡂ࡛ࠖ࠶ࡿࡓࡵ࡟ࠊ◊ࡿ࡜ Dörnyei (2005) ࡣゝཬࡋ࡚࠸ࡿࠋືᶵ௜ࡅࡢ

✲ࡀ࡞ࡉࢀ࡚࠸ࡿࠋࡲࡓࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡬ࡢ✚― 23 ―

ᴟᛶ࡟⧅ࡀࡿ᭱ࡶ㔜せ࡞せ⣲࡜ࡋ࡚ Can-Do ࡀணຠ࡞ࢶ࣮࡛ࣝ࠶ࡿ࡜⪃࠼ࡽࢀࡿࠋ

ኚᩘ࡛࠶ࡿࡇ࡜ࡀᅜෆࡢ◊✲࡟ࡼࡗ࡚᫂ࡽ࠿࡟࡞

ᤵᴗෆ࡟࠾࠸࡚ࡣࠊᩘከࡃࡢ TED ࠿ࡽᏛ⩦⪅ࡢࡾࡘࡘ࠶ࡾࠊᑠᏛඣ❺࣭኱ᏛⱥㄒᏛ⩦⪅ࡢࢹ࣮ࢱ࡛

⯆࿡㛵ᚰ࡟ྜࡗࡓ TED Talks ࢆ㑅ࡪࡓࡵ࡟ࠊࡲࡎᏛ

♧ ࡉࢀ࡚ ࠸ࡿ (e.g., Nishida & Yashima, 2009;ᮇࡢึᮇẁ㝵࡟ࠊᏛ⩦⪅ࡢ⯆࿡㛵ᚰࡢഴྥࢆ▱ࡿࡓ

Yashima, 2002; 2004)ࠋࡑࡢ௚࡟ࠊ࢝ࢼࢲࡢᚰ⌮Ꮫࡵ࡟⮬⏤グ㏙ㄪᰝࢆᐇ᪋ࡋࠊࡑࡢᚋࠊ⮬⏤グ㏙ࢆࢥ

⪅ࡢ⣔㆕ࢆཷࡅࡓ EFL ⎔ቃ࡛ࡢᵓᡂᴫᛕ࡛࠶ࡿᅜ

࣮ࢻ໬ࡋ㺂 Ꮫ⩦⪅ࡢ⯆࿡㛵ᚰࡢ㍈࡟ྜࢃࡏ࡚ TED

㝿ⓗᚿྥᛶࡀ࠶ࡿࠋᅜ㝿ⓗᚿྥᛶ࡟ࡣࠊ␗ᩥ໬཭ዲ

ࣉࣞࢮࣥࢱ࣮ࢆ㑅ᢥࡋ࡚࠸ࡃࠋேᩥ⣔ࡢᏛ⏕࡛࠶ࢀ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥࠊ␗ᩥ໬㛫᥋㏆㸭ᅇ㑊ഴྥࠊᅜࡤࠕᩍ⫱Ꮫࠖ
ࠕᚰ⌮Ꮫࠖࠕᩥ໬ࠖࠕᅜ㝿⌮ゎࠖࠕ᫬஦ࠖ

㝿ⓗ⫋ᴗ㸭άື࡬ࡢ㛵ᚰࠊᾏእ࡛ࡢฟ᮶஦ࡸᅜ㝿ၥ➼ࡢグ㏙ࢆከࡃ♧ࡋࠊ⌮ᕤ⣔ࡢᏛ⏕࡛࠶ࢀࡤࠕࣟ࣎

㢟࡬ࡢ㛵ᚰࢆࡑࡢᴫᛕ࡜ࡋ࡚࠸ࡿ (ඵᓥ㸪2004)ࠋ

ࢵࢺᕤᏛࠖࠕᏱᐂᕤᏛࠖࠕ⏕≀ᕤᏛࠖࠕ᝟ሗᕤᏛࠖࡢグ㏙ࡀぢࡽࢀࡿࠋTED ࡢᐇ㝿ࡢ౛࡜ࡋ࡚ࡣ་⒪⣔ࡢᏛ⏕࡛࠶ࢀࡤࠕThe worlds̓ killer dietࠖ㸦ண㜵་Ꮫ㸱㸬ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢⱥㄒᩍ⫱ᐇ㊶Ꮫ⩦⪅ືᶵࡸ᝟ព㠃ࡀ኱ᏛⱥㄒᏛ⩦ࢆ㏻ࡋ࡚࡝ࡢ

ࡢᑓ㛛ᐙ㸧ࠕGift I̓ve ever survivedࠖ(⬻⭘⒆ࢆඞ

ࡼ࠺࡟ኚ໬ࢆࡍࡿࡢ࠿ࠊኚ໬ࡢഴྥࢆᤊ࠼ࠊ㐺ษ࡞᭹ࡋࡓᝈ⪅)ࠕBefore I die, I want toࠖ(཭ேࡢṚࢆࢱ࢖࣑ࣥࢢ࡛ຠᯝⓗ࡞ᩍ⫱ⓗ௓ධࢆ⾜ࡗ࡚࠸ࡃࡇ࡜

⤒㦂ࡋࡓዪᛶ)ࡢ TED ࢆ㑅ᢥࡋࡓࠋࡑࡢᚋࠊࣉࣞࢮࡣ㔜せ࡞ㄢ㢟࡛࠶ࡿࠋⓎಙᆺ࡛⮬ᚊᏛ⩦ᨭ᥼ࡍࡿࡓ

ࣥࢸ࣮ࢩࣙࣥࡢෆᐜ࡟ᛂࡌ࡚ Discussion Topics ࢆࡵࠊTED ࢆ⏝࠸ࡓࢢ࣮ࣝࣉࣉࣞࢮࣥࢸ࣮ࢩࣙࣥάືᥦ ♧ ࡍ ࡿ ࠋ Ꮫ ෆ ࢖ ࣥ ࢺ ࣛ ࢿ ࢵ ࢺ (Collaborative

ࢆᐇ㊶ⱥㄒ࣭ᑓ㛛ⱥㄒᇶ♏࣭኱Ꮫⱥㄒ (Reading)࡟

Learning Environment: ௨ୗ㸪CLE)࡟ࣜࣥࢡࢆ㈞࠾࠸࡚ࠊᏛᮇࡢ୰㛫࣭ᮇᮎ࡟⾜ࡗ࡚࠸ࡿࠋ

ࡾࠊᏛ⏕࡟ᑐࡋ࡚ࡣࠊⱥㄒᩍᐊෆእ࡛ࡢᏛ⩦ࢆಁࡋᅜෆእ࡛ࠊᗈࡃ▱ࡽࢀࡿࡼ࠺࡟࡞ࡾࡘࡘ࠶ࡿ TEDࡓࠋࡣࠊ࢖ࣥࢱ࣮ࢿࢵࢺࢆ㏻ࡋ࡚⾜ࢃࢀ࡚࠸ࡿ↓ᩱື⏬

ᤵᴗෆ࡛ࡣࢢ࣮ࣝࣉࢆᵓᡂࡋ㸦5 ྡ㹼7 ྡ㸧
ࠊTED㓄ಙࡢࣉࣟࢪ࢙ࢡࢺ࡛࠶ࡿࠋᵝࠎ࡞ศ㔝ࡢࢫ࣌ࢩࣕࢆど⫈ࡋࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢ 3 㐌㛫๓࠿ࡽ‽ഛࣜࢫࢺࡸศ㔝࡛ᑛᩗࡉࢀ࡚࠸ࡿ࣮ࣜࢲ࣮㐩ࡀࠊẖᖺࢆ㛤ጞࡋࠊᤵᴗෆ࡛ࡶᤵᴗࡢෑ㢌࡟ࣉࣞࢮࣥ‽ഛࢆ኱つᶍ࡞ୡ⏺ⓗㅮ₇఍ࢆࣂࣥࢡ࣮ࣂ࣮࡛୺ദࡋ࡚࠸

⾜࠸ࠊ୰㛫࣭ᮇᮎࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ㸦➨ 8 㐌┠࣭ࡿࠋ࢖ࣥࢱ࣮ࢿࢵࢺୖ࡟㓄ಙࡉࢀࡓ TED ࡣࠊ100➨ 15 㐌┠㸧ࢆᐇ᪋ࡋࡓࠋどぬᩍᮦ࡟ࡣࣃ࣮࣏࣡࢖

࢝ᅜ௨ୖࡢゝㄒ࡟⩻ヂࡉࢀࠊࢫࢡࣜࣉࢺࡣࢲ࢘ࣥࣟ

ࣥࢺࡀ⩏ົ௜ࡅࡽࢀࠊࢢ࣮ࣝࣉ඲య࡜ࡋ࡚ࡢᵓᡂࢆ

࣮ࢻྍ⬟࡛࠶ࡿࠋTED ࣉࣞࢮࣥࢱ࣮ࡢ୰࡟ࡣࠊU2⪃࠼ࠊࢢ࣮ࣝࣉ࡜ࡋ࡚ࡢࠕࡣࡌࡵ࡟ࠖࠕ࠾ࢃࡾ࡟ࠖࢆ

ࡢ࣮࣭࣎࢝ࣝ࣎ࣀࡀ཯㈋ᅔάື㸦1 ᪥࣭1 ࢻࣝ 25 ࢭ

⧳ࡵࡿᚲせࡀ࠶ࡾࠊಶேࡀᚲࡎ⮬ศࡢពぢࢆⓎ⾲ࡋࣥࢺ࡛ᬽࡽࡍேࠎ㸧࡟ࡘ࠸࡚ࣉࣞࢮࣥࢆ⾜ࡗ࡚࠸ࡿࠋ

࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜࠸࠺࢞࢖ࢻࣛ࢖ࣥࢆタᐃࡋ࡚࠸ࡲࡓࣇ࢙࢖ࢫࣈࢵࢡ CEO ࡛࠶ࡿࢩ࢙ࣜࣝࢧࣥࢻࣂ

ࡿࠋ࢞࢖ࢻࣛ࢖ࣥࡣ CLE ࡛ࢲ࣮࢘ࣥࣟࢻࢆࡍࡿࡇ

࣮ࢢࡣࠕ⤌⧊࡟࠾ࡅࡿዪᛶࠖ࡜㢟ࡋ࡚ࣉࣞࢮࣥࢆ⾜࡜ࡀྍ⬟࡛࠶ࡿࠋ

࠸ࠊࡑࡢᚋࠕLean Inࠖ(᪥ᮏ⤒῭᪂⪺ฟ∧♫ห)ࢆฟ
∧ࡋ࡚࠸ࡿ㸦ヲࡋࡃࡣࠊ࢞ࣟ 2014 ࢆཧ↷㸧ࠋTED

㸲㸬㉁ၥ⣬ㄪᰝ

ࡣࣉࣞࢮࣥࢱ࣮ࡢ࢔࢖ࢹ࢔ࡸ᝟⇕ࡀୡ⏺࡟ᑐࡍࡿぢࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࣉࣟࢪ࢙ࢡࢺࢆ㏻ࡋࡓࠊືᶵ

᪉࡟ኚ໬ࢆ୚࠼ࠊᩍ⫱࣭ᢏ⾡࣭࢚ࣥࢱ࣮ࢸ࢖࣓ࣥࣥ

௜ࡅࡢኚ໬ࡢഴྥ࡜᝟ពࡢኚ໬ࢆᤊ࠼ࡿࡓࡵ࡟ࠊ

ࢺ࣭ⱁ⾡࣭ࢹࢨ࢖࣭ࣥࣅࢪࢿࢫ࣭⛉Ꮫ࣭ୡ⏺ⓗၥ㢟

2012 ᖺᗘ๓ᮇࡢ➨ 1 㐌┠࣭➨ 8 㐌┠࣭➨ 15 㐌┠࡟࡟⮳ࡿࡲ࡛ࠊேࠎ࡟࢖ࣥࣃࢡࢺࢆ୚࠼ࡿࡁࡗ࠿ࡅࢆ㉁ၥ⣬ࢆᐇ᪋ࡋࡓࠋࡑࡢᚋ࡟ࠊ࣎ࣛࣥࢸ࢕࢔ࢆເࡗ

సࡗ࡚ࡁࡓࠋ᭦࡟ TED ࡣࠊ࢖ࣥࢱ࣮ࢿࢵࢺୖ࡛ࡢ
࢔ࢡࢭࢫࡀ࠶ࡾࠊiPhone ࡛ࡶ࢔ࣉࣜࡀࢲ࣮࢘ࣥࣟࢻ

࡚ 15 ྡࡢᏛ⏕࡟ᑐࡋ࡚༙ᵓ㐀໬㠃᥋ࢆᐇ᪋ࡋ࡚࠸
ࡿࠋ㏻ᖖᤵᴗ࡟ࡣࠊᩍ⛉᭩ࢆ౑ࡗ࡚ᤵᴗࢆ⾜࠸ࠊ➨ྍ⬟࡛࠶ࡿࡓࡵ࡟ࠊゝㄒᏛ⩦ࢆࡍࡿୖ࡛ࡶ㠀ᖖ࡟᭷― 24 ―

8 㐌┠࡟ࡣ୰㛫ࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆᐇ᪋ࠊ➨ 15 㐌ᑗ᮶ࡢ⮬ᕫീࢆ᝿ീࡍࡿࡁࡗ࠿ࡅ࡜࡞ࡗࡓྍ⬟ᛶࡀ┠࡟ࡣᮇᮎࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ⾜ࡗࡓࠋㄪᰝᑐ㇟

࠶ࡿࠋ⪅ࡣᕤᏛ㒊࡜་ṑ⸆ࡢᏛ⏕࡛࠶ࡗࡓࠋ㉁ၥ⣬࡟ࡣࠊ௒ᚋࡢᒎᮃ࡜ࡋ࡚ࡣࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࣉࣟࢪ

୺࡟⮬ᕫỴᐃ⌮ㄽ࡟౫ᣐࡋ࡚㡯┠ࢆᵓᡂࡋࡓࠋ⮬ᚊ࢙ࢡࢺ࡟ຍ࠼࡚ࠊ࣏ࢫࢱ࣮ࢭࢵࢩࣙࣥ࡜ࡢే⏝ࡸᛶ࣭᭷⬟ᛶ࣭㛵ಀᛶ࣭ෆⓎⓗືᶵ௜ࡅ࣭እⓎⓗືᶵ௜ࡅ㸦ྠ୍どⓗㄪᩚ࣭ྲྀධⓗㄪᩚ࣭እⓗㄪᩚ㸧࣭↓ືᶵ ࣭ ⌮ ᝿ ⮬ ᕫ ࣭ ⩏ ົ ⮬ ᕫ ࣭ Can-Do
Speaking/ListeningࠊCan-Do Reading/Writingࠊᅜ㝿ⓗᚿྥᛶࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࡬ࡢ✚ᴟᛶ࡟ࡘ࠸
࡚ࡢኚ໬ࡢഴྥࢆᤊ࠼ࡓࠋグ㏙⤫ィࡸศᩓศᯒ㸦཯᚟ᐃ㸧ࢆᐇ᪋ࡋࡓ⤖ᯝࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢ௓ධ ᚋ ࠊ ⮬ ᚊ ᛶ ࣭ ᭷ ⬟ ᛶ ࣭ 㛵 ಀ ᛶ ࣭ Can-Do
Speaking/Listening࣭⩏ົ⮬ᕫ࣭ᅜ㝿ⓗᚿྥᛶ࡟㢧

iPad ࢆ฼⏝ࡋࡓ࢔ࢡࢸ࢕ࣈ࣮ࣛࢽࣥࢢࢆ᥼⏝ࡍࡿࡇ࡜࡛ࠊ᭦࡟ⱥㄒᩍ⫱ࢆᙉ໬ࡋ࡚࠸ࡁࡓ࠸ࠋࡲࡓᩍ⛉ෆᐜ࡜ゝㄒࢆ⤫ྜࡋ࡚ຠ⋡ࡼࡃᏛ⩦ࡋ࡚࠸ࡃࡇ࡜ࡀ
࡛ࡁࡿࡼ࠺ CLIL (ෆᐜゝㄒ⤫ྜᆺ࣒࢝ࣜ࢟ࣗࣛ)ࡢ
ᵓ᝿ࡸ EMI (English as a Medium of Instruction)ࡢᛂ⏝ࡶࠊ௒ᚋ᳨ウࡋ࡚࠸ࡁࡓ࠸ࠋᮍ᮶ࢆ⏕ࡁࡿᏛ⩦⪅ࡀࠊࢢ࣮ࣟࣂࣝ໬♫఍࡜ከᩥ໬ඹ⏕ࡢ᫬௦ࢆ⏕ࡁᢤࡃࡇ࡜ࡀ࡛ࡁࡿࡼ࠺ࠊᏛ⩦⪅ࡢゝㄒ㐠⏝⬟ຊ࡜᝟ព㠃ࢆ㧗ࡵࡿ኱ᏛⱥㄒᏛ⩦࡟࠾ࡅࡿᩍ⫱ⓗ௓ධࢆ⪃ᐹࡋ࡚࠸ࡃࠋⴭ࡞⫯ᐃⓗኚ໬ࢆ♧ࡋࡓࠋࡑࡢ୍᪉࡛ࠊᡂ⦼ࡸሗ㓘ࡢࡓࡵ࡟⾜࠺⾜ື࡟㛵㐃ࡍࡿືᶵ௜ࡅ࡛࠶ࡿࠕእⓎཧ⪃ᩥ⊩ⓗືᶵ௜ࡅࠖ㸦ྠ୍どⓗㄪᩚ࣭ྲྀධⓗㄪᩚ࣭እⓗㄪᩚ㸧

Crooks, G., & Schmidt, R. (1991). Motivation:ࡀࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢ௓ධᚋ࡟పୗࡍࡿഴྥࢆ

Reopening the research agenda.

♧ࡋࡓ㸦ヲࡋࡃࡣ Nishida, in press ࢆཧ↷㸧ࠋࡇࢀLanguage Learning, 41, 469-512.

ࡣࠊᏛ⩦⪅ࡀᡂ⦼ࡸሗ㓘ࡢࡓࡵ࡟ࣉࣞࢮࣥࢸ࣮ࢩࣙ

Deci, E.L., & Ryan, R.M. (1985). Intrinsic

ࣥࢆ⾜࠺ࡢ࡛ࡣ࡞ࡃࠊᴦࡋ࠸ࡢ࡛ࡑࡢάືࢆࡍࡿ࡜

motivation and self-determination theory

࠸࠺ࠕෆⓎⓗືᶵ௜ࡅ࡟ࠖ࡬࡜⧅ࡀࡗ࡚࠸ࡃྍ⬟ᛶin human behavior. NY: Plenum.
Deci, E.G., & Ryan, R.M. (2002). Handbook ofࢆ♧ࡋ࡚࠸ࡿࠋ

self-determination. Rochester: University᭦࡟ࠊ༙ᵓ㐀໬㠃᥋ࢆ 15 ྡࡢᏛ⏕࡟⾜ࡗࡓ⤖ᯝࠊ͇

of Rochester Press.

Near Peer Role Model͇(ࢡࣛࢫ࣓࢖ࢺࡢ࣮ࣟࣝࣔࢹ
ࣝ㸧ࡢࡼ࠺࡟࠺ࡲࡃⱥㄒࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡾࡓ࠸࡜

Dörnyei, Z. (2005). The psychology of theḟࡢᮇᮎࣉࣞࢮࣥࢸ࣮ࢩࣙࣥ࡟ྥ࠿ࡗ࡚㏆ᮍ᮶ࢆᥥ

language learner: Individual differencesࡃᏛ⏕㐩ࡢጼࡸࠊTED ࣉࣞࢮࣥࢱ࣮ࡢࡼ࠺࡟ヰࡏࡿin second language acquisition. London:ࡼ࠺࡟࡞ࡾࡓ࠸࡜㐲ᮍ᮶ࢆᥥࡁࠊᑗ᮶ࠊᡂࡾࡓ࠸⮬ᕫീࡀࡼࡾ᫂☜࡟࡞ࡗ࡚࠸ࡿᏛ⏕ࡢጼࡀ࠶ࡗࡓࠋ

Lowrence Erlbaum Associates.
࣮࣐࢝࢖࣭ࣥ࢞ࣟ㸦2014㸧. TED 㦫␗ࡢࣉࣞࢮࣥ㸸ேࢆចࡁࡘࡅࠊᚰࢆື࠿ࡍ 9 ࡘࡢἲ๎㸬᪥⣔ BP.

㸳㸬ࡉ࠸ࡈ࡟
ᮏ✏࡛ࡣࠊTED ࢆ⏝࠸ࡓࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࣉࣟ

ᘅ᳃཭ே (2006). እᅜㄒࡢືᶵ௜ࡅࢆ㧗ࡵࡿ⌮
ㄽ࡜ᐇ㊶㸬ከ㈡ฟ∧㸬ࢪ࢙ࢡࢺࢆ㏻ࡋࡓⱥㄒᏛ⩦࡟㛵ࡍࡿ᭷ຠᛶࢆᏛ⩦⪅ࡢືᶵ௜ࡅ࡜᝟ពࡢどⅬ࠿ࡽ㏙࡭ࡓࠋTED ࣉࣞࢮࣥLarsen-Freeman, D. & Cameron, L. (2008).

ࢸ࣮ࢩ࡛ࣙࣥࡣࠊᏛ⩦⪅ࡢືᶵ௜ࡅࡸ᝟ព㠃࡟⫯ᐃComplex systems and applied linguistics.

ⓗ࡞ኚ໬ࡀ࠶ࡿࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗࡓࠋ᭦࡟ࠊᑗ᮶

Oxford: Oxford University Press.

ᡂࡾࡓ࠸࣭࠶ࡾࡓ࠸⮬ศࡢጼࡀ᫂☜࡟࡞ࡿ࡞࡝ࠊᑓ

Nishida, R. (in press). Motivational changes㛛ศ㔝ࡢࢫ࣌ࢩࣕࣜࢫࢺࡸ࣮ࣜࢲ࣮ࢆぢࡿࡇ࡜࡛ࠊ

with the integration of project-based
design courses with the use of― 25 ―

Technology Entertainment Design.
す⏣⌮ᜨᏊ (2013). ኱㜰኱ᏛᏛ㒊⏕ࢆᑐ㇟࡜ࡋ
ࡓ➨஧ゝㄒ⩦ᚓ᫬࡟࠾ࡅࡿືᶵ࡙ࡅ
࡜ᚰ⌮ⓗせᅉ࡟㛵ࡍࡿ◊✲ሗ࿌㸬ᖹᡂ24 ᖺᗘ TOEFL-ITP ᐇ᪋ሗ࿌㸬኱㜰኱Ꮫ඲㢠ᩍ⫱᥎㐍ᶵᵓゝㄒᩍ⫱㒊㛛㸬኱㜰኱Ꮫゝㄒᩥ໬◊✲⛉ⱥㄒ㒊఍㸬
Nishida,R.

(2013).

The

L2

ideal

intrinsic/extrinsic

self,

motivation,international

posture,communicate

andwillingness
Can-Dotoamong

Japanese university learners of English.

Language Education and Technology, 50.
47-63.
Nishida, R., & Yashima, T. (2009).
investigationoffactorsAn

affectingwillingness to communicate and interest
inforeignlearners.

countries

among

young

Language

Education&

Technology, 46, 151–170.
ඵᓥᬛᏊ (2004). እᅜㄒࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ
᝟ព࡜ືᶵ㸸◊✲࡜ᩍ⫱ࡢどⅬ㸬㛵す኱Ꮫฟ∧㒊㸬Yashima,T.

(2002).

Willingness

tocommunicate in a second language: The
Japanese EFL context.

The Modern

Language Journal, 86, 55–66.
Yashima, T., Zenuk-Nishide, L., & Shimizu, K.
(2004). Influence of attitude and affecton willingness to communicate and L2
communication. Language Learning, 54,
119–152.

― 26 ―

Construction of a framework for offering the TOEFL iBT® on campus
Junko Takefuta (Cybermedia Center)

1.

Introduction

The same 79-point minimum is also a prerequisite for

The phrase “global human resources” appears

applying to any type of scholarship.

constantly nowadays; however, it has a relatively short

In this report, I will examine the TOEFL—success inhistory, having become widely used only over the lastwhich is virtually indispensable for overseas study infive years. The Interim Report of the Council on

English-speaking countries—from multiple angles, and I

Promotion of Human Resource for Globalization

will examine the construction and significance of a

Development defined the global human resources

framework for offering the TOEFL iBT on campus.

concept as comprising the following components:
Factor 1: Linguistic and communication skills

2. About the TOEFL test

Factor 2: Self-direction and positiveness,

2.1

TOEFL iBT and TOEFL ITP

encompassing a spirit of challenge, cooperation,

In this section, I will provide a brief outline of theand flexibility and a sense of responsibility and

TOEFL and discuss its credibility and practicality. All

missionover the world, 9,000 educational institutions in 130

Factor 3: Understanding of other cultures and a senseof one’s identity as Japanesecountries use the TOEFL as a selection criterion while
acceptingexchange

students(Educational

Testing(Council on Promotion of Human Resource forService, 2015). In fact, all English-speaking universities

Globalization Development, 2011, p. 9)

with which our university has established exchange

In this context, foreign language proficiency is clearlyagreements require submission of a TOEFL or IELTS

indispensable to the global human resources concept,

score (International Student Affairs Division, 2015).

although it may be insufficient by itself. Therefore, toTherefore, the TOEFL could be referred to as a necessary

nurture these human resources, the same Interim Reportcheckpoint

recommended a year or more of overseas study.

English-speaking

for

those

wishing

world.

tostudy

Furthermore,

in

the

given

the

In 2014, Osaka University was selected to participate

TOEFL’s high adoption rate worldwide, a high score on

in the Ministry of Education, Culture, Sports, Science

this test is a readily acknowledged indicator of the test

and Technology’s (MEXT) “Top Global University

taker’s English proficiency.

Project.” Our university began various reform efforts,

The

TOEFL

is

of

two

types:

the

TOEFL

including increasing the number of our foreign

Internet-based test (iBT) and the TOEFL Institutional

researchers, exchange students, and the number ofTesting Program (ITP). The former is the official TOEFL

courses offered in English. As part of the same initiative,

test, whereas the latter is designed for use byconsidering overseas study, the university aimed atorganizations that recycle previous TOEFL paper-based

doubling the percentage of students studying abroad

test (PBT) questions. At our university, it has beenfrom 4 percent to 8 percent by 2020.

essential for first-year undergraduate students to attempt

Our university has concluded student exchange

the TOEFL ITP almost every year since 2003. The

agreements with 19 schools in English-speaking

Educational Testing Service (2013) has released a Score

countries; however, several of those schools require a

Comparison Table that enables the comparison of the two

minimum TOEFL iBT® score of 79 (of a possible 120).

tests. However, TOEFL ITP results are not recognized as― 27 ―

official scores and cannot be used by those wishing toreliability, and wide official acceptance, there are clearly

study abroad.

significant benefits to obtaining a high TOEFL iBT score.

As for the test content, both are billed as “100%academically focused, measuring the kind of English

Thus, both tests should be used according to theirintended functions and each test taker’s circumstances.

used in academic settings (Educational Testing Service,2015).”

However,the

TOEFL iBT

is

a

more

comprehensive test as it “measures the ability to

2.2

Osaka University students’ English proficiency

levelscommunicate by combining, or integrating, all four

The National Center Test for University Admissions

language skills, that is, listening, reading, speaking, andintroduced an English listening test in the 2006 academic

writing,” whereas the TOEFL PBT comprises only threeyear. The message behind this decision is clear, as statedparts, Listening, Structure and Written Expression, andin the center’s educational guidelines: if a student, along

Reading and does not test “productive skills” such aswith vocabulary and grammar skills, does not also

speaking or writing.

possess the ability to participate in the exchange ofWith regard to the reliability of the test, we canthoughts

andinformation

facilitatedbyspokenconsider the standard error of measurement (SEM) as

language—in other words, if the student is notpreviously released by the ETS. The SEM represents thefundamentally

range of potential deviation from a test taker’s initialstudent cannot study abroad. In addition, there has been ascore if the same individual, while still possessing thedemandsame abilities as in the initial attempt, re-attempted theEnglish-language coursework is conducted in Japanese

test; the smaller the standard error, the smaller thehigh schools. It is presumed that, owing to these changes,

expected degree of change between testing instances,

students preparing for university entrance examinations

thereby indicating that the test is a more reliable

will adjust their study approaches and therefore moreassessment of actual ability.

students entering our university will have a high degree

The SEM of the TOEFL iBT (score range 0 to 120) is

forcompetentinconsiderable

communication—thatchangeinhowof listening comprehension.

5.28. This indicates that a test taker who received a

Against this backdrop, I examined the TOEFL PBTTOEFL iBT score of 70 could expect to attain a score ofscores obtained by first-year undergraduate students at

64.72 to 75.28 should he or she re-attempt the test before

our university in six different years to determine thehis or her abilities either improved or declined. Inchanges that have occurred after the establishment of theaddition, the SEM of the TOEFL PBT (score range 310

new National Center Test for University Admissions

to 677) is 14. Compared to other tests offered previously

listening test. The results, shown in Table 1, indicate thatsuch as the G-TELP (SEM 5.8, score range 0 to 100) andstudents’ average scores have increased since 2003.

the TOEIC Bridge (SEM 8, score range 1 to 180), theHowever, since these fluctuations fall within an SEM of

TOEFL demonstrates a high degree of reliability.

14, one cannot conclude that the listening skill or overall

Some people, however, avoid the TOEFL iBT on
practical grounds; the TOEFL PBT has a ¥4,000 test fee

English proficiency of first-year undergraduate students
has greatly improved.

and requires approximately 2 hours to complete, whereas
the TOEFL iBT comes with a $230 (ؓ ¥25,000) price tag,

2.3 Conception of overseas study

requires 4.5 hours, and is offered at only a few locations

We also administered a survey questionnaire on overseas

in Osaka Prefecture. Nonetheless, from a global

study to 91 first-year undergraduates in engineering-

perspective, given the iBT’s high adoption rate, highrelated departments in April 2015. The survey was― 28 ―

host institution.”

Table 1Changes in TOEFL ITP scores among first-year students
at Osaka University
Test date
Sep. 2003
July 2004
July 2005
July 2006
Nov. 2012
Nov. 2013

About

two

monthsafter

responding

to

this

questionnaire, the 91 students attempted the TOEFL ITP
Average TOEFL ITP score
Listening Section
Total score
score
467.5
43.3
468.7
43.5
474.3
44.5
477.5
45.5
479.7
47.0
490.4
45.9

on campus. When surveyed again after the test, 82.4%
answered that “the test was much harder than I
imagined” or “I realized my English skills are not where
they need to be”; the other 17.6% responded that “asexpected, I couldn’t handle it.” In other words, a vast
majority of the students had overestimated their English(Source: Kimura & Mori, 2004–2014)

abilities. Incidentally, the average score obtained bythese 91 students was 476 points, with the following

conducted immediately after matriculation and therefore

section-wise breakdown: 44 in Listening, 49 in Structure

students provided the responses before they attempted

and Written Expression, and 50 in Reading. Among all

the TOEFL.

the first-year engineering students, only 2.1% scored 550

Japanese “introversion” is said to have steadily
intensified over the past decade, but when asked if they

points or more and only 0.3% scored 600 points orabove.

would like to study abroad, a surprising 57 respondents

These survey results and TOEFL scores suggest that

(62.6%) answered affirmatively. However, more thanapprehension about language abilities and lack ofhalf of these respondents expressed interest only in

self-confidence are major impediments to pursuing

short-term overseas study; only 28 of the 91 respondents

overseas study. It is also apparent that university students(30.8%) were interested in the “long-term overseas study

should be made aware of their current Englishof roughly one year” recommended by the university andproficiency level soon after matriculation, or they will

MEXT.

waste their time owing to an improper grasp of their

When those who did not want to study abroad wereskills and inability to set appropriate goals. By realizing

asked to provide reasons for the same, a significant

that failure to earn a high score on the TOEFL would

majority of them (65.0%) selected “Because I am notprevent them from being exchange students and that they

confident in my language skills.” Respondents chose thiswould have to study English seriously and determinedly

answer more frequently than any other options, including

for the next couple of years to achieve their study-abroad

financial reasons. The reasons frequently cited bygoals could help students establish reasonable plans andintroverted students, such as “I’ve never had any interest

pathways to achieve eventual TOEFL success.

in studying abroad” or “I can’t see the value in it,” were
not obstacles to this survey’s respondents. Furthermore,

3.

Preparing a framework to offer the TOEFL iBTwhen asked about the kind of support they required foron campus

overseas study, the second most common answer was

English ability, knowledge of a specialized field,

support in language study, after information for

motivation, and financial strength are indispensable tostudy-abroadkind ofsuccessful overseas study. Among these prerequisites, theinformation that respondents sought about overseas study,

English instructor’s primary responsibility is to develop

alongside “local security information,” 80.2% wanted to

students’ English skills so that they meet or exceed theknow “how high the required language level was at thehost universities’ required levels (Takefuta, 2013; Yonaha

preparation. Regardingthe& Takefuta, 2013).
― 29 ―

One of the complaints that I, as a university English

from 2014 onward all matters previously handled byinstructor, frequently hear from my students is “Even if I

ETS became the responsibility of the testing site. Thiswant to take the TOEFL iBT, there aren’t many test sites,change in test administration policy constituted a sharp

so it’s difficult to get a seat.” When I visited the official

increase in the university’s burden. Now it is essential to

TOEFL website and searched for testing locations for ahave ETS-trained test proctors on hand, manage several

specific date, I found that the closest site available forcomputer setup sessions prior to the test, and take

Osaka residents was in Mie Prefecture, approximately

responsibility for equipment troubleshooting. Those

130 km away, because the test sites in Osaka City wereinvolved in the testing procedures had to seriously

already full. Therefore, drawing on my dual role as bothconsider how best to structure the test’s administrative

an English faculty member and an administrator of theframework to handle these various responsibilities.

computer rooms in the university’s Cybermedia Center, I

Second, as ETS did not release the number of people

reached out to other faculty members in fall 2014 andwho have registered for the test in advance, it was

aimed to acquire the necessary budget to offer thedifficult to estimate the number of test takers on each test

TOEFL iBT on our campus.

day. Therefore, neither was it possible to predict therevenue generated by test takers nor could we know how

3.1

Benefits of offering the TOEFL iBT on campus
In March 2015, pursuant to the above-mentioned

many proctors should be assigned to the testing area until
immediately prior to the test.

request, a budget was allocated to make the necessary

adjustments that would allow students to attempt the

3.3

TOEFL iBT—a global standard in English language

Establishing an administrative framework

Moving toward TOEFL iBT implementation:assessment—in our computer rooms, in furtherance of

Our university had previously functioned as a

the university’s goal to cultivate global human resources.

TOEFL iBT test center, but the computer room that had

As already noted, students have had to travel at least toserved as the test site upgraded to thin client computers

Osaka City and, in worst-case scenarios, more than 100

in 2011. According to ETS regulations, the TOEFL iBT

km to reach an available TOEFL iBT test center. In

cannotcontrast, attempting the test at one’s own university, in a

network-booting OS, such as thin clients, so we had tofamiliar building and classroom, is less stressful than awithdraw as a testing site. Furthermore, as mentioned

first-time visit to an unfamiliar test center, thus it isearlier, as of 2014 universities were responsible for alleasier for students to focus on the test itself. Moreover,matters

as a school-based test center, the university reserves theadministration, including computer setup, periodic

right to offer the official test exclusively to people

computer checks, and test site management. It appears

affiliated with the university, which is another majorthat the majority of universities withdrew as test sites inbenefit for our students.

response to these changes. The only national university

beadministeredpertaining

to

on

test

computers

withimplementationaandcorporation still serving as a test site was Hokkaido
University, we therefore decided to learn from that

3.2 Obstacles to TOEFL iBT implementation
Although we acquired the budget to set up TOEFL
iBT testing, some problems remained. Up until 2013, theuniversity’s experience while we constructed our own
administrative framework.

university simply provided the testing area and ETS bore
sole

responsibility

for

test

preparation

From our interviews with Hokkaido University staff,

andwe learned that they believed it would be difficult foradministration; however, the main challenge began when

university faculty to handle both test implementation and― 30 ―

administration alone, so they entrusted this activity to thethem ultimately attempted the test.

university consumer cooperative association and worked
with the co-op and ETS on administrative issues. After

4. Conclusion

some internal deliberation, we decided to organize ouruniversity’sframeworktheselected to participate in MEXT’s “Top Global

collaboration of three departments: the Graduate School

University Project” and which actively encouragesof Language and Culture, School of Foreign Studies, andstudents to study abroad, I have examined in this report

Cybermedia Center. These departments would issue

the construction and implications of a framework

instructions

area

allowing us to offer the TOEFL iBT—an almost

arrangements, public relations, and administration, but

universal requirement for overseas study—on campus.

the actual implementation and administration, including

The development of this plan considered our first-year

public relations, computer setup, and other related duties,

undergraduates’ TOEFL ITP scores, student survey

would be entrusted to the co-op.

results, and other factors. We found that the majorfortest-daysimilarly,

based

decisions,on

As an English instructor at this university, which was

testing

impediments to overseas study were students’ generalapprehension about their English abilities and their lack

3.4 Implementation of the first test
Although our university’s discussions with ETSof self-confidence. Furthermore, we discovered thebegan in April 2015, the administrative framework was

importance of making students aware of their actual

established and the working partnership between thecurrent English proficiency level soon after matriculation

co-op and ETS was concluded only by mid-January 2016.

so that they may set realistic goals and prepare

The only day on which we could offer the TOEFL iBT,

effectively.

given our university’s entrance exam and spring vacation

Given these results, as members of the university’sschedules, was February 28, leaving us an extremely

English faculty and administrators of the Cybermedia

slim time margin; we threw ourselves energetically into

Center’s computer rooms, we made an internal budget

publicity. We publicized the test through the university

request and were allocated a budget in March 2015. This

website, the academic affairs information system’s

enabled us to make the necessary preparations required

bulletin board, campus television, the co-op’s e-mailto offer the TOEFL iBT in the university’s computer

newsletter, and each department’s faculty meetings.

rooms, in furtherance of our global human resource

When I announced the details of the test in my English

development objectives. The first TOEFL iBT test wasclasses, students who wanted to study abroad showed anheld on February 28, 2016, and although we had onlyinterest, but some obstacles still persisted, such as that

two weeks to promote the opportunity, 10 people

the test date was fast approaching and that test takers

attempted the test on that date. Judging from thewere generally required to present a passport as

feedback of students interested in studying abroad who

identification.

have spoken with me directly and have asserted that

As

this

was

entrustingalthough they were unprepared to attempt the test

implementation of the TOEFL iBT to the university

immediately, they would definitely like to take it thisco-op, we opened registration only to people affiliatedsummer or next year, it would appear that we have awith the university so as to reduce the risk of problems.

considerable number of potential test takers on campus.

Therefore, we were concerned about attracting aConsidering the above, if we offer the test in summer,

sufficient

withinwhen more people are said to attempt the TOEFL, and if

approximately two weeks, 12 people applied and 10 of

we have a significantly longer time available fornumber

our

of

first

test

trial

takers,inbut― 31 ―

promotion, we can expect to draw enough students to fill

International Student Affairs Division, Department of

the available seats rapidly. Since our two computer

Education Development, Osaka University. 2015.

rooms equipped to offer the TOEFL can accommodate

Study Abroad Guidebook for Osaka University

approximately 90 test takers, the potential revenue from

Students 2015–2016.

testing fees could be sufficient for the co-op tasked with

Kimura, S. & Mori, Y. (Eds.) (2004–2014) Heisei 15–25

test administration to achieve a profit. Furthermore, in

Nendo TOEFL®-ITP jissi ni kansuru Houkokusho.

the event of higher demand from our own students, we[Reportcould choose, as we did this time, to offer registration

implementation of the TOEFL-ITP 2003–2013

only to people affiliated with the university. Doing so

TOEFL®-ITP]. Osaka: Center for Education in

would

Liberal Arts and Sciences & Graduate School offurtherenhancethejustification

for

the

university’s effort to make its computer rooms available
as testing sites.

on

the

2003–2013

academicyear

Language and Culture, Osaka University.
Takefuta, J. (2013) Daigakusei no kaigai ryugaku wo

Yonaha & Takefuta (2013) compared a group of

seikou saserutame ni eigo kyoushi ga subekikoto

students who had achieved a rather high degree of[The English teacher’s responsibilities in ensuring

English proficiency (average TOEIC score of 838) tosuccessful overseas study for university students]

another group with an average TOEIC score of only 685,

(pp.23–30). In S. Kimura & Y. Mori (Eds.) Heisei

finding that the latter group was unable to gain much

24 nendo tofuru jisshi ni kansuru houkokusho

benefit from study abroad. Moreover, when the latter[Report on the 2015 academic year implementationgroup returned home from their study abroad, their testof the TOEFL-ITP].Osaka: Center for Education inscores did not show significant improvement; on the

Liberal Arts and Sciences & Graduate School ofcontrary, their scores were even lower than the former

Language and Culture, Osaka University.

group’s average score. In other words, to make the most

The Council on Promotion of Human Resource forof a student’s exchange program experience, it is

Globalization Development. (2011) An Interim

important (1) to establish the student’s English

Report of The Council on Promotion of Human

proficiency prior to planning for overseas study and (2)Resource for Globalization Development.

to solidify a sense of purpose regarding what the student

Yonaha, N. & Takefuta, J. (2013) Eigo kyoiku sogo

intends to do and accomplish in the host nation. I believe

shisutemu ni motozuita eigo gakushu no Kouka nothat we English instructors must impress upon our

kenshou [Efficacy of Teaching English Using a

students the desire to go overseas along with the

CALL System Based on the Three-step Auditory

importance of devoting a concerted effort to improving

Comprehension Approach]. Studies of Language

their English proficiency beforehand so that they can

and Culture, 7, 43–59.

make the most of their overseas experience. This would---------------

represent an important step toward cultivating true global

This article is a revised and edited version of thetalent.

following paper: Takefuta, J. (2016) Construction andsignificance of a framework for offering the TOEFL
iBT® on campus (pp.15-23). In N. Hino (Ed.) Saishin no

References
Educational

TestingService.

(2013)TOEFL®

Internet-based Test Score Comparison Tables.

eigo kyouiku kenkyu [Latest English education research].
Osaka: Graduate School of Language and Culture, Osaka

Educational Testing Service. (2015) Test and Score Data

University.

Summary for TOEFL iBT® Tests.
― 32 ―

฼⏝⪅䛾ኌ㻌ɞ᝟ሗᩍ⫱ࢩࢫࢸ࣒ᤵᴗᢸᙜᩍဨࡢኌ
࣭ኚㇺࡍࡿ᝟ሗᩍ⫱ 㧗ᮌࠉ㐩ஓ

35࣭እᅜㄒᏛ㒊ࠕ᝟ሗά⏝ᇶ♏ࠖࢆᢸᙜࡋ࡚  ௒ᮧࠉὈṇ

37

TA(Teaching Assistant)ࡢኌ
    ࣭TA ࡢឤ᝿

㝡ࠉࠉࠉᾧ

39

๽ࠉࠉᏳୡ

39

   ฼⏝Ꮫ⏕ࡢኌ 

40

ɞ CALL ࢩࢫࢸ࣒   ᤵᴗᢸᙜᩍဨࡢኌ
࣭ⱥㄒ Reading ࡛ࡢ CALL ࢩࢫࢸ࣒࡜ CLE ࡢά⏝  ᑠ⸆ࠉဴဢ

42

࣭Using a PC, Projector, Textbook Scans and Internet in the EFL Classroom  E r i c H a i l

44

TA(Teaching Assistant)ࡢኌ
࣭CALL ᩍᐊࢆ㏻ࡋ࡚  ᘯ⏣ࠉឡဏᏊ47

࣭TA ࡜ࡋ࡚ࡢឤ᝿  N i e J i n g48฼⏝Ꮫ⏕ࡢኌ 

49― 33 ―

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ᯝ࡜࠸࠺㠃࡛ࡣࠊࡇࢀࡽࡢࠕゝㄒࠖࡼࡾࠊPower Point➨୕ᖇᅜ㌷࡛౑⏝ࡉࢀ࡚࠸ࡓᬯྕࡣࠊ࢚ࢽࢢ࣐࡜࿧

ࡸ Excel ࢆ౑⏝ࡋࡓࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࡢ₇⩦ࡸࡤࢀࡿ㟁ẼᶵᲔᘧࡢᬯྕᶵࢆ⏝࠸࡚⏕ᡂࡉࢀ࡚࠸ࡲ

⤫ィィ⟬ࡢ₇⩦ࡢ᪉ࡀ㧗࠸࡜ᛮࢃࢀࡲࡍࠋࡋ࠿ࡋࠊ

ࡋࡓࠋࡇࢀࢆゎㄞࡋࡓࡢࡣ࣏࣮ࣛࣥࢻࡢ Marian A.

ࡸࡀ࡚ࡇ࠺ࡋࡓࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢯࣇࢺࡢ฼⏝ࡸ

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⾲ィ⟬ࢯࣇࢺࡢ฼⏝ࡣࠕᙜࡓࡾ๓ࠖࡢ᫬௦࡜࡞ࡾࠊ

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ࡼࡾ advance ࡞࢔ࣉࣜࢣ࣮ࢩࣙࣥࡸ㌟㏆࡞ࣉࣟࢢࡢࡓࡵࠊⱥ௖Ἴྜྠ࡛ᬯྕゎㄞࡀヨࡳࡽࢀࠊゎỴ࡟࣑ࣛࣥࢢゝㄒࡢ฼⏝ࡢᩍ⫱ࡀ⾜ࢃࢀࡿࡼ࠺࡟࡞ࡿ࡜

ᑟ࠸ࡓࡢࡀࠊ㧗ྡ࡞ࠊAlan M. Turing ࡛ࡍࠋ᪤࡟ 70ᛮࢃࢀࡲࡍࠋ⚾㐩ࡣࠊ௒ࠊࡇ࠺ࡋࡓ᫬௦ࡢ⛣ࡾኚࢃᖺ๓ࠊ᝟ሗᡓࡣጞࡲࡗ࡚࠸ࡓࡢ࡛ࡍࠋࡑࡋ࡚ࠊ
ࠕ᝟ሗࠖࡿ┿ࡗྈ୰࡟࠸ࡿࡢࡔ࡜࠸࠺ࡇ࡜ࢆ⮬ᡄࡋ࡞ࡅࢀࡤ

ࡣᩍ⫱ࡉࢀࡿ࡭ࡁᏑᅾ࡛ࡋࡓࠋ

࡞ࡾࡲࡏࢇࠋ

↛ࡿ࡟ࠊ᪥ᮏ࡛ࠕ᝟ሗࠖࡀ⩏ົᩍ⫱࣭㧗ᰯᩍ⫱࡟௒ࡦ࡜ࡘࠊᏛ⏕ࡉࢇࡢᇶ♏▱㆑ࡀࠊࡇࢀ࡯࡝␗࡞

ྲྀࡾධࢀࡽࢀࡿࡢࡣࠊ2003 ᖺࡢࡇ࡜࡛㸦ࡋ࠿ࡶࠊᬻ

ࡿࡇ࡜ࢆ๓ᥦ࡟ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸⛉┠ࡶከࡃ࡞࠸

ࡃࡣ⫪᭩ࡁࡔࡅ࡛ᐇ㝿࡟ࡣᤵᴗࡣ࡯࡜ࢇ࡝⾜ࢃࢀ࡚࡛ࡋࡻ࠺ࠋ௨๓ࠊ኱㜰኱Ꮫ࡟㝈ࡽࡎࠊ୍⯡ㄽ࡜ࡋ࡚࠸࡞࠿ࡗࡓ࡜ࡶ㸧ࠊࡲࡔ 13 ᖺࡢṔྐࡋ࠿ᣢࡗ࡚࠸ࡲ

㏙࡭ࡿ࡜ࡋ࡚ࠊࡑࡢ⌮⏤ࡣࠊ኱ซ௨ୗࡢࡼ࠺࡞ࡶࡢ

ࡏࢇࠋ኱㜰኱Ꮫ࡛ࠕ᝟ሗά⏝ᇶ♏ࠖࡀጞࡲࡗࡓࡢࡣ

ࡔ࡜グ㏙ࡋࡓࡇ࡜ࡀ࠶ࡾࡲࡍࠋ

1990 ᖺ㡭࠿ࡑࢀࡼࡾᑡࡋ๓ࡢࡣࡎ࡛ࠊ10 ᖺ௨ୖࠊඛ
ࢇࡌ࡚࠸ࡓࡇ࡜࡟࡞ࡾࡲࡍࠋ኱Ꮫᩍ⫱ࡀࡇࢀ࡯࡝኱

㸯㸧㧗ᰯᩍ⫱࡛ࡢࠕ᝟ሗࠖ࡟㛵ࡋ࡚ࡣࠊࡲࡔࡲࡔࡑࡢ㔜せᛶࡀ☜❧ࡋ࡚࠸࡞࠸ࡓࡵࠊᩍဨࡶࠊࠕ᝟

ࡁ࡞ព⩏ࢆᣢࡗ࡚࠸ࡓ㸭ᣢࡗ࡚࠸ࡿ⛉┠ࡶ௚࡟ࡣ࡞

ሗࠖᑓ㛛ࡢᩍဨࡣ࠶ࡲࡾ᥇⏝ࡉࢀ࡚࠸࡞࠸ࡢࡀ⌧࠸࡜ゝࡗ࡚ࡶ࠸࠸࡛ࡋࡻ࠺ࠋ

≧࡛࠶ࡾ㸦௚⛉┠ࡢචチࡶᚲせ࡜ࡉࢀࡿࡇ࡜ࡀከ

➹⪅⮬㌟ࡣࠊタࡅࡽࢀ࡚㛫ࡶ࡞࠸ྠ⛉┠ࡢㅮ⩏࣭࠸㸧ࠊ㧗ᰯ࡟ࡼࡗ࡚ࠊሙྜ࡟ࡼࡗ࡚ࡣྠࡌ㧗ᰯ࡛

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ࡶࢡࣛࢫ࡟ࡼࡗ࡚ࠊ⌧ᐇࡢᩍ⫱ෆᐜࡲ࡛␗࡞ࡿ࡜

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㸱㸧⩏ົᩍ⫱ㄢ⛬ࡸ㧗➼Ꮫᰯ࡟࠾࠸࡚ࠊ౑⏝ࡉࢀࣥࡀືసࡋ࡚࠾ࡾࠊࣉࣟࢢ࣑ࣛࣥࢢゝㄒࡼࡾࡇࢀࡽ

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ࡢ࢔ࣉࣜࢣ࣮ࢩࣙࣥࡢ฼⏝࡟ࠊᑡ࡞ࡃ࡜ࡶ⸆Ꮫ㒊ࡢ

࠶ࡾࠊUNIX ࠿ࠊWindows ࠿ MacOS ࠿࡟ࡼࡗ࡚ࠊ

᝟ሗά⏝ᇶ♏࡛ࡣࠊ↔Ⅼࡀ⛣ࡗ࡚࠸ࡲࡍࠋHTML5ᙜ↛ࠊᏛ⏕ࡉࢇࡢ▱㆑ࡣ␗࡞ࡗ࡚ࡃࡿࠋ࡜ CSS ࡣᑐ㇟࡛ࡍࡀࠊṧᛕ࡞ࡀࡽ⌧᫬Ⅼ࡛ࡢᩍ⫱ຠ― 35 ―

ࡲࡔࡲࡔ࠶ࡗࡓࡢ࠿ࡶ▱ࢀࡲࡏࢇࡀࠊ௨ୖࡀᐜ᫆

ᜍᛧᨻ἞ࡢᡂ❧ࡢ㔝ᮃࢆ㟢ࢃ࡟ࡋࡲࡍࠋ୍Ṍ㛫㐪࠼࡟ᛮ࠸ࡘ࠸ࡓၥ㢟Ⅼ࡛ࠊࡇࡢ≧ἣࡣࠊ࠿࡞ࡾᨵၿࡉ

ࡿ࡜⚾㐩ࡣ㏆ᮍ᮶ࠊ“Samaritan” ࡟᧯ࡽࢀ࡚࠸ࡿ࠿ࡶ

ࢀࡓ࡜ࡣゝ࠼ࠊ⌧ᅾࡶṧࡗ࡚࠸ࡿ࡜⪃࠼࡚࠸ࡲࡍࠋ

▱ࢀࡲࡏࢇࠋ
ࠕ᝟ሗά⏝ᇶ♏ࠖ࡟ጞࡲࡿ㧗➼ᩍ⫱࡟࠾ࡑࡋ࡚ࡇࢀࡽࡢၥ㢟Ⅼࡣࠊㄡࡀᝏ࠸ࠊ࡝ࡇࡀᝏ࠸࡜

ࡅࡿ᝟ሗᩍ⫱ࡀᣢࡘᙺ๭ࡣࠊ⚾㐩࡟ㄢࡏࡽࢀࡓ౑࿨

࠸࠺ࡢ࡛ࡣ࡞ࡃࠊᅉᯝ㛵ಀࡣ」㞧࡟⤡ࡳྜࡗ࡚࠸࡚ࠊ

ࡣࠊ௨እ࡜኱ࡁ࠸࡜ぬᝅࡍࡿᚲせࡀ࠶ࡿ࡜ࠊ➹⪅ࡣ▷ᮇ㛫࡛ゎỴࡍࡿၥ㢟Ⅼࡢࡼ࠺࡟ࡣぢ࠼ࡲࡏࢇࠋᙜ

⮬ᡄࡋ࡚࠸ࡲࡍࠋ

㠃ࠊᣢ⥆ࡍࡿ࡜⪃࠼ࠊ኱Ꮫഃࡣᑐฎࡍࡿᚲせࡀ࠶ࡾ
ࡲࡍࠋ2006 ᖺࡢㄪᰝᚋࠊ஦ែࡀ࠿࡞ࡾᨵၿࡉࢀࡓࡢ
ࡣࠊୖグ㸱㡯┠ࡀࡑࢀ࡯࡝㛫㐪ࡗ࡚࠸࡞࠿ࡗࡓࡇ࡜
ࢆ♧ࡋ࡚࠸ࡿࡼ࠺࡟ᛮࢃࢀࡲࡍࠋ
1990 ᖺ๓ᚋࡢ≧ἣࢆ⪃࠼ࡿ࡜ࠊ᝟ሗࢆྲྀࡾᕳࡃ⎔ቃࡣ኱ࡁࡃኚࢃࡾࡲࡋࡓࠋ1 ே 1 ྎ࡜࠸ࡗ࡚࠸࠸࡯
࡝ᦠᖏ㟁ヰࠊ࠸ࡸࢫ࣐࣮ࢺࣇ࢛ࣥࡣᬑཬࡋࠊᐙᗞ࡟
ࡣ㧗㏿ࢿࢵࢺ࣮࣡ࢡࡀࡸࡗ࡚ࡁ࡚ࠊࢸࣞࣅࡸࢫ࣐࣮
ࢺࣇ࢛࡛ࣥື⏬ࢧ࢖ࢺࢆぢࡿࡇ࡜ࡀ࡛ࡁࡿࡼ࠺࡟࡞
ࡾࡲࡋࡓࠋ᳨⣴ࢧ࢖ࢺࡢ᳨⣴ࢩࢫࢸ࣒ࡣ㣕㌍ⓗ࡟㧗ᗘ໬ࡋࡲࡋࡓࠋSNS㸦ࡇࡇ࡛ࡣᗈ⩏࡟ᤊ࠼ࡲࡍ㸧ࡶࠊblogࠊmixi ࡢ᫬௦࠿ࡽࠊFacebookࠊGoogle+ࠊࡑࡋ࡚
Twitter 㸦Twitter ♫⮬㌟ࡣࠊSNS ࡜ࡣ␗࡞ࡿ࡜ᐉゝࡋ࡚࠸ࡿࡀ)ࠊLINEࠊInstagram ࡬ࠊࡑࡋ࡚ศ㔝≉໬ᆺ SNS ࡬࡜ື࠸࡚࠸ࡲࡍࠋேᕤ▱⬟ࡣⓎ㐩ࡋࠊ2045
ᖺၥ㢟㹼ேᕤ▱⬟ࡀேᕤ▱⬟ࢆᨵⰋࡋࠊࡸࡀ࡚ே㢮ࢆ㉺࠼ࡿࠊPoint of No Return ࡢᖺ࡜᥎ᐃࡉࢀ࡚࠸ࡿ
㹼ࡣே㢮ࡀ┤㠃ࡋ࡚࠸ࡿ⌧ᐇⓗ࡞ၥ㢟ࡔ࡜ゝ࠺ᑓ㛛ᐙࡶ࠾ࡽࢀࡲࡍࠋࡇࢀ࡟క࠸ࠊⓎಙࡍࡿ㸭ཷࡅྲྀࡿ᝟ሗࡢ㔞࡜㉁ࡶ኱ࡁࡃኚ໬ࡋ࡚࠸ࡲࡍࠋ⚾㐩ࡣࠊ⃭ࡋࡃ⛣ࡾኚࢃࡿࠗ᝟ሗ࠘ࡢ ࡢ୰࡟᪤࡟ᕳࡁ㎸ࡲࢀ࡚࠸ࡿࡢ࡛ࡍࠋ㧗➼Ꮫᰯࡲ࡛࡟ఱࢆ⩦࠸ࠊఱࢆ⩦ࢃ࡞࠸ࡢ࠿ࠋ኱Ꮫ࡛ఱࢆᩍ⫱ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢ࠿ࠊ
ఱࡣᩍ⫱ࡋ࡞ࡃ࡚࠸࠸ࡢ࠿ࠊࡇࡢゎỴ࡟ࡣྂࡃ࡚᪂
ࡋ࠸ၥ㢟ࠊ㧗኱㐃ᦠࡀ㔜せ࡟࡞ࡗ࡚ࡁࡲࡍࠋゝ࠺ࡣ᫆ࡋ⾜࠺ࡣ㞴ࡋ࡛࠶ࡿࡇ࡜ࡣᢎ▱ࡢୖ࡛ࠊ௒୍ᗘࠊ
ၥ㢟ᥦ㉳ࡉࡏ࡚㡬ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋఱᨾࠊྛᩍ⫱ᶵ㛵ࡢ⦪ࡢ㐃ᦠࡣࡇࢇ࡞࡟ࡶⷧ࠸ࡢ࡛ࡋࡻ࠺࠿ࠋ
USA ࡢ CBS ࡛ ඛ ᪥ ࡲ ࡛ ᨺ ᫎ ࡉ ࢀ ࡚ ࠸ ࡓ ࢻ ࣐ࣛࠊ”Person of Interest” ࡛ࡣࠊ”The Machine” ࡸ ”
Samaritan” ࡜ྡ௜ࡅࡽࢀࡓࢥࣥࣆ࣮ࣗࢱࢩࢫࢸ࣒ࡀࠊ
≢⨥ࢆண▱ࡋࠊᮍ↛࡟㜵ࡄࡼ࠺ࠊ୺ேබ㐩࡟ఏ㐩ࡋࡲࡍࠋ“Samaritan” ࡣࠊ┘ど♫఍ࡢᡂ❧࡟ࡼࡿ୍✀ࡢ― 36 ―    እᅜㄒᏛ㒊ࠕ᝟ሗά⏝ᇶ♏ࠖࢆᢸᙜࡋ࡚௒ᮧ Ὀṇ㸦ᱵⰼዪᏊ኱Ꮫ ᝟ሗ࣓ࢹ࢕࢔Ꮫ⛉㸧ࡣࡌࡵ࡟㓄ᕸ㈨ᩱࡢ༳ๅタᐃ࡞࡝㸧ࢆ୰ᚰ࡟ᤵᴗࢆ⾜ࡗ࡚࠸ࡿࠋ

ᮏᤵᴗࡣእᅜㄒᏛ㒊 1 ᖺ⏕ࢆᑐ㇟࡟ࠊ᝟ሗࡢఏ㐩࣭཰᝟ሗࡢά⏝࡜࠸࠺ほⅬ࠿ࡽࡣࠊᅗ᭩㤋⫋ဨ࡟ࡼࡿᅗ᭩㤋㞟࣭ᩚ⌮࣭ศᯒ࡞࡝ࡢᡭἲࡢᇶ♏ࢆ⩦ᚓࡋࠊ᝟ሗࢆά⏝ࡢ฼⏝ἲࡢฟ๓ㅮ⩏ࠊຍ࠼࡚෉Ꮚࠕ㜰኱⏕ࡢࡓࡵࡢ࢔࢝

࡛ࡁࡿࡼ࠺࡟ࡍࡿࡓࡵ࡟タ⨨ࡉࢀࡓ༙ᮇ⛉┠㸦๓ᮇ࣭ᚋࢹ࣑ࢵࢡ࣭ࣛ࢖ࢸ࢕ࣥࢢධ㛛ࠖࢆ⏝࠸ࡓ࣏࣮ࣞࢺࡸㄽᩥ

ᮇᐇ᪋㸧࡛࠶ࡿࠋྠ୍᭙᪥ࠊྠ୍᫬㛫࡟ࠊᏛ⏕⣙ 300 ྡࡢసᡂἲ࡟ࡘ࠸࡚ࡶྍ⬟࡞㝈ࡾྲྀࡾධࢀ࡚࠸ࡿࠋࡲࡓ➹ࡀࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡢ 5 ᩍᐊ࡟ศ࠿ࢀࠊ୪⾜ࡋ⪅ࡢࢡࣛࢫ࡛ࡣࠊ᝟ሗⓎಙࡶ IT ࣜࢸࣛࢩࡢࡦ࡜ࡘ࡜ᤊ࠼

࡚ᤵᴗࡀ⾜ࢃࢀ࡚࠸ࡿࠋ
➹⪅ࡣ 2009 ᖺࡼࡾᮏㅮ⩏ࢆᢸᙜ࡚࠾ࡾࠊ᫬㛫ࢆᕤ㠃ࡋ࡚ HTML ࡜ CSS ࡢᩥἲࡢᇶ♏ࢆࡋ࡚࠸ࡿࡀࠊ኱㜰እᅜㄒ኱Ꮫ᫬௦࡟ࠕ᝟ሗࡢୡ⏺ࠖࢆᢸᏛࡧࠊ⡆༢࡞࣮࣒࣮࣍࣌ࢪసᡂࡲ࡛ࢆ⾜ࡗ࡚࠸ࡿࠋ࠸ࡎ

ᙜࡋጞࡵࡓࡢࡀ 1998 ᖺ࠿ࡽ࡞ࡢ࡛ࠊ
እᅜㄒࢆᏛࡪᏛ⏕࡟ࢀࡢෆᐜࡶᇶ♏ⓗ࡞ෆᐜ࡛࠶ࡿࡀࠊᏛ⏕ࡀᑗ᮶▱ࡗ࡚࠸ࢥࣥࣆ࣮ࣗࢱࡢᇶᮏᢏ⬟ࢆᩍ࠼ࡿࡼ࠺࡟࡞ࡗ࡚ࡍ࡛࡟

ࡓࡽᙺ❧ࡘ࠿࡝࠺࠿ࡢほⅬ࡛ྲྀᤞ㑅ᢥࡋࠊ᭱ᑠ㝈ࡢෆᐜ18 ᖺ௨ୖࡀࡓࡗࡓࡇ࡜࡟࡞ࡿࠋࡇࡢ㛫ࠊ௒ᛮ࠼ࡤ⬤ᙅ࡞ࢆ⮬సࢸ࢟ࢫࢺ࡟ࡲ࡜ࡵࠊCLE ࡛බ㛤ࡋ࡞ࡀࡽ㐍ࡵ࡚࠸PC ⎔ቃ࠿ࡽ⌧ᅾࡢ኱㔞᝟ሗࢆ㧗㏿࡟ฎ⌮࡛ࡁࡿ ICT ⎔ࡿࠋࡲࡓㄢ㢟࡟ࡘ࠸࡚ࡶ CLE ࡛ᥦ♧ࢆ⾜ࡗ࡚࠸ࡿࠋࡓࡔ

ቃ࡬࡜ᩍ⫱⎔ቃࡣ኱ࡁࡃኚ໬ࢆ㐙ࡆࡓࠋࡑࢀ࡟ྜࢃࡏ࡚

ࡋㄢ㢟ࡢᥦฟ࡟ࡘ࠸࡚ࡣࠊᚋ࡛ᣲࡆࡿ⌮⏤࠿ࡽ OU ࣓࣮Ꮫ⏕ࡢᏛࡪ࡭ࡁෆᐜࡶኚ໬ࡋ࡚ࡁࡓࡀࠊ᝟ሗฎ⌮ࡢᇶ♏

ࣝࢆ฼⏝ࡋ࡚࠸ࡿࡢࡀ⌧≧ࡔࠋ࡟㛵ࡋ࡚࠸࠼ࡤࠊࡑࡢᮏ㉁ⓗ࡞㒊ศࡣࡑࢀ࡯࡝ኚ໬ࡋ࡚
࠸࡞࠸ࠋࡶࡗ࡜࠸࠼ࡤᏛ⏕ࡢ PC 㞳ࢀࡣࡴࡋࢁ㐍ࢇ࡛࠾Ꮫ⏕ࡢ཯ᛂࡾࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡢࡼ࠺࡞ PC ࡟ᐜ᫆࡟ゐ Ꮫ⏕ࡢከࡃࡣࠊ㧗ᰯ᫬௦࡟ Windows ࡸ Word ࡟ࡼࡿᩥࢀࡽࢀࡿ⎔ቃࡢᩚഛࡣ㔜せᗘࢆቑࡋ࡚࠸ࡿࡼ࠺࡟ࡶᛮ࠼

᭩సᡂࢆ⤒㦂ࡋ࡚࠸ࡿࡼ࠺ࡔࡀࠊᇶᮏⓗ࡞౑⏝ἲ࡟㛵ࡋ࡚ࡃࡿࠋ

୍࡚㏻ࡾࡢᏛ⩦ࡋ࠿ࡋ࡚࠸࡞࠸ࡓࡵࠊࢩ࣮ࣙࢺ࢝ࢵࢺࡸ

ࡇࡇ࡛ࡣࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮࡛ࡢ⮬ࡽࡢᩍ⫱⿵ຓ࣮࢟ࡢ౑⏝࡜࠸ࡗࡓ౽฼࡞౑࠸᪉࡟ࡘ࠸࡚ࡣ▱ࡽ࡞࠸ࡇ࡜ࡀከ࠸ࠋࡑࡇ࡛ᮏᤵᴗ࡛ࡣࠊPC సᴗࡢຠ⋡໬࡟ᙺࡢ⌧≧࡟ࡘ࠸࡚ᛮ࠺ࡇ࡜ࢆ㏙࡭࡚ࡳࡓ࠸ࠋ

❧ࡕࡑ࠺ Tips ࢆෆᐜ࡟ࡕࡾࡤࡵ࡚࠸ࡿࠋᙜึࡣ༢ㄪ࡞ධ
ຊ࡟ࡼࡿᏛ⏕ࡢࠕ㣬ࡁࠖࢆ㜵Ṇࡍࡿ┠ⓗ࡛ࡇࡢࡼ࠺࡞ Tips

ᤵᴗࡢෆᐜࠕ᝟ሗά⏝ᇶ♏ࠖࡢ┠ⓗࡣࢩࣛࣂࢫ࡟ࡶ࠶ࡿ㏻ࡾࠊ(1)ࢆࢸ࢟ࢫࢺࡢ୰࡟ၥ㢟ᙧᘧ࡛┒ࡾ㎸ࢇࡔࡀࠊពእ࡞࡯࡝

ࢥࣥࣆ࣮ࣗࢱࢆ฼⏝ࡋ࡚ࠊྛ✀᝟ሗࡢఏ㐩࣭཰㞟࣭ᩚ⌮࣭ᤵᴗ࡟㞟୰ࡉࡏࡿࡢ࡟ຠᯝⓗ࡛࠶ࡗࡓࠋࡸࡣࡾᩥ⛉⣔࡜ศᯒࡀ࡛ࡁࡿ㸦2㸧IT ࣜࢸࣛࢩࢆ㧗ࡵࡿࡇ࡜࡟ࡼࡾࠊᚲ

࠸࠺ࡇ࡜ࡶ࠶ࡾࠊ
PC ࢆ౑࠺᫬㛫ࡀ⤯ᑐⓗ࡟୙㊊ࡋ࡚࠸ࡿせ࡞᝟ሗࢆᗈࡃά⏝ࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠊࡢ 2 ࡘ࡛࠶ࡿࠋ

ࡼ࠺࡟ᛮࢃࢀࡿࠋExcel ࡢᤵᴗ࡛ࡣࠊ⮬ࡽࢹ࣮ࢱࢆ㞟ࡵࠊࡇࢀࢆᐇ⌧ࡍࡿࡓࡵࠊᤵᴗ࡛ࡣ Windows ࡟ࡼࡿࣇ࢓࢖ࣝ

స⾲࠿ࡽࢢࣛࣇసᡂࡲ࡛ࢆ⾜ࡗ࡚ࢹ࣮ࢱࢆศᯒࡉࡏࡿㄢ

᧯సࡢᇶ♏ࠊ࣮࣡ࣉࣟ㸦Word㸧࡟ࡼࡿᩥ᭩సᡂ㸦㐃ᩥ⠇㢟ࢆㄢࡍࡇ࡜࡛ࠊࢢࣛࣇ࡟ࡼࡿどぬ໬࡟ࡼࡗ࡚⮬ศࡢゝኚ᥮ࠊྛ✀᭩ᘧࡢタᐃࠊ࢜ࣈࢪ࢙ࢡࢺࡢᤄධࠊᕪࡋ㎸ࡳ࠸ࡓ࠸ࡇ࡜ࢆ࢔ࣆ࣮࡛ࣝࡁࡿ࡜࠸࠺ࡇ࡜ࢆᐇឤࡉࡏࡿࡼ༳ๅ࡞࡝㸧ࠊ⾲ィ⟬ࢯࣇࢺ(Excel)࡟ࡼࡿ⾲࡜ࢢࣛࣇࡢసᡂ

࠺࡟ࡋࡓࠋㄢ㢟ࢸ࣮࣐ࡢࡦ࡜ࡘࡀࠕศᯒ࡛ࠖ࠶ࡿࡢࡔࡀࠊ

㸦⾲࣭ࢢࣛࣇࡢ᭩ᘧタᐃࠊ㛵ᩘࡢᤄධࠊ༳ๅタᐃࠊ⡆᫆ࡇࡇᩘᖺࠊศᯒࡀ୙༑ศ࡛஦ᐇࡔࡅࢆ㏙࡭ࡿ࡟࡜࡝ࡲࡿ

࣐ࢡࣟࡢసᡂ࡞࡝㸧ࠊࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢯࣇࢺ

Ꮫ⏕ࡀቑຍഴྥ࡟࠶ࡿࡢࡀẼࡀ࠿ࡾࡔࠋPowerPoint ࡟ࡘ(PowerPoint)࡟ࡼࡿࢫࣛ࢖ࢻసᡂ㸦ࢸ࣮࣐ࡢኚ᭦ࠊ⏬㠃ࡢ࠸࡚ࡣࠊேᩘ㸦60 ྡ⛬ᗘ㸧࡜᫬㛫ࡢ㛵ಀ࡛ྛ⮬࡟ࣉࣞࢮษࡾ᭰࠼ࠊ࢔ࢽ࣓࣮ࢩࣙࣥタᐃࠊࢫࣛ࢖ࢻ࣐ࢫࢱࡢタᐃࠊࣥࢆᐇ᪋ࡉࡏࡿࡇ࡜ࡀ࡛ࡁ࡚࠸࡞࠸ࡀࠊ௦ࢃࡾ࡟⾜ࡗ࡚― 37 ―

࠸ࡿ࣮࣒࣮࣍࣌ࢪసᡂ࡛ࡣࠊࡑࢀࡒࢀࡀ⯆࿡ࢆᣢࡗ࡚ྲྀ࠿࡛ᡂ⦼ホ౯ࢆ௜ࡅࡊࡿࢆ࠼࡞࠸ࠋᐈほᛶࡣୖࡀࡗࡓ࡜

ࡾ⤌ࢇ࡛࠾ࡾࠊ࣮࣌ࢪ࠿ࡽࡣྛ⮬ࡢࣘࢽ࣮ࢡ࡞୍㠃ࡀᇉᛮ࠺ࡀࠊᏛ⏕ࡀⱞᚰࡋ࡚సࡗࡓෆᐜ࡟ࡘ࠸࡚ࡣࡑࢀ࡯࡝㛫ぢࡽࢀࡿࠋ඲య࡜ࡋ࡚ࠊᏛ⏕ࡣ┿㠃┠࠿ࡘ✚ᴟⓗ࡟ཧ኱ࡁ࡞ホ౯Ⅼ࡟࡛ࡁ࡞࠸࡜࠸࠺࣐࢖ࢼࢫ㠃ࡶ࠶ࡿࠋຍࡋ࡚࠸ࡿ࡜⪃࠼࡚࠸ࡿࠋ

ࡉࡽ࡟ཷࡅྲྀࡗࡓㄢ㢟ࡣࠊᩚ⌮ࡢẁ㝵࡛Ꮫ⡠␒ྕ㡰࡟୪࡭ࡿᚲせࡀ࠶ࡿࠋࡑࡢࡓࡵㄢ㢟ᥦฟ࡟ࡣ⌧ᅾ OU ࣓࣮ࣝࢆά⏝ࡋ࡚࠸ࡿࠋసᡂㄢ㢟ࢆ OU ࣓࣮ࣝ࡟ῧ௜ࡉࡏ࡚

ᩍᐊ࣭ᩍ⫱ᨭ᥼ࢩࢫࢸ࣒ࢆ౑⏝ࡋ࡚ᩍᐊࡢࣁ࣮ࢻ㠃ࡢᩚഛࡣᖺࠎ㐍ࡳࠊPCࠊᩍᮦᥦ♧ࢩࢫ

㏦ࡗ࡚ࡶࡽ࠸ࠊࣇ࢓࢖ࣝྡ࡟Ꮫ⡠␒ྕࠊẶྡࢆグ㘓ࡋ࡞ࢸ࣒ࠊ࢖ࣥࢱ࣮ࢿࢵࢺ᥋⥆ࡸࣇ࢓࢖ࣝࢧ࣮ࣂ࡜ࡢ㐃ᦠ࡜ࡀࡽಖᏑࡍࡿࠋ
ࡇࢀ࡟ࡼࡾᩍဨ࡟࡜ࡗ࡚ࡣ KOAN ࡢᡂ⦼࠸ࡗࡓࢿࢵࢺ࣮࣡ࢡ⎔ቃ࡜ࡶ࡟Ⰻዲ࡛࠶ࡿࠋࢯࣇࢺ㠃࡛⾲ධຊࡢᡭ㛫ࢆ㍍ῶ࡛ࡁࡿࡋࠊᏛ⏕࡟࡜ࡗ࡚ࡣࣃࢯࢥࣥ

ࡶ OSࠊ࢔ࣉࣜࢣ࣮ࢩࣙࣥࠊLMS ࡶ࢔ࢵࣉࢹ࣮ࢺࡸධࢀ

࣓࣮ࣝࡢ౑࠸᪉࡟័ࢀࠊ≉࡟ࠕῧ௜ᛀࢀࠖ࡟Ẽࢆ௜ࡅࡿ᭰࠼ࡀ⾜ࢃࢀࠊ‶㊊ᗘ࡜ࡋ࡚ࡣ㠀ᖖ࡟㧗࠸࡜࠸࠼ࡿࠋࡓ

⩦័ࢆࡘࡅࡿࡇ࡜࡟ࡶ࡞ࡿࠋࡶࡗ࡜ࡶᥦฟ࣓࣮ࣝ࡟ࡣࡍ

ࡔᝰࡋࡴࡽࡃࡣࠊࢧ࣮ࣂࡢ୙ලྜ࡛Ꮫ⏕ࡢࣟࢢ࢜ࣥ࡟᫬

࡭࡚ཷࡅྲྀࡾ☜ㄆ࣓࣮ࣝࢆ㏉ಙࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡀࠊ

㛫ࡀ࠿࠿ࡾࡍࡂࡿࡇ࡜ࡀⓎ⏕ࡋࡓࡇ࡜࡛࠶ࢁ࠺࠿ࠋᤵᴗ

ᥦฟㄢ㢟ࢆ☜ㄆࡋ࡞ࡀࡽ㏉஦ࢆฟࡍࡇ࡜࡛ࠊ㛫㐪ࡗࡓᥦ㛤ጞᚋ 20 ศ㏆ࡃᏛ⏕ࡢࣟࢢ࢜ࣥࡀ᏶஢ࡋ࡞࠿ࡗࡓࡇ࡜

ฟ≀ࡢ෌ᥦฟࢆಁࡍࡇ࡜ࡀ࡛ࡁࡿࠋ

ࡀᩘᅇ࠶ࡗࡓࠋᖾ࠸ᩍ༟ࡢ PC ࡀ᪩ࡵ࡟ࣟࢢ࡛࢜ࣥࡁࡓ
ࡢ࡛ᤵᴗ࡜ࡋ࡚ࡣᡂ❧ࡋࡓࡀࠊணᮇࡏࡠࢺࣛࣈࣝ࡬ࡢᑐ

࠾ࢃࡾ࡟

⟇ࡣࠊ
ྛᩍဨࡀ࠶ࡽ࠿ࡌࡵㅮࡌ࡚࠾ࡃᚲせࡀ࠶ࡿࡔࢁ࠺ࠋ

➹⪅⮬㌟࡟ࡣࠊᣦᑟ᪉ἲࠊCLE ࡢά⏝᪉ἲ࡞࡝ࡲࡔࡲ

ࡲࡓฟḞ⟶⌮ࢩࢫࢸ࣒ࡀ୍᫖ᖺ࠿ࡽ࡞ࡃ࡞ࡗ࡚࠸ࡿࠋ

ࡔᏛࡪ࡭ࡁⅬࡀከࡃࠊᨵၿࢆせࡍࡿⅬࡶ࠶ࡿࡀࠊᏛ⏕ࡣ᫖ᖺᗘࡢࠕࢧ࢖ࣂ࣮࣓ࢹ࢕࢔࣭ࣇ࢛࣮࣒ࣛ No.㸯㸴ࠖ┿㠃┠࡛ྥୖᚰࡶ࠶ࡾࠊࡸࡾ᪉ḟ➨࡛⣲┤࡞ఙࡧࢆ♧ࡍ

㸦2015 ᖺ 10 ᭶Ⓨ⾜㸧࡛ࠊྠࡌࡃእᅜㄒᏛ㒊ࠕ᝟ሗά⏝ࡢࢆఱᗘࡶ⤒㦂ࡋࡓࠋ௒ᚋࡶእᅜㄒᏛ㒊ࡢᏛ⏕ࡀఱࢆ㌟

ᇶᇶ♏ࠖࢆࡈᢸᙜࡢᮡᒣၿ᫂ඛ⏕ࡶᣦ᦬ࡉࢀ࡚࠸ࡿࡼ࠺

࡟ࡘࡅࢀࡤᑗ᮶ᙺ࡟❧ࡘࡢ࠿⪃࠼࡚ࠊࡑࡢࡁࡗ࠿ࡅࡀస

࡟ࠊ኱ேᩘࢆᏛ⡠␒ྕ࡛ศ๭ࡋ࡚」ᩘࡢᩍဨࡀཷࡅᣢࡗ

ࢀࡿᩍᮦࢆసᡂࡋ࡚࠸ࡁࡓ࠸ࠋ

࡚࠸ࡿ⎔ቃ࡛ฟᖍ⟶⌮࡟ CLE ࢆ౑࠺ࡢࡣࠊᩍဨ࡬ࡢ㈇ᢸ

ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮㇏୰ᩍ⫱◊✲Ჷ࡛ࡢࠕ᝟ሗ

ࡀ኱ࡁࡍࡂࡿࠋ࡜࠸࠺ࡢࡶ CLE ࡛ࡣࠊ኱㜰኱Ꮫࡢಶே IDά⏝ᇶ♏ࠖࡢᤵᴗ⎔ቃࡣࠊ
༑ศ࡟‶㊊࡛ࡁࡿࡶࡢ࡛࠶ࡿࠋ

࡜Ꮫ⡠␒ྕ࡜ࡢ⣣࡙ࡅࡀࡉࢀ࡚࠾ࡽࡎࠊࡑࡢᏛ⡠␒ྕࡶࡑࡋ࡚ࡇࡢᤵᴗࡣࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࢭࣥࢱ࣮

ᑓᨷࡈ࡜࡟Ặྡࡢ 50 㡢㡰࡜࡞ࡗ࡚࠸ࡿࡓࡵࠊKOAN ࡢ⫋ဨࡢⓙࡉࢇࠊࡑࡋ࡚ TA ࡜ࡋ࡚ࡈ༠ຊ࠸ࡓࡔ࠸ࡓⓙࡉ᝟ሗࢆぢ࡞ࡀࡽᏛ⏕ࢆࢢ࣮ࣝࣉศࡅࡍࡿࡋ࠿࡞ࡃࠊປຊ

ࢇࡢࡈᨭ᥼࡟ࡼࡗ࡚෇⁥࡟㐍ࡵࡿࡇ࡜ࡀ࡛ࡁ࡚࠸ࡿࠋࡇࢆせࡍࡿࠋࡉࡽ࡟ࡇࢀࡣᥦฟㄢ㢟ࢆᩚ⌮ࡍࡿ㝿࡟ࡶ⏕ࡌࡢሙࢆ࠾೉ࡾࡋ࡚ࠊ῝ࡃឤㅰ⏦ࡋୖࡆࡿࠋ

ࡿၥ㢟࡛࠶ࡿࠋCLE ࡢ࣮ࣘࢨ᝟ሗ࡟ಶே ID ࡢ㏣ຍࡀᮃࡲࢀࡿࠋ⌧ᅾ➹⪅ࡣẖ㐌ฟᖍ⡙ࢆ༳ๅࡋ࡚ᣢཧࡋࠊTAࡢ᪉࡟ฟᖍ☜ㄆࢆ࠾㢪࠸ࡋ࡚࠸ࡿࠋࡇࢀࡣ TA ࡜Ꮫ⏕ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢࡁࡗ࠿ࡅ࡟ࡶ࡞ࡾࠊ㦁ࡀࡋ࠸Ꮫ⏕ࡸᐷ࡚࠸ࡿᏛ⏕࡬ࡢᑐᛂࡀ࡜ࡾࡸࡍ࠸≧ἣࡶ⏕ࡲࢀࡿࢣ࣮ࢫࡀぢཷࡅࡽࢀࡓࠋ
ḟ࡟Ꮫ⏕࡟ㄢࡍㄢ㢟ࡔࡀࠊCLE ࢆ౑ࡗ࡚ࢡࣛࢫࡢࢢࣝ
࣮ࣉࢆసࡾࠊࢢ࣮ࣝࣉ࣓ࣥࣂ࡟ᥦ♧ࡋ࡚࠸ࡿࠋṧᛕ࡞ࡇ
࡜࡟ 60 ேࢆ㉸࠼ࡿ኱ேᩘࡢࡓࡵࠊ
ࡑࢀ࡯࡝ከࡃࡢᅇᩘฟ
ࡏ࡞࠸࡛࠸ࡿࠋᨵၿࡢࡓࡵ࡟ࡣࠊࡉࡽ࡟ᕤኵࡀᚲせࡔ࡜⪃࠼࡚࠸ࡿࠋࡲࡓホ౯ᇶ‽ࡀ୍ᐃ࡟࡞ࡿࡼ࠺࡟ㄢ㢟ࡈ࡜࡟ࢸ࣮࣐ࢆ࠸ࡃࡘ࠿タࡅࠊࡑࢀࢆࢡࣜ࢔ࡋ࡚࠸ࡿ࠿࡝࠺
― 38 ―

7$ 7HDFKLQJ$VVLVWDQW
7HDFKLQJ $VVLVWDQW ࡢኌࡢኌ

7$ ࡢឤ᝿
㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨



㝡 ᾧ

๽ Ᏻୡ

㸦᝟ሗ⛉Ꮫ◊✲⛉ ᝟ሗࢩࢫࢸ࣒ᕤᏛᑓᨷ㸧㸦᝟ሗ⛉Ꮫ◊✲⛉ ᝟ሗࢩࢫࢸ࣒ᕤᏛᑓᨷ㸧⚾ࡣ 2016 ᖺᗘ๓ᮇࠊᩥᏛ㒊ࡢ᝟ሗά⏝ᇶ♏ࡢ⚾ࡣ 2016 ᖺᗘ๓ᮇࠊᇶ♏ᕤᏛ㒊ࡢ᝟ሗά⏝ᇶTA ࢆᢸᙜࡋࡲࡋࡓࠋㅮ⩏࡛ࡣࠊ࣮࣒࣮࣍࣌ࢪࡢ

♏ࡢ TA ࢆᢸᙜࡋࡲࡋࡓࠋㅮ⩏ࡣࠊHTML ࡛⮬ศసࡾ᪉ࡸࠊExcel ࡢ⾲ィ⟬᪉ἲࠊࢥࣥࣆ࣮ࣗࢱ࣮

ࡢ࢙࢘ࣈࢆసࡾࠊLaTeX ࡢධ㛛᧯స⤂௓ࠊC ゝㄒ࡜࢖ࣥࢱ࣮ࢿࢵࢺࡢ௙⤌ࡳࠊ⡆༢࡞ࣉࣟࢢ࣑ࣛࣥ

ࡢᇶ♏౑࠸࡜࠸ࡗࡓෆᐜࢆ୰ᚰࡋࡓࡶࡢ࡛ࡋࡓࠋ

ࢢ࡞࡝ࡢ᝟ሗ▱㆑ࢆ୰ᚰ࡜ࡋࡓࡶࡢ࡛ࡋࡓࠋ

ࡇࡢᤵᴗ࡛ࡣࢥࣥࣆ࣮ࣗࢱ࡟ࡲࡗࡓࡃゐࢀࡓᩥᏛ㒊ࡢᏛ⏕ࡣ኱Ꮫ࡟ධᏛࡍࡿ๓ࠊ࠶ࡲࡾ PCࡇ࡜ࡢ࡞࠸Ꮫ⏕࡛ࡶᇶ♏ⓗ࡞᧯సࢫ࢟ࣝࢆ⩦ᚓ࡟ゐࡿᶵᲔࡀከࡃ࡞࠸࡜ᛮ࠸ࡲࡍࡀࠊᩥ⣔ࡢᏛ⏕࡛ࡁࡲࡍࠋ౛࠼ࡤࠊ࢙࢘ࣈࣉࣟࢢ࣑ࣛࣥࢢࡢㅮ⩏࡞ࡢ࡛ࠊ኱Ꮫ࡛ࡣࠊࢥࣥࣆ࣮ࣗࢱ࣮࡛ᩥ❶ࢆ᭩ࡃ࡛ࡣࡓࡗࡓ 1 ⾜ࡢࣉࣟࢢ࣒࡛ࣛ⫼ᬒࡢ⏬ീࢆタᐃ࡞࡝ࠊࢳࣕࣥࢫࡀࡍࡈࡃከ࠸࡜ᛮ࠸ࡲࡍࠋ≉࡟ࣉࡋࡓࡾࠊ㞷ࡀ⯙࠺ࢩ࣮ࣥࡢ࢔ࢽ࣓࣮ࢩࣙࣥࢆ⾲♧ࣟࢢ࣑ࣛࣥࢢࡢᤵᴗ࡛ࡣࠊㅮ⩏࡟᭩࠸ࡓᡭ㡰ࢆ┿ࡋࡓࡾ࡛ࡁࡲࡍࠋࡇࢀࡽࡢࣅࢪࣗ࢔ࣝ࡞ㄢ㢟ࢆࡇఝࡋ࡚సᴗࡍࡿࡔࡅࡌࡷ࡞ࡃࠊㅮ⩏࡟⟅࠼ࡀ࡞࠸࡞ࡍࡇ࡜࡛ࠊẁ㝵ⓗ࡟▱㆑ࢆᚓࡽࢀࡿࡔࡅ࡛࡞ࡃࠊ

ࢳࣕࣞࣥࢪㄢ㢟ࡶ⤖ᵓ࠶ࡾࡲࡍࠋࡇࡢᤵᴗ࡛Ꮫࢇ

ࢥࣥࣆ࣮ࣗࢱࡢ⣲ᬕࡽࡋࡉࢆᐇឤ࡛ࡁࡲࡍࠋ

ࡔ▱㆑ࡣཷㅮ⏕ࡢⓙࡉࢇࡢ௒ᚋࡢຮᙉࡸ௙஦࡟
ࡍࡈࡃᙺ࡟❧ࡘ࡜ᛮ࠸ࡲࡍࠋ
␃Ꮫ⏕࡜ࡋ࡚ࠊ⚾ࡣࡇࡢ TA ࡢᙺࢆ㏻ࡋ࡚ࠊ኱
ኚ᭷ព⩏࡞⤒㦂ࢆࡉࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋTA ࡛ࡣࠊ᪥ᮏㄒࡢ⦎⩦ࡣࡶࡕࢁࢇࠊ࡝࠺ࡸࡗ࡚ࢃ࠿ࡾ
ࡸࡍࡃࡲ࡜ࡵ࡚ㄝ᫂ࡍࡿ࠿࡞࡝ࠊே࡜ࡢࢥ࣑ࣗࢽ
ࢣ࣮ࢩࣙࣥ⬟ຊࡶࡍࡈࡃຮᙉ࡟࡞ࡾࡲࡋࡓࠋ
㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨― 39 ―

฼⏝Ꮫ⏕ࡢኌ

䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌䛂᝟ሗά⏝ᇶ♏䛃䛾ᤵᴗ䛷䛿䚸⏬ീ⦅㞟䜔 㼃㼑㼎 సᡂ䛺䛹䛸䛔䛳䛯䚸㧗ᰯ䛷䛿䜔䜙䛺䛛䛳䛯ෆᐜ䜢▷᫬㛫䛷ᇶ♏䛰䛡䛰䛜Ꮫ䜆䛣䛸䛜䛷䛝䛯䚹ᛂ⏝䜎䛷䛿ᡭ䛜ᅇ䜙䛺䛛䛳䛯䛜䚸ྲྀ䛳䛴䛝㎞䛔䝥䝻䜾䝷䝭䞁䜾䛻ྲྀ䜚᥃䛛䜛䛔䛔䛝䛳䛛䛡䛻䛿䛺䛳䛯䛸ᛮ䛖䚹䜎䛯䚸ᤵᴗ䛿⌮Ꮫ㒊䛾≀⌮䚸⏕≀䚸໬Ꮫ䚸ᩘᏛ䛾䛭䜜䛮䜜䛾ඛ⏕䛻䜘䜛䜒䛾䛷䚸⚾䛿≉䛻໬Ꮫ䛾䝇䝨䜽䝖䝹ゎᯒ䛾ᤵᴗ䛜ᴦ䛧䛟䚸⯆࿡῝䛔ෆᐜ䛰䛳䛯䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌᝟ሗά⏝ᇶ♏䛾ᤵᴗ䛻䛚䛔䛶䚸᭱ึ䛿䜲䞁䝍䞊䝛䝑䝖䛾ᇶ♏▱㆑䛛䜙୰┙䚸⤊┙䛻䛒䛯䜚䛷䜶䜽䝉䝹䛾⾲ィ⟬䜔䝟䝽䞊䝫䜲䞁䝖䜢⏝䛔䛶䛾䝥䝺䝊䞁䝔䞊䝅䝵䞁䛸ゝ䛳䛯ᐇ⏝ⓗ䛺㠃䛷䛾Ꮫ⩦䜒䛺䛥䜜䛶䛚䜚䚸኱ኚ‶㊊䛧䛶䛚䜚䜎䛩䚹䛧䛛䛧䚸㻝 ᖺ⏕䛾 㻝 䝉䝯䝇䝍䞊䛰䛡䛷䛿༑ศ䛺᝟ሗᩍ⫱䛜⾜䛘䛶䛔䛺䛔䛸⮬ศ䛿⪃䛘䛶䛚䜚䜎䛩䚹௒䛾᫬௦䛻䛚䛔䛶㔜せ䛺䜒䛾䜢 㻝 䝉䝯䝇䝍䞊䛰䛡䛷⩦⇍䛩䜛䛾䛿㠀᝟䛻ᅔ㞴䛷䛩䚹ᤵᴗ᫬㛫䛾ቑຍ䛺䛹᳨ウ䛧䛶䛔䛯䛰䛡䜛䛸ᖾ䛔䛷䛩䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌⚾䛿䜒䛸䜒䛸ᶵᲔ䛻␯䛟䚸᝟ሗ䛾ィ⟬ᶵ䝅䝇䝔䝮䛿䝬䜴䝇䜢⮬ศ䛾౑䛔䛯䛔䝒䞊䝹䛾ୖ䛻䛛䛦䛫䜀᧯స䛾௙᪉䛜⾲♧䛥䜜䛯䜚䛩䜛䛾䛰䛜䚸䛭䛾ㄝ᫂䜢ᑓ㛛⏝ㄒ䛷䛥䜜䜛䛾䛸䛒䜎䜚ศ䛛䜙䛪䚸ඛ⏕䜔 㼀㻭 䛥䜣䛻㢗䜛䛣䛸䛜ከ䛛䛳䛯䚹⌮⣔䛾Ꮫ⏕䜔ᶵᲔ䛻ᙉ䛔䜂䛸䛻䛸䛳䛶䛿⡆༢䛺ㄝ᫂䛺䛾䛛䜒䛧䜜䛺䛔䛜䚸ึᚰ⪅䛛䜙䛩䜛䛸ᑓ㛛⏝ㄒ䛜䜒䛖ᑡ䛧䜟䛛䜚䜔䛩䛟ゎㄝ䛥䜜䛶䛔䜛䛸䜘䛔䛾䛷䛿䛺䛔䛛䛸ឤ䛨䛯䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌⾲ィ⟬䝋䝣䝖䛾ᶵ⬟䠄㛵ᩘ䠅䛿ヲ⣽䛻ゎㄝ䜢䛧䛶䛔䛶⌮ゎ䛧䜔䛩䛛䛳䛯䛜䚸ᐇ㝿䛾ᐇ㊶䛜ᑡ䛧㊊䜚䛺䛔Ẽ䛜䛩䜛䚹䠄⤫ィ䛻䛚䛡䜛䠅⾲ィ⟬䛿䛹䛾Ꮫ㒊䛷䜒ά⏝䛧䛖䜛䛾䛷䚸ྛᏛ㒊ᤵᴗ䛻ἢ䛳䛯ᐇ㊶ⓗάື䛜䜒䛳䛸䛒䛳䛯䜋䛖䛜Ⰻ䛔䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌⚾䛿ṑᏛ㒊䛻ᡤᒓ䛧䛶䛚䜚䚸◊✲䛻䜒⯆࿡䜢ᣢ䛳䛶䛔䜛䛯䜑䚸䛣䜜䛛䜙䛾ຮᙉ䜔◊✲䛷౑⏝䛩䜛䛸౽฼䛭䛖䛺⤫ィฎ⌮䛺䛹䛾㐨ල䜢᝟ሗά⏝ᇶ♏䛾ᤵᴗ䜢㏻䛧䛶㌟䛻䛴䛡䜙䜜䛯䛸ᛮ䛖䚹౛䛘䜀䚸ᝈ⪅䛥䜣䛾ᛶู䞉ᖺ㱋䛺䛹䛾ᇶᮏⓗ䛺᝟ሗ䛛䜙᳨ᰝ⤖ᯝ䛾ᩘ್䛺䛹䜘䜚ᑓ㛛ⓗ䛺᝟ሗ䜎䛷ᵝ䚻䛺䝕䞊䝍䛜ධ䛳䛶䛔䜛䜒䛾䛛䜙䜾䝷䝣䜢సᡂ䛩䜛䛣䛸䛻䜘䛳䛶䛭䛾⑌ᝈ䛾≉ᚩ䜔ண᝿䛥䜜䜛ཎᅉ䜢⪃䛘䜛䛣䛸䛜䛷䛝䜛䚹䛭䛾䜘䛖䛺䛣䛸䛿᝟ሗά⏝ᇶ♏䛾ᤵᴗ䛷䝇䜻䝹䜢㌟䛻䛴䛡
䜛䜎䛷䛿฿ᗏ䛷䛝䜛䜒䛾䛷䛿䛺䛔䛸ᛮ䛳䛶䛔䛯䛜䚸䝋䝣䝖䜢฼⏝䛧䛯䜚䛩䜜䜀⮬ศ䛻䜒ᇶ♏ⓗ䛺䛣䛸䛺䜙䛷䛝䜛䛛䜒䛧䜜䛺䛔䛸ᛮ䛘䜛䜘䛖䛻䛺䛳䛯䚹䜎䛯䚸䛭䛾䜘䛖䛺⤫ィฎ⌮䛺䛹䛾ᙅⅬ䜔ṇ䛧䛔฼⏝᪉ἲ䛺䛹䜒ศ䛛䛳䛯䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌⚾䛿㧗ᰯ༞ᴗ䛩䜛䜎䛷䚸䝟䝋䝁䞁䜒ᦠᖏ䜒ᣢ䛳䛶䛔䛺䛛䛳䛯䛾䛷䚸᝟ሗᶵჾ䛾᧯స䛿඲䛟䛷䛝䛪䚸䛣䛾ᤵᴗ䛷ᩍဨ䛜౑⏝䛧䛶䛔䜛䝁䞁䝢䝳䞊䝍⏝ㄒ䜒䛿䛨䜑䛿඲䛟ศ䛛䜚䜎䛫䜣䛷䛧䛯䚹䛧䛛䛧䚸ᤵᴗᚋ䛾⮬୺Ꮫ⩦䛾ᡂᯝ䜒䛒䛳䛶䚸ᤵᴗᅇᩘ䜢㏣䛖䛤䛸䛻䚸ఱ䛜䝔䞊䝬䛾ヰ㢟䛸䛺䛳䛶䛔䛶⌧ᅾ䛹䛾䜘䛖䛺ၥ㢟䛜㉳䛣䛳䛶䛔䜛䛾䛛䛜⌮ゎ䛷䛝䜛䜘䛖䛻䛺䜚䜎䛧䛯䚹䜎䛯䚸䛣䛾ᤵᴗ䜢㏻䛧䛶䚸⮬ศ䛜඲䛟▱䜙䛺䛛䛳䛯ୡ⏺䜢▱䜛䛣䛸䛜䛷䛝䚸⯆࿡㛵ᚰ䜢ᢪ䛟䛣䛸䛜䛷䛝䜎䛧䛯䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌᝟ሗ䛾ᤵᴗ䛷䛿䚸䝥䝻䜾䝷䝭䞁䜾䜔᝟ሗฎ⌮䚸⏬ീฎ⌮䛻䛴䛔䛶Ꮫ䜣䛰䚹䛧䛛䛧䚸䜏䛺䝟䝋䝁䞁䛾ᢅ䛔䛾័䜜䛻䛿኱䛝䛟ᕪ䛜䛒䜛䛾䛷䚸◊✲䛺䛹䛷䛧䛛౑䜟䛺䛔䝥䝻䜾䝷䝭䞁䜾䛾䜘䛖䛺ᑓ㛛ⓗ䛺䛣䛸䛷䛿䛺䛟䚸䜒䛳䛸ᇶ♏ⓗ䛺㒊ศ䜢ᩍ䛘䜛䜉䛝䛸ឤ䛨䛯䚹䜲䞁䝍䞊䝛䝑䝖᳨⣴䛷᭷⏝䛷ಙ㢗䛷䛝䜛᝟ሗ䜢⋓ᚓ䛩䜛௙᪉䚸䝛䝑䝖䝸䝔䝷䝅䞊䚸䝬䝘䞊䚸䝺䝫䞊䝖䜢᭩䛟― 40 ―

䛸䛝䛾 㼃㼛㼞㼐 䛾౑䛔᪉䚸ᤵᴗ䛷䝇䝷䜲䝗䜢స䜛䛸䛝䛾 㻼㼛㼣㼑㼞㻌 㻼㼛㼕㼚㼠 䛾౑䛔᪉䚸䛭䛖䛔䛳䛯኱Ꮫ⏕ά䛻┤⤖䛩䜛ᇶᮏⓗ䛺㒊ศ䜢䜎䛪䛩䜛䜉䛝䛰䛸ᛮ䛖䚹㻹㼍㼠㼔㼑㼙㼍㼠㼕㼏㼍 䛿ᩘᏛᐇ㦂䛷䜔䜚᪉䜢Ꮫ䜆䚹ᑗ᮶䛾◊✲άື䛻ᙺ❧䛴䛸䛔䛳䛶䜒䚸◊✲ෆᐜ䛻䜘䛳䛶䛿䝥䝻䜾䝷䝭䞁䜾䛺䛹ᚲせ䛺䛔䚹䜒䛧䛟䛿䚸ู䛾䝥䝻䜾䝷䝭䞁䜾ゝㄒ䜢ᢅ䛖䛛䜙䚸㻝 ᖺ䛾᫬䛾Ꮫ⩦䛿Ỉ䛾Ἳ䛰䚹䛭䛖䛔䛳䛯↓㥏䛺ᤵᴗ䜢䜔䜑䛶䛔䛯䛰䛝䛯䛔䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌᝟ሗά⏝ᇶ♏䛷Ꮫ䜣䛰 㻱㼤㼏㼑㼘䚸㼃㼛㼞㼐䚸㻼㼛㼣㼑㼞㻼㼛㼕㼚㼠 ➼䛾౑䛔᪉䛿ᬑẁ䛾䝺䝫䞊䝖䚸Ⓨ⾲㈨ᩱ䛾సᡂ䛻኱䛔䛻ᙺ❧䛱䜎䛧䛯䚹ෆᐜ䜒㐺ᙜ䛷䚸኱Ꮫ⏕䛾䛖䛱䛻㌟䛻䛴䛡䛶䛚䛝䛯䛔䝒䞊䝹ά⏝᪉ἲ䜢Ꮫ䜉䜎䛧䛯䚹䛧䛛䛧୍᪉䛷䚸௚䛾౽฼䛺ᶵ⬟䛾౑䛔᪉䜔䚸䝒䞊䝹䛜䛺䛬Ꮡᅾ䛧䛶䛔䜛䛾䛛䛸䛔䛖┠ⓗ䛾ㄝ᫂䛜⡆⣲䛻䛺䜛ሙྜ䜒ከ䛟Ⓨᒎⓗ䛺ෆᐜ䜢ྲྀ䜚ᢅ䛖䛻䛿᫬㛫䛜㊊䜚䛺䛔䛸ឤ䛨䜎䛧䛯䚹௒ᚋ♫఍䛻ฟ䛶⾜䛟㐣⛬䛷䚸䜎䛯᝟ሗ໬䛜㐍䜣䛰⌧௦♫఍䛻䛚䛔䛶䝯䝕䜱䜰䝸䝔䝷䝅䞊䛿䛹䜣䛺ே䛻䜒ᚲせ䛺⬟ຊ䛷䛒䜛䛯䜑䚸䛣䛖䛧䛯⬟ຊ䛾ྥୖ䜢ᅗ䜛䛯䜑䛻ᵝ䚻䛺䜹䝸䜻䝳䝷䝮䜢⏝ព䛧䛶ḧ䛧䛔䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌᝟ሗά⏝ᇶ♏䛾ᤵᴗ䛷䛿䚸䜰䜹䝕䝭䝑䜽䝷䜲䝔䜱䞁䜾䚸䝯䞊䝹䛾᭩䛝᪉䛛䜙䚸㻴㼀㻹㻸 䜢⏝䛔䛯 㻴㻼 䛾సᡂ䜎䛷ᵝ䚻䛺䛣䛸䜢Ꮫ䜆䛣䛸䛜䛷䛝䜎䛧䛯䚹≉䛻䚸୎ᑀ䛺䝯䞊䝹䛾᭩䛝᪉䛿䚸♫఍ே䛻䛺䛳䛶䛛䜙䜒ᚲせ䛺▱㆑䛺䛾䛷ㅮ⩏䛷୎ᑀ䛻ゎㄝ䛧䛶䛟䛰䛥䜚䛸䛶䜒ຓ䛛䜚䜎䛧䛯䚹኱Ꮫ⏕䛻䛺䜚䚸ᩍ䜟䜛ᶵ఍䛿䛺䛔䛸ᛮ䛳䛶䛔䛯䛾䛷䛖䜜䛧䛛䛳䛯䛷䛩䚹㼘㼍㼠㼑㼤 䛾౑䛔᪉䛷䛿䚸₇⩦䛻᫬㛫䜢䛸䛳䛶䛟䛰䛥䜚ୖ㐩䛩䜛䛣䛸䛜䛷䛝䜎䛧䛯䚹㼔㼠㼙㼘 䛻䛴䛔䛶䛾ㅮ⩏䛷䛿䚸㼣㼑㼎 䝨䞊䝆䛜䛹䜣䛺㢼䛻స䜙䜜䛶䛔䜛䛾䛛⌮ゎ䛷䛝䚸䛸䛶䜒⯆࿡῝䛛䛳䛯䛷䛩䚹䜎䛯䚸⮬ศ䛾䠤䠬䜒సᡂ䛩䜛䛣䛸䛜䛷䛝䜎䛧䛯䚹㻠 䛛᭶䜋䛹䛾▷䛔ㅮ⩏䛷䛧䛯䛜䚸ከ䛟䛾䜒䛾䜢ᚓ䜙䜜䛯䛸ᛮ䛔䜎䛩䚹䛣䜜䛛䜙䛾኱Ꮫ⏕ά䛻䛚䛔䛶኱䛔䛻⏕䛛䛧䛶䛔䛝䛯䛔䛸ᛮ䛔䜎䛩䚹㻌㻌
䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌⭾኱䛺ᩘ䛾ᝈ⪅䛥䜣䛾᝟ሗ䜢䝕䞊䝍䝧䞊䝇໬䛧䛯䜚䚸ᵝ䚻䛺᝟ሗ䛛䜙ᚲせ䛺᝟ሗ䛾䜏䜢ᢳฟ䛩䜛ᢏἲ䜢ᤵᴗ䛷⩦䛳䛯䛣䛸䛿䛩䛤䛟䛯䜑䛻䛺䛳䛯䚹䛧䛛䛧䚸Ꮫ఍䜔බᘧ䛺ሙ䛷⮬ศ䛾⪃䛘䜢Ⓨ⾲䛩䜛䛯䜑䛾䝥䝺䝊䞁䝔䞊䝅䝵䞁䛾ᤵᴗ䛜୍ᅇ䛧䛛䛺䛟䚸ຠᯝⓗ䛺䝇䝷䜲䝗䛾సᡂ᪉ἲ䜔ศ䛛䜚䜔䛩䛔グ᠈䛻ṧ䜛䝥䝺䝊䞁䝔䞊䝅䝵䞁䛾௙᪉䛺䛹䜢Ꮫ䜆䛣䛸䛜䜋䛸䜣䛹䛷䛝䛺䛛䛳䛯䛾䛜ᚰṧ䜚䛷䛒䛳䛯䚹ከᑡ䛾ᕪ␗䛜䛒䜛䛾䛿ᙜ↛䛾䛣䛸䛰䛸ᛮ䛖䛜䚸㻱㼤㼏㼑㼘 䜢⏝䛔䛯⾲ィ⟬䜔㛵ᩘ⤖ྜసᡂ䛺䛹䛿㧗ᰯ䛾ẁ㝵䛷⌮ゎ䛧䛶䛔䜛ே䜒ከ䛔䛸ᛮ䛖䛾䛷䚸ྛ⮬䛾䝺䝧䝹䛻ᛂ䛨䛶䚸᝟ሗ䛾ᤵᴗ䛷Ꮫ䜆ෆᐜ䜢⮬⏤䛻㑅ᢥ䛷䛝䜛䜘䛖䛻䛧䛯䜙䜘䜚Ⰻ䛔䛾䛷䛿䛺䛔䛛䛸ᛮ䛳䛯䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌᝟ሗά⏝ᇶ♏䛷䛿䚸㧗ᰯ䛷⩦䛳䛯ෆᐜ䜘䜚䛥䜙䛻῝䛟䝽䞊䝗䚸䜶䜽䝉䝹䚸䝟䝽䞊䝫䜲䞁䝖䛺䛹䛾᧯స᪉ἲ䜢Ꮫ䜃䜎䛧䛯䚹ඛ⏕䛾ᣦᑟ䛿䜟䛛䜚䜔䛩䛟䚸䜒䛧⪺䛝㏨䛧䛯䛸䛧䛶䜒 㼀㻭 䛾᪉䛜୎ᑀ䛻ᩍ䛘䛶䛟䛰䛥䛳䛯䛾䛷䚸㐜䜜䜛䛣䛸䛺䛟ᤵᴗ䛻䛴䛔䛶䛔䛟䛣䛸䛜䛷䛝䜎䛧䛯䚹䛥䜙䛻䚸ᤵᴗ䛷Ꮫ⩦䛩䜛䛰䛡䛷䛺䛟䚸ㄢ㢟䛸䛧䛶䛭䛾ᤵᴗ䛷䜔䛳䛯ෆᐜ䜢౑䛳䛶⾜䛖䝍䝇䜽䛜ㄢ䛥䜜䜎䛧䛯䚹ᤵᴗෆᐜ䜢ᐃ╔䛥䛫䜛䛯䜑䛻䛛䛺䜚᭷ຠ䛷䛒䛳䛯䛸䛔䛖䜘䛖䛻ឤ䛨䜎䛩䚹䝟䝋䝁䞁䝇䜻䝹䛿௒ᚋ♫఍䛻ฟ䛶ᚲ䛪ᚲせ䛺䜒䛾䛺䛾䛷䚸䛣䛾䜘䛖䛻኱Ꮫ᫬䛻Ꮫ⩦䛷䛝䜛䛣䛸䛿䛛䛺䜚᭷ព⩏䛺䛣䛸䛾䜘䛖䛻ᛮ䛔䜎䛩䚹୍䛴䛾䝉䝯䝇䝍䞊䛾䜏䛷ᤵᴗ䛿⤊䜟䛳䛶䛧䜎䛖䛾䛷䚸ᕼᮃ⪅䛿㑅ᢥ⛉┠䛸䛧䛶᝟ሗά⏝ᇶ♏䜢ྲྀ䜛䛣䛸䛜䛷䛝䜛䜘䛖䛺䝅䝇䝔䝮䛜䛒䜛䛸䚸䛥䜙䛻䛔䛔䛸ᛮ䜟䜜䜎䛩䚹㻌䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆䠆㻌― 41 ―

ⱥㄒ Reading ࡛ࡢ CALL ࢩࢫࢸ࣒࡜ CLE ࡢά⏝ᑠ⸆ ဴဢ 㸦኱㜰኱Ꮫ ኱Ꮫ㝔ゝㄒᩥ໬◊✲⛉ ゝㄒᩥ໬ᑓᨷ㸧㸯㸬ࡣࡌࡵ࡟

ࣝ࡜ࡋ࡚ࠊCALL ࢩࢫࢸ࣒ࡀ᭷⏝࡛࠶ࡿ࡜⪃࠼ࡿࠋᩍ⫱⌧ሙ࡟࠾࠸࡚ࠊICT ά⏝ࡢືࡁࡣ᪤࡟ᗈࡃᾐ ࠕⱥㄒ Readingࠖࡢᣋᤵᴗ࡛ࡣࠊձ࢔࢝ࢹ࣑ࢵࢡ

㏱ࡋࠊࡑࡢᢏ⾡㠉᪂ࡢᗘ࡟ࠊᤵᴗ࡛ࡢά⏝ࡢ௙᪉ࡶ࡞ෆᐜࡢⱥᩥࢆㄞࡴࡢ࡟ᚲせ࡞ㄒᙡຊࢆ㌟࡟ࡘࡅࡿࠊ

᪥ࠎኚ໬ࡋ࡚ࠊከᵝ໬ࡋ࡚࠸ࡿࠋࡲࡓࠊ
ࠕ⬟ືⓗᏛ⩦

ղⱥᩥࡢຠᯝⓗ࡞ㄞࡳ᪉ࢆ⩦ᚓࡍࡿࠊճ࣌࢔ࡸࢢࣝ

㸦࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢ㸧࡬ࡢ㌿᥮ࠖࡀ┒ࢇ࡟ၐ࣮ࣉ࡛ࡢ㆟ㄽࡸࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆ㏻ࡋ࡚ࠊᐇ㊶࠼ࡽࢀࡿࡼ࠺࡟࡞ࡾࠊᩍဨ࠿ࡽᏛ⏕࡬୍᪉ྥⓗ࡟ᩍⓗ࡟ⱥㄒ࡛ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⾜࠺ࡓࡵࡢᢏ⬟ࢆᤵࡍࡿࡢ࡛ࡣ࡞ࡃࠊᏛ⏕㛫࡛୺యⓗ࣭✚ᴟⓗ࡟ពᛮ㌟࡟ࡘࡅࡿࠊ࡜࠸࠺୕ࡘࡢᏛ⩦┠ᶆࢆᥖࡆࡓࠋࡇࡢ

␯㏻ࢆᅗࡗ࡚ࠊ༠ྠࡋ࡚Ꮫ⩦ࢆ㐍ࡵ࡚࠸ࡃᙧែࡢᤵ

┠ⓗࡢࡓࡵࠊᤵᴗ࡛ࡣ(i)ᩍ⛉᭩ࢆ౑ࡗࡓ Reading Ꮫᴗࡀồࡵࡽࢀࡿࡼ࠺࡟࡞ࡗࡓࠋ

⩦࡜ࠊ(ii)࣌࢔࣭ࢢ࣮ࣝࣉ࡟ࡼࡿ㡢ㄞࠊ(iii)Discussion

2016 ᖺᗘࠊ1࣭2 ᖺḟ⏕ᑐ㇟ࡢࠕⱥㄒ Readingࠖࡢάືࠊࡑࡋ࡚(iv)ⱥㄒࣉࣞࢮࣥヨ㦂ࢆ⾜ࡗ࡚࠸ࡿࠋ௨

ᤵᴗ࡛ CALL ᩍᐊࢆ౑⏝ࡉࡏ࡚࠸ࡓࡔࡅࡿࡇ࡜࡟࡞

ୗ࡛ࡣ㡰࡟ࠊ(i)ࠥ(iv)ࡢάື࡟㝿ࡋ࡚ࠊ࡝ࡢࡼ࠺࡟

ࡗࡓࠋᮏ✏ࡣࠊᙜヱᤵᴗ࡟࠾࠸࡚ࠊCALL ࢩࢫࢸ࣒CALL ࢩࢫࢸ࣒ࢆά⏝ࡋ࡚࠸ࡿ࠿ࢆ⤂௓ࡍࡿࠋࢆά⏝ࡋࡘࡘࠊ࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢࢆಁࡍࡓࡵ ࡲࡎࠊ(i)ᩍ⛉᭩ࢆ౑ࡗࡓ Reading Ꮫ⩦࡛ࡣࠊᩍ⛉ࡢᤵᴗᒎ㛤ࢆ┠ᣦࡋࡓࠊ➹⪅ࡢヨ⾜㘒ㄗࢆ㸦᜝ࡎ࠿᭩௜ᒓࡢ Reading Comprehension ၥ㢟ࡢண⩦ࢆᚲ㡲ࡋࡆࡶ࡞ࡃ㸧グࡋࡓάືሗ࿌࡛࠶ࡿࠋ

࡜ࡋࠊCLE ࡟࢔ࢵࣉ࣮ࣟࢻࡋࡓࢸࢫࢺࣇ࢛࣮࣐ࢵࢺ
࡟ၥ㢟ࡢ⟅࠼ࢆධຊࡍࡿㄢ㢟ࢆẖ㐌ㄢࡋࡓࠋࡑࡢ⋓㸰㸬ⱥㄒ Reading ࡢᤵᴗάື

ᚓⅬᩘࡀࠊᤵᴗࡢᡂ⦼ホ౯ࡢ஧๭࡟┦ᙜࡍࡿࡓࡵࠊ

୰ኸᩍ⫱ᑂ㆟఍ࡢ㺀㉁ⓗ㌿᥮⟅⏦㺁ࡣࠊࠕᚑ᮶ࡢࡼ

ཷㅮ⏕ࡣẖᅇ࡯ࡰ඲ဨࡀᐇ᪋ࡍࡿࠋ㏆ᖺࡣࢫ࣐࣮ࢺ

࠺࡞▱㆑ࡢఏ㐩࣭ὀධࢆ୰ᚰ࡜ࡋࡓᤵᴗ࠿ࡽࠊᩍဨ

ࣇ࢛ࣥࡢᬑཬ࡟ࡼࡗ࡚ࠊ኱ከᩘࡢᏛ⏕ࡣ࡝ࡇ࡟࠸࡚

࡜Ꮫ⏕ࡀពᛮ␯㏻ࢆᅗࡾࡘࡘࠊ୍⥴࡟࡞ࡗ࡚ษ☩⌶ࡶ࢖ࣥࢱ࣮ࢿࢵࢺ࡟᥋⥆࡛ࡁࡿࡼ࠺࡟࡞ࡗࡓࡀࠊᮍ

☻ࡋࠊ┦஫࡟่⃭ࢆ୚࠼࡞ࡀࡽ▱ⓗ࡟ᡂ㛗ࡍࡿሙࢆࡔࢫ࣐࣮ࢺࣇ࢛ࣥࡸ⮬Ꮿ⏝ࣃࢯࢥࣥࢆᣢࡓ࡞࠸Ꮫ⏕๰ࡾࠊᏛ⏕ࡀ୺యⓗ࡟ၥ㢟ࢆⓎぢࡋゎࢆぢฟࡋ࡚࠸ࡶᑡᩘ࡞ࡀࡽᏑᅾࡍࡿࠋࡑ࠺ࡋࡓᏛ⏕ࡶ CALL ᩍᐊࡃ⬟ືⓗᏛಟ㸦࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢ㸧࡬ࡢ㌿᥮࡟᪩ࡵ࡟᮶࡚ࠊ஦๓࡟ண⩦ࢆᥦฟࡋ࡚࠸ࡿࠋࡀᚲせ࡛࠶ࡿࠖ࡜ᣦ᦬ࡋࠊఏ⤫ⓗ࡞▱㆑ワࡵ㎸ࡳᆺ CLE ࡟ࡼࡿ஦๓ண⩦ࡢᚲ㡲໬࡟ࡼࡗ࡚ࠊᤵᴗ㛤ጞ୰ᚰࡢᩍ⫱࠿ࡽࠊᏛ⏕୺యᆺࡢᩍ⫱࡟᥮࠼࡚࠸ࡃࡇ

᫬Ⅼ࡛ཷㅮ⪅ࡣᩍ⛉᭩ࡢෆᐜࢆ⌮ゎࡋ࡚࠸ࡿࡓࡵࠊ࡜ࡀ㔜せࡔ࡜ࡋ࡚࠸ࡿࠋᐇ㝿ࠊ➹⪅ࡀᤵᴗึᅇ࡟⾜ෆᐜゎㄝࢆᚲせ᭱ᑠ㝈࡟␃ࡵࠊᏛ⏕ྠኈࡢάື࡟᫬

࠺࢔ࣥࢣ࣮ࢺ࡛ࡶࠊⱥㄒࢆࠕ౑࠼ࡿࠖࡼ࠺࡟࡞ࡾࡓ

㛫ࢆ๭ࡃࡇ࡜ࡀ࡛ࡁ࡚࠸ࡿࠋࡲࡓࠊCLE ࡢࠕᡂ⦼⟶࠸࡜ᮃࡴᏛ⏕ࡀከࡃ࠸ࡿࠋᩥἲࡸ࣮ࣜࢹ࢕ࣥࢢ୰ᚰ

⌮ࠖ࠿ࡽ⟅᱌ࡢ⤫ィ⤖ᯝࡀ฼⏝࡛ࡁࠊṇ⟅ᩘࡢప࠸ࡢᤵᴗ࡛ࠊᩍဨࡢㄝ᫂ࢆࡌࡗ࡜㯲ࡗ࡚⪺࠸࡚࠸ࡿࡼ

ၥ㢟࡟⤠ࡗ࡚୎ᑀ࡟ㄝ࡛᫂ࡁࡿࡓࡵࠊᙺ❧ࡗ࡚࠸ࡿࠋ

࠺࡞ᙧែ࡛ࡣ࡞ࡃࠊ✚ᴟⓗ࡟௚⪅࡜఍ヰࠊ㆟ㄽࡍࡿ(ii)࣌࢔࣭ࢢ࣮ࣝࣉ࡟ࡼࡿ㡢ㄞ࡛ࡣࠊᩍ⛉᭩ࡢᣦᐃࡇ࡜࡛ࠊⱥㄒࢆᐇ㝿ࡢពᚿఏ㐩ᡭẁ࡜ࡋ࡚ࠕ౑࠼ࡿࠖ

ࣃࣛࢢࣛࣇࢆࠊᏛ⏕ྠኈ࡛࣌࢔ࡸࢢ࣮ࣝࣉ࡟࡞ࡗ࡚

ࡼ࠺࡟࡞ࡾࡓ࠸࡜࠸࠺ពᅗࡀ࠶ࡿࡼ࠺ࡔࠋ

஺஫࡟㡢ㄞࡍࡿάືࢆ⾜ࡗࡓࠋ㡢ㄞࡢᏛ⩦ຠᯝࡢ㔜

➹⪅⮬㌟ࡣࠊᩥἲࡸ࣮ࣜࢹ࢕ࣥࢢ୰ᚰ࡜ࡋࡓࠕᚑ

せᛶࡣᗈࡃ▱ࡽࢀ࡚࠸ࡿࡀࠊணࡵண⩦ࡋෆᐜࢆ⌮ゎ᮶ᆺࠖᤵᴗ࡟཯ᑐࡍࡿ❧ሙ࡛ࡣ࡞ࡃࠊࡴࡋࢁࡑࡢⰋ

ࡋࡓⱥᩥࢆኌ࡟ฟࡍࡇ࡜࡛ࠊࡉࡽ࡟⌮ゎࢆ῝ࡵࡿࡇࡉࢆྲྀࡾධࢀࡘࡘࠊᏛ⩦⪅ࡢ┠ⓗ࡟༶ࡋࡓᏛ⩦άື࡜ࢆಁࡍࠋ㡢ㄞάືࡣ༢ㄪ୍࡛ே࡛ࡣ⥅⥆ࡋ࡟ࡃ࠸ࢆ⤫ྜࡋ࡚ࡃ࡭ࡁࡔ࡜⪃࠼࡚࠸ࡿࠋࡑࡢࡓࡵࡢࢶ࣮

ࡀࠊᏛ⩦⪅ྠኈ࡛┤࡟ྥ࠸ྜࡗ࡚⾜࠺ࡇ࡜࡛✚ᴟᛶ― 42 ―

ࡸྥୖᚰࢆ㧗ࡵࡿ┠ⓗࡶ࠶ࡿࠋ ௨ୖࠊⱥㄒ Reading ᤵᴗ࡟࠾࠸࡚࢔ࢡࢸ࢕ࣈ࣭ࣛ άື࡟័ࢀ࡚ࡁ࡚୰ࡔࡿࡳࡋࡀࡕ࡞Ꮫᮇᚋ༙࡟ࡣࠊ

࣮ࢽࣥࢢࢆಁࡍᤵᴗᒎ㛤ࢆ┠ᣦࡋࡓࠊ➹⪅࡞ࡾࡢ

Movie Teleco ࢆ฼⏝ࡋࠊ㡢ㄞ㡢ኌࢆ㘓㡢ࠊᥦฟࡍࡿCALL ᩍᐊ࡜ CLE ࡢ฼⏝ἲ࡟ࡘ࠸࡚㏙࡭ࡓࠋࡶ࠺୍

࡜࠸࠺ㄢ㢟ࢆฟࡋࡓࠋㄢ㢟࡛ࡣࠊᩍ⛉᭩ࡢᣦᐃẁⴠ

Ⅼ௜ࡅຍ࠼࡚࠾ࡁࡓ࠸Ⅼ࡜ࡋ࡚ࠊCLE ࡟ࡼࡿᡂ⦼ホࢆࠊձᡤせ᫬㛫ࠊղⓎ㡢࡜࢖ࣥࢺࢿ࣮ࢩࣙࣥࠊճᙉ

౯ࡢ୍㒊බ㛤ࡀ࠶ࡿࠋᥦฟㄢ㢟ࡸヨ㦂࡞࡝ࠊᏛ⏕ࡢໃࠊմㄒ࡜ㄒࡢࣜࣥ࢟ࣥࢢࡢほⅬ࠿ࡽྍ⬟࡞㝈ࡾⱥᡂ⦼ホ౯࡟㔜せ࡞㡯┠࡟ࡘ࠸࡚ࡣࠊࡑࡢ୍㒊ࢆ᥇Ⅼㄒẕㄒヰ⪅࡟㏆࡙ࡅ࡚㡢ㄞࡍࡿࡇ࡜ࡀồࡵࡽࢀࡿࠋ

ᚋ࡟ CLE ୖ࡛ྛಶே࡟㛤♧ࡍࡿヨࡳࢆ⾜ࡗ࡚࠸ࡿࠋ

㡢ㄞ࡟ࡼࡿⱥᩥࡢ῝࠸⌮ゎ࠿ࡽࠊࡉࡽ࡟ⱥㄒࡢ㡢ኌ

Ꮫᮇ㏵୰࡛⮬ศࡢᡂ⦼ホ౯ࢆ▱ࡿࡇ࡜࡛ࠊ୺యⓗ࡟ࡸⓎኌࡢഃ㠃࡟ព㆑ࢆྥࡅࠊ⮬୺Ꮫ⩦࡟ࡼࡗ࡚ࡑࡢ

Ꮫ⩦ࡍࡿពḧࢆႏ㉳࡛ࡁࠊᮇᮎヨ㦂࡛ࣃࣇ࢛࣮࣐ࣥ

ྥୖࢆᅗࡗࡓࠋᤵᴗ୰ࡶ Movie Teleco ࡛⦎⩦ࡍࡿ᫬ࢫࡢྥୖࡀぢࡽࢀࡿࡀࠊࡑࡢලయⓗ࡞ᙳ㡪ࡸຠᯝࡣࠊ㛫ࢆタࡅࡓࡓࡵࠊ௚ࡢᏛ⏕ࡀྲྀࡾ⤌ࡴጼ࡟ឤ໬ࡉࢀࠊ

௒ᚋៅ㔜࡟᳨ウࡋ࡚࠸ࡃᚲせࡀ࠶ࡿࠋㄢ㢟㡢※࡜⮬ศࡢ㡢ኌࢆ⫈ࡁẚ࡭ࡘࡘࠊఱᗘࡶ⇕ᚰ㸱㸬࠾ࢃࡾ࡟Ѹ CALL ά⏝ࡢ฼Ⅼ࡜ㄢ㢟࡟㡢ㄞࢆ⧞ࡾ㏉ࡍᵝᏊࡀ࠺࠿ࡀ࠼ࡓࠋ
(iii)Discussion άື࡛ࡣࠊⱥᩥ࡟㛵㐃ࡋࡓࢺࣆࢵࢡ ᭱ᚋ࡟ࠊCALL ࢩࢫࢸ࣒ࡢά⏝஦౛ࢆᇶ࡟ࠊ➹⪅࡟ࡘ࠸࡚ࠊ࣌࢔࣭ࢢ࣮ࣝࣉ࡟࡞ࡗ࡚ⱥㄒ࡛㆟ㄽࡍࡿ࡞ࡾࡢ CALL ࢩࢫࢸ࣒ά⏝ࡢ฼Ⅼ࡜㸦➹⪅⮬㌟ࡢ㸧άືࢆ⾜ࡗࡓࠋᤵᴗ㛤ጞᙜึࡢ┠ⓗ࡜ࡋ࡚ࡣࠊࡇࡢ

ㄢ㢟ࢆศᯒࡋ࡚ࡳࡓ࠸ࠋୖグࡢ㏻ࡾࠊCALL ࢩࢫࢸάືࢆ୺║࡟⨨࠸࡚ࠊཷㅮ⪅ྠኈࡢάⓎ࡞ពぢ஺᥮࣒ࡣ CLE ࡜㐃ᦠࡍࡿࡇ࡜࡛ࠊண⩦➼ࡢㄢ㢟ࡢᥦฟ࡜ࡸ㛵㐃ⱥᩥグ஦࡞࡝࡛ⓎᒎⓗᏛ⩦࡟ࡘ࡞ࡆࡿணᐃ࡛

㓄ᕸࠊᤵᴗ㈨ᩱࠊホ౯ᇶ‽ࠊᡂ⦼࡞࡝᝟ሗࡢᥦ♧ࠊ࠶ࡗࡓࠋࡋ࠿ࡋࠊ௒Ꮫᮇࡇࡢάື࡟ࡣᨵၿࡢవᆅࡀ

㡢ㄞࡸࣉࣞࢮࣥࢸ࣮ࢩࣙࣥάືࡢࣉࣛࢵࢺࣇ࢛࣮࣒

኱࠸࡟࠶ࡗࡓࠋࡑࡢ⌮⏤࡜ࡋ࡚ࠊᏛ⏕㛫ࡢ㆟ㄽࢆ✚࡞࡝ࠊᤵᴗ࡟࠾ࡅࡿᏛ⩦άືࡢᚲせ୙ྍḞ࡞ᇶ┙࡜ᴟⓗ࡟ಁࡍࡓࡵࡢᩍဨഃࡢ‽ഛࡸᨭ᥼⟇ࡀ༑ศ࡛࡞

࡞ࡗ࡚࠾ࡾࠊᏛ⏕ࡢ࢔ࢡࢸ࢕ࣈ࣭࣮ࣛࢽࣥࢢࢆಁࡍ

࠿ࡗࡓࡇ࡜ࠊ⪃࠼ࢆཱྀ㢌࡛ⱥㄒ࡟ࡍࡿࡓࡵࡢᏛ⏕ࡢࡓࡵ࡟኱ࡁ࡞ຠᯝࡀ࠶ࡿ࡜ᛮࢃࢀࡿࠋ

ࢫࣆ࣮࢟ࣥࢢຊ࡜ࡑࡢ⦎⩦ࡀ㊊ࡾ࡞࠿ࡗࡓࡇ࡜ࠊࡑ ୍᪉࡛ࠊ(iii)Discussion άື࡛ゐࢀࡓࡼ࠺࡟ࠊࣔࢽ

ࡋ࡚ࠊࣃࢯࢥࣥࣔࢽࢱ࣮࡟ࡼࡾᏛ⏕ྠኈࡢ㢦ࡀぢ࠼ࢱ࣮⏬㠃ࡀ࠶ࡿࡇ࡜࡛ࠊ௚ࡢᏛ⩦⪅ࡢᵝᏊࡀぢ࠼࡟࡟ࡃࡃࠊពぢ஺᥮ࡸ㆟ㄽࡀࡋ࡟ࡃ࠸࡜࠸࠺ CALL ᩍࡃࡃࠊᑐ㠃࡛㆟ㄽࡋ࡟ࡃ࠸࡞࡝ࠊᏛ⩦⪅ྠኈࡀ┤࡟ᐊ≉᭷ࡢᛶ㉁࡟ࡼࡿࡶࡢࡀ⪃࠼ࡽࢀࡓࠋ

࢖ࣥࢱࣛࢡࢩࣙࣥࡍࡿ㝿ࡢ㞴Ⅼࡀぢ࠼࡚ࡁࡓࠋᏛ⏕᭱ᚋ࡟ࠊ(iv)ⱥㄒࣉࣞࢮࣥヨ㦂࡛ࡣࠊಶேࡲࡓࡣࢢ

ࡀᮃࡴࠕゝㄒࢆࠗ౑࠺࠘ࠖࡓࡵࡢカ⦎࡟ࡣࠊ┤࡟ᑐヰ࣮ࣝࣉ࡛ࠊⱥㄒཱྀ࡛㢌Ⓨ⾲ࢆ⾜࠺࡜࠸࠺ࡶࡢ࡛࠶ࡿࠋ

ࡋࡘࡘ⾜࠺ࡇ࡜ࡀ୙ྍḞ࡛࠶ࡾࠊࡇࢀࡣࠕ࢔ࢡࢸ࢕

CLE ୖ࡟ࠊᩍဨ㑅ᐃࡢⓎ⾲⏝ࢺࣆࢵࢡೃ⿵ࡢࣜࢫࢺࠊ

ࣈ࣭࣮ࣛࢽࣥࢢࠖᆺࡢᤵᴗࡀ┠ᶆ࡜ࡍࡿࡇ࡜࡛ࡶ࠶

࣮ࣝࣈࣜࢵࢡᙧᘧ࡛♧ࡋࡓⓎ⾲ࡢホ౯ᇶ‽ࠊࡑࡋ࡚ࠊ

ࡿࠋࡋ࠿ࡋࠊࡇࡢࡼ࠺࡞ㄢ㢟ࡣࠊᗙᖍࡢ㓄⨨ࡸ⛣ືぢᮏ࡜࡞ࡿᾏእࡢᏛ⏕࡟ࡼࡿⓎ⾲㢼ᬒࡢື⏬ࢆ࢔ࢵࡢ⮬⏤໬࡞࡝ࡢᕤኵ࡛ᨵၿ࡛ࡁࡿ࡜ᛮࢃࢀࡿࠋࡲࡓࠊ

ࣉ࣮ࣟࢻࡋ࡚࠾ࡁࠊⓎ⾲ࡢసᡂᡭ㡰ࡸᩍဨ࠿ࡽᮇᚅCALL ࡀᚓព࡜ࡍࡿᤵᴗᙧែ࡜➹⪅ࡀ㏣࠸ồࡵࡿᤵࡉࢀࡿ࣏࢖ࣥࢺࢆ᫂♧໬ࡍࡿࡼ࠺ດࡵࡓࠋ

ᴗࡢᛶ᱁࡟ࠊ࠸ࡃࡽ࠿ࡢࡎࢀࡶ࠶ࡿࡢ࠿ࡶࡋࢀ࡞࠸ࠋ

 Ⓨ⾲᫬ࠊ⫈⾗࡜ࡋ࡚Ꮫ⏕ࡢ✚ᴟⓗཧຍࢆಁࡍࡓࡵࠊ

➹⪅ࡣ௒ᖺᗘࠊCALL ᩍᐊࢆ౑࠸ጞࡵࡓࡤ࠿ࡾ࡛㉁ၥ⪅࡟ຍⅬࢆ⾜࠺ࡇ࡜ࢆணࡵ࿌▱ࡋࡓࠋࡉࡽ࡟Ⓨ࠶ࡿࠋ⮬㌟ࡢ⤒㦂୙㊊࣭‽ഛ୙㊊࠿ࡽヨ⾜㘒ㄗࡢ㐃⾲࡟ഴ⫈ࡋ࡚ࡶࡽ࠺ࡼ࠺ࠊⓎ⾲ᚋ࡟Ⓨ⾲⪅ࡢࢺࣆࢵ⥆࡛࠶ࡾࠊࡲࡔࡲࡔㄢ㢟ࡀᒣ✚ࡳ࡛࠶ࡿࠋࡋ࠿ࡋࠊ

ࢡࢆ࣓ࣔࡋ࡚ CLE ࡛⟅࠼ࡿᑠࢸࢫࢺࢆ⾜࠸ࠊ⌮ゎᗘ

CALL ࢩࢫࢸ࣒ࡢ᭷⏝ᛶࡸྍ⬟ᛶࡣ኱࠸࡟ᐇឤ࡛ࡁ

ࢆ☜ㄆࡋࡓࠋࡲࡓ⣬㠃࡛Ⓨ⾲⪅࡬ࡢࢥ࣓ࣥࢺࢆ⾜ࡗࡓࠋ௒ᚋࠊCALL ࢩࢫࢸ࣒ࢆ༑ศ࡟ά⏝࡛ࡁࡿࡼ࠺ࠊ

࡚ࡶࡽ࠸ࠊࡑࢀࢆⓎ⾲⪅࡟㏉༷ࡍࡿࣇ࢕࣮ࢻࣂࢵࢡ

ࡉࡽ࡞ࡿ◊㛑ࢆ✚ࢇ࡛ࠊࡼࡾຠᯝⓗ࡞฼⏝ࡀ࡛ࡁࡿࢆ⾜ࡗࡓࡀࠊࡇࢀࢆ CLE ࡛⾜࠼ࡿࡼ࠺࡟ࡋࡓ࠸ࠋ

ࡼ࠺┠ᣦࡋ࡚࠸ࡁࡓ࠸࡜ᛮ࠺ࠋ

― 43 ―

Using a PC, Projector, Textbook Scans and Internet in the EFL Classroom
Eric Hail 㸦඲Ꮫᩍ⫱᥎㐍ᶵᵓ 㸧
Screen size, seating positions and corrective lenses
Are your students bored, unenthusiastic andunresponsive in your EFL class? Do some students seem

When it comes to classroom monitors the mostto struggle to understand how to do the textbook tasks,

important thing to consider is how well all students anddiscussions, and other activities in the classroom?

seating positions can see detail on the screen. Not

Showing textbook scans, pictures, videos and othersurprisingly, when it comes to screen size, bigger isInternet content on a large screen while setting up an

much better. A daylight visible projector and a large

EFL activity can greatly enhance the student learning

screen will be easier to see than a single 50-inch monitor.

experience. Showing interesting content can increase the

I prefer a projector for the larger screen size so much thatinterest and excitement level of the students, and can aid

I will carry one across campus if a classroom doesn’t

in overcoming some common problems in the EFL

have one.

classroom by waking them up and getting them on thecorrect task, and doing it correctly. Generally speaking,Spotting students without corrective lenses

the lower English level students will get the most benefit
from the visual part of the explanation/instruction.

It is important to keep a lookout for students who

Therefore, I feel the lower the level of the students, theneed glasses or contacts but aren't wearing them. Sit themmore class time and effort should be given to visual

closer to the screen. They will remember to bring their

explanation and input.

glasses the next week if they are made to sit up front near
the screen. Have students read something from the screen

The practical methodology of using pictures in theto check their vision as necessary.

ESL classroom
ComputerIf you aren’t familiar with the basic methodology ofusing pictures and textbook pictures to explain andAlthough I am a Mac user at home, I prefer a cheap

introduce EFL activities, please read the teacher's manual

Windows PC for classroom use for several reasons.

for ideas. Most modern major-publisher ESL/EFL

Firstly, it is often less hassle to get Windows machines

textbooks have very good and methodologically based

set up for, and connected to the various institutions’explanations of how to do this. Basically, you get the

networks.

students to look at pictures and ask them who, what,knowledgeable, practiced and proficient with Windows

where questions to get them thinking about the topic

machines, making it easier to get help when needed.

before they engage in an activity.

Finally, I prefer a cheap Windows notebook because thisIn addition, the staff is generally more

You don't need to have a CALL classroom to useclassroom machine gets a lot of wear and tear from being

pictures in your classroom. Please consider the following

ported around, packed, unpacked, dropped, bumped, as

when requesting the minimal equipment for yourwell as being left in the classroom unattended.

classroom.

The Windows Photoview app is the best PC app forshowing textbook scans because it has mouse point and― 44 ―

scroll to zoom which makes it the easiest to use. This app

However, classrooms with only front speakers can

was discontinued in Windows 10 but can be recovered bysuffice if the speakers are good.
Using ITunes on a PC or Mac is the easiest andintermediate level PC users.
Setting up and connecting a PC or Mac to amost efficient way to play textbook listening exercise

particular classroom's Internet and AV systems can beaudio. Having a small iPod with only your classroom

tricky and frustrating even for a fairly geeky instructor.

audio content is excellent because you can keep all the

Don't be afraid to politely ask staff to help you set up

CDs and files you would ever use in the classroom inyour computer for the classroom AV and Internet system.

your pencil case. This IPod also serves as a backup when

You will often need to visit the IT office and sign up

your PC is not working properly. Be sure to carry afor Internet depending on the system and policies of thecharger and cables! Be on the lookout for, andparticular institution. Be sure to bring all the peripheralsconsiderate of students with hearing impairment.

needed to connect to that particular classroom Internet
and audiovisual system.

Internet

Check the nearby administration offices if you findyourself without something you need to connect to the

Be aware of the general classroom networkclassroom AV system and Internet. They will usuallyconditions when planning lessons. A reliable and fast

have the more common loaner AV cables and peripherals.

university Internet connection is extremely important.

If you are a Mac user, be sure to bring your own Mac

Slow Internet wastes class time and disrupts the class.

farkles (accessories) and peripherals! Most universities

Unfortunately, currently many universities in Japan could

have loaner PCs available for instructors. Of course, it’s

do much better with the Internet that makes it into thepreferable to bring your own customized equipment withclassrooms. Some institution's networks might restrict

your settings and content ready to go.

YouTube or other useful internet content usage. It israther unfortunate that some intuitions cannot seem torecognize the importance of well AV- and Internet-

Scannerequipped classrooms in the university of today.
A large, full-sized office type scanner capable ofdoing A3 sized scans will be able to scan most EFL/ESL

Google Maps

textbooks laid open two pages at a time. This will bothsave time in scanning and result in scans that appear

Being able to show a place on Google maps is anexactly the same as what the students see in theirinvaluable, almost infinite atlas at your fingertips in the

textbooks. Ask the office staff if there is a large scannerclassroom. Never miss an opportunity to show a place on

you can use for this purpose. These scanners are very

the map with Google maps. Students tend to find thisexpensive new, but a very nice secondhand one can bevery interesting and listen intently when shown where inbought from Yahoo Auction for around 20,000 yen.

the world exactly a topic city or place is. There are also
often nice accompanying images within an easy click ofa Google maps screen.

Classroom audio
Having 4 or more speakers positioned in the front
and rear of the classroom will ensure that all seating
positions are getting a common volume and clarity.

― 45 ―

acceptable way to start using more AV input in your

Google Images

classroom!
How many words is a picture worth? Google images
is also an indispensable tool in the EFL classroom,
especially for instructors who can't draw well. Thesedays Google has improved a lot in keeping the content
that pops up on a search 'clean', 'family friendly', andtherefore 'classroom friendly'. Regardless of this, just to
be safe always make a habit of disconnecting the student
view feed and preview what pops up on the teacher's
monitor, before showing students the results of an images
search to avoid embarrassment.
YouTubeYouTube is also a great resource in the classroom.
Showing a short, but fun YouTube video can greatly
increase the students' interest and excitement about a
topic, and aid in generating enjoyable and enthusiastic
conversation between student pairs and small groups.
Again, preview any YouTube videos before showing
them to the class. This will allow you to find the best
videos on the topic as well as avoiding embarrassing or
inappropriate videos.
Slow university Internet network speeds can be
more of an issue with streaming YouTube or other videos.
Please test and keep in mind the speed and reliability of
the classroom Internet you will be using when planninglessons with streaming video. Some institutions might
restrict YouTube viewing on their networks, regrettably.
Conclusion
Using AV based audio and visual input can greatly
increase the fun and excitement level in a topic among
both the students and instructor when setting up activities
and discussions in the ESL/EFL classroom. Don't beafraid to experiment and improve your classroom AV
content and delivery. Using baby steps is a perfectly― 46 ―

&$// ᩍᐊࢆ㏻ࡋ࡚ᘯ⏣ឡဏᏊ㸦ゝㄒᩥ໬◊✲⛉ゝㄒᩥ໬ᑓᨷ㸧ࡣࡌࡵ࡟

ࡁࡿࡔࡅ᪩ࡃ↓ࡃࡋࠊᮏ᮶ࡢᏛ⩦࡬㞟୰ࡉࡏ࡚ࡸࡿ ⚾ࡣ๓ᮇࡢ㛫࡟ࠊ ࡘࡢᤵᴗ࡛ JTA ࡢ⤒㦂ࢆࡉࡏࡇ࡜ࡀ㔜せࡔ࡜ឤࡌࡲࡋࡓࠋ

࡚࠸ࡓࡔࡁࡲࡋࡓࠋࡇࡢ⤒㦂ࢆ㏻ࡋ࡚ឤࡌࡓࠊᏛ⏕ࡢᏛ⩦࡬ࡢពḧࡸᵝᏊ࡜ CALL ᩍᐊࡢ㠃ⓑࡉࢆ࠸ࡃ

&$// ᩍᐊ࡜ ,&7

ࡘ࠿㏙࡭ࡓ࠸࡜ᛮ࠸ࡲࡍࠋ Ꮫ⏕ࡢ୺యⓗ࡞Ꮫࡧࢆᘬࡁฟࡍࡓࡵ࡟ࠊICT ࢆ⏝࠸ࡓᤵᴗࡣ኱ኚ᭷ຠ࡛࠶ࡿ࡜ឤࡌࡲࡋࡓࠋࡓࡔᩍ⛉Ꮫ⏕ࢆ㏻ࡋ࡚

᭩ࡢ౛ᩥࢆヂࡍࡔࡅ࡛ࡣᏛ⏕ࡢ▱ⓗዲወᚰࡣ่⃭ࡉ  ᖺ⏕ࡀཷㅮ⏕ࡢ࡯࡜ࢇ࡝ࢆ༨ࡵ࡚࠸ࡿᤵᴗ࡛ࡣࠊ

ࢀࡎࠊ㣬ࡁ࡚ࡋࡲ࠺ࡇ࡜ࡶ࠶ࡿ࡜ᛮ࠸ࡲࡍࡀࠊࢹ࢕

Ꮫ⏕ࡀ኱Ꮫ⏕ά࡟ᑐࡋ࡚࡝ࡢࡼ࠺࡞ᮇᚅࡸ୙Ᏻࠊࡲ

ࢫࣉࣞ࢖࡟ᫎࡋฟࡉࢀࡓⱥㄒࡢࢽ࣮ࣗࢫࢆぢࡓࡾࠊࡓࡣ㌑ࡁࢆឤࡌ࡚࠸ࡿࡢ࠿ศ࠿ࡾࡲࡋࡓࠋ

㞧ㄅࢆ࢙࢘ࣈୖ࡛ㄞࢇࡔࡾࡍࡿࡇ࡜࡟ࡼࡗ࡚௒ࡲ࡛ ౛࠼ࡤᤵᴗ࡛ࡣࠊᏛ⏕࠿ࡽࡼࡃᏛ⩦࡟㛵ࡍࡿ㉁ၥ

ࡢᏛ⩦࡜ࡣ␗࡞ࡿ᪂ࡓ࡞ᴦࡋࡉࡀ⏕ࡲࢀࡲࡍࠋ౛࠼

ࢆཷࡅࡲࡋࡓࠋࡇࢀ࠿ࡽ࡝ࡢࡼ࠺࡟ຮᙉࢆࡋ࡚࠸ࡅ

ࡤࠊእᅜࡢࢽ࣮ࣗࢫ␒⤌ࡣ᪥ᮏࡢࡶࡢ࡜㞺ᅖẼࡸᵓࡤࡼ࠸ࡢ࠿ࠊࡲࡓࠊ࠾ࡍࡍࡵࡢ㎡᭩ࡣఱ࠿ࠊ࡜࠸ࡗ

ᡂࡀ኱ࡁࡃ␗࡞ࡾࡲࡍࠋࡲࡓࠊ㞧ㄅࡢⱥᩥࡣᵓᡂࡸ

ࡓ㉁ၥ࠿ࡽࠊ኱㜰኱Ꮫ࡛ࡣ࡝ࡢࡼ࠺࡞እᅜㄒᏛ⩦ࡢ༢ㄒࡀ௒ࡲ࡛ࡢᩍ⛉᭩࡜ࡣ኱ࡁࡃ␗࡞ࡿࡢ࡛᪂㩭࡟ᶵ఍ࡀ࠶ࡿࡢ࠿࡜࠸ࡗࡓ㉁ၥࡲ࡛ᵝࠎ࡛ࠊ⚾ࡣᏛ⏕ឤࡌࡲࡍࠋࡢࠕᏛࡧࡓ࠸ࠖ࡜࠸࠺ពḧࢆឤࡌྲྀࡾࡲࡋࡓࠋ ࡉࡽ࡟ࠊCALL ᩍᐊ࡛ࡣ➃ᮎୖ࡛ࢸࢫࢺࢆゎࡃࡇ ࡉࡽ࡟㧗ᰯࡲ࡛ࡢᏛ⩦࡜␗࡞ࡾࠊCALL ᩍᐊ࡛➃࡜࡟ࡼࡗ࡚༶᫬࡟ゎ⟅ࢆ☜ㄆࡍࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ

ᮎࢆ౑ࡗ࡚Ꮫ⩦ࡍࡿࡇ࡜ࡸࠊᩍᐊෆ࡟」ᩘ࠶ࡿࣔࢽ

ࡲࡓࠊ࣊ࢵࢻࢭࢵࢺࢆ౑ࡗ࡚ඛ⏕ࡢ࢔ࢻࣂ࢖ࢫࢆಶ

ࢱ࣮ࢆ㏻ࡌ࡚ⱥㄒ࡛ࢽ࣮ࣗࢫࢆぢࡓࡾࡍࡿάືࡣᏛ

ู࡟ཷࡅࡿࡇ࡜ࡀ࡛ࡁࡿࡓࡵࠊⱥㄒ࡛సᩥࢆࡍࡿ㝿⏕࡟࡜ࡗ࡚᪂㩭࡞ࡼ࠺࡛ࠊពḧⓗ࡟ᤵᴗ࡟ྲྀࡾ⤌ࡴ࡟༶᫬࡟ࢥ࣓ࣥࢺࢆཷࡅࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋࡇࡢࡼጼࡀከࡃぢࡽࢀࡲࡋࡓࠋࡲࡓࠊⱥㄒ࡛ᤵᴗࡀ⾜ࢃࢀ࠺࡟Ꮫ⏕ࡀ⮬ศࡢᅇ⟅ࡢ࣑ࢫ࡟ࡍࡄ࡟Ẽ௜ࡁࠊ㛫㐪ࡿࡇ࡜࡟ࡼࡗ࡚ࠊᩍᐊෆ࡟⮬↛࡜ⱥㄒࢆ౑࠺㞺ᅖẼ࠼ࡓ⟠ᡤ࡟ࡘ࠸࡚⪃࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࡢࡣࠊᏛ⏕ࡀࡀ⏕ࡲࢀࠊᏛ⏕ࡶᠱ࿨࡟ⱥㄒ࡛Ⓨゝࢆࡋ࡚࠸ࡲࡋࡓࠋ

㣬ࡁࡎ࡟୺యⓗ࡟Ꮫ⩦ࢆ⥆ࡅ࡚࠸ࡃࡓࡵ࡟ຠᯝⓗ࡛ࡇࡢࡼ࠺࡟ࠊᏛ⏕ࡣᏛ⩦࡟ᑐࡋ࡚ពḧⓗ࡛࠶ࡿࡇ࡜

࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ

ࡀศ࠿ࡾࡲࡋࡓࠋ

 ࡋ࠿ࡋࠊᏛ⏕ࡓࡕࡀཷࡅ࡚ࡁࡓᚑ᮶ࡢᤵᴗ࡜ࡣ␗

࠾ࢃࡾ࡟

࡞ࡿࢫࢱ࢖ࣝ࡟ᡞᝨ࠸ࢆぬ࠼ࡿ⏕ᚐࡶぢཷࡅࡽࢀࡲ ⚾ࡣ࠾ᡭఏ࠸ࡉࡏ࡚࠸ࡓࡔ࠸ࡓᤵᴗࢆ㏻ࡋ࡚ࠊᏛ

ࡋࡓࠋ➃ᮎ࡬ࡢࣟࢢ࢖ࣥ᪉ἲࡀศ࠿ࡽ࡞࠿ࡗࡓࡾࠊ

⏕ࡢ୺యⓗ࡞Ꮫࡧࢆᘬࡁฟࡍࡓࡵ࡟ CALL ࡀ᭷ຠ࡛ᩥᏐࡢධຊࡸ㡢ኌࡢㄪ⠇᪉ἲࡀศ࠿ࡽ࡞࠿ࡗࡓࡾࡍ

࠶ࡿࡇ࡜࡜ࠊᩍᮦ◊✲ࡢ኱ษࡉࢆឤࡌࡲࡋࡓࠋ࡝ࡢ

ࡿ࡞࡝ࠊ➃ᮎࡢ᧯స࡟㛵ࡋ࡚ࡓࡃࡉࢇࡢ␲ၥࡀୖࡀ

ࡼ࠺࡞ᩍᮦࢆ㑅ᢥࡋࠊ࡝ࡢࡼ࠺࡟ᩍ࠼ࡿ࠿࡜࠸࠺ࡢ

ࡾࡲࡋࡓࠋ≉࡟ึᅇࡢᤵᴗ࡛ࡣࠊ័ࢀ࡞࠸➃ᮎࡢ᧯ࡣᏛ⏕ࡢዲወᚰࡸពḧ࡟┤⤖ࡋࡲࡍࠋࡲࡓࠊⱥㄒࢆ

స࡟ⱞປࡍࡿᏛ⏕ࡀከ࠿ࡗࡓࡼ࠺࡟ᛮࢃࢀࡲࡍࠋ⚾౑࠺㞺ᅖẼసࡾࡶ㔜せ࡟࡞ࡾࡲࡍࠋ⚾ࡀᩍဨ࡜ࡋ࡚

ࡣࡇࡢ᫬ࠊᏛ⏕ࡢᏛࡧࢆࢧ࣏࣮ࢺࡍࡿᙺ๭ࡢ኱ษࡉ

ᤵᴗࢆࡍࡿ㝿࡟ࡣࠊᏛ⏕୍ேࡦ࡜ࡾࡀᏛࡪࡇ࡜ࡣᴦ

ࢆឤࡌࡲࡋࡓࠋᏛ⏕ࡢᏛ⩦࡟ᑐࡍࡿពḧࢆྥୖࡉࡏ

ࡋ࠸࡜ឤࡌࡿࡇ࡜ࡀ࡛ࡁࡿࡼ࠺࡟ᵝࠎ࡞ᕤኵࢆ⪃࠼࡚࠸ࡃࡓࡵ࡟ࡶࠊ➃ᮎ᧯స࡞࡝ࡢึṌⓗ࡞㌑ࡁࡣ࡛

࡚࠸ࡁࡓ࠸࡜ᛮ࠸ࡲࡍࠋ

― 47 ―

7$ ࡜ࡋ࡚ࡢឤ᝿
Nie Jing㻌 㻌 䛊⫊ ᬗ䛋㻌 䠄Graduate School of Language and Culture
Studies in Language and Culture䠅
Started from 2016 April until July, I have been

attempt TOEFL and TOEIC exam or studying abroad.

worked as a Teaching Assistant with Associate Professor

However, it is more like an independent class study.

Miyamoto and Takafuta. Separately, for their classes:

Therefore, by introduces English-speaking country’s

English Reading and Practical English. Both English

cultural background, humanity, and other mentality for

Reading and Practical English created for undergraduatebuilding up students’ interest and knowledge. Afterlevel students.

student setting up study goal for themselves, they start

Especially, Professor Miyamoto’s English Reading

using the computer program provide by class to learn.

focuses on training students’ English reading skill in

Learning from the class, at the beginning of thedevice aspectes. For instance, in class, reading materials

semester, many students do not know how to use theinclude sociology, humanity, and natural science, etc.

program, usually, after three to four weeks they would

Moreover, Professor Takafuta’s Practical English

get used to the program and start enjoying the class.

focuses on TOEL and TOEIC test skill, which training

Teacher in class would share many interesting materials

student’s grammar, vocabulary, and other exam writing

online as a main portion of the class. By watching videos,skills. In the aspect of in-class teaching method, both

reading local newspaper articles, playing English games,

classes introduce information technology and computerand other exam questions, in class, the teacher usually

into class but different.

creates exam questions. By seeing the result of the exams

In order to help first-year student’s volume of

online, teacher follow up students’ learning process

vocabulary, and practising in class exercises. Students

easily, the therefore teacher also learn how to haveare required to preview the article by themselves. Backstudents to improve. Therefore, in Practical English class,in class, Professor Miyamoto would arrange word bycomputer technology is not only a teaching tool for

word translation test, in class writing, and in-classteachers but also a learning tool for students.

speaking test. Beside these test, in order to training

As a Teaching Assistant, not only in the aspect ofstudents’ reading skill, Professor Miyamoto would catch

manage class, but also I learnt how to use a computerthe keyword first, by using the keyword explain the topic

and other technology to teach. In order to help me toof articles. In class, the teacher will share extra reading

understand the whole teaching process in class and bematerials through the online share documents for

prepare to be a teacher in the future, Professor Miyamoto

students to download. At the end of the semester,and Takafuku’s class both show me the different aspect

students are required to use a computer in class readingof using computer meanwhile show me a bigger picturematerial for a three minutes presentation. Therefore, forof the relationship between teaching and learning.

English Reading class, computer technology is anassociate tool for in-class teaching. Different fromEnglish Reading class, Practical English class requires
more self-motivation. Therefore, by using a computer inclass helps increase the interest in learning.
Practical English class also is created for the
first-year student, especially the student who turns― 48 ―

฼⏝Ꮫ⏕ࡢኌ

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CALL ᩍᐊ࡛ࡣࠊࣃࢯࢥࣥ࡜ࣉࣜࣥࢱࡀ᏶ഛࡉࢀ࡚࠸ࡿࡢࡀ୍␒ࡢ㨩ຊࡔ࡜ᛮ࠸ࡲࡍࠋᤵᴗࡀ࡞࠸᫬㛫ࡣᩍᐊࡀ㛤ᨺࡉࢀ࡚࠸ࡿࡢ࡛ࠊ✵ࡁ᫬㛫ࡸᨺㄢᚋࡣࣃࢯࢥࣥࡀᚲせ࡞࡜ࡁࡼࡃ฼⏝ࡋࡲࡋࡓࠋᤵᴗࡢ㛵ಀ࡛ࣞ
࣏࣮ࢺࡸ㈨ᩱࢆ༳ๅࡋ࡞ࡅࢀࡤ࠸ࡅ࡞࠿ࡗࡓ࡜ࡁࠊCALL ᩍᐊ࡛↓ᩱ࡛༳ๅࡀ࡛ࡁࡓࡢࡣࠊ᭷㞴࠿ࡗࡓ࡛ࡍࠋ㜿Ἴ ᬕᏊ㸦ே㛫⛉Ꮫ㒊 ୍ᅇ⏕㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨ᤵᴗ᫬㛫እ࡛࠶ࢀࡤ⮬⏤࡟฼⏝࡛ࡁࡿୖ࡟ࠊࣃࢯࢥࣥࡢྎᩘࡶ༑ศ࡟࠶ࡾࠊࡲࡓ༳ๅࡀ࡛ࡁࡿ⎔ቃࡶᩚࡗ࡚࠸ࡿࡓࡵࠊ࡜࡚ࡶຓ࠿ࡗ࡚࠸ࡲࡍࠋᩍᐊෆࡣ࡜࡚ࡶ㟼࠿࡛ࠊ✵ㄪࡶᩚࡗ࡚࠸ࡿࡓࡵࠊ㞟୰ࡋ࡚ㄢ㢟➼ࢆ㐍ࡵࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ᝟ሗᩍᐊࡢࣃࢯࢥࣥ࡟ධࡗ࡚࠸ࡿࢯࣇࢺࡀ CALL ᩍᐊ࡛ࡣ୍㒊฼⏝࡛ࡁ࡞࠸࡞࡝ࠊ⏝㏵࡟ᛂࡌ࡚౑࠸ศࡅࡿᚲせࡀ࠶ࡾࡲࡍࡀࠊㄪ࡭ࡶࡢ࠿ࡽ࣏࣮ࣞࢺ〇సࡸ༳ๅࡲ࡛ࠊ୍㏻ࡾࡢసᴗࡀ୍ࣨᡤ࡛
ࡍ࡭࡚࡛ࡁࡿࡢ࡛࡜࡚ࡶ౽฼ࡔ࡜ᛮ࠸ࡲࡍࠋ⳥ụ ள⳹㔛㸦ே㛫⛉Ꮫ㒊 ୍ᅇ⏕㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨
CALL ᩍᐊ࡯࡝タഛࡀᩚࡗ࡚࠸ࡿᩍᐊࡣࡇࡢ㜰኱ࡢ୰࡟ࡣ࠶ࡾࡲࡏࢇࠋ≉࡟༳ๅᶵࡣ㔜ᐆࡋ࡚࠸ࡲࡍࠋ࡛
ࡍࡀࠊవࡾ࡟ᛌ㐺ࡍࡂ࡚ፗᴦ᪋タࡔ࡜຺㐪࠸ࡍࡿேࡶᑡ࡞ࡃ࡞࠸ࡼ࠺࡛ࡍࠋᏛ⩦ࡢሙ࡛࠶ࡿ࡜࠸࠺⮬ぬࡀᡃࠎ࡟ࡣᚲせࡔ࡜ᛮ࠸ࡲࡍࠋἙ୰ බử㸦ᩥᏛ㒊 ୍ᅇ⏕㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨
CALL ᩍᐊࡣ࠸ࡘࡶ⥡㯇࡟ಖࡓࢀ࡚࠸࡚ࠊ✵ㄪࡶࡼࡃຠ࠸࡚࠸ࡓࡢ࡛ࠊᛌ㐺࡟ᤵᴗࢆཷࡅࡿࡇ࡜ࡀ࡛ࡁࡲ
ࡋࡓࠋ᫬ࠎࠊࣃࢯࢥࣥࡢㄞࡳ㎸ࡳࡀ㐜࠸ࡇ࡜ࡶ࠶ࡾࡲࡋࡓࡀࠊࡑࢀ௨እ࡟ࡣ୙⮬⏤࡞ࡃ౑࠺ࡇ࡜ࡀ࡛ࡁࡲࡋࡓࠋ୰ᑿ ⨾ె㸦⤒῭Ꮫ㒊 ୍ᅇ⏕㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨
CALL ᩍᐊࡣ㜰኱࡟࠾࠸୍࡚␒࠸࠸Ꮫ⩦ሙᡤࡔ࡜ᛮ࠸ࡲࡍࠋᅗ᭩㤋࡜ẚ࡭࡚ࠊCALL ᩍᐊࡣኟ࡟ᾴࡋࡃ࡚
෤࡟ᬮ࠿࠸࡛ࡍࠋ᝟ሗᇶ♏ᩍᐊ࡟ẚ࡭ࠊCALL ᩍᐊࡣ࡜࡚ࡶ㟼࠿࡞ሙᡤ࡛ࡍࠋᛌ㐺࡞Ꮫ⩦⎔ቃࡢୗ࡛ࠊຠ⋡ࡼࡃᐟ㢟ࢆࡸࡾࡲࡍࠋࡲࡓࠊ↓ᩱ࡛༳ๅ࡛ࡁࡿࡢࡣᏛ⏕࡟࡜ࡗ࡚㠀ᖖ࡟౽฼ࡔ࡜ᛮ࠸ࡲࡍࠋ၈ ెⶢ㸦TANG Jiawei㸧㸦⤒῭Ꮫ㒊 ஧ᅇ⏕㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨― 49 ―

㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨I have used CLE for nearly two years and I feel it is quite convenient. For example, I can review the sources thatteacher shows us at class, which makes me have a deeper understanding of the courses. Otherwise, doing some
online-homework makes me feel relaxed because some parts of film and music are available when I do my assignment.
Thus, I hope more and more teachers and professors could make a good use of the CLE.
LEI Yinong㸦⤒῭Ꮫ㒊 ஧ᅇ⏕㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨
I take the translation class in Cybermedia Center. Thanks to the advanced and useful facilities, during the class we
can have a look at both the monitor screen and our own screen which show the different images at the same time. And
after the class, we can submit our translation projects by CLE instead of the traditional writing style or Email. Besides,
we can share our ideas with classmates and get information through the discussion boards.
What’s more, there are some very useful dictionary programs among English, Japanese, Chinese and other foreign
languages installed on the computers for student users, so that the students will be able to look up the words
immediately to catch up the class. And we can also use the printers to get the materials we want without delay.
In a word, Cybermedia Center CALL classroom is not just a convenient and advanced computer room, but also awonderful and comfortable studying room.
Zhao Yang㸦㉿ ὒ㸧㸦ゝㄒᩥ໬◊✲⛉ ༤ኈ๓ᮇㄢ⛬㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨I have used the CALL classroom to participate in the Japanese-English Translation Practicum course for Master’sStudents in the Graduate School of Language and Culture. Thanks to the CALL facilities and the CLE online system,
students of this course are able to download texts, find translation resources and submit assignments online, follow theteacher’s instructions on a center monitor, and collaborate with other students on an online forum. I think that the CALL
facilities increase students’ productivity and learning potential in this course, and they are also environmentally-friendly
in that they make paper handouts redundant. One flaw of the CALL classroom is that the design of the classroom andsheer number of computers make it difficult for students to see the teacher. In spite of this, however, I have found the
CALL facilities to be very useful for this course, and I hope that more courses make use of them in the future.
Miles Neale㸦ゝㄒᩥ໬◊✲⛉ ༤ኈ๓ᮇㄢ⛬㸧㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨㸨― 50 ―

άືሗ࿌㻌

ɞᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㛵ಀ  㸦᝟ሗᩍ⫱ࢩࢫࢸ࣒㸧
࣭2015 ᖺᗘ᝟ሗᩍ⫱ࢩࢫࢸ࣒฼⏝≧ἣ 

53

࣭᝟ሗᩍ⫱㛵㐃ࡢㅮ⩦఍࣭ㄝ᫂఍࣭ぢᏛ఍➼ࡢ㛤ദሗ࿌ 

61

㸦CALL ࢩࢫࢸ࣒㸧
࣭2015 ᖺᗘ CALL ࢩࢫࢸ࣒฼⏝≧ἣ 

64

࣭CALL 㛵㐃ࡢㅮ⩦఍࣭ㄝ᫂఍࣭ぢᏛ఍➼ࡢ㛤ദሗ࿌ 

70⟪㠃ᩍ⫱ࢩࢫࢸ࣒ 
࣭2015 ᖺᗘ⟪㠃ᩍ⫱ࢩࢫࢸ࣒฼⏝≧ἣ 

71ɞ㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒㛵ಀ
࣭2015 ᖺᗘ㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒฼⏝≧ἣ 

74

ɞ 2015 ᖺᗘ఍㆟㛵ಀ➼᪥ㄅ࣭఍㆟㛵ಀ࣭኱つᶍィ⟬ᶵࢩࢫࢸ࣒฼⏝ㅮ⩦఍࣭ࢭࣥࢱ࣮᮶ゼ⪅ 

― 51 ―

77

2015ᖺᗘ᝟ሗᩍ⫱ࢩࢫࢸ࣒฼⏝≧ἣ㸦4᭶1᪥㹼3᭶31᪥㸧
1. ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘᐇ฼⏝⪅ᩘ 13,460ே
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ᅜ㝿බඹᨻ⟇◊✲⛉
㧗➼ྖἲ◊✲⛉
እᅜㄒᏛ㒊ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉⌮Ꮫ㒊ᩘᏛ⛉⌮Ꮫ㒊≀⌮Ꮫ⛉⌮Ꮫ㒊໬Ꮫ⛉⌮Ꮫ㒊⏕≀⛉Ꮫ⛉ᕤᏛ◊✲⛉ᕤᏛ㒊ᛂ⏝⮬↛⛉Ꮫ⛉ᕤᏛ㒊ᛂ⏝⌮ᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗᕤᏛ⛉ᕤᏛ㒊⎔ቃ䞉䜶䝛䝹䜼䞊ᕤᏛ⛉ᕤᏛ㒊ᆅ⌫⥲ྜᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗ䜶䝛䝹䜼䞊ᕤᏛ⛉ᇶ♏ᕤᏛ◊✲⛉
ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉
་Ꮫ◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ
⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊ὀ㸯㸸Ꮫ⏕ࡢ฼⏝࡟ࡘ࠸࡚ࡢࡳ㞟ィࡋ࡚࠸ࡲࡍࠋ
ὀ㸰㸸⌮Ꮫ◊✲⛉ࠊᕤᏛ◊✲⛉ࠊᇶ♏ᕤᏛ◊✲⛉࡟ࡘ࠸࡚ࡣࠊᏛ㒊Ꮫ⏕ࢆᏛ⛉ẖ࡟㞟ィࡋ࡚࠸ࡲࡍࠋ
ὀ㸱㸸་Ꮫ⣔◊✲⛉(་Ꮫ㒊)࡟ࡘ࠸࡚ࡣࠊಖ೺Ꮫᑓᨷ(ಖ೺Ꮫ⛉)ࢆู࡟㞟ィࡋ࡚࠸ࡲࡍࠋ
ὀ㸲㸸ᐇ฼⏝⪅ᩘ࡟ࡣࠊBYOD(Bring Your Own Device)ࡢᐇ฼⏝⪅ᩘ 916ྡࢆྵࡳࡲࡍࠋ

2. ᡤᒓ㒊ᒁูᅾ⡠⪅࡟ᑐࡍࡿᐇ฼⏝⪅ࡢ๭ྜ
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ᩥᏛ◊✲⛉㻔ᩥᏛ㒊㻕ἲᏛ◊✲⛉㻔ἲᏛ㒊㻕⤒῭Ꮫ◊✲⛉㻔⤒῭Ꮫ㒊㻕ゝㄒᩥ໬◊✲⛉
ᅜ㝿බඹᨻ⟇◊✲⛉
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እᅜㄒᏛ㒊ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉⌮Ꮫ㒊ᩘᏛ⛉⌮Ꮫ㒊≀⌮Ꮫ⛉⌮Ꮫ㒊໬Ꮫ⛉⌮Ꮫ㒊⏕≀⛉Ꮫ⛉ᕤᏛ◊✲⛉ᕤᏛ㒊ᛂ⏝⮬↛⛉Ꮫ⛉ᕤᏛ㒊ᛂ⏝⌮ᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗᕤᏛ⛉ᕤᏛ㒊⎔ቃ䞉䜶䝛䝹䜼䞊ᕤᏛ⛉ᕤᏛ㒊ᆅ⌫⥲ྜᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗ䜶䝛䝹䜼䞊ᕤᏛ⛉ᇶ♏ᕤᏛ◊✲⛉
ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉
་Ꮫ◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ
⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊ὀ㸸Ꮫ⏕ᩘ࡟ࡘ࠸࡚ࡣࠊ㸳᭶㸯᪥⌧ᅾࡢᅾ⡠⪅ᩘࢆẕᩘ࡟ࡋ࡚࠸ࡲࡍࠋ

― 53 ―

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3. ᡤᒓ㒊ᒁูᐇ฼⏝⪅1ே࠶ࡓࡾࡢᖺ㛫ᖹᆒ฼⏝᫬㛫
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㻣㻜

㻣㻡

㻤㻜

㻤㻡

㻥㻜

㻔᫬㛫㻕
㻥㻡 㻝㻜㻜

ᩥᏛ◊✲⛉㻔ᩥᏛ㒊㻕ἲᏛ◊✲⛉㻔ἲᏛ㒊㻕⤒῭Ꮫ◊✲⛉㻔⤒῭Ꮫ㒊㻕ゝㄒᩥ໬◊✲⛉
ᅜ㝿බඹᨻ⟇◊✲⛉
㧗➼ྖἲ◊✲⛉
እᅜㄒᏛ㒊ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉⌮Ꮫ㒊ᩘᏛ⛉⌮Ꮫ㒊≀⌮Ꮫ⛉⌮Ꮫ㒊໬Ꮫ⛉⌮Ꮫ㒊⏕≀⛉Ꮫ⛉ᕤᏛ◊✲⛉ᕤᏛ㒊ᛂ⏝⮬↛⛉Ꮫ⛉ᕤᏛ㒊ᛂ⏝⌮ᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗᕤᏛ⛉ᕤᏛ㒊⎔ቃ䞉䜶䝛䝹䜼䞊ᕤᏛ⛉ᕤᏛ㒊ᆅ⌫⥲ྜᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗ䜶䝛䝹䜼䞊ᕤᏛ⛉ᇶ♏ᕤᏛ◊✲⛉
ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉
་Ꮫ◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ
⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊

4. ᐇ฼⏝⪅⥲฼⏝᫬㛫(᭶ẖ)
䠄᫬㛫䠅㻜㻝㻜㻘㻜㻜㻜

㻞㻜㻘㻜㻜㻜

㻟㻜㻘㻜㻜㻜

㻠㻜㻘㻜㻜㻜

㻡㻜㻘㻜㻜㻜

㻠᭶
㻡᭶
㻢᭶
㻣᭶
㻤᭶
㻥᭶
㻝㻜᭶
㻝㻝᭶
㻝㻞᭶
㻜㻝᭶
㻜㻞᭶
㻜㻟᭶

ὀ㸯㸸⥲฼⏝᫬㛫ࡣ 362,090 ᫬㛫ࠋ㸯ேᙜࡓࡾࡢ⥲ᖹᆒ฼⏝᫬㛫ࡣ 26.90 ᫬㛫ࠋὀ㸰㸸⥲฼⏝᫬㛫࡟ࡣࠊBYOD(Bring Your Own Device)ࡢ฼⏝᫬㛫 20,246 ᫬㛫ࢆྵࡳࡲࡍࠋ

― 54 ―

㻢㻜㻘㻜㻜㻜

5-1. ᩍᐊ࣭ศᩓ➃ᮎᐊู1᪥1ྎ࠶ࡓࡾࡢᖹᆒ฼⏝᫬㛫(᭶ẖ)
㻔᫬㛫㻕

㻜

㻝

㻞

㻟

㻠

㻡

㻢

㻣

䝃䜲䝞䞊䝯䝕䜱䜰䝉䞁䝍䞊㇏୰ᩍ⫱◊✲Ჷ

㻤

㻥

㻝㻜

㻝㻝

㻝㻞
㻠᭶
㻡᭶

᝟ሗᩍ⫱➨㸯ᩍᐊ

㻢᭶
㻣᭶
㻤᭶
㻥᭶
㻝㻜᭶

᝟ሗᩍ⫱➨㸰ᩍᐊ

㻝㻝᭶
㻝㻞᭶
㻝᭶
㻞᭶
㻟᭶

᝟ሗᩍ⫱➨㸱ᩍᐊ᝟ሗᩍ⫱➨㸲ᩍᐊ᝟ሗᩍ⫱➨㸳ᩍᐊ

㝃ᒓᅗ᭩㤋
⥲ྜᅗ᭩㤋

⏕࿨⛉Ꮫᅗ᭩㤋⌮ᕤᏛᅗ᭩㤋

ὀ㸸⥲฼⏝᫬㛫ࢆྛ㒊ᒇࡢタ⨨ྎᩘ࡜฼⏝᪥ᩘ࡛๭ࡗ࡚࠸ࡲࡍࠋ

― 55 ―

㻝㻟་Ꮫ㒊ಖ೺Ꮫ⛉࣮ࣛࢽࣥࢢࣜࢯ࣮ࢫࢭࣥࢱ࣮

ᅜ㝿ᩍ⫱஺ὶࢭࣥࢱ࣮ࠉࠉ ྿⏣ ␃Ꮫ⏕஺ὶ᝟ሗᐊ

ᅜ㝿ᩍ⫱஺ὶࢭࣥࢱ࣮
ࠉࠉࠉࠉࠉࠉࠉࠉࠉ㇏୰ศᐊ

ὀ㸸⥲฼⏝᫬㛫ࢆྛ㒊ᒇࡢタ⨨ྎᩘ࡜฼⏝᪥ᩘ࡛๭ࡗ࡚࠸ࡲࡍࠋ

― 56 ―

6-1. ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ(᭶ẖ)
㻔ே㻕

㻜

㻝㻜㻜

㻞㻜㻜

㻟㻜㻜

㻠㻜㻜

㻡㻜㻜

㻢㻜㻜

㻣㻜㻜

㻤㻜㻜

㻥㻜㻜

㻝㻘㻜㻜㻜
㻠᭶
㻡᭶

ᩥᏛ◊✲⛉㻔ᩥᏛ㒊㻕

㻢᭶
㻣᭶
㻤᭶
㻥᭶

ἲᏛ◊✲⛉㻔ἲᏛ㒊㻕

㻝㻜᭶
㻝㻝᭶
㻝㻞᭶
㻝᭶

⤒῭Ꮫ◊✲⛉㻔⤒῭Ꮫ㒊㻕㻞᭶㻟᭶ゝㄒᩥ໬◊✲⛉

ᅜ㝿බඹᨻ⟇◊✲⛉

㧗➼ྖἲ◊✲⛉

እᅜㄒᏛ㒊ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉⌮Ꮫ㒊ᩘᏛ⛉⌮Ꮫ㒊≀⌮Ꮫ⛉⌮Ꮫ㒊໬Ꮫ⛉⌮Ꮫ㒊⏕≀⛉Ꮫ⛉― 57 ―

6-2. ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ(᭶ẖ)
㻔ே㻕

㻜

㻝㻜㻜

㻞㻜㻜

㻟㻜㻜

㻠㻜㻜

㻡㻜㻜

㻢㻜㻜

㻣㻜㻜

㻤㻜㻜

㻥㻜㻜

㻝㻘㻜㻜㻜
㻠᭶
㻡᭶

ᕤᏛ◊✲⛉

㻢᭶
㻣᭶
㻤᭶
㻥᭶

ᕤᏛ㒊ᛂ⏝⮬↛⛉Ꮫ⛉

㻝㻜᭶
㻝㻝᭶
㻝㻞᭶
㻝᭶

ᕤᏛ㒊ᛂ⏝⌮ᕤᏛ⛉㻞᭶㻟᭶ᕤᏛ㒊㟁Ꮚ᝟ሗᕤᏛ⛉ᕤᏛ㒊⎔ቃ䞉䜶䝛䝹䜼䞊ᕤᏛ⛉ᕤᏛ㒊ᆅ⌫⥲ྜᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗ䜶䝛䝹䜼䞊ᕤᏛ⛉ᇶ♏ᕤᏛ◊✲⛉

ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉― 58 ―

6-3. ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ(᭶ẖ)
㻔ே㻕

㻜

㻝㻜㻜

㻞㻜㻜

㻟㻜㻜

㻠㻜㻜

㻡㻜㻜

㻢㻜㻜

㻣㻜㻜

㻤㻜㻜

㻥㻜㻜

㻝㻘㻜㻜㻜
㻠᭶
㻡᭶

་Ꮫ⣔◊✲⛉㻔་Ꮫ㒊㻕

㻢᭶
㻣᭶
㻤᭶
㻥᭶

ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕

㻝㻜᭶
㻝㻝᭶
㻝㻞᭶
㻝᭶

ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕㻞᭶㻟᭶ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ

⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊― 59 ―

7. ᭶ู㝃ᒓᅗ᭩㤋ࡢఇ᪥㸦ᅵ࣭᪥㸧ᐇ฼⏝⪅ᩘ
(ே)

100

200

300

400

500

600

700

4᭶

5᭶

6᭶

7᭶

8᭶

9᭶

10᭶

11᭶

12᭶

1᭶

2᭶

3᭶

⥲ྜᅗ᭩㤋

⏕࿨⛉Ꮫᅗ᭩㤋― 60 ―⌮ᕤᏛᅗ᭩㤋

800

900

1,000

᝟ሗᩍ⫱㛵㐃ࡢㅮ⩦఍࣭ㄝ᫂఍࣭ぢᏛ఍➼ࡢ㛤ദሗ࿌␃Ꮫ⏕ྥࡅ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥ

኱㜰኱ᏛCLEㅮ⩦఍᪥  ᫬㸸ᖺ᭶᪥㸦Ỉ㸧㹼᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊሙ  ᡤ㸸ᕤᏛ㒊GSEࢥࣔࣥᲷF᝟ሗᐇ⩦ᐊཧຍ⪅ᩘ㸸ྡ

ཧຍ⪅ᩘ㸸ධ㛛⦅㸸ྡࠊᛂ⏝⦅㸸ྡෆ  ᐜ㸸኱㜰኱ᏛಶேIDࡢㄝ᫂ࠊ➃ᮎ࡬ࡢࣟࢢ࢖࣭ࣥࣟࢢ࢔࢘ࢺࠊෆ  ᐜ㸸ධ㛛⦅㸦CLEࡢᇶᮏ᧯స඲⯡㸧

Web࢔ࣉࣜࢣ࣮ࢩࣙࣥࠊWeb࣓࣮ࣝ➼ࡢ⤂௓ᛂ⏝⦅㸦CLEࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᶵ⬟ࠊ⤫ィ᝟ሗ࡟ࡘ࠸࡚㸧ChemBioOfficeㅮ⩦఍Mathematicaㅮ⩦఍᪥  ᫬㸸ᖺ᭶᪥㸦ᮌ㸧㹼㸦㇏୰㸧㹼㸦྿⏣㸧᪥  ᫬㸸ᖺ᭶᪥㸦ⅆ㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊᕤᏛ㒊GSEࢥࣔࣥᲷF᝟ሗᐇ⩦ᐊཧຍ⪅ᩘ㸸ྡ

ཧຍ⪅ᩘ㸸㇏୰㸸ྡࠊ྿⏣㸸ྡෆ  ᐜ㸸‫ڦ‬Mathematicaࡢࡈ⤂௓ෆ  ᐜ㸸ChemBioDraw‫ڦ‬Mathematicaࢳ࣮ࣗࢺࣜ࢔ࣝ

ศᏊᵓ㐀ࡢసᅗࠊ࣍ࢵࢺ࣮࢟ࡢά⏝ࠊศᏊࡢ≉ᛶࠊึ⣭ ࣁࣥࢬ࢜ࣥࢭ࣑ࢼ࣮

࿨ྡࠊࢫ࣌ࢡࢺࣝண ࢸࣥࣉ࣮ࣞࢺࠊࢽࢵࢡࢿ࣮࣒ࠊ

ࢥ࣐ࣥࢻࡢධຊ㸦ᩥἲ㸧❧యⓗసᅗࠊ཯ᛂᘧࡢసᅗࠊ≉ṦᩥᏐࠊ㔞ㄽࢸ࣮ࣈࣝ

㛵ᩘᐃ⩏࡜ෆ㒊㛵ᩘ

ChemBio3Dࡢ฼⏝ᩘ್ࡢ㏆ఝ࡜ᴫᩘ

ศᏊຊሙィ⟬ࠊḟඖࣔࢹࣝࠊཎᏊ㛫㊥㞳ࠊCIFࡸ

Table㛵ᩘ࡜⾜ิィ⟬PDBࣇ࢓࢖ࣝࡢㄞࡳ㎸ࡳᚤศ࣭✚ศ

ChemBioFinderࡢ฼⏝᪉⛬ᘧࡢゎἲ࣭ᚤศ᪉⛬ᘧࡢゎἲᵓ㐀ᘧ࡟ࡼࡿࣇ࢓࢖᳨ࣝ⣴ࠊExcelࡢά⏝㸰ḟඖࢢࣛࣇ࢕ࢡࢫ࣭㸱ḟඖࢢࣛࣇ࢕ࢡࢫ

ࢧࣥࣉࣝࢹ࣮ࢱࡢࢢࣛࣇ໬㸦ࣇ࢕ࢵࢸ࢕ࣥࢢ㸧࢔ࢽ࣓࣮ࢩࣙࣥ

࠸ࡕࡻ࠺⚍

⡆༢࡞ࣉࣟࢢ࣑ࣛࣥࢢ᪥  ᫬㸸ᖺ᭶᪥㸦ᅵ㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF➉ᮧ◊✲ᐊ     ᮏ㤋F ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢥࣔࣥࢬ

␃Ꮫ⏕ྥࡅ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥ

ཧຍ⪅ᩘ㸸㇏୰㸸ྡࠊ྿⏣㸸ྡ᪥  ᫬㸸ᖺ᭶᪥㸦᭶㸧㹼ෆ  ᐜ㸸ࠕࢧ࢖ࣂ࣮ࢧ࢖࢚ࣥࢫࡢୡ⏺࡬ࡼ࠺ࡇࡑࠖሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨࣭࣭ᩍᐊ

ཧຍ⪅ᩘ㸸ྡ

➨㸳ᅇJapan Blackboard User Group఍ྜෆ  ᐜ㸸኱㜰኱ᏛಶேIDࡢㄝ᫂ࠊ➃ᮎ࡬ࡢࣟࢢ࢖࣭ࣥࣟࢢ࢔࢘ࢺࠊ
Web࢔ࣉࣜࢣ࣮ࢩࣙࣥࠊWeb࣓࣮ࣝ➼ࡢ⤂௓᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼᪥㸦ᅵ㸧ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF఍㆟ᐊཧຍ⪅ᩘ㸸ྡNICOGRAPH 2015ඹദෆ  ᐜ㸸ࢸࢡࢽ࣮࢝ࣝ࣡ࢡࢩࣙࢵࣉ᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼᪥㸦ᅵ㸧ሙ  ᡤ㸸ᇶ♏ᕤᏛᅜ㝿Ჷ Ȋ࣮࣍ࣝ ኱㜰኱ᏛCLEㅮ⩦఍ཧຍ⪅ᩘ㸸ྡෆ  ᐜ㸸&*ࡸࢥࣥࢸࣥࢶไసࢆ୰ᚰ࡜ࡋࡓ◊✲㛤ⓎㄽᩥⓎ⾲᪥  ᫬㸸ᖺ᭶᪥㸦᭶㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊཧຍ⪅ᩘ㸸ධ㛛⦅㸸ྡࠊᛂ⏝⦅㸸ྡ኱㜰኱ᏛCLEㅮ⩦఍ෆ  ᐜ㸸ධ㛛⦅㸦CLEࡢᇶᮏ᧯స඲⯡㸧᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼

ᛂ⏝⦅㸦CLEࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᶵ⬟ࠊሙ  ᡤ㸸ᕤᏛ㒊GSEࢥࣔࣥᲷF᝟ሗᐇ⩦ᐊ⤫ィ᝟ሗ࡟ࡘ࠸࡚㸧ཧຍ⪅ᩘ㸸ධ㛛⦅㸸ྡࠊᛂ⏝⦅㸸ྡෆ  ᐜ㸸ධ㛛⦅㸦CLEࡢᇶᮏ᧯స඲⯡㸧ᛂ⏝⦅㸦CLEࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᶵ⬟ࠊ⤫ィ᝟ሗ࡟ࡘ࠸࡚㸧― 61 ―

Ꮫᰯྡ㸸ኳ⋤ᑎ㧗➼Ꮫᰯ኱㜰኱ᏛCLEㅮ⩦఍᪥  ᫬㸸ᖺ᭶᪥㸦Ỉ㸧㹼᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊཧຍ⪅ᩘ㸸ධ㛛⦅㸸ྡࠊᛂ⏝⦅㸸ྡཧຍ⪅ᩘ㸸ྡෆ  ᐜ㸸ධ㛛⦅㸦CLEࡢᇶᮏ᧯స඲⯡㸧ෆ  ᐜ㸸᪋タぢᏛ➼ᛂ⏝⦅㸦CLEࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᶵ⬟ࠊ⤫ィ᝟ሗ࡟ࡘ࠸࡚㸧Ꮫᰯྡ㸸㧗ὠ㧗➼Ꮫᰯ᪥  ᫬㸸ᖺ᭶᪥㸦Ỉ㸧㹼

ᖺᗘᤵᴗᢸᙜᩍဨྥࡅㄝ᫂఍ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF➉ᮧ◊✲ᐊ᪥  ᫬㸸ᖺ᭶᪥㸦ⅆ㸧㹼

ཧຍ⪅ᩘ㸸ྡሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊෆ  ᐜ㸸᪋タぢᏛ➼ཧຍ⪅ᩘ㸸ྡ

ෆ  ᐜ㸸➃ᮎ࡬ࡢࣟࢢ࢖࣭ࣥࣟࢢ࢔࢘ࢺࠊࢹࢫࢡࢺࢵࣉ᧯సࠊ

Ꮫᰯྡ㸸㟷ᒣᏛ㝔኱Ꮫ᪥ᮏㄒධຊࠊྛ✀࢔ࣉࣜࢣ࣮ࢩࣙࣥࡢ౑⏝᪉ἲࠊ᪥  ᫬㸸ᖺ᭶᪥㸦᭶㸧㹼

ᤵᴗᨭ᥼ࢩࢫࢸ࣒ࠊࡑࡢ௚ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊཧຍ⪅ᩘ㸸ྡ

ᖺᗘᤵᴗᢸᙜᩍဨྥࡅㄝ᫂఍ෆ  ᐜ㸸᪋タぢᏛ➼᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼ሙ  ᡤ㸸ᕤᏛ㒊GSEࢥࣔࣥᲷF᝟ሗᐇ⩦ᐊᏛᰯྡ㸸ࣃࣜࢹࢪࢱࣝ኱Ꮫ

ཧຍ⪅ᩘ㸸ྡ᪥  ᫬㸸ᖺ᭶᪥㸦ᮌ㸧㹼ෆ  ᐜ㸸➃ᮎ࡬ࡢࣟࢢ࢖࣭ࣥࣟࢢ࢔࢘ࢺࠊࢹࢫࢡࢺࢵࣉ᧯సࠊሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF➉ᮧ◊✲ᐊ᪥ᮏㄒධຊࠊྛ✀࢔ࣉࣜࢣ࣮ࢩࣙࣥࡢ౑⏝᪉ἲࠊཧຍ⪅ᩘ㸸ྡ

ᤵᴗᨭ᥼ࢩࢫࢸ࣒ࠊࡑࡢ௚ෆ  ᐜ㸸᪋タぢᏛ➼Ꮫᰯྡ㸸஑ᕞ኱Ꮫ

᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼

ぢᏛᑐᛂ㒊ᒁྡ㸸㉸ᇦ࢖ࣀ࣮࣋ࢩࣙࣥ༤ኈㄢ⛬ࣉࣟࢢ࣒ࣛሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF➉ᮧ◊✲ᐊ᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼

ཧຍ⪅ᩘ㸸ྡሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨㸱ᩍᐊෆ  ᐜ㸸᪋タぢᏛ➼ཧຍ⪅ᩘ㸸ྡ

ෆ  ᐜ㸸᪋タぢᏛ➼Ꮫᰯ᝟ሗᩍ⫱㛵ಀ࣭ࡑࡢ௚

Ꮫᰯྡ㸸㔠ගඵᑿ㧗➼Ꮫᰯ࣭᝟ሗᩍ⫱ࢩࢫࢸ࣒ ࢽ࣮ࣗࢫࣞࢱ࣮Ⓨ⾜᪥  ᫬㸸ᖺ᭶᪥㸦᭶㸧㹼

ᖺ᭶ࡼࡾࠊᤵᴗᢸᙜᩍဨ࡬ࡢ᝟ሗᥦ౪ᡭẁ࡜ࡋ࡚ᐃᮇⓗ࡞ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊ࣓࣮ࣝࢽ࣮ࣗࢫࡢ㓄ಙࢆ㛤ጞࡋ࡚࠸ࡿࠋ௨ୗࡣࠊᖺ᭶࠿ࡽ⌧ᅾࡲ࡛ཧຍ⪅ᩘ㸸ྡࡢྛྕࡢⓎ⾜᪥࡜┠ḟࢆᥖ㍕ࡍࡿࠋ࡞࠾ࠊ඲ᩥࡣ௨ୗࡢURL࡛බ㛤ࡋ࡚ෆ  ᐜ㸸᪋タぢᏛ➼

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http://www.ecs.cmc.osaka-u.ac.jp/wiki/Ꮫᰯྡ㸸໭ᦤ୕⏣㧗➼Ꮫᰯ᪥  ᫬㸸ᖺ᭶᪥㸦Ỉ㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊ࣭ᖺ᭶᪥ྕ㸦No㸧ཧຍ⪅ᩘ㸸ྡ

Mathematicaㅮ⩦఍, Mapleㅮ⩦఍ࡢ࠾▱ࡽࡏෆ  ᐜ㸸᪋タぢᏛ➼CLEㅮ⩦఍ ධ㛛⦅ࠊᛂ⏝⦅ ࡢࡈ᱌ෆ
᝟ሗᩍ⫱ࢩࢫࢸ࣒ࡢタᐃኚ᭦ࡢ࠾▱ࡽࡏᏛᰯྡ㸸ᬛ㎭Ꮫᅬ㧗➼Ꮫᰯ࢔ࣉࣜࢣ࣮ࢩࣙࣥࡢ᭦᪂ணᐃ᪥  ᫬㸸ᖺ᭶᪥㸦ᮌ㸧㹼

࢔ࣉࣜࢣ࣮ࢩࣙࣥ࢖ࣥࢫࢺ࣮ࣝࡢࣜࢡ࢚ࢫࢺ᪉ἲVDIࡢ฼⏝᪉ἲᖺ᭶᪥㸦㔠㸧㹼

ྛ✀࢔࢝ࢹ࣑ࢵࢡࣛ࢖ࢭࣥࢫሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨ᩍᐊཧຍ⪅ᩘ㸸ྡ㸦᭶᪥ྡࠊ᭶᪥ྡ㸧ෆ  ᐜ㸸᪋タぢᏛ➼― 62 ―

࣭ᖺ᭶᪥ྕ㸦No㸧ᩍဨྥࡅㄝ᫂఍ࡢ࠾▱ࡽࡏ᝟ሗᩍ⫱ࢩࢫࢸ࣒᭦᪂ࡢ࠾▱ࡽࡏ࢔ࣉࣜࢣ࣮ࢩࣙࣥ࢖ࣥࢫࢺ࣮ࣝࡢࣜࢡ࢚ࢫࢺ᪉ἲVDIࡢ฼⏝᪉ἲྛ✀࢔࢝ࢹ࣑ࢵࢡࣛ࢖ࢭࣥࢫ
࣭ᖺ᭶᪥ྕ㸦No㸧ᩍဨྥࡅㄝ᫂఍ࡢ࠾▱ࡽࡏ
CLEㅮ⩦఍ ධ㛛⦅ࠊᛂ⏝⦅ ࡢࡈ᱌ෆ
࢔ࣉࣜࢣ࣮ࢩࣙࣥ࢖ࣥࢫࢺ࣮ࣝࡢࣜࢡ࢚ࢫࢺ᪉ἲ
᝟ሗᩍ⫱ࢩࢫࢸ࣒ࡢ᭦᪂ணᐃ
ࢧ࣮ࣅࢫ೵ṆVDIࡢ฼⏝᪉ἲ
Turnitinㄢ㢟 ๴✼ࢳ࢙ࢵࢡ ࡢࡈ᱌ෆ

― 63 ―

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ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉
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ὀ㸰㸸⌮Ꮫ◊✲⛉ࠊᕤᏛ◊✲⛉ࠊᇶ♏ᕤᏛ◊✲⛉࡟ࡘ࠸࡚ࡣࠊᏛ㒊Ꮫ⏕ࢆᏛ⛉ẖ࡟㞟ィࡋ࡚࠸ࡲࡍࠋ
ὀ㸱㸸་Ꮫ⣔◊✲⛉ ་Ꮫ㒊 ࡟ࡘ࠸࡚ࡣࠊಖ೺Ꮫᑓᨷ ಖ೺Ꮫ⛉ ࢆู࡟㞟ィࡋ࡚࠸ࡲࡍࠋ

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་Ꮫ◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ
⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉
㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊ὀ㸸Ꮫ⏕ᩘ࡟ࡘ࠸࡚ࡣࠊ㸳᭶㸯᪥⌧ᅾࡢᅾ⡠⪅ᩘࢆẕᩘ࡟ࡋ࡚࠸ࡲࡍࠋ

― 64 ―

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ᡤᒓ㒊ᒁูᐇ฼⏝⪅ே࠶ࡓࡾࡢᖺ㛫ᖹᆒ฼⏝᫬㛫
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ᩥᏛ◊✲⛉㻔ᩥᏛ㒊㻕ἲᏛ◊✲⛉㻔ἲᏛ㒊㻕⤒῭Ꮫ◊✲⛉㻔⤒῭Ꮫ㒊㻕ゝㄒᩥ໬◊✲⛉
ᅜ㝿බඹᨻ⟇◊✲⛉
㧗➼ྖἲ◊✲⛉እᅜㄒᏛ㒊ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉⌮Ꮫ㒊ᩘᏛ⛉
⌮Ꮫ㒊≀⌮Ꮫ⛉⌮Ꮫ㒊໬Ꮫ⛉
⌮Ꮫ㒊⏕≀⛉Ꮫ⛉ᕤᏛ◊✲⛉ᕤᏛ㒊ᛂ⏝⮬↛⛉Ꮫ⛉ᕤᏛ㒊ᛂ⏝⌮ᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗᕤᏛ⛉ ᕤᏛ㒊⎔ቃ䞉䜶䝛䝹䜼䞊ᕤᏛ⛉ᕤᏛ㒊ᆅ⌫⥲ྜᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗ䜶䝛䝹䜼䞊ᕤᏛ⛉ᇶ♏ᕤᏛ◊✲⛉ ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉
་Ꮫ◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ
⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉
㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊ᐇ฼⏝⪅⥲฼⏝᫬㛫 ᭶ẖ 
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ὀ㸸⥲฼⏝᫬㛫ࡣ  ᫬㛫ࠋ㸯ேᙜࡓࡾࡢ⥲ᖹᆒ฼⏝᫬㛫ࡣ  ᫬㛫ࠋ

― 65 ―

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ᩍᐊ࣭ศᩓ➃ᮎᐊู᪥ྎ࠶ࡓࡾࡢᖹᆒ฼⏝᫬㛫 ᭶ẖ 
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㇏୰ᩍ⫱◊✲Ჷ㹁㸿㹊㹊➨㸲ᩍᐊ

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ᮏ㤋ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢥࣔࣥࢬ

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඲Ꮫᩍ⫱᥎㐍ᶵᵓ඲Ꮫᩍ⫱⟶⌮࣭ㅮ⩏㸿Ჷ㹁㸿㹊㹊➨㸳 $ ᩍᐊ

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㹁㸿㹊㹊➨㸴 $ ᩍᐊ

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⟪㠃࢟ࣕࣥࣃࢫ⥲ྜ◊✲Ჷ㹁㸿㹊㹊➨㸵 ⟪㠃&$// ᩍᐊὀ㸸⥲฼⏝᫬㛫ࢆྛ㒊ᒇࡢタ⨨ྎᩘ࡜฼⏝᪥ᩘ࡛๭ࡗ࡚࠸ࡲࡍࠋ

― 66 ―

ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ ᭶ẖ 
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ᩥᏛ◊✲⛉㻔ᩥᏛ㒊㻕

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ἲᏛ◊✲⛉㻔ἲᏛ㒊㻕

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⤒῭Ꮫ◊✲⛉㻔⤒῭Ꮫ㒊㻕㻞᭶㻟᭶ゝㄒᩥ໬◊✲⛉

ᅜ㝿බඹᨻ⟇◊✲⛉

㧗➼ྖἲ◊✲⛉

እᅜㄒᏛ㒊ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉⌮Ꮫ㒊ᩘᏛ⛉⌮Ꮫ㒊≀⌮Ꮫ⛉⌮Ꮫ㒊໬Ꮫ⛉⌮Ꮫ㒊⏕≀⛉Ꮫ⛉― 67 ―

ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ ᭶ẖ 
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ᕤᏛ◊✲⛉

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ᕤᏛ㒊ᛂ⏝⮬↛⛉Ꮫ⛉

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ᕤᏛ㒊ᛂ⏝⌮ᕤᏛ⛉㻞᭶㻟᭶ᕤᏛ㒊㟁Ꮚ᝟ሗᕤᏛ⛉ᕤᏛ㒊⎔ቃ䞉䜶䝛䝹䜼䞊ᕤᏛ⛉ᕤᏛ㒊ᆅ⌫⥲ྜᕤᏛ⛉ᕤᏛ㒊㟁Ꮚ᝟ሗ䜶䝛䝹䜼䞊ᕤᏛ⛉ᇶ♏ᕤᏛ◊✲⛉

ᇶ♏ᕤᏛ㒊㟁Ꮚ≀⌮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊໬Ꮫᛂ⏝⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊䝅䝇䝔䝮⛉Ꮫ⛉ᇶ♏ᕤᏛ㒊᝟ሗ⛉Ꮫ⛉᝟ሗ⛉Ꮫ◊✲⛉― 68 ―

ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ ᭶ẖ 
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ಖ೺Ꮫᑓᨷ㻔ಖ೺Ꮫ⛉㻕

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ṑᏛ◊✲⛉㻔ṑᏛ㒊㻕㻞᭶㻟᭶ṑᏛ㒊ṑ⛉ᢏᕤኈᏛᰯ

⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕⏕࿨ᶵ⬟◊✲⛉㐃ྜᑠඣⓎ㐩Ꮫ◊✲⛉ᅜ㝿ᩍ⫱஺ὶ䝉䞁䝍䞊― 69 ―CALL㛵㐃ࡢㅮ⩦఍࣭ㄝ᫂఍࣭ぢᏛ఍➼ࡢ㛤ദሗ࿌
CALLㅮ⩦఍㸦๓ᮇ㸧኱㜰኱Ꮫࡢḟୡ௦ᆺᕷẸㅮᗙ㹼࢖ࣥࢱ࣮ࢿࢵࢺ࡟ࡼࡿእᅜㄒᏛ⩦࡬ࡢ࠾ㄏ࠸᪥  ᫬㸸ᖺ᭶᪥㸦Ỉ㸧ࠊ᪥㸦ᮌ㸧࣭࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥ

ᴫㄝ㹼ࠊᐇ⩦㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊ᪥  ᫬㸸ᖺ᭶᪥㸦ᅵ㸧㹼

ཧຍ⪅ᩘ㸸᪥㸸ྡࠊ᪥㸸㸵ྡ  ィྡሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊ
FCALL➨࣭࣭ᩍᐊෆ  ᐜ㸸ᴫㄝ㸦CALLᩍᐊࡢ⤂௓ࠊSkyMenu࣭CaLaboEx➼ࡢᤵᴗᨭ᥼ࢩࢫࢸ࣒ࡢ౑⏝᪉ἲࡢㄝ᫂ࠊྛ✀ࢯࣇࢺ࢙࢘࢔ࡢෆ  ᐜ㸸࢖ࣥࢱ࣮ࢿࢵࢺୖ࡟බ㛤ࡍࡿࢲ࢖ࢼ࣑ࢵࢡᩍᮦࢆ⮬ᏯᏛ⩦ࡍࡿ⤂௓ࠊᤵᴗ࡟㛵ࡍࡿ᝟ሗ➼ࢆᥦ౪㸧ࠊᐇ⩦㸦ᤵᴗᢸᙜᩍဨ

࢜ࣥࣛ࢖ࣥᙧែࡢᕷẸㅮᗙࠊࣉࣛࢵࢺࣇ࢛࣮࣒࡜࡞ࡿLMSࠊཬࡧTAࡀྛᤵᴗࢆ᝿ᐃࡋࡓಶูᐇ⩦㸧ᩍᮦࡢ౑⏝᪉ἲࠊホ౯ᇶ‽➼ࡢㄝ᫂࣭ಟ஢ᘧゝㄒᩥ໬◊✲⛉࢞࢖ࢲࣥࢫ᪥  ᫬㸸ᖺ᭶᪥㸦ᅵ㸧㹼᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊሙ  ᡤ㸸ゝㄒᩥ໬AᲷF ኱఍㆟ᐊ

FCALL➨࣭࣭ᩍᐊ

ཧຍ⪅ᩘ㸸ྡ

ཧຍ⪅ᩘ㸸ྡෆ  ᐜ㸸ゝㄒᩥ໬◊✲⛉ࡢ᪂ධ⏕࡟ᑐࡍࡿᩍ⫱⏝㟁⟬ᶵࢩࢫࢸ࣒඲⯡ࠊෆ  ᐜ㸸㐌㛫ࡢ࢜ࣥࣛ࢖ࣥᕷẸㅮᗙಟ஢ࡋࡓཧຍ⪅࡬ࡢಟ஢᭩ᤵ୚࠾

኱㜰኱ᏛಶேIDࡢㄝ᫂ࡼࡧࠊཧຍ⪅࡜ࡢពぢ஺᥮␃Ꮫ⏕ྥࡅ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥ


ぢᏛᑐᛂ

᪥  ᫬㸸ᖺ᭶᪥㸦Ỉ㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊ㒊ᒁྡ㸸ゝㄒᩥ໬◊✲⛉ཧຍ⪅ᩘ㸸ྡ᪥  ᫬㸸ᖺ᭶᪥㸦᭶㸧㹼ෆ  ᐜ㸸኱㜰኱ᏛಶேIDࡢㄝ᫂ࠊ➃ᮎ࡬ࡢࣟࢢ࢖࣭ࣥࣟࢢ࢔࢘ࢺࠊሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF&$//ࢩࢫࢸ࣒ᐇ㦂ᐊ

Web࢔ࣉࣜࢣ࣮ࢩࣙࣥࠊWeb࣓࣮ࣝ➼ࡢ⤂௓ཧຍ⪅ᩘ㸸ྡ

ෆ  ᐜ㸸&$//ࢩࢫࢸ࣒ᐇ㦂ᐊࡢ฼⏝࢞࢖ࢲࣥࢫ

࠸ࡕࡻ࠺⚍

᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧㹼

Ꮫᰯྡ㸸ᶓ὾㞬ⴥ㧗➼Ꮫᰯሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊ᪥  ᫬㸸ᖺ᭶᪥㸦ᮌ㸧㹼

ཧຍ⪅ᩘ㸸ྡሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFࢡ࢚ࣜ࢖ࢸ࢕ࣈᐇ㦂ᐊෆ  ᐜ㸸Webᑐᛂᤵᴗᨭ᥼ࢩࢫࢸ࣒㸦Learning Managementཧຍ⪅ᩘ㸸ྡ

System㸧࡜࣐ࣝࢳ࣓ࢹ࢕࢔ㄒᏛᩍᮦࡢయ㦂ㄒᏛᩍᮦࡢయ㦂ෆ  ᐜ㸸࣐ࣝࢳ࣓ࢹ࢕࢔ࢆ౑ࡗࡓ᪥ᮏㄒᩍᮦ➼ࡢぢᏛࠊ:HE2&0QH[Wࡢ᪂ᶵ⬟࣭᧯స᪉ἲ➼ࡢࢹࣔ

CALLㅮ⩦఍㸦ᚋᮇ㸧᪥  ᫬㸸ᖺ᭶᪥㸦㔠㸧ᴫㄝ㹼ࠊᐇ⩦㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷFCALL➨ᩍᐊཧຍ⪅ᩘ㸸ྡෆ  ᐜ㸸ᴫㄝ㸦CALLᩍᐊࡢ⤂௓ࠊSkyMenu࣭CaLaboEx➼ࡢᤵᴗᨭ᥼ࢩࢫࢸ࣒ࡢ౑⏝᪉ἲࡢㄝ᫂ࠊྛ✀ࢯࣇࢺ࢙࢘࢔ࡢ
⤂௓ࠊᤵᴗ࡟㛵ࡍࡿ᝟ሗ➼ࢆᥦ౪㸧ࠊᐇ⩦㸦ᤵᴗᢸᙜᩍဨཬࡧTAࡀྛᤵᴗࢆ᝿ᐃࡋࡓಶูᐇ⩦㸧␃Ꮫ⏕ྥࡅ࢚࢜ࣜࣥࢸ࣮ࢩࣙࣥ᪥  ᫬㸸ᖺ᭶᪥㸦᭶㸧㹼ሙ  ᡤ㸸㇏୰ᩍ⫱◊✲ᲷF᝟ሗᩍ⫱➨࣭࣭ᩍᐊ
ཧຍ⪅ᩘ㸸ྡෆ  ᐜ㸸኱㜰኱ᏛಶேIDࡢㄝ᫂ࠊ➃ᮎ࡬ࡢࣟࢢ࢖࣭ࣥࣟࢢ࢔࢘ࢺࠊ
Web࢔ࣉࣜࢣ࣮ࢩࣙࣥࠊWeb࣓࣮ࣝ➼ࡢ⤂௓

― 70 ―

ᖺᗘ⟪㠃ᩍ⫱ࢩࢫࢸ࣒฼⏝≧ἣ㸦᭶᪥㹼᭶᪥㸧ᐇ฼⏝⪅ᩘࠉࠉࠉ㸯㸬ᡤᒓ㒊ᒁูᐇ฼⏝⪅ᩘ
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ᩥᏛ◊✲⛉䠄ᩥᏛ㒊䠅ἲᏛ◊✲⛉䠄ἲᏛ㒊䠅⤒῭Ꮫ◊✲⛉䠄⤒῭Ꮫ㒊䠅ゝㄒᩥ໬◊✲⛉
ᅜ㝿බඹᨻ⟇◊✲⛉
እᅜㄒᏛ㒊እᅜㄒᏛ⛉እᅜㄒᏛ㒊ᆅᇦᩥ໬Ꮫ⛉እᅜㄒᏛ㒊ᅜ㝿ᩥ໬Ꮫ⛉ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉㻔⌮Ꮫ㒊㻕ᕤᏛ◊✲⛉䠄ᕤᏛ㒊䠅ᇶ♏ᕤᏛ◊✲⛉䠄ᇶ♏ᕤᏛ㒊䠅་Ꮫ⣔◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ䠄ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉䠄ṑᏛ㒊䠅⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕᪥ᮏㄒ᪥ᮏᩥ໬ᩍ⫱䡺䢙䡼䡬䛭䛾௚ͤࡑࡢ௚ෆヂࡣࠊ⏕࿨ᶵ⬟◊✲⛉ྡ࡛ࡍࠋ

ࠉࠉࠉ㸰㸬ᡤᒓ㒊ᒁูᅾ⡠⪅࡟ᑐࡍࡿᐇ฼⏝⪅ࡢ๭ྜ
䚷

㻜

㻝㻜

㻞㻜

㻟㻜

㻠㻜

㻡㻜

ᩥᏛ◊✲⛉䠄ᩥᏛ㒊䠅ἲᏛ◊✲⛉䠄ἲᏛ㒊䠅⤒῭Ꮫ◊✲⛉䠄⤒῭Ꮫ㒊䠅ゝㄒᩥ໬◊✲⛉
ᅜ㝿බඹᨻ⟇◊✲⛉
እᅜㄒᏛ㒊እᅜㄒᏛ⛉እᅜㄒᏛ㒊ᆅᇦᩥ໬Ꮫ⛉እᅜㄒᏛ㒊ᅜ㝿ᩥ໬Ꮫ⛉ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉㻔⌮Ꮫ㒊㻕ᕤᏛ◊✲⛉䠄ᕤᏛ㒊䠅ᇶ♏ᕤᏛ◊✲⛉䠄ᇶ♏ᕤᏛ㒊䠅་Ꮫ⣔◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ䠄ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉䠄ṑᏛ㒊䠅⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕᪥ᮏㄒ᪥ᮏᩥ໬ᩍ⫱䡺䢙䡼䡬ͤࠉᏛ⏕ᩘ࡟ࡘ࠸࡚ࡣࠊ᭶᪥ࡢᅾ⡠⪅ᩘࢆẕᩘ࡟ࡋ࡚࠸ࡲࡍࠋ

― 71 ―

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㻔㻑㻕㻝㻜㻜

ࠉࠉࠉ㸱㸬ᡤᒓ㒊ᒁูᐇ฼⏝⪅㸯ே࠶ࡓࡾࡢᖺ㛫ᖹᆒ฼⏝᫬㛫
㻜

㻡

㻝㻜

㻝㻡

䠄᫬㛫䠅

㻞㻜

㻞㻡

ᩥᏛ◊✲⛉䠄ᩥᏛ㒊䠅ἲᏛ◊✲⛉䠄ἲᏛ㒊䠅⤒῭Ꮫ◊✲⛉䠄⤒῭Ꮫ㒊䠅ゝㄒᩥ໬◊✲⛉
ᅜ㝿බඹᨻ⟇◊✲⛉
እᅜㄒᏛ㒊እᅜㄒᏛ⛉እᅜㄒᏛ㒊ᆅᇦᩥ໬Ꮫ⛉እᅜㄒᏛ㒊ᅜ㝿ᩥ໬Ꮫ⛉ே㛫⛉Ꮫ◊✲⛉㻔ே㛫⛉Ꮫ㒊㻕⌮Ꮫ◊✲⛉㻔⌮Ꮫ㒊㻕ᕤᏛ◊✲⛉䠄ᕤᏛ㒊䠅ᇶ♏ᕤᏛ◊✲⛉䠄ᇶ♏ᕤᏛ㒊䠅་Ꮫ⣔◊✲⛉㻔་Ꮫ㒊㻕ಖ೺Ꮫᑓᨷ䠄ಖ೺Ꮫ⛉㻕ṑᏛ◊✲⛉䠄ṑᏛ㒊䠅⸆Ꮫ◊✲⛉㻔⸆Ꮫ㒊㻕᪥ᮏㄒ᪥ᮏᩥ໬ᩍ⫱䡺䢙䡼䡬ࠉࠉࠉ㸲㸬ᐇ฼⏝⪅⥲฼⏝᫬㛫㸦᭶ẖ㸧

㻜

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㻡㻜㻜㻜

㻢㻜㻜㻜

㻣㻜㻜㻜

㻠᭶
㻡᭶
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㻥᭶
㻝㻜᭶
㻝㻝᭶
㻝㻞᭶
㻝᭶
㻞᭶
㻟᭶

ͤࠉ⥲฼⏝᫬㛫ࡣ᫬㛫ࠋ㸯ேᙜࡓࡾࡢ⥲ᖹᆒ฼⏝᫬㛫ࡣ᫬㛫ࠋ― 72 ―

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ࠉࠉࠉ㸳㸬ᩍᐊู㸯᪥㸯ྎ࠶ࡓࡾࡢᖹᆒ฼⏝᫬㛫㸦᭶ẖ㸧

㻜

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㻞

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㻟

㻟㻚㻡

㻠

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㻡

㻜㻠᭶
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⥲ྜ◊✲Ჷ
᝟ሗฎ⌮➨୍ᩍᐊ

㻜㻢᭶
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㻜㻤᭶
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㻝㻝᭶

⥲ྜ◊✲Ჷ
᝟ሗฎ⌮➨஧ᩍᐊ

㻝㻞᭶
㻜㻝᭶
㻜㻞᭶
㻜㻟᭶

㻌㻌㻌㻌㻌㻌㻌

⥲ྜ◊✲Ჷ䝁䞁䝢䝳䞊䝍Ꮫ⩦ᐊͤࠉ⥲฼⏝᫬㛫ࢆྛᩍᐊࡢタ⨨ྎᩘ࡜฼⏝᪥ᩘ࡛๭ࡗ࡚࠸ࡲࡍࠋ

㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻙㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌㻌ὀ㸸Ꮫ⏕ࡢ฼⏝࡟ࡘ࠸࡚ࡢࡳ㞟ィࡋ࡚࠸ࡲࡍࠋ
ὀ㸸እᅜㄒᏛ㒊࡟ࡘ࠸࡚ࡣࠊᏛ⛉ẖ࡟㞟ィࡋ࡚࠸ࡲࡍࠋ
ὀ㸸་Ꮫ⣔◊✲⛉㸦་Ꮫ㒊㸧࡟ࡘ࠸࡚ࡣࠊಖ೺Ꮫᑓᨷ㸦ಖ೺Ꮫ⛉㸧ࢆู࡟㞟ィࡋ࡚࠸ࡲࡍࠋ

― 73 ―

㻞㻜㻝㻡ᖺᗘ㟁Ꮚᅗ᭩㤋䝅䝇䝔䝮฼⏝≧ἣ䝬䝹䝏䝯䝕䜱䜰➃ᮎ฼⏝≧ἣ䝬䝹䝏䝯䝕䜱䜰➃ᮎ฼⏝≧ἣ䠄䝻䜾䜲䞁ᩘ⥲ィ䠅㻝㻞㻘㻜㻜㻜
⥲ྜᅗ᭩㤋㻝㻜㻘㻜㻜㻜
⏕࿨⛉Ꮫᅗ᭩㤋㻤㻘㻜㻜㻜⌮ᕤᏛᅗ᭩㤋

㻢㻘㻜㻜㻜እᅜᏛᅗ᭩㤋

㻠㻘㻜㻜㻜
㻞㻘㻜㻜㻜

㻜
㻠᭶

㻡᭶

㻢᭶

㻣᭶

㻤᭶

㻥᭶ 㻝㻜᭶ 㻝㻝᭶ 㻝㻞᭶

㻝᭶

㻞᭶

㻟᭶

䝬䝹䝏䝯䝕䜱䜰➃ᮎ฼⏝≧ἣ䠄䠍ྎᙜ䛯䜚䛾䝻䜾䜲䞁ᩘ䠐㤋ẚ㍑䠅

㻝㻘㻜㻜㻜
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㻟㻜㻜
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㻝㻜㻜
㻜

⥲ྜᅗ᭩㤋
⏕࿨⛉Ꮫᅗ᭩㤋⌮ᕤᏛᅗ᭩㤋
እᅜᏛᅗ᭩㤋

㻠᭶

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㻤᭶

㻥᭶ 㻝㻜᭶ 㻝㻝᭶ 㻝㻞᭶

㻝᭶

㻞᭶

㻟᭶

䞉㻞㻜㻜㻣ᖺ㻟᭶䛻䚸᪂䝅䝇䝔䝮䜈᭦᪂䚹⥲ྜᅗ᭩㤋䛻㻌㻟㻜ྎ䚸⏕࿨⛉Ꮫᅗ᭩㤋䛻㻌㻝㻡ྎ䚸⌮ᕤᏛᅗ᭩㤋䛻㻌㻝㻜ྎタ⨨䚷䞉㻞㻜㻜㻣ᖺ㻝㻜᭶䡚䚸⥲ྜᅗ᭩㤋䛻㻌㻞㻤ྎ䚸⏕࿨⛉Ꮫᅗ᭩㤋䛻㻌㻝㻟ྎ䚸⌮ᕤᏛᅗ᭩㤋䛻㻌㻥ྎ䚸እᅜᏛᅗ᭩㤋䛻㻌㻡ྎタ⨨䞉㻞㻜㻝㻞ᖺ㻝㻜᭶䛻䚸᪂䝅䝇䝔䝮䜈᭦᪂䚹⥲ྜᅗ᭩㤋䛻㻌㻞㻤ྎ䚸⏕࿨⛉Ꮫᅗ᭩㤋䛻㻌㻝㻟ྎ䚸⌮ᕤᏛᅗ᭩㤋䛻㻌㻥ྎ䚸እᅜᏛᅗ᭩㤋䛻㻌㻝㻞ྎタ⨨䈜㻞㻜㻝㻢ᖺ㻞᭶䡚㻟᭶䛿⏕࿨⛉Ꮫᅗ᭩㤋ᨵಟᕤ஦䛾䛯䜑䚸㻞᭶㻝㻥᪥䡚㻟᭶㻞㻤᪥㻤ྎ୍᫬᧔ཤ䚹㻟᭶㻞㻥᪥඲➃ᮎ㻔㻝㻟ྎ㻕෌タ⨨䝸䝰䞊䝖䜰䜽䝉䝇䞉䝃䞊䝡䝇฼⏝≧ἣ䝸䝰䞊䝖䜰䜽䝉䝇䞉䝃䞊䝡䝇฼⏝≧ἣ㻝㻞㻘㻜㻜㻜

㻝㻜㻘㻜㻜㻜
㻤㻘㻜㻜㻜

䝻䜾䜲䞁ᩘ

㻢㻘㻜㻜㻜
㻠㻘㻜㻜㻜
㻞㻘㻜㻜㻜

㻜
㻠᭶

㻡᭶

㻢᭶

㻣᭶

㻤᭶

㻥᭶

㻝㻜᭶ 㻝㻝᭶ 㻝㻞᭶

㻝᭶

㻞᭶

㻟᭶

䞉㻞㻜㻝㻝ᖺ㻥᭶㻞㻤᪥䛛䜙䚸Ꮫእ䛛䜙䛾㟁Ꮚ䝆䝱䞊䝘䝹䞉䝕䞊䝍䝧䞊䝇䞉㟁Ꮚ䝤䝑䜽฼⏝ᡭẁ䜢ᥦ౪䛩䜛䝃䞊䝡䝇䛸䛧䛶ᥦ౪㛤ጞ

― 74 ―

䝕䝆䝍䝹䝁䞁䝔䞁䝒฼⏝≧ἣ㻝㻚㻌㻿㼏㼕㻲㼕㼚㼐㼑㼞㻝㻚㻌㻿㼏㼕㻲㼕㼚㼐㼑㼞᳨⣴ᅇᩘ䝉䝑䝅䝵䞁ᩘ

㻣㻘㻜㻜㻜㻟㻡㻘㻜㻜㻜

㻢㻘㻜㻜㻜㻟㻜㻘㻜㻜㻜

㻡㻘㻜㻜㻜㻞㻡㻘㻜㻜㻜

㻠㻘㻜㻜㻜㻞㻜㻘㻜㻜㻜

㻟㻘㻜㻜㻜㻝㻡㻘㻜㻜㻜

㻞㻘㻜㻜㻜㻝㻜㻘㻜㻜㻜

㻝㻘㻜㻜㻜

㻡㻘㻜㻜㻜

㻜

䝉䝑䝅䝵䞁ᩘ

᳨⣴ᅇᩘ

㻜
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㻝᭶

㻞᭶

㻟᭶

䞉㻞㻜㻜㻞ᖺ㻠᭶䛛䜙䚸Ⓩ㘓ไ䛷䝃䞊䝡䝇㛤ጞ䞉㻞㻜㻜㻢ᖺ㻝㻜᭶䛛䜙䚸ྠ᫬᥋⥆ᩘ䛜㻌㻞㻌㏣ຍ䚸ྠ᫬᥋⥆ᩘ㻌㻥㻌䛷䝃䞊䝡䝇䞉㻞㻜㻜㻣ᖺ㻟᭶㻡᪥䛛䜙䚸ྠ᫬᥋⥆ᩘ䛜᭦䛻㻌㻞㻌㏣ຍ䚸ྠ᫬᥋⥆ᩘ㻌㻝㻝㻌䛷䝃䞊䝡䝇䞉㻞㻜㻜㻤ᖺ㻟᭶䛛䜙䚸Ⓩ㘓ไ䜢ᗫṆ䞉㻞㻜㻝㻜ᖺ㻡᭶㻝㻥᪥䛛䜙䚸㼃㼑㼎∧䛻᏶඲⛣⾜䞉㻞㻜㻝㻜ᖺ㻣᭶㻞㻝᪥㡭䛛䜙䚸ྠ᫬᥋⥆ᩘ䛜᭦䛻㻌㻞㻌㏣ຍ䚸ྠ᫬᥋⥆ᩘ㻌㻝㻟㻌䛷䝃䞊䝡䝇䞉㻞㻜㻝㻞ᖺ㻠᭶㻞㻠᪥䛛䜙䚸ྠ᫬᥋⥆ᩘ䛾ไ㝈䛺䛧䛷䝃䞊䝡䝇㻞㻚㻌㻾㼑㼍㼤㼥㼟㻞㻚㻌㻾㼑㼍㼤㼥㼟᳨⣴ᅇᩘ䝉䝑䝅䝵䞁ᩘ

㻠㻘㻡㻜㻜
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㻟㻘㻡㻜㻜
㻟㻘㻜㻜㻜
㻞㻘㻡㻜㻜
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㻝㻘㻡㻜㻜
㻝㻘㻜㻜㻜
㻡㻜㻜
㻜

㻝㻤㻘㻜㻜㻜
㻝㻢㻘㻜㻜㻜
㻝㻠㻘㻜㻜㻜
㻝㻞㻘㻜㻜㻜
㻝㻜㻘㻜㻜㻜
㻤㻘㻜㻜㻜
㻢㻘㻜㻜㻜
㻠㻘㻜㻜㻜
㻞㻘㻜㻜㻜
㻜
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㻤᭶

㻥᭶

㻝㻜᭶

㻝㻝᭶

㻝㻞᭶

㻝᭶

㻞᭶

䝉䝑䝅䝵䞁ᩘ᳨⣴ᅇᩘ㻟᭶䞉㻞㻜㻜㻥ᖺ㻝㻝᭶䛛䜙䚸䝃䞊䝡䝇㛤ጞ䈜㻞㻜㻝㻡ᖺ㻡᭶䛾䝉䝑䝅䝵䞁ᩘ䞉᳨⣴ᅇᩘ䛿䚸䝃䞊䝡䝇ᥦ౪ඖ䛾㞀ᐖ䛻䜘䜚ṇᖖ䛺್䛾⟬ฟ୙ྍ䚹㻟㻚㻌㻿㼏㼛㼜㼡㼟㻟㻚㻌㻿㼏㼛㼜㼡㼟᳨⣴ᅇᩘ䝉䝑䝅䝵䞁ᩘ

㻝㻞㻘㻜㻜㻜

㻠㻡㻘㻜㻜㻜
㻠㻜㻘㻜㻜㻜
㻟㻡㻘㻜㻜㻜
㻟㻜㻘㻜㻜㻜
㻞㻡㻘㻜㻜㻜
㻞㻜㻘㻜㻜㻜
㻝㻡㻘㻜㻜㻜
㻝㻜㻘㻜㻜㻜
㻡㻘㻜㻜㻜㻜㻝㻜㻘㻜㻜㻜

㻤㻘㻜㻜㻜
㻢㻘㻜㻜㻜
㻠㻘㻜㻜㻜
㻞㻘㻜㻜㻜
㻜
㻠᭶

㻡᭶

㻢᭶

㻣᭶

㻤᭶

㻥᭶

㻝㻜᭶

㻝㻝᭶

㻝㻞᭶

㻝᭶

䞉㻞㻜㻜㻢ᖺ㻠᭶䛛䜙䚸䝃䞊䝡䝇㛤ጞ䞉㻞㻜㻜㻣ᖺ㻠᭶䛛䜙䚸䝧䞁䝎䛾⤫ィ䝃䜲䝖䜘䜚ྲྀᚓ䞉㻞㻜㻜㻤ᖺ㻟᭶䛛䜙䚸Ⓩ㘓ไ䜢ᗫṆ䈜㻞㻜㻝㻡ᖺ㻣᭶䞉㻝㻞᭶䚸㻞㻜㻝㻢ᖺ㻝᭶䞉㻞᭶䛾᳨⣴ᅇᩘ䛿䚸䝃䞊䝡䝇ᥦ౪ඖ䛾㞀ᐖ䛻䜘䜚ṇᖖ䛺್䛾⟬ฟ୙ྍ䚹― 75 ―

㻞᭶㻟᭶䝉䝑䝅䝵䞁ᩘ

᳨⣴ᅇᩘ㻠㻚㻌㼃㼑㼎㻌㼛㼒㻌㻿㼏㼕㼑㼚㼏㼑㻠㻚㻌㼃㼑㼎㻌㼛㼒㻌㻿㼏㼕㼑㼚㼏㼑䠄䠯䠟䠥㻘㻌㻿㻿㻯㻵㻘㻌㻭㻒㻴㻯㻵䠅᳨⣴ᅇᩘ䝉䝑䝅䝵䞁ᩘ

㻝㻜㻘㻜㻜㻜
㻥㻘㻜㻜㻜
㻤㻘㻜㻜㻜
㻣㻘㻜㻜㻜
㻢㻘㻜㻜㻜
㻡㻘㻜㻜㻜
㻠㻘㻜㻜㻜
㻟㻘㻜㻜㻜
㻞㻘㻜㻜㻜
㻝㻘㻜㻜㻜
㻜

㻟㻜㻘㻜㻜㻜

㻞㻡㻘㻜㻜㻜

䝉䝑䝅䝵䞁ᩘ

㻞㻜㻘㻜㻜㻜
㻝㻡㻘㻜㻜㻜

᳨⣴ᅇᩘ㻝㻜㻘㻜㻜㻜
㻡㻘㻜㻜㻜

㻜
㻠᭶

㻡᭶

㻢᭶

㻣᭶

㻤᭶

㻥᭶

㻝㻜᭶

㻝㻝᭶

㻝㻞᭶

㻝᭶

㻞᭶

㻟᭶

㻠㻚㻌㻶㼛㼡㼞㼚㼍㼘㻌㻯㼕㼠㼍㼠㼕㼛㼚㻌㻾㼑㼜㼛㼞㼠㼟㻠㻚㻌㻱㼟㼟㼑㼚㼠㼕㼍㼘㻌㻿㼏㼕㼑㼚㼏㼑㻌㻵㼚㼐㼕㼏㼍㼠㼛㼞㼟䝉䝑䝅䝵䞁ᩘ

䝉䝑䝅䝵䞁ᩘ

㻞㻘㻡㻜㻜

㻟㻡㻜
㻟㻜㻜

㻞㻘㻜㻜㻜

㻞㻡㻜
䝉䝑䝅䝵䞁ᩘ

㻝㻘㻡㻜㻜䝉䝑䝅䝵䞁ᩘ

㻞㻜㻜

㻝㻡㻜

㻝㻘㻜㻜㻜

㻝㻜㻜
㻡㻜㻜

㻡㻜

㻜

㻜
㻠᭶ 㻡᭶ 㻢᭶ 㻣᭶ 㻤᭶ 㻥᭶ 㻝㻜᭶㻝㻝᭶㻝㻞᭶ 㻝᭶ 㻞᭶ 㻟᭶㻠᭶ 㻡᭶ 㻢᭶ 㻣᭶ 㻤᭶ 㻥᭶ 㻝㻜᭶㻝㻝᭶㻝㻞᭶ 㻝᭶ 㻞᭶ 㻟᭶䞉㼃㼑㼎㻌㼛㼒㻌㻿㼏㼕㼑㼚㼏㼑㻌䛿䚸㻞㻜㻜㻝ᖺ㻥᭶䛛䜙䝃䞊䝡䝇㛤ጞ䚹㻞㻜㻜㻞ᖺ㻝㻞᭶䛛䜙Ⓩ㘓ไ䛷䝃䞊䝡䝇㛤ጞ䚹㻞㻜㻜㻤ᖺ㻟᭶䛛䜙䚸Ⓩ㘓ไ䜢ᗫṆ䚹䞉㻶㼛㼡㼞㼚㼍㼘㻌㻯㼕㼠㼍㼠㼕㼛㼚㻌㻾㼑㼜㼛㼞㼠㼟㻚㻌㻿㼏㼕㼑㼚㼏㼑㻌㼑㼐㻚䛿䚸㻞㻜㻜㻞ᖺ㻠᭶䛛䜙䝃䞊䝡䝇㛤ጞ䚹㻌㻞㻜㻜㻞ᖺ㻝㻞᭶䛛䜙Ⓩ㘓ไ䛷䝃䞊䝡䝇㛤ጞ䚹㻞㻜㻜㻤ᖺ㻟᭶䛛䜙䚸Ⓩ㘓ไ䜢ᗫṆ䚹䞉㻰㼑㼞㼣㼑㼚㼠㻌㻵㼚㼚㼛㼢㼍㼠㼕㼛㼚㼟㻌㻵㼚㼐㼑㼤㻌䛿䚸㻞㻜㻜㻠ᖺ㻞᭶䛛䜙኱㜰኱Ꮫ▱ⓗ㈈⏘ᮏ㒊䛾ᥦ౪䛻䜘䜚䚸䝃䞊䝡䝇㛤ጞ䚹䞉㻱㼟㼟㼑㼚㼠㼕㼍㼘㻌㻿㼏㼕㼑㼚㼏㼑㻌㻵㼚㼐㼕㼏㼍㼠㼛㼞㼟㻌䛿䚸㻞㻜㻝㻟ᖺ㻤᭶䛛䜙኱㜰኱Ꮫᮍ᮶ᡓ␎ᶵᵓ䛾ᥦ౪䛻䜘䜚䚸䝃䞊䝡䝇㛤ጞ䚹䈜㻶㼛㼡㼞㼚㼍㼘㻌㻯㼕㼠㼍㼠㼕㼛㼚㻌㻾㼑㼜㼛㼞㼠㼟䛸㻱㼟㼟㼑㼚㼠㼕㼍㼘㻌㻿㼏㼕㼑㼚㼏㼑㻌㻵㼚㼐㼕㼏㼍㼠㼛㼞㼟䛿䚸㻞㻜㻝㻠ᖺ㻠᭶௨㝆䝃䞊䝡䝇ᥦ౪ඖ䛾௙ᵝኚ᭦䛾䛯䜑᳨⣴ᅇᩘྲྀᚓ୙ྍ䚹䈜㻰㼑㼞㼣㼑㼚㼠㻌㻵㼚㼚㼛㼢㼍㼠㼕㼛㼚㼟㻌㻵㼚㼐㼑㼤㻌䛿䚸㻞㻜㻝㻢ᖺ㻟᭶ᮎ䛷ዎ⣙୰Ṇ䛾䛯䜑䚸ᥖ㍕䛧䛶䛔䛺䛔䚹㻡㻚㻌㻶㻿㼀㻻㻾
㻡㻚㻌㻶㻿㼀㻻㻾
᳨⣴ᅇᩘ

㻥㻜㻜
㻤㻜㻜
㻣㻜㻜
㻢㻜㻜
㻡㻜㻜
㻠㻜㻜
㻟㻜㻜
㻞㻜㻜
㻝㻜㻜
㻜

᳨⣴ᅇᩘ

㻠᭶

㻡᭶

㻢᭶

㻣᭶

㻤᭶

㻥᭶

㻝㻜᭶

㻝㻝᭶

㻝㻞᭶

䞉㻞㻜㻜㻝ᖺ㻥᭶䛛䜙䚸㻭㼞㼠㼟㻌㻒㻌㻿㼏㼕㼑㼚㼏㼑㼟㻌㻵㻌㻯㼛㼘㼘㼑㼏㼠㼕㼛㼚䜢䝃䞊䝡䝇㛤ጞ䞉㻞㻜㻝㻞ᖺ㻠᭶䛛䜙䚸㝃ᒓᅗ᭩㤋䛜㻭㼞㼠㼟㻌㻒㻌㻿㼏㼕㼑㼚㼏㼑㼟㻌㻵㻵㻌㻯㼛㼘㼘㼑㼏㼠㼕㼛㼚䜢㏣ຍᥦ౪䈜㻞㻜㻝㻡ᖺ㻠᭶௨㝆䚸䝃䞊䝡䝇ᥦ౪ඖ䛾⤫ィ㞟ィ᪉ᘧኚ᭦䚹䈜㻞㻜㻝㻡ᖺ㻥᭶௨㝆䚸䝃䞊䝡䝇ᥦ౪ඖ䛾௙ᵝኚ᭦䛾䛯䜑䝉䝑䝅䝵䞁ᩘྲྀᚓ୙ྍ䚹― 76 ―

㻝᭶

㻞᭶

㻟᭶

఍㆟㛵ಀ

኱つᶍィ⟬ᶵࢩࢫࢸ࣒฼⏝ㅮ⩦఍ࢫࣃࢥࣥ࡟㏻ࡌࡿ୪ิࣉࣟࢢ࣑ࣛࣥࢢࡢᇶ♏
ྡ㸧

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥ ࢫ࣮ࣃ࣮ࢥࣥࣆ࣮ࣗࢱ฼⏝ධ㛛 ྡ㸧᭶᪥➨ᅇ඲ᅜඹྠ฼⏝᝟ሗᇶ┙ࢭࣥࢱ࣮㛗఍㆟᭶᪥ 6;$&(㧗㏿໬ᢏἲࡢᇶ♏ ྡ㸧

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥ ୪ิࢥࣥࣆ࣮ࣗࢱ㧗㏿໬ᢏἲࡢᇶ♏ ྡ㸧᭶᪥➨ᅇᏛ㝿኱つᶍ᝟ሗᇶ┙ඹྠ฼⏝࣭ඹྠ◊✲ᣐⅬ㐠Ⴀጤဨ఍

᭶᪥ 6;$&(୪ิࣉࣟࢢ࣑ࣛࣥࢢධ㛛 03,

ྡ㸧

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥ 6;$&(୪ิࣉࣟࢢ࣑ࣛࣥࢢධ㛛 +3)

ྡ㸧

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥ *DXVVLDQㅮ⩦఍ ྡ㸧᭶᪥

➨ᅇㄆド◊✲఍᭶᪥ ࢫࣃࢥࣥ࡟㏻ࡌࡿ୪ิࣉࣟࢢ࣑ࣛࣥࢢࡢᇶ♏ ྡ㸧➨ᅇࢡࣛ࢘ࢻࢥࣥࣆ࣮ࣗࢸ࢕ࣥࢢ◊✲఍᭶᪥ ࢫ࣮ࣃ࣮ࢥࣥࣆ࣮ࣗࢱ฼⏝ධ㛛 ྡ㸧➨ᅇࢥࣥࣆ࣮ࣗࢱ࣭ࢿࢵࢺ࣮࣡ࢡ◊✲఍᭶᪥ 6;$&(㧗㏿໬ᢏἲࡢᇶ♏ ྡ㸧᭶᪥

ᐃ౛ᩍᤵ఍᭶᪥ ୪ิࢥࣥࣆ࣮ࣗࢱ㧗㏿໬ᢏἲࡢᇶ♏ ྡ㸧᭶᪥➨ᅇ඲ᅜඹྠ฼⏝᝟ሗᇶ┙ࢭࣥࢱ࣮㛗఍㆟᭶᪥ 6;$&(୪ิࣉࣟࢢ࣑ࣛࣥࢢධ㛛 03,ྡ㸧➨ᅇᏛ㝿኱つᶍ᝟ሗᇶ┙ඹྠ฼⏝࣭ඹྠ◊✲ᣐⅬ㐠Ⴀጤဨ఍

᭶᪥ 6;$&(୪ิࣉࣟࢢ࣑ࣛࣥࢢධ㛛 +3)ྡ㸧ࢫ࣮ࣃ࣮ࢥࣥࣆ࣮ࣗࢱᴫせ࡜ࢫ࣮ࣃ࣮ࢥࣥࣆ࣮ࣗࢱᴫせ࡜᭶᪥ $96ྍど໬ฎ⌮ධ㛛 ྡ㸧᭶᪥

ᖹᡂᖺᗘᅜ❧୐኱Ꮫእᅜㄒᩍ⫱㐃⤡༠㆟఍
ࠕእᅜㄒ&8ጤဨ఍ࠖ᭶᪥

ᐃ౛ᩍᤵ఍ࢭࣥࢱ࣮᮶ゼ⪅᭶᪥ᅜ❧኱Ꮫඹྠ฼⏝࣭ඹྠ◊✲ᣐⅬ༠㆟఍⥲఍㸦➨ᅇ㸧㸦,7ࢥ࢔Ჷ㸧᭶᪥

ᐃ౛ᩍᤵ఍᭶᪥ ࢺࣚࢱ⮬ື㌴ᖹᡂᖺᗘ➨ᅇᏛ⾡᝟ሗࢿࢵࢺ࣮࣡ࢡ㐠Ⴀ࣭㐃ᦠᮏ㒊఍㆟᭶᪥ 177す᪥ᮏ᭶᪥ $96ྍど໬ฎ⌮ᛂ⏝ ྡ㸧᭶᪥ 8/0ࠉ8QLYHUVLW\඲Ꮫᨭ᥼఍㆟᭶᪥ ග⛉Ꮫࢭࣥࢱ࣮

➨ᅇࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮඲ᅜඹྠ฼
⏝㐠Ⴀጤဨ఍

᭶᪥ ᪥ᮏ6*,ᰴᘧ఍♫

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥ ኱㜰⛉Ꮫᢏ⾡ࢭࣥࢱ࣮᭶᪥➨ᅇᏛ㝿኱つᶍ᝟ሗᇶ┙ඹྠ฼⏝࣭ඹྠ◊✲ᣐⅬ㐠Ⴀጤဨ఍

᭶᪥ 177࢔ࢻࣂࣥࢫࢸࢡࣀࣟࢪᰴᘧ఍♫

᭶᪥

ᐃ౛ᩍᤵ఍

᭶᪥

➨ᅇㄆド◊✲఍᭶᪥ 㔠ගඵᑿ➨ᅇࢡࣛ࢘ࢻࢥࣥࣆ࣮ࣗࢸ࢕ࣥࢢ◊✲఍᭶᪥ ໭ᦤ୕⏣㧗➼Ꮫᰯ➨ᅇࢥࣥࣆ࣮ࣗࢱ࣭ࢿࢵࢺ࣮࣡ࢡ◊✲఍᭶᪥

᭶᪥

ᐃ౛ᩍᤵ఍

㸦㇏୰ᩍ⫱◊✲Ჷ㸧᭶᪥ࠊ᭶᪥

㜰኱࡚ࡃ࡚ࡃࢶ࢔࣮㸦኱㜰኱Ꮫ⏕༠Ꮫ⏕ጤဨ఍㸸࣮࢜ࣉࣥ࢟ࣕࣥࣃࢫ௻⏬㸧᭶᪥ࠊ᪥ ྠୖ᭶᪥ ᬛᘚᏛᅬ㧗➼Ꮫᰯ᭶᪥ ྠୖ᭶᪥ 㧗ὠ㧗➼Ꮫᰯ᭶᪥ 㟷ᒣᏛ㝔኱Ꮫ᭶᪥ ஑ᕞ኱Ꮫ― 77 ―

฼⏝᱌ෆ㻌ɞᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ➼࣭ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ 

81 ࣭2016 ᖺᗘ᝟ሗᩍ⫱ᩍᐊ౑⏝ィ⏬⾲ 

82

 ࣭2016 ᖺᗘ CALL ᩍᐊ౑⏝ィ⏬⾲ 

84

 ࣭᝟ሗᩍ⫱ࢩࢫࢸ࣒ ศᩓ㓄⨨➃ᮎ㒊ᒁู㈐௵⪅ 

89

 ࣭Student Technical Staff 


90

 ࣭ᩍᐊ࣭➃ᮎ㓄⨨ᅗ 

91ɞ㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ࣭ࢹ࣮ࢱ࣮࣋ࢫࢧ࣮ࣅࢫ࣭࣐ࣝࢳ࣓ࢹ࢕࢔➃ᮎ࣭᝟ሗࢥࣥࢭࣥࢺ


95

ɞつ⛬㞟
࣭኱㜰኱Ꮫࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬ 

96࣭ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࠊᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒฼⏝⪅࢞࢖ࢻࣛ࢖ࣥ 

96࣭኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒฼⏝⪅࢞࢖ࢻࣛ࢖ࣥ 

99― 79 ―

ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ㸯㸬ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝࡟ࡘ࠸࡚
㸯㸧ᤵᴗ࡛ᩍᐊࢆ฼⏝ࡍࡿ㇏୰ᩍ⫱◊✲ᲷࡢྛᩍᐊࢆᮏᏛྛ㒊ᒁࡢᤵᴗࡢࡓࡵ࡟฼⏝ࡍࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋᩍᐊ฼⏝⏦ㄳ᭩ࡣࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡢ࣮࣒࣮࣍࣌ࢪ࠿ࡽࢲ࣮࢘ࣥࣟࢻࡋ࡚࠾౑࠸㢪࠸ࡲࡍࠋ
㸰㸧ᩍ⫱࣭◊✲࡛฼⏝ࡍࡿࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮࡛⾜ࢃࢀࡿᤵᴗࡢ฼⏝࡟ᨭ㞀ࡢ࡞࠸⠊ᅖෆ࡟࠾࠸࡚ࠊᩍ⫋ဨࡢ᪉ࡀᩍ⫱࣭◊✲ࡢࡓࡵ࡟㇏୰ᩍ⫱◊✲Ჷࡢྛᩍᐊࢆ฼⏝ࡍࡿࡇ࡜ࡀฟ᮶ࡲࡍࠋణࡋࠊࢭࣥࢱ࣮㛗ࡀ㐺ᙜ࡜ㄆࡵࡓሙྜ࡟㝈ࡾࡲࡍࠋ
㸱㸧Ꮫ⏕ಶேࡢ฼⏝㇏୰ᩍ⫱◊✲Ჷࡢྛᩍᐊࠊᮏ㤋ࡢࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢥࣔࣥࢬཬࡧ⟪㠃࢟ࣕࣥࣃࢫ⥲ྜ◊✲Ჷࡢࢥࣥࣆ࣮ࣗࢱᏛ⩦ᐊࡣᮏᏛࡢᏛ⏕࡛࠶ࢀࡤࠊ฼⏝ࡍࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ
㸰㸬㛤㤋᫬㛫㸯㸧ᩍᐊ฼⏝᫬㛫ᆅ༊ᘓ  ≀  ྡ㇏୰ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮
㇏୰ᩍ⫱◊✲Ჷ)㹼)

྿⏣ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ᮏ㤋)⟪㠃 ⟪㠃ᆅ༊⥲ྜ◊✲Ჷ)

ᩍ  ᐊ  ྡ᝟ሗᩍ⫱➨㸯㹼㸳ᩍᐊ㹁㸿㹊㹊➨㸯㹼㸲ᩍᩍᐊ฼⏝᫬㛫 ᖹ᪥ࡢࡳ ᤵᴗ㛤ㅮᮇ㛫ᤵᴗఇᴗᮇ㛫᫬ศ㹼᫬ศ
᫬ศ㹼᫬

ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢥࣔࣥࢬ ᫬ศ㹼᫬᫬ศ㹼᫬

ࢥࣥࣆ࣮ࣗࢱᏛ⩦ᐊ᫬ศ㹼᫬

᫬ศ㹼᫬ศ
㸰㸧஦ົᐊ❆ཱྀᆅ༊ᘓ  ≀  ྡཷ௜᫬㛫 ᖹ᪥ࡢࡳ 

஦ົᢸᙜ


㇏୰
 ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮㇏୰ᩍ⫱◊✲Ჷ)༗  ๓

᫬ศ㹼᫬ศ ᫬᫬ศ㹼᫬
᝟ሗ᥎㐍㒊
᫬ศ㹼᫬᝟ሗᇶ┙ㄢ྿⏣ ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ᮏ㤋)
⟪㠃 ⟪㠃ᆅ༊⥲ྜ◊✲Ჷ)

༗ ᚋ

᫬
᫬㹼᫬

᫬ศ㹼᫬ศ ᫬᫬ศ㹼᫬ఇ㤋➼ࡢヲࡋ࠸᪥⛬ࡣ㤋ෆࡢᥖ♧ᯈࡸ࣮࣒࣮࣍࣌ࢪ࡛࠾▱ࡽࡏࡋࡲࡍࠋ
ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ KWWSZZZFPFRVDNDXDFMS ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒   KWWSZZZFPFRVDNDXDFMSHGX

― 81 ―

㻞㻜㻝㻢ᖺᗘ➨䠍Ꮫᮇ䝃䜲䝞䞊䝯䝕䜱䜰䝉䞁䝍䞊᝟ሗᩍ⫱ᩍᐊ౑⏝ィ⏬⾲
᫬ ᩍ
᭶
㝈 ᐊ
ᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺ➨䠍 䝁䞁䝢䝳䞊䝍ᕤᏛᇶ♏₇⩦་䞉ṑ䚷㻝ᖺ
➨䠎᝟ሗά⏝ᇶ♏
䠍་䞉ṑ䚷㻝ᖺ➨᫬ 䠏᝟ሗά⏝ᇶ♏
㝈་䞉ṑ䚷㻝ᖺ
➨䠐᝟ሗά⏝ᇶ♏
➨
䠑
➨
䠍
➨
䠎

䠎
➨
᫬ 䠏
㝈
➨
䠐

ே䚷㻝ᖺ
᝟ሗά⏝ᇶ♏
ே䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ே䚷㻝ᖺ᝟ሗά⏝ᇶ♏
⌮䚷䠄ᩘᏛ䠅䚷䠏䞉䠐ᖺ
ᐇ㦂ᩘᏛ䠏

➨
䠑

䠏
᫬
㝈

䠐
᫬
㝈

➨ ᇶ䠄㟁Ꮚ≀⌮䞉໬Ꮫᛂ⏝䠅㻌㻝ᖺ䠍᝟ሗά⏝ᇶ♏
➨ ᇶ䠄㟁Ꮚ≀⌮䞉໬Ꮫᛂ⏝䠅㻌㻝ᖺ䠎᝟ሗά⏝ᇶ♏
ᇶ䚷䠄᝟ሗ䠅䚷䠍ᖺ➨䠏䝥䝻䜾䝷䝭䞁䜾䠝
ᇶ䚷䠄᝟ሗ䠅䚷䠍ᖺ➨䠐䝥䝻䜾䝷䝭䞁䜾䠝
ᇶ䠄㟁Ꮚ≀⌮䞉໬Ꮫᛂ⏝䠅㻌㻝ᖺ➨䠑᝟ሗά⏝ᇶ♏
⌮䚷㻝ᖺ➨䠍᝟ሗά⏝ᇶ♏
⌮䚷㻝ᖺ➨䠎᝟ሗά⏝ᇶ♏
⌮䚷㻝ᖺ➨䠏᝟ሗά⏝ᇶ♏
ே䚷䚷䠍ᖺ➨䠐 㻿㼠㼍㼠㼕㼟㼠㼕㼏㼟㻌㼒㼛㼞㻌㻿㼛㼏㼕㼍㼘㻌㻾㼑㼟㼑㼍㼞㼏㼔
➨
䠑

⌮䚷㻝ᖺ
᝟ሗά⏝ᇶ♏

ⅆ

Ỉ

䠑
➨
᫬ 䠏
㝈
➨
䠐
➨
䠑

㔠

ᩥ䚷㻝ᖺ
᝟ሗά⏝ᇶ♏
ᩥ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ᩥ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ᩥ䚷㻝ᖺ᝟ሗά⏝ᇶ♏

⌮䚷㻔⏕≀⛉Ꮫ䠅䚷䠏ᖺ
⺮ⓑ㉁᝟ሗ⛉Ꮫἲ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ἲ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ἲ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ἲ䚷㻝ᖺ᝟ሗά⏝ᇶ♏

ᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺ䝁䞁䝢䝳䞊䝍ᇶ♏₇⩦⌮䠄ᩘᏛ䠅䚷䠐ᖺᛂ⏝ᩘ⌮Ꮫ䠓
ᇶ䚷䠄᝟ሗ䠅䚷䠐ᖺ䝬䞁䝬䝅䞁䜲䞁䝍䝣䜵䞊䝇ㄽᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺ䝁䞁䝢䝳䞊䝍ᇶ♏₇⩦ᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺ䝁䞁䝢䝳䞊䝍ᇶ♏₇⩦ᇶ䠄᝟ሗ⛉Ꮫ䠅䚷䠍ᖺ䝥䝻䜾䝷䝭䞁䜾䠝
ᇶ䠄᝟ሗ⛉Ꮫ䠅䚷䠍ᖺ䝥䝻䜾䝷䝭䞁䜾䠝

ᕤ䠄ᛂ⏝⮬↛䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻭ᕤ䠄ᛂ⏝⮬↛䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻭ᕤ䠄ᛂ⏝⮬↛䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻭་䠄ಖ೺䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏
་䠄ಖ೺䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏
་䠄ಖ೺䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ᇶ䠄᝟ሗ䠅䚷䠎ᖺᇶ♏ᕤᏛ䠬䠞䠨
་䠄ಖ೺䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏

ᕤ䠄ᛂ⏝⮬↛䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻭➨䠍ᇶ䠄᝟ሗ䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ᇶ䠄᝟ሗ䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏

➨
䠎ᮌᇶ䠄䝅䝇䝔䝮䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏
ᇶ䠄䝅䝇䝔䝮䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏

ᇶ䚷䠄᝟ሗ䠅䚷䠏ᖺィ⟬ᩘ⌮䠝ᇶ䠄䝅䝇䝔䝮䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏

ᕤ䠄㟁Ꮚ᝟ሗ䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻯ᕤ䠄㟁Ꮚ᝟ሗ䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻯ᕤ䠄㟁Ꮚ᝟ሗ䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻯ᕤ䠄㟁Ꮚ᝟ሗ䠅䚷㻝ᖺ᝟ሗά⏝ᇶ♏㻯⸆䚷㻝ᖺ᝟ሗά⏝ᇶ♏
⸆䚷㻝ᖺ᝟ሗά⏝ᇶ♏

ᇶ䠄᝟ሗ䠅䚷䠎ᖺᇶ♏ᩘ⌮₇⩦䠝⌮䠄ᩘᏛ䠅䚷䠏䞉䠐ᖺᐇ㦂ᩘᏛ䠍඲Ꮫ㒊䚷㻝ᖺ
䝛䝑䝖䜢▱䜚㻌䝛䝑䝖䜢౑䛔䛣䛺䛩䞉ᤵᴗ᫬㛫㻌㻝᫬㝈㻌㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜䚸㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜䚸㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜䚸㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜䚸㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜䞉㇏୰ᩍ⫱◊✲Ჷ➃ᮎᩘ䚷㻌➨䠍ᩍᐊ䠒䠒ྎ䚸➨䠎ᩍᐊ䠓䠔ྎ䚸➨䠏ᩍᐊ䠒䠒ྎ䚸➨䠐ᩍᐊ䠐䠑ྎ䚸➨䠑ᩍᐊ䠓䠎ྎ䚷䠄➃ᮎᩘ䛻䛿ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅― 82 ―

㻞㻜㻝㻢ᖺᗘ➨䠎Ꮫᮇ䝃䜲䝞䞊䝯䝕䜱䜰䝉䞁䝍䞊᝟ሗᩍ⫱ᩍᐊ౑⏝ィ⏬⾲
᫬ ᩍ
㝈 ᐊ

᭶

ⅆ

Ỉ

ᮌ

㔠

➨
䠍
➨
䠎

䠍
➨
᫬ 䠏
㝈

⌮䠄໬Ꮫ䠅䚷䠎ᖺ໬Ꮫ䝥䝻䜾䝷䝭䞁䜾➨䠐እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏

➨
䠑➨䠎ᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺᩘ್ィ⟬ἲ₇⩦ᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺᩘ್ィ⟬ἲ₇⩦➨䠐ᇶ䠄኱Ꮫ㝔䠅
ᛂ⏝⌧㇟ᩘ⌮ᣢㄽ

➨
䠍

䠎
➨
᫬ 䠏
㝈

⌮䠄ᩘᏛ䠅䚷䠏䞉䠐ᖺᩘ್ィ⟬ἲᇶ♏

➨䠑➨䠍ᇶ䠄໬Ꮫᛂ⏝䠅䚷䠏ᖺ䝥䝻䝉䝇ᕤᏛ
ᇶ䠄໬Ꮫᛂ⏝䠅䚷䠎䞉䠏ᖺ໬ᏛᕤᏛ䝥䝻䜾䝷䝭䞁䜾ᇶ䠄᝟ሗ䠅䚷䠍ᖺ᝟ሗ⛉Ꮫᇶ♏

ᇶ䠄㟁Ꮚ≀⌮䠅䚷䠎ᖺ᝟ሗฎ⌮䠞་䠄ಖ೺䠅䚷䠍ᖺᐇ㊶᝟ሗά⏝ㄽᇶ䠄䝅䝇䝔䝮䠅䚷䠎ᖺ䝁䞁䝢䝳䞊䝍ᕤᏛ₇⩦⌮䠄ᩘᏛ䠅䚷䠎ᖺᐇ㦂ᩘᏛ䠎ே䞉ᩥ䞉ἲ䞉⤒䞉་䞉⌮䚷㻝ᖺ᝟ሗ᥈⣴ධ㛛

➨䠎ே䞉ᩥ䞉ἲ䞉⤒䞉་䞉⌮䚷㻝ᖺ᝟ሗ᥈⣴ධ㛛

䠏
➨
᫬ 䠏
㝈

ἲ䚷䠍ᖺ
ἲᨻ᝟ሗฎ⌮
ἲ䚷䠍ᖺἲᨻ᝟ሗฎ⌮➨
䠐ᇶ䠄໬Ꮫᛂ⏝䠅䚷䠎ᖺ
໬ᏛᕤᏛ₇⩦䊣ே䞉ᩥ䞉ἲ䞉⤒䞉་䞉⌮䚷㻝ᖺィ⟬ᶵ䝅䝭䝳䝺䞊䝅䝵䞁ධ㛛ே䞉ᩥ䞉ἲ䞉⤒䞉་䞉⌮䚷㻝ᖺィ⟬ᶵ䝅䝭䝳䝺䞊䝅䝵䞁ධ㛛

➨
䠑
➨
䠍

ᇶ䠄᝟ሗ䠅䚷䠍ᖺ䝥䝻䜾䝷䝭䞁䜾䠞

ᇶ䠄᝟ሗ䠅䚷䠍ᖺ䝥䝻䜾䝷䝭䞁䜾䠞
ᇶ䠄䝅䝇䝔䝮䠅䚷䠍ᖺ᝟ሗฎ⌮₇⩦
ᇶ䠄䝅䝇䝔䝮䠅䚷䠍ᖺ᝟ሗฎ⌮₇⩦

➨
䠎

䠐
➨
᫬ 䠏
㝈
➨
䠐

ᇶ䠄᝟ሗ䠅䚷䠍ᖺ䝥䝻䜾䝷䝭䞁䜾䠞
ᇶ䠄᝟ሗ䠅䚷䠏ᖺ
᝟ሗᩘ⌮䠞

➨
䠑

ᇶ䠄᝟ሗ䠅䚷䠍ᖺ䝥䝻䜾䝷䝭䞁䜾䠞
ே䚷䠍ᖺ㻰㼍㼠㼍㻌㻼㼞㼛㼏㼑㼟㼟㼕㼚㼓㻌㻿㼗㼕㼘㼘㼟ᇶ䠄໬Ꮫᛂ⏝䠅䚷䠎ᖺ᝟ሗฎ⌮ධ㛛

⌮䚷඲Ꮫᖺⱥㄒ㻔㻾㼑㼍㼐㼕㼚㼓㻕➨䠍ἲ䚷䠄ἲᏛ䠅䚷䠎ᖺ
ἲ᝟ሗᏛ䠍

➨
䠎

䠑
➨
᫬ 䠏
㝈

ἲ䚷䠄ἲᏛ䠅䚷䠍ᖺἲᨻ᝟ሗฎ⌮

➨
䠐
➨
䠑

䠒 ➨
㝈 䠎

ᇶ䠄䝅䝇䝔䝮䠅䚷䠍ᖺ᝟ሗฎ⌮₇⩦
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏
እ䚷㻝ᖺ᝟ሗά⏝ᇶ♏

඲Ꮫ㒊䚷㻝ᖺ
䝅䝇䝔䝮㛤Ⓨ䛣䛸䛿䛨䜑ᇶ䠄ᩍ⫋⛉┠䠅䚷䠏ᖺ᝟ሗ⛉ᩍ⫱ἲ䠞䞉ᤵᴗ᫬㛫㻌㻝᫬㝈㻌㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜䚸㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜䚸㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜䚸㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜䚸㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜䞉㇏୰ᩍ⫱◊✲Ჷ➃ᮎᩘ䚷㻌➨䠍ᩍᐊ䠒䠒ྎ䚸➨䠎ᩍᐊ䠓䠔ྎ䚸➨䠏ᩍᐊ䠒䠒ྎ䚸➨䠐ᩍᐊ䠐䠑ྎ䚸➨䠑ᩍᐊ䠓䠎ྎ䚷䠄➃ᮎᩘ䛻䛿ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅― 83 ―

㻞㻜㻝㻢ᖺᗘ➨䠍Ꮫᮇ䝃䜲䝞䞊䝯䝕䜱䜰䝉䞁䝍䞊㻯㻭㻸㻸ᩍᐊ౑⏝ィ⏬⾲
᫬ ᩍ
㝈 ᐊ

᭶

ᩥ䞉ἲ䞉⤒䚷㻞ᖺ➨ᐇ㊶ⱥㄒ䠄㼑㻙㼘㼑㼍㼞㼚㼕㼚㼓䠅
䠍
ᑠཱྀ䚷୍㑻
እ䚷㻝ᖺ
➨
䝧䝖䝘䝮ㄒ䠎
䠍 䠎
ΎỈ䚷ᨻ᫂
㝈
┠ ➨
䠏
➨
䠐

ⅆ

Ỉ

་䠄ಖ䠅䞉ṑ䞉⸆䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅
ᐑᮏ䚷㝧୍
እ䚷䠍ᖺ
䝖䝹䝁ㄒ䠑
䝁䞊䝟䝇ゝㄒᏛ◊✲䠄䠝䠅ᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺ
ᐇ㊶ⱥㄒ
➉⵹䚷㡰Ꮚ
ᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺ
ᐇ㊶ⱥㄒ
ᒸ⏣䚷ᝆభ
እ䚷䠍ᖺ
䝖䝹䝁ㄒ䠎

ᒾ᰿䚷ஂ

䜰䜽䝞䜲䚷䜸䜹䞁䚷䝝䝹䜽་䠄ಖ䠅䞉ṑ䚷㻞ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅ᑠཱྀ䚷୍㑻་䠄་䠅䚷㻞ᖺ

ᇶ䚷㻝ᖺ
ᐇ㊶ⱥㄒ
➉⵹䚷㡰Ꮚ
ᇶ䚷㻝ᖺ
ᐇ㊶ⱥㄒ
ᒸ⏣䚷ᝆభ
እ䚷䠍ᖺ
䝖䝹䝁ㄒ䠐

䜰䜽䝞䜲䚷䜸䜹䞁䚷䝝䝹䜽ᩥ䞉ἲ䞉⤒䚷㻞ᖺᐇ㊶ⱥㄒ䠄ୖ⣭䠅㻭㻚ᮧୖ䝇䝭䝇

ゝ䚷䠄኱Ꮫ㝔䠅
ゝㄒᢏ⾡◊✲䠄䠝䠅
➉⵹䚷㡰Ꮚ

ᇶ䚷㻝ᖺ
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅
ᒸ⏣䚷ᝆభ
ᇶ䚷㻝ᖺ
ⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻳㻚䝶䝁䝍ᕤ䠄⌮䞉㟁䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅
ᐑᮏ䚷㝧୍
እ䚷䠍ᖺ
䝻䝅䜰ㄒ䠒
㧗ᓥ䚷ᑦ⏕
እ䚷䠍ᖺ
ⱥㄒ䠐䠄㻮䠅

ᮌゝ䚷䠄኱Ꮫ㝔䠅

㔠ᇶ䚷㻞ᖺ
ᐇ㊶ⱥㄒ䠄㼑㻙㼘㼑㼍㼞㼚㼕㼚㼓䠅୕Ꮿ䚷┿⣖་䠄་䠅䚷㻞ᖺ
ᐇ㊶ⱥㄒ
௒ᑿ䚷ᗣ⿱

➨
䠍
➨
䠎 䠎
㝈
┠ ➨
䠏
➨
䠐

䝇䝭䝇㻌䜰䞁䝖䝙䜸䞁㻌䝣䝷䞁䜽䝸䞁ⱥㄒ䠄㻵㼚㼠㼑㼓㼞㼍㼠㼑㼐㻌㻯㼛㼡㼞㼟㼑㻕䊤ᐑᮏ䚷㝧୍ゝ䚷䠄኱Ꮫ㝔䠅
ゝㄒ⾲⌧⏕ែㄽ䠄䠝䠅䜰䜽䝞䜲䚷䜸䜹䞁䚷䝝䝹䜽䠝䠊ᮧୖ䝇䝭䝇

➨
䠍
➨
䠏 䠎
㝈
┠ ➨
䠏
➨
䠐

ᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅ᒸ⏣䚷ᝆభᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻭㻚ᮧୖ䝇䝭䝇
እ䚷㻝ᖺ
䝖䝹䝁ㄒ䠍
ᐑୗ䚷㑈

་䠄་䠅䞉ṑ䞉⸆䚷㻞ᖺᆅᇦゝㄒᩥ໬₇⩦䠄䝣䝷䞁䝇ㄒ䠅

ᒾ᰿䚷ஂ
እ䚷䠍ᖺ
ⱥㄒ䠐䠄㻭㻕
䝇䝭䝇㻌䜰䞁䝖䝙䜸䞁㻌䝣䝷䞁䜽䝸䞁

➨
䠍
➨
䠐 䠎
㝈
┠ ➨
䠏

ᩥ䞉ἲ䞉⤒䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅ᒸ⏣䚷ᝆభᩥ䞉ἲ䞉⤒䚷㻝ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻭㻚ᮧୖ䝇䝭䝇

➨䠐་䠄ಖ䠅䞉ṑ䚷㻞ᖺᑓ㛛ⱥㄒᇶ♏
௒ᑿ䚷ᗣ⿱ே䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
ᐑᮏ䚷㝧୍
ே䚷㻝ᖺ
ⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻭㻚ᮧୖ䝇䝭䝇

⌮䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
௒ᑿ䚷ᗣ⿱
⌮䚷㻝ᖺ
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
ᑠ⸆䚷ဴဢ
እ䚷䠍ᖺ
䝻䝅䜰ㄒ䠍䠄㻮䠅ୖཎ䚷㡰୍እ䚷䠍ᖺ䝗䜲䝒ㄒ䠍䠄㻭㻕㯮㇂䚷ⱱᏹே䞉ᩥ䞉ἲ䞉⤒䚷㻝ᖺ
ᐇ㊶ⱥㄒ
௒ᑿ䚷ᗣ⿱
እ䚷䠍ᖺ
䜲䞁䝗䝛䝅䜰ㄒ䠍Ⳣཎ䚷⏤⨾እ䚷䠍ᖺ䝻䝅䜰ㄒ䠍䠄㻭㻕ୖཎ䚷㡰୍እ䚷䠍ᖺ䝗䜲䝒ㄒ䠍䠄㻮㻕
㯮㇂䚷ⱱᏹ

ᇶ䚷㻝ᖺ
ᆅᇦゝㄒᩥ໬₇⩦䠄䝗䜲䝒ㄒ䠅

⣽㇂䚷⾜㍤
ᇶ䚷㻝ᖺ
䝣䝷䞁䝇ㄒึ⣭㻌䊠ᒾ᰿䚷ஂእ䚷䠍ᖺⱥㄒ䠐䠄㻯㻕
䝇䝭䝇㻌䜰䞁䝖䝙䜸䞁㻌䝣䝷䞁䜽䝸䞁እ䚷䠍ᖺ䜲䞁䝗䝛䝅䜰ㄒ䠑Ⳣཎ䚷⏤⨾እ䚷䠍ᖺ䝝䞁䜺䝸䞊ㄒ䠍᪩✄⏣䚷䜏䛛

➨
䠍
እ䚷㻝ᖺ
➨
䝻䝅䜰ㄒ䠏
䠑 䠎
ຍ⸨䚷⣧Ꮚ
㝈
⌮䚷㻔඲Ꮫᖺ䞉඲Ꮫ⛉䠅┠ ➨⛉Ꮫⱥㄒᇶ♏
䠏㻴㼍㼕㼘㻚㻱㼞㼕㼏㻚㻹㼍㼠㼔㼑㼣඲Ꮫ㒊䚷㻝ᖺ㻙㻠ᖺⱥㄒୖ⣭䠄㻾㼑㼍㼐㼕㼚㼓㻕㻾㻚䝟䞊䜻䞁䝇

➨䠐ᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜㻌㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜㻌㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜㻌㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜㻌㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜㇏୰ᩍ⫱◊✲Ჷ➃ᮎᩘ䚷㻌㻯㻭㻸㻸➨䠍ᩍᐊ㻌䠍䠌䠌ྎ䚸㻯㻭㻸㻸➨䠎ᩍᐊ㻌䠒䠌ྎ䚸㻯㻭㻸㻸➨䠏ᩍᐊ㻌䠒䠌ྎ䚸➨䠐ᩍᐊ㻌䠏䠑ྎ➃ᮎᩘ䛻䛿ᩍᖌ⏝➃ᮎ䜢ྵ䜏䜎䛫䜣― 84 ―

㻞㻜㻝㻢ᖺᗘ➨䠎Ꮫᮇ䝃䜲䝞䞊䝯䝕䜱䜰䝉䞁䝍䞊㻯㻭㻸㻸ᩍᐊ౑⏝ィ⏬⾲
᫬ ᩍ
㝈 ᐊ
➨
䠍
➨
䠍 䠎
㝈
┠ ➨
䠏

᭶

ⅆ

ᩥἲ⤒
ᑓ㛛ⱥㄒᇶ♏
䠠䞉䝬䝺䞊እ䚷㻝ᖺ䝧䝖䝘䝮ㄒ䠎ΎỈ䚷ᨻ᫂ᩥ䞉ἲ䞉⤒䚷㻞ᖺᑓ㛛ⱥㄒᇶ♏
㻭㻚ᮧୖ䝇䝭䝇

་䠄་䠅䚷㻝ᖺᐇ㊶ⱥㄒᐑᮏ䚷㝧୍་䠄ಖ䠅䞉ṑ䞉⸆䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
᪥㔝䚷ಙ⾜
እ䚷䠍ᖺ
䝖䝹䝁ㄒ䠑

➨
ⱥㄒ㻔㼕㼚㼠㼑㼓㼞㼍㼠㼑㼐㻌㼏㼛㼡㼞㼟㼑㻕㻵㼂
䠍
䠠䞉䝬䝺䞊
ᇶ䚷㻝ᖺ
➨
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
䠎 䠎
ᒸ⏣䚷ᝆభ
㝈
┠ ➨
䠏
➨
䠐

➨
䠏 䠎
㝈
┠ ➨
䠏
➨
䠐

䝁䞊䝟䝇ゝㄒᏛ◊✲䠄㻮䠅ᒾ᰿䚷ஂ䜰䜽䝞䜲䚷䜸䜹䞁䚷䝝䝹䜽ゝ䚷䠄኱Ꮫ㝔䠅་䠄་䠅ᕤ䠄⌮䞉㟁䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅ᐑᮏ䚷㝧୍ᕤ䠄⌮䞉㟁䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅
᪥㔝䚷ಙ⾜
እ䚷䠍ᖺ
䝻䝅䜰ㄒ䠒
㧗ᓥ䚷ᑦ⏕
እ䚷䠍ᖺ
ⱥㄒ䠐䠄㻮䠅
䝇䝭䝇㻌䜰䞁䝖䝙䜸䞁㻌䝣䝷䞁䜽䝸䞁ᕤ䠄↛䞉ᆅ䞉⎔䠅ⱥㄒ㻔㻿㼜㼑㼍㼗㼕㼚㼓㻕䠠䞉䝬䝺䞊ᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕ᒸ⏣䚷ᝆభᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻭㻚ᮧୖ䝇䝭䝇
እ䚷㻝ᖺ
䝖䝹䝁ㄒ䠍
ᐑୗ䚷㑈

඲Ꮫ㒊䚷඲Ꮫᖺ
䜰䝗䝞䞁䝇䝗᝟ሗ䝸䝔䝷䝅䞊ᇶ䚷㻞ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
ᐑᮏ䚷㝧୍
እ䚷䠍ᖺ
ⱥㄒ䠐䠄㻭㻕
䝇䝭䝇㻌䜰䞁䝖䝙䜸䞁㻌䝣䝷䞁䜽䝸䞁ᩥ䞉ἲ䞉⤒䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕ᒸ⏣䚷ᝆభᩥ䞉ἲ䞉⤒䚷㻝ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻭㻚ᮧୖ䝇䝭䝇

ᇶ䚷㻝ᖺᆅᇦゝㄒᩥ໬₇⩦䠄䝗䜲䝒ㄒ䠅

⣽㇂䚷⾜㍤
ᇶ䚷㻝ᖺ
䝣䝷䞁䝇ㄒึ⣭䚷䊡ᒾ᰿䚷ஂእ䚷䠍ᖺⱥㄒ䠐䠄㻯㻕

➨
䠐

ᇶ䚷㻝ᖺ
ᐇ㊶ⱥㄒ
௒ᑿ䚷ᗣ⿱
ᇶ䚷㻝ᖺ
ᐇ㊶ⱥㄒ
᳃䚷♸ྖ
ᇶ䚷㻝ᖺ
ᐇ㊶ⱥㄒ
᪥㔝䚷ಙ⾜
እ䚷䠍ᖺ
䝖䝹䝁ㄒ䠐

ᇼ䚷୍ᡂ
ゝ䚷䠄኱Ꮫ㝔䠅
ゝㄒ⾲⌧⏕ែㄽ䠄䠞䠅䜰䜽䝞䜲䚷䜸䜹䞁䚷䝝䝹䜽䠝䠊ᮧୖ䝇䝭䝇

➨
䠍
➨
䠐 䠎
㝈
┠ ➨
䠏

ᮌ

ᕤ䠄↛䞉ᆅ䞉⎔䠅䚷㻝ᖺ
ᐇ㊶ⱥㄒ
᳃䚷♸ྖ
⌮䚷㻝ᖺ
ᐇ㊶ⱥㄒ
ᒸ⏣䚷ᝆభ
እ䚷䠍ᖺ
䝖䝹䝁ㄒ䠎

䜰䜽䝞䜲䚷䜸䜹䞁䚷䝝䝹䜽

➨
䠐

➨
䠍

Ỉ

䝇䝭䝇㻌䜰䞁䝖䝙䜸䞁㻌䝣䝷䞁䜽䝸䞁ே䞉ᩥ䞉ἲ䞉እ䚷䠍ᖺே䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
௒ᑿ䚷ᗣ⿱
ே䚷㻝ᖺ
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
ᐑᮏ䚷㝧୍

㔠

⌮䚷㻝ᖺ
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
ᑠ⸆䚷ဴဢ
⌮䚷㻝ᖺ
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
᪥㔝䚷ಙ⾜
እ䚷䠍ᖺ
䝻䝅䜰ㄒ䠍䠄㻮䠅ୖཎ䚷㡰୍እ䚷䠍ᖺ䝗䜲䝒ㄒ䠍䠄㻭㻕㯮㇂䚷ⱱᏹ⌮䚷㻞ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕௒ᑿ䚷ᗣ⿱ே䞉ᩥ䞉ἲ䞉⤒䚷㻝ᖺ
ᐇ㊶ⱥㄒ
᪥㔝䚷ಙ⾜
እ䚷䠍ᖺ
䝻䝅䜰ㄒ䠍䠄㻭㻕ୖཎ䚷㡰୍እ䚷䠍ᖺ䝗䜲䝒ㄒ䠍䠄㻮㻕㯮㇂䚷ⱱᏹᩥ䞉ἲ䞉⤒䚷㻞ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻳㻚䝶䝁䝍ᩥ䞉ἲ䞉⤒䚷㻞ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕
᪥㔝䚷ಙ⾜
እ䚷䠍ᖺ
䝝䞁䜺䝸䞊ㄒ䠍᪩✄⏣䚷䜏䛛
඲Ꮫ㒊䚷඲Ꮫᖺ➨ ≉ูእᅜㄒ₇⩦䠄䝠䞁䝕䜱䞊ㄒ䠅䊠୰ᮾ䛾ᩥ໬䛸♫఍䜢▱䜛
䠍
㧗ᶫ䚷᫂
➉ཎ䚷᪂
እ䚷㻝ᖺ
➨
䝻䝅䜰ㄒ䠏
䠑 䠎
ຍ⸨䚷⣧Ꮚ
㝈
┠ ➨ ⌮䚷㻔඲Ꮫᖺ䞉඲Ꮫ⛉䠅⛉Ꮫⱥㄒᇶ♏
䠏㻴㼍㼕㼘㻚㻱㼞㼕㼏㻚㻹㼍㼠㼔㼑㼣ே䞉ᩥ䞉ἲ䞉እ䚷䠍ᖺ➨≉ูእᅜㄒ₇⩦䠄䝖䝹䝁ㄒ䠅䊡䠐ᐑୗ䚷㑈ᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜㻌㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜㻌㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜㻌㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜㻌㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜㇏୰ᩍ⫱◊✲Ჷ➃ᮎᩘ䚷㻌㻯㻭㻸㻸➨䠍ᩍᐊ㻌䠍䠌䠌ྎ䚸㻯㻭㻸㻸➨䠎ᩍᐊ㻌䠒䠌ྎ䚸㻯㻭㻸㻸➨䠏ᩍᐊ㻌䠒䠌ྎ䚸➨䠐ᩍᐊ㻌䠏䠑ྎ➃ᮎᩘ䛻䛿ᩍᖌ⏝➃ᮎ䜢ྵ䜏䜎䛫䜣― 85 ―

㻞㻜㻝㻢ᖺᗘ㻯㻭㻸㻸➨䠑䠄䠝䠏䠍䠑䠅ᩍᐊ౑⏝ィ⏬⾲

㻝Ꮫᮇ
᭶

ⅆ

Ỉ

䠎㝈┠
እ
䝝䞁䜺䝸䞊ㄒ䠐㻮㻻㻾㻿㻻㻿㻌㻸㻱㼂㻱㻺㼀㻱እ䝝䞁䜺䝸䞊ㄒ䠑㻮㻻㻾㻿㻻㻿㻌㻸㻱㼂㻱㻺㼀㻱

䠐㝈┠

㻡㝈┠

㔠

⌮䚷඲Ꮫᖺ
ᐇ㊶ⱥㄒ
䠠䞉䝬䝺䞊
ᇶ䚷඲Ꮫᖺ
ᐇ㊶ⱥㄒ
䠠䞉䝬䝺䞊
་䠄ಖ䠅䞉ṑ䚷඲Ꮫᖺᑓ㛛ⱥㄒᇶ♏
䠠䞉䝬䝺䞊

䠍㝈┠

䠏㝈┠

ᮌ

እ䚷㻝ᖺ
䝠䞁䝕䜱䞊ㄒ䠎ᯇᮌᅬ䚷ஂᏊ

་䞉་ⱥㄒୖ⣭䠄㼣㼞㼕㼠㼕㼚㼓㻕䠝䠊䝂䞂䜷䝹䝜䝽

ᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜䚷㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜䚷㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜䚷㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜䚷㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜➃ᮎᩘ䠑䠑ྎ䠄ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅

䠎Ꮫᮇ
᭶
䠍㝈┠

䠎㝈┠

䠏㝈┠

䠐㝈┠

ⅆ

Ỉ

ᩥ䞉ἲ䞉⤒䚷㻞ᖺᑓ㛛ⱥㄒᇶ♏
㻳㻚䝶䝁䝍ᇶ䚷㻝ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕
㻳㻚䝶䝁䝍

ᮌ

㔠

ᕤ䠄↛䞉ᆅ䞉⎔䠅䚷඲Ꮫᖺ
ᐇ㊶ⱥㄒ
䠠䞉䝬䝺䞊
ᇶ䚷඲Ꮫᖺ
ᐇ㊶ⱥㄒ
䠠䞉䝬䝺䞊
እ
䝝䞁䜺䝸䞊ㄒ䠐㻮㻻㻾㻿㻻㻿㻌㻸㻱㼂㻱㻺㼀㻱እ䝝䞁䜺䝸䞊ㄒ䠑㻮㻻㻾㻿㻻㻿㻌㻸㻱㼂㻱㻺㼀㻱⌮䚷඲Ꮫᖺⱥㄒ㻔㻾㼑㼍㼐㼕㼚㼓㻕ᒣᒸ䚷⳹⳯Ꮚ
እ䚷㻝ᖺ䝠䞁䝕䜱䞊ㄒ䠎ᯇᮌᅬ䚷ஂᏊ

㻡㝈┠ᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜䚷㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜䚷㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜䚷㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜䚷㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜➃ᮎᩘ䠑䠑ྎ䠄ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅― 86 ―

㻞㻜㻝㻢ᖺᗘ㻯㻭㻸㻸➨䠒䠄䠝䠏䠌䠐䠅ᩍᐊ౑⏝ィ⏬⾲

㻝Ꮫᮇ

䠍㝈┠

䠎㝈┠

᭶

ⅆ

Ỉ

ᩥ䞉ἲ䞉⤒䚷㻞ᖺ
ᐇ㊶ⱥㄒ
⏣⏿䚷ᬛྖ
ᇶ䚷㻝ᖺ
ⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓㻕⏣⏿䚷ᬛྖ་䠄ಖ䠅䞉ṑ䞉⸆䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅⏣⏿䚷ᬛྖᕤ䠄⌮䞉㟁䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅⏣⏿䚷ᬛྖே䞉ᩥ䚷㻞ᖺⱥㄒ㑅ᢥ⏣⏿䚷ᬛྖ་䠄ಖ䠅䞉ṑ䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅
ᑠ⸆䚷ဴဢ

䠏㝈┠

ᮌ

㔠

⌮䚷㻝ᖺ
ⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕㻳㻚䝶䝁䝍ᩥ䞉ἲ䞉⤒䚷㻞ᖺⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕
㻳㻚䝶䝁䝍

䠐㝈┠
ே䞉ᩥ䞉ἲ䞉እ䚷㻝ᖺ㻡㝈┠ ≉ูእᅜㄒ₇⩦䠄䝖䝹䝁ㄒ䠅䊠⸨ᐙ䚷ὒ᫛඲㒊ᒁ䚷඲Ꮫᖺ
䜸䞁䝷䜲䞁䝸䝋䞊䝇䜢ά⏝䛧䛯䠨䠎Ꮫ⩦㨶ᓮ䚷඾Ꮚᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜䚷㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜䚷㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜䚷㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜䚷㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜➃ᮎᩘ䠑䠌ྎ䠄ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅

䠎Ꮫᮇ

䠍㝈┠

䠎㝈┠

᭶

ⅆ

ᩥ䞉ἲ䞉⤒䚷㻞ᖺᑓ㛛ⱥㄒᇶ♏
⏣⏿䚷ᬛྖᇶ䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅⏣⏿䚷ᬛྖ་䠄ಖ䠅䞉ṑ䞉⸆䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅⏣⏿䚷ᬛྖᕤ䠄⌮䞉㟁䠅䚷㻝ᖺⱥㄒ䠄㻾㼑㼍㼐㼕㼚㼓䠅
⏣⏿䚷ᬛྖ

Ỉ

ே䚷䠄ே㛫⛉Ꮫ䠅䚷䠏ᖺ㻳㼑㼚㼐㼑㼞㻌㼕㼚㻌㻯㼛㼚㼠㼑㼙㼜㼛㼞㼍㼞㼥㻶㼍㼜㼍㼚㼑㼟㼑㻌㻼㼛㼜㼡㼘㼍㼞㻌㻯㼡㼘㼠㼡㼞㼑䝆䜶䝸䞊䚷䝶䝁䝍

䠏㝈┠

䠐㝈┠

ᮌ

㔠

⌮䚷㻝ᖺ
ⱥㄒ䠄㼃㼞㼕㼠㼕㼚㼓㻕
㻳㻚䝶䝁䝍
እ䚷㻝ᖺ
䜲䞁䝗䝛䝅䜰ㄒ䠍Ⳣཎ䚷⏤⨾እ䚷㻝ᖺ䜲䞁䝗䝛䝅䜰ㄒ䠑Ⳣཎ䚷⏤⨾඲㒊ᒁ䚷඲Ꮫᖺ
㻡㝈┠䝁䞁䝢䝳䞊䝍䜢ά⏝䛧䛯ㄒᏛᏛ⩦㨶ᓮ䚷඾Ꮚᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜䚷㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜䚷㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜䚷㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜䚷㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜➃ᮎᩘ䠑䠌ྎ䠄ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅― 87 ―

㻞㻜㻝㻢ᖺᗘ㻯㻭㻸㻸➨䠓㻔⟪㠃䠟䠝䠨䠨㻕ᩍᐊ౑⏝ィ⏬⾲

➨䠍Ꮫᮇ

䠍㝈┠

᭶

ⅆ

䝗䜲䝒ㄒ୰⣭䞉䠨䠨䠽㐍⸨䚷ಟ୍䝻䝅䜰ㄒ㻝㻡⸨ཎ䚷ඞ⨾䠎㝈┠ 䝗䜲䝒ㄒᅪ⌧௦♫఍₇⩦䊢䠽
㐍⸨䚷ಟ୍
䠏㝈┠

Ỉ

ᮌ

䝻䝅䜰ㄒ㻝㻡
⸨ཎ䚷ඞ⨾䝧䝖䝘䝮ㄒ䊤䠽ΎỈ䚷ᨻ᫂␗ᩥ໬⌮ゎ₇⩦୪ᕝ䚷჆ᩥ䝧䝖䝘䝮ᩥ໬ㅮ⩏䠽䝣䜯䞁䚷䝔䜱䚷䝭䜱䚷䝻䜰䞁䝧䝖䝘䝮ㄒ㻝㻟
ΎỈ䚷ᨻ᫂䝗䜲䝒ㄒᅪᩥ໬₇⩦䊤䠽㐍⸨䚷ಟ୍㻭㼏㼍㼐㼑㼙㼕㼏㻌㻼㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㻌㻯㼛㼡㼞㼟㼑䝻䝅䜰ㄒ㻝㻝
୕ᾆ䚷⏤㤶฼

䠐㝈┠

㔠

ᮏᲄ䚷຾ᙪ
䠑㝈┠

䝻䝅䜰ㄒ䊡䠽
ຍ⸨䚷⣧Ꮚⱥㄒసᩥ䊠䠽
ᮏᲄ䚷຾ᙪᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜㻌㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜㻌㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜㻌㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜㻌㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜➃ᮎᩘ䠐䠌ྎ䠄ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅

➨䠎Ꮫᮇ
᭶

ⅆ

䠍㝈┠

䝗䜲䝒ㄒ୰⣭䞉䠨䠨䠾㐍⸨䚷ಟ୍䝻䝅䜰ㄒ㻝㻡⸨ཎ䚷ඞ⨾䠎㝈┠䝗䜲䝒ㄒᅪ⌧௦♫఍₇⩦䊢䠾

㐍⸨䚷ಟ୍
䠏㝈┠

Ỉ

ᮌ

㔠

䝻䝅䜰ㄒ㻝㻡
⸨ཎ䚷ඞ⨾䝧䝖䝘䝮ㄒ䊤䠾ΎỈ䚷ᨻ᫂␗ᩥ໬⌮ゎ₇⩦୪ᕝ䚷჆ᩥ⌧௦䝕䞁䝬䞊䜽ㄒ₇⩦䠾኱㎶䚷⌮ᜨ䝧䝖䝘䝮ᩥ໬ㅮ⩏䠾䝣䜯䞁䚷䝔䜱䚷䝭䜱䚷䝻䜰䞁䝧䝖䝘䝮ㄒ㻝㻟
ΎỈ䚷ᨻ᫂䝗䜲䝒ㄒᅪᩥ໬₇⩦䊤䠾㐍⸨䚷ಟ୍㻭㼏㼍㼐㼑㼙㼕㼏㻌㼜㼞㼑㼟㼑㼚㼠㼍㼠㼕㼛㼚㻌㻯㼛㼡㼞㼟㼑䝻䝅䜰ㄒ㻝㻝
୕ᾆ䚷⏤㤶฼

䠐㝈┠

ᮏᲄ䚷຾ᙪ
䠑㝈┠

䝻䝅䜰ㄒ䊡䠾
ຍ⸨䚷⣧Ꮚⱥㄒసᩥ䊠䠾
ᮏᲄ䚷຾ᙪᤵᴗ᫬㛫䚷㻝᫬㝈㻤㻦㻡㻜䡚㻝㻜㻦㻞㻜㻌㻞᫬㝈㻝㻜㻦㻟㻜䡚㻝㻞㻦㻜㻜㻌㻟᫬㝈㻝㻟㻦㻜㻜䡚㻝㻠㻦㻟㻜㻌㻠᫬㝈㻝㻠㻦㻠㻜䡚㻝㻢㻦㻝㻜㻌㻡᫬㝈㻝㻢㻦㻞㻜䡚㻝㻣㻦㻡㻜➃ᮎᩘ䠐䠌ྎ䠄ᩍᖌ⏝➃ᮎ䛿ྵ䜏䜎䛫䜣䠅― 88 ―

― 89 ―

Student Technical Staff ྡ⡙2016 ᖺ 4 ᭶ 1 ᪥⌧ᅾᡤ ᒓ ◊ ✲ ⛉Ặ   ྡ᝟ ሗ ⛉ Ꮫ ◊ ✲ ⛉Ώ 㒊 㐃ኴ㑻᝟ ሗ ⛉ Ꮫ ◊ ✲ ⛉ᯇ ཎ ࿘ ᖹ᝟ ሗ ⛉ Ꮫ ◊ ✲ ⛉ୖ ᮌ   ᛭ᇶ ♏ ᕤ Ꮫ ◊ ✲ ⛉ຍ ⸨ ᘯ ᶞͤ ኱㜰኱ᏛCLE⏝ᩍᮦࡢసᡂ⿵ຓࢆ⾜ࡗ࡚࠸ࡲࡍࠋ

― 90 ―

ᩍᐊ࣭➃ᮎ㓄⨨ᅗŏࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ ㇏୰ᩍ⫱◊✲Ჷ㸯㝵᝟ሗᩍ⫱➨㸯ᩍᐊ㸰㝵᝟ሗᩍ⫱➨㸰ᩍᐊ࣭᝟ሗᩍ⫱➨㸱ᩍᐊ࣭᝟ሗᩍ⫱➨㸲ᩍᐊ㸱㝵᝟ሗᩍ⫱➨㸳ᩍᐊ࣭㹁㸿㹊㹊➨㸯ᩍᐊ㸲㝵㹁㸿㹊㹊➨㸰ᩍᐊ࣭㹁㸿㹊㹊➨㸱ᩍᐊ࣭㹁㸿㹊㹊➨㸲ᩍᐊ᝟ ሗᩍ⫱➨㸯ᩍᐊ㸸Windows 8.1 ➃ᮎ 66 ྎ᝟ ሗᩍ⫱➨㸰ᩍᐊ㸸Windows 8.1 ➃ᮎ 78 ྎ᝟ ሗᩍ⫱➨㸱ᩍᐊ㸸Windows 8.1 ➃ᮎ 66 ྎ᝟ ሗᩍ⫱➨㸲ᩍᐊ㸸Windows 8.1 ➃ᮎ 45 ྎ᝟ ሗᩍ⫱➨㸳ᩍᐊ㸸Windows 8.1 ➃ᮎ 72 ྎ㹁 㸿 㹊 㹊 ➨ 㸯 ᩍ ᐊ㸸Windows 7 ➃ᮎ 100 ྎ㹁㸿㹊㹊➨㸰ᩍᐊ㸸Windows 7 ➃ᮎ㹁 㸿㹊㹊➨㸱ᩍᐊ㸸Windows 7 ➃ᮎ㹁 㸿㹊㹊➨㸲ᩍᐊ㸸Windows 7 ➃ᮎ

― 91 ―

60 ྎ
60 ྎ
35 ྎ

‫ە‬඲Ꮫᩍ⫱᥎㐍ᶵᵓ㸦㇏୰㸧⟶⌮࣭ㅮ⩏$Ჷ㝵&$//➨ $ ᩍᐊ࣭&$//➨ $ ᩍᐊ83

㸦//⦅㞟ᐊ㸧

ᗯ
ࠉ
ୗ

ዪᏊࢺ࢖ࣞ

&$//➨㸳
$ ᩍᐊ

⏨Ꮚࢺ࢖ࣞ
'1

࣮࣍ࣝ

&$//➨㸴
$ ᩍᐊ

//ᩍᐊ 
//ㄒᏛᐇ⩦ᐊ㹁㸿㹊㹊➨㸳 $ ᩍᐊ㸸:LQGRZV➃ᮎ ྎ㹁㸿㹊㹊➨㸴 $ ᩍᐊ㸸:LQGRZV➃ᮎ ྎ― 92 ―

ŏࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ ᮏ㤋㸯㝵㸸ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢥࣔࣥࢬ

䞂䜱䝆䝳䜰䝹
䝷䝪䝷䝖䝸䞊㻌

䝣䜯䝤䝷䝪

ගᗞ䝣䝸䞊䝇䝨䞊䝇䝭䞊䝔䜱䞁䜾
䝁䞊䝘䞊䜹䝣䜵&$// ➃ᮎ䝁䞊䝘䞊

䝩䞊䝹

䝷䜴䞁䝆

⮬ື㈍኎ᶵ
䝁䞊䝘䞊

ከ┠ⓗ
౽ᡤ

ዪᏊ౽ᡤ

䜶䞁䝖䝷䞁䝇䝩䞊䝹⏨Ꮚ౽ᡤ㹁㸿㹊㹊➃ᮎࢥ࣮ࢼ࣮㸸Windows 7 ➃ᮎ

19 ྎ

― 93 ―

‫ە‬㸦⟪㠃㸧⥲ྜ◊✲Ჷ
4㝵
ዪᏊ䝖䜲䝺

ࣜࣇࣞࢵࢩࣗ
ࠉࠉࢥ࣮ࢼ࣮

ࢥࣥࣆ࣮ࣗࢱᏛ⩦ᐊ

EV

࣮࣍ࣝ

UP

ࢧ࣮ࣂᐊ

஦ົᐊ

ࢥࣥࣆ࣮ࣗࢱᏛ⩦ᐊ㸸Windows 7ࠉ⟪㠃ᩍ⫱ࢩࢫࢸ࣒➃ᮎࠉ68ྎ

5㝵
⏨Ꮚ䝖䜲䝺

᝟ሗฎ⌮➨㸰ᩍᐊ᝟ሗฎ⌮➨㸯ᩍᐊࣜࣇࣞࢵࢩࣗ
ࠉࠉࢥ࣮ࢼ࣮

EV

࣮࣍ࣝ

UP

⟪㠃CALLᩍᐊ᝟ሗฎ⌮➨ᩍᐊ㸸Windows 7ࠉ⟪㠃ᩍ⫱ࢩࢫࢸ࣒➃ᮎࠉྎ
᝟ሗฎ⌮➨ᩍᐊ㸸Windows 7ࠉ⟪㠃ᩍ⫱ࢩࢫࢸ࣒➃ᮎࠉ25ྎ
⟪㠃&$//ᩍᐊ㸸Windows 10ࠉ&$//➃ᮎࠉྎ

― 94 ―

㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒ࡢ฼⏝᱌ෆ ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮࡛ࡣ᝟ሗ᥎㐍㒊ࠊ୪ࡧ࡟㝃ᒓᅗ᭩㤋࡜༠ຊࡋ࡚ࠊᏛ⾡᝟ሗࢹ࣮ࢱ࣮࣋ࢫࡢ
ᥦ౪ࢆࡣࡌࡵ࡜ࡍࡿ㟁Ꮚᅗ᭩㤋ᶵ⬟ࡢࢧ࣮ࣅࢫࢆ⾜ࡗ࡚࠸ࡲࡍࠋ㝃ᒓᅗ᭩㤋ෆ࡟ࡣ࣐ࣝࢳ࣓ࢹ࢕࢔➃ᮎࡸ᝟ሗࢥࣥࢭࣥࢺࢆ㓄⨨ࡋࠊ࢖ࣥࢱ࣮ࢿࢵࢺୖࡢࢹ࢕ࢪࢱࣝ᝟ሗࢆά⏝ࡋ࡞ࡀࡽ◊✲࡛ࡁࡿ⎔ቃࢆᥦ౪ࡋ࡚࠸ࡲࡍࠋࡲࡓࠊᏛෆᵓᡂဨࡀᏛእ࠿ࡽ㟁Ꮚࢪ࣮ࣕࢼࣝ➼ࡢᏛ⾡㈨※࡟࢔ࢡࢭࢫࡍࡿࡓࡵࡢ࣮ࣜࣔࢺ
࢔ࢡࢭࢫ࣭ࢧ࣮ࣅࢫࡶ⾜ࡗ࡚࠸ࡲࡍࠋ
㸯㸬ࢹ࣮ࢱ࣮࣋ࢫࢧ࣮ࣅࢫ 㝃ᒓᅗ᭩㤋࡜༠ຊࡋࠊ௨ୗࡢࢹ࣮ࢱ࣮࣋ࢫࡢᥦ౪ࢧ࣮ࣅࢫࢆ⾜ࡗ࡚࠸ࡲࡍࠋከࡃࡢࢥࣥࢸࣥࢶࡣࠊࣜ
࣮ࣔࢺ࢔ࢡࢭࢫ࣭ࢧ࣮ࣅࢫ࡟ࣟࢢ࢖ࣥࡍࡿࡇ࡜࡛ࠊᏛእ࠿ࡽࡢ฼⏝ࡶྍ⬟࡛ࡍࠋ  ࣭CINAHL Plus  ࣭CiNii Articles  ࣭EconLit  ࣭ERIC  ࣭Index to Legal Periodicals & Books  ࣭Journal Citation Reports  ࣭MEDLINE  ࣭MLA International Bibliography

࣭New Palgrave Dictionary of Economics  ࣭PsycINFO  ࣭Reaxys  ࣭SciFinder  ࣭SCOPUS  ࣭SocINDEX with Full Text  ࣭Web of Science  ࣭་୰ㄅ Web  ࡞࡝ ࢹ࣮ࢱ࣮࣋ࢫࢧ࣮ࣅࢫࡢヲ⣽࡟ࡘ࠸࡚ࡣࠊ௨ୗࡢ࣮࣌ࢪࢆࡈぴୗࡉ࠸ࠋ http://www.library.osaka-u.ac.jp/dblist.php ࡈ฼⏝᪉ἲ➼࡟ࡘ࠸࡚ࡢ࠾ၥ࠸ྜࢃࡏࡣࠊdb-inq@library.osaka-u.ac.jp ࡲ࡛ࡈ㐃⤡ୗࡉ࠸ࠋ
㸰㸬࣐ࣝࢳ࣓ࢹ࢕࢔➃ᮎ ࢖ࣥࢱ࣮ࢿࢵࢺࠊMicrosoft Office (WordࠊExcelࠊPowerPointࠊAccess)ࡢ฼⏝ࡀ࡛ࡁࡿ࣐ࣝࢳ࣓ࢹ࢕࢔
➃ᮎࢆ㝃ᒓᅗ᭩㤋࡟タ⨨ࡋ࡚࠸ࡲࡍࠋ኱㜰኱Ꮫಶே ID ࡛฼⏝ྍ⬟࡛ࡍࠋ タ⨨ሙᡤ㸸 ⥲ྜᅗ᭩㤋 B Ჷ 3 㝵 28 ྎ       ⏕࿨⛉Ꮫᅗ᭩㤋 4 㝵 13 ྎ       ⌮ᕤᏛᅗ᭩㤋 す㤋 1 㝵࣮ࣛࢽࣥࢢ࣭ࢥࣔࣥࢬ 9 ྎ       እᅜᏛᅗ᭩㤋 1 㝵࣮ࣛࢽࣥࢢ࣭ࢥࣔࣥࢬࠕࡿࡃࡍࠖ 12 ྎ㸱㸬᝟ሗࢥࣥࢭࣥࢺ ฼⏝⪅ࡀᣢཧࡋࡓࣃࢯࢥࣥࢆᏛෆ LAN ࡟᥋⥆ࡋ࡚฼⏝࡛ࡁࡿ᝟ሗࢥࣥࢭࣥࢺࢆ㝃ᒓᅗ᭩㤋࡟タ⨨ࡋ࡚࠸ࡲࡍࠋ኱㜰኱Ꮫಶே ID ࡛฼⏝ྍ⬟࡛ࡍࠋ タ⨨ሙᡤ㸸 ⥲ྜᅗ᭩㤋 A Ჷ 4 㝵ࢢ࣮ࣝࣉᏛ⩦ᐊ࣭◊✲ಶᐊࠊ5 㝵◊✲ಶᐊ             B Ჷ 2 㝵࣮ࣛࢽࣥࢢ࣭ࢥࣔࣥࢬࠊ3 㝵ࢢ࣮ࣝࣉᏛ⩦ᐊ࣭ࣇ࣮ࣜࢰ࣮ࣥ             C Ჷ 2 㝵ࢢ࣮ࣟࣂ࣭ࣝࢥࣔࣥࢬ       ⏕࿨⛉Ꮫᅗ᭩㤋 2 㝵㜀ぴᐊ໭ഃࠊ4 㝵ࢢ࣮ࣝࣉ◊✲ᐊ࣭ಶᖍ       ⌮ᕤᏛᅗ᭩㤋 ᮾ㤋 1 㝵࣮ࣛࢽࣥࢢ࣭ࢥࣔࣥࢬࠊす㤋 2 㝵ࢢ࣮ࣝࣉᏛ⩦ᐊ ᝟ሗࢥࣥࢭࣥࢺࡢ฼⏝᪉ἲ➼࡟ࡘ࠸࡚ࡣࠊ௨ୗࡢ࣮࣌ࢪࢆࡈぴୗࡉ࠸ࠋ http://www.cmc.osaka-u.ac.jp/dlib/infomation_sockets/index.html  㟁Ꮚᅗ᭩㤋ࢩࢫࢸ࣒㸦http://www.cmc.osaka-u.ac.jp/dlib/index.html㸧― 95 ―

኱㜰኱Ꮫࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬㸱 ➨㸯㡯ࡢつᐃ࡟࠿࠿ࢃࡽࡎࠊࢭࣥࢱ࣮㛗ࡀ≉࡟ᚲせ࡜ㄆࡵ➨㸯᮲ ࡇࡢつ⛬ࡣࠊ኱㜰኱Ꮫࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ ௨ୗ➨㸷᮲ ฼⏝⪅ࡀࠊࡇࡢつ⛬࡟㐪཯ࡋࡓሙྜཪࡣ฼⏝⪅ࡢ㈐࡟

ࠕࢭࣥࢱ࣮ࠖ࡜࠸࠺ࠋ ࡀ⟶⌮࣭㐠⏝ࡍࡿᩍ⫱⏝ィ⟬ᶵࢩࢫࢸࡼࡾࢭࣥࢱ࣮ࡢ㐠Ⴀ࡟㔜኱࡞ᨭ㞀ࢆ⏕ࡌࡉࡏࡓ࡜ࡁࡣࠊࢭࣥ

ࡓ࡜ࡁࡣࠊ⤒㈝ࡢ㈇ᢸࢆච㝖ࡍࡿࡇ࡜ࡀ࠶ࡿࠋ࣒ ௨ୗࠕᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࠖ࡜࠸࠺ࠋ ࡢ฼⏝࡟㛵ࡋࠊࢱ࣮㛗ࡣࠊࡑࡢ⪅ࡢ฼⏝ࢆ୍ᐃᮇ㛫೵Ṇࡍࡿࡇ࡜ࡀ࠶ࡿࠋᚲせ࡞஦㡯ࢆᐃࡵࡿࡶࡢ࡜ࡍࡿࠋ

➨㸯㸮᮲ ࡇࡢつ⛬࡟ᐃࡵࡿࡶࡢࡢ࡯࠿ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ➨㸰᮲ ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ฼⏝ࡍࡿࡇ࡜ࡢ࡛ࡁࡿ⪅ࡣࠊ࣒ࡢ฼⏝࡟㛵ࡋᚲせ࡞஦㡯ࡣࠊࢭࣥࢱ࣮㛗ࡀᐃࡵࡿࠋ

ḟࡢྛྕ࡟ᥖࡆࡿ⪅࡜ࡍࡿࠋ  ኱㜰኱Ꮫ ௨ୗࠕᮏᏛࠖ࡜࠸࠺ࠋ ࡢᩍ⫋ဨ㝃 ๎  ᮏᏛࡢᏛ⏕㸯 ࡇࡢつ⛬ࡣࠊᖹᡂ㸯㸰ᖺ㸲᭶㸯᪥࠿ࡽ᪋⾜ࡍࡿࠋ  ࡑࡢ௚ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮㛗 ௨ୗࠕࢭࣥࢱ࣮㛗ࠖ㸰 ኱㜰኱Ꮫ᝟ሗฎ⌮ᩍ⫱ࢭࣥࢱ࣮฼⏝つ⛬ ᫛࿴  ᖺ  ᭶ ࡜࠸࠺ࠋ ࡀ㐺ᙜ࡜ㄆࡵࡓ⪅᪥ไᐃ ࡣࠊᗫṆࡍࡿࠋ㸰 ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ฼⏝ࡍࡿ⪅ ௨ୗࠕ฼⏝⪅ࠖ࡜࠸㸱 ࡇࡢつ⛬᪋⾜๓࡟኱㜰኱Ꮫ᝟ሗฎ⌮ᩍ⫱ࢭࣥࢱ࣮฼⏝つ⛬࠺ࠋ ࡣࠊ࠶ࡽ࠿ࡌࡵࠊ኱㜰኱Ꮫ඲Ꮫ ,7 ㄆドᇶ┙ࢧ࣮ࣅࢫࢆ

࡟ᇶ࡙ࡁࠊᖹᡂ㸯㸰ᖺᗘࡢ฼⏝ᢎㄆࢆཷࡅࡓ฼⏝⪅࡟࠶ࡗ࡚฼⏝ࡍࡿࡓࡵࡢ኱㜰኱Ꮫಶே ,' ࡢ௜୚ࢆཷࡅࡿࡶࡢ࡜ࡍࡿࠋ

ࡣࠊࡇࡢつ⛬࡟ᇶ࡙ࡁ฼⏝ࡢⓏ㘓ࡀ࠶ࡗࡓࡶࡢ࡜ࡳ࡞ࡍࠋ



㝃 ๎

➨㸱᮲ ඲Ꮫඹ㏻ᩍ⫱つ⛬ࠊྛᏛ㒊つ⛬ཬࡧྛ◊✲⛉つ⛬࡛ᐃࡇࡢᨵṇࡣࠊᖹᡂ㸯㸴ᖺ㸲᭶㸯᪥࠿ࡽ᪋⾜ࡍࡿࠋࡵࡿᤵᴗ⛉┠ࡢᤵᴗࢆ⾜࠺ሙྜ࡛ࠊࢭࣥࢱ࣮ࡢ㇏୰ᩍ⫱◊✲㝃 ๎Ჷ᝟ሗᩍ⫱ᩍᐊཪࡣ &$// ᩍᐊ ௨ୗࠕ᝟ሗᩍ⫱ᩍᐊ➼ࠖ࡜࠸ࡇࡢᨵṇࡣࠊᖹᡂ㸯㸷ᖺ㸲᭶㸯᪥࠿ࡽ᪋⾜ࡍࡿࠋ࠺ࠋ ࡟࠾࠸࡚ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ฼⏝ࡋࡼ࠺࡜ࡍࡿ࡜ࡁ㝃 ๎ࡣࠊᙜヱᤵᴗ⛉┠ࡢᢸᙜᩍဨࡣࠊ࠶ࡽ࠿ࡌࡵࠊᡤᐃࡢ⏦ㄳ᭩ࡇࡢᨵṇࡣࠊᖹᡂ㸰㸲ᖺ㸲᭶㸯᪥࠿ࡽ᪋⾜ࡍࡿࠋࢆᡤᒓ㒊ᒁ㛗 ඲Ꮫඹ㏻ᩍ⫱⛉┠ࡢᤵᴗ࡟฼⏝ࡍࡿሙྜ࡟࠶㝃 ๎ࡇࡢᨵṇࡣࠊᖹᡂ㸰㸴ᖺ㸲᭶㸯㸳᪥࠿ࡽ᪋⾜ࡍࡿࠋࡗ࡚ࡣࠊཎ๎࡜ࡋ࡚ࠊ඲Ꮫᩍ⫱᥎㐍ᶵᵓ㛗࡜ࡍࡿࠋ ࢆ㏻ࡌ࡚ࢭࣥࢱ࣮㛗࡟ᥦฟࡋࠊࡑࡢᢎㄆࢆཷࡅ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ㸰 ๓㡯࡟つᐃࡍࡿሙྜࡢ࡯࠿ࠊࢭࣥࢱ࣮㛗ࡣࠊ๓᮲➨㸯㡯➨ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࠊᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒
฼⏝⪅࢞࢖ࢻࣛ࢖ࣥ

㸯ྕཪࡣ➨㸱ྕ࡟ᥖࡆࡿ⪅࠿ࡽ᝟ሗᩍ⫱ᩍᐊ➼࡟࠾ࡅࡿᩍ⫱◊✲ࡢࡓࡵࡢᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝࡟ಀࡿ⏦ㄳࡀ࠶ࡗ㸬ࡣࡌࡵ࡟
ࡇࡢ฼⏝⪅࢞࢖ࢻࣛ࢖ࣥࡣࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒࡟㛵ಀࡍࡿྛ✀ࡢつ⛬➼ࢆศ࠿ࡾࡸࡍࡃゎㄝࡋ࡚࠸ࡲࡍࠋࡲࡓࠊᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒࡟ࡘ࠸࡚ࡶゎㄝࡋ࡚࠸ࡲࡍࠋ඲࡚ࡢ฼⏝⪅ࡣࠊࡇࡢ฼⏝⪅࢞࢖ࢻࣛ࢖ࣥ ᣦ㔪 ࢆࡼࡃㄞࢇ࡛࠿ࡽᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ཬࡧᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࢆ฼⏝ࡋ࡚ୗࡉ࠸ࠋࡲࡓࠊྛ✀ࡢつ⛬࡜ࡣḟࡢࡶࡢ࡛ࡍࠋඛࡎࠊᮏᏛࡀᥦ౪ࡍࡿ
᝟ሗࢩࢫࢸ࣒ࢆ฼⏝ࡍࡿ࡟࠶ࡓࡾࠊࠕ኱㜰኱Ꮫ᝟ሗࢭ࢟ࣗࣜࢸ
࢕࣏ࣜࢩ࣮ࠖ ➼ࢆ㑂Ᏺࡋ࡞ࡅࢀࡤ࠸ࡅࡲࡏࢇࠋᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝࡟ࡘ࠸࡚ࡣࠊ
ࠕᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬ࠖࡀ࠶ࡾࡲࡍࠋ
࡞࠾ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡣ኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ
࣒࡟᥋⥆ࡋ࡚㐠⏝ࡋ࡚࠸ࡲࡍࡢ࡛ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ඲
࡚ࡢ฼⏝⪅ࡣࠊࠕ኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒㐠⏝⟶⌮せ㡯ࠖཬࡧࠕ኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒฼⏝⪅࢞࢖ࢻࣛ࢖ࣥࠖࢆ
㑂Ᏺࡋ࡞ࡅࢀࡤ࠸ࡅࡲࡏࢇࠋ
ࡇࡢ฼⏝⪅࢞࢖ࢻࣛ࢖ࣥࡣࠊኚ᭦ࡍࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋኚ᭦

ࡓሙྜ࡟ࡣࠊ๓㡯ࡢ฼⏝࡟ᨭ㞀ࡢ࡞࠸⠊ᅖෆ࡟࠾࠸࡚ࠊࡇࢀࢆチྍࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ
➨㸲᮲ ࢭࣥࢱ࣮㛗ࡣࠊ๓᮲ࡢ⏦ㄳࢆᢎㄆࡋࡓ࡜ࡁࡣࠊࡑࡢ᪨
ࢆᩥ᭩࡟ࡼࡾ⏦ㄳ⪅࡟㏻▱ࡍࡿࡶࡢ࡜ࡍࡿࠋ㸰 ๓㡯ࡢ฼⏝ࡢᢎㄆᮇ㛫ࡣࠊ㸯ᖺ௨ෆ࡜ࡍࡿࠋࡓࡔࡋࠊᙜヱ఍ィᖺᗘࢆ㉸࠼ࡿࡇ࡜ࡣ࡛ࡁ࡞࠸ࠋ
➨㸳᮲ ฼⏝⪅ࡣࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ฼⏝࡟㝿ࡋ࡚ࡣࠊู࡟ᐃࡵࡿ࢞࢖ࢻࣛ࢖ࣥ࡟ᚑࢃ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ
➨㸴᮲ ࢭࣥࢱ࣮㛗ࡣࠊᚲせ࡟ᛂࡌ࡚ࠊ฼⏝⪅ࡀ౑⏝࡛ࡁࡿᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ౑⏝࡟ࡘ࠸࡚ไ㝈ࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ
➨㸵᮲ ࢭࣥࢱ࣮㛗ࡣࠊᚲせ࡟ᛂࡌ࡚ࠊ฼⏝⪅࡟ᑐࡋ฼⏝ࡢ≧ἣཬࡧ⤖ᯝ࡟ࡘ࠸࡚ࡢሗ࿌ࢆồࡵࡿࡇ࡜ࡀ࡛ࡁࡿࠋ
ࡋࡓሙྜࡣࠊ࣮࣒࣮࣍࣌ࢪ➼ࡢ㟁Ꮚⓗ࡞ᡭẁ࡛ᗈሗࡋࡲࡍࡢ࡛ࠊ

➨㸶᮲ ฼⏝⪅ࡢᡤᒓ㒊ᒁ ඲Ꮫඹ㏻ᩍ⫱⛉┠ࡢᤵᴗ࡟฼⏝ࡍᖖ࡟᭱᪂ࡢ฼⏝⪅࢞࢖ࢻࣛ࢖ࣥࢆཧ↷ࡋ࡚ୗࡉ࠸ࠋ

ࡿሙྜ࡟࠶ࡗ࡚ࡣࠊཎ๎࡜ࡋ࡚ࠊ඲Ꮫඹ㏻ᩍ⫱ᶵᵓ࡜ࡍࡿࠋ
1 ࢭ࢟ࣗࣜࢸ࢕࣏ࣜࢩ࣮㸸ࡣࠊࡑࡢ฼⏝࡟ಀࡿ⤒㈝ࡢ୍㒊ࢆ㈇ᢸࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ㸰 ๓㡯ࡢ㢠ཬࡧ㈇ᢸࡢ᪉ἲࡣࠊࢭࣥࢱ࣮ᩍᤵ఍ࡢ㆟ࢆ⤒࡚ࠊ㸦http://www.oict.osaka-u.ac.jp/securitypolicy㸧
2 㛵㐃つ⛬➼ࡢグ㍕ሙᡤ㸸㸦http://www.cmc.osaka-u.ac.jp/edu/guideline/guideline.php㸧ࢭࣥࢱ࣮㛗ࡀู࡟ᐃࡵࡿࠋ

― 96 ―

㸬ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒
ࠕᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࠖ࡜ࡣࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮

ࢥࣥࣆ࣮ࣗࢱࠊ㏻ಙᶵჾཬࡧࡇࢀࡽࡢୖ࡛ືసࡍࡿࢯࣇࢺ࢙࢘

㸬㐪ἲ⾜Ⅽ࡜୙ṇ⾜Ⅽ ࢥࣥࣆ࣮ࣗࢱୖ㸭ࢿࢵࢺ࣮࣡ࢡୖࡢ୙ṇ⾜Ⅽ
ࢥࣥࣆ࣮ࣗࢱୖཬࡧࢿࢵࢺ࣮࣡ࢡୖࡢ⾜Ⅽ࡟ࡶࠊ᪥ᮏᅜෆ࡟

࢔⩌࡟ࡼࡗ࡚ᵓᡂࡉࢀࡿࢩࢫࢸ࣒ࢆ࠸࠸ࡲࡍࠋᩍ⫱⏝ィ⟬ᶵࢩ࠾࠸࡚ࡣᅜෆἲࡀ㐺⏝ࡉࢀࡲࡍࠋࡓࡔࡋࠊ㐪ἲ⾜Ⅽࢆ⚗ࡌࡿ᮲ࢫࢸ࣒ࡣࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡀ⟶⌮࣭㐠⏝ࡋ࡚࠸ࡲࡍࠋ

㡯ࡣᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࠊᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࡢ฼⏝㇏୰ᩍ⫱◊✲Ჷࡢᩍᐊࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮྿⏣ᩍ⫱ᐇ⩦Ჷࡢᩍᐊࠊ⟪㠃⥲ྜ◊✲Ჷ  㝵࣭ 㝵ࡢᩍᐊཬࡧศᩓ➃ᮎᐊࡢ⪅࢞࢖ࢻࣛ࢖ࣥ࡟ࡣྵࡲࢀ࡚࠸ࡲࡏࢇࠋࡲࡓࠊࠕἲ࡟ゐࢀ࡞࠸ Ꮫ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ ኱㜰኱Ꮫࡀᥦ౪ࡍࡿᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࡣࠊᮏᏛ࠿ࡽ

⾜Ⅽࠖ࡜ࠕࡋ࡚Ⰻ࠸ࡇ࡜ࠖࡣ㐪࠸ࡲࡍࠋ≉࡟ᩍ⫱ⓗぢᆅ࠿ࡽࠊࡢ᝟ሗⓎಙཬࡧ᝟ሗ஺᥮ࢆ㏻ࡌ࡚ࠊ୺࡟ᅾᏛ୰ࡢಟᏛ࡟㛵ࡍࡿࢀࡿࠊ೔⌮࡟཯ࡍࡿ⾜Ⅽཬࡧⴭࡋࡃ฼⏝࣐ࢼ࣮࡟཯ࡍࡿ⾜Ⅽࢆ᝟ሗࢆᥦ౪ࡍࡿࡶࡢ࡛ࡍࠋࡑࡢࡓࡵࠊ࣮ࣝࣝࡸ࣐ࢼ࣮ࢆᏲࡗࡓ

ࠕ୙ṇ⾜Ⅽࠖ࡜࿧ࡧࡲࡍࠋ

ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ཬࡧᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ୖ࡛⾜ࢃᏳ඲࡞᪉ἲ࡛౑⏝ࡋ࡞ࡅࢀࡤࠊከࡃࡢ฼⏝⪅࡟㏞ᝨࢆ࠿ࡅࡿࡇ

ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡣ኱Ꮫࡢ᪋タ࡛ࡍࡢ࡛ࠊ኱Ꮫࡢ᪋タࢆ࡜࡟࡞ࡾࠊࡉࡽ࡟ࡣࠊᮏᏛࡢ♫఍ⓗಙ⏝ࢆኻࢃࡏࡿせᅉ࡜࡞ࡿ⏝࠸࡚↓᩿࡛⾜ࡗ࡚ࡣ࠸ࡅ࡞࠸ࡇ࡜ࡣࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒

ྍ⬟ᛶࡀ࠶ࡾࡲࡍࠋࡇࡢࡼ࠺࡞ࣜࢫࢡࢆ㍍ῶࡋࠊ᝟ሗ㈨⏘ࢆಖ࡟ࡶ㐺⏝ࡉࢀࡲࡍࠋᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ฼⏝ࡋ࡚㈈⏘ⓗ฼ㆤࡍࡿ࡜࡜ࡶ࡟ࠊ㟁Ꮚ࣓࣮ࣝࢆᏳ඲࡟฼⏝ࡍࡿࡓࡵ࡟ḟࡢࡇ࡜┈ࢆᚓࡿࡇ࡜ࠊ౛࠼ࡤࠊࣉࣟࢢ࣑ࣛࣥࢢࡢ࢔ࣝࣂ࢖ࢺࠊᐙᗞᩍ

ࢆ㑂Ᏺࡋ࡚ࡃࡔࡉ࠸ࠋࡲࡓࠊ༞ᴗᚋࡣᮏᏛ࡜஺ὶ࡛ࡁࡿᶵ఍ࢆ

ᖌࡸሿㅮᖌࡢ࢔ࣝࣂ࢖ࢺࡢࡓࡵࡢᩥ᭩సᡂࢆ⾜ࡗ࡚ࡣ࠸ࡅࡲࡏ

ᥦ౪ࡍࡿࡓࡵࡢ㟁Ꮚ࣓࣮ࣝ࢔ࢻࣞࢫࡀ⏝ពࡉࢀ࡚࠸ࡲࡍࠋ

ࢇࠋ┠ⓗእ฼⏝ࢆྵࡵࡓ୙ṇ⾜Ⅽࡢෆࠊ௚ேࡢ࢔࢝࢘ࣥࢺࢆ౑⏝࣭฼⏝ᑐ㇟⪅ࡍࡿࡇ࡜ࡸ௚ே࡟⮬ศࡢ࢔࢝࢘ࣥࢺࢆ౑⏝ࡉࡏࡿࡇ࡜ཬࡧࢩࢫ

Ꮫ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࡣࠊ኱㜰኱Ꮫࡢ඲࡚ࡢᏛ⏕ཬࡧࢸ࣒㐠⏝ᴗົࡢጉᐖ⾜Ⅽࡣ≉࡟ᝏ㉁࡞୙ṇ࡜ࡋ࡚ྲྀࡾᢅ࠸

ࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡢᩍᐊ࡛ᤵᴗࢆᢸᙜࡉࢀࡿᩍဨ

ࡲࡍࠋᝏ㉁࡜ุ᩿ࡋࡓ฼⏝⪅࡟ᑐࡋ࡚ࡣࠊ฼⏝㈨᱁ࡢ೵Ṇࡸไࡀ฼⏝࡛ࡁࡲࡍࠋ

㝈ࢆ⾜࠸ࡲࡍࠋࡲࡓࠊ኱㜰኱Ꮫࡢつ๎࡟ᚑࡗࡓᠬᡄࡀ⾜ࢃࢀࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ

࣭࣓࣮ࣝ࢔࢝࢘ࣥࢺ࡜ࣃࢫ࣮࣡ࢻࡢ⟶⌮ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ฼⏝ࡍࡿୖ࡛ࠊ௚ࡢ฼⏝⪅ࡸᩍ⫱⏝኱Ꮫࡀ㓄௜ࡍࡿ࣓࣮ࣝ࢔࢝࢘ࣥࢺ࡜ࣃࢫ࣮࣡ࢻࢆྲྀᚓࡋࡓ

ィ⟬ᶵࢩࢫࢸ࣒㐠⏝⟶⌮⪅ࡢࣃࢫ࣮࣡ࢻࢆㄪ࡭ࡿ⾜Ⅽࢆ⾜ࡗ࡚ᚋࡣࠊᡤ᭷⪅ಶேࡀ⟶⌮ࡍࡿࡇ࡜࡟࡞ࡾࡲࡍࠋࡲࡓࠊ௚ே

ࡣ࠸ࡅࡲࡏࢇࠋࡑࡢࡼ࠺࡞⾜Ⅽࡣࠊࢥࣥࣆ࣮ࣗࢱࡢ୙ṇ฼⏝ࢆ࡟࣓࣮ࣝ࢔࢝࢘ࣥࢺࡸࣃࢫ࣮࣡ࢻࢆᩍ࠼࡚ࡣ࠸ࡅࡲࡏࢇࠋ

⾜࠺ࡓࡵࡢ‽ഛ⾜Ⅽ࡜ࡳ࡞ࡉࢀࡲࡍࠋࡇࡢࡼ࠺࡞ࠊ୙ṇ⾜Ⅽࡢ‽ഛ࡜ࡋ࠿⪃࠼ࡽࢀ࡞࠸⾜Ⅽࢆࠕ୙ṇணഛ⾜Ⅽࠖ࡜࿧ࡧࡲࡍࠋ

࣭᝟ሗࢭ࢟ࣗࣜࢸ࢕࣏ࣜࢩ࣮➼ࡢ㑂Ᏺ୙ṇணഛ⾜Ⅽࡣࠊ୙ṇ⾜Ⅽ࡜ྠࡌࡼ࠺࡟ᢅ࠸ࡲࡍࠋ

Ꮫ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࡢ฼⏝⪅ࡣࠊ኱㜰኱Ꮫ᝟ሗࢭ࢟

ࣗࣜࢸ࢕࣏ࣜࢩ࣮➼ࢆ㑂Ᏺࡍࡿᚲせࡀ࠶ࡾࡲࡍࠋ ㅮ⩏₇⩦୰ࡢ୙ṇ⾜Ⅽㅮ⩏ࡸ₇⩦୰࡟ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬࡟཯ࡍࡿ⾜Ⅽ࣭฼⏝⪅ࡢ㈐௵

ࡀ⾜ࢃࢀࡓሙྜࠊࡑࢀࡀㅮ⩏ࡸ₇⩦࡟࡜ࡗ࡚ࡢ୙ṇ⾜Ⅽ࠿࡝࠺Ꮫ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࢆ฼⏝ࡋࡓࡇ࡜࡟ࡼࡾⓎ⏕ࡋ࠿࡜ࡣู࡟ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬ࢆ㐺⏝ࡋࡲࡍࠋ ❶ࡓࠊ࠸࠿࡞ࡿᦆኻ࣭ᦆᐖ࡟㛵ࡋ࡚ࡶࠊ฼⏝⪅ࡀ୍ษࡢ㈐௵

࡟グ㍕ࡋࡓሙᡤ࡟࠾ࡅࡿㅮ⩏ࡸ₇⩦࡟࠾ࡅࡿࠊ࢝ࣥࢽࣥࢢࠊ௦

ࢆ㈇࠸ࡲࡍࠋ

⌮ฟᖍࠊ௚ேࡢ࣏࣮ࣞࢺࡢࢥࣆ࣮ࡢᥦฟ࡟ᑐࡋ࡚ࡣࠊ୍⯡ࡢㅮ⩏ᐊ࡟࠾ࡅࡿሙྜ࡜ྠࡌࡼ࠺࡟ᢅ࠸ࡲࡍࠋࡘࡲࡾࠊ୙ṇ⾜Ⅽ࡬࣭฼⏝ࡢ೵Ṇࡢᑐฎ࡜ࡋ࡚ࡢฟᖍࡢ୙ㄆᐃࠊ༢఩ࡢ୙ㄆᐃࡣࠊ୍⯡ࡢㅮ⩏ᐊ༞ᴗᚋࠊᮏே࠿ࡽࡢ⏦ࡋධࢀ࡟ࡼࡾࠊᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩ

࡟࠾ࡅࡿሙྜ࡜ྠࡌࡼ࠺࡟ࠊ኱㜰኱Ꮫࡢつ๎࡟ᚑ࠸ࡲࡍࠋ

ࢫࢸ࣒ࡢᙜヱ࢔࢝࢘ࣥࢺࡢ฼⏝ࢆ೵Ṇࡍࡿࡇ࡜ࡀ࡛ࡁࡲ

౛࠼ࡤࠊ࠶ࡿᏛ⏕ $ ࡀ⮬ศࡢࣟࢢ࢖ࣥྡ࡜ࣃࢫ࣮࣡ࢻࢆ཭ேࡍࠋ% ࡟ᩍ࠼࡚ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ฼⏝ࡍࡿㅮ⩏ࡢ௦⌮ฟᖍࢆ⾜ࡗࡓሙྜࢆ⪃࠼࡚ࡳࡲࡋࡻ࠺ࠋ௚ேࡢ࢔࢝࢘ࣥࢺࢆ฼⏝ࡋࠊ࣭Ꮫ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒ࡢ฼⏝࡟㛵ࡍࡿ┦ㄯ❆ཱྀࡲࡓࠊࡉࡏ࡚࠸ࡿࡢ࡛ࠊ$ࠊ% ࡜ࡶ࡟ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ୙

࣓࣮ࣝࡢ᧯స᪉ἲཬࡧࢩࢫࢸ࣒㐠⏝࣭㞀ᐖ࡟㛵ࡍࡿࡶࡢࡣࠊ
ṇ฼⏝⪅࡜ࡋ࡚ᢅ࠸ࡲࡍࠋᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㐠⏝⟶⌮⪅ࡣࠊ௨ୗࡢ┦ㄯ❆ཱྀ࡬㐃⤡ࡋ࡚ୗࡉ࠸ࠋ

ࠕ௦⌮ฟᖍࢆ⾜ࡗࡓࡇ࡜ࠖ࡟ᑐࡍࡿฎศෆᐜ࡟ࡣ㛵▱ࡋࡲࡏࢇࠋ

᝟ሗ᥎㐍㒊᝟ሗᇶ┙ㄢᩍ⫱⣔ࢩࢫࢸ࣒⌜ᢸᙜᩍဨࡣࠊ⿢㔞࡟ࡼࡾฟᖍⅬࢆῶⅬࡋࡓࡾฎศࢆ⊰ணࡋࡓࡾ7(/

ࡍࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ

0DLOLQIR#HFVRVDNDXDFMS

3 ᖹᡂ 12 ᖺ 2 ᭶ 13 ᪥ࡼࡾࠕ୙ṇ࢔ࢡࢭࢫ⾜Ⅽࡢ⚗Ṇ➼࡟㛵࣓࣮ࣝ࡟᭩࠿ࢀࡓෆᐜ࡟㛵ࡍࡿࡇ࡜ࡣࠊࡑࡢ࣓࣮ࣝ࡟᭩࠿ࢀ࡚

ࡍࡿἲᚊࠖࡀ᪋⾜ࡉࢀ࡚࠾ࡾࠊ⌧ᅾ࡛ࡣ୙ṇ࢔ࢡࢭࢫࡸࡑࡢຓ
㛗⾜Ⅽࡣᠬᙺ࣭⨩㔠➼ࡢฮ⨩ࡢᑐ㇟࡜࡞ࡾࡲࡍࠋ

࠸ࡿၥ࠸ྜࢃࡏඛ࡟࠾㢪࠸ࡋࡲࡍࠋ

― 97 ―

࢛࣮࢘ࣝࠖ࡜࿧ࡤࢀࡿࢿࢵࢺ࣮࣡ࢡᶵჾࢆ⏝࠸ࡿࡇ࡜࡟ࡼࡾࠊ

㸬ࣇ࢓࢖ࣝࡢᢅ࠸
ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢྛ฼⏝⪅ࡣࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒

௚ࡢࢿࢵࢺ࣮࣡ࢡ࡜┤᥋㏻ಙࡀ࡛ࡁ࡞࠸ࡼ࠺࡟ไ㝈ࢆຍ࠼࡚࠸

ෆࡢࠊ࠶ࡿ୍ᐃ㔞ࡢࣇ࢓࢖ࣝ㡿ᇦࢆ฼⏝࡛ࡁࡲࡍࠋࡋ࠿ࡋࠊࣇ

ࡲࡍࠋࡇࢀࡣࠊ௚⤌⧊࠿ࡽࡢ୙ṇ౵ධࡸࠊ௚⤌⧊࡬ࡢ୙ṇ౵ධ࢓࢖ࣝ㡿ᇦࡣ࠶ࡃࡲ࡛ࡶ኱㜰኱Ꮫࡢ㈨⏘ࡢ୍㒊࡛࠶ࡾࠊ฼⏝⪅ࢆ㜵ࡄࡓࡵࡢᥐ⨨࡛ࡍࠋࡢ⚾᭷≀࡜࡞ࡗࡓࢃࡅ࡛ࡣ࠶ࡾࡲࡏࢇࠋᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ ௚⤌⧊࡬ࡢ౵ධ
ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢࢿࢵࢺ࣮࣡ࢡ⎔ቃࡣࠊࠕࣇ࢓࢖࢔࣮

኱㜰኱Ꮫ࠿ࡽ௚⤌⧊ࡢࢿࢵࢺ࣮࣡ࢡ࡟୙ṇ࡟౵ධࡋࡓሙྜࠊ

࡛ࡣࠊ࠶ࡿ฼⏝⪅ࡢࣇ࢓࢖ࣝࢆ௚ࡢ฼⏝⪅࠿ࡽࡶㄞࡵࡿ㸦ࡍ࡞኱㜰኱Ꮫ඲యࡀእ㒊ࡢࢿࢵࢺ࣮࣡ࢡ࡜ࡢ᥋⥆ࢆษࡽࢀࡿࡔࡅ࡞

ࢃࡕࢥࣆ࣮࡛ࡁࡿ㸧ࡼ࠺࡟ࠊࣇ࢓࢖ࣝࡢಖㆤ࣮ࣔࢻࢆྛ฼⏝⪅ࡃࠊሙྜ࡟ࡼࡗ࡚ࡣᅜ㝿ၥ㢟࡟Ⓨᒎࡍࡿྍ⬟ᛶࡶ࠶ࡾࡲࡍࠋ௚ࡀタᐃࡍࡿࡇ࡜ࡶ࡛ࡁࡲࡍࠋ฼⏝⪅ࡢタᐃ࣑ࢫ࡟ࡼࡗ࡚ࠊᛮ࠸

⤌⧊࡟㏞ᝨࢆ࠿ࡅ࡞࠸ࡼ࠺࡟኱Ꮫഃ࡛ࡶᑐฎࡋ࡚࠸ࡲࡍࡀࠊ౵

ࡀࡅࡎࣇ࢓࢖ࣝࢆ௚ࡢ฼⏝⪅࡟ㄞࡲࢀ࡚ࡋࡲ࠺ࡇ࡜ࡶ⪃࠼ࡽࢀධࢆヨࡍࡼ࠺࡞⾜Ⅽࢆ⾜ࡗࡓሙྜࡣฎศࡢᑐ㇟࡜࡞ࡾࡲࡍࠋ

ࡲࡍࠋࡇࡢࡓࡵࠊ௚ࡢ฼⏝⪅࡟ㄞࡲࢀࡓࡃ࡞࠸ࣇ࢓࢖ࣝࡣࠊᩍ
⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ୖ࡟⨨࠿࡞࠸࡯࠺ࡀᏳ඲࡛ࡍࠋ

௚⤌⧊ࡢࢿࢵࢺ࣮࣡ࢡ࡬ࡢ୙ṇ౵ධ௨እ࡟ࡶࠊ኱㔞ࡢ㟁Ꮚ࣓㸬ᮏࢩࢫࢸ࣒ࡢ㐠⏝⟶⌮࡟ࡘ࠸࡚
ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ཬࡧᏛ⏕⏝㟁Ꮚ࣓࣮ࣝࢩࢫࢸ࣒㐠⏝⟶

࣮ࣝࢆ㏦ࡾࡘࡅࡿ➼ࠊ௚⤌⧊ࡢࢩࢫࢸ࣒ࡢ㐠Ⴀጉᐖࢆ⾜࡞ࡗࡓሙྜࡣ౵ධ࡜ྠᵝ࡟ᢅ࠸ࡲࡍࠋࡲࡓࠊࣃࢫ࣮࣡ࢻࡢ௜ࡅᛀࢀ➼ࠊ⟶⌮ୖࡢ୙ഛࡢ࠶ࡿࢥࣥࣆ࣮ࣗࢱ࡛࠶ࡗ࡚ࡶࠊ౵ධࡋ࡚ࡣ࠸ࡅ

⌮⪅ࡣࠊ㐪ἲ⾜Ⅽ㸭୙ṇ⾜ⅭࢆⓎぢࡋࡓሙྜࠊᙜヱ࢔࢝࢘ࣥࢺ

࡞࠸ࡇ࡜࡟ኚࢃࡾࡣ࠶ࡾࡲࡏࢇࠋ

ࡢ฼⏝೵Ṇࡢᥐ⨨ࢆ⾜࠸ࡲࡍࠋ୙ṇ⾜Ⅽ࡟౑ࢃࢀࡓ࢔࢝࢘ࣥࢺ

ࡀ┐⏝ࡉࢀࡓࡶࡢ࡛࠶ࡗࡓሙྜࠊ⤖ᯝ࡜ࡋ࡚┐⏝ࡉࢀࡓ⿕ᐖ⪅▱ⓗ㈈⏘ࡢᑛ㔜ⴭస≀ཬࡧࢯࣇࢺ࢙࢘࢔ࡢⴭసᶒࢆᑛ㔜ࡋ࡚ୗࡉ࠸ࠋᩍ⫱⏝ࡢ฼⏝ࢆ೵Ṇࡍࡿࡇ࡜࡟࡞ࡾࡲࡍࡀࠊ┐⏝ࡢ஦ᐇࢆ☜ㄆᚋࠊ฼⏝೵Ṇࢆゎ㝖ࡋࡲࡍࠋ

ィ⟬ᶵࢩࢫࢸ࣒࡟ᑟධࡉࢀ࡚࠸ࡿࢯࣇࢺ࢙࢘࢔㸦ࣇ࣮ࣜࢯࣇࢺ

฼⏝⪅ࡢẶྡࠊධᏛᖺࠊᡤᒓᏛ㒊ࠊࣟࢢ࢖ࣥྡཬࡧᮏࢩࢫࢸ

࢙࢘࢔ࢆ㝖ࡃ㸧ཬࡧࢻ࣓࢟ࣗࣥࢺࡣࢥࣆ࣮ࡋ࡚ᣢࡕฟࡋ࡚ࡣ࠸

࣒ࡢ฼⏝㢖ᗘ➼ࡣࠊ㐪ἲ⾜Ⅽ㸭୙ṇ⾜Ⅽࡀ␲ࢃࢀࡿሙྜࡣ⛎ᐦࡅࡲࡏࢇࠋࣇ࣮ࣜࢯࣇࢺ࢙࢘࢔ࢆእ㒊࠿ࡽᣢࡕ㎸ࢇ࡛฼⏝ࡍࡿ᝟ሗ࡜ࡋ࡚ᢅ࠸ࡲࡏࢇࠋ

ሙྜࡣࠊ฼⏝⪅ಶேࡢ㈐௵ࡢᇶ࡟⾜ࡗ࡚ୗࡉ࠸ࠋ

ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㐠⏝⟶⌮⪅ࡣࠊ฼⏝⪅ࡢࣇ࢓࢖ࣝ㡿ᇦⴭస≀ࡢ↓᩿ࢥࣆ࣮࡟ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࢆ౑ࢃ࡞࠸࡛ୗ

ࡢࣉࣛ࢖ࣂࢩ࣮ࢆᑛ㔜ࡋࡲࡍࡀࠊ୙ṇ࡞ࣇ࢓࢖ࣝࡢᏑᅾ➼࡟ࡘࡉ࠸ࠋⴭసᶒἲ࡛ࡣࠊ⚾ⓗ౑⏝ࡢሙྜ࡟㛵ࡍࡿ౛እ஦㡯ࡢつᐃ࠸࡚ࡣࠊᐃᮇⓗ࡞⮬ື᥈ᰝࢆ⾜࠸ࠊᚲせ࡟ᛂࡌ࡚ᡭື᧯స࡟ࡼ

ࡀ࠶ࡾࡲࡍࠋᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡣ฼⏝⪅ࡢ⚾≀࡛ࡶᐙᗞෆ

ࡿෆᐜࡢ┘ᰝ➼ࢆ⾜࠺ࡇ࡜ࡀ࠶ࡾࡲࡍࠋࡲࡓࠊᶵჾᨾ㞀ࡢᑐ⟇࡛ࡶ࡞࠸ࡢ࡛ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢࢥࣥࣆ࣮ࣗࢱࡢ฼⏝ࡣ࡜ࡋ࡚ࠊ฼⏝⪅ࡢಶேࣇ࢓࢖ࣝ㡿ᇦࢆᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㐠⚾ⓗ౑⏝࡟ࡣ࠶ࡓࡽ࡞࠸࡜⪃࠼ࡽࢀࡲࡍࠋ

⏝⟶⌮⪅ࡀࣁ࣮ࢻࢹ࢕ࢫࢡ➼࡟ࢥࣆ࣮ࡋࠊಖ⟶ࡍࡿࡇ࡜ࡀ࠶ࡾ

㟁Ꮚᥖ♧ᯈ➼࢖ࣥࢱ࣮ࢿࢵࢺୖࡢグ஦ࡣ୍⯡ࡢⴭస≀࡜ྠࡌࡲࡍࠋ࡛ࡍࠋⴭసᶒࢆ౵ᐖࡋ࡚࠸ࡿ࠿࡝࠺࠿ࡢุ᩿ࡣ㠀ᖖ࡟㞴ࡋ࠸࡛ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢࢥࣥࣆ࣮ࣗࢱ࡟ᬯྕ໬ࡋࡓࣇ࢓࢖ࣝ

ࡍࡀࠊ౛࠼ࡤࠊ㟁Ꮚᥖ♧ᯈࡢグ஦࡟ࠊฟ඾ࢆ᫂グࡏࡎ࡟ⴭస≀ࢆಖ⟶ࡍࡿࡇ࡜ࡣ୙ṇ⾜Ⅽ࡛ࡣ࠶ࡾࡲࡏࢇࡀࠊఱࡽ࠿ࡢ୙ṇ⾜ḷモ➼ࢆྵࡴ ࡢ୍㒊ࢆᘬ⏝ࡍࡿࡇ࡜ࡸࠊฟ඾ࢆ᫂グࡋ࡚ࡶⅭࡢᡭẁ࡜ࡋ࡚ࣇ࢓࢖ࣝࡢᬯྕ໬ࢆ⾜࡞ࡗ࡚࠸ࡿ࡜᥎ᐃࡉࢀࡿ

ⴭస≀ࡢ඲㒊ࢆᘬ⏝ࡍࡿࡇ࡜➼ࡣⴭసᶒࢆ౵ᐖࡋ࡚࠸ࡿ࡜⪃ሙྜࡣࠊෆᐜࡢ㛤♧ࢆᙜヱ฼⏝⪅࡟せồࡍࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ

࠼ࡽࢀࡲࡍࠋ

ࡲࡓࠊࣇ࢓࢖ࣝ㡿ᇦࡢ౑⏝㔞ࡸཷಙࡋࡓ㟁Ꮚ࣓࣮ࣝࡢࢧ࢖ࢬ࡟

ࡣไ㝈ࡀ࠶ࡾࡲࡍࠋࡇࡢไ㝈ࢆ㉺࠼ࡓ฼⏝⪅ࡣࠊࣇ࢓࢖ࣝࡸ㟁㸬✼┐⾜Ⅽࡢ⚗Ṇᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒฼⏝つ⛬࡟ࡣ᫂ᩥ໬ࡋ࡚࠸ࡲࡏࢇࡀࠊ

Ꮚ࣓࣮ࣝࢆಖᏑ࡛ࡁࡲࡏࢇࠋ

ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢࢥࣥࣆ࣮ࣗࢱࡸࠊࡑࡢ㒊ရ࠶ࡿ࠸ࡣᮍ

౑⏝ࡢࣉࣜࣥࢱ⏝⣬➼ࢆእ࡬ᣢࡕฟࡍࡇ࡜ࡣࠊ✼┐⨥࡜࡞ࡾࡲ㸬୙ṇ฼⏝➼࡟㛵ࡍࡿฎศ
ࢥࣥࣆ࣮ࣗࢱࡢ✼┐ࡸ◚ᦆࡣࠊ኱Ꮫ᪋タෆࡢ✼┐ࡸ◚ᦆࡢሙࡍࠋྜ࡜ྠࡌࡼ࠺࡟ᢅ࠸ࡲࡍࠋ㐪ἲ⾜Ⅽ㸭୙ṇ⾜Ⅽࡢ⥅⥆ࢆ㜵ࡄࡓ㸬㐠⏝ጉᐖࡢ⚗Ṇࢥࣥࣆ࣮ࣗࢱࡸࣉࣜࣥࢱࡢ㟁※ࡢ᧯సཬࡧࣜࢭࢵࢺ᧯సࢆ⾜ࡵࠊ࠶ࡿ࠸ࡣⓎ⏕ࢆ㜵Ṇࡍࡿࡓࡵࡢࠊ࢔࢝࢘ࣥࢺࡢ฼⏝೵Ṇ➼ࡢ⥭ᛴᥐ⨨ࡣࠊࡑࢀࢆⓎぢࡋࡓᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㐠⏝⟶⌮⪅ࡢุ᩿࡛༶ᗙ࡟⾜࠸ࡲࡍࠋ

ࡗ࡚ࡣ࠸ࡅࡲࡏࢇࠋ౛እࡣᶵჾ࠿ࡽࡢⓎ↮➼ࡢ⥭ᛴ᫬ࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒㐠⏝⟶⌮⪅ࡀ᧯సࢆᣦ♧ࡋࡓሙྜ࡛ࡍࠋ
⏝⪅ࡢࣇ࢓࢖ࣝᾘཤࠊᨾពࡢࢿࢵࢺ࣮࣡ࢡጉᐖ➼㸧ࡀⓎ⏕ࡋࡓ㸬ࢿࢵࢺ࣮࣡ࢡ࣭࢚ࢳࢣࢵࢺ
୍⯡࡟ࢿࢵࢺ࣮࣡ࢡࢆᛌ㐺࡟฼⏝ࡍࡿ㝿࡟ὀពࡍ࡭ࡁࡇ࡜ࡀ

ሙྜࡣࠊཝ㔜࡞ฎศࢆ⾜࠸ࡲࡍࠋ⤒῭ⓗ࡞⿕ᐖࢆ୚࠼࡞࠸⾜Ⅽ࠸ࡃࡘ࠿࠶ࡾࡲࡍࠋࡇࢀࡽࡣࠊ୺࡟ࠕࢿࢵࢺ࣮࣡ࢡ࣭࢚ࢳࢣࢵ

࡛ࡶࠊᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ㐠⏝ጉᐖ࡜࡞ࡿ⾜Ⅽࢆࡋ࡚ࡣ࠸ࢺ ࢿࢳࢣࢵࢺ ࠖ࡜࿧ࡤࢀࡿࡶࡢ࡛ࡍࠋ࢖ࣥࢱ࣮ࢿࢵࢺࡢୡ⏺

ࡅࡲࡏࢇࠋ㟁※ࣉࣛࢢࡸࢥࢿࢡࢱࢆእࡍ➼ࡢ≀⌮ⓗ࡞⾜Ⅽࡢ௚ࠊ࡛ࡣ⮬ᕫ㈐௵ࠊ⮬ᕫ㜵⾨ࡀཎ๎࡛ࡍࠋࡇࡇ࡛ࡣࠊ࢖ࣥࢱ࣮ࢿࢵ

࢘࢕ࣝࢫࡢ㏦௜➼ࡢ㛫᥋ⓗ࡞⾜Ⅽࠊ&'520 ࡢ⿦⨨࡟␗≀ࢆධࢀࢺࢆ฼⏝ࡍࡿ㝿࡟ᚲせ᭱ᑠ㝈Ᏺࡿ࡭ࡁࡇ࡜ࢆิᣲࡋࡲࡍࠋ

ᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒ࡢ㐠⏝ࢆጉᐖࡍࡿࡼ࠺࡞⾜Ⅽ㸦௚ࡢ฼࣭࢔࢝࢘ࣥࢺ࣭ࣃࢫ࣮࣡ࢻࢆཝ㔜࡟⟶⌮ࡍࡿࠋࡿ➼ࠊᨾព࡟ᨾ㞀ࢆᘬࡁ㉳ࡇࡍ⾜Ⅽࡶࡋ࡚ࡣ࠸ࡅࡲࡏࢇࠋ

― 98 ―

࣭♫఍࣮ࣝࣝࢆᏲࡿࠋ

⏝ᒚṔࡀ࡜ࡽࢀ࡚࠾ࡾࠊᮏ㡯࡟཯ࡍࡿ⾜Ⅽࢆࡋࡓሙྜ࡟ࡣࠊ㆙
࿌ࠊ฼⏝ไ㝈ࠊᡤᒓ㒊ᒁ࡬ࡢ㏻ሗࠊ฼⏝⪅Ặྡࡸฎศࡢබ⾲࡞࡝ࡢᥐ⨨ࢆ࡜ࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ
 ἲ௧ཪࡣබᗎⰋ಑࡟཯ࡍࡿ⾜Ⅽ
2',16 ࡛ࡢ⾜Ⅽࡣ἞እἲᶒ࡛ࡣ࠶ࡾࡲࡏࢇࠋ᪥ᮏᅜෆ࡟࠾࠸࡚
ࡣ᪥ᮏᅜෆἲࡀ㐺⏝ࡉࢀࡲࡍࠋ≉࡟㛵㐃ࡢ῝࠸ἲ௧࡜ࡋ࡚ࡣࠊ
ⴭసᶒἲ࡞࡝ࡢ▱ⓗ㈈⏘ᶒㅖἲࠊ࠸ࢃࡺࡿ୙ṇ࢔ࢡࢭࢫ⚗ṆἲࠊฮἲࠊẸἲࠊၟἲ࡞࡝ࡀ࠶ࡾࡲࡍࠋࡲࡓࠊእᅜ࡟ᙳ㡪ࢆཬࡰࡍ࡜ࡁࡣእᅜἲࡢ㐺⏝ࢆཷࡅࡿྍ⬟ᛶࡀ࠶ࡿࡇ࡜࡟ࡶ␃ពࡏࡡࡤ
࡞ࡾࡲࡏࢇࠋ౛࠼ࡤࠊḟࡢࡼ࠺࡞⾜Ⅽࢆࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋࡲ
ࡓࠊ⮬ࡽ⾜ࢃ࡞ࡃ࡚ࡶࠊ௚ே࡟ࡇࢀࢆ⾜ࢃࡏࡓሙྜ࡛ࡶࠊ㐪ἲ࡜ࡉࢀࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋࡉࡽ࡟ࠊἲ௧࡛ᐃࡵࡽࢀ࡚࠸࡞ࡃ࡚
ࡶࠊ୍⯡♫఍࡛ࡋ࡚ࡣ࡞ࡽ࡞࠸⾜Ⅽࡀ࠶ࡾࡲࡍࠋ
 ᇶᮏⓗேᶒࡢ౵ᐖ
ࢿࢵࢺ࣮࣡ࢡࡢ฼⏝࡟㝈ࡽࡎࠊᇶᮏⓗேᶒࢆᑛ㔜ࡋ࡞ࡅࢀࡤ
࡞ࡾࡲࡏࢇࠋ ᕪูⓗ⾲⌧ࡢࢿࢵࢺ࣮࣡ࢡୖ࡛ࡢබ㛤ே✀࣭ᛶู࣭ᛮ᝿ಙ᮲࡞࡝࡟ᑐࡍࡿᕪูⓗ࡞Ⓨゝࢆࢿࢵࢺ࣡
࣮ࢡ࡛බ㛤ࡍࡿࡇ࡜ࡣࠊ᪥ᮏᅜ᠇ἲࡢᐃࡵࡿᇶᮏⓗேᶒᑛ㔜ࡢ⢭⚄࡟཯ࡍࡿࡇ࡜࡜࡞ࡾࡲࡍࠋ ㄦㅫ୰യࢆ⾜࠺ࡇ࡜ࢿࢵࢺ࣮࣡ࢡࡢ฼⏝࡟㝈ࡗࡓࡇ࡜࡛ࡣ࠶ࡾࡲࡏࢇࡀࠊ௚ேࢆ
ㄦㅫ୰യࡍࡿࡇ࡜ࡣྡ㄃ẋᦆ࡛ッ࠼ࡽࢀࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ ࣉࣛ࢖ࣂࢩ࣮ࡢ౵ᐖ
2',16 ฼⏝⪅ࡢಶே᝟ሗࡣᑛ㔜ࡉࢀࡲࡍࡀࠊ฼⏝⪅ࡣ௚ேࡢಶ
ே᝟ሗࡶᑛ㔜ࡋ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋಶே᝟ሗࡸ⚾ಙ࡞࡝ࢆ↓᩿࡛බ㛤ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ ฼⏝㈨᱁ࡢ࡞࠸ࢥࣥࣆ࣮ࣗࢱࡸ㏻ಙᶵჾ࡬ࡢ౵ධ
2',16 ࡢෆእࢆၥࢃࡎࠊࢿࢵࢺ࣮࣡ࢡୖࡢ฼⏝㈨᱁ࡢ࡞࠸ࢥࣥ
ࣆ࣮ࣗࢱࡸ㏻ಙᶵჾࢆ౑⏝ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ2',16 ࠿ࡽ௚⤌⧊ࡢࢿࢵࢺ࣮࣡ࢡ࡬୙ṇ࡟౵ධࡋࡓሙྜࠊ኱㜰኱Ꮫ඲యࡀእ㒊ࡢࢿࢵࢺ࣮࣡ࢡ࡜ࡢ᥋⥆ࢆษࡽࢀࡿࡔࡅ࡛࡞ࡃࠊሙྜ࡟ࡼࡗ࡚ࡣ
ᅜ㝿ၥ㢟࡟Ⓨᒎࡍࡿྍ⬟ᛶࡀ࠶ࡾࡲࡍࠋࡲࡓࠊ௚⤌⧊࡬ࡢ୙ṇ࡞౵ධࢆヨࡍࡼ࠺࡞ࡇ࡜ࡶ⤯ᑐ࡟ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋࡲࡓࠊ౵
ධࡋ࡞ࡃ࡜ࡶࠊࢿࢵࢺ࣮࣡ࢡୖࢆὶࢀࡿࢹ࣮ࢱࢆㄞࡳྲྀࡿࡼ࠺
࡞┐⫈⾜Ⅽࡶ⤯ᑐ࡟ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ ▱ⓗ㈈⏘ᶒࡢ౵ᐖ
▱ⓗ㈈⏘ᶒࡣࠊே㛫ࡢ▱ⓗ๰సάື࡟ࡘ࠸࡚๰స⪅ࡢᶒ฼࡟ಖㆤࢆ୚࠼ࡿࡶࡢ࡛ࡍࠋ⤮⏬࣭ᑠㄝ࣭ࢯࣇࢺ࢙࢘࢔࡞࡝ࡢⴭస
≀ࠊࢹࢨ࢖ࣥࡢព໶࡞࡝ࢆᑛ㔜ࡍࡿࡇ࡜࡟ᚰࡀࡅ࡚ୗࡉ࠸ࠋⴭ
స≀ࡢ↓᩿」〇ࡸ↓᩿ᨵኚࡣࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ
౛࠼ࡤࠊᮏ࣭㞧ㄅ࣭:HE ࣮࣌ࢪ࡞࡝࡟ᥦ౪ࡉࢀ࡚࠸ࡿᩥ❶࣭ᅗ࣭෗┿࣭ᫎീ࣭㡢ᴦ࡞࡝ࢆࠊ↓チྍ࡛」〇࠶ࡿ࠸ࡣᨵኚࡋ࡚ࠊ⮬ศࡢ :HE ࣮࣌ࢪ࡛බ㛤ࡋࡓࡾࠊࢿࢵࢺࢽ࣮ࣗࢫ࡟ᢞ✏ࡋࡓࡾࡋ࡚ࡣ࠸ࡅࡲࡏࢇࠋⴭసᶒࡢ౵ᐖࡔࡅ࡛ࡣ࡞ࡃࠊ఍♫ࡢࣟࢦࡸၟ
ရࢆ♧ࡍၟᶆ࡟ࡘ࠸࡚ࡣၟἲ࣭ၟᶆἲ࡞࡝ࡢ౵ᐖ࡟ࠊⱁ⬟ேࡢ෗┿࡞࡝⫝̸ീ࡟ࡘ࠸࡚ࡣ⫝̸ീᶒࡢ౵ᐖ࡟࡞ࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ
ࡲࡓࠊ኱Ꮫࡀ౑⏝チㅙዎ⣙ࢆ⤖ࢇ࡛࠸ࡿࢯࣇࢺ࢙࢘࢔ࡸࢹ࣮ࢱ
ࢆࢥࣆ࣮ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ ࢃ࠸ࡏࡘ࡞ࢹ࣮ࢱࡢබ㛤
2',16 ࢆ⏝࠸࡚ࢃ࠸ࡏࡘ࡞⏬ീ࣭㡢ኌ࡞࡝ࢆබ㛤ࡋ࡚ࡣ࡞ࡾࡲ
ࡏࢇࠋࡲࡓࠊࡑࢀࡽ࡬ࡢࣜࣥࢡࢆᥦ౪ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ ฼⏝ᶒ㝈ࡢ୙ṇ౑⏝฼⏝⪅ࡣࠊ᭷ൾ↓ൾࢆၥࢃࡎࠊ⮬ศࡢ฼⏝ᶒ㝈 ࢔࢝࢘ࣥࢺ

࣭ㄦㅫ୰യࡋ࡞࠸ࠋ
࣭ⴭసᶒࢆ౵ᐖࡋ࡞࠸ࠋ
࣭ࣉࣛ࢖ࣂࢩ࣮ࢆ౵ᐖࡋ࡞࠸ࠋ኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒฼⏝⪅࢞࢖ࢻࣛ࢖
ࣥࡇࡢ࢞࢖ࢻࣛ࢖ࣥࡣࠊ኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒㐠⏝⟶⌮せ㡯࡟ᇶ࡙ࡁࠊ୺࡟ࡑࡢ➨  ࡢෆᐜࢆලయⓗ࡟ࢃ࠿ࡾࡸࡍ࠸
ᙧ࡛ㄝ᫂ࡋࡓࡶࡢ࡛ࡍࠋ
ࡣࡌࡵ࡟
኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒ 2',16 2VDND 'DLJDNX,QIRUPDWLRQ1HWZRUN6\VWHP ࡛ᥦ౪ࡉࢀࡿࢥࣥࣆ࣮ࣗࢱࢿࢵ
ࢺ࣮࣡ࢡཬࡧࡑࢀ࡟᥋⥆ࡉࢀ࡚࠸ࡿࡍ࡭࡚ࡢࢥࣥࣆ࣮ࣗࢱ࣭㏻
ಙᶵჾࠊཬࡧࡑࢀࡽࡢୖ࡛ືసࡍࡿ㏻ಙࢯࣇࢺ࢙࢘࢔ࡣࠊᩍ⫱࣭◊✲ࢆ┠ⓗ࡜ࡋࡓタഛ࡛࠶ࡾࠊ᝟ሗࢆᢸᙜࡍࡿ⌮஦࡟ࡼࡗ࡚㐠⏝⟶⌮ࡉࢀ࡚࠸ࡲࡍࠋ2',16 ࡀᥦ౪ࡍࡿࢧ࣮ࣅࢫࢆ฼⏝ࡍࡿ㈨᱁
ࢆ୚࠼ࡽࢀࡓ⪅ࡣࠊᮏ࢞࢖ࢻࣛ࢖ࣥࢆ㑂Ᏺࡋ࡚኱㜰኱Ꮫࡢ㈈⏘࡛࠶ࡿ 2',16 ࡢ෇⁥࡞㐠⏝ࡢ⥔ᣢ࡟༠ຊࡋ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠋ
ࡲࡓࠊᩍ⫱◊✲ࢆ㏻ࡌ࡚ࠊᏛ⾡♫఍ࡢࡳ࡞ࡽࡎ⏘ᴗ♫఍ࠊᕷẸ♫఍ࠊࡉࡽ࡟ࡣᆅᇦ♫఍࡟㈉⊩࡛ࡁࡿࡼ࠺࡟฼⏝ࡋ࡞ࡅࢀࡤ࡞
ࡾࡲࡏࢇࠋࡇࡢ࢞࢖ࢻࣛ࢖ࣥࡣࠊ2',16 ฼⏝⪅࡛࠶ࡿᮏᏛࡢᩍ⫋ဨ࣭Ꮫ⏕ཬࡧࡇࢀࡽ࡟‽ࡎࡿ⪅ࡢ඲ဨࡀୖグࡢ┠ⓗࢆࡼࡃ⌮ゎ
ࡋࠊ2',16 ࡢ┠ⓗࢆຠᯝⓗ࡟㐩ᡂ࡛ࡁࡿࡼ࠺࡟ࠊ฼⏝ୖࡢὀព஦
㡯ࢆࡲ࡜ࡵࡓࡶࡢ࡛ࡍࠋ
࡞࠾ࠊಶࠎࡢ㒊ᒁ࡟࠾ࡅࡿࢿࢵࢺ࣮࣡ࢡ฼⏝࡟ࡘ࠸࡚ࡣࠊࡑ
ࢀࡒࢀࡢ㒊ᒁ࡟࠾࠸࡚฼⏝⪅࢞࢖ࢻࣛ࢖ࣥࡸつᐃ࡞࡝ࡀᐃࡵࡽ
ࢀ࡚࠸ࡲࡍࡢ࡛ࠊࡑࢀࡽ࡟ࡶᚑࡗ࡚ࡃࡔࡉ࠸ࠋ

2',16 ࡜Ꮫእࢿࢵࢺ࣮࣡ࢡ
Ꮫእ࡜ࡢ㏻ಙࡣࠊ2',16 ࡜ᗈᇦ㏻ಙࢿࢵࢺ࣮࣡ࢡ࡜ࡢ┦஫᥋⥆࡟ࡼࡗ࡚⾜ࢃࢀ࡚࠸ࡲࡍࠋᗈᇦ㏻ಙࢿࢵࢺ࣮࣡ࢡࡣࠊᏛ⾡┠ⓗࡢࢿࢵࢺ࣮࣡ࢡࡢࡳ࡞ࡽࡎၟ⏝┠ⓗࡢࢿࢵࢺ࣮࣡ࢡ࡞࡝ࡶ┦஫࡟᥋⥆ࡉࢀ࡚࠾ࡾࠊࡑࢀࡒࢀࡢࢿࢵࢺ࣮࣡ࢡࡢつᶍࡸᛶ⬟ࡶᵝࠎ࡛ࡍࠋ౛࠼ࡤࠊ⡿ᅜࡢ኱Ꮫࡢ :HE ࢧ࢖ࢺ ࠸ࢃࡺࡿ࣮࣒࣮࣍࣌ࢪ ࢆぢࡿࡓࡵ࡟ࡣࠊ࠸ࡃࡘ࠿ࡢࢿࢵࢺ࣮࣡ࢡࢆ⤒⏤ࡋ࡚ࢹ࣮
ࢱࡀ㏦ཷಙࡉࢀࡲࡍࠋᏛእࡢࢿࢵࢺ࣮࣡ࢡࡣ 2',16 ෆ㒊࡟ẚ࡭
࡚㏻ಙᐜ㔞ࡀᑠࡉ࠸ࡇ࡜ࢆぬ࠼࡚࠾ࡃ࡭ࡁ࡛ࡍࠋࡍ࡞ࢃࡕྠࡌ
ࢹ࣮ࢱ㔞ࢆ㏦ཷಙࡋ࡚ࡶࠊ㏻ಙᐜ㔞ࡢᑠࡉ࠸ࢿࢵࢺ࣮࣡ࢡ࡟࠿
࠿ࡿ㈇ᢸࡣࠊ2',16 ࡟࠿࠿ࡿ㈇ᢸࡼࡾ኱ࡁࡃ࡞ࡾࡲࡍࠋᚑࡗ࡚ࠊ
↓⏝࡞኱㔞ࡢࢹ࣮ࢱࢆ㏦ཷಙࡍࡿࡇ࡜ࡣࠊ࡛ࡁࡿࡔࡅ㑊ࡅࡿ࡭ࡁ࡛ࡋࡻ࠺ࠋ2',16 ࢆ฼⏝ࡍࡿ࡜ୡ⏺୰࡟࢔ࢡࢭࢫ࡛ࡁࡲࡍࡀࠊ
ࢿࢵࢺ࣮࣡ࢡ࡟ࡣࡑࢀࡒࢀࡢ㐠⏝つ๎ࡀ࠶ࡾࠊࡲࡓࡑࢀࢆᨭ࠼
ࡿከࡃࡢே㐩ࡀ࠸ࡿࡇ࡜ࢆᛀࢀ࡚ࡣ࡞ࡾࡲࡏࢇࠋ

2',16 ࡢ฼⏝࡟࠶ࡓࡗ࡚㑊ࡅࡿ࡭ࡁ⾜Ⅽ
2',16 ࡣ≀⌮ⓗ࡟ࡣࢥࣥࣆ࣮ࣗࢱྠኈࢆ᥋⥆ࡍࡿࡶࡢ࡛ࡍࡀࠊ
᥋⥆ࡉࢀ࡚࠸ࡿࢥࣥࣆ࣮ࣗࢱࢆ฼⏝ࡍࡿࡢࡣே㛫࡛ࡍࠋ♫఍ᖖ㆑࡟ᚑ࠸ࠊ┦ᡭ࡟ᑐࡍࡿ㓄៖ࢆࡶࡗ࡚฼⏝ࡋ࡚ࡃࡔࡉ࠸ࠋ฼⏝࡟ᙜࡓࡗ࡚ࡣࠊ௨ୗࡢ⾜Ⅽࡣ㑊ࡅࡡࡤ࡞ࡾࡲࡏࢇࠋ
࣭ἲ௧ཪࡣබᗎⰋ಑࡟཯ࡍࡿ⾜Ⅽ࣭ᮏᏛࡢᩍ⫱࣭◊✲┠ⓗ࡟཯ࡍࡿ⾜Ⅽ࣭2',16 ࡢ෇⁥࡞฼⏝ࢆጉࡆࡿ⾜Ⅽ࡞࠾ࠊ2',16 ࡛ࡣࡑࡢᏳ඲࠿ࡘ㐺ṇ࡞㐠⏝ࡢࡓࡵ࡟฼⏝⪅ࡢ฼
― 99 ―

ࢆ௚ே࡟౑ࢃࡏ࡚ࡣ࡞ࡾࡲࡏࢇࠋ฼⏝⪅ࡣࠊࣃࢫ࣮࣡ࢻࢆཝ᱁
࡟⟶⌮ࡍࡿ㈐௵ࡀ࠶ࡾࡲࡍࠋᮏேࡢࣟࢢ࢖ࣥྡ࡛௚ே࡟ィ⟬ᶵࡸࢿࢵࢺ࣮࣡ࢡࢆ౑⏝ࡉࡏࡿࡇ࡜ࡶࠊࣇ࢓࢖ࣝ᱁⣡㡿ᇦ࡞࡝ࡢࢿࢵࢺ࣮࣡ࢡ㈨※ࢆ௚ே࡟౑ࢃࡏࡿࡇ࡜ࡶࡇࢀ࡟ྵࡲࢀࡲࡍࠋ
ࡲࡓࠊ௚ேࡢࣟࢢ࢖ࣥྡ࡛ࣟࢢ࢖ࣥࡍࡿࡇ࡜ࠊཬࡧ௚ேࡢࣟࢢ
࢖ࣥྡࢆ㦄ࡗ࡚ࠊ㟁Ꮚ࣓࣮࣭ࣝࢿࢵࢺࢽ࣮ࣗࢫ࣭㟁Ꮚᥖ♧ᯈࢆ౑⏝ࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ ࢫࢺ࣮࢝⾜Ⅽཬࡧ᎘ࡀࡽࡏ⾜Ⅽࢆࡍࡿࡇ࡜
ࢿࢵࢺ࣮࣡ࢡࢆ㏻ࡌ࡚ࠊ┦ᡭࡀ᎘ࡀࡿࡼ࠺࡞ෆᐜࡢ࣓࣮ࣝࢆ
୍᪉ⓗ࡟㏦ࡿ࡞࡝ࡢ⾜Ⅽࡸ኱㔞ࡢࢹ࣮ࢱࢆ㏦ࡾࡘࡅࡿ࡞࡝ࡢ⾜Ⅽࡣࡋ࡚ࡣ࡞ࡾࡲࡏࢇࠋ
 ᩍ⫱࣭◊✲┠ⓗ࡟཯ࡍࡿ⾜Ⅽ
2',16 ࡣᩍ⫱࣭◊✲ࡢ෇⁥࡞㐙⾜࡟㈨ࡍࡿࡓࡵ࡟㐠⏝ࡉࢀ࡚࠸ࡲࡍࠋᩍ⫱ࠊ◊✲ཬࡧࡑࡢᨭ᥼࡜࠸࠺タ⨨┠ⓗ࠿ࡽ㐓⬺ࡍࡿ௨ୗࡢࡼ࠺࡞⾜Ⅽࡣࠊ฼⏝ไ㝈࡞࡝ࡢฎศࡢᑐ㇟࡟࡞ࡿࡇ࡜ࡀ࠶ࡾࡲࡍࠋ ᨻ἞࣭᐀ᩍάື
ᮏࢿࢵࢺ࣮࣡ࢡࡣ኱㜰኱Ꮫࡢ㈈⏘࡛ࡍ࠿ࡽࠊ≉ᐃࡢᨻ἞࣭᐀
ᩍᅋయ࡟฼౽ࢆ౪ࡍࡿࡼ࠺࡞άື࡟⏝࠸࡚ࡣ࠸ࡅࡲࡏࢇࠋ Ⴀ฼ࢆ┠ⓗ࡜ࡋࡓάືࡢ⚗Ṇᗈ࿌࣭ᐉఏ࣭㈍኎࡞࡝ࡢႠ฼άືࡢࡓࡵ࡟ :HE ࣮࣌ࢪࡸ㟁Ꮚ࣓࣮ࣝࢆ⏝࠸࡚ࡣ࡞ࡾࡲࡏࢇࠋሿࡢࣉࣜࣥࢺࢆసᡂࡋࡓࡾࡍࡿ
ࡇ࡜ࡶࡇࢀ࡟ྵࡲࢀࡲࡍࠋ ┠ⓗእࡢࢹ࣮ࢱࡢಖᣢ
ಶேࡢࣇ࢓࢖ࣝ㡿ᇦࡸ :HE ࣮࣌ࢪ㡿ᇦ࡟ࠊᩍ⫱࣭◊✲ࡢ┠ⓗ࡟ྜ⮴ࡋ࡞࠸ࡶࡢࢆ⨨࠸࡚ࡣ࡞ࡾࡲࡏࢇࠋ
 2',16 ࡢ෇⁥࡞㐠⏝ࢆጉࡆࡿ⾜Ⅽ
2',16 ࡢ㐠⏝ࢆጉᐖࡍࡿ⾜Ⅽࡣ⚗Ṇࡋࡲࡍࠋ≀ⓗ࡞ຍᐖࡣゝ࠺ࡲ࡛ࡶ࡞ࡃࠊ౛࠼ࡤࠊ2',16 ࢿࢵࢺ࣮࣡ࢡ࡟ᝏᙳ㡪ࢆ୚࠼ࡓࡾࠊ
௚ࡢ฼⏝⪅࡟㏞ᝨࢆ࠿ࡅࡓࡾࡍࡿࡼ࠺࡞㐣๫࡞฼⏝ࡣ㑊ࡅࡡࡤ࡞ࡾࡲࡏࢇࠋࡲࡓࠊ௨ୗࡢ⾜Ⅽࡣ⚗Ṇࡉࢀ࡚࠸ࡲࡍࠋ
 2',16 ㏻ಙᶵჾࡢ㓄⥺ཬࡧ࿘㎶ᶵჾࡢ᥋⥆ᵓᡂࢆኚ᭦ࡍࡿࡇ
࡜ࠋࡲࡓࠊࡑࡢࡼ࠺࡞ࡇ࡜ࢆヨࡳࡿࡇ࡜ࠋ ࢿࢵࢺ࣮࣡ࢡࡢࢯࣇࢺ࢙࢘࢔ࡢᵓᡂࢆኚ᭦ࡍࡿࡇ࡜ࠋࡲࡓࠊ
ࡑࡢࡼ࠺࡞ࡇ࡜ࢆヨࡳࡿࡇ࡜ࠋ ࢿࢵࢺ࣮࣡ࢡࡢṇᖖ࡞ᶵ⬟ࢆᦆ࡞࠺ࡼ࠺࡞ࢯࣇࢺ࢙࢘࢔ࢆ
ᑟධࡋࡓࡾࠊ฼⏝ࡋࡓࡾࡍࡿࡇ࡜ࠋࡲࡓࠊࡑࡢࡼ࠺࡞ࡇ࡜ࢆヨࡳࡿࡇ࡜ࠋ ୙ᚲせ࡟኱㔞ࡢࣇ࢓࢖ࣝࢆ୍ᗘ࡟㏦ཷಙࡍࡿ࡞࡝ࠊࢿࢵࢺ
࣮࣡ࢡࡢṇᖖ࡞ᶵ⬟ࢆᦆ࡞࠺ࡼ࠺࡞㏻ಙࢆࡍࡿࡇ࡜ࠋ
ࢿࢵࢺ࣮࣡ࢡࢆᛌ㐺࡟฼⏝ࡍࡿࡓࡵ࡟
ἲ௧ࡸබᗎⰋ಑࡟཯ࡏࡎࠊᩍ⫱࣭◊✲┠ⓗ࡟ྜ⮴ࡋࡓ฼⏝࡛࠶ࡗ࡚ࡶࠊὀពࡍ࡭ࡁࡇ࡜ࡀ࠸ࡃࡘ࠿࠶ࡾࡲࡍࠋࡇࡇ࡛ࡣ⡆༢
࡟ゐࢀ࡚࠾ࡁࡲࡍࠋ
 ရ఩ࢆࡶࡗ࡚฼⏝ࡍࡿ኱㜰኱Ꮫࡢᵓᡂဨ࡜ࡋ࡚ࡢရ఩ࢆಖࡗ࡚฼⏝ࡍ࡭ࡁࡇ࡜ࡣゝ࠺ࡲ࡛ࡶ࠶ࡾࡲࡏࢇࠋရ఩࡟Ḟࡅࡿ࣓ࢵࢭ࣮ࢪࡢⓎಙࡣៅࢇ࡛
ୗࡉ࠸ࠋ ௚ேࢆᛮ࠸ࡸࡗ࡚฼⏝ࡍࡿ኱㔞ࡢࢹ࣮ࢱࢆ㏦ཷಙࡋࡓࡾࡍࡿ࡜ࠊ2',16 ࢿࢵࢺ࣮࣡ࢡࢆ฼

⏝ࡋ࡚࠸ࡿ௚ࡢே࡟㏞ᝨࢆ࠿ࡅࡿࡇ࡜࡟࡞ࡾࡲࡍ࠿ࡽࠊ༑ศὀ
ពࡋ࡚ࡃࡔࡉ࠸ࠋ࣓࣮ࣝࢯࣇࢺ࡛ࠊ࣓࣮ࣝࡢ฿╔≧ែࢆㄪ࡭ࡿ
᫬㛫㛫㝸ࢆᴟ➃࡟▷ࡃࡍࡿ࡞࡝ࡶࠊࡑࡢࢩࢫࢸ࣒ࢆඹ᭷ࡋ࡚࠸
ࡿ฼⏝⪅࡬ࡢ㏞ᝨ࡟࡞ࡾࡲࡍࡋࠊ㐠⏝ጉᐖ࡟࡞ࡿࡇ࡜ࡶ࠶ࡾࡲ
ࡍࠋࡲࡓࠊࢧ࢖ࣂ࣮࣓ࢹ࢕࢔ࢭࣥࢱ࣮ࡢᩍ⫱⏝ィ⟬ᶵࢩࢫࢸ࣒
ࡢࡼ࠺࡟ඹྠ࡛฼⏝ࡍࡿࢥࣥࣆ࣮ࣗࢱタഛࡣࠊࢿࢵࢺࢧ࣮ࣇ࢕
࡛ࣥ༨᭷ࡋࡓࡾࡏࡎ࡟ࠊ௚ே࡟ᑐࡍࡿᛮ࠸ࡸࡾࢆࡶࡗ࡚฼⏝ࡋ࡚ࡃࡔࡉ࠸ࠋ ࣃࢫ࣮࣡ࢻࢆ㐺ṇ࡟⟶⌮ࡍࡿࣃࢫ࣮࣡ࢻࡣ࠶࡞ࡓࡀṇつࡢ฼⏝⪅࡛࠶ࡿࡇ࡜ࢆ☜ㄆࡍࡿࡓࡵ࡟኱ษ࡞ࡶࡢ࡛ࡍࠋ⮬ศࡢࣃࢫ࣮࣡ࢻࢆ཭ே࡟ᩍ࠼ࡓࡾࠊ཭
ேࡢࣃࢫ࣮࣡ࢻࢆ౑ࡗ࡚ࢥࣥࣆ࣮ࣗࢱࢆ⏝࠸ࡓࡾࡋ࡚ࡣ࡞ࡾࡲ
ࡏࢇࠋࣃࢫ࣮࣡ࢻࢆᩍ࠼ࡓேࠊᩍ࠼࡚ࡶࡽࡗ࡚฼⏝ࡋࡓேࡢ཮
᪉ࡀ㈐௵ࢆ㈇࠺ࡇ࡜࡟࡞ࡾࡲࡍࠋࣃࢫ࣮࣡ࢻࡢᩥᏐิ࡟ᕤኵࡍ
ࡿࠊᡭᖒࡸᦠᖏ㟁ヰᶵ࡞࡝࡟࣓ࣔࡋ࡞࠸ࠊࣃࢫ࣮࣡ࢻࢆᐃᮇⓗ࡟ኚ᭦ࡍࡿࡇ࡜ࡀ㔜せ࡛ࡍࠋ௚ேࡀࣃࢫ࣮࣡ࢻࢆධຊࡍࡿ࡜ࡁ
࡟ࡣࠊࡑࡢேࡢᡭඖࢆぢ࡞࠸࡜࠸࠺㓄៖ࡶࡼࡃ⾜ࢃࢀ࡚࠸ࡲࡍࠋ
࢔࢝࢘ࣥࢺࢆ┐⏝ࡉࢀ࡚ࡶࠊ┤᥋ⓗ࡞⤒῭ⓗ୙฼┈ࡣ⿕ࡽ࡞࠸࠿ࡶࡋࢀࡲࡏࢇࠋࡋ࠿ࡋࠊ౛࠼ࡤࣃࢫ࣮࣡ࢻࢆ▱ࡽࢀࡓࡓࡵ࡟ࠊ
⮬ศࡢ࢔࢝࢘ࣥࢺ࠿ࡽ௚ேࢆ౲㎯ࡍࡿෆᐜࡢ㟁Ꮚ࣓࣮ࣝࡀⓎಙࡉࢀࡓሙྜࠊ࠶࡞ࡓࡀ౲㎯⾜Ⅽ⪅࡜ࡋ࡚ᢅࢃࢀࡲࡍࠋࡲࡓࠊ࠶
࡞ࡓࡢ࢔࢝࢘ࣥࢺࢆ฼⏝ࡋ࡚௚ࡢィ⟬ᶵ࡬ࡢ౵ධ⾜Ⅽࡀ⾜ࢃࢀࡓሙྜ ࡇࢀࢆ㋃ྎ࢔ࢱࢵࢡ࡜࿧ࡧࡲࡍ ࠊ࢔࢝࢘ࣥࢺࢆ┐⏝ࡉࢀࡓ⿕ᐖ⪅ࡀࠊࡲࡎ᭱ึ࡟≢ே࡜ࡋ࡚␲ࢃࢀࡿࡢ࡛ࡍࠋ ࣉࣛ࢖ࣂࢩ࣮ࢆᏲࡿ
ඹ⏝ࡢࢧ࣮ࣂࢥࣥࣆ࣮ࣗࢱ࡟⨨࠿ࢀࡓࣇ࢓࢖ࣝ࡟ࡣࠊ௚ࡢ฼
⏝⪅࠿ࡽㄞࡲࢀ࡞࠸ࡼ࠺࡟࢔ࢡࢭࢫᶒ㝈ࢆタᐃ࡛ࡁࡿࡇ࡜ࡀከ
࠸ࡢ࡛ࠊ㐺ษ࡟タᐃࡋࡲࡋࡻ࠺ࠋㄡ࠿ࡽࡶㄞࡵࡿࠊࡲࡓࡣㄡ࠿
ࡽࡶ᭩ࡁ㎸ࡵࡿ࡜࠸࠺≧ែࡣ㠀ᖖ࡟༴㝤࡛ࡍࠋࡲࡓࠊ௚ேࡢࣇ
࢓࢖ࣝࡀㄞࡵࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡓ࡜ࡋ࡚ࡶࠊ↓᩿࡛ࡑࡢෆᐜࢆ
ぢࡿࡇ࡜ࡣࡸࡵࡲࡋࡻ࠺ࠋ:HE ࣮࣌ࢪ࣭ࢽ࣮ࣗࢫ࣭ᥖ♧ᯈ࡞࡝࡟ࠊ
ಶேࡢࣉࣛ࢖ࣂࢩ࣮᝟ሗࢆᥦ౪ࡍࡿࡇ࡜ࡶ༴㝤࡟ࡘ࡞ࡀࡾࡲ
ࡍࠋ 2',16 ࡢࢭ࢟ࣗࣜࢸ࢕ಖᣢ࡟༠ຊࡍࡿ
ୖグ  㹼  ࡢ௚࡟ࠊ2',16 ࡢࢭ࢟ࣗࣜࢸ࢕ࢆಖᣢࡍࡿࡓࡵ
࡟ࠊ฼⏝⪅⮬㌟ࡀὀពࡍ࡭ࡁࡇ࡜ࡀ࠶ࡾࡲࡍࠋ౛࠼ࡤࠊࢥࣥࣆ
࣮ࣗࢱ࢘࢕ࣝࢫࢆᣢࡕ㎸ࡲ࡞࠸ࠊ୙ᑂ࡞Ⓨಙඖ࠿ࡽࡢ࣓࣮ࣝࢆ
㛤࠿࡞࠸ࠊ⮬ศࡢ⟶⌮ࡋ࡚࠸ࡿࢥࣥࣆ࣮ࣗࢱ࡟࢘࢕ࣝࢫᑐ⟇ࢯࣇࢺ ࣡ࢡࢳࣥࢯࣇࢺ ࢆᑟධࡋ࢘࢕ࣝࢫ᳨▱ࣃࢱ࣮ࣥࢆᖖ࡟᭱
᪂≧ែ࡟ಖࡘࠊ2',16 ࡢᨾ㞀ࡸ␗ᖖࢆぢࡘࡅࡓࡽ㏿ࡸ࠿࡟⟶⌮⪅࡟㏻ሗࡍࡿࠊ࡞࡝ࡀࡇࢀ࡟ヱᙜࡋࡲࡍࠋ ࢿࢳࢣࢵࢺࢆᏲࡿ
୍⯡࡟ࢿࢵࢺ࣮࣡ࢡࢆᛌ㐺࡟฼⏝ࡍࡿ㝿࡟ὀពࡍ࡭ࡁࡇ࡜ࡀ
࠸ࡃࡘ࠿࠶ࡾࡲࡍࠋࡇࢀࡽࡣࠊ୺࡟ࢿࢵࢺ࣮࣡ࢡ࣭࢚ࢳࢣࢵࢺ ␎ࡋ࡚ࢿࢳࢣࢵࢺ ࢆ࿧ࡤࢀࡿࡶࡢ࡛ࡍࠋヲࡋࡃࡣࠊࢿࢳࢣࢵࢺࡢ
:HE ࢧ࢖ࢺ ౛࠼ࡤࠊKWWSZZZFJKHGMSQHWLTXHWWH ࡞࡝ࢆཧ↷ࡋ࡚ࡃࡔࡉ࠸ࠋ
࠶࡜ࡀࡁ
ࡇࡢ࢞࢖ࢻࣛ࢖ࣥࡢసᡂ࡟ᙜࡓࡗ࡚ࡣࠊḟࡢ㈨ᩱࢆཧ⪃࡟ࡋࡲࡋࡓࠋ࣭ࠕ2',16 ฼⏝࡟㛵ࡍࡿ࢚ࢳࢣࢵࢺࠖ ᝟ሗฎ⌮ᩍ⫱ࢭࣥࢱ࣮㰺⸨᫂⣖ ኱㜰኱Ꮫ⥲ྜ᝟ሗ㏻ಙࢩࢫࢸ࣒ࢽ࣮ࣗࢫ 1R
࣭ࠕࢿࢵࢺ࣮࣡ࢡᕷẸࡢᡭᘬࡁᗈᓥ኱Ꮫࢥࣥࣆ࣮ࣗࢱཬࡧࢥࣥ
ࣆ࣮ࣗࢱ࣭ࢿࢵࢺ࣮࣡ࢡ฼⏝࢞࢖ࢻࣛ࢖ࣥࠖ ᗈᓥ኱Ꮫ᝟
ሗ㏻ಙ࣭࣓ࢹ࢕࢔ጤဨ఍⦅ ― 100 ―

࣭ࠕࢥࣥࣆ࣮ࣗࢱࢿࢵࢺ࣮࣡ࢡᏳ඲࣭೔⌮࡟㛵ࡍࡿ࢞࢖ࢻࣛ࢖ࣥࠖ ᮾ໭኱Ꮫ 
௨ୖ




― 101 ―

広報委員会委員
松岡茂

登（委員長、大阪大学 サイバーメディアセンター）

清

川

竹

蓋

吉

野

降

籏

大

介（大阪大学 サイバーメディアセンター）

義

久

智

樹（大阪大学 サイバーメディアセンター）

小

島

一

秀（大阪大学 サイバーメディアセンター）

森

原

一

郎（大阪大学 サイバーメディアセンター）

伊

藤

雄

一（大阪大学 クリエイティブユニット）

岩

崎

琢

哉（大阪大学 経営企画オフィス）清（大阪大学 サイバーメディアセンター）
順子（大阪大学 サイバーメディアセンター）
元（大阪大学 サイバーメディアセンター）

大阪大学サイバーメディア･フォーラム No.17

2016 年 12 月発行

編集者

大阪大学サイバーメディアセンター広報委員会

発行者

大阪大学サイバーメディアセンター
Cybermedia Center, Osaka University〒567-0047 大阪府茨木市美穂ヶ丘 5－1
URL: http://www.cmc.osaka-u.ac.jp

印刷所

阪東印刷紙器工業所

Cybermedia Center, OSAKA University

サイバーメディア・フォーラム
no.17