












 !"#$%&'()* + 









,-.*/.*012345 6789
:;<=>??@ABC
DE
FG@HI? JKLMANO4PJQRS 

%







 !"##$




 






    


第三号発刊に寄せて『母語・継承語・バイリンガル教育（MHB）研究』第三号を発刊できま
すことを大変うれしく思います。2003 年８月に母語・継承語・バイリンガ
ル教育研究会を発足させ、2005 年３月の『母語・継承語・バイリンガル教育（MHB）研究』創刊号より紀要を発刊してまいりました。しかし、正直なところ、毎年紀要を発行したいという強い希望はあっても、経済的に、またマンパワー的に、それが可能であるという見通しが当初あったわけではありません。ですので、第三号まで順調に発刊できたことに、役員一同ことばに尽くせない喜びを感じております。
本研究会は 2006 年度年次大会（第 10 回研究会）で丸３年間活動を行ってきたことになり、これを機会に、第二段階へのステップアップとして役員体制の整備を行いました。会の発足当時「発起人」と呼んでいた４人の体制から、その４人を含み、他に企画担当理事とアドバイザーを加えた 12 人の体制へと拡大、充実いたしました。
（ 詳細については、本号の「2006 年 MHB研究会活動記録」を参照して下さい。
研究会活動」を参照して下さい。） ）それとともに研究会の広報ページも一新いたしました。紀要創刊号を発刊
いたします時に、全ての子どもたちに健やかに伸びていってほしいという願いをこめて、特別に依頼し制作した研究会のテーマデザインを、会のホームページにも掲載することができました。おかげさまで本研究会の会員参加申し込み（メーリングリストへの参加申し込み）は年中間断なく届き、今は300 名に届こうという勢いで増え続けています。ホームページへのアクセス
も、過去 2 ヶ月だけを見ても 7 割が国内、残りは世界の多岐にわたる場所
から、ピーク時には一日 200 件を数えるという認知度を示すようになってまいりました。あらためて、この研究会が対象とする研究分野への関心の高さ、言い換えればニーズの緊急度を再認識するとともに、第二ステージに向けて充実した会にしていくことへの責任の重大さを肝に命じている次第です。
さて、本年度の母語・継承語・バイリンガル教育研究会は、リテラシーと「ダブルリミテッド」研究に特化して活動してまいりました。第７回、第９回、第 12 回の三回にわたって「ダブルリミテッド・一時的セミリンガル現象」を考える研究会を開催し、夏には、ユネスコ・アジア文化センター（ACCU）からの基金提供をうけ、ACCU と本研究会の共催ワークショッ
プを開催し、１週間集中的に多読指導について学ぶ機会を得ました。本年度の年次大会はワークショップの最終日に読みの指導にテーマを合わせ、イ
マージョンスクールや地域での読みの取り組みについて議論しました。『母語・継承語・バイリンガル教育（MHB）研究』第三号は、こうした本年度の活動の成果を問うという趣旨で、「ダブルリミテッド・一時的セミリンガ
ル現象を考える」というテーマでの一般投稿を呼びかけました。その結果、生田裕子氏、高橋朋子氏、滑川恵理子氏の３本の論考を採用、掲載すること

  

ができました。３氏のご投稿、編集過程でのご協力にお礼をもうしあげます。
今回は様々な理由で採用を見合わせたものの、このテーマについての日々の活動や論考をお寄せ下さった方々にもお礼を申し上げます。また、ご多忙の中、第９回研究会に参加下さり、本紀要にも貴重な特別寄稿をお寄せ下さったジム・カミンズ先生にこの場を借りてお礼を申し上げます。
本紀要のテーマの中に出てくる「ダブルリミテッド」という概念は、歴史的に遡れば、Hansegård が 1962 年にラジオ番組で初めて使い、1968 年に
著書 Tvåspråkig eller halvspråkig （「バイリンガルかセミリンガルか」）の中で定義した「セミリンガル」という用語に辿り着きます。この概念は、
定義上、また教育的、社会的意義の面から、専門家の中で激しい議論の対象となった経過もあり、本号では中島和子先生より、テーマの解題が付記されています。その中で、テーマについての説明に加え、４本の論文の内容紹介が記されていますので、各論文の要約についてはそちらをご覧下さい。
最後になりましたが、上記の３回の研究会の企画から本号の編集まで一手に引き受けて、紀要第三号の募集、編集の任にあたって下さった本研究会会長の中島和子先生に感謝を捧げたいと思います。先生の献身的な活動なしには、本号を世に送り出すことはできなかったことをここに記し、本紀要が思いを同じくする教育者、研究者、関係者の一助になることを念じて、第三号発刊に寄せることばといたします。
母語・継承語・バイリンガル教育（MHB）研究会副会長（広報兼任）
湯川笑子
2007 年 3 月








    
















"#



!

$%&'()!*)+(,-./0123(45/3








6

(789:;(<=>?

3@A'B0(%CDCEFGHIG(JK123
+6

LMNOPCQRS*TUVW4XY
3Z[\(@A=]^_<=`a_<=bcde5/3


fg

hijk
lmnon
p
qr
s
tuv
ms
wxn
r
yn
n
uz{n
|
s
}
qu~s
u)quqn
|
t
s
}
s
n
u}
qu up
s
v
mz}
qn
{s
}n
n
p
tw{n
ur

q|
}
m
z on
s
n
y tr
mnon
v
n

+gg[

==

JKXY



6f
f



  




 




             

 !

"# $  " 






 # $ 
%" &

$%" "'  %"   ( %
&
$&)

*



+
 ! ,
 

!"# $ "'


"
 
- (   






 
"( 
#! ('!- 
"'
"

%
 &'.)(!//012 

 ! "#࠹࡯ࡑ‫ࠍ⽎⃻࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻࡮࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬⠨߃ࠆ‫ߡ޿ߟߦޠ‬ਛፉ๺ሶ(ฬฎደᄖ࿖⺆ᄢቇ) Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળ㧔MHB㧕ߪ‫ ߢࡑ࡯࠹ᧄޔ‬2006 ᐕᐲߦ㧞
࿁⎇ⓥ㓸ળࠍ㐿௅ߒߚ‫৻╙ޕ‬࿁ߪ‫ࠍ⽎⃻࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻࡮࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬⠨߃ࠆ‫ޠ‬
㧔2 ᦬ 18 ᣣ㧕‫╙ޔ‬ੑ࿁ߪ‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳࡮⛯ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ̅ࠫࡓ࡮ࠞࡒࡦ࠭ᢎ᝼ߦ⸙ߊ̅‫ޠ‬
㧔6 ᦬ 13 ᣣ㧕ߢ޽ࠆ‫߽ࠇߕ޿ޕ‬ฬฎደᄖ࿖
⺆ᄢቇߣߩ౒௅ߢ޽ࠆ‫ޕ‬ᒁ߈⛯߈ 2007 ᐕᐲ߽‫╙ޔ‬ਃ࿁‫ᤨ৻࡮࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ࡯⛯ߩ⛯‫ޠ‬
ࠍ 3 ᦬ 3 ᣣߦ᪉⟤ᨋᄢቇߢ㐿௅੍ቯߢ޽ࠆ‫ޕ‬╙৻࿁ߪ㓚ኂߣߩ㑐ଥߦὶὐࠍᒰߡߚ߽ߩߢ޽ࠅ‫╙ޔ‬ੑ࿁ߪᲣ⺆ߣᄖ࿖⺆⠌ᓧߣߩ㑐ଥ‫╙ޔ‬ਃ࿁ߪᣣᧄ⺆ࠍ৻⸒⺆ߣߔࠆᢎ⢒⃻႐ߩታᖱ࡮ታ଀ߦὶὐࠍᒰߡࠆ‫ޕ‬
 MHB ♿ⷐ╙ 3 ภߢߪ‫৻ࠄࠇߎޔ‬ㅪߩᵴേߦߜߥࠎߢ‫ޔ‬ળຬ߆ࠄᧄ࠹࡯ࡑߦ㑐ߔࠆ⎇ⓥ⺞ᩏ࡮ታ〣ႎ๔ࠍ൐㓸ߒߡ․㓸ภࠍ⊒ೀߔࠆㆇ߮ߣߥߞߚ‫࡯࠹ᧄޔߢߎߘޕ‬ࡑߢᛒ߁᭎ᔨ‫⺖ޔ‬㗴‫⺑ߡ޿ߟߦ⺆↪ޔ‬᣿ࠍട߃‫ోޔ‬૕௝ߩਛߢ‫ޔ‬ឝタ⺰ᢥ㧠ߟߩߘࠇߙࠇߩ૏⟎ߠߌࠍߒߡ߅߈ߚ޿‫ޕ‬ ߹ߕ⺖㗴ߣ↪⺆ߢ޽ࠆ߇‫৻╙ޔ‬࿁⋡ߩ㓸ળߩ⾗ᢱ㓸ߩ໧㗴ឭ⿠ߩਛߢ‫╩ޔ‬⠪ߪߟ߉ߩࠃ߁ߦㅀߴߡ޿ࠆ㧔৻ㇱୃᱜ㧕‫ޕ‬‫ޠ࠻࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧔߹ߚߪ‫ޠ࠼࠶࠹ࡒ࡝ޟ‬㧕ߥࠅ‫࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻ޟ‬⃻⽎‫ߟ৻ޔߪߩ߁޿ߣޠ‬એ਄ߩ⸒⺆ߦ⸅ࠇߡ⢒ߟ⸒⺆ᒻᚑᦼߩᐕዋ⠪߇ߤߩ⸒⺆߽ᐕ㦂⋧ᔕߩ࡟ࡌ࡞ߦ㆐ߒߡ޿ߥ޿⁁ᴫࠍᗧ๧ߔࠆ‫ߦ⺆↪ޕ‬㑐ߔࠆ⺰੎߇ㆊ෰ߦ޽ߞߚߎߣࠍᛚ⍮ߩ਄ߢ‫ࠄࠇߎޔ‬ੑߟࠍਗߴߡ↪޿ࠆߩߪ‫ޔ‬↪⺆ߪߤߜࠄߢ߽߆߹ࠊߥ޿‫ߩߘޔ‬ታᘒࠍ⷗ߟ߼ࠆߴ߈ߛߣ޿߁ᕁ޿߆ࠄ
ߢ޽ࠆ‫ߣޠ⊛ᤨ৻ޟߦࠄߐޕ‬ട߃ߡ޽ࠆߩߪ‫ޔ‬㓚ኂఽߢߪߥ޿ஜᏱఽ߇৻
ᤨ⊛ߦ㒱ࠆ⁁ᘒߢ‫ޔ‬㓚ኂߣߪ⇣ߥࠆߣ޿߁ߎߣࠍᒝ⺞ߒ‫⁁ߩߘߚ߹ޔ‬ᘒ߇ᄙ᭽ߥᒻߢౕ⃻ߐࠇ‫ⷐޔ‬࿃ߩ⸃᣿߇චಽ಴᧪ߡ޿ߥ޿ߚ߼‫ޔ‬ታ૕߇ឞߺߦ
ߊ޿ߎߣ߆ࠄ‫ߣޠ⽎⃻ޟ‬๭ࠎߢ޿ࠆ‫ޕ‬
㧔p.1㧕

 



  





 

ߎߩࠃ߁ߥ໧㗴ᗧ⼂ߢ‫ޔ‬‫࠼࠶࠹ࡒ࡝࡮࡞ࡉ࠳ޟ‬/৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߣޠ‬ੑߟߩ↪⺆ࠍ㊀ߨߡ૶↪ߒߡ߈ߚ߇‫ߩߘޔ‬ℂ↱ߪਔ⠪ߩ඙೎߇ߟ߈ߦߊ޿‫ޔ‬ᷙᴋߣߒߚ
᭎ᔨߢ޽ߞߚ߆ࠄߢ޽ࠆ‫ޕ‬ᱷᔨߥ߇ࠄߎߩὐߦߟ޿ߡߘߩᓟߩㅴዷߪߥ޿‫ޕ‬‫ޟ‬ᐕ㦂⋧
ᔕߩ࡟ࡌ࡞‫⺆⸒ࠍޠ‬ቇ⊛ߦ෩ኒߦ⸥ㅀߔࠆߎߣ߇ਇน⢻ߢ޽ࠆએ਄‫ޔ‬ᷙᴋߣߒߚ᭎
ᔨ߆ࠄᛮߌ಴ߔߎߣߪ㔍ߒ޿ߩߢ޽ࠆ‫ߛߚޕ‬ᢎ⢒⊛੺౉ߦ߅޿ߡߪ‫৻ࠄࠇߎޔ‬ㅪߩ⎇ⓥᵴേࠍㅢߒߡಽ߆ߞߡ߈ߚߎߣ߇ᄙ޿‫ޔߪ৻╙ޕ‬‫ޔ߃⸒ߪߣޠ⊛ᤨ৻ޟ‬ᢎ⢒⊛੺౉ߦߪ㐳ᤨ㑆߆߆ࠆߣ޿߁ߎߣߢ޽ࠆ‫ޕ‬㓚ኂߣߪ⇣ߥࠆὐࠍᒝ⺞ߔࠆߚ߼ߦ↪޿ߚ↪⺆ߢ޽ࠆ߇‫ޔ‬‫⸃ߋߔߢߩ߽ߥ⊛ᤨ৻ޟ‬᳿ߔࠆ߽ߩ‫߇ߣߎࠆࠇߐ⸃⺋ߣޠ‬ᄙ޿ߚ߼‫ޔ‬ߎߎߢᡷ߼ߡᒝ⺞ߒߡ߅߈ߚ޿‫ޕ‬╙ੑߦ‫ޔ‬
หߓ⸒⺆⊒㆐਄ߩぽ߈߿ㆃࠇߢ޽ߞߡ߽‫ޔ‬⾰ߩ㆑޿߇޽ࠆߣ޿߁ߎߣߢ޽ࠆ‫⺆⸒⇣ޔߪߟ৻ޕ‬ⅣႺߢ⢒ߟᐜఽ㧔2㨪5 ᱦ㧕ߩ㧞⸒⺆ߩ⊒㆐ㆃṛߢ޽ࠆ‫⊒ߩߩ߽ߩߘ⺆⸒ߪࠇߎޕ‬㆐ࠍ⢿߆ߔ߽ߩߢ޽ࠅ‫ޔ‬ቇ㦂ᦼߩ⸒⺆⠌ᓧో૕ߦ㑐ࠊࠆㆃࠇߩⷐ࿃ߦߥࠅ߆ߨߥ޿ᷓೞߥ߽ߩߢ޽ࠆ‫ޔߪߟ৻߁߽ޕ‬㧝⸒⺆‫ߪ޿ࠆ޽ޔ‬㧞⸒⺆ߢ⹤ߒ⸒⪲ߪ޽ࠆ⒟ᐲりߦߟ޿ߡ޿ࠆ߇‫⺆⸒ߩઁޔ‬㗔ၞ㧔଀߃߫‫ߊᦠޔ‬ജ㧕ߢㆃࠇ߇⷗ࠄࠇࠆߣ޿߁߽ߩߢ޽ࠆ‫ߥ߁ࠃߩߎޕ‬ㆃࠇߪ‫ޔ‬ዋߥߊߣ߽ࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦ࠷࡯࡞ࠍ৻ߟߪᜬߞߡ޿ࠆߣ޿߁ὐߢ‫ޔ‬೨⠪ߣߪ⇣ߥࠆ‫߹ޕ‬ߚߎߩࠃ߁ߥળ⹤ജߣᦠߊജߣߩᏅߪ‫ߣޕࠆ޽ߢ⽎⃻ࠆࠇࠄ⷗߽ߢ࡞ࠟࡦ࡝ࡁࡕޔ‬޿߁ࠊߌߢ‫ޔ‬ᐜఽᦼߩ⸒⺆ⅣႺߦ⿠࿃ߔࠆ⃻⽎ࠍ‫ޔߒߣޠ⽎⃻࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻ޟ‬
৻ᣇ․ቯߩ⸒⺆㗔ၞߩ⠌ᓧ߇ㆃࠇࠆࠤ࡯ࠬߢ߆ߥࠅ㐳ᦼ⊛᭴߃ߩᢎ⢒⊛੺౉߇ᔅⷐ
ߥ߽ߩࠍ‫ߣޠ⽎⃻࠼࠶࠹ࡒ࡝࡮࡞ࡉ࠳ޟ‬๭ࠎߢ඙೎ߒߡ߽޿޿ߩߢߪߥ޿߆ߣᕁ߁
ࠃ߁ߦߥߞߚ‫ߪߢߎߎޔߒ߆ߒޕ‬ೋᔃߦᚯࠅ‫ޔ‬ฬ⒓ߪߥࠎߢ߽ࠃ޿‫ޔ‬ታᘒࠍ⋥ⷞߒࠃ߁ߣ޿߁ᘒᐲߦᔀߔࠆߎߣߦߔࠆ‫ޕ‬ એ਄ࠍ〯߹߃ߡ‫ޔ‬ᐕ㦂‫ޔ‬㗔ၞ‫ޔ‬ផኤߐࠇࠆਥⷐ࿃ࠍ࡝ࠬ࠻ߦߒߡ৻ߟߩ⴫ߦ߹ߣ
߼ࠆߣ‫⴫ޔ‬㧝ߩࠃ߁ߦߥࠆ‫ޕ‬ ࠲ࠗࡊ II ߪ‫ߦ⪲⸒ߒ⹤ޔ‬㑐ߔࠆ໧㗴ߢ޽ࠅ‫ޔ‬ਥߥⷐ࿃ߣߒߡߪኅᐸࠍਛᔃߣߔࠆ
II ߪ‫ޔ‬⸒⺆ⅣႺߩ⽺ߒߐߦ޽ࠆ‫ޕ‬࠲ࠗࡊ II44 ᱦఽߋࠄ޿߆ࠄ 99 ᱦఽߋࠄ޿߹ߢߩ㑆ߢ‫ޔ‬⹤ߒ⸒⪲ࠍ࿯บߦᢥሼߩ⠌ᓧߩೋᱠ߿ၮ␆⊛⺒ߺᦠ߈⢻ജߩ⠌ᓧߦ໧㗴߇⿠ߎࠆ߽
⹤ߒ⸒⪲ࠍ࿯บߦᢥሼߩ⠌ᓧߩೋᱠ߆ࠄၮ␆⊛⺒ߺᦠ߈⢻ജߩ⠌ᓧߦ໧㗴߇⿠ߎࠆߩߢ޽ࠆ‫ޕ‬ਥߥⷐ࿃ߣߒߡߪ‫ޔ‬ᐜఽᦼߩ⇣ᢥൻ㑆⒖േߦࠃࠆ૶↪⸒⺆ߩಾࠅᦧ߃‫ޔ‬߽ߩߢ޽ࠆ‫ޕ‬ਥߥⷐ࿃ߣߒߡߪ‫ޔ‬ᐜఽᦼߩ⇣ᢥൻ㑆⒖േߦࠃࠆ૶↪⸒⺆ߩಾࠅᦧ߃‫ޔ‬ഠᖡߥᢥሼⅣႺ‫ޔ‬ᢎ⢒ߩᢿ⛘ߥߤߢ޽ࠆ‫ ࡊࠗ࠲ޕ‬III
III ߪ‫ޔ‬㜞ᐲߥ⺒ߺᦠ߈⢻ജߣ᛽⽎⊛ߥ⺆ᒵߩ⠌ᓧߦㆃࠇ߇⷗ࠄࠇࠆࠤ࡯ࠬߢ޽ࠆ‫ߦ․ޕ‬᛽⽎⺆ᒵ߇ዋߥߊ‫ߩߺ⺒ޔ‬
ౝኈℂ⸃߇࿎㔍‫ޔ‬૞ᢥജ߇ૐߊ‫ߦࠇំߩࠖ࠹ࠖ࠹ࡦ࠺ࠗࠕޔ‬ᖠ߻↢ᓤ߇ᄙ޿‫ޕ‬  

 ! "#

㧨⴫㧝㧪
࠲ࠗࡊ

+

ᐕ㦂

ᐜఽᦼ

ᐜఽᦼ

㗔ၞ

ផ᷹ⷐ࿃㧔଀㧕⹤ߒᆎ߼࡮
⹤ߒ⸒⪲ߩ⠌ᓧC⊒⺆߇ㆃ޿
D๟࿐ߩᄢੱߣߩ⸒⺆ធ⸅ᤨ㑆߇ዋߥ޿
E⹤ߒߎߣ߫ߩࠗࡦࡊ࠶࠻߇ᭂ┵ߦዋߥ޿
F.߇ᧂ⊒㆐ੱ㑆㑐ଥ᭴▽࡮
ኻ⹤ജ

C෺ᣇะߩળ⹤႐㕙߇ዋߥߊ‫ߩ⹤⊒⊛⊒⥄ޔ‬ᯏળ߇ᭂ┵ߦዋߥ޿

ࡊ࡟࡝࠹࡜ࠪ࡯࡮
ᢥሼ⠌ᓧߩ
࡟࠺ࠖࡀࠬCᢥሼⅣႺ߇ഠᖡ
D଻⼔⠪⥄り⺒ߺᦠ߈߇ਇ⥄↱
E⺒ߺ⡞߆ߖ߽⸒⪲ㆆ߽߮ߥ޿
F⇣ᢥൻ㑆⒖േߩߚ߼⹤ߒ⸒⪲ߩಾࠅᦧ߃߇
ᒝⷐߐࠇࠆ
㧔.ߩ⛮⛯⊛⊒㆐߇㒖ᱛߐࠇࠆ㧕

G๟࿐ߩᄢੱߣߩ⸒⺆ធ⸅ᤨ㑆߇ዋߥ޿
Hኅᐸߢߩቇ⠌ᡰេ߇ߥ޿㧔ሶߤ߽ߩቇ⠌ߦή㑐ᔃ㧕

Cଔ୯ⷰ߿ⴕേⷙ▸߇⇣ߥࠅㆡᔕߦᚭᖺ߁ Dᜰዉ⠪ߩᦼᓙߒߔ߉߿ਇㆡಾߥᜰዉ
Eᢥሼ⠌ᓧ࡟࠺ࠖࡀࠬࠍᰳ߈‫ޔ‬ᢥሼ⠌ᓧ߇ㆃ޿    ቇᩞⅣႺ߳ߩㆡᔕ࡮
ળ⹤ജ࡮ᢥሼ⠌ᓧ
Fኅᐸߢߩቇ⠌ᡰេ߇ߥ޿㧔ሶߤ߽ߩቇ⠌ߦή㑐ᔃ㧕
G.ߩ⺒ߺᦠ߈߇ᧂୃᓧߩߚ߼‫ޔ‬.߳ߩォ⒖
߇ߥ޿

++

ዊቇᩞ
㧔ૐቇᐕ

⺒ߺᦠ߈ߩၮ␆

ዊቇᩞ+++ 㧔㜞ቇᐕ㧕ਛቇ㨯㜞ᩞC᝼ᬺෳട߇ߢ߈ߥ޿߹߹᡼⟎ߐࠇࠆDౝ⊒⊛േᯏߦࠃࠆቇ⠌߇߶ߣࠎߤߥ޿
Eᜰዉ⠪ߩᦼᓙߒߔ߉߿ਇㆡಾߥᜰዉ
F⇣ᢥൻ㑆⒖േߩߚ߼‫ޔ‬.ߢߩቇ⠌ࠍᒝⷐ
ߐࠇࠆ
Gᢎ⢒ߦᢿ⛘߇޽ࠆ㧔ਇዞቇߩᤨᦼ߇޽ࠆ㧕
H࿖ౝ‫ߪߚ߹ޔ‬࿖ࠍ⿧߃ߡߩォᩞࠍ➅ࠅ㄰ߔIᐕ㐳ఽ߇⺒ߺᦠ߈ߩၮ␆ࠍቇ߱႐วߪ‫ޔ‬ᔃℂ⊛ო߇ᄢ߈޿
J.ߩ଻ᜬિ㐳߇ᒙ޿ߚ߼‫ޔ‬.߳ߩォ⒖߇ߥ
޿Cߤߜࠄߩ⸒⺆ߢ߽᛽⽎⊛ߥᕁ⠨߇ਇᓧᚻ‫ޔ‬ߘߩ⊒㆐ߦ㐳ᤨ㑆߆߆ࠆ⺒⸃ജ࡮૞ᢥജ
Dߤߜࠄߩ⸒⺆ߢ߽⺆ᒵ߇ਇ⿷
⺆ᒵ࡮ṽሼജ࡮
E㧞⸒⺆࡮㧞ᢥൻߩ⁜㑆ߢߤߞߜߟ߆ߕߩ
᛽⽎⺆ᒵ࡮᛽⽎᭎ᔨ᳃ᣖ࡮ᢥൻ࡮⸒⺆ࠕࠗ࠺ࡦ࠹ࠖ࠹ࠖߦᖠ߻
F.ߩ଻ᜬિ㐳߇ᒙ޿ߚ߼‫ޔ‬.߳ߩォ⒖߇ߥ
޿

 



  





 

ߎߩࠃ߁ߥ⴫ߦᾖࠄߒߡ‫ߦⷐ♿ᧄޔ‬ឝタߐࠇߚ⺰ᢥࠍ⷗ߡߺࠆߣ‫╙ޔ‬㧝ߩ↢↰⵨ሶ᳁ߩ⺰ᢥ‫ੱ࡞ࠫ࡜ࡉޟ‬ਛቇ↢ߩ L㧝ߣ L㧞ߩ૞ᢥߦ⷗ࠄࠇࠆ໧㗴㧙࠳ࡉ࡞࡝ࡒ࠹࠶
࠼⃻⽎ߩ଀߆ࠄ−‫ ࡊࠗ࠲ޔߪޠ‬III ߩ૞ᢥജߩ଀ߢ޽ࠆ‫ޕ‬ኅᐸⷐ࿃‫ޔ‬ቇᩞⷐ࿃ߣಾࠅ
㔌ߒߡ‫ޔ‬ਔ⸒⺆ߩ૞ᢥജࠍṛ࿷ᐕᢙߣ᧪ᣣᐕᢙߣߩ㑐ଥߢಽᨆߒߚ߽ߩߢ޽ࠆ‫ߎޕ‬ࠇ߹ߢߩ࿖ౝߦ߅ߌࠆᧄ࠹࡯ࡑߩ㗔ၞߢߪ‫ⷺߩߎޔ‬ᐲ߆ࠄߩࡃࠗ࡝ࡦࠟ࡞૞ᢥജ⺞ᩏߪዋߥ޿ߩߢ‫⾆ޔ‬㊀ߥ࠺࡯࠲ߢ޽ࠆ‫ޕ‬ ╙㧞ߩ㜞ᯅ᦮ሶ᳁ߩ⺰ᢥ‫ߩ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬ሶߤ߽ߚߜߩ⸒⺆⢻ജࠍ⠨߃ࠆ㧙ᣣᧄ↢߹ࠇߩਛ࿖Ꮻ࿖⠪ਃ਎㨯྾਎ߩᢎ⢒໧㗴㧙‫ޔߪޠ‬ਥߦ࠲ࠗࡊ II ߩ໧㗴ߢ޽ࠆ‫ޕ‬‫ޟ‬ਛ࿖Ꮻ࿖‫⁁ࠆ޿ߡࠇ߆⟎ߩ┬ఽޠ‬ᴫࠍ␠ળᢎ⢒ቇ⊛ⷞὐࠍ฽߼ߡಽᨆߒ‫ޔ‬ቇᩞⅣႺో૕߳ߩㆡᔕߣ޿߁㕙ࠍఽ┬ߩ⋡✢ߦ┙ߞߡⷰኤ㧔1 ᐕ㧠ࡩ᦬㧕ߒߚ߽ߩߢ޽ࠆ‫ޕ‬ኻ⽎ߦߥߞߚఽ┬ߪዊቇᩞ 1 ᐕ߆ࠄ 4 ᐕ߹ߢߩ 7 ฬߩਃ਎࡮྾਎ߢ޽ࠆ‫⺆⸒⇣ޕ‬ⅣႺߢ⢒ߟሶߤ߽ߩ㧞⸒⺆ߩ໧㗴ߪ਎ઍߦࠃߞߡ⇣ߥࠅ‫ޔ‬ਃ਎࡮྾਎ߦߥࠆߣ‫⃻ޔ‬࿾⺆/ቇᩞ⸒⺆߇ఝ൓ߦߥࠅ‫ߩⷫޔ‬Უ⺆㧔ሶߤ߽ߦߣߞߡߪ⛮ᛚ⺆㧕ߩᯏ⢻߇ᄬࠊࠇߡ
޿ߊߩ߇᥉ㅢߢ޽ࠆ‫⎇ᧄޕ‬ⓥળߩฬ⒓ߦ޿ߺߓߊ߽⃻ࠇߡ޿ࠆࠃ߁ߦ‫ޔ‬਎ઍࠍ⚻ࠆߦᓥߞߡ‫ޔ‬Უ⺆ᢎ⢒߆ࠄ⛮ᛚ⺆ᢎ⢒߳‫⛮ޔ‬ᛚ⺆ᢎ⢒߆ࠄࡃࠗ࡝ࡦࠟ࡞ᢎ⢒߳ߣ⒖ⴕ
ߒߡ޿߆ߥ޿ߣ‫ޔ‬ᣣᧄ↢߹ࠇߩ‫ޟ‬ਛ࿖Ꮻ࿖‫↢┬ఽޠ‬ᓤߩਛ߆ࠄࡃࠗ࡝ࡦࠟ࡞ࠍ⢒ᚑߔࠆߩߪਇน⢻ߦߥࠆ‫ޕ‬ ╙㧟ߩṖᎹᕺℂሶ᳁ߩ⺰ᢥ‫ࠆ޽ޟ‬ᐜዋᦼ౉࿖ఽ┬ࠍኻ⽎ߣߔࠆ❑ᢿ⊛੐଀⎇ⓥ㧙
㧠ᐕඨߩᣣᧄ⺆⠌ᓧ‫⺆⸒ޔ࠻ࠬ࠹⺆⸒ޔ‬ⅣႺ⺞ᩏ߆ࠄ㧙‫ ࡊࠗ࠲߽ޠ‬II ߩ੐଀ߢ޽
ࠆ‫ޕ‬ᚢ੎ߣ޿߁ᦨᖡߩ᧦ઙਅߦ޽ߞߚࠗࡦ࠼ࠪࠕ㔍᳃↵ఽ㧝ฬ(⃻࿷ 11 ᱦ‫ޔ‬ዊ㧡)ࠍኻ⽎ߣߒߚ߽ߩߢ޽ࠆ‫ޕ‬5 ᱦ⋥೨ߦ᧪ᣣ‫ޔ‬ᐜఽᦼߩ⽺ߒ޿⸒⺆ⅣႺ߇የࠍᒁ޿ߡ‫ޔ‬ቇᩞ↢ᵴో⥸ߦ໧㗴ࠍ⿠ߎߒߡ޿ࠆࠤ࡯ࠬߣ⸒߃ࠆ‫ߩߎޕ‬ኻ⽎ఽߦኻߒߡ㧠ᐕඨߦࠊߚߞߡ‫ߩ޽ޔ‬ᚻߎߩᚻߢၮ␆⊛ߥ⺒ߺᦠ߈ߩജࠍ⢒ߡߚขࠅ⚵ߺߩ⸥㍳ߣߒߡ␜ໂߦን߻߽ߩߢ޽ࠆ‫ޕ‬A ↵ߩ႐ว‫ޔ‬ዋߥߊߣ߽ᢎ⢒ߩᢿ⛘㧔ቇᩞߦㅢߞߡ޿ߥ޿ᤨ
ᦼ㧕߇ߥ߆ߞߚߎߣ‫ߚ߹ޔ‬ขࠅ಴ߒ᝼ᬺ‫ࠅ౉ޔ‬ㄟߺ᝼ᬺߢ⛮⛯ߒߡ৻ᜰዉຬߩㆡಾ
ߥᡰេ߇ᓧࠄࠇߚߎߣ߇ᐘ޿ߒߡ޿ࠆߣᕁࠊࠇࠆ‫ޕ‬ 㧠⇟⋡ߩࠫࡓ࡮ ࠞࡒࡦ࠭ᢎ᝼㧔࠻ࡠࡦ࠻ᄢቇ㧕ߩ‫ޟ‬ASL(☨࿖ᚻ⹤)ߣ⧷⺆ቇ⠌⸒⺆⊒㆐ߣߩ㑐ଥ㧙ታ⸽⊛⎇ⓥࠍ᭎ⷰߒߡ㧙‫․ߦ߼ߚߩⷐ♿ᧄޔߪޠ‬೎ነⓂߒߡ޿ߚߛ޿ߚ⾆㊀ߥ⺰ᢥߢ޽ࠆ‫ޕ‬ᚻ⹤ߣ⺒ߺᦠ߈⢻ജߣߩ㑐ଥߦ㑐ߔࠆታ⸽⊛ߥ⎇ⓥࠍ㠽⍑ߒߡ‫ߩߡߒߣ⺆⸒৻╙ޔ‬ᚻ⹤ߩᓎഀߦߟ޿ߡ⠨ኤߒߚ߽ߩߢ޽ࠆ‫࠽ࠞߣ߽ߣ߽ޕ‬  

 ! "#࠳࡮ࠝࡦ࠲࡝ࠝᎺߩࠈ߁ᢎ⢒ߩ᡽╷┙᩺⠪ߩߚ߼ߦᦠ߈ਅࠈߒߚᧂ⊒⴫ේⓂߢ޽ࠆ߇‫߁ࠈޔ‬ᢎ⢒‫⺆⸒࡯ࠖ࠹࡝ࡁࠗࡑޔ‬ᢎ⢒৻⥸ߦㆡᔕߢ߈ࠆ߽ߩߢ޽ࠆ‫߁ࠈޕ‬ᢎ⢒ߦ߇‫߁ࠈޔ‬ᢎ⢒‫⺆⸒࡯ࠖ࠹࡝ࡁࠗࡑޔ‬ᢎ⢒৻⥸ߦㆡᔕߐࠇࠆߴ߈߽ߩߢ޽ࠆ‫߁ࠈޕ‬ᢎ߅ߌࠆᚻ⹤ߣ⺒ߺᦠ߈⢻ജߣߩ㑐ଥߦߟ޿ߡ⍮ࠆߎߣߪ‫ߩ↢ੱޔ‬ೋ߼ߩ
5 ᐕ㑆‫ߟޔ‬⢒ߦ߅ߌࠆᚻ⹤ߣ⺒ߺᦠ߈⢻ജߣߩ㑐ଥߦߟ޿ߡ⍮ࠆߎߣߪ‫ޔ‬ੱ↢ߩೋ߼ߩ
5 ᐕ㑆‫ޔ‬߹ࠅዞቇ೨ߩᐜఽᦼߦ৻ߟߩ⸒⺆ࠍߒߞ߆ࠅߣ⠌ᓧߔࠆߎߣ߇޿߆ߦᄢಾ߆ߦߟ޿
ߟ߹ࠅዞቇ೨ߩᐜఽᦼߦ৻ߟߩ⸒⺆ࠍߒߞ߆ࠅߣ⠌ᓧߔࠆߎߣ߇޿߆ߦᄢಾ߆ߦߟ
ߡᡷ߼ߡ⠨߃ߐߖࠄࠇࠆ‫ޕ‬⡬⠪ߩⷫࠍᜬߟࠈ߁ఽߪ‫ޔ‬ᐜఽᦼߦᚻ⹤ࠍቇ߱ߎߣ߇ߢ
޿ߡᡷ߼ߡ⠨߃ߐߖࠄࠇࠆ‫ޕ‬⡬⠪ߩⷫࠍᜬߟࠈ߁ఽߪ‫ޔ‬ᐜఽᦼߦᚻ⹤ࠍቇ߱ߎߣ߇
߈ߕ‫ޔ‬⠌ᓧᤨᦼ߇ߕߞߣㆃࠇߡߒ߹߁ߎߣ߇޽ࠆ‫ޔߪ࠭ࡦࡒࠞޕ‬ᚻ⹤ߩ⠌ᓧᤨᦼߣߢ߈ߕ‫ޔ‬⠌ᓧᤨᦼ߇ߕߞߣㆃࠇߡߒ߹߁ߎߣ߇޽ࠆ‫ޔߪ࠭ࡦࡒࠞޕ‬ᚻ⹤ߩ⠌ᓧᤨᦼ╙ੑ⸒⺆⠌ᓧ(ߎߩ႐ว‫ߩ⺆⧷ޔ‬ᢥᴺ⊛್ᢿ࡮ℂ⸃࡮ᱜ⏕ᐲ)ߣߩ㑐ଥࠍ⺞ߴߚࡔࠗߣ╙ੑ⸒⺆⠌ᓧ(ߎߩ႐ว‫ߩ⺆⧷ޔ‬ᢥᴺ⊛್ᢿ࡮ℂ⸃࡮ᱜ⏕ᐲ)ߣߩ㑐ଥࠍ⺞ߴߚࡔࡌ࡝࡯ߣࡠ࠶ࠢ㧔2003㧕ߩ⎇ⓥᚑᨐࠍᒁ↪ߒߡ‫ߦ߁ࠃߩ߉ߟޔ‬ㅀߴߡ޿ࠆ‫ޕ‬ࠗࡌ࡝࡯ߣࡠ࠶ࠢ㧔2003㧕ߩ⎇ⓥᚑᨐࠍᒁ↪ߒߡ‫ߦ߁ࠃߩ߉ߟޔ‬ㅀߴߡ޿ࠆ‫ޕ‬‫⎇ߩߢ߹ࠇߎޟ‬ⓥᚑᨐ߇␜ໂߔࠆߣߎࠈߪ‫ߩ↢ੱޔ‬ೋᦼߦ⸒⺆ࠍ⠌ᓧߒߚᚑੱߪ‫ޔ‬⡬⠪ߢ޽ࠇࠈ߁⠪ߢ޽ࠇ‫ߚ߹ޔ‬⠌ᓧߒߚ⸒⺆߇㖸ჿ⸒⺆ߢ޽ࠇᚻ⹤ߢ޽ࠇ‫╙ޔ‬ੑ⸒⺆ߩ⠌ᓧߦ߅޿ߡᲣ⺆⹤⠪࡟ࡌ࡞ߦㄭ޿࡟ࡌ࡞߹ߢ೔㆐
ߔࠆߎߣ߇ߢ߈ߚ‫ޕ‬෻ኻߦ‫ޔ‬ᐜఽᦼߦ(ᚻ⹤)⸒⺆ࠍోߊ‫ߪ޿ࠆ޽ޔ‬ዋߒߒ߆⠌ᓧߢ߈ߥ߆ߞߚࠈ߁⠪ߪ‫╙ޔ‬ੑ⸒⺆ߩ⠌ᓧᐲ߇ૐ߆ߞߚ‫ߣߎ߁޿ߣޕ‬ߪ‫߆⺆⸒ⷡⷞޔ‬⡬ⷡ⸒⺆߆ߦ㑐ଥߥߊ‫ੱޔ‬㑆ߩೋᦼߩ⸒⺆⠌ᓧ߇৻↢ࠍㅢߓߡߩ⸒⺆⠌ᓧࠍ࠼࡜ࡑ࠹ࠖ࠶ࠢߦᄌ߃ߡߒ߹߁น⢻ᕈࠍᜬߞߡ޿ࠆߣ
޿߁ߎߣߢ޽ࠆ‫ޕ‬‫ޠ‬㧔p.369㧕⃻࿷‫ޔ‬ᄖ࿖ੱఽ┬↢ᓤᢎ⢒ߢ߽ᶏᄖఽ┬↢ᓤᢎ⢒ߢ߽‫ޔ‬ኻ⽎ߣߔࠆߩߪ⟵ോᢎ⢒ߩᐕ㦂ߩሶߤ߽ߢ޽ࠆ‫ޔߡߞ߇ߚߒޕ‬6 ᱦએ㒠ߩఽ┬ߩ໧㗴߇⼏⺰ߩਛᔃߦߥࠅ߇ߜ
ߢ޽ࠆ߇‫ޔ‬ታߪ‫ޔ‬ዞቇ೨ߩᐜఽߩ⸒⺆ⅣႺ‫ޔ‬ᢥሼⅣႺߦὶὐ߇ᒰߡࠄࠇࠆߴ߈ߢ޽ࠈ߁‫ޕ‬ ᦨᓟߦ‫ޔ‬‫ࠍ⽎⃻࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻࡮࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬⠨߃ࠆ‫ޠ‬਄ߢ‫ޔ‬ᄢ੐ߥߎߣࠍ 1 ὐᜰ៰ߒߡ߅߈ߚ޿‫ޔߪࠇߘޕ‬ぽ߈ߣ߆ㆃࠇߣ߆޿߁‫ޔ‬ᓟࠈะ߈ߩⷞὐߦߟ
޿ߡߩ෻⋭ߢ޽ࠆ‫ޕ‬ኻ⽎ఽ┬ߢ޽ࠆࡃࠗ࡝ࡦࠟ࡞ఽߦ‫ࠆ޽ߢ࡞ࠟࡦ࡝ࡁࡕޔ‬ᣣᧄੱߩⷞὐࠍ᛼ߒߟߌߡߪߥࠄߥ޿‫ߣఽ࡞ࠟࡦ࡝ࡁࡕߪఽ࡞ࠟࡦ࡝ࠗࡃޕ‬Ყߴߡߘࠇߙ
ࠇߩ⸒⺆ߩ⺆ᒵജ߇ૐ޿ߩ߇᥉ㅢߢ޽ࠆߒ‫ߒ࠻ࡈࠪࠅߚߒࠬࠢ࠶ࡒࠍ࠼࡯ࠦߚ߹ޔ‬ߚࠅߔࠆߩ߽ࡃࠗ࡝ࡦࠟ࡞ఽߩ․ᓽߢ޽ࠆ(Genesee et al., 2004)‫ߦ․ޕ‬᳇ߦߥࠆߩ
ߪ‫ޔ‬ᣣᧄߩ㜞ᐲ࡝࠹࡜ࠪ࡯␠ળߩ‛Ꮕߒߢሶߤ߽ߩ⺒ߺᦠ߈⢻ജࠍ⷗ࠆߎߣߢ޽ࠆ‫ޕ‬↢↰⺰ᢥߢࡉ࡜ࠫ࡞♽ਛቇ↢ 64 ฬߩඨᢙㄭߊ߇ࡐ࡞࠻ࠟ࡞⺆߽ᣣᧄ⺆߽ᦠߊജ߇
ᒙߊ‫ޔ‬‫⃻⴫߁޿ߣߊᦠޟ‬ᚻᲑࠍᄬ޿߆ߌߡ޿ࠆ‫߁޿ߣޠ‬ᜰ៰߇޽ߞߚ‫ޕ‬ᓐࠄߩ዁᧪ࠍ 

  





 

ᕁ߁ߣᥧổߚࠆ᳇ᜬߜߦߥࠆ߇‫⼂ߩ࡞ࠟࡦ࡝ࡁࡕޔ‬ሼ₸ߩૐ޿ർ☨ߢߪ‫ޔ‬หߓ੐ታߦኻߒߡోߊ㆑ߞߚ⷗ᣇ߇ߐࠇߡ޿ࠆ (Commins & Miramones, 1989)‫ޕ‬‫ޟ‬ᣣᧄ⺆
߇ㆃࠇߡ޿ࠆሶߤ߽‫․ߡߒߣޠ‬೎ᛒ޿ࠍߔࠆߩߢߪߥߊ‫ޔ‬ੑߟߩߎߣ߫ߩ࡝࠰࡯ࠬ
ࠍ‫ޔ‬‫߽⺆࡞ࠟ࠻࡞ࡐޟ‬಴᧪ࠆሶ‫ޠ‬‫ޟ‬ਛ࿖⺆߽⡞޿ߡಽ߆ࠆሶ‫ߦ߁ࠃ߁޿ߣޠ‬೨ะ߈ߦ⹏ଔߒߡ޿߈ߚ޿߽ߩߢ޽ࠆ‫ߩ߫ߣߎߚ߹ޕ‬໧㗴ࠍߎߣ߫ࠍᢎ߃ࠆߎߣߢ⸃᳿ߒࠃ
߁ߣߔࠆߩߢߪߥߊ‫ޔ‬ஜోߥࠕࠗ࠺ࡦ࠹ࠖ࠹ࠖ⢒ᚑࠍᄖ࿖ੱఽ┬↢ᓤᢎ⢒ߩਛᔃߦᝪ߃ߡ‫⥄ޔ‬Ꮖࠗࡔ࡯ࠫ‫⥄ޔ‬ዅ♖␹ࠍ㜞߼ߎߣߦࠃߞߡ‫ޔ‬ሶߤ߽⥄り߇⥄ಽߩߎߣ߫
ߩ໧㗴ߦขࠅ⚵߻ࠃ߁ߦ‫ޔ‬ሶߤ߽⥄りߩജࠍᒝ߼ߡ޿߈ߚ޿߽ߩߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂Commins, L.N. & Miramontes, B.O. (1989) Perceived and Actual Linguistic
Competence: A Descriptive Studies of Four Low-Achieving Hispanic
Bilingual Students. American Educational Research Journal. Vol. 26, No. 4,
pp. 443-472.
Genesee, F., Paradis, J. & Crago, B.M. (2004) Dual Language Development &Disorders: A Handbook on Bilingualism & Second Language Learning.
Baltimore, Maryland: Paul H. Brookes Publishing Co. pp.195-211.

  

!"# $ %&ࡉ࡜ࠫ࡞ੱਛቇ↢ߩ L㧝ߣ L㧞ߩ૞ᢥߦ⷗ࠄࠇࠆ໧㗴́࠳ࡉ࡞࡝ࡒ࠹࠶࠼⃻⽎ߩ଀߆ࠄ́
↢↰⵨ሶ㧔ਛㇱᄢቇ㧕
ikuta@isc.chubu.ac.jpࠠ࡯ࡢ࡯࠼㧦࿷ᣣࡉ࡜ࠫ࡞ੱਛቇ↢‫ޔ‬૞ᢥ⢻ജ‫ޔ‬᭴ᚑߣౝኈ‫ޔ↪⺋ޔ‬࠳ࡉ࡞࡝ࡒ࠹࠶࠼⃻⽎㧝㧚 ߪߓ߼ߦ
 1990 ᐕߩ౉▤ᴺᡷᱜࠍ߈ߞ߆ߌߦᄙߊߩࡑࠗࡁ࡝࠹ࠖఽ┬࡮↢ᓤ߇ᣣᧄߩቇᩞߦ
ㅢ߁ࠃ߁ߦߥࠅ‫ ߿ߪޔ‬15 ᐕએ਄߇ㆊ߉ࠃ߁ߣߒߡ޿ࠆ‫ޕ‬ᒰೋߪ⍴ᦼߩ಴Ⓙ߉߇⋡⊛ߢ᧪ᣣߔࠆኅᣖ߇ᄙ߆ߞߚ߇‫ߪ੹ޔ‬ṛ࿷߇㐳ᦼൻߔࠆ௑ะߦ޽ࠆ‫ޕ‬ṛ࿷ߩ㐳ᦼൻߦ઻޿‫ޔ‬ሶߤ߽ߚߜߩ⸒⺆ߩ໧㗴‫ޟߜࠊߥߔޔ‬Უ⺆߽ᣣᧄ⺆߽ᐕ㦂⋧ᔕߦ㆐ߒߡ޿
ߥ޿‫߇ࠬ࡯ࠤޠ‬ᄙߊ⷗ࠄࠇࠆࠃ߁ߦߥߞߚ㧝‫ޕ‬ੑ⸒⺆ߣ߽ߦ૗ࠄ߆ߩ໧㗴߇⷗ࠄࠇࠆ⃻⽎ࠍ‫߇߁⸒ߣޠ࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻ޟߪ޿ࠆ޽ޠ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧞‫ߩߎޔ‬‫ޟ‬૗ࠄ߆ߩ໧㗴‫ޠ‬ߪ᭽‫ߥޘ‬஥㕙ߢ↢ߓ߁ࠆ‫ޕ‬⸒⺆⢻ജߩߤߩࠃ߁ߥ஥㕙ࠍ⷗ࠆߩ߆‫ޔ‬޽ࠆ޿ߪᐕ㦂⋧ᔕߣߪߤߩ࡟ࡌ࡞ࠍߐߔߩ߆‫⁁ߥ߁ࠃߩߤߡߒߘޔ‬ᘒࠍ‫࡝࡞ࡉ࠳ޟ‬ࡒ࠹࠶࠼‫್ߣޠ‬ᢿߔࠆߩ߆‫౒ࠈߎߣߩ੹ޔ‬ㅢߩℂ⸃߇޽ࠆࠊߌߢߪߥ޿‫ޔߒ߆ߒޕ‬ߘࠇࠍតࠆߚ߼ߦߪ‫ޔ‬ᣣᧄ⺆ࠍ৻⸒⺆ߣߔࠆࡃࠗ࡝ࡦࠟ࡞ఽ┬࡮↢ᓤߦታ㓙ߤߩࠃ߁ߥ‫ޟ‬໧㗴‫߁޿ߣޔ߆ߩࠆߓ↢߇ޠ‬੐଀⺞ᩏࠍⓍߺ਄ߍߡ޿ߊᔅⷐ߇޽ࠆߣᕁࠊࠇ
ࠆ‫ߊߏߛ߹ߪ࠲࡯࠺ߥ߁ࠃߩߎޕ‬㒢ࠄࠇߚ߽ߩߒ߆ߥ޿߆ࠄߢ޽ࠆ‫ޕ‬ ߘߎߢ‫ᧄޔ‬Ⓜߪࡉ࡜ࠫ࡞ੱਛቇ↢ࠍኻ⽎ߣߒ‫⺆⸒ޔ‬ㆇ↪ߩ᭽‫ߥޘ‬஥㕙ߩਛߢ߽‫ᦠޟ‬ߊജ‫ޕࠆߔ⋡⌕ߦޠ‬ቇ㦂ߩ㜞޿ਛቇ↢ߦߣߞߡᢎ⑼ቇ⠌ߪࠃࠅ࿎㔍ߢ޽ࠅ‫ᦠߺ⺒ޔ‬߈⢻ജߩਇ⿷߇ቇ⠌ߩ⛮⛯ࠍᅹߍࠆߎߣ߇ᄙ޿߆ࠄߢ޽ࠆ‫ޔࠎࠈߜ߽ޕ‬ਔ⸒⺆ߢ߁߹ߊ‫ޔߡߞ⸒ߣࠄ߆ޠ޿ߥߌᦠޟ‬හߘߩ↢ᓤ߇‫⸒ߪߣࠆ޽ߢޠ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬߃ߥ޿‫ޔࠄߥߗߥޕ‬ਔ⸒⺆ߢᦠߌߥߊߡ߽‫ᦨޔ‬ૐߤߜࠄ߆৻ᣇߩ⸒⺆ߢ⹤ߔജߪච
ಽߦ᦭ߒߡ޿ࠆ႐ว߽޽ࠆ߆ࠄߢ޽ࠆ‫⃻⴫ࠆࠃߦ߫ߣߎ߈ᦠޔߒ߆ߒޕ‬ᚻᲑࠍ޿ߕ
ࠇߩ⸒⺆ߦ߅޿ߡ߽ᄬ޿߆ߌߡ޿ࠆ↢ᓤ߇޿ࠆߩ߽੐ታߢ޽ࠆ‫ޕ‬๟⍮ߩࠃ߁ߦ࡝࠹
࡜ࠪ࡯㧔⺒ߺᦠ߈⢻ജ㧕ࠍ㙃߁ߎߣߪ‫↢ޔ‬ᓤߩᕁ⠨ജࠍિ߫ߔߚ߼ߦᄢ߈ߥᓎഀࠍ
ᨐߚߒߡ޿ࠆ‫⃻ߪߦࠄߐޕ‬ታ⊛ߥ໧㗴ߣߒߡ‫ޔ‬ㅴቇ࡮ዞ⡯ߥߤߩㆬᛯߩ᏷ࠍᐢߍࠆ 

  









ᚻᲑߦ߽ߥࠆ‫ߥ߁ࠃߩߎޕ‬㊀ⷐߥᚻᲑࠍᄬ߁ߣ޿߁ߩߪ‫⁁ߥ߁ࠃߩߤޔ‬ᘒࠍᜰߔߩ
߆‫ᧄޕ‬Ⓜߢߪ‫ౕࠍࠇߘޔ‬૕⊛ߦ␜ߒߚ޿ߣ⠨߃ࠆ‫ޕ‬㧞㧚 వⴕ⎇ⓥ
2.1 ࡑࠗࡁ࡝࠹ࠖఽ┬࡮↢ᓤߩ࡝࠹࡜ࠪ࡯ߩ໧㗴 ቇ㦂ᦼߦ޽ࠆሶߤ߽߇╙ੑ⸒⺆㧔એਅ L㧞ߣߔࠆ㧕ࠍਥⷐ⸒⺆ߣߔࠆⅣႺߦ⟎߆ࠇߚ႐ว‫৻ޔ‬ญߦ⸒⺆⢻ജߣ⸒ߞߡ߽‫ߡߞࠃߦ࡞ࠠࠬޔ‬⠌ᓧߦ߆߆ࠆᤨ㑆ߪᄢ߈ߊ⇣ߥࠆ‫ޕ‬Cummins㧔1991㧕ߪᶏᄖߦ߅ߌࠆ੐଀ࠍ߽ߣߦ‫ޔ‬ቇᐕ⋧ᒰߩᣣᏱ⊛ߥળ⹤ജ߿⴫㕙⊛ߥᵹᥰߐࠍ₪ᓧߔࠆߦߪ⚂㧞ᐕ߆߆ࠆߩߦᲧߴߡ‫ޔ‬ቇ⠌ߦ㑐ࠊࠆ⢻ജ㧔⺒ߺᦠ߈⢻ജߥߤ㧕߇ቇᐕ⋧ᒰߦ㆐ߔࠆߦߪᦨૐ㧡ᐕߪᔅⷐߢ޽ࠆ‫ߌߠ⺰⚿ߣޔ‬ߡ޿ࠆ‫߈ᦠߺ⺒ޔࠅ߹ߟޕ‬⢻ജ߇りߦߟߊߩࠍᓙߞߡ޿ߚࠄ‫ߩߘޔ‬ሶߤ߽ߪᢎ⑼ቇ
⠌ࠍߔࠆᚻᲑࠍߘࠇ߹ߢᜬߡߥ޿ߣ޿߁ߎߣߦߥࠅ‫ޔ‬ቇᐕ⋧ᒰߩ⍮⼂ࠍᓧࠆᯏળࠍ
ᄬߞߡߒ߹߁‫ޔߚ߹ޕ‬Cummins㧔2000㧕ߪ࠮ࡒ࡝ࡦࠟ࡞⃻⽎ߦߟ޿ߡ‫⎇ޔ‬ⓥ⠪߇࠮ࡒ࡝ࡦࠟ࡞ߩ໧㗴ࠍߣࠅ਄ߍࠆᤨߪ‫ޔ‬ญ㗡⢻ജ߿৻⥸⊛ߥ⸒⺆⢻ജߣߪ඙೎ߒߡ‫ޔ‬⺆ᒵߩ⼾߆ߐ߿ࠕࠞ࠺ࡒ࠶ࠢߥ⺒ߺᦠ߈⢻ജߥߤࠍኻ⽎ߣߒߡ޿ࠆߩߛߣߒߡ޿ࠆ‫ޕ‬ߐࠄߦ੹ߩᒝ೙⊛ߥቇᩞᢎ⢒㧔ߔߥࠊߜ‫ޔ‬L㧞ߩߺߦࠃࠆቇ⠌ߩᯏળߒ߆ߥ޿ⅣႺ㧕ߢߪ‫ޔ‬ᄙߊߩࡃࠗ࡝ࡦࠟ࡞ߩሶߤ߽߇ࠕࠞ࠺ࡒ࠶ࠢߥ㗔ၞߦ⸅ࠇࠄࠇߥ޿߹߹ߛߣ
ᜰ៰ߒߡ޿ࠆ‫⺆⸒৻╙ޔߦ߁ࠃߩߎޕ‬㧔એਅ L㧝ߣߔࠆ㧕ߦࠃࠆቇ⠌ࠨࡐ࡯࠻ࠍฃ
ߌࠄࠇࠆᢙዋߥ޿ࠤ࡯ࠬࠍ㒰޿ߡ‫ޔ‬L㧝㧛L㧞޿ߕࠇ߆‫ߪ޿ࠆ޽ޔ‬ਔ⸒⺆ߦ߅޿ߡ⺒ߺᦠ߈⢻ജ߇⊒㆐ߒߥ޿ߎߣ߇ᄙ޿ߩ߇⃻⁁ߢ޽ࠆ‫ޔߪࠇߎޕ‬ᣣᧄߦ߅޿ߡ߽଀ᄖ
ߢߪߥ޿‫ޕ‬એਅߦ‫ޔ‬ᣣᧄߦ࿷૑ߔࠆࡑࠗࡁ࡝࠹ࠖఽ┬࡮↢ᓤߩ⸒⺆⢻ജߦߟ޿ߡႎ
๔ߒߚ⎇ⓥࠍ᜼ߍࠆ‫ޕ‬
2.2 ᣣᧄߦ߅ߌࠆࡑࠗࡁ࡝࠹ࠖఽ┬࡮↢ᓤߩ⸒⺆⢻ജߦ㑐ߔࠆవⴕ⎇ⓥ
 ᣣᧄߢߪᦨㄭ߹ߢ‫ޔ‬ᄖ࿖ੱఽ┬࡮↢ᓤߩ⸒⺆⢻ജ‫ߦ․ޔ‬Უ⺆ߩ⸒⺆⢻ജࠍቴⷰ⊛ߦ࠹ࠬ࠻ߒߚ⎇ⓥߪ߶ߣࠎߤή߆ߞߚ߇‫ޔ‬1997㨪2001 ᐕߦ࿖┙࿖⺆⎇ⓥᚲߦࠃߞߡ‫ޟ‬ᄖ࿖ੱᐕዋ⠪ߩᣣᧄ⺆⠌ᓧ࡮Უ⺆଻ᜬߩᮮᢿ⊛⺞ᩏ‫ޔߪࠇߎޕߚࠇࠊߥⴕ߇ޠ‬ࡐ࡞࠻ࠟ࡞⺆࡮ਛ࿖⺆࡮ࠬࡍࠗࡦ⺆࡮ࡌ࠻࠽ࡓ⺆ࠍᲣ⺆ߣߔࠆఽ┬࡮↢ᓤࠍኻ⽎ߦ‫ޔ‬L㧝ߣ L㧞ߩ⡬⸃ജ‫⸃⺒ޔ‬ജ‫ޔ‬ญ㗡⺆ᒵജ‫ޔ‬ળ⹤ജ‫ߡߒߘޔ‬ῳᲣߩ⸒⺆ᢎ⢒ߦኻߔࠆᗧ⼂ࠍ⺞ᩏߒߚ߽ߩߢ޽ࠆ‫ޕ‬  

!"# $ %& ⺒⸃ജߦߟ޿ߡߪ Okazaki 㧔1999 㧕߇ TOAM 㧔Test of Acquisition and
Maintenance㧕ߣ޿߁࠹ࠬ࠻ߦࠃߞߡ⹏ଔࠍⴕ޿‫ޔ‬એਅߩࠃ߁ߦႎ๔ߒߡ޿ࠆ‫߹ޕ‬ߕ‫ޔ‬ૐᐕ㦂ߢ᧪ᣣߒߚሶߤ߽߶ߤ L㧝ߩ⺒⸃ജߩὐᢙ߇ૐߊ‫ޔ‬Უ⺆ߢ⺒⸃ജࠍりߦߟߌߥ޿߹߹᧪ᣣߒߡ޿ࠆ‫ޕ‬ㅒߦ L㧝⺒⸃ജߩὐᢙ߇㜞߆ߞߚሶߤ߽ߩ߶ߣࠎߤߪ
ਛቇ↢ߢ‫ߥ߁ࠃߩߎޔ‬ሶߤ߽ߪ‫ޔ‬L㧝ߣ L㧞ߩ⺒⸃ജߩ㑆ߦᲧセ⊛ᒝ޿⋧㑐߇⹺߼ࠄࠇߚߣ޿߁‫ޔࠅ߹ߟޕ‬L㧝ߩ⺒⸃ജ߇޽ࠆ৻ቯߩ࡟ࡌ࡞ߦ㆐ߒߡ޿ࠆሶߤ߽ߦ㑐ߒߡߪ‫ޔ‬L㧞ߩ⺒⸃ജ߽㜞޿ߣ޿߁ߎߣߢ޽ࠆ‫⸃⺒ޔߦ߁ࠃߩߎޕ‬ജߣ޿߁࡝࠹࡜
ࠪ࡯ߩ৻ㇱߦߟ޿ߡ‫ޔ‬㜞ᐕ㦂ߢ᧪ᣣߒߚᣇ߇ࡃ࡜ࡦࠬࡃࠗ࡝ࡦࠟ࡞ߦߥࠆน⢻ᕈ߇㜞޿ߎߣ߇ႎ๔ߐࠇߡ޿ࠆ‫ޕ‬ ળ⹤ജߦߟ޿ߡߪ‫ޔ‬ਛፉ㧒࠿࠽ࠬ㧔2001㧕߇ OBC㧔Oral Proficiency Test for
Bilingual Children㧕ߣ޿߁࠹ࠬ࠻ࠍⴕߥߞߚ⚿ᨐࠍ‫ޔ‬ᰴߩࠃ߁ߦႎ๔ߒߡ޿ࠆ‫ޕ‬߹ߕ‫⸃⺒ޔ‬ജߣห᭽‫ޔ‬ૐᐕ㦂ߢ᧪ᣣߔࠆ߶ߤ L㧝ߩળ⹤ജࠍ༚ᄬߔࠆ௑ะ߇޽ࠆߣ
޿߁‫ߥ߁ࠃߩߘޔߡߒߘޕ‬ሶߤ߽ߪ L㧞ߩળ⹤ജ߽ૐㅅߒߡ޿ࠆߣ޿߁‫߁ࠃߩߎޕ‬ߥሶߤ߽ߪ‫ޔ‬ṛ࿷ᐕᢙ߇㐳޿ߦ߽߆߆ࠊࠄߕ‫ޔ‬ᣣᏱ⊛ߥ⹤㗴ߪዷ㐿ߢ߈ߡ߽⹺⍮ⷐ᳞ᐲߩ㜞޿ળ⹤ߪߢ߈ߥ޿࡟ࡌ࡞ߦߣߤ߹ߞߡߒ߹߁‫᧪ޔߚ߹ޕ‬ᣣᓟ㧞ޯ㧟ᐕࠍㆊ߉ߚ㗃ߦ L㧝ߩળ⹤ജ߇ᕆㅦߦ⪭ߜࠆ႐ว߇޽ࠅ‫ ߛ߹ߪߦᦼᤨߩߎޔ‬L㧞߇ᧂ⊒㆐ߥߚ߼‫ߦ⽎⃻࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻ޔ‬㒱ࠆߎߣߦߥࠆߣ޿߁‫ޕ‬ ߎߩ৻ㅪߩ⺞ᩏߣߪ೎ߦ‫╩ޔ‬⠪ߪࡉ࡜ࠫ࡞ੱਛቇ↢ 55 ੱࠍኻ⽎ߣߒߡ‫ޔ‬L㧝ߣ L㧞ߩ૞ᢥ⢻ജߩታᘒࠍតߞߚ㧔↢↰ 2006㧕
‫ޕ‬L㧝ߩ૞ᢥ⢻ജߦߟ޿ߡߪ‫᧪ޔ‬ᣣᐕ㦂߇㧥ᱦએਅߩ႐ว‫ޔ‬૞ᢥߩ޽ࠄࠁࠆ஥㕙㧔‫↥ޟ‬಴㊂‫ޠ‬‫⺆ޟ‬ᒵߩᄙ᭽ᕈ‫ޠ‬‫ޟ‬ᢥ᭴ㅧߩⶄ㔀ߐ‫ޠ‬‫ޟ‬ᱜ⏕ߐ‫ޠ‬‫ޟ‬᭴ᚑߣౝኈ‫ޠ‬㧕߇ᧂ⊒㆐ߢ޽ߞߚ‫ޕ‬L㧞ߩ૞ᢥ⢻ജߦߟ޿ߡߪ‫ޔ‬ṛ࿷ᐕᢙ߇㐳ߊߥࠆߦߟࠇߡ਄⸥㧡ߟߩ஥㕙ߪ⊒㆐ߔࠆ‫ߩߘߒ߆ߒޕ‬ਛߢ‫ޔ‬‫ޟ‬ᱜ⏕ߐ‫߇ޠ‬ࡕࡁ࡝ࡦࠟ࡞࡟ࡌ࡞ߦ㆐ߔࠆߩ߇ᦨ߽㔍ߒߊ‫ޔ‬ṛ࿷㧢ޯ10 ᐕࠍㆊ߉ߡ߽ࡕࡁ࡝ࡦࠟ
࡞ߩ↢ᓤߣߩ㑆ߦᏅ߇⷗ࠄࠇߚ‫ޔߢ޿ߟޕ‬‫⺆ޟ‬ᒵߩᄙ᭽ᕈ‫ߦ࡞ࡌ࡟࡞ࠟࡦ࡝ࡁࡕ߇ޠ‬ㅊ޿ߟߊߩߦ㧠ᐕએ਄߆߆ࠆ‫ߦࠇߎޕ‬ኻߒߡ‫ޔ‬‫↥ޟ‬಴㊂‫ޠ‬‫ޟ‬ᢥ᭴ㅧߩⶄ㔀ߐ‫ޠ‬‫ޟ‬᭴ᚑߣ
ౝኈ‫ޔߪߡ޿ߟߦޠ‬ṛ࿷㧟ᐕࠍㆊ߉ߚߎࠈ߆ࠄ‫ߦ࡞ࡌ࡟࡞ࠟࡦ࡝ࡁࡕޔ‬㆐ߒߡ޿ߚ‫ޕ‬ߎߩࠃ߁ߦ‫ޔ‬ૐᐕ㦂ߢ᧪ᣣߒߚ↢ᓤߩ L㧝ߢᦠߊജ߇ᧂ⊒㆐ߢ޽ࠆߎߣ‫ ߡߒߘޔ‬L㧞ߢᦠߊജ߇චಽߦિ߮ࠆߚ߼ߦߪ⋧ᒰߩᤨ㑆߇߆߆ࠆߎߣࠍวࠊߖߡ⠨߃ࠆߣ‫ޔ‬⺒⸃ജ࡮ળ⹤ജߣหߓࠃ߁ߦ‫ޔ‬ૐᐕ㦂ߢ᧪ᣣߒߚ↢ᓤߪਔ⸒⺆ߢ‫ޠ޿ߥߌᦠߊ߹߁ޟ‬⁁ᘒߦ㒱ࠆෂ㒾ᕈ߇㜞޿ߣ⸒߃ࠆ‫ޕ‬ ߘࠇߢߪ‫ޔ‬‫⁁ߥ߁ࠃߩߤޔߪߣޠ޿ߥߌᦠߊ߹߁ޟ‬ᘒࠍᜰߔߩ߆‫↰↢ޕ‬㧔2006㧕 

  









ߢߪ‫ోޔ‬૕ߩ௑ะࠍ L㧝ߩ଻ᜬ㧔⊒㆐㧕࡮L㧞ߩ⊒㆐ߘࠇߙࠇߩⷰὐ߆ࠄⷰኤߒߚ߇‫ޔ‬
ᧄⓂߢߪࠗࡦࡈࠜ࡯ࡑࡦ࠻৻ੱ৻ੱ߇‫ޔ‬L㧝㧛L㧞ߢߤߩࠃ߁ߦᦠ޿ߡ޿ࠆ߆ࠍⷰኤ
ߒ‫ޔ‬એਅߩὐߦߟ޿ߡ⠨߃ࠆ‫ޕ‬ ࡮ਔ⸒⺆ߩ‫ߊᦠޟ‬ജ‫ߦޠ‬໧㗴߇޽ࠆ႐ว‫ޔ‬ṛ࿷ᐕᢙ߿᧪ᣣᐕ㦂ߣߤߩࠃ߁ߥ㑐ଥ  ߇޽ࠆߩ߆‫ޕ‬ ࡮ౕ૕⊛ߦߤߩࠃ߁ߥ໧㗴߇⿠߈ࠆߩ߆‫ޕ‬㧟㧚 ಽᨆᣇᴺ
3.1 ࠗࡦࡈࠜ࡯ࡑࡦ࠻ ᧄ⺞ᩏߩࠗࡦࡈࠜ࡯ࡑࡦ࠻ߪ‫ޔ‬ᗲ⍮⋵ߩ౏┙ਛቇᩞ 16 ᩞߦ࿷☋ߔࠆᣣ♽ࡉ࡜ࠫ࡞ੱ↢ᓤ 64 ฬ㧔㧝ᐕ↢ 25 ฬ‫ޔ‬㧞ᐕ↢ 11 ฬ‫ޔ‬㧟ᐕ↢ 28 ฬ㧕ߢ޽ࠆ‫ޕ‬Ყセ࠺࡯࠲ߣߒߡ‫ޔ‬ᣣᧄ⺆૞ᢥࠍห⋵ߩ౏┙ਛቇᩞߦ࿷☋ߔࠆᣣᧄੱ↢ᓤ 33 ฬ㧔㧝࡮㧞ᐕ↢㧕߆ࠄ‫⺆࡞ࠟ࠻࡞ࡐޔ‬૞ᢥࠍࡉ࡜ࠫ࡞ࠨࡦࡄ࠙ࡠᎺߩ⑳┙ਛቇᩞߦ࿷☋ߔࠆࡉ࡜ࠫ࡞
ੱ↢ᓤ 10 ฬ㧔㧞ᐕ↢㧕߆ࠄ෼㓸ߒߚ‫ޕ‬ ࿷ᣣࡉ࡜ࠫ࡞ੱࠗࡦࡈࠜ࡯ࡑࡦ࠻ߩኅᐸߢߩ⸒⺆૶↪⁁ᴫߦߟ޿ߡ⡞޿ߚߣߎࠈ‫ޔ‬ṛ࿷㧝ޯ㧟ᐕߢߪኅᣖߣࡐ࡞࠻ࠟ࡞⺆ߩߺࠍ⹤ߒ‫ޔ‬ṛ࿷㧠ᐕએ㒠ߪᣣᧄ⺆ߣ૬↪ߒ‫ޔ‬ṛ࿷㧢ᐕࠍㆊ߉ࠆߣᣣᧄ⺆ߩߺࠍ૶߁ߣ޿߁௑ะ߇޽ߞߚ‫ߚ߹ޕ‬Ⴖ߿ࡏ࡜ࡦ࠹ࠖࠕ
ᢎቶߥߤ‫ޔ‬૗ࠄ߆ߩᣇᴺߢࡐ࡞࠻ࠟ࡞⺆ࠍ଻ᜬߔࠆࠃ߁ߦദ߼ߡ޿ࠆߣ޿߁↢ᓤߪ‫ޔ‬ṛ࿷ᐕᢙ߇㧝ޯ㧟ᐕߣ⍴޿႐ว‫ߡߒߘޔ‬㧢ᐕએ਄ߣ㐳޿႐วߦߪዋߥߊ‫ߩߘޔ‬ਛ㑆ߢ޽ࠆṛ࿷ᐕᢙ㧟ޯ㧢ᐕߩ႐วߪᲧセ⊛ᄙ߆ߞߚ㧔Ikuta 2006㧕‫ޕ‬
3.2 ࠺࡯࠲෼㓸ߩᣇᴺ
64 ੱߩࠗࡦࡈࠜ࡯ࡑࡦ࠻ߦߪ‫ޔ‬ᣣᧄ⺆࡮ࡐ࡞࠻ࠟ࡞⺆ߣ߽ߦ‫ޟ‬ㇺળߩ↢ᵴߣ↰⥢ߩ↢ᵴߩߤߜࠄ߇޿޿ߣᕁ޿߹ߔ߆‫ߢࡑ࡯࠹߁޿ߣޠ߆ߔߢߗߥߪࠇߘޕ‬૞ᢥࠍᦠ޿ߡ߽ࠄߞߚ‫ޔߪࠇߎޕ‬㧞ߟߩ੐ᨩࠍᲧセߒ‫ޔ‬ℂ↱ߠߌࠍߒߥ߇ࠄ⚿⺰ࠍዉߊߣ
޿߁⺰ℂ⊛ߥᢥ┨ߩዷ㐿߇ⴕ߃ࠆ߆ࠍ⷗ࠆߚ߼ߢ޽ࠅ‫ޔ‬㜞ᐲߥ⹺⍮ജࠍᔅⷐߣߔࠆ
⸒⺆૶↪ߢ޽ࠆߣ⠨߃ࠄࠇࠆ߆ࠄߢ޽ࠆ‫ޕ‬ሼᢙߣᤨ㑆ߩ೙㒢ߪ⸳ߌߕ‫ޔ‬ㄉᦠߩ૶↪
ࠍ⹺߼ߚ‫ޕ‬ᣣᧄ⺆ߣࡐ࡞࠻ࠟ࡞⺆‫ߩ⺆⸒ߩࠇߕ޿ޔ‬૞ᢥ߆ࠄᆎ߼ࠆ߆ߪࠗࡦࡈࠜ࡯
ࡑࡦ࠻߇ㆬᛯߒߚ‫ޕ‬ 

!"# $ %&3.3 ࠺࡯࠲ߩಽᨆᣇᴺ ߹ߕ‫ޔߡ޿ߟߦੱ৻ੱ৻࠻ࡦࡑ࡯ࠜࡈࡦࠗޔ‬L㧝㧛L㧞߇ߘࠇߙࠇߤߩߊࠄ޿ߩ࡟
ࡌ࡞ߦ㆐ߒߡ޿ࠆ߆ࠍ⷗ࠆߎߣߦߔࠆ‫⋡ߩ࡞ࡌ࡟ߩߎޕ‬቟ߣߒߡ‫⴫ޔ‬㧝ߦ૞ᢥߩ‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔၮḰࠍ␜ߔ‫ޕ‬AޯD ߩ㧠㗄⋡㧔ฦ㧠ὐ㧕ߦߟ޿ߡ‫ޔ‬Უ⺆⹤⠪㧞ੱߦ⹏ଔߒߡ߽ࠄ޿‫ޔ‬ว⸘ 16 ὐḩὐߣߒߡ‫ޟ‬᭴ᚑߣౝኈ‫⹏ࠍޠ‬ଔߒߚ‫ޕ‬⴫㧝 ૞ᢥߩ‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔ㗄⋡A㧚ਥᣦߩ᣿⏕ߐ㧛㚂የ৻⽾ᕈ     
B㧚⺰ℂߩ᣿⏕ߐ
C㧚ℂ↱ߠߌ
D㧚ౝኈߩ⼾߆ߐ૞ᢥߦ޽ࠆ⒟ᐲߩ㐳ߐ߇޽ࠅ‫ޔ‬ᆎ߼߆ࠄ⚳ࠊࠅ߹ߢ㚂የ৻⽾ߒߚਥᒛ߇⺒ߺขࠇࠆ߆
ᢥ┨ߦ޽ࠆ⒟ᐲߩ㐳ߐ߇޽ࠅ‫ߟ߆ޔ‬ᢥߣᢥ㧛Ბ⪭ߣᲑ⪭߇⺰ℂ⊛ߦߟߥ߇ߞߡ޿ߡ‫ߦߩ߻⺒ޔ‬ㅅࠊߥ޿߆
୘‫ߩޘ‬ਥᒛߩℂ↱ߠߌ߇᣿⏕ߢ‫⺑ޔ‬ᓧജ߇޽ࠆ߆
ㇺળߣ޿ߥ߆ߩࡊ࡜ࠬ㕙‫ࠬ࠽ࠗࡑޔ‬㕙ߘࠇߙࠇߦචಽߦ⸒
෸ߒߡ߅ࠅ‫ߥࠢ࡯࠾࡙ߟ߆ޔ‬⠨ኤ߇⷗ࠄࠇࠆ߆ ᣣᧄ⺆૞ᢥߩ⹏ଔ⠪ߪ㧞ੱߣ߽ᣣᧄ⺆ᢎᏧߢ‫⺆࡞ࠟ࠻࡞ࡐޔ‬૞ᢥߩ⹏ଔ⠪ߪᣣᧄߩᄢቇߦ࿷☋ߔࠆቇㇱ↢ߣ੤឵⇐ቇ↢ߩࡉ࡜ࠫ࡞࡮ࡐ࡞࠻ࠟ࡞⺆Უ⺆⹤⠪ߢ޽ࠆ‫ޕ‬ੑ⠪ߩ⹏ଔ⚿ᨐߩ⋧㑐ࠍ⷗ࠆߚ߼ߦࠬࡇࠕࡑࡦߩ㗅૏⋧㑐ଥᢙࠍ߽ߣ߼ߚߣߎࠈ‫ޔ‬ᣣᧄ⺆ߪ r=0.93‫ ߪ⺆࡞ࠟ࠻࡞ࡐޔ‬r=0.87 ߣ޿ߕࠇ߽㜞޿⋧㑐߇⷗ࠄࠇߚ‫ߩߎޕ‬ੑ⠪ߩ⹏ଔ⚿ᨐߩᐔဋὐࠍ‫ޔ‬ฦࠗࡦࡈࠜ࡯ࡑࡦ࠻ߩ‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔߣߒߚ‫ޕ‬ ߹ߕ‫ߩߎޔ‬ᓧὐࠍ߽ߣߦ‫ ߩ࠻ࡦࡑ࡯ࠜࡈࡦࠗߩࠇߙࠇߘޔ‬L㧝㧛L㧞߇ࡕࡁ࡝ࡦ
ࠟ࡞ߩਛቇ↢ߩ࡟ࡌ࡞ߦ㆐ߒߡ޿ࠆ߆ߤ߁߆ࠍಽᨆߔࠆ‫ޕ‬ᰴߦ‫⚿ߩߘޔ‬ᨐߣṛ࿷ᐕᢙ࡮᧪ᣣᐕ㦂ߣߩ㑐ଥࠍ␜ߔ‫ᦨޕ‬ᓟߦ‫ޔ‬ṛ࿷ᐕᢙߩᲧセ⊛⍴޿ࠤ࡯ࠬߣ㐳޿ࠤ࡯ࠬߩਛ߆ࠄ‫ޔ‬ਔ⸒⺆ߦ߅޿ߡ໧㗴߇⹺߼ࠄࠇࠆ૞ᢥ଀ࠍ᜼ߍ‫ޔ‬૗߇໧㗴ߢ޽ࠆߩ߆ࠍ
⺋↪㧔ᢥᴺ࡮⺆ᒵ࡮⴫⸥㧕ࠍਛᔃߦ␜ߔߎߣߦߔࠆ‫ޕ‬㧠㧚 ో૕ߩ௑ะ
4.1 ṛ࿷ᐕᢙߦࠃࠆ௑ะ
 64 ੱߩࠗࡦࡈࠜ࡯ࡑࡦ࠻ߩ߁ߜ‫ޔ‬ᣣᧄ⺆૞ᢥߪోߡߩ↢ᓤ߇ᦠ޿ߚ߇‫ޔ‬ṛ࿷㧠ᐕએ਄ߩ↢ᓤߩਛߦ‫⺆࡞ࠟ࠻࡞ࡐޔ‬૞ᢥࠍㄉㅌߒߚ↢ᓤ߇㧥ੱ޿ߚ㧔⴫㧞ෳᾖ㧕‫ߩߎޕ‬ߎߣ߆ࠄ‫ޔ‬ṛ࿷㧠ᐕࠍㆊ߉ࠆߣ‫ޟ‬Უ⺆ߢߪᦠߌߥ޿㧔޽ࠆ޿ߪᦠ߈ߚߊߥ޿㧕‫ߣޠ‬ᗵߓࠆ↢ᓤ߇಴ࠆߎߣ߇ࠊ߆ࠆ‫ޕ‬

  









⴫㧞 L㧝ߩ૞ᢥࠍᦠ޿ߚ↢ᓤߩᢙߣഀว㧔N㧩64㧕
ṛ࿷ᐕᢙ

㧝ޯ㧟ᐕ
㧔N㧩15㧕

㧟ޯ㧠ᐕ㧔N㧩17㧕

㧠ޯ㧢ᐕ㧔N㧩15㧕

㧢ޯ10 ᐕ
㧔N㧩17㧕

ว⸘ࡐ࡞࠻ࠟ࡞⺆૞ᢥࠍᦠ޿ߚ
↢ᓤߩᢙߣഀว

15
㧔100㧑㧕

17
㧔100㧑㧕

13
㧔86.7㧑㧕

10
㧔58.8㧑㧕

55
㧔85.9㧑㧕 ᰴߦ‫ޔ‬L㧝㧛L㧞ߩ૞ᢥ⢻ജߩࡃ࡜ࡦࠬߪߤ߁ߢ޽ࠈ߁߆‫⴫ޕ‬㧝ߩ‫ޟ‬᭴ᚑߣౝኈ‫ޠ‬ߩ⹏ଔߪ‫ߺ⺒ޔ‬ᚻߩශ⽎ࠍᢙ୯ൻߒߚ߽ߩߢ޽ࠅ‫ޔ‬‫ޠ޿ࠈߒ߽߅ޔߊߔ߿ߺ⺒ޟ‬૞ᢥߢ޽ࠆ߆ߤ߁߆ߩᜰᮡߦߥࠆ‫ޕ‬ᣣᧄߩਛቇᩞߦㅢ߁ࡉ࡜ࠫ࡞ੱਛቇ↢ߩ૞ᢥ߇߅ࠃ
ߘߤߩߊࠄ޿ߩ࡟ࡌ࡞ߦ㆐ߒߡ޿ࠆ߆ࠍᛠីߔࠆߚ߼‫ޔ‬หߓቇ㦂ߩࡕࡁ࡝ࡦࠟ࡞ߩ
↢ᓤߦࠃࠆ૞ᢥߩᐔဋ୯ࠍၮḰߣߔࠆ‫ߩߘޕ‬ᐔဋ୯ߦ㆐ߒߡ޿ߥ߆ߞߚ႐วߪ‫ޔ‬૞ᢥ⢻ജߦ૗ࠄ߆ߩ໧㗴߇޽ࠆߣ⷗ߥߔߎߣߦߔࠆ‫ޕ‬ ᧄ⺞ᩏߢ૞ᢥࠍᦠ޿ߡ߽ࠄߞߚᣣᧄੱਛቇ↢ 33 ੱߩᐔဋߪ 10.89㧔SD=1.39㧕ߢ޽ߞߚ‫⋡ࠍࠇߎޕ‬቟ߣߒ‫ޔ‬ᣣᧄੱਛቇ↢ߩᐔဋ୯ࠍ 11.0 ߣ⸳ቯߔࠆ‫৻ޕ‬ᣇ‫ࠫ࡜ࡉޔ‬࡞ੱਛቇ↢㧔ࡕࡁ࡝ࡦࠟ࡞㧕10 ੱߩᐔဋߪ 12.05㧔SD=1.75㧕ߣ‫ޔ‬ᣣᧄੱਛቇ↢ߩᐔဋὐࠃࠅ㧝ࡐࠗࡦ࠻એ਄㜞߆ߞߚ‫࡞ࠫ࡜ࡉޔߪࠇߎޕ‬࿷૑ࡕࡁ࡝ࡦࠟ࡞ߩࠗࡦࡈ
ࠜ࡯ࡑࡦ࠻߇⑳┙ਛቇᩞߦㅢߞߡ޿ࠆ↢ᓤߢ޽ࠅ‫ޔ‬Ყセ⊛ᕺ߹ࠇߚᢎ⢒ࠍฃߌߡ޿
ࠆߎߣ߇ਥߥⷐ࿃ߛߣ⠨߃ࠄࠇࠆ‫ࠅࠃޔߢߎߘޕ‬ᮡḰ⊛ߥ౏┙ਛቇᩞߩ↢ᓤࠍၮḰߣߒߚᣣᧄ⺆૞ᢥߩᐔဋ୯ߣߩ㑆ߦᏅ߇↢ߓߥ޿ࠃ߁ߦ‫⺆࡞ࠟ࠻࡞ࡐޔ‬૞ᢥ߽ᐔဋ
୯ࠍ 11.0 ߣߒߚ‫ޕ‬ ࡐ࡞࠻ࠟ࡞⺆ߩ૞ᢥࠍㄉㅌߒߚ㧥ੱࠍ฽߼‫ޔ‬64 ੱߩࠗࡦࡈࠜ࡯ࡑࡦ࠻ࠍṛ࿷ᐕᢙߦࠃߞߡ㧠ߟߩࠣ࡞࡯ࡊߦಽ㘃ߔࠆߣ‫ࡊ࡯࡞ࠣߩࠇߙࠇߘޔ‬ౝߢ L㧝㧛L㧞૞ᢥߩ‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐߪ⴫㧟ߩࠃ߁ߦߥߞߚ㧟‫⺆࡞ࠟ࠻࡞ࡐޕ‬૞ᢥࠍᦠ߆ߥ߆ߞߚ
႐วߪ‫ޔ‬㧜ὐߣߺߥߔ‫ޕ‬ ⴫㧟ࠍ⷗ࠆߣ‫ޔ‬L㧝㧛L㧞ਔ⸒⺆ߦ߅޿ߡᐔဋߦḩߚߥ߆ߞߚ↢ᓤߪ‫ޔ‬ṛ࿷㧝ޯ㧟ᐕߩࠣ࡞࡯ࡊߢߪ 60.0㧑ࠍභ߼ߡ߅ࠅ‫߽ᦨޔ‬ᄙ޿‫ ߒߛߚޕ‬11.0 ߦḩߚߥ޿ߣ⸒ߞ
ߡ߽‫↢ߩߤࠎߣ߶ޔ‬ᓤ߇ 10.0 ޽ࠆ޿ߪ 10.5 ࠍขߞߡ޿ࠆߩߢ‫ޔ‬L㧝ߩ⹏ଔ߇⪺ߒߊૐ޿‫ߦࠇߎޕߚߞ߆ߥߪߢߌࠊ߁޿ߣޔ‬Ყߴߡ L㧞ߪ‫ޔ‬4.0ޯ9.0 ߣૐߊ‫ޔ‬ṛ࿷㧟ᐕએਅߢߪ⺖㗴૞ᢥࠍᦠߊߩߪ࿎㔍ߢ޽ࠆߎߣ߇┍߃ߚ‫ޕ‬ 

!"# $ %&⴫㧟 ṛ࿷ᐕᢙ೎‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔ㧔N㧩64㧕
ṛ࿷ᐕᢙ

㧝ޯ㧟ᐕ
㧔N㧩15㧕

㧟ޯ㧠ᐕ㧔N㧩17㧕

㧠ޯ㧢ᐕ㧔N㧩15㧕

㧢ޯ10 ᐕ
㧔N㧩17㧕

ว⸘

L㧝㧛L㧞ߣ߽ߦ 11.0 એ਄

㧞㧔13.3㧑㧕 㧢㧔35.3㧑㧕 㧟㧔20.0㧑㧕 㧟㧔17.6㧑㧕 14㧔21.9㧑㧕

L㧝ߩߺ 11.0 એ਄

㧠㧔26.7㧑㧕 㧠㧔23.5㧑㧕 㧝㧔 6.7㧑㧕 㧜㧔 0.0㧑㧕 㧥㧔14.1㧑㧕

L㧞ߩߺ 11.0 એ਄㧜㧔0.0㧑㧕

L㧝㧛L㧞ߣ߽ߦ 11.0 ᧂḩ㧥㧔60.0㧑㧕 㧡㧔29.4㧑㧕 㧣㧔46.6㧑㧕 㧣㧔41.2㧑㧕 28㧔43.7㧑㧕

ว⸘

15㧔100㧑㧕 17㧔100㧑㧕 15㧔100㧑㧕 17㧔100㧑㧕 64㧔100㧑㧕

㧞㧔11.8㧑㧕 㧠㧔26.7㧑㧕 㧣㧔41.2㧑㧕 13㧔20.3㧑㧕

㧔   㧕ߪࠣ࡞࡯ࡊౝߢභ߼ࠆഀว

 11.0 ߣ޿߁ၮḰ୯ߪ޽ߊ߹ߢ߽ᧄ⺞ᩏߦ㒢ࠄࠇߚ߽ߩߥߩߢ‫⚿ߩߎޔ‬ᨐࠍ৻⥸ൻߔࠆߎߣߪߢ߈ߥ޿߇‫ޔ‬ṛ࿷㧟ޯ㧠ᐕߢߪᲧセ⊛ਔ⸒⺆ߢࡃ࡜ࡦࠬࠃߊᦠ޿ߡࠆߎ
ߣ߇┍߃ࠆ‫ޔߜࠊߥߔޕ‬ᣣᧄ⺆߽ߘߎߘߎિ߮ᆎ߼‫ࠆߌᦠߛ߹߽ߢ⺆࡞ࠟ࠻࡞ࡐޔ‬ߣ޿߁ᤨᦼߢ޽ࠆ‫ޔߒ߆ߒޕ‬ṛ࿷㧠ᐕࠍㆊ߉ࠆߣ‫ߣޔ޿ߥߌᦠߪߢ⺆࡞ࠟ࠻࡞ࡐޔ‬ㄉㅌߔࠆ↢ᓤ߇಴ᆎ߼‫ޔ‬L㧝㧛L㧞ߣ߽ߦᦠߌࠆ↢ᓤ߇ᷫࠅ‫ߩߘޔ‬ಽ L㧞ߢߥࠄ߁߹
ߊᦠߌࠆ‫ ߪ޿ࠆ޽ޔ‬L㧝㧛L㧞ߣ߽ߦᦠߌߥ޿‫↢߁޿ߣޔ‬ᓤ߇Ⴧ߃ࠆ௑ะ߇޽ࠆ‫ޕ‬ ߎߩ௑ะࠍ〯߹߃ࠆߣ‫ޔ‬ṛ࿷㧠ᐕࠍㆊ߉ߚ㗃߇‫ޔ‬L㧝ߢᦠߊജࠍ଻ᜬߢ߈ࠆ߆ߤ
߁߆ߩጘ〝ߦߥࠆߣ⸒߃ࠆ‫ ߦᦼᤨߩߎޕ‬L㧝ߦࠃࠆᦠߊ⠌ᘠࠍᄬࠊߥ޿ࠃ߁ߦࠨࡐ
࡯࠻ߔࠆߎߣ߇‫ޔ‬ਔ⸒⺆ߢᦠߊജࠍߟߌࠆߎߣߦߟߥ߇ࠆ‫ޔ߫ࠇߌߥߒࠍࠇߘޕ‬L㧝ߢ߽ L㧞ߢ߽ᦠߌߥ޿‫ߦ⽎⃻࠼࠶࠹ࡒ࡝࡞ࡉ࠳ࠆߌ߅ߦߣߎޠߊᦠޟ߁޿ߣޔ‬㒱ࠆෂ㒾ᕈ߇㜞ߊߥࠆߣ⸒߃ࠃ߁‫ޕ‬
4.2 ᧪ᣣᐕ㦂ߦࠃࠆ௑ะ ᰴߦ‫ޔ‬L㧝㧛L㧞ߩᓧὐߣ᧪ᣣᐕ㦂ߩ㑆ߦߤߩࠃ߁ߥ㑐ଥ߇޽ࠆߩ߆ࠍ⷗ߡ޿ߊ‫ޕ‬ᄢ૕ߩ⋡቟ߣߒߡ‫ޔ‬10 ᱦᧂḩߢ᧪ᣣߒߚ↢ᓤߣ‫ޔ‬10 ᱦએ㒠ߦ᧪ᣣߒߚ↢ᓤߩ㧞ࠣ࡞࡯ࡊߦಽߌ‫ޔ‬L㧝㧛L㧞ߣ߽ߦ 11.0 એ਄ߩ↢ᓤ‫ޔ‬L㧝޽ࠆ޿ߪ L㧞ߩߺ 11.0 એ਄ߩ↢ᓤ‫ ߡߒߘޔ‬L㧝㧛L㧞ߣ߽ߦ 11.0 ߦḩߚߥ߆ߞߚ↢ᓤߩੱᢙࠍ⴫㧠ߦ␜ߔ‫ޕ‬ ⴫㧠ࠍ⷗ࠆߣ‫ޔ‬10 ᱦᧂḩߢ᧪ᣣߒߚ↢ᓤ 29 ੱߩ߁ߜ‫ޔ‬L㧝㧛L㧞ߣ߽ߦࡕࡁ࡝ࡦ
ࠟ࡞࡟ࡌ࡞ߩ 11.0 ߦ㆐ߒߡ޿ߚߩߪ㧠ੱߢ‫ޔ‬13.8㧑ߢ޽ߞߚ‫ߦࠇߎޕ‬ኻߒߡ‫ޔ‬10ᱦએ਄ߢ᧪ᣣߒߚ↢ᓤߢੑ⸒⺆ߣ߽ࡕࡁ࡝ࡦࠟ࡞࡟ࡌ࡞ߦ㆐ߒߡ޿ߚߩߪ 35 ੱਛ
10 ੱߢ 28.6㧑ߣ‫ࠅࠃޔ‬㜞޿ഀวࠍ␜ߒߡ޿ࠆ‫ޔߚ߹ޕ‬L㧝㧛L㧞ߣ߽ߦ 11.0 ᧂḩߩ↢ᓤߪ‫ޔ‬10 ᱦᧂḩߢ᧪ᣣߒߚ↢ᓤߩ 44.8㧑‫ޔ‬10 ᱦએ਄ߢ᧪ᣣߒߚ↢ᓤߩ 42.9㧑ߢ޽ࠅ‫ߩߤ߶ࠇߘޔ‬Ꮕߪ⷗ࠄࠇߥ޿‫੹ޔࠄ߆ߣߎߩߎޕ‬࿁ߩ⺞ᩏߢߪ᧪ᣣᐕ㦂ߪ‫ޟ‬ੑ

  









⸒⺆ߣ߽ߦ߁߹ߊᦠߌࠆࠃ߁ߦߥࠆ߆ߤ߁߆‫ߪߦޠ‬ᓇ㗀ߒߡ޿ࠆߎߣ߇┍߃ߚ߇‫ޔ‬‫ޟ‬ੑ⸒⺆ߣ߽ᦠߌߥߊߥࠆ߆ߤ߁߆‫ࠍޠ‬Ꮐฝߔࠆߣߪ⸒߃ߥ߆ߞߚ‫ޕ‬⴫㧠 ᧪ᣣᐕ㦂೎‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔ㧔N㧩64㧕಴࿖ᐕ㦂

10 ᱦᧂḩ
㧔N㧩29㧕

10 ᱦએ਄
㧔N㧩35㧕

L㧝㧛L㧞ߣ߽ߦ 11.0 એ਄

㧠㧔13.8㧑㧕

10㧔28.6㧑㧕 14㧔21.9㧑㧕

L㧝ߩߺ 11.0 એ਄㧟㧔10.3㧑㧕㧢㧔17.1㧑㧕㧥㧔14.1㧑㧕

L㧞ߩߺ 11.0 એ਄

㧥㧔31.1㧑㧕㧠㧔11.4㧑㧕

13㧔20.3㧑㧕

L㧝㧛L㧞ߣ߽ߦ 11.0 ᧂḩ13㧔44.8㧑㧕 15㧔42.9㧑㧕 28㧔43.7㧑㧕

ว⸘

29㧔100㧑㧕35㧔100㧑㧕ว⸘

64㧔100㧑㧕                      㧔   㧕ߪࠣ࡞࡯ࡊౝߢභ߼ࠆഀว ߘࠇߢߪ‫ޔ‬L㧝ߦ߅޿ߡ߽ L㧞ߦ߅޿ߡ߽ࡕࡁ࡝ࡦࠟ࡞ߩᐔဋ୯ߦḩߚߥ߆ߞߚ
↢ᓤߪ‫ޔ‬ታ㓙ߦߤߩࠃ߁ߥ໧㗴ࠍᛴ߃ߡ޿ࠆߩߛࠈ߁߆‫ޕ‬୘‫ߩޘ‬૞ᢥࠍ⷗ࠆߎߣߦ
ࠃࠅ‫ౕޔ‬૕⊛ߦ૗߇ߢ߈ߥ޿㧔޽ࠆ޿ߪりߦߟߌߡ޿ߥ޿㧕ߩ߆ࠍⷰኤߒߡ޿ߊ‫ޕ‬㧡㧚 ࡉ࡜ࠫ࡞ੱਛቇ↢ߩ૞ᢥߦ⷗ࠄࠇࠆ໧㗴 ߎߎߢߪ‫ߦ࡞ࡌ࡟࡞ࠟࡦ࡝ࡁࡕޔ‬㆐ߒߡ޿ߚ↢ᓤߣߘ߁ߢߥ޿↢ᓤߩ૞ᢥ଀ࠍ᜼
ߍ‫ޔ‬‫್ߣࠆ޽ߦ⽎⃻࠼࠶࠹ࡒ࡝࡞ࡉ࠳ߡ޿߅ߦߣߎޠߊᦠޟ‬ᢿߐࠇࠆ႐วߪ‫ౕޔ‬૕⊛ߦߤߩࠃ߁ߥ໧㗴߇↢ߓߡ޿ࠆߩ߆ࠍ⷗ߡ޿ߊ‫ޕ‬ߘࠇߙࠇߩ૞ᢥߣߣ߽ߦ␜ߒߚ
‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ AޯD ߪ‫⴫ޔ‬㧝ߦ␜ߒߚ⹏ଔၮḰߦߟ޿ߡฦ㗄⋡㧔㧠ὐḩὐ㧕ߩᓧὐࠍ␜ߒߚ߽ߩߢ޽ࠆ‫ޕ‬
5.1 ṛ࿷ᐕᢙ߇Ყセ⊛⍴޿ࠤ࡯ࠬ5.1.1 L㧝㧛L㧞ߣ߽ߦ໧㗴ߩߥ޿ࠤ࡯ࠬ ߹ߕᦨೋߦ‫ޔ‬ṛ࿷ᐕᢙ߇㧟ᐕ㧢ࡨ᦬ߣᲧセ⊛⍴ߊ‫ ߟ߆ޔ‬L㧝߽ L㧞߽໧㗴ߩߥ߆ߞߚ↢ᓤߩ૞ᢥࠍ᜼ߍࠆ‫↢ޕ‬ᓤ A ߪ‫ޔ‬ੑ⸒⺆ߣ߽૛⵨ࠍᜬߞߡ 11.0 ࡐࠗࡦ࠻ࠍ਄
࿁ߞߡ޿ߚ↢ᓤߩਛߢ‫߽ᦨޔ‬ṛ࿷ᐕᢙߩ⍴޿↢ᓤߢ޽ࠆ‫᧪ޕ‬ᣣᐕ㦂ߪ 10 ᱦ㧢ࡨ᦬ߢ‫ޔ‬ೋ╬ᢎ⢒ඨ߫ߢ᧪ᣣߒߡ޿ࠆ‫ޕ‬ 

!"# $ %&㧔଀㧝㧕↢ᓤ A ࡐ࡞࠻ࠟ࡞⺆૞ᢥ   㧔ᐕ㦂㧦14 ᱦ㧜ࡨ᦬㧛᧪ᣣᐕ㦂㧦10 ᱦ㧢ࡨ᦬㧛ṛ࿷ᐕᢙ㧦㧟ᐕ㧢ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 1.5 B: 3.5, C: 4.0, D: 3.5  ว⸘ 12.5㧛16.0 ḩὐ Se fosse eu, prefiria os dois, porque a vida na cidade grande e a vida no
campo e muito dificil.
 O lugar que eu não gosto da vida da cidade grande e que de noite não da para
ver as estrelas no céu e quando de dia, como o ar é sujo não dá para ver o sol
direito não consigo sentir um tipo de energia e ânimo.
 E quando a vida no campo tem muitos insetos, principalmente pernilongos, e
tem falta de energia eléctrica e esgoto, quando vai fazer compras tem que ir até
longe isso que não gosto da vida do campo, mas eu gosto dos dois.
 Na vida na cidade grande da pra comprar várias coisas que querer, e a vidano campo da para si mesmo tirar o que precisa para viver.
 Eu acho que tendo dois tipos diferentes de vida cada um acha o seu jeito depensar.
㧔ේᢥߩ߹߹㧕㧔⸶㧕 ௢ߛߞߚࠄ‫ޔ‬ਔᣇ޿޿ߢߔ‫ޔࠄߥߗߥޕ‬ㇺળߩ↢ᵴ߽޿ߥ߆ߩ↢ᵴ߽ߣߡ߽㔍ߒ޿߆ࠄߢߔ‫ޕ‬ ㇺળߩ↢ᵴߢ߈ࠄ޿ߥߣߎࠈߪ‫ޔ‬ᄛ‫ޔ‬ⓨߦᤊ߇⷗߃ߥߊߡ‫ޔ‬ᤤߪⓨ᳇߇ᳪ޿ߩߢᄥ㓁߇ࠃߊ⷗߃ߥߊߡ‫߆ߣ࡯ࠡ࡞ࡀࠛޔ‬ᵴ᳇ߩࠃ߁ߥ߽ߩ߇ᗵߓࠄࠇߥ޿ߣߎࠈߢߔ‫ޕ‬ ↰⥢ߩ↢ᵴߪ‫ޕߔ߹޿ࠎߐߊߚ߇Ⰶߦߊߣޔ߇⯻ޔ‬㔚ജߣ᳓㆏᳓߇ਇ⿷ߒߡ޿ߡ‫‛޿⾈ޔ‬ߦⴕߊߣ߈ߪ㆙ߊ߹ߢⴕ߆ߥߌࠇ߫ߥࠅ߹ߖࠎ‫↢ߩ߆ߥ޿ߡߞࠃޕ‬ᵴ߇ᅢ߈ߢߪ޽ࠅ߹ߖࠎ
߇‫ޔ‬ਔᣇ߇ᅢ߈ߢߔ‫ޕ‬ ㇺળߩ↢ᵴߢߪ᰼ߒ޿߽ߩߪߥࠎߢ߽⾈߃ࠆߒ‫↢ߩ⥢↰ޔ‬ᵴߢߪ‫↢ޔ‬ᵴߦᔅⷐߥ߽ߩߪච
ಽ޽ࠅ߹ߔ‫ޕ‬ ௢ߪ‫ޔ‬㧞ߟߩ㆑߁࠲ࠗࡊߩ↢ᵴᣇᴺ߇޽ߞߡ‫⥄߇ࠇߙࠇߘޔ‬ಽߩ⠨߃ᣇ߇޽ࠆߣᕁ޿߹ߔ‫ޕ‬‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔၮḰ A‫ޟ‬ਥᣦߩ᣿⏕ߐ㧛㚂የ৻⽾ᕈ㧔૞ᢥߦ޽ࠆ⒟ᐲߩ㐳ߐ߇޽ࠅ‫ޔ‬ᆎ߼߆ࠄ⚳ࠊࠅ߹ߢ㚂የ৻⽾ߒߚਥᒛ߇⺒ߺขࠇࠆ߆㧕‫⚿ޔߪߡ޿ߟߦޠ‬⺰߇ᦌᤒߢ޽ࠆߣ޿߁ℂ↱ߢ‫ޔ‬㧠ὐḩὐਛ 1.5 ߣૐ޿ᓧὐߦߥߞߡ޿ࠆ߇‫ోޔ‬૕⊛
ߦߪ 16 ὐḩὐਛ 12.5 ߣᲧセ⊛㜞޿⹏ଔࠍฃߌߡ޿ࠆ‫ޕ‬ᜰ␜⹖࡮േ⹖ߩᤨ೙ߥߤ‫ޔ‬
ᢥᴺߩ⺋↪߇㧠ࡨᚲ‫߇↪⺋ߩࠅ✄ޔ‬㧣ࡨᚲ޽ߞߚ߇‫ⶄޔ‬㔀ߥᢥ᭴ㅧߢ޽ࠆធ⛯ᴺߩ
૶↪߽⷗ࠄࠇߚ‫↢ߩ࡞ࠟࡦ࡝ࡁࡕߪ↪⺋ߩࠅ✄ޕ‬ᓤߩ૞ᢥߦ߽⷗ࠄࠇࠆߎߣ߆ࠄ‫ޔ‬㧟ᐕ㧢ࡨ᦬ࠍ⚻ߡ޿ࠆߦ߽߆߆ࠊࠄߕ‫ޔ‬ߘࠇ߶ߤ૞ᢥ⢻ജࠍᄬߞߡ޿ߥ޿଀ߢ޽ࠆ‫ޕ‬ᰴߦ‫ޔ‬หߓ↢ᓤ A ߩᣣᧄ⺆૞ᢥࠍ᜼ߍࠆ‫ޕ‬

  









㧔଀㧞㧕↢ᓤ A ᣣᧄ⺆૞ᢥ‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 3.5, B: 4.0, C: 4.0, D: 4.0  ว⸘ 15.5㧛16.0 ḩὐ ਔᣇ߽޿޿ߣᕁ޿߹ߔ‫ޕ‬ ߘߩℂ↱ߪㇺળߩ↢ᵴߪᄢᄌߣᕁ߁ߒ޿ߥ߆ߩ↢ᵴ߽ᄢᄌߛߣᕁ޿߹ߔ‫ޕ‬ ㇺળߩ߈ࠄ޿ߥߣߎࠈߪⓨߪ߈ࠇ޿ߢߥߊᄛߪᤊ߇޽߹ࠅߺ߃ߥߊᄥ㓁ߛߞߡࠬࡕ࠶ࠣ
ߩߖ޿ߢߺ߃ߥߊߥࠆߣ૗߆ᵴ᳇߇߆ࠎߓࠄࠇߦߊ޿‫ޕ‬ ޿ߥ߆ߩ߈ࠄ޿ߥߣߎࠈߪ⯻߇ߚߊߐࠎ‫ߔߢ߿޿ߢߩࠆ޽߇ߣߎࠆ޿߇ޔⰆߦߊߣޔ‬ ߘࠇߦ㔚᳇‫ޔ‬᳓㆏߽ࠈߊߦߥ޿‫ߌ޿߫ࠇߌߥ߆޿ߢ߹ߊ߅ߣߪ߈ߣ޿ߚߒ‛޿⾈ߦࠇߘޔ‬ߥ޿ߎߣ߇߼ࠎߤ߁ߛ‫ޕ‬ ߢ߽⠨߃ߡߺࠆߣߎ߁޿ߞߡ߽ਔᣇ߇ᅢ߈ߢߔ‫ޕ‬ ㇺળߪ⥄ಽߩ߶ߒ޿‛߇޽ࠇ߫◲නߦᚻߦ౉ࠇࠆߒ‫ߪ߆ߥ޿ޔ‬ᤊⓨ߽⷗߃ߡ‫ޔ‬㘩ᢱ߽ጊ߆ࠄᣂ㞲ߥ߽ߩ߽ߣࠇߡ߅޿ߒ޿‫ޕ‬ ਔᣇ߇޽ߞߡߪߓ߼ߡ޿ߥ߆ᅢ߈ߣㇺળᅢ߈߇޿ࠆߣᕁ޿߹ߔ‫ޕ‬㧔ේᢥߩ߹߹㧕 ᣣᧄ⺆૞ᢥߪ‫ޔ‬ᢥᴺߩ⺋↪߿‫ߩ⺆ޔ‬ㆬᛯߩ⺋↪߇ᄙዋ⷗ࠄࠇࠆ߇‫⺆↪૶ޔ‬ᒵ߇⼾߆ߢ᛽⽎⺆ᒵࠍ↪޿ߡ޿ࠆߩ߇․ᓽߢ޽ࠆ‫ޕ‬ᢥ૕ߩਇ৻⥌ߪ⷗ࠄࠇࠆ߇‫߽ߘ߽ߘޔ‬᥉ㅢ૕ࠍ૶ߞߡᦠߎ߁ߣߒߚᢙዋߥ޿଀ߩ৻ߟߢ޽ࠅ‫ߣ߫ߣߎߒ⹤ޔ‬඙೎ߒߡᦠ߈
ߎߣ߫ࠍ૶↪ߒߡ޿ࠆߣ޿߁ὐߢ߽‫ޔ‬ᣣᧄ⺆ߩ࡝࠹࡜ࠪ࡯߇⊒㆐ߒߟߟ޽ࠆߎߣ߇
┍߃ࠆ‫ޕ‬
5.1.2 L㧝㧛L㧞ߣ߽ߦ໧㗴߇⷗ࠄࠇߚࠤ࡯ࠬ ᰴߦ‫↢ޔ‬ᓤ A ߣߪኻᾖ⊛ߦ‫ޔ‬‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔ߇ࡕࡁ࡝ࡦࠟ࡞ߩᐔဋ୯ 11.0
ߦ㆐ߒߥ߆ߞߚ૞ᢥ଀ࠍ᜼ߍࠆ‫↢ޕ‬ᓤ B ߪ‫ޔ‬11 ᱦ㧝ࡨ᦬ߩᤨߦ᧪ᣣߒ‫ޔ‬ṛ࿷ᐕᢙߪ↢ᓤ A ߣหߓ㧟ᐕ㧢ࡨ᦬ߢ޽ࠆ‫ޕ‬㧔଀㧟㧕↢ᓤ B ࡐ࡞࠻ࠟ࡞⺆૞ᢥ   㧔ᐕ㦂㧦14 ᱦ㧣ࡨ᦬㧛᧪ᣣᐕ㦂㧦11 ᱦ㧝ࡨ᦬㧛ṛ࿷ᐕᢙ㧦㧟ᐕ㧢ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 2.0, B: 2.0, C: 3.0, D: 2.0  ว⸘ 9.0㧛16.0 ḩὐ bem eu perfiro na cidade grande porque tem mais serviço do que no campo
morar no campo e bom para morar tudo so que não tem muito serviço entao eu
prerfiro a vida na cidade grande i la na cidade grande tem bastante negociospara fazer da para montar mercado as veze pode da ate serto da para fazer
bastante coisa entao eu perfiro a vida na cidade grande. 㧔ේᢥߩ߹߹㧕㧔⸶㧕߹޽‫ޔ‬௢ߪ‫ޔ‬ㇺળߩᣇ߇޿޿ߢߔ‫઀ߩࠎߐߊߚࠅࠃ⥢↰ࠄߥߗߥޕ‬੐߇޽ࠆ߆ࠄߢߔ‫↰ޕ‬⥢ߦ૑߻ߩߪ޿޿ߢߔ߇‫઀ޔ‬੐߇޽߹ࠅ޽ࠅ߹ߖࠎ‫ޔࠄ߆ߛޕ‬ㇺળߩᣇ߇޿޿ߢߔ‫ޕ‬ㇺળߦߪߔࠆ໡ᄁ߇ߚߊߐࠎ޽ࠆߒ‫ޔ‬໡ᄁࠍᆎ߼ߡ߁߹ߊ޿ߊߎߣ߽޽ࠆߒ‫ߢ߇ߣߎߩࠎߐߊߚޔ‬߈߹ߔ‫ࠄ߆ߛޕ‬௢ߪㇺળߩ↢ᵴߩᣇ߇޿޿ߢߔ‫ޕ‬ 㧔଀㧟㧕ߩࡐ࡞࠻ࠟ࡞⺆૞ᢥࠍ⷗ࠆߣ‫ޔߕ߹ޔ‬หߓౝኈߩ➅ࠅ㄰ߒ߇ᄙ߆ߞߚࠅ‫ޔ‬ 

!"# $ %&‫ޟ‬para morar tudo‫ߥ߁ࠃߩޠ‬ਇⷐߥ⴫⃻߇޽ߞߚࠅߣ‫ోޔ‬૕⊛ߦ߹ߣ߹ࠅߩߥ޿
ශ⽎ࠍฃߌࠆ‫ޔߚ߹ޕ‬ᢥߣᢥࠍ඙ಾࠆߣ޿߁ᗧ⼂߇ߥ޿ߚ߼ߦ‫ޔ‬ฏ⺒ὐࠍ↪޿ߕߦᑧ‫ߣޘ‬ᢥࠍߟߥߋߣ޿߁ᦠ߈ᣇߦߥߞߡ޿ࠆ‫ޔߡߒߘޕ‬‫ޟ‬perfiro㧔to prefer㧕‫ޠ‬㧔ᱜ㧦
prefiro㧕‫ޔ‬‫ޟ‬i㧔and㧕‫ޠ‬㧔ᱜ㧦e㧕ߩࠃ߁ߥၮᧄ⊛ߥ⺆ߩ✄ࠅࠍ㑆㆑߃ߡ޿ࠆ‫ޔߡߒߘޕ‬‫ޟ‬é㧔be േ⹖ߩਃੱ⒓නᢙᒻ㧕‫ޠ‬‫ޟ‬dá㧔to give ߩਃੱ⒓නᢙᒻ㧕‫ࡦ࠮ࠢࠕߥ߁ࠃߩޠ‬࠻⸥ภࠍ⪭ߣߒߡ޿ࠆ‫ߩࠄࠇߎޕ‬໧㗴ߪ‫⴫ߪߦᤨߔ⹤ߊࠄߘ߅ޔ‬㕙ൻߒߥ޿߽ߩߢ
޽ࠆ‫⸥⴫ߩߤߥࠅ✄ޔࠄߥߗߥޕ‬ᴺ߿‫ޔ‬ᢥࠍㆡಾߦ඙ಾࠆߣ޿߁ฏ⺒ᴺߪᦠ߈ߎߣ
߫․᦭ߩᛛⴚߛ߆ࠄߢ޽ࠆ‫ޔߒ߆ߒޕ‬11 ᱦࠍㆊ߉ߡ᧪ᣣߒߡ߽‫ߩߎޔ‬ᐕ㦂ߢ޽ࠇ߫りߦߟߌߡ޿ࠆߪߕߩᛛⴚ߇ṛ࿷㧟ᐕ㧢ࡨ᦬ߢ⴮߃ᆎ߼ࠆߣ޿߁ࠤ࡯ࠬߢ޽ࠆ‫ޕ‬એਅߪ‫ޔ‬หߓ↢ᓤ B ߩᣣᧄ⺆૞ᢥ㧔଀㧠㧕ߢ޽ࠆ‫ޕ‬㧔଀㧠㧕↢ᓤ B ᣣᧄ⺆૞ᢥ‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 2.0, B: 1.5, C: 2.0, D: 2.0  ว⸘ 7.5㧛16.0 ḩὐ ㇺળߪ઀੐߇ߣߡ߽߅޿ߌߤ޽߱ߥ޿ ߥࠎߢ߆ߣ޿߁ߣߤࠈ߷߇߅޿ߩߢ޿ߥ߆ߩ߶߇޿޿ߌࠇߤ઀੐߇޽߹ࠅߥ޿߆ࠄߣ߆
޿ߩ߶߁߇޿޿ߢߔ㧔ේᢥߩ߹߹㧕 㧔଀㧠㧕ࠍ⷗ࠆߣ‫ోޔ‬૕ߩ㊂߇ᭂ┵ߦ⍴ߊ‫ߦࠢࠬ࠲ޔ‬ኻߔࠆࡕ࠴ࡌ࡯࡚ࠪࡦ߽ૐ
޿ߣᕁࠊࠇࠆ߇‫↥ޔ‬಴ߐࠇߚ߽ߩࠍ⷗ࠆ㒢ࠅߢ߽㐳㖸ߩ⴫⸥‫ޠ޿߅ޟ‬㧔ᱜ㧦߅߅޿㧕‫ޔ‬‫ޠ߷ࠈߤޟ‬㧔ᱜ㧦ߤࠈ߷߁㧕ߩ⺋↪߇޽ࠅ‫⺆࡞ࠟ࠻࡞ࡐࠅߪ߿ޔ‬૞ᢥห᭽ߦ‫ޔ‬ฏ⺒ὐࠍ↪޿ߡ޿ߥ޿ߎߣ߇ࠊ߆ࠆ‫ߩ߫ߣߎ߈ᦠޔߜࠊߥߔޕ‬ၮ␆߇りߦߟ޿ߡ޿ߥ޿ߎ
ߣ߇┍߃ࠆ‫ޕ‬ ↢ᓤB ࠃࠅዋߒṛ࿷ᐕᢙ߇㐳ߊ‫ޔ‬ੑ⸒⺆ߦ໧㗴ߩ⷗ࠄࠇߚ↢ᓤC ߩ૞ᢥ଀ࠍ␜ߔ‫ޕ‬㧔଀㧡㧕↢ᓤ C ࡐ࡞࠻ࠟ࡞⺆૞ᢥ   㧔ᐕ㦂㧦14 ᱦ㧢ࡨ᦬㧛᧪ᣣᐕ㦂㧦10 ᱦ㧢ࡨ᦬㧛ṛ࿷ᐕᢙ㧦㧠ᐕ㧜ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 1.5, B: 2.5, C: 3.0, D: 3.0  ว⸘ 10.0㧛16.0 ḩὐ Eu acho melhor mora na cidade porque tem mercado, loja, retaurante, ebastante coisa mais na cidade, tem acidente, morte, ladrão então eu prefiro no
campo no campo não tem ladrão, mais tambem não tem mercado, loja.
 agente tem que si virar tirar leite de vaca cuidar de cabrido, de porco mais oar e mais bom doque da cidade a cidade e com ta minada e no campo quase nãover fabrica então eu não sei qual que e mais bom morar. 㧔ේᢥߩ߹߹㧕㧔⸶㧕 ⑳ߪㇺળߦ૑߻ᣇ߇޿޿ߣᕁ޿߹ߔ‫ޔࠄߥߗߥޕ‬໡ᐫ߿߅ᐫ߿࡟ࠬ࠻࡜ࡦ߿ߚߊߐࠎߩ߽
ߩ߇޽ࠆ߆ࠄߢߔ‫ޔ߽ߢޕ‬ㇺળߦߪ੐᡿߿Ვੱ߇޽ࠅ߹ߔ‫ޕ‬

  









 ߛ߆ࠄ‫ߩ⥢↰ߪ⑳ޔ‬ᣇ߇޿޿ߢߔ‫ߪߦ⥢↰ޕ‬ᵆ᫔ߪ޿߹ߖࠎ߇‫ޔ‬໡ᐫ߿ᐫ߽޽ࠅ߹ߖࠎ‫ޕ‬ ੱ‫ࠍࠢ࡞ࡒߩ‐ޔߪޘ‬㘶ߺ‫ࠍ⽋߿ࠡࡗޔ‬⢒ߡ߹ߔ‫ޕ‬ ߢ߽ⓨ᳇ߪㇺળࠃࠅ߈ࠇ޿ߢ‫ޔ‬ㇺળߪᳪᨴߒߡ޿߹ߔ‫ߤࠎߣ߶ߪߢ⥢↰ޕ‬Ꮏ႐߇޽ࠅ߹ߖ
ࠎ߆ࠄ‫߇ࠄߜߤޔ‬૑߻ߩߦ޿޿߆ࠊ߆ࠅ߹ߖࠎ‫ޕ‬ ߎߩ૞ᢥߦߪ‫↢ޔ‬ᓤ B ߩ૞ᢥߦߪή߆ߞߚ⺋↪߇⷗ࠄࠇࠆ‫⺆ޔߕ߹ޕ‬ᒵߩ⺋↪ߢ޽ࠆ‫ޕ‬‫ޟ‬mais bom‫ޟߩ⺆⧷ߪߩ߁޿ߣޠ‬more good‫ޔࠅߚ޽ߦޠ‬ᱜߒߊߪ‫ޟ‬melhor(better)‫ࠍ⺆ߣ⺆ޔߡߒߘޕࠆ޽ߢ߈ߴࠆ޿↪ࠍ⺆߁޿ߣޠ‬ᱜߒߊ඙ಾࠇߡ޿ߥ޿଀
߽޽ࠆ‫ޕ‬‫ޟ‬agente‫ޟߪޠ‬a gente㧔ੱ‫ޘ‬㧕‫ޠ‬‫ޔ‬‫ޟ‬doque‫ޟߪޠ‬do que㧔ޯࠃࠅ㧕‫ޠ‬‫ޔ‬‫ޟ‬com ta
minada‫ޟߪޠ‬contaminada㧔ᳪᨴߐࠇߚ㧕‫߇ߩࠆߔߣޠ‬ㆡಾߢ޽ࠆ‫↪⺋ߩࠄࠇߎޕ‬ߪ‫ޔ‬⡊ߦߔࠆߎߣ߫ࠍߘߩ߹߹⴫⸥ߒߡ޿ࠆ߇‫ߦ߁ࠃߩߤߡߒߣ⺆ޔ‬඙ಾߞߡࠃ޿
߆ࠊ߆ߞߡ޿ߥ޿ߎߣࠍ⴫ࠊߒߡ޿ࠆ‫ߦ↪⺋ߩ⸥⴫ࠄࠇߎޕ‬ട߃ߡ‫ߩߎޔ‬૞ᢥߩਛߢߪⶄᢙᒻ߇߶ߣࠎߤ↪޿ࠄࠇߡ޿ߥ޿‫ߪࠇߎޕ‬ᢥᴺ࡮ᒻᘒߦ㑐ࠊࠆ⺋↪ߢ޽ࠆ‫ޕ‬ ᰴߦหߓ↢ᓤߩᣣᧄ⺆૞ᢥߢ޽ࠆ‫ޕ‬㧔଀㧢㧕↢ᓤ C ᣣᧄ⺆૞ᢥ‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 2.0, B: 2.0, C: 3.0, D: 2.0  ว⸘ 9.0㧛16.0 ḩὐ ࠊߚߒߪߣ߆޿ߩߖ޿߆ߟ߇޿޿ߣᕁ޿߹ߔ ߛߡ߅ߺߖ߽޽ࠆߒ߮ࠂ߁޿ࠎߛߡ޽ࠆ ጊߩ߶࡯ߪ߮ࠂ߁޿ࠎߥ޿߆ࠄࠊߔࠆߊߥߚࠄ‫ޕࠄ߆޿ߥ߱޽ࠄ߆޿ߥ޿߽ࠇߛޔ‬ ߢ߽ ጊߩ߶ߪߊࠆ߹߇ߔߊߥ޿߆ࠄߓߎߣ߆߅ߎࠄߥ޿‫ޕ‬ ߣ߆޿ߪߓߎߣ߆‫ࠆ޽ࠈ޿ࠈ޿߆߶ߩߘ߆ߣࠎߓߟߐޔ‬ ߢ߽‫ޕࠎߖ߹ࠅ߆ࠊ߆޿޿߇ߜߣߪߒߚࠊޔ‬㧔ේᢥߩ߹߹㧕 ߎߩ૞ᢥߩ․ᓽߪ߹ߕ‫ޔ‬ṽሼ߇߶ߣࠎߤ↪޿ࠄࠇߡ޿ߥ޿ߎߣߢ޽ࠆ‫ߛޟߡߒߘޕ‬ߡ㧔ߛߞߡ㧕
‫ޠ‬‫࡯߶ޟ‬㧛߶㧔߶߁㧕‫ޠ‬‫ߚߥޟ‬㧔ߥߞߚ㧕‫ޠ‬‫ߜߣޟ‬㧔ߤߞߜ㧕‫․ޔߤߥޠ‬ᱶ㖸߇ᱜߒߊᦠ߆ࠇߡ޿ߥ޿‫↢ߩߎޕ‬ᓤߪṛ࿷㧠ᐕ߇ㆊ߉ߡ޿ࠆ߽ߩߩ‫ࠍ߫ߣߎߒ⹤ޔ‬ߘߩ߹߹⸥ㅀߒߡ߅ࠅ‫ޔ‬ᣣ㗃޽߹ࠅ‫ࠍ✵⸠߁޿ߣޠߊᦠޟ‬ᗧ⼂⊛ߦⴕߥߞߡ޿ߥ޿
ߎߣ߇┍߃ࠆ‫ޕ‬ એ਄ߩ↢ᓤ B‫↢ޔ‬ᓤ C ߇‫ޔ‬ṛ࿷ᐕᢙ߇Ყセ⊛⍴ߊ‫ޔ‬L㧝㧛L㧞ߣ߽ߦ᭴ᚑߣౝኈ
߇ᐔဋ୯ߦḩߚߥ߆ߞߚ↢ᓤߩ଀ߢ޽ࠆ߇‫⸥⴫߽ࠄߜߤޔ‬਄ߩ໧㗴߇⋡┙ߞߚ‫↢ޕ‬ᓤ B ߦ㑐ߒߡߪ‫ޔ‬L㧝ߣ L㧞ࠍᲧߴࠆߣ L㧝ߩᣇ߇↥಴㊂߇࿶ୟ⊛ߦᄙߊ‫ ߛ߹ޔ‬L㧝ߩᣇ߇ఝ૏ߥᤨᦼߢ޽ࠆ‫↢ߩߎޕ‬ᓤ߇ߔߢߦ 14 ᱦ㧣ࡨ᦬ߔߥࠊߜਛቇ㧞ᐕ↢ߢ޽ࠆߎߣࠍ⠨߃ࠆߣ‫੹ޔ‬ᓟߪ߹ߕ‫੹ޔ‬ᜬߞߡ޿ࠆ L㧝ࠍ⵬ᒝߒߡ޿ߊߎߣ߇‫ޔ‬‫ޠߊᦠޟ‬
ߣ޿߁ᚻᲑࠍᄬࠊߥ޿ߚ߼ߩ⃻ታ⊛ߥኻ╷ߢ޽ࠈ߁‫↢ޕ‬ᓤ C ߩ L㧝ߦ㑐ߒߡߪ‫⺋ޔ‬↪ߩ⾰߇ዋߒ⇣ߥࠅ‫ߩ⺆ߊߥߪߢߌߛ⸥⴫ޔ‬ㆬ߮ᣇ߿඙ಾࠅᣇ‫ߪߦࠄߐޔ‬ᢥᴺ࡮ᒻ
ᘒߦ㑐ࠊࠆ⺋↪߇⷗ࠄࠇࠆߎߣ߆ࠄ‫ޔ‬໧㗴ߩᩮ߇ࠃࠅᷓ޿ߣ⸒߃ࠆ‫ޕ‬L㧞ߦߟ޿ߡ 

!"# $ %&߽ᦠߊ⠌ᘠ߇޽߹ࠅή޿ߎߣ߇┍߃ࠆ‫ޕ‬L㧝㧛L㧞ߩᦨૐ޿ߕࠇ߆ߩ⸒⺆ߢ⸠✵ࠍⴕߥࠊߥߌࠇ߫‫ޔ‬‫⁁ߩ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ࠆߌ߅ߦߣߎޠߊᦠޟ‬ᘒ߇ࠃࠅᷓೞߦߥࠆߎߣ
߇੍ᗐߐࠇࠆ‫ޕ‬
5.2 Ყセ⊛ṛ࿷ᐕᢙ߇㐳޿ࠤ࡯ࠬ5.2.1 L㧝㧛L㧞ߣ߽ߦ໧㗴ߩߥ޿ࠤ࡯ࠬ એਅߩ↢ᓤ D ߪ‫ޔ‬㧞ᐲߦࠊߚߞߡ᧪ᣣߒߡ߅ࠅ‫ޔ‬㧝࿁⋡ߩ᧪ᣣߪዞቇ೨ߩ㧝ᐕ㑆‫ޔ‬ߘߒߡ㧞࿁⋡ߩ᧪ᣣߪ 11 ᱦ㧡ࡨ᦬ߢ‫߹߹ߩߘޔ‬㧟ᐕ㧥ࡨ᦬߇⚻ㆊߒߚߣߎࠈߢ޽ࠆ‫ޕ‬㧔଀㧣㧕↢ᓤ D ࡐ࡞࠻ࠟ࡞⺆૞ᢥ   㧔ᐕ㦂㧦15 ᱦ㧞ࡨ᦬㧛᧪ᣣᐕ㦂㧦㧝࿁⋡㧦㧢ᱦ㧜ࡨ᦬߆ࠄ㧝ᐕ㧜ࡨ᦬ṛ࿷‫ޔ‬㧞࿁⋡㧦
11 ᱦ㧡ࡨ᦬߆ࠄ㧟ᐕ㧥ࡨ᦬ṛ࿷㧛ว⸘ṛ࿷ᐕᢙ㧦㧠ᐕ㧥ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 3.5, B: 4.0, C: 4.0, D: 3.0  ว⸘ 14.5㧛16.0 ḩὐ Eu acho que a vida no campo é muito melhor que a vida na cidade grande.
Em primeiro lugar, a cidade grande é muito poluida e perigosa.
E ainda por cima a vida na cidade é muito corrida.
As pessoas que moram na cidade não tem tempo para si mesmo.
Mas na vida no campo, as pessoas vivem com os outros e com a natureza.
Por isso, elas estão sempre de bom humor.
Eu acho que nós devemos tomar a vida no campo como um exemplo para vivermelhor.
㧔ේᢥߩ߹߹㧕㧔⸶㧕
⑳ߪ‫ޔ‬ㇺળߩ↢ᵴࠃࠅ↰⥢ߩ↢ᵴߩᣇ߇ߕߞߣ޿޿ߣᕁ޿߹ߔ‫ޕ‬߹ߕᦨೋߦ‫ޔ‬ㇺળߪߣߡ߽ᳪߊߡ‫‛ޔ‬㛍ߢߔ‫ޕ‬߹ߚ‫ޔ‬ㇺળߩ↢ᵴߪߣߡ߽ᘓߚߛߒ޿ߢߔ‫ޕ‬ㇺળߦ૑߻ੱߚߜߪ‫⥄ޔ‬ಽߩߚ߼ߩᤨ㑆߇޽ࠅ߹ߖࠎ‫ޕ‬ߒ߆ߒ↰⥢ߩ↢ᵴߪ‫⥄ޔߣੱߩઁߪޘੱޔ‬ὼߣ৻✜ߦ᥵ࠄߒߡ޿߹ߔ‫ޕ‬ߛ߆ࠄ‫߽ߟ޿ߪޘੱޔ‬᳇ಽ߇޿޿ߢߔ‫ޕ‬⑳ߪ↰⥢ߩ↢ᵴࠍ‫ߣߛ߈ߴࠆ߃ࠄߣߡߒߣ଀ߩ߼ߚࠆ߈↢ߊࠃࠅࠃޔ‬ᕁ޿߹ߔ‫ޕ‬ ߎߩ૞ᢥߪ‫↥ޔ‬಴㊂߇․ߦᄙ޿ࠊߌ߽ߥߊ‫ⶄޔ‬㔀ߥᢥ᭴ㅧࠍ↪޿ߡ޿ࠆࠊߌߢ߽
ߥ޿‫⸥࠻ࡦ࠮ࠢࠕޔߪߡ޿ߟߦ↪⺋ޔߒ߆ߒޕ‬ภߩ⣕⪭࡮ࡇ࡝ࠝ࠼ߩ⣕⪭࡮ᕈߩਇ৻⥌߇㧝ߟߕߟߣ‫ޔ‬㕖Ᏹߦዋߥ޿‫ޕ‬‫ޟ‬᭴ᚑߣౝኈ‫ ߽ޠ‬AޯD ో૕ߦ㜞ߊ‫◲ޔ‬ẖߢࠊ߆ࠅ߿ߔ޿ᢥ┨ߛߣ⹏ଔߐࠇߡ޿ࠆ‫↢ߩߎޕ‬ᓤߪ㧣ޯ11 ᱦߩᤨߦࡉ࡜ࠫ࡞ߢᢎ⢒ࠍฃߌߡ߅ࠅ‫ ߇ߣߎߩߎޔ‬L㧝ߩ૞ᢥ⢻ജ߇චಽߦ⊒㆐ߒߚⷐ࿃ߩ৻ߟߛߣ⠨߃ࠄࠇࠆ‫ޕ‬ᰴߦ‫ޔ‬หߓ↢ᓤ D ߩᣣᧄ⺆૞ᢥߢ޽ࠆ‫ޕ‬

  









㧔଀㧤㧕↢ᓤ D ᣣᧄ⺆૞ᢥ‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 4.0, B: 4.0, C: 4.0, D: 3.0  ว⸘ 15.0㧛16.0 ḩὐ ⑳ߪ↰⥢ߢߩ↢ᵴߩᣇ߇⛘ኻߦ޿޿ߣᕁ޿߹ߔ‫ޕ‬ᧄᒰߪߤߞߜߣ߽⸒߃ߥ޿ߩߢߔ߇⑳ߦߪ↰⥢ߩ↢ᵴߩᣇ߇߻޿ߡ޿ࠆߣᕁ޿߹ߔ‫ޕ‬ ⑳ߩ“↰⥢ߢߩ↢ᵴ”ߩࠗࡔ࡯ࠫߪ‫ޕߔߢޠ↱⥄ޟ‬ ↰⥢ߢߩ↢ᵴߩᣇ߇⥄ಽߩᤨ㑆߇޽ߞߡ޿޿ߣᕁ޿߹ߔ‫ޕ‬ ߽ߜࠈࠎ‫߫ࠇ޽߇ߤߥ⇌ޔ‬ᄢᄌߢߔߌߤߘߩಽߛߌ⥄ὼߣ߰ࠇว߁ᤨ㑆߽ᄙߊᔃߩࠁߣࠅ
߇ߢࠆߣᕁ޿߹ߔ‫ޕ‬ ߘߒߡㇺળߢߪ㔍ߒ޿ੱߣߩ߰ࠇ޽޿߽ᄙ޿ߣᕁ޿߹ߔ‫ޕ‬ ㇺળߢߪᔔߒ߆ߞߚࠅ‫⥄ࠅ߹޽ޔߣࠅߚߞ߹ߚ߇ࠬ࡟࠻ࠬޔ‬ಽߩᤨ㑆ࠍ߽ߡߥ޿᳇߇ߒ߹ߔ‫ޕ‬ ߘߒߡ↰⥢ߢߩ↢ᵴߩᣇ߇޿޿ߣᕁ߁ᦨᄢߩℂ↱ߪ“ஜᐽ⊛”ߛ߆ࠄߢߔ‫ޕ‬ ⓨ᳇߽᳓߽߈ࠇ޿ߢߒ߆߽⥄ὼ߇޿ߞ߬޿޽ࠆߩߢ߈ߞߣᔃ߽૕߽ஜᐽߦߥࠆߣᕁ޿߹ߔ‫ޕ‬ ⑳ߪ‫ࠍߩ߽ߥ߁ࠃߩߎޔ‬ᄬߞߚㇺળੱߛ߆ࠄߎߘ‫↢ߩ⥢↰ޔ‬ᵴߩᣇ߇⛘ኻ޿޿ߣᕁ޿߹ߔ‫ޕ‬㧔ේᢥߩ߹߹㧕 ↢ᓤ D ߩᣣᧄ⺆૞ᢥߪ‫ߪ↪⺋ߚߞ┙⋡ߕ߹ޔ‬ή޿‫ޔߡߒߘޕ‬ᢥ┨ߩᆎ߼ߣ⚳ࠊࠅߦ‫↢ߩ⥢↰ޟ‬ᵴߩᣇ߇ࠃ޿‫ޔߒ␜ࠍ⺰⚿߁޿ߣޠ‬ㇺળߩ⍴ᚲࠍᒁ߈ว޿ߦ಴ߒߥ߇
ࠄ↰⥢ߩ㐳ᚲࠍਥᒛߒߡ޿ࠆߚ߼‫ޔ‬ᵹࠇ߇ㅊ޿߿ߔ޿‫ޔߚ߹ޕ‬‫ޠ↱⥄ޟ‬‫ޟ‬ஜᐽ⊛‫ߥޠ‬ߤ↰⥢ߦ߹ߟࠊࠆࠠ࡯ࡢ࡯࠼ࠍ␜ߒߡ޿ࠆὐ߇․ᓽ⊛ߢ‫ޔ‬AޯD ో૕ߢ㜞޿⹏ଔࠍᓧߡ޿ࠆ‫↢ޕ‬ᓤ D ߇㧢ޯ㧣ᱦ߹ߢᣣᧄߦṛ࿷ߒߚߎߣ߇‫޿ࠄߊߩߤޔ‬ᣣᧄ⺆⢻ജߩ⊒㆐ߦᓇ㗀ࠍ෸߷ߒߡ޿ࠆߩ߆ߪࠊ߆ࠄߥ޿߇‫ޔ‬ೋ╬ᢎ⢒ࠍ߶߷⚳߃ߚᐕ㦂ߢౣ᧪ᣣߒߚߎߣ߇‫ޔ‬L㧝ߩ࡝࠹࡜ࠪ࡯ߩ⊒㆐‫ߪߦࠄߐޔ‬㧟ᐕ㧥ࡨ᦬ߢචಽߦ L㧞ߩ૞ᢥ⢻ജ߇⊒㆐ߒߚߎߣߦᓇ㗀ߒߡ޿ࠆน⢻ᕈ߇޽ࠆߣ⸒߃ࠃ߁‫ޕ‬
5.2.2 L㧝㧛L㧞ߣ߽ߦ໧㗴߇⷗ࠄࠇߚࠤ࡯ࠬ ↢ᓤ E ߪ‫ޔ‬㧢ᱦ㧥ࡨ᦬ߢ᧪ᣣߒߡ޿ࠆ‫ޔࠅ߹ߟޕ‬Უ࿖ߢ߶ߣࠎߤቇᩞᢎ⢒ࠍฃߌߥ޿ߢ᧪ᣣߒߚน⢻ᕈ߇㜞޿‫ޕ‬ṛ࿷ᐕᢙߪ㧤ᐕߦ෸߱‫ޕ‬㧔଀㧥㧕↢ᓤ E ࡐ࡞࠻ࠟ࡞⺆૞ᢥ   㧔ᐕ㦂㧦14 ᱦ㧥ࡨ᦬㧛᧪ᣣᐕ㦂㧦㧢ᱦ㧥ࡨ᦬㧛ṛ࿷ᐕᢙ㧦㧤ᐕ㧜ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 2.0, B: 1.0, C: 2.0, D: 2.0  ว⸘ 7.0㧛16.0 ḩὐ eu prefilo a cidade.
 puque é mais melhor tem mais liberdarde é a vida não purque a vida não
proveita.
㧔ේᢥߩ߹߹㧕 

!"# $ %&㧔⸶㧕
 ⑳ߪㇺળߩᣇ߇޿޿ߢߔ‫ޕ‬ ߥߗߥࠄ‫ޕߔߢࠄ߆ࠆ޽߇↱⥄ߣߞ߽ޔ‬㧔↰⥢ߩ㧕↢ᵴߢߪ޽ࠅ߹ߖࠎ‫ࠄߥߗߥޕ‬㧖㧖㧖ߥ޿߆ࠄߢߔ‫ޕ‬ 㧔଀㧥㧕ߩࡐ࡞࠻ࠟ࡞⺆૞ᢥߪ‫ޔ‬ᢥ㗡ࠍᄢᢥሼߦߒߡ޿ߥ޿‫ޔ‬ฏ⺒ὐࠍ↪޿ߡ޿ߥ޿‫ޔ‬ᄙߊߩ⺆ߩ✄ࠅߦ㑆㆑޿߇޽ࠆ‫ߩ⸥⴫߁޿ߣޔ‬໧㗴߽޽ࠆߩߛ߇‫ޔ‬㧞ੱߩ⹏ଔ⠪߇ߣ߽ߦ‫ޟ‬૗߇⸒޿ߚ޿ߩ߆ࠊ߆ࠄߥ޿‫ߡߞࠃߦߣߎߊᦠޔࠅ߅ߡߒߣޠ‬ᗧ࿑ࠍવ߃ࠆߎߣߘߩ߽ߩ߇‫ޔ‬࿎㔍ߦߥߞߡ޿ࠆ‫ޔ߽ߣߞ߽ޕ‬ṛ࿷ᐕᢙߩㄭ޿↢ᓤߩਛߦߪࡐ࡞࠻ࠟ࡞⺆ߩ૞ᢥ૞ᚑࠍㄉㅌߒߚ↢ᓤ߽㧥ੱ߅ࠅ‫↢ߩߎޔ‬ᓤ E ߽ㄉㅌߔࠆน
⢻ᕈ߽޽ߞߚߩߛ߇‫ޔ‬ᕁ޿ಾߞߡ᜸ᚢߒߚ଀ߢ޽ࠆ‫ޕ‬ᰴߦ‫↢ޔ‬ᓤ E ߩᣣᧄ⺆૞ᢥࠍ⷗ࠆ‫ޕ‬㧔଀ 10㧕↢ᓤ E ᣣᧄ⺆૞ᢥ‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 3.0, B: 2.5, C: 3.0, D: 2.0  ว⸘ 10.5㧛16.0 ḩὐ ㇺળߩ↢ᵴߩ߶߁߇޿޿ߢߔ‫ޕ‬ ߘࠇߪߥߗ߆޿ࠈ޿ࠈㆆߴࠆߣߎࠈ߽޽ࠆߒ‫ޔࠄ߆ࠆࠇߌ޿߽ߢߟ޿ޔ‬ㇺળߩ↢ᵴߩ߶߁߇ࠃ߆ߞߚ‫ޕ‬ ޿ߥ߆ߩ↢ᵴߪ‫ޕߔߢߛ߿޿ޔߒ޿ߥࠈߎߣߊ޿ޔ‬ ߣ߽ߛߜߣ߽ㆆߴߒ‫ޔ‬ㇺળߩ↢ᵴߪ޿ߟ߽޽ߘߴࠆ߆ࠄ‫ޕ‬ ޿ߥ߆ߩ↢ᵴߓ߾ߥߊߡ‫ޔ‬ㇺળߩ↢ᵴߦ߃ࠄߴ߹ߒߚ‫ޕ‬㧔ේᢥߩ߹߹㧕 㧔଀ 10㧕ߩ૞ᢥߪ‫⃻⴫ޔ‬ᗧ࿑ࠍផߒ㊂ࠅߥ߇ࠄ⺒߻ᔅⷐ߇޽ࠆ‫ోޕ‬૕ߦ߹ߣ߹ࠅ
߇ߥߊ‫ޔ‬ᢥ┨ࠍᦠߊߎߣߦᘠࠇߡ޿ߥ޿‫߁޿ߣޔ‬ශ⽎ࠍฃߌࠆ‫ޔߪ↪⺋ޕ‬ᢥߣᢥߩធ⛯‫ࠈ޿ࠈ޿߆ߗߥߪࠇߘޟ‬ㆆߴࠆߣߎࠈ߽޽ࠆߒ‫ޠ‬‫ޔ‬ᵴ↪‫ޠߔߢߛ߿޿ޟ‬‫ޔ‬ഥ⹖‫ޟ‬ㇺળߩ↢ᵴߦ߃ࠄߴ߹ߒߚ‫ޔߤߥޠ‬᭽‫ߥޘ‬⒳㘃ߩ߽ߩ߇޽ࠆ‫ޕ‬ ߎߩࠃ߁ߦ‫↢ޔ‬ᓤ E ߦࠃࠆᣣᧄ⺆૞ᢥߪ‫ޔ‬L㧝ࠃࠅ߽↥಴㊂ߪᄙ޿߽ߩߩ‫↪⺋ޔ‬߇ᄙߊ‫ޔ‬ㇺળߣ↰⥢ߩⷞὐ߇ߎࠈߎࠈߣᄌࠊࠆߚ߼‫ోޔ‬૕ߩᵹࠇ߇ࠊ߆ࠅߦߊߊߥ
ߞߡ޿ࠆ‫ޕ‬ṛ࿷㧤ᐕߣ޿߁ᐕ᦬ߩ㐳ߐࠍ⠨߃ࠆߣ‫ޔ‬L㧞ߩᦠߊജࠍિ߫ߔߚ߼ߦߪ‫ޔ‬⋧ᒰߩᜰዉߣദജ߇ᔅⷐߢ޽ࠈ߁‫ޔߦࠄߐޕ‬L㧝ߪᢥሼㅢࠅߩᗧ๧ߔࠄ⺒ߺߦߊߊߥߞߡ޿ࠆߎߣ‫߇↪⺋ޔ‬㕖Ᏹߦᄙ޿ߎߣ‫↢ޔ‬ᓤ E ߇㧢ᱦ㧥ࡨ᦬‫ࠅ߹ߟޔ‬Უ࿖ߢೋ╬ᢎ⢒ࠍฃߌߥ޿߹߹᧪ᣣߒߚߎߣࠍ⠨߃ࠆߣ‫ޔ‬L㧝ߢᦠߊߣ޿߁ᛛⴚߪᧂ⠌ᓧߩ⁁ᘒߢ޽ࠆ‫ޕ‬㧤ᐕ߽ߩ㐳޿㑆‫ޔ‬L㧝ࠍቇ߱ᯏળ߽ήߊ‫ޔ‬L㧞ߢ߽චಽߦᦠߌߥ޿߹߹ߢ
޿ߚߣ޿߁‫ߦ⽎⃻࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔߊߥߪߢ࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻ޔ‬㒱ߞߡߒ߹ߞ
ߚߣ⠨߃ࠄࠇࠆࠤ࡯ࠬߢ޽ࠆ‫ޕ‬

  









5.3 L㧝૞ᢥࠍᦠ߆ߥ߆ߞߚࠤ࡯ࠬ
 64 ੱߩࠗࡦࡈࠜ࡯ࡑࡦ࠻ߩ߁ߜ‫ޔ‬㧥ੱߩ↢ᓤ߇‫⺆࡞ࠟ࠻࡞ࡐޟ‬૞ᢥߪᦠߌߥ޿‫ޠ‬‫↢ߩࠄࠇߎޔ߇ߚߒߣޠ޿ߥߊߚ߈ᦠޟ‬ᓤߩ߁ߜ‫ޔ‬ᣣᧄ⺆૞ᢥ߇ࡕࡁ࡝ࡦࠟ࡞࡟ࡌ
࡞ߦ㆐ߒߡ޿ߚߩߪ㧠ੱ㧔ṛ࿷㧢ޯ11 ᐕ㧕‫ޔ‬㆐ߒߡ޿ߥ߆ߞߚߩߪ㧡ੱ㧔ṛ࿷㧠ޯ
11 ᐕ㧕ߢ޽ߞߚ‫ޕ‬L㧞߇ࡕࡁ࡝ࡦࠟ࡞࡟ࡌ࡞ߦ㆐ߒߡ޿ߚ↢ᓤ߇ߔߴߡ‫ޔ‬ṛ࿷㧢ᐕએ਄ߣ㐳޿ߎߣ߆ࠄ‫ޔ‬ᣣᧄߢೋ╬ᢎ⢒ࠍฃߌᆎ߼ߚࠤ࡯ࠬߩਛߦߪ‫࡞ࠟࡦ࡝ࡁࡕޔ‬ߩ↢ᓤߣหߓࠃ߁ߦᣣᧄ⺆ߩ૞ᢥ⢻ജ߇⊒㆐ߒߚ႐ว߽޽ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬ ߎߩࠃ߁ߦࡐ࡞࠻ࠟ࡞⺆૞ᢥࠍᦠ߆ߥ߆ߞߚ↢ᓤߩᣣᧄ⺆૞ᢥߩ଀ࠍ‫ޔ‬એਅߦ㧞ߟ␜ߔ‫ޕ‬㧝ߟߪ‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔ߇ࡕࡁ࡝ࡦࠟ࡞࡟ࡌ࡞ߩ 11.0 ߦ㆐ߒߡ޿ߚ߽
ߩ‫߁߽ޔ‬㧝ߟߪ㆐ߒߡ޿ߥ߆ߞߚ߽ߩߢ޽ࠆ‫↢ޔߕ߹ޕ‬ᓤ F ߪ㧢ᱦ㧠ࡨ᦬ߢ᧪ᣣߒ
ߡ߅ࠅ‫ޔ‬ೋ╬ᢎ⢒ࠍ߶߷ᦨೋ߆ࠄᣣᧄߢฃߌߡ޿ࠆ‫ޕ‬㧔଀ 11㧕↢ᓤ F ᣣᧄ⺆⺆૞ᢥ   㧔ᐕ㦂㧦14 ᱦ 10 ࡨ᦬㧛᧪ᣣᐕ㦂㧦㧢ᱦ㧠ࡨ᦬㧛ṛ࿷ᐕᢙ㧦㧤ᐕ㧢ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 4.0, B: 4.0, C: 3.5, D: 4.0  ว⸘ 15.5㧛16.0 ḩὐ ⑳ߪ‫↢ߩ⥢↰ޔ‬ᵴߩᣇ߇޿޿ߣᕁ߁‫ޕ‬ ߥߗ߆ߣ޿߁ߣ‫ޔ‬ㇺળߪ↰⥢ߣ㆑ߞߡ‫ࠆ⷗ߊࠃޔߢߌࠄߛ࠻࡯࡝ࠢࡦࠦޔ‬ᬀ‛ߢ߽‫ੱޔ‬ߩᚻߦࠃߞߡᬀ߃ࠄࠇߚᧁ߫߆ࠅߢ‫ࠎࠈߜ߽ޔ‬᣸⯻ߥߤߪ߼ߞߚߦ⷗ࠄࠇߥ޿ᚲߛߣᕁߞߚ
߆ࠄߛ‫ޕ‬ ߽ߒㇺળߢሶଏߩᤨ߆ࠄ૑ࠎߢ޿ߚࠄ‫ᧄޔ‬ᒰߩሶଏࠄߒߊ‫ߣ޿ߥߖߏߔޔ‬ᕁ߁‫ޕ‬
 ⑳߇ᕁ߁ᧄᒰߩሶଏߣߪ‫ޕࠆ޽ߢߩ߁޿߁ߎޔ‬ ሶଏߩᤨߪ‫߽ߡߣޔ‬ᅢᄸᔃ߇߅߅ߖ޿ߛߣᕁ߁‫ޕ‬ ߘߎࠄ߳ࠎߦ޿ࠆ⯻ߥߤߪ߶ߣࠎߤߩሶଏ߇ᔺ߇ࠄߕ‫ߚߞⴕߛ߹ޔࠅߚߞࠊߐߢ߈޿߳ޔ‬ߎߣߩߥ޿ᚲ߳តᬌߦⴕߞߚࠅߥߤ߇⑳߇ᕁ߁‫ޔ‬ሶଏߛ‫ޕ‬ ߒ߆ߒㇺળߢߪ⯻ߥߤߪ޿ࠆߛࠈ߁ߌߤ‫ߡߴࠄߊߦ⥢↰ޔ‬ዋߥߊ‫ߣߞ߈ޔ‬ㇺળߩሶߪᎹߦ
޿ࠆ⯻ߥߤ‫ߤࠎߣ߶ޔ‬⍮ࠄߥ޿ߛࠈ߁‫ޕ‬ ߛ߇↰⥢ߩሶߚߜߪ‫ߩ⥢↰ߣߞ߈ޔ‬ሶߚߜࠃࠅ߆ߪᄙߊ⸒߃ࠆߢߒࠂ߁‫ޕ‬ តᬌࠍߔࠆߣ޿߁ߩߪ‫ࠎ߫ߜ޿ޔ‬಴᧪ߥ޿ߣᕁ߁‫ޕ‬ ಴᧪ߚߣߒߡ߽‫ߣ޿ߥࠇߊߡߖࠄ߿߆ߒߢ޿ࠎߪ޿߹ߖ߽ߡߣޔ‬ᕁ߁‫ޕ‬ ⴝߩਛߢሶଏߚߜߛߌࠍ಴ߒߡ߅ߊࠊߌߦߪ޿߈߹ߖࠎ߆ࠄ‫ޕ‬ ߎߩ㑆࡜ࠫࠝࠍ⡞޿ߡ↰⥢߆ࠄ᧲੩߳಴ߡ‫᧲ޔ‬੩ߢ⢒ߞߚᕜੱߣ৻✜ߦ↰⥢ߩᣇ߳ߔߎߒ
Ꮻࠅ‫ޔ‬ᤄࠃߊㆆࠎߢ޿ߚ⯻߇޿ߡ‫ޔ߃߹߆ߟࠍ⯻ߩߘޔ‬ᕜੱߩᣇ߳ߐߒߛߔߣ‫߃߹ࠅߚ޽ޔ‬ߩࠃ߁ߦ⷗ߡ޿ߚ⯻ࠍᕜੱߪ‫߽ߩࠆ⷗ޔ‬᳇ᜬߜࠊࠆ߇ߞߡ޿ߚࠎߛߘ߁ߢߔ‫ޕ‬ ߘࠇࠍ⡞޿ߡ⑳ߪ‫ޔ‬ዋߒᖤߒߊߥߞߡߒ߹ߞߚ‫ޕ‬
 ⑳ߪߘ߁޿߁ੱ߇ߚߊߐࠎ޿ߡ߶ߒߊߥ޿ߩߢ‫↢ߩ⥢↰ޔ‬ᵴߩᣇ߇޿޿ߣᕁ߁‫ޕ‬㧔ේᢥߩ߹߹㧕 ߎߩ↢ᓤߩ૞ᢥߪ‫↢ߩ࡞ࠟࡦ࡝ࡁࡕޔ‬ᓤߣᲧߴߡ߽⹏ଔ߇ᭂ߼ߡ㜞޿‫↥ޕ‬಴㊂߇ᄙߊ‫ߩઁޔ‬૞ᢥߣߪ㆑ߞߚ࡙࠾࡯ࠢߥⷞὐߢ↰⥢ߩ․ᓽࠍᝒ߃ߚࠅ‫⥄ޔ‬ಽ߇⡞޿ߚ 

!"# $ %&ࠛࡇ࠰࡯࠼ࠍ⋓ࠅㄟࠎߛࠅߔࠆߥߤ‫ޔ‬ᗐ௝ജߩ⼾߆ߐ߇ᢥ㕙ߦ෻ᤋߒߡ޿ࠆ଀ߢ޽ࠆ‫ޕ‬ ᰴߦ‫ޔ‬L㧞ߩ‫ޟ‬᭴ᚑߣౝኈ‫⹏ߩޠ‬ଔ߇ૐ߆ߞߚ଀ߢ޽ࠆ‫↢ޕ‬ᓤ G ߪ㧣ᱦ㧥ࡨ᦬ߢ᧪ᣣߒߡ߅ࠅ‫ޔ‬ዊቇ㧝ᐕ↢ߩㅜਛ߆ࠄᣣᧄߩቇᩞߦㅢߞߚน⢻ᕈ߇㜞޿‫ޕ‬㧔଀ 12㧕↢ᓤ G ᣣᧄ⺆૞ᢥ   㧔ᐕ㦂㧦13 ᱦ㧟ࡨ᦬㧛᧪ᣣᐕ㦂㧦㧡ᱦ㧢ࡨ᦬㧛ṛ࿷ᐕᢙ㧦㧣ᐕ㧥ࡨ᦬㧕‫ޟ‬᭴ᚑߣౝኈ‫ߩޠ‬ᓧὐ A: 1.0, B: 2.0, C: 2.5, D: 2.0  ว⸘ 7.5㧛16.0 ḩὐ ࠨࡦࡄ࠙ࡠߦߔࠎߢ޿ߚߎࠈࠃࠅ○○ߢߔ߻߶߁߇޿޿ߣᕁ޿߹ߔ‫ޕ‬ ߥߗ߆ߣ޿߁ߣࠨࡦࡄ࠙ࡠߦߔࠎߢ޿ߚߣ߈ߪᣂߒ޿ᐕߦߥࠆߣ⧎Ἣ߇ᄛ߆ࠄ޽ߐ߹ߢ
ߥߡ޿ߡ߁ࠆߐ޿ߒ⑳ߪ࠹࡟ࡆࠍ⷗ߩ߇ߔ߈ߛߌߤࡉ࡜ࠫ࡞ߢߪࠕ࠾ࡔ߿߅߽ߒࠈ޿ߩࠍ
߿ࠄߥ޿߆ࠄ޽ࠎ߹ࠅ⷗ߥߊߥߡᄖߢ޽ߘ߱ߎߣߒ߆߿ࠄߥ߆ߞߚߌߤᣣᧄߦ߈ߡࠕ࠾ࡔ
߿⦡‫ޕߚߞߥߦ߁ࠃࠆ⷗ߊࠃࠍ⚵⇟ߥޘ‬㧔ේᢥߩ߹߹㧕 㧔଀ 12㧕ߩ૞ᢥߩ․ᓽߪ‫৻ޔ‬ᢥߩ㐳ߐ߇ᭂ߼ߡ㐳޿ߎߣߢ޽ࠆ‫ޕ‬ᢥࠍㆡಾߥ㐳ߐߢಾࠆߣ޿߁ᗧ⼂ࠍߒߡ߅ࠄߕ‫ߣࠄߛࠄߛߦ߁ࠃߔ⹤ޔ‬ᢥࠍ⛯ߌߡ޿ࠆߎߣ߇ࠊ߆
ࠆ‫ޔߚ߹ޕ‬‫ߩ߫ߣߎߒ⹤ޔߤߥޠ޿ߥࠄ߿ޟ‬ᷙ↪߽⷗ࠄࠇ‫ޔ‬‫ࠍޠ߫ߣߎ߈ᦠޟ‬ᗧ⼂ߒߡ޿ߥ޿ߎߣ߇┍߃ࠆ‫ޕ‬ ߎߩࠃ߁ߦ‫ޔ‬หߓࡐ࡞࠻ࠟ࡞⺆૞ᢥࠍᦠߌߥ޿ L㧞࠼ࡒ࠽ࡦ࠻ߩ↢ᓤߢ߽‫ߩߘޔ‬ᣣᧄ⺆ߩ૞ᢥ⢻ജߦߪᄢ߈ߥ୘ੱᏅ߇⷗ࠄࠇߚ‫ޔߡߒߘޕ‬L㧝ߢ૞ᢥࠍᦠߌߥ߆ߞ
ߚߛߌߢߥߊ L㧞ߢ߽໧㗴߇⷗ࠄࠇߚ㧡ੱߦߟ޿ߡߪ߿ߪࠅ‫⃻࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬⽎ߦ޽ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬㧢㧚 ߹ߣ߼ߣ⠨ኤ ߹ߕ‫ ࠻ࡦࡑ࡯ࠜࡈࡦࠗޔ‬64 ੱߩ⺖㗴૞ᢥߦߟ޿ߡ௑ะࠍ⷗ߚ⚿ᨐ‫ޔ‬‫ޟ‬᭴ᚑߣౝኈ‫ޠ‬ߩో૕⊛⹏ଔ߇ੑ⸒⺆ߣ߽ߦૐ߆ߞߚ↢ᓤ߇ 64 ੱਛ 28 ੱ㧔43.7㧑㧕ࠍභ߼ߚ‫߽ޕ‬ߜࠈࠎߎࠇࠄߩ↢ᓤ߇ోߡߩ⸒⺆⢻ജߦ߅޿ߡ࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߩ⁁ᘒߦ޽ࠆࠊߌ
ߢߪߥ޿‫ޕ‬ਛߦߪળ⹤㕙ߦߟ޿ߡ໧㗴߇ή޿↢ᓤ߽޿ࠆߢ޽ࠈ߁‫ޔߚ߹ޕ‬28 ੱߩ߁ߜ㧥ੱߪṛ࿷㧟ᐕᧂḩߢ޽ࠆ߆ࠄ‫ ࠄ߆ࠇߎޔ‬L㧞߇⊒㆐ߔࠆ৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞ߢ
޽ࠆน⢻ᕈ߽޽ࠆ‫ޕ‬ㅒߦ‫ޔ‬L㧝㧛L㧞ߩߤߜࠄ߽ࡕࡁ࡝ࡦࠟ࡞ߩ࡟ࡌ࡞ߦ㆐ߒߡ޿ࠆ
↢ᓤߪ‫ޔ‬64 ੱਛ 14 ੱ㧔21.9㧑㧕ߢ޽ߞߚ‫ ߡߒߘޕ‬L㧝㧛L㧞ߩߤߜࠄ߆৻ᣇߩ⸒
⺆ߢߪ߁߹ߊᦠߌࠆ‫↢߁޿ߣޔ‬ᓤߪ 64 ੱਛ 21 ੱ㧔34.4㧑㧕ߢ޽ߞߚ‫ޔߡߞࠃޕ‬‫ᦠޟ‬ߊ‫ߦߣߎޠ‬㑐ߒߡ⸒߃߫‫ߩ⽎⃻࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬௑ะߦ޽ࠆ↢ᓤߩഀว߇ᦨ߽㜞

  









޿ߣ޿߁ߎߣߦߥࠆ‫↢ߥ߁ࠃߩߤޔߪߢࠇߘޕ‬ᓤ߇ਔ⸒⺆ߦ߅޿ߡ㜞޿⹏ଔࠍฃߌ
ߡ޿ࠆߩߛࠈ߁߆‫↢ߥ߁ࠃߩߤޔߪ޿ࠆ޽ޕ‬ᓤ߇࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߩ௑ะ߇޽ࠆߩ
ߛࠈ߁߆‫ޕ‬ ṛ࿷ᐕᢙࠍၮḰߦ⠨߃ࠆߣ‫ޔ‬ṛ࿷ᐕᢙ߇ਛߊࠄ޿㧔ᧄ⺞ᩏߢߪ㧟㨪㧠ᐕ㧕ߩ↢ᓤ߇‫ޔ‬૞ᢥ⢻ജߦ߅޿ߡ L㧝߽ L㧞߽Ყセ⊛⊒㆐ߒߡ޿ࠆߎߣ߇ࠊ߆ߞߚ‫ޔߪࠇߎޕ‬L㧞߇޽ࠆ⒟ᐲિ߮ߡߊࠆᤨᦼߢ޽ࠅ‫ ߟ߆ޔ‬L㧝߽߹ߛቢోߦߪᔓࠇߡ޿ߥ޿߆ࠄ
ߛߣ⠨߃ࠄࠇࠆ‫ޕ‬ㅒߦ‫ޔ‬ṛ࿷㧠ᐕࠍㆊ߉ࠆߣ‫ޔ‬L㧞࠼ࡒ࠽ࡦ࠻޽ࠆ޿ߪ࠳ࡉ࡞࡝ࡒ
࠹࠶࠼ߩ↢ᓤ߇Ⴧ߃ࠆ‫ߡߒߘޕ‬ṛ࿷㧢ᐕࠍㆊ߉ࠆߣ‫ޔ‬L㧝૞ᢥߪᩰᲑߦࡐࠗࡦ࠻߇
ૐߊߥࠅ‫ޔ‬L㧝ߢߪ޽߹ࠅᦠߌߥ޿⁁ᘒߢ޽ࠆߎߣ߇ࠊ߆ߞߚ‫ޕ‬ ৻ᣇ‫᧪ޔ‬ᣣߒߚᐕ㦂ࠍၮḰߦߔࠆߣ‫ޔ‬᣿ࠄ߆ߥ௑ะߪ⹺߼ࠄࠇߥ߆ߞߚ‫ޕ‬ૐ޿ᐕ㦂ߢ᧪ᣣߒߡ߽ੑ⸒⺆ߣ߽ߦ⹏ଔ߇㜞޿↢ᓤ࡮ૐ޿↢ᓤ߇߅ࠅ‫ޔ‬㜞޿ᐕ㦂ߢ᧪ᣣߒߡ߽ห᭽ߩࠤ࡯ࠬ߇⷗ࠄࠇߚ߆ࠄߢ޽ࠆ‫ޔߒߛߚޕ‬L㧝ߦ㑐ߒߡߪ‫ޔ‬ૐ޿ᐕ㦂ߢ᧪ᣣߒߚ↢ᓤߪ࿶ୟ⊛ߦਇ೑ߢ޽ࠆ‫ޕ‬หᤨߦ‫ࠆߥߦ࡞ࠟࡦ࡝ࠗࡃࠬࡦ࡜ࡃޔ‬น⢻ᕈ߽ૐ޿ߣ޿߁ߎߣ߽⸒߃ࠆ‫࠶࠹ࡒ࡝࡞ࡉ࠳ߪ޿ࠆ޽࡞ࠟࡦ࡝ࠗࡃࠬࡦ࡜ࡃޔߒ߆ߒޕ‬࠼ߦߥࠆⷐ࿃ࠍតࠆߦߪ‫ޔ‬ṛ࿷ᐕᢙ࡮᧪ᣣᐕ㦂ߛߌߢߥߊ‫᧪ޔ‬ᣣᤨߩ L㧝ߩ૞ᢥ⢻ജ߿ኅᐸߢߩቇ⠌⁁ᴫߥߤ‫߇࠲࡯࠺޿ߒ⹦ࠅࠃޔ‬ᔅⷐߢ޽ࠆ‫ޕ‬ ᰴߦ‫ޔ‬ਔ⸒⺆ߩ⹏ଔ߇ࡕࡁ࡝ࡦࠟ࡞࡟ࡌ࡞ߦ㆐ߒߥ߆ߞߚ↢ᓤߩ૞ᢥߩਛ߆ࠄ‫ޔ‬ṛ࿷ᐕᢙߩᲧセ⊛⍴޿↢ᓤߣ‫ޔ‬㐳޿↢ᓤߩ૞ᢥ଀ࠍ᜼ߍߚ‫ޕ‬ߎࠇࠄߩ૞ᢥࠍㅢߒߡ‫ޔ‬ṛ࿷ᐕᢙߩ㐳ߐߦࠃߞߡ L㧝ߩ⺋↪ߩ⾰߇ᄌࠊࠆߎߣ߇┍߃ߚ‫ޕ‬ṛ࿷ᐕᢙ߇Ყセ⊛ᵻ޿ᤨᦼߦߪ‫ࠍߤࠎߣ߶߇↪⺋ߩ⸥⴫ޔ‬භ߼ࠆ‫ޔߚ߹ޕ‬ฏ⺒ὐࠍ↪޿ߥ޿‫ޔ‬ᢥ㗡ߦᄢᢥሼࠍ↪޿ߥ޿‫ޔ‬ᢥࠍㆡᒰߥ㐳ߐߢ඙ಾࠄߥ޿‫ߦ߫ߣߎ߈ᦠߤߥޔ‬ኻߔࠆᗧ⼂ࠍᜬߞߡ޿ߥ޿ߎߣ߇┍߃ߚ‫ޕ‬ߐࠄߦṛ࿷ᐕᢙ߇㐳ߊߥࠆߣ‫ޔ‬౰⹖߿ⶄᢙᒻᘒ⚛ߥߤ‫ޔ‬
ᢥᴺߦ㑐ࠊࠆ⺋↪߇⃻ࠇᆎ߼‫ࠍ⺆ޔ‬ᱜߒߊ඙ಾࠇߥ߆ߞߚࠅ‫⃻⴫ޔ‬ᗧ࿑ߘߩ߽ߩ߇
ࠊ߆ࠄߥߊߥࠆࠤ࡯ࠬ߇޽ߞߚ‫⺞ᧄޕ‬ᩏߩ⺖㗴ߪ‫ޟ‬ㇺળߩ↢ᵴߣ↰⥢ߩ↢ᵴࠍᲧセߔࠆ‫ޔߢߩ߽߁޿ߣޠ‬りㄭߥ੐ᨩߦߟ޿ߡᦠߊߎߣ߇น⢻ߢ޽ࠆ‫ࠊ߆߆߽ߦࠇߘޕ‬ࠄߕ‫߇ߣߎߊᦠ߽ߢ⺆⸒ߩࠇߕ޿ޔ‬࿎㔍ߢ޽ࠆߣ޿߁ߩߪ‫ࠅߪ߿ޔ‬ᘷ߃ࠆߴ߈੐ᘒ
ߣ⸒߃ࠃ߁‫ޕ‬ ‫ߩ࡞ࠠࠬ߁޿ߣޠߊᦠޟ‬⠌ᓧ߿༚ᄬࠍᝒ߃ࠆ႐ว‫ޔ‬ળ⹤⢻ജ࡮⡬⸃⢻ജߥߤߣߪ
඙೎ߔࠆᔅⷐ߇޽ࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬‫ޠ޿ߥߌᦠ߽ߡ߈ߢߪ⹤⊒ޟ‬‫ޟ‬⡞ߌߡ߽ᦠߌߥ޿‫ޠ‬ߣ޿߁ߎߣ߇޽ࠅ‫߇ߣߎ޿ߥߌᦠޔ‬හ‫⺆⸒ޔ‬⢻ജߩ༚ᄬߦ޽ߚࠆߣߪ⸒߃ߥ޿߆ࠄ
ߢ޽ࠆ‫ޔߚ߹ޕ‬‫߽ߦ⹤⊒ޔߪߦ߼ߚޠߊᦠޟ‬ᔅⷐߥᢥᴺ߿⺆ᒵߩജߛߌߢߪߥߊ‫ޔ‬ᢥ 

!"# $ %&ሼ㧔✄ࠅ㧕ߩ⍮⼂࡮ฏ⺒ᴺ࡮ㆡಾߥ࡟࠻࡝࠶ࠢߥߤ‫⺆⸒ޔ‬⍮⼂ࡊ࡜ࠬࠕ࡞ࡈࠔߩ‫ޟ‬ᛛⴚ‫߇ߩ߽߈ߴ߁⸒߽ߣޠ‬ᔅⷐߢ޽ࠆ‫ᧄޕ‬Ⓜߢ᜼ߍߚ૞ᢥ଀ߢߪ‫ߥ߁ࠃߩߎޔ‬ᛛⴚ߇૶߃ߡ޿ߥ߆ߞߚ‫ߪࠇߎޕ‬ฃߌߚᢎ⢒ߩ㊂߿⾰ߦࠃࠆߣߎࠈ߇㕖Ᏹߦᄢ߈ߊ‫ߩߘޔ‬ࠃ߁ߥ᧦ઙ߇↢ᓤ৻ੱ৻ੱߩ‫ߊᦠޟ‬ജ‫ࠍޠ‬Ꮐฝߔࠆߣᕁࠊࠇࠆ‫ޕ‬Cummins㧔2000㧕
ߩ⸒߁ࠃ߁ߦ‫ߥࠢ࠶ࡒ࠺ࠞࠕޔߪ⽎⃻࠼࠶࠹ࡒ࡝࡞ࡉ࠳ࠆߌ߅ߦ࡯ࠪ࡜࠹࡝ޔ‬㗔ၞߦធ⸅ߢ߈ߥ޿ߎߣ‫ ߦ․ޔ‬L㧝ߢᦠߊߣ޿߁ᯏળ߇߶ߣࠎߤήߊߥࠆߎߣߦ⿠࿃ߒ
ߡ޿ࠆ‫ޕ‬L㧝ߦࠃߞߡ߽⺒ߺᦠ߈ࠍⴕߥ߁ⅣႺ߇ᢛ߃߫‫ޔ‬L㧞߇⢒ߟ㑆ߦ‫ޔ‬L㧝ߦࠃߞߡ⛮⛯ߒߡࠕࠞ࠺ࡒ࠶ࠢߥቇ⠌ࠍⴕߥ߁ߎߣ߇ߢ߈ࠆ‫ޕ‬L㧝ࠍᇦ੺ߣߒߡቇ㦂⋧ᒰߩ⍮⼂ࠍ⫾߃ߡ޿ߊߎߣߪ‫ޔ‬L㧞ߦࠃࠆࠕࠞ࠺ࡒ࠶ࠢߥቇ⠌ߦ߽⦟޿ᓇ㗀ࠍਈ߃ࠆߪߕߢ޽ࠆ‫ޕ‬㧣㧚 ੹ᓟߩ⺖㗴 వߦㅀߴߚࠃ߁ߦ‫↢࡮┬ఽࠖ࠹࡝ࡁࠗࡑޔ‬ᓤߩੑ⸒⺆ߦࠃࠆ‫ߊᦠޟ‬ജ‫ࠍޠ‬᷹ࠆ႐ว‫᧪ޔ‬ᣣᤨߦりߦߟߌߡ޿ߚ L㧝⢻ജ‫ޔ‬Უ࿖ߢฃߌߡ߈ߚᢎ⢒ౝኈ‫ߪߦࠄߐޔ‬ᣣᧄߢߩቇ⠌ⅣႺߥߤ‫ޔ‬ᢎ⢒⊛⢛᥊ߦ㑐ߔࠆ࠺࡯࠲߇ᔅⷐߢ޽ࠆ‫ᧄޕ‬Ⓜߢߪߘࠇ߇ਇ⿷
ߒߡ޿ߚߚ߼‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ߦ㒱ߞߚࠤ࡯ࠬߩ⹦ߒ
޿ⷐ࿃ࠍតࠆߎߣ߇ߢ߈ߥ߆ߞߚ‫ޕ‬ታ㓙‫ޔ‬ᮮᢿ⊛⺞ᩏࠍⴕߥ߁႐ว‫᧪ޔ‬ᣣᤨߩ⸒⺆⢻ജߦ㑐ߔࠆ࠺࡯࠲ࠍ෼㓸ߔࠆߎߣߪਇน⢻ߦㄭ޿‫᧪ޔߡߞࠃޕ‬ᣣᤨ߆ࠄ❑ᢿ⊛ߦ
L㧝࡮L㧞ߩ૞ᢥ⢻ജߩᄌൻࠍㅊߞߡ޿ߊ⎇ⓥ߇ᦸ߹ࠇࠆ‫ޔߡߞࠃߦࠇߎޕ‬Უ࿖ߢ⺒ߺᦠ߈ߩᢎ⢒ࠍฃߌߡ߈ߚ႐วߣߘ߁ߢߥ޿႐ว‫ߥࠎߤߦࠇߙࠇߘޔ‬໧㗴߇↢ߓࠆߩ߆‫ߥ߁ࠃߩߤߡߒߘޔ‬ኻ╷ࠍ⻠ߓࠇ߫ࠃ޿ߩ߆ࠍតࠆߎߣ߇ߢ߈ࠆߢ޽ࠈ߁‫ޕ‬ෳ⠨ᢥ₂↢↰⵨ሶ㧔2006㧕
‫ੱ࡞ࠫ࡜ࡉޟ‬ਛቇ↢ߩ‫ߊᦠޟ‬ജ‫⊒ߩޠ‬㆐−╙㧝⸒⺆ߣ╙㧞⸒⺆ߦࠃࠆ૞ᢥߩⷰኤ߆ࠄ−‫ޠ‬‫ޡ‬ᣣᧄ⺆ᢎ⢒‫ ╙ޢ‬128 ภ‫ޔ‬pp.70-79‫ޔ‬ᣣᧄ⺆ᢎ⢒ቇળਛፉ๺ሶ㧔2006㧕‫ޟ‬໧㗴ឭ⿠‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޡ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ‫ޢ‬‫ޠ‬‫ޡ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળ╙㧣࿁⎇ⓥ㓸ળ⾗ᢱ㓸‫ޢ‬pp.1-4
ਛፉ๺ሶ‫ࠬ࠽࠿࡮࠽ࠩࡠޔ‬㧔2001㧕‫ޟ‬ᣣᧄ⺆₪ᓧߣ⛮ᛚ⺆༚ᄬߩ࠳ࠗ࠽ࡒࠢࠬ−ᣣᧄߩዊ࡮ਛቇᩞߩࡐ࡞࠻ࠟ࡞⺆⹤⠪ߩታᘒࠍ〯߹߃ߡ−‫ޠ‬ATJ Seminar 2001,  

  









Heritage Panel Papers. (http://www.japaneseteaching.org/ATJseminar/2001/
nakajima.html)
ḡᎹ╉ሶ㧔2006㧕‫ޟ‬‫߁޿ߣޢ࡞ࠟࡦ࡝ࡒ࠮ޡ‬᭎ᔨߩᱧผ⊛⢛᥊‫ޠ‬‫ޡ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળ╙㧣࿁⎇ⓥ㓸ળ⾗ᢱ㓸‫ޢ‬pp.5-8
Cummins, J. (1991) Language development and academic learning. In Malavi, L.
& Dequette,G. (eds.), Language, Culture and Cognition: A Collection ofStudies in First and Second Language Acquisition. pp.161-175. Clevedon,
England: Multilingual Matters.
Cummins, J. (2000) Language, Power and Pedagogy. Clevedon, England:
Multilingual Matters.
Ikuta, Y. (2006) Age of arrival and writing proficiency in the first language ofyoung Brazilian learners of Japanese as a second language. Studies in
Language Sciences. Vol.5, pp. 159-174. Kurosio Publishers.
Okazaki, T. (1999) Interrelationships between children's L2 acquisition, L1
maintenance, and interdependence. Paper presented for the symposium on"Minority Language Children in Japanese Schools," at the International
Conference of Applied Linguistics (AILA), Waseda University, Tokyo, Japan.
August 10, 1999.

㧝ߎߩ⃻⁁ࠍ㐓ߺ‫ ޔ‬ᐕ㧞᦬ߦᲣ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒㧔/*$㧕ߦࠃߞߡ‫࠳ޟ‬ ࡉ࡞࡝ࡒ࠹࠶࠼㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ‫⎇߁޿ߣޠ‬ⓥ㓸ળ߇㐿௅ߐࠇߚ‫ߎߎޕ‬ ߢ‫┙౏ޔ‬ዊቇᩞ‫ఽ⸤ޔ‬ᚲ‫ߩ┙⑳ޔ‬ᶏᄖᏫ࿖ሶᅚฃߌ౉ࠇᩞ‫࡞࡯ࠢࠬ࡞࠽࡚ࠪ࠽࡯࠲ࡦࠗޔ‬ ߦ߅ߌࠆ੐଀߇ႎ๔ߐࠇߚ‫ޕ‬㧞‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߩ⺆↪߁޿ߣޠ‬ቯ⟵࡮↱᧪ߣ↪⺆ࠍ߼ߋࠆ⼏⺰ߦߟ޿ߡߪਛፉ㧔㧕‫ޔ‬ḡᎹ㧔㧕ߢ⹦ߒߊㅀߴࠄࠇߡ޿ࠆ‫ޕ‬㧟 ੱߩࠗࡦࡈࠜ࡯ࡑࡦ࠻ࠍ‫ੱߌߛࠆ߈ߢޔ‬ᢙ߇ဋ╬ߦߥࠆࠃ߁ߦ㧠ߟߩࠣ࡞࡯ࡊߦಽߌߚ‫ޕ‬ ṛ࿷㧟ᐕ㧜ࡨ᦬ߩ↢ᓤߪ‫ޟ‬㧝ޯ㧟ᐕ‫ߦࡊ࡯࡞ࠣߩޠ‬฽߹ࠇ‫ޔ‬ṛ࿷㧟ᐕ㧝ࡨ᦬ߩ↢ᓤߪ‫ޟ‬㧟 ޯ㧠ᐕ‫ߦࡊ࡯࡞ࠣߩޠ‬฽߹ࠇࠆ‫ޕ‬ 
  !"#$%# &'()*+, -࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߩሶߤ߽ߚߜߩ⸒⺆⢻ജࠍ⠨߃ࠆ㧙ᣣᧄ↢߹ࠇߩਛ࿖Ꮻ࿖⠪ਃ਎㨯྾਎ߩᢎ⢒໧㗴㧙㜞ᯅ᦮ሶ㧔ᄢ㒋ᄢቇᄢቇ㒮↢㧕᦮ሶ㧔ᄢ㒋ᄢቇᄢቇ㒮㧕㜞ᯅࠠ࡯ࡢ࡯࠼㧦࠳ࡉ࡞࡝ࡒ࠹࠶࠼‫ޔ‬㨬ਛ࿖Ꮻ࿖㨭ఽ┬‫ޔ‬BICS ߣߣCALP‫ޔ‬Უ⺆
CALP‫ޔ‬Უ⺆ࠠ࡯ࡢ࡯࠼㧦࠳ࡉ࡞࡝ࡒ࠹࠶࠼‫ޔ‬㨬ਛ࿖Ꮻ࿖㨭ఽ┬‫ޔ‬BICS㧝㧚 ߪߓ߼ߦ
ߪߓ߼ߦ㧝㧚
1980 ᐕઍᓟඨએ㒠‫ޔ‬ᐕઍᓟඨએ㒠‫࠽ࠪ࠼ࡦࠗޔ‬㔍᳃‫ޔ‬ࠗࡦ࠼ࠪ࠽㔍᳃‫ޔ‬ਛ࿖Ꮻ࿖⠪‫ޔ‬ਛ࿖Ꮻ࿖⠪‫ޔ‬ᣣ♽ࡉ࡜ࠫ࡞ੱഭ௛⠪ߥߤߩ࠾ࡘ
ᣣ♽ࡉ࡜ࠫ࡞ੱഭ௛⠪ߥߤߩ࠾ࡘ
 1980࡯ࠞࡑ࡯ߩ᧪ᣣߦ઻޿‫ޔ‬ᣣᧄߩዊቇᩞߦᄖ࿖☋ఽ┬߇ᕆჇߒߚ‫ޕ‬ᣣᧄ⺆ࠍᲣ⺆ߣߒߥ޿࡯ࠞࡑ࡯ߩ᧪ᣣߦ઻޿‫ޔ‬ᣣᧄߩዊቇᩞߦᄖ࿖☋ఽ┬߇ᕆჇߒߚ‫ޕ‬ᣣᧄ⺆ࠍᲣ⺆ߣߒߥ޿ᓐࠄߩߚ߼ߦ‫ޔ‬ዊቇᩞߢߪ‫ޟ‬ᣣᧄ⺆ᢎቶ‫ߌ⸳ࠍޠ‬1‫ޔ‬ᢎ⑼ቇ⠌ߦߟ޿ߡ޿ߌࠆࠃ߁ᣣᧄ⺆‫ޔ‬ᢎ⑼ቇ⠌ߦߟ޿ߡ޿ߌࠆࠃ߁ᣣᧄ
ᓐࠄߩߚ߼ߦ‫ޔ‬ዊቇᩞߢߪ‫ޟ‬ᣣᧄ⺆ᢎቶ‫ߌ⸳ࠍޠ‬߿↢ᵴᜰዉ߇ⴕࠊࠇߡ߈ߚ‫ޕ‬ᣣᏱળ⹤߿޽ࠆ⒟ᐲߩ⺒ߺᦠ߈߇ߢ߈ࠆࠃ߁ߦߥࠆߣ‫ޔ‬ሶ⺆߿↢ᵴᜰዉ߇ⴕࠊࠇߡ߈ߚ‫ޕ‬ᣣᏱળ⹤߿޽ࠆ⒟ᐲߩ⺒ߺᦠ߈߇ߢ߈ࠆࠃ߁ߦߥࠆߣ‫ޔ‬ߤ߽ߪ࿷☋ቇ⚖ߢߔߴߡߩ᝼ᬺࠍฃߌࠆࠃ߁ߦߥࠆߣ޿߁ߩ߇ࡄ࠲࡯ࡦߢ޽ߞߚ‫ޕ‬ሶߤ߽ߪ࿷☋ቇ⚖ߢߔߴߡߩ᝼ᬺࠍฃߌࠆࠃ߁ߦߥࠆߣ޿߁ߩ߇ࡄ࠲࡯ࡦߢ޽ߞߚ‫ޕ‬ ߘߒߡ‫ߩߎޔ‬ᢙᐕ࠾ࡘ࡯ࠞࡑ࡯ߚߜߩ㐳ᦼṛ࿷‫ޔ‬ቯ૑ᔒะ‫⚿ޔ‬ᇕ‫ޔ‬ዞ⡯ߥߤߦࠃࠅ‫ޔ‬ዊቇᩞߦ࿷☋ߔࠆᄖ࿖☋ఽ┬ߦᄢ߈ߥᄌൻ߇⷗ࠄࠇࠆࠃ߁ߦߥߞߚ‫ޔߪࠇߘޕ‬ᣣᧄ↢߹ࠇߩᄖ࿖☋ఽ┬ߩჇടߢ޽ࠆ‫ޕ‬వߦㅀߴߚᄖ࿖☋ఽ┬ߣ⇣ߥࠅ‫ޔ‬ᣣᧄߩࠕ࠾ࡔ߿ࠠࡖ࡜
ࠢ࠲࡯ߦߥߓࠎߢ⢒ߜ‫ޔ‬ᣣᧄߩ଻⢒࿦ߢ੃ᐜఽᦼࠍㆊߏߒߚᓐࠄߪ‫ޔ‬ᣣᏱ࡟ࡌ࡞ߦ߅ߌ
ࠆᣣᧄ⺆ળ⹤ജߪᣣᧄੱߣ߶ߣࠎߤᄌࠊࠄߥ޿ࠃ߁ߦ⷗߃ࠆ‫߽ߦࠇߘޕ‬㑐ࠊࠄߕ‫ޔ‬ቇᩞ⃻႐ߢߪ‫ޔ‬‫ޟ‬ᣣᏱળ⹤ߪ໧㗴ߥ޿ߩߦ‫ޔ‬᝼ᬺߦߟ޿ߡߎࠄࠇߥ޿‫ޠ‬㧔⷏ේ 1996㧕ߣ޿߁ᣂߚߥ໧㗴߇⿠ߎߞߡ޿ࠆ‫ޔߦ߁ࠃߩ┬ఽ౉✬ ޕ‬Უ⺆߇ᢎ⑼ቇ⠌ℂ⸃ߩഥߌߦ߽ߥࠅᓧߥ
޿‫ޕ‬‫ޟ‬ᣣᧄ⺆ߢ⸒߁ߡ߽‫ޔ‬ਛ࿖⺆ߢ⸒߁ߡ߽ࠊ߆ࠄ߳ࠎߺߚ޿‫ޠ‬㧔ᣣᧄ⺆ᢎቶߩዊጊవ↢㧕ߣ޿߁࠳ࡉ࡞࡝ࡒ࠹࠶࠼㧙2 ⸒⺆ⅣႺߦ⢒ߟሶߤ߽߇ߤߜࠄߩ⸒⺆߽↢ᵴᐕ㦂࡟ࡌ࡞ߦ⊒㆐ߒߡ޿ߥ޿৻ᤨ⊛ߥ⁁ᘒ㧙ߦߥߞߡ޿ࠆߩߢ޽ࠆ‫ޕ‬ᓐࠄߩሽ࿷ߪ‫౉✬ߩߢ߹ࠇߎޔ‬ఽ┬ࠍฃߌ౉ࠇߡ߈ߚᣣᧄ⺆ᢎ⢒߿Უ⺆ᢎ⢒ߩᨒ⚵ߺߢߪᝒ߃߈ࠇߥ޿‫ޔߡߒߘޕ‬2 ߢ߽ㅀߴࠆࠃ߁ߦ‫ޔ‬ਛ࿖Ꮻ࿖⠪ߩሶᒉࠍᜰߔ‫ޟ‬ਛ࿖Ꮻ࿖ఽ┬‫߁޿ߣޠ‬ฬ⒓ߦ߽ᄢ߈ߊᓇ㗀ࠍਈ߃ߡ޿ࠆ‫ޕ‬
ᧄⓂߪ‫ޔ‬ᣣᧄ↢߹ࠇߢᣣᏱߩᣣᧄ⺆ળ⹤ߦ࿎ࠄߥ޿ਛ࿖Ꮻ࿖⠪ਃ਎࡮྾਎ߩሶߤ߽ߚ
ߜߩ࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߩ⁁ᘒ߇‫ޔ‬ቇᩞߢߪߤߩࠃ߁ߦ⃻ࠇߡ޿ࠆߩ߆ࠍ᣿ࠄ߆ߦߒߚ਄
ߢ‫ⷐߩߘޔ‬࿃ߣᡰេߩ޽ࠅᣇࠍតࠆߎߣࠍ⋡⊛ߣߔࠆ‫ޕ‬ߎߎߢਛ࿖Ꮻ࿖⠪ࠍኻ⽎ߦߒߚℂ↱ߪ‫ޔ‬ᓐࠄߩṛ࿷߇ᣣ♽ࡉ࡜ࠫ࡞ੱߥߤߩࠃ߁ߦ಴
Ⓙ߉ࠍ⋡⊛ߣߔࠆ৻ᤨ⊛ߥ߽ߩߢߪߥߊ‫੹ޔ‬ᓟ߽ᣣᧄߢᣣᧄ⺆ࠍਥ⸒⺆ߣߒߡ૶↪ߒ⛯

  









ߌߡ޿ߊ‫ޟ‬᳗૑‫ޔࠅ޽ߢޠ‬Ꮻ࿖ߩ⚻✲߅ࠃ߮ᱧผ⊛⢛᥊߇޿ࠊࠁࠆᄖ࿖ੱఽ┬↢ᓤߣ⇣ߥࠆὐߦ޽ࠆ‫ޕ‬ᓐࠄߦߣߞߡ⸒⺆ߩ໧㗴ߪ‫ޔ‬ቇᩞߢߩᚑഞ㧔ችፉ 1999㧕߭޿ߡߪ዁᧪⸳
⸘ߦ㕖Ᏹߦ㊀ⷐߢ޽ࠆߣ⠨߃ࠄࠇࠆὐࠍ㊀ⷞߒߚ޿‫ޕ‬1 ᐕඨߦࠊߚࠆዊቇᩞߢߩෳਈⷰ
ኤߣࠛࠬࡁࠣ࡜ࡈࠖ࡯߅ࠃ߮⸒⺆್ᢿജ࠹ࠬ࠻ߩ⚿ᨐࠍ߽ߣߦ‫੹ޔ‬ᓟ߹ߔ߹ߔჇടߔࠆ
ᣣᧄ↢߹ࠇߩᄖ࿖☋ఽ┬ߩᛴ߃ࠆ⸒⺆໧㗴ߦߟ޿ߡ⠨߃ߡߺߚ޿‫ޕ‬㧞㧚 ਛ࿖Ꮻ࿖⠪ߦߟ޿ߡ ߹ߕ‫ޔ‬ਛ࿖Ꮻ࿖⠪ߦߟ޿ߡ⯗㧔2000㧕ࠍෳ⠨ߦ‫◲ޔ‬නߦㅀߴߡ߅ߊ‫ޕ‬
2.1 ਛ࿖Ꮻ࿖⠪ߣߪ⺕߆ਛ࿖Ꮻ࿖⠪ߣߪߤߩࠃ߁ߥੱࠍߐߔߩ߆‫◲ޕ‬නߦ⸒߃߫‫⚳ޔ‬ᚢᤨߣᚢᓟߩᷙੂߩਛߢ
ਛ࿖᧲ർㇱߦขࠅᱷߐࠇ‫ޔ‬1972 ᐕߩᣣਛ࿖੤ᱜᏱൻᓟߦ‫ޔ‬ᣣᧄߦᏫ࿖ߒߚ‫ޟ‬ᱷ⇐ቅఽ‫ޠ‬ߣ‫ޟ‬ᱷ⇐ᇚੱ‫ߩߘ߮ࠃ߅ޠ‬ኅᣖ‫ޔ‬㑐ଥ⠪ࠍ฽߼ߚੱ‫ޕࠆ޽ߢߣߎߩޘ‬ਛ࿖Ꮻ࿖⠪ߩ߁ߜ‫ޔ‬ਛቇ㨯㜞ᩞߦㅢ߁ሶߤ߽ߚߜࠍ‫ޟ‬ਛ࿖Ꮻ࿖↢ᓤ‫ޠ‬‫ޔ‬ዊቇᩞߦㅢ߁ሶߤ߽ߚߜࠍ‫ޟ‬ਛ࿖Ꮻ࿖ఽ┬‫ߣޠ‬๭ࠎߢ඙೎ߒߡ޿ࠆ‫ޕ‬ᱷ⇐ቅఽࠍ৻਎ߣߒ‫ߩߘޔ‬ሶߤ߽ࠍੑ਎‫ޔ‬ቊࠍਃ਎ߣߔ
ࠆ߇‫⃻ޔ‬࿷ዞቇߒߡ޿ࠆሶߤ߽ߚߜߩᄙߊߪਃ਎ߢ޽ࠅ‫ⷰޔ‬ኤߒߡ޿ࠆዊቇᩞߢߪ྾਎
ߩሶߤ߽߽ᢙฬ࿷☋ߒߡ޿ࠆ‫ޕ‬ߥ߅‫ᧄޔ‬Ⓜߢขࠅᛒ߁ᣣᧄ↢߹ࠇߩሶߤ߽ߚߜߩ႐วߦߪ‫ޔ‬‫ޟ‬Ꮻ࿖‫߁޿ߣޠ‬ฬ⒓߇ਇㆡ
ᒰߢߪߥ޿߆‫߁޿ߣޔ‬ᛕ್߇޽ࠆ‫ޔߒ߆ߒޕ‬‫ޟ‬Ꮻ࿖‫ࠍ߫ߣߎ߁޿ߣޠ‬ขࠅ෰ࠇ߫‫ޔ‬ሶߤ߽ߚߜ߇⢛⽶ߞߡ޿ࠆᱧผ⊛⢛᥊߇ᛮߌ⪭ߜߡߒ߹߁ෂ㒾ᕈ߇ุቯߢ߈ߥ޿‫ޔߢߎߘޕ‬‫ޟ‬ਛ࿖Ꮻ࿖‫ࠍ⺆߁޿ߣ┬ఽޠ‬ᣂߚߦߎߎߢណ↪ߒߚ޿‫ޟߚ߈ߡࠇߐ↪૶ߢ߹ࠇߎޔࠅ߹ߟޕ‬ਛ࿖Ꮻ࿖ఽ┬‫␲߿ⷫޔ߇ޠ‬ῳᲣߩᏫ࿖ߦ઻ߞߡ᧪ᣣߒߚሶߤ߽ߚߜߢ޽ߞߚߩߦኻߒߡ‫ޔ‬‫ޟ‬ਛ࿖Ꮻ࿖‫␲߿ⷫޔߪߣ┬ఽޠ‬ῳᲣߩਛ࿖߆ࠄᣣᧄ߳ߩᏫ࿖ߦ઻޿‫ߩߘޔ‬Ꮻ࿖ᓟߦᣣᧄ
ߢ↢߹ࠇߚሶߤ߽ߚߜߣቯ⟵ߔࠆ‫ޕ‬
2.2 ਛ࿖Ꮻ࿖⠪ߩ↢ᵴߩ⃻⁁ਛ࿖Ꮻ࿖⠪ߩ↢ᵴߪ⵨⑔ߥ߽ߩߢߪߥ޿‫ޕ‬30 ᐕએ਄ߦࠊߚࠆਛ࿖␠ળߢߩ↢ᵴߦࠃߞߡᢥൻ⊛ߥࡌ࡯ࠬ߇ਛ࿖ߦߥߞߡߒ߹ߞߚᏫ࿖⠪ߚߜߪ‫ޔ‬⒖᳃ኅᣖ߇⚻㛎ߔࠆࠃ߁ߥ↢ᵴ⺖㗴ߦ⋥㕙ߒߚ‫↢߿߫ߣߎޕ‬ᵴ⠌ᘠ‫ޔ‬㘑⠌ߩოߦട߃‫ޔ‬Ꮻ࿖⠪ߩ߶ߣࠎߤ߇㜞㦂ߢ޽ߞߚߚ߼‫ޔ‬ਛ࿖ߢߩ⡯ᬺ⚻㛎ࠍ↢߆ߔߎߣ߇ߢ߈ߕ‫ࠍ߫ߣߎޔ‬ᔅⷐߣߒߥ޿㐳ᤨ㑆ߩන 
  !"#$%# &'()*+, -⚐ഭ௛ߦዞߊߣ޿߁⡯ᬺߩოߦ߽߱ߟ߆ߞߚ‫ߩߤࠎߣ߶ޕ‬ኅᐸ߇↢ᵴ଻⼔ࠍฃߌࠆ2ߣ޿⚐ഭ௛ߦዞߊߣ޿߁⡯ᬺߩოߦ߽߱ߟ߆ߞߚ‫ߩߤࠎߣ߶ޕ‬ኅᐸ߇↢ᵴ଻⼔ࠍฃߌࠆߣ߁⧰ߒ޿⚻ᷣ⁁ᴫߦ޽ࠅ‫ޔ‬ሶߤ߽ߩᢎ⢒ߦ㑐ࠊࠆᤨ㑆߇㕖Ᏹߦዋߥ޿ߩ߽․ᓽߢ޽ࠆ‫ޕ‬޿߁⧰ߒ޿⚻ᷣ⁁ᴫߦ޽ࠅ‫ޔ‬ሶߤ߽ߩᢎ⢒ߦ㑐ࠊࠆᤨ㑆߇㕖Ᏹߦዋߥ޿ߩ߽․ᓽߢ޽ࠆ‫ޕ‬㧟㧚 వⴕ⎇ⓥ ᄖ࿖☋ఽ┬߿ਛ࿖Ꮻ࿖⠪ఽ┬↢ᓤߦ㑐ߔࠆవⴕ⎇ⓥ߆ࠄ‫ߣ⺆⸒ޔ‬ቇജߩ஥㕙ߦ⌕⋡ߒߚ߽ߩࠍ᭎ⷰߔࠆ‫ޕ‬
3.1 Უ⺆ᢎ⢒ߩⷞὐ߆ࠄ
✬౉ఽ┬↢ᓤߦኻߔࠆ⸒⺆ᢎ⢒ߪ‫ޔ‬ᣣᧄ⺆╙৻ਥ⟵㧔ᄥ↰ 1996㧕‫ࠅ߹ߟޔ‬Უ⺆ࠍಾࠅᝥߡ‫৻ޔ‬ೞ߽ᣧߊᣣᧄ⺆ࠍ⠌ᓧߔࠆߣ޿߁ߩ߇ା᧦ߢ޽ߞߚ‫ޕ‬ᣣᧄ⺆ᢎቶߪߘߩ৻଀ߢ
޽ࠆ‫ߩߘޔߒ߆ߒޕ‬ᓟ‫╙ޔ‬ੑ⸒⺆ࠍ⠌ᓧߔࠆ਄ߢ‫ޔ‬Უ⺆⢻ജߩ⛽ᜬ‫ޔ‬િᒛ߇޿߆ߦ㊀ⷐ߆ߣ޿߁ߎߣ߇ᒝ⺞ߐࠇߪߓ߼ߚ‫ޕ‬ਛፉ㧔1998㧕ߪ‫ޔ‬ሶߤ߽ߩ␠ળᕈߩ⊒㆐‫ޔ‬ᗵᖱ߿ᗧᔒߩવ㆐‫ޔ‬⍮⢻ߩ⊒㆐ߣ޿߁ 3 ὐ߆ࠄᲣ⺆ᢎ⢒ߩ㊀ⷐᕈࠍ⸷߃ߡ޿ࠆ‫ޕ‬ᔒ᳓࡮ᷡ᳓㧔2006㧕
߽߹ߚ࠾ࡘ࡯ࠞࡑ࡯ߩዊቇᩞࠍෳਈⷰኤߒߚ⚿ᨐ߆ࠄ‫ޔ‬Უ⺆⢻ജߩ⴮߃‫⊒ᧂޔ‬㆐ߪᣣᧄ⺆⢻ജߩะ਄ߦߟߥ߇ࠄߥ޿ߤߎࠈ߆‫ߡߞ߃߆ޔ‬㒖ኂߔࠆ߽ߩߢ޽ࠆߣ⠨ኤߒߡ޿ࠆ‫ޕ‬
3.2 ⸒⺆⢻ജߩⷞὐ߆ࠄ
2 ⸒⺆ⅣႺߦ޽ࠆሶߤ߽ߩ⸒⺆⢻ജߦߟ޿ߡ‫ޔ‬Cummins㧔1980㧕
ߪ‫ޔ‬BICS㧔Basicinterpersonal communicative skills㧕ߣ CALP㧔Cognitive/academic language
proficiency㧕ߦಽߌߡ⠨߃ࠆߴ߈ߛߣߒߚ‫ޕ‬BICS ߪ↢ᵴ⸒⺆‫ޔ‬CALP ߪቇ⠌⸒⺆ߣ߽⸶ߐࠇߡ޿ࠆ3‫ޕ‬ߎߩ 2 ߟߩߎߣ߫ߩ㑐ଥߪ‫ޔ‬એਅߩ̈Range of contextual support and degree of
cognitive involvement in communicative activities̉
㧔Cummins 1984㧕ߢ⴫ߐࠇࠆ‫ޕ‬࿑ 1 ߩ X ゲߪᢥ⣂ଐሽᐲࠍ⴫ߒ‫ޔ‬Ꮐ߆ࠄฝ߳ߘߩ⒟ᐲ߇㜞ψૐߣߥߞߡ޿ࠆ‫ޕ‬Y ゲߪ⹺⍮ജⷐ᳞ᐲࠍ⴫ߒ‫ޔ‬ਅ߆ࠄ਄߳ߘߩ⒟ᐲ߇㜞ψૐߣߥߞߡ޿ࠆ‫ߩߎޕ‬࿑ߩ
4 ߟߩ⽎㒢ߩ߁ߜ‫ޔ‬A ߪᦨ߽⹺⍮ജⷐ᳞ᐲ߇ૐߊ‫ޔ‬ᢥ⣂ଐሽᐲ߇㜞޿ߣ޿߁ߎߣߦ
ߥࠆ‫ޕ‬෹㆐ߣㆆ߱‫↢ޔߤߥࠆߔࠍ‛޿⾈ޔ‬ᵴ⸒⺆ߟ߹ࠅ BICS ࠍ૶↪ߒߡⴕ߁ᵴേ
߇ߎߎߦ޽ߡߪ߹ࠆ‫৻ޕ‬ᣇ D ߪᦨ߽⹺⍮ജⷐ᳞ᐲ߇㜞ߊ‫ޔ‬ᢥ⣂ଐሽᐲ߇ૐ޿⽎㒢ߢ‫ޔ‬ᢎቶߢߩᢎ⑼ቇ⠌ߥߤ‫ޔ‬ቇ⠌⸒⺆ߟ߹ࠅ CALP ࠍ૶↪ߔࠆᵴേ߇޽ߡߪ߹ࠆ‫ޕ‬Ꮻ࿖ఽ┬ߚߜߪ A ߦ߅ߌࠆᵴേߦߪ޽߹ࠅ໧㗴߇޽ࠆࠃ߁ߦᗵߓࠄࠇߥ޿߇‫ޔ‬D

  









ߦ߅ߌࠆᵴേߦߪ࿎㔍ࠍᗵߓߡ޿ࠆߩߢ޽ࠆ‫ޕ‬
Cognitively undemanding        㧔⹺⍮ജⷐ᳞ᐲ ૐ㧕

BICS

A

 

Context-embedded㧔ᢥ⣂ଐሽᐲ 㜞㧕             

Bcontext-reduced㧔ᢥ⣂ଐሽᐲ ૐ㧕 C   D
CALP
Cognitively demanding㧔⹺⍮ജⷐ᳞ᐲ 㜞㧕࿑ 1 ⸒⺆⢻ജ⊒㆐ࡕ࠺࡞㧔Cummins 1984 ࠍ߽ߣߦ૞ᚑ㧕
BICS ߪ 1㨪2 ᐕߢ₪ᓧߢ߈ࠆ߇‫ޔ‬CALP ߩ₪ᓧߦߪ 5㨪7 ᐕ߆߆ࠆߣ޿ࠊࠇ‫ޔ‬ሶߤ߽ߚߜߩᣣᏱળ⹤ߪ໧㗴߇ߥ޿ߩߦ‫ޔ‬᝼ᬺߦߟ޿ߡ޿ߌߥ޿⃻⽎ࠍ⺑᣿ߔࠆ਄ߢ㊀ⷐߥ᭎ᔨߢ޽ࠆ‫ޕ‬CALP ߩౕ૕⊛ߥ⺆ᒵߩ଀ߣߒߡ‫ޔ‬ጊ↰㧔2004㧕ߪ▚ᢙߢ૶↪ߐࠇࠆ‫ޟ‬૗౞‫ޠ‬‫ࠍޠ޿ߒ╬ޟ‬᜼ߍߡ޿ࠆ‫ޕ‬ᣣᏱ↢ᵴߢߪ‫ޠࠄߊ޿ޟ‬‫ޟ‬หߓ‫ޔ߼ߚࠆࠇࠊ૶߇ޠ‬᝼ᬺߢߎࠇ
ࠄߩ⴫⃻߇಴ߡ߈ߚߣ߈‫ޔ‬Ꮻ࿖ఽ┬ߩሶߤ߽ߚߜߪᗧ๧߇ࠊ߆ࠄߥ޿ߣ޿߁‫޿ޟࠅ߹ߟޕ‬ߊࠄ‫ޠ‬‫ޟ‬หߓ‫↢ߪޠ‬ᵴ⸒⺆࡟ࡌ࡞ߛ߇‫ޟ‬૗౞‫ޠ‬‫ߪޠ޿ߒ╬ޟ‬ቇ⠌⸒⺆࡟ࡌ࡞ߥߩߢ޽ࠆ‫ޕ‬ߎߩࠃ߁ߥ CALP ߩ⠌ᓧߪ‫ߩ࡯ࡑࠞ࡯ࡘ࠾ޔ‬ሶߤ߽ߚߜߦߣߞߡߪ࿎㔍ࠍᭂ߼ࠆ‫ޕ‬ᄥ↰
㧔2002㧕ߪ‫ޔ‬ሶߤ߽ߚߜ߇╙ੑ⸒⺆ࠁ߃ߩਇචಽߥߎߣ߫ߩ⍮⼂߿↢ᵴ⚻㛎߅ࠃ߮ᢥൻ
ߩ㆑޿߆ࠄ↢ߓࠆ⺆ᒵਇ⿷ߪᷓೞߥ໧㗴ߢ޽ࠆߣᜰ៰ߒߚ‫ߚ߹ޕ‬ችፉ㧔1999㧕ߪ‫ޔ‬CALPࠍߐࠄߦ‫ޔ‬‫ޟ‬᛽⽎⊛ቇ⠌⸒⺆‫ߣޠ‬᡿੐᧪ᱧ߿ᢥቇߥߤߦ↱᧪ߔࠆ‫ޟ‬ᱧผᢥൻ⺆‫ߦޠ‬ಽߌ‫ޔ‬ᢥൻ⊛⢛᥊ࠍᜬߚߥ޿ሶߤ߽ߚߜߦߣߞߡߪ‫ߩࠄࠇߎޔ‬න⺆ߩ⠌ᓧߪᥧ⸥ߒ߆ᣇᴺ߇ߥ
޿㕖Ᏹߦ⧰ߒ޿઀੐ߢ޽ࠆߣㅀߴߡ޿ࠆ‫ޕ‬ᦨㄭߢߪ‫ޔ‬ቇᩞ㑐ଥ⠪ߩ㑆ߢ߽‫ ߩߎޔ‬BICS ߣ CALP ߩሽ࿷߇⹺⍮ߐࠇߪߓ߼‫ޔ‬ሶߤ߽ߚߜ߇᥉ㅢߦ⹤ߖࠆ߆ࠄߣ޿ߞߡ᝼ᬺℂ⸃ߦᔅⷐߥᣣᧄ⺆⢻ജࠍ⠌ᓧߒߡ޿ࠆߎߣߦ

 
  !"#$%# &'()*+, -ߪߥࠄߥ޿ߣ޿߁⹺⼂߇ቯ⌕ߒᆎ߼ߚ‫ౕޔ߇ޕ‬૕⊛ߦߤߩࠃ߁ߥᡰេ߿ᢎ᝼ᣇᴺ߇ലᨐ
⊛ߢ޽ࠆߩ߆ߪ᣿⏕ߢߪߥߊ‫ޔࠈߎߣߩ੹ޔ‬‫ޟ‬ౝኈ㊀ⷞ㧔content-based㧕ߩࠕࡊࡠ࡯࠴‫ޠ‬‫ޔ‬ጟፒࠄ㧔1997㧕ߩ‫ޟ‬ᢎ⑼㨯Უ⺆㨯ᣣᧄ⺆⋧੕⢒ᚑቇ⠌‫ޔ߿ޠ‬JSL ࠞ࡝ࠠࡘ࡜ࡓ4ߥߤ߇޽ࠆ߇‫ోޔ‬࿖⊛ߦታᣉߐࠇߡ޿ࠆࠊߌߢߪߥ޿‫ޕ‬
3.3 ᢎ⢒␠ળቇߩⷞὐ߆ࠄ ችፉ( 2002 )ߪ‫ޔ‬ቇ⠌㆐ᚑᐲߦᄢ߈ߥᏅ߇↢ߓߡ޿ࠆ࠾ࡘ࡯ࠞࡑ࡯↢ᓤߦࠗࡦ࠲ࡆࡘ࡯
ࠍⴕ޿‫ࠄ߆ⷫޔ‬ሶߤ߽߳ᢥൻ⾗ᧄ㧔Bourdieu 1991㧕߇⛮ᛚߐࠇߡ޿ߥ޿ߎߣ‫ޔ‬࿾ၞߦ‫߇ޠ࡞࠺ࡕ࡞࡯ࡠޟ‬ਇ࿷ߢ޽ࠆߎߣ‫ޔ‬ዞቇㅴ〝ߦኻߔࠆേᯏ߇ᰳᅤߒߡ޿ࠆߎߣߥߤࠍ
޽ߍ‫ޔ‬ቇᬺਇᝄߩⷐ࿃ߣߒߡ޿ࠆ‫ޕ‬ ᢥൻ⾗ᧄ߇⛮ᛚߐࠇߥ޿ේ࿃ߣߒߡߪ‫ޔ‬ⷫ਎ઍߩ෩ߒ޿ዞഭ᧦ઙψ↢ᵴߩ↢↥㨯ౣ↢↥㧗⸒⺆ߩოψሶߤ߽ߚߜߩᢎ⢒߳ߩ㑐ਈ߇Ꮧ⭯→ⷫሶ㑐ଥߩߕࠇߣ޿߁࿑ᑼ߇᜼ߍࠄ
ࠇࠆ‫⚿ߩߘޕ‬ᨐ‫ޔ‬ਛ࿖Ꮻ࿖⠪ࠍߣࠅ߹ߊ࿾ၞⅣႺߢߪ‫ߥ߁ࠃࠆߥߦޠ࡞࠺ࡕ࡞࡯ࡠޟ‬వヘ߇⢒ߜߦߊߊ‫ߚ߹ޔ‬ሶߤ߽ߚߜߦߣߞߡߪ‫ޔ‬዁᧪⸳⸘߇⷗߃ߦߊߊߥߞߡ޿ࠆ‫ޕ‬ዞቇㅴ〝ߦኻߔࠆേᯏࠍᜬߜߦߊ޿ߩ߽ᒰὼߢ޽ࠈ߁‫ޕ‬ એ਄‫ޔ‬3 ߟߩⷞὐ߆ࠄవⴕ⎇ⓥࠍ᭎ⷰߒߚ‫߽ࠇߕ޿ޕ‬ᷓೞߢ㊀ⷐߥ⺖㗴ࠍ฽ࠎߢ޿ࠆ‫ޕ‬ߒ߆ߒ‫ޔ‬ኻ⽎ߣߐࠇߡ޿ࠆఽ┬ߪ‫ޟ‬ᣣᧄ⺆ࠍᲣ⺆ߣߒߥ޿‫ࠅ߹ߟޠ‬ᣣᧄ⺆એᄖߩᲣ⺆߇⏕┙ߒߡ޿ࠆఽ┬ߢ޽ߞߚ‫ޕ‬ᣣᧄ⺆߇ߢ߈ߥߊߡ߽Უ⺆ߥࠄ૞ᢥ߇ᦠߌ‫ޔ‬ᕁ⠨߇ߢ߈ߚ‫ޕ‬⢻ജߪᐕ‫ޘ‬ૐਅߒߡ޿ࠆߣߪ޿߃‫ޔ‬Უ⺆ߥࠄⷫߣળ⹤߇ߢ߈ߚ‫ޕ‬ਛ࿖Ꮻ࿖ఽ┬ߥࠄਛ࿖ੱ‫ޔ‬ᣣ♽ࡉ࡜ࠫ࡞ੱሶᒉߥࠄࡉ࡜ࠫ࡞ੱߣߒߡߩࠕࠗ࠺ࡦ࠹ࠖ࠹ࠖ߇޽ߞߚ߆ࠄߎߘ‫ޔ‬ᣂߚߥᢥൻߦ⋥㕙ߒ‫⚻߽ޠࠇំޟߡߒ⮮⪾ޔ‬㛎ߒߚ‫ᧄޕ‬Ⓜߢኻ⽎ߦߒߡ޿ࠆᣣᧄ↢߹ࠇߩఽ┬ߪ‫ޔ‬ᣣᏱߩᣣᧄ⺆ߦߪ໧㗴߇ߥ޿߇‫߽࡞ࡌ࡟ߩߘޔ‬ኅᐸౝߩ⁜ዊߥ▸࿐ߦߣߤ߹
ࠅ‫ޔ‬චಽ⊒㆐ߒߡ޿ࠆߣߪ⸒޿߇ߚ޿‫ޕ‬ߘߩ਄ߦ⏕┙ߐࠇࠆቇ⠌⸒⺆߽ቯ⌕ߒߡ޿ߥ޿‫ޕ‬৻ᣇ‫ޔ‬Უ⺆ߢ޽ࠆߪߕߩਛ࿖⺆ߩ࡟ࡌ࡞߽ኅᐸౝߢߩળ⹤ߦߣߤ߹ߞߡ߅ࠅ‫ࠪ࡜࠹࡝ޔ‬࡯⢻ജߪ㕖Ᏹߦૐ޿‫ߚ߹ޕ‬ᢥൻ㕙ߢߪਔᣇߩᢥൻࠍዋߒߕߟ૕ᓧߒߡ߅ࠅ‫ޔ‬ዊቇᩞߦ౉
ቇߒߚ߆ࠄߣ޿ߞߡᚭᖺ߁ߎߣ߽ߥ޿‫ޕ‬వⴕ⎇ⓥߢ⠨ኤߐࠇߡ߈ߚ࠾ࡘ࡯ࠞࡑ࡯ߩሶߤ
߽ߚߜߩᨒ⚵ߺ߆ࠄᄢ߈ߊᄌൻߒߡ޿ࠆఽ┬ߥߩߢ޽ࠆ‫ޕ‬వⴕ⎇ⓥߩ⍮⷗߇ߘߩ߹߹޽
ߡߪ߹ࠄߥ޿ߩߪ᣿⊕ߢ޽ࠆ‫ޕ‬ ߹ߚ‫ޔ‬వⴕ⎇ⓥߦ߅޿ߡ‫ߩ⺆⸒ޔ‬໧㗴ࠍ⺆ࠆߣ߈‫ޔ‬‫ޟ‬CALP ߇ቯ⌕ߒߡ޿ߥ޿‫ޠ‬‫ޟ‬ቇജਇᝄ‫ߣޠ‬ᜰ៰ߐࠇߥ߇ࠄ‫ޔ‬ᣣᧄ⺆⢻ജ߿ቇജߪߤߩ⒟ᐲૐ޿ߩ߆‫ޔ‬ቯ⌕ߒߡ޿ߥ޿ߣ޿
߁ߩߪߤ߁޿߁⁁ᴫࠍߐߔߩ߆߇‫ޔ‬ਛፉ㧔2001㧕ߥߤࠍ㒰޿ߡߪ‫ౕޔ‬૕⊛ߥ⁁ᴫ߿࠹ࠬ

  









࠻⚿ᨐ߽␜ߐࠇߥ޿߹߹⼏⺰ߩߺ߇ㅴࠎߢߒ߹ߞߡ޿ࠆߚ߼‫⺑ޔ‬ᓧജࠍᜬߚߥ޿‫ޕ‬࠻⚿ᨐ߽␜ߐࠇߥ޿߹߹⼏⺰ߩߺ߇ㅴࠎߢߒ߹ߞߡ޿ࠆߚ߼‫⺑ޔ‬ᓧജࠍᜬߚߥ޿‫ޕ‬
ᧄⓂߢߪ‫ߥ⊛⺆⸒߁޿ߣ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬໧㗴ࠍᛴ߃ߡ޿ࠆᣣᧄ↢߹ࠇߩሶߤ߽ߚ
 ᧄⓂߢߪ‫ߥ⊛⺆⸒߁޿ߣ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬໧㗴ࠍᛴ߃ߡ޿ࠆᣣᧄ↢߹ࠇߩሶߤ߽ߚ
ߜࠍኻ⽎ߦ‫ޔ‬ቴⷰ⊛ߥ࠹ࠬ࠻ߩᜰᮡࠍឭ␜ߒߥ߇ࠄ‫ޔ‬ቇᩞ↢ᵴߣ޿߁ᢥ⣂ߢᓐࠄߩ⸒⺆ߜࠍኻ⽎ߦ‫ޔ‬ቴⷰ⊛ߥ࠹ࠬ࠻ߩᜰᮡࠍឭ␜ߒߥ߇ࠄ‫ޔ‬ቇᩞ↢ᵴߣ޿߁ᢥ⣂ߢᓐࠄߩ⸒⺆ജࠍᝒ߃ߡ޿ࠆߎߣߦᗧ⟵߇޽ࠆߣ⠨߃ࠆ‫ޕ‬ജࠍᝒ߃ߡ޿ߊߎߣߦᗧ⟵߇޽ࠆߣ⠨߃ࠆ‫ޕ‬㧠㧚 ⎇ⓥኻ⽎ߩሶߤ߽ߚߜߣ⎇ⓥᣇᴺ ᧄ┨ߢߪ‫ޔ‬ෳਈⷰኤࠍⴕߞߚዊቇᩞߣఽ┬ߦߟ޿ߡㅀߴࠆ‫ޕ‬㑐⷏࿤ߦ޽ࠆ᡽઎ㇺᏒ‫ޔ‬X Ꮢߩ㇠ᄖߦ‫ޔ‬ਛ࿖Ꮻ࿖⠪ߩ㓸૑ߔࠆᏒ༡࿅࿾߇┙ߜਗࠎߢ޿ࠆ࿾ၞ߇޽ࠆ‫╩ޕ‬⠪߇ⷰኤߒߚ߭߆ࠅዊቇᩞ㧔ᧄⓂߦ߅ߌࠆ࿾ฬ㨯ੱฬߪߔߴߡ઒ฬߢ޽ࠆ㧕ߪ‫ߩߎޔ‬࿾ၞᦨᄙߩ
23 ฬߩᏫ࿖ఽ┬ࠍᛴ߃ࠆቇᩞߢ޽ࠅ‫࡯࠲ࡦ࠮ޔ‬ᩞ5ߣߒߡߩᓎഀ߽ᜂߞߡ޿ࠆ‫ޕ‬ቇᩞߩ⁁ᴫߦߟ޿ߡߪ‫ ⴫ޔ‬1 ࠍෳᾖߐࠇߚ޿‫ޕ‬⴫ 1 ⷰኤߒߚዊቇᩞߩ⁁ᴫ㩷㪊㪍㪎ฬਛ㪉㪊ฬ㩷㩷ోఽ┬ᢙ䈫Ꮻ࿖ఽ┬ᢙ
ᣣᧄ⺆ᢎቶ
ᜰዉᒻᘒ
ข䉍಴䈚䍃౉䉍ㄟ䉂ᢎᏧᢙᏱൕ⻠Ꮷ㪈ฬ᡼⺖ᓟᢎቶ᦭㩿ਥ䈮ૐቇᐕ䋩ਛ࿖⺆ᢎቶ䇭
᝼ᬺᢙ
ㅳ䈮㪈ᤨ㑆
⻠Ꮷᢙ
ਛ࿖ੱ㕖Ᏹൕ⻠Ꮷ㪈ฬᣣᧄ⺆ᢎቶࠍᜂᒰߔࠆዊጊవ↢ߪ‫ࠅ߆߭ޔ‬ዊቇᩞߩᣣᧄ⺆ᢎቶ⸳⟎ᒰೋ߆ࠄᏫ࿖ఽ┬ߣ㑐ࠊߞߡ߈ߚࡌ࠹࡜ࡦߢ޽ࠅ‫੹ޔ‬ᐕߢ 11 ᐕ⋡ࠍㄫ߃ࠆ‫ޕ‬‫ޟࠄ߆ޠ┬ఽ౉✬ޟ‬ᣣᧄ↢߹ࠇ‫߁޿ߣ߳ޠ‬Ꮻ࿖ఽ┬ߩᄌㆫࠍ‫ߩ⋡߽ߣߞ߽ޔ‬ᒰߚࠅߢታᗵߒߡ޿ࠆᢎຬߩ৻ੱߢ޽ࠈ߁‫ޕ‬ ․╩ߔߴ߈ὐߪ‫ޔ‬X Ꮢߩዊቇᩞߢ໑৻ਛ࿖⺆ᢎቶ߇㐿߆ࠇߡ޿ࠆߎߣߢ޽ࠈ߁‫ࠇߎޕ‬ߪ‫ޔ‬ዊጊవ↢߇‫⼔଻ޔ‬⠪ߣߩ㕙⺣߿‫ޔ‬Ꮻ࿖ఽ┬߇ᒁ߈⿠ߎߔਁᒁ߈߿ኅ಴ߣ޿߁ᐲ㊀ߥࠆ੐ઙߩߚ߮ߦ‫ⷫޟ‬ሶ߇߽ߞߣࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߢ߈ߡ޿ߚࠄ‫ߣޠ‬ᗵߓࠆߎߣ߆ࠄ⸳
ߌࠄࠇߚߣ޿߁‫ޟߪߦ┬ఽ౉✬ޕ‬Უ⺆଻ᜬ‫ޠ‬ᢎ⢒ߩᓎഀࠍᨐߚߒߡ޿ߚ߇‫ޔ‬ᣣᧄ↢߹ࠇߩఽ┬ߦߪ‫ߪߢ߹ߎߘޔ‬᳞߼ࠄࠇߡ޿ߥ޿‫ޔߪ⊛⋡ޕ‬‫ޟ‬ਛ࿖⺆ࠍ⹤ߔߎߣߪᭉߒ޿ߣ޿߁
ᕁ޿ࠍ߽ߜ‫ޔ‬ਛ࿖ߩᢥൻࠍฃߌ⛮ߋ⥄ಽ߇ᅢ߈ߦߥࠆߣ޿߁‫⥄ޔ‬ಽߦ⹶ࠅࠍᜬߟሶߤ߽
ࠍ⢒ߡࠆߎߣ‫ޠ‬㧔߭߆ࠅዊቇᩞᄖ࿖ੱᢎ⢒⎇ⓥ⾗ᢱ 2006㧕ߢ޽ࠆ‫ޕ‬᝼ᬺߪ‫߳┬ఽ౉✬ޔ‬ 
  !"#$%# &'()*+, -ⴕࠊࠇߡ޿ߚ໊⹞ߩᥧ໒߿૞ᢥ‫ޔ‬ᣂ⡞⸥੐ߩ⺒⸃ߥߤ߆ࠄᄢ߈ߊォ឵ߒ‫ ޔ‬Focus on
Meaning㧔Long and Robinson 1998㧕߇ࡌ࡯ࠬߣߥߞߚࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩળ⹤✵⠌߇ਛᔃߢ޽ࠆ‫ޕ‬޽ࠆᣣߩ᝼ᬺߢߪ‫ޔ‬‫߅ޟ‬੕޿ߩᅢ߈ߥࠬࡐ࡯࠷ࠍ⍮ࠆ‫ߢߣ߽ߩࠢ࠶ࡇ࠻߁޿ߣޠ‬ᵴേߒߡ޿ߚ‫࠼࡯ࠞޕ‬ឭ␜ψਛ࿖⺆ߢ޽ࠆ޿ߪᣣᧄ⺆ߢࠬࡐ࡯࠷ߩฬ೨ࠍ⸒߁ψਛ࿖⺆ߢ⊒㖸✵⠌ߣ޿߁㗅ᐨߢㅴࠎߛᓟ‫ޔ‬‫ޔ޽߾ߓޟ‬ੑੱ⚵ߺߦߥߞߡᅢ߈ߥࠬࡐ࡯࠷ࠍ⡞޿ߡߺ߹ߒ
ࠂ߁‫✵ࠕࡍ߁޿ߣޠ‬⠌ߦᄌࠊߞߚ‫ޕ‬⡡⟤㧦Դ୰⃶ҔМ‫ޔ‬‫ޔ‬‫ޔ‬䖤ࡼ? ( ૗ߩࠬࡐ࡯࠷߇ᅢ߈ߢߔ߆)ᱜ6㧦 ៥୰⃶㇂⧗. Դ୰⃶ҔМ䖤ࡼ?
( ࡃࠬࠤ࠶࠻ࡏ࡯࡞߇ᅢ߈ߢߔ‫ޕ‬૗ߩࠬࡐ࡯࠷߇ᅢ߈ߢߔ߆ )⡡⟤㧦៥‫ޔ‬୰⃶‫ޔ‬㇂‫ޔ‬㇂⧗. ( ⑳ߪࡃࠬࠤ࠶࠻ࡏ࡯࡞߇ᅢ߈ߢߔ )ߘࠇࠍ⡞޿ߡ޿ߚቃవ↢ߪ‫ޔ‬‫ߥࠎߺޟ‬⡞޿ߡ‫ޕ‬෹㆐ߣหߓ߽ߩᅢ߈ߛߞߚࠄ‫޿ߡࠎߥޔ‬ߞߚࠄ޿޿㧫‫ߣޠ‬໧޿߆ߌߚ‫ޕ‬ᱜ߇‫ޟ‬៥г㧍 ( ⑳߽㨪)‫ࠍߩߚ߃╵ߣޠ‬ฃߌߡ‫ޔ‬ቃవ↢߇㤥᧼ߦ‫ޟ‬г ‫ޠ‬㧔㨪߽㧕ߣ᧼ᦠߒ‫⊒ޔ‬ჿ✵⠌ࠍⴕߞߚ‫ޕ‬  ቃవ↢㧦ߓ߾޽‫ޔ‬ᅢ߈ߥ߽ߩ߇޿ߞ߬޿޽ࠆߣ߈ߪ㧫ߚߣ߃߫‫ޔ‬៥୰⃶㇂⃿,( ⑳ߪࡃࠬࠤ࠶࠻ࡏ࡯࡞߇ᅢ߈ )ߘࠇ߆ࠄ ЦЧ⧗. ( ථ⃿ )੫੺㧦੠㧍㧔㨪ߣ㧕
ᢥᴺ⺑᣿߿ᢥ⣂ߩߥ޿ᯏ᪾⊛ߥᢥᴺ✵⠌ߦኻߒߡ‫ޔ‬ᗧ๧㊀ⷞߢ⸒⺆ᒻᑼߦߪᵈᗧࠍะߌߐߖߥ޿ᜰዉᴺࠍ Focus on Meaning㧔FonM㧕ߣ޿߁‫ޕ‬ၮ␆⊛ߥਛ࿖⺆ߩᢥᴺࠍ⍮ࠄߥ޿ᓐࠄߦኻߔࠆ᝼ᬺߪ‫ ߦ߁ࠃߩߎޔ‬FonM ࠍਛᔃߦᵴേࠍߒߥ߇ࠄ߽‫ޔ‬‫ޟ‬г‫ޟߣޠ‬੠‫ޠ‬ߩࠃ߁ߥ⺆ࠍዉ౉ߒ‫ޔ‬ᢥᴺᒻᑼࠍᗧ⼂ߐߖࠆߣ޿߁߽ߩ߇ᄙ߆ߞߚ‫߽↪⺋ࠎࠈߜ߽ޕ‬ᄙߊ‫ޔ‬ᵹᥰߦ⹤ߖࠆࠊߌߢ߽ߥ޿‫ߚ߹ޕ‬න⺆߿ᢥဳ߽ߔߋߦቯ⌕ߒߡߪ޿ߥ޿‫ߩߎޕ‬ᣣߩᵴേߢ߽ࠬࡐ࡯࠷ߩฬ೨ࠍਛ࿖⺆ߢ⍮ߞߡ޿ߚߩߪ‫ࠆ޽ߢ┬ఽ౉✬ޔ‬ᱜߛߌߢ޽ߞߚ‫ޕ‬ߒ߆ߒ‫ޔ‬ሶߤ߽ߚߜߪᭉߒߘ߁ߦෳടߒߡ޿ߚ‫◲ޕ‬නߥળ⹤✵⠌ߩઁߦߪ‫ޔ‬‫࠺ࡦࠗࠔࡈޡ‬ࠖࡦࠣ࡮࠾ࡕ‫ࠍࠝ࠺ࡆߩߤߥޢ‬ਛ࿖⺆ ߢዋߒߕߟⷰ⾨ߔࠆ‫ޔ‬‫⊕ޡ‬㔐ᆢ‫⺒ࠍᧄ⛗ߩߤߥޢ‬ߺ⡞߆ߖࠆ‫ޔ‬ਛ࿖ߩᤄߩㆆ߮ߦ᜸ᚢߔࠆ㧔଀߃߫‫ޔ‬ᣣᧄߣߪᒻ⁁ߩ㆑߁ᄢ߈ߥࠦࡑࠍᄥ
޿⚌ߢษࠅ਄ߍࠆߥߤ㧕ߣ޿߁ᵴേ߽Ᏹᤨขࠅ౉ࠇࠄࠇߡ޿ࠆ‫ޕ‬‫(ޟ‬ਛ࿖⺆ࠍ)⠌ߞߡ߽૶

  









߁ߣߎ㧔㧩ߣߎࠈ㧕ߥ޿ߒ‫ޠ‬㧔⡡⟤㧕ߣ޿߁ሶߤ߽ߚߜߩ⃻⁁߽〯߹߃‫ࠅ߆߭ޔ‬ዊߢߩਛ࿖⺆ᢎ⢒ߪ‫ޔ‬ਛ࿖⺆ߦ‫߇ߣߎޠ߻ߒⷫޟ‬ਥߥ⋡⊛ߣߐࠇߡ޿ࠆ‫ޕ‬ᰴߦ‫⎇ޔ‬ⓥᣇᴺߣᦼ㑆ߦߟ޿ߡㅀߴࠆ‫⎇ޕ‬ⓥᣇᴺߦߟ޿ߡߪ‫ޔ‬‫↢ߩޘੱޟ‬ᵴ਎⇇ߪᢥൻ⊛ᗧ๧ߦḩߚߐࠇߡ߅ࠅ‫ޔ‬ሶߤ߽ߩ↢ᵴߪ␠ળ⊛ᢥ⣂ᛮ߈ߦߪ⺆ࠇߥ޿‫ⴕߩߟ৻ߟ৻ޕ‬േ߿⊒⹤ߦߪߘࠇߙࠇᗧ๧߇޽ࠅ‫ޔ‬㐳ᦼ⊛਌ߟ൮᜝⊛ߦᝒ߃ߡ⸃㉼ߔࠆᔅⷐ߇޽ࠆ‫ޠ‬㧔▘ᶆ 1984㧕ߣ޿߁⠨߃߆ࠄ‫ޕߚ޿↪ࠍ࡯ࠖࡈ࡜ࠣࡁࠬࠛߣ࠴࡯ࡠࡊࠕ⊛㉼⸃ޔ‬ⷰኤߪ‫ޔ‬2004 ᐕ 4 ᦬߆ࠄ 2005 ᐕ 1 ᦬߹ߢߩ 9 ࡩ᦬㑆‫ߩߘޔ‬ᓟ╩⠪ߩ୘ੱ⊛ߥℂ↱ߢ৻ᤨਛᢿߒ‫ޔ‬2006 ᐕ 4 ᦬ߦౣ㐿ߒߚ‫ࠄ߆ࠇߘޕ‬หᐕ 8 ᦬߹ߢߩߴ 1 ᐕ 4 ࡩ᦬ߦࠊߚߞ
ߡ‫ޔ‬ቇᦼਛߪㅳ 1 ࿁ߩࡍ࡯ࠬߢዊቇᩞߦㅢ޿‫ࠬ࡜ࠢޔ‬᝼ᬺߩⷰኤ߿ఽ┬߳ߩࠗࡦ࠲ࡆࡘ
࡯ࠍⴕ޿‫ޔ‬ᄐભߺ߿౻ભߺߦߪ㓸ਛ⊛ߦㅢߞߡవ↢߳ߩࠗࡦ࠲ࡆࡘ࡯ࠍⴕߞߚ‫ޕ‬࿷☋ቇ⚖߿ᣣᧄ⺆ᢎቶ‫ޔ‬ਛ࿖⺆ᢎቶߢߩ᝼ᬺ‫ޔ‬࿖㓙࿖ᵹ᝼ᬺ‫ޔ‬ᆎᬺᑼ߿ቇ⧓ળߥߤߩⴕ੐‫౏ޔ‬㐿⎇ⓥ᝼ᬺ‫ޔ‬ㇱᵴേ‫ޔ‬ᢎ⡯ຬࠍኻ⽎ߣߒߚᄖ࿖ੱᢎ⢒⎇ୃߥߤߦෳടߒ‫⛎ߣ┬ఽޔ‬㘩ࠍ㘩ߴ‫߅ޔ‬ᤤભߺߦߪ‫ޟ߿ޠ߷ࠎࠇߊ߆ޟ‬ಓࠅ߅ߦ‫ߦ߽ߣߡߒࠍޠ‬ㆆࠎߛ‫ޕ‬ቇᩞౝߢߪ㍳
㖸㍳↹߇⸵นߐࠇߡ޿ߥ޿ߚ߼‫ޔ‬ࡔࡕࠍขࠅ‫ޔ‬ߘࠇࠍࡈࠖ࡯࡞࠼ࡁ࡯࠷ߣߒߡ߹ߣ߼ߚ‫ޕ‬ ⷰኤߣਗⴕߒߡࠗࡦ࠲ࡆࡘ࡯߽ⴕߞߚ‫┬ఽޕ‬એᄖߪ IC ࡟ࠦ࡯࠳࡯ࠍ↪޿ߡߩ㍳㖸߇⸵ߐࠇߚ‫ޕ‬දജ⠪ߪ‫ޔ┬ఽޔ‬ᩞ㐳‫ޔ‬ᢎ㗡‫ޔ‬೽ᢎ㗡‫ޔ‬ᜂછᢎ⻀‫ޔ‬೽ᜂછᢎ⻀㧔ૐቇᐕߩߺ㧕‫ޔ‬ቇ߮ߩవ↢㧔1 ᐕ↢ߩߺ㧕‫ޔ‬ᣣᧄ⺆ᢎቶᜂᒰᢎᏧ‫ޔ‬ਛ࿖⺆ᢎቶᜂᒰ⻠Ꮷ‫଻ޔ‬⢒࿦ߩ࿦㐳ߣᜂછ଻⢒჻‫⼔଻ޔ‬⠪ߢ޽ࠆ‫⸥࡯ࡘࡆ࠲ࡦࠗߣ࠷࡯ࡁ࠼࡞࡯ࠖࡈޕ‬㍳ࠍᢥሼ⿠ߎߒߒߡᓧ
ࠄࠇߚ⾗ᢱࠍࠞ࠹ࠧ࡝࡯ൻߒߡ߹ߣ߼‫ޕߚߒߣ࠲࡯࠺ޔ‬ᰴߦ‫ࠅ߆߭ޔ‬ዊቇᩞߩሶߤ߽ߚߜߦߟ޿ߡㅀߴࠆ‫ߩߤࠎߣ߶ޕ‬ሶߤ߽ߚߜ߇ᣣᧄ↢߹ࠇߣߥߞߡ޿ࠆ‫౉ߚ߹ޕ‬ቇ೨ቇᱧࠍ⷗ࠆߣ‫ޔ‬ਛ࿖ߢ↢߹ࠇߡ޿ߡ߽ߏߊᐜ޿ᤨᦼߦ᧪ᣣ
ߒ‫ޔ‬ᣣᧄߢ଻⢒࿦↢ᵴࠍㅍߞߚఽ┬ߪ‫ోޔ‬૕ߩ⚂ 8 ഀࠍභ߼ࠆ‫ޕ‬ਛ࿖ߩዊቇᩞ↢ᵴࠍ⚻㛎ߒߚ߽ߩߪ‫ ߆ߕࠊޔ‬4 ฬ‫߽ࠇߘޔ‬㜞ቇᐕߦ㓸ਛߒߡ߅ࠅ‫ޔ‬ૐ‫ޔ‬ਛቇᐕߩఽ┬ߪ߹ߞߚߊਛ࿖ߩቇᩞᢥൻࠍ⚻㛎ߒߡ޿ߥ޿‫ޕ‬5 ߦ⊓႐ߔࠆሶߤ߽ߚߜߩ⸒⺆⢛᥊ࠍ߹ߣ߼ࠆߣ‫ޔ‬
⴫ 2 ߩࠃ߁ߦߥߞߚ‫ోޕ‬ຬᣣᧄߩ଻⢒࿦ߢߩ↢ᵴࠍ૕㛎ߒߡ޿ࠆ߇‫ޔ‬㤗ᄹߣ⡡⟤ߪ‫ޔ‬3ᱦߢ᧪ᣣߔࠆ߹ߢᣣᧄߩῳᲣߩరࠍ㔌ࠇ‫ޔ‬ਛ࿖ߩ␲ῳᲣߩਅߢ⢒ߡࠄࠇߡ޿ࠆ‫ޕ‬Უ⺆ߪਛ࿖⺆ߢ޽ߞߚ߇‫ޔ‬3 ᱦ߆ࠄߪ‫ޔ‬ኅᐸౝ߇ਛ࿖⺆‫ޔ‬ኅᐸᄖ(଻⢒࿦)ߢߪᣣᧄ⺆ߣ޿߁ 2
⸒⺆ⅣႺߢ⢒ߞߡ޿ࠆ‫ޕ‬ 
  !"#$%# &'()*+, -⴫ 2  ሶߤ߽ߚߜߩ⸒⺆⢛᥊ఽ┬ฬ ቇᐕ ᐕ㦂 ಴↢࿾
౉ቇ೨ቇᱧ
ኅᐸౝ⸒⺆
ਔⷫ䈱ᣣᧄ⺆㤗ᄹ 㪈ᐕ 㪎ᱦ ਛ࿖ 㪊ᱦ䉁䈪ਛ㸢ᣣ䈱଻⢒࿦ ਔⷫ㪄ਛ㪆ᆂ㪄ᣣ ῳ䋭㬍䇮Უ䋭㬍⡡⟤ 㪈ᐕ 㪎ᱦ ਛ࿖ห਄ਔⷫ䋭ਛ㪆ᆌ㪄ᣣห਄ఝ⧎ 㪈ᐕ 㪍ᱦ ᣣᧄᣣᧄ䈱଻⢒࿦
ਔⷫ䋭ਛ㪆ఱ䋭ᣣ ῳ䋭䂦䇮Უ䋭䂦⌀↱ 㪈ᐕ 㪎ᱦ ᣣᧄᣣᧄ䈱଻⢒࿦
ਔⷫ䋭ਛ㪆ᆌ䋭ᣣ ῳ䋭䂦䇮Უ䋭㬍੫੺ 㪈ᐕ 㪍ᱦ ᣣᧄᣣᧄ䈱଻⢒࿦
ਔⷫ䋭ਛ㪆ᆌ䋭ᣣ ῳ䋭㬍䇮Უ䋭㬍⌀㉿ 㪉ᐕ 㪏ᱦ ᣣᧄᣣᧄ䈱଻⢒࿦␲Უ䋭ਛ␲Უ䋭㬍ኈሶ 㪋ᐕ 㪈㪇ᱦ ᣣᧄᣣᧄ䈱଻⢒࿦Უ䋭ਛᲣ䋭㬍ᵈ㧝㧦⡡⟤ߣ㤗ᄹߪ෺ሶߢ޽ࠆ
ᵈ㧞㧦ਔⷫߩᣣᧄ⺆ജߪ‫ޔ‬ਛ࿖⺆ᢎቶߩᢎᏧ⹏ଔߦࠃࠆ‫ޕ‬(㧙⹤ߖߥ޿‫ٌޔ‬㧙 ⸒ߥࠄ OK‫ޔ‬٤㧙ᗧᕁ⇹ㅢ߇ߢ߈ࠆ)㧡㧚 ሶߤ߽ߚߜߩ⸒⺆⢻ജࠍ⠨߃ࠆ ᧄ┨ߢߪ‫ޔ‬ሶߤ߽ߚߜߩ⸒⺆⢻ജߦߟ޿ߡ⸥ㅀߒߡ޿ߊ߇‫ߦ߼ߓߪޔ‬ቇᩞ↢ᵴߩਛߩᦨ߽ၮᧄ⊛਌ߟ㊀ⷐߥ႐ߢ޽ࠆ࿷☋ቇ⚖ߢߩ⁁ᘒࠍឬ౮ߔࠆ‫ޕ‬ᰴߦ‫ޔ‬ቴⷰ⊛ߥ࠹ࠬ࠻ߩ
⚿ᨐࠍ␜ߒ‫⺆⸒ޔ‬⢻ജࠍ৻஥㕙߆ࠄߛߌߢߪߥߊ‫ޔ‬ᄙⷺ⊛ߥⷞὐߢᝒ߃ߚ޿‫৻ߪࠇߎޕ‬⒳ߩ࠻࡜ࠗࠕࡦࠡࡘ࡟࡯࡚ࠪࡦߢ޽ࠅ‫ޔ‬‫ࠆߑ߃⛘ޟ‬Ყセ‫ޠ‬7ߣ޿߁ⷞὐࠍขࠅ౉ࠇࠆߎߣ
ߦࠃߞߡ࠺࡯࠲ߦෘߺࠍ߽ߚߖ‫ࠅࠃޔ‬ቴⷰ⊛ߥ⚿ᨐࠍᓧࠆߎߣࠍ⁓޿ߣߒߡ޿ࠆ‫ޕ‬
5.1 ࿷☋ቇ⚖ߢߩሶߤ߽ߚߜߩ᭽ሶ ሶߤ߽ߩ᭽ሶࠍ㧨ᦠߊ㧪㧨⹤ߔ㧪ߥߤߩᛛ⢻ߦಽߌߡߺߡ޿ߊߎߣߦߔࠆ‫ޕ‬㧨⺒߻㧪 ޽ࠆᣣߩ㖸⺒ߪ‫ޔ‬ᢎ⑼ᦠߩ‫ޔߣߞߕޔߣߞ߁ߕޡ‬ᄢߔ߈ߛࠃ‫ޢ‬8ߢ޽ߞߚ‫ޔߪ↱⌀ޕ‬‫ࠛޟ‬࡞ࡈߪ‫৻ߣޠߔߢ› ޿ߒࠄ߫ߔ ࠎ߫ߜ޿ ߢ޿߆ߖޔ‬ሼ৻ሼߪߪߞ߈ࠅ⺒߼ߡ޿ࠆߩߦ‫ޔ‬‫߇⺕ޟ‬಴ߡ߈߹ߒߚ߆㧫‫ߣޠ‬໧ࠊࠇࠆߣ‫ޔ‬‫ޔࠅ߈ߚߞ޿ߣޠ࡯߃ޟ‬㤩ߞߡߒ߹߁‫ޕ‬߭ࠄ߇ߥߪ‫ޔ߇ޠࠆ߼⺒ޟ‬ᢥ┨ߣߒߡߪ‫ޟ‬ℂ⸃ߢ߈ߡ޿ߥ޿‫⁁ޠ‬ᘒߛߞߚ‫ޕ‬㧨ᦠߊ>
1 ᐕ↢ߢߪ‫ޔ‬૞ᢥߩ೨Ბ㓏ߣߒߡ‫ޟ‬వ↢޽ߩߨ‫ޠ‬9ࡁ࡯࠻ࠍᦠ޿ߡ޿ࠆ‫੹ޕ‬ᣣ޽ߞߚߎ
ߣࠍవ↢ߦ߅⹤ߒߔࠆࠃ߁ߦᦠߊߣ޿߁⺖㗴ߛ‫ ޕ‬੫੺ߩࡁ࡯࠻ࠍ⷗ߡߺࠆ‫ޕ‬ߖࠎߖ޿޽ߩߨ‫ޕߨߚࠎ߆ࠈߒ߽߅ߢࠅߒߪޕߨߚࠎ޽߇ߊ޿ߚޔ‬

  









 ‫ޠߊ޿޿ߚޟߪޠߊ޿ߚޟ‬‫ޔ‬‫ޠߨߚߞ޽ޟߪޠߨߚࠎ޽ޟ‬‫߽߅ޟߪޠߨߚࠎ߆ࠈߒ߽߅ޟ‬ߒࠈ߆ߞߚߨ‫ޕ߁ࠈ޽ߢޠ‬ᰴߪ㤗ᄹߩࡁ࡯࠻ߢ޽ࠆ‫ޕ‬߻߆ߒߩߪߥߒߢࠁ߁߶ࠎ߅߽ߢࠄ޿ࠃࠎߡߎࠊ޿߆ࠎߓߒߡ޿ࠆߖࠎߖ޿
ߩߎߣ߅߈ߊ޽ߣߖࠎߖ޿߇߅ߎࠆߎߣࠊߒߥ޿‫ޕ‬㧔ᗧ๧㧦‫ޟ‬ᤄߩ⹤‫ޔߡߞࠄ߽ߢࠎ⺒ࠍᧄ߁޿ߣޠ‬ᔺ޿ᗵߓ߇ߒߚ‫ޕ‬వ↢ߩ⹤ࠍ㧕⡞޿ߚ޽ߣ‫ޔ‬వ↢߇ᔶࠆߎߣߪߒߥ޿‫ޕ‬੫੺‫ޔ‬㤗ᄹߣ߽ߦ㐳㖸‫ޔ‬ଦ㖸‫ޔ‬Ộὐߥߤߩ⴫⸥ߩ㑆㆑޿߇⷗ࠄࠇࠆ‫ࠍߩࠆ޿ߡߒ⹤ޕ‬⡞޿ߡ޿ࠆߣోߊ໧㗴߇ߥ޿ߩߛ߇‫⪲⸒߈ᦠޟࠅߪ߿ޔ‬㨭ߩ⠌ᓧߪ㔍ߒ޿ߎߣ߇ࠊ߆ࠆ‫ޕ‬ߎࠇࠄߪ‫ޔ‬1 ᐕ↢ 5 ฬߦ߶߷౒ㅢߒߚ㑆㆑޿ߢ޽ࠆ߇‫ޔ‬ሼߦߟ޿ߡߪ‫ޔ‬⡡⟤߇‫߽ߡߣޟ‬ৼካߢߔࠃ‫ߣޠߔ߹޿ߡ޿ᦠߦ޿ࠇ߈ޕ‬వ↢ߦ߶߼ࠄࠇߡ޿ߚ‫ޕ‬㧨⹤ߔ㧪‫⃻⴫߁޿ߣޠߔ⹤ޟ‬㕙ߢߪ‫⥄ޔ‬ಽߩᗧ⷗ࠍ߹ߣ߼ߡߘࠇࠍ⊒⴫ߔࠆ‫ߩ࠻࡯ࡔࠬ࡜ࠢޔ‬ᗧ⷗ࠍ⡞޿ߡᗵᗐࠍㅀߴࠆߥߤߩᵴേ߇⧰ᚻߢ޽ࠅ‫ߩࠬ࡜ࠢޔ‬ਛߢ‫߅ޟ‬ቴ᭽‫ߡߒߣޠ‬ᐳߞߡ޿ࠆߛߌߩߎߣ߇ᄙ޿‫ޕ‬ᜂછߩవ↢߇ఝ⧎ߦߟ޿ߡߎࠎߥࠛࡇ࠰࡯࠼ࠍ⹤ߒߡߊࠇ
ߚ‫ޕ‬ᦺߩળߢ‫߅ޔ‬ᒰ⇟ߐࠎ߇߈ߩ߁ߩߎߣࠍ  ಽߋࠄ޿ߢ⹤ߔࠎߢߔߌߤߨ‫ޔ‬ఝ⧎ߜ߾ࠎ߇‫ߏ߁ߩ߈ޟ‬㘵ࠍ㘩ߴ߹ߒߚ‫ߩ߆߶ޔߢޕߨߔߢࠎߚߞ⸒ߡߞޠ‬ሶ߇ߨ‫ޔ‬‫ߏߥࠎߤޟ‬㘵ࠍ㘩ߴ߹ߒߚ߆‫ߡߞޠ‬⡞ߊߣߓ࡯ߞߣߒߡ૗߽‫ޔߡߞ߆ࠎ߳ࠊ޿ޔ‬߹ߚ‫ߏޟ‬㘵ࠍ㘩ߴ߹ߒߚ‫ޕࠃߔߢࠎ߁޿ߡߞޠ‬‫ޔߢࠇߘޠ‬‫߇ߕ߆߅ߪߥࠎߺޟ‬૗߆߈߈ߚ޿ࠎߜ߾߁߆ߥ‫ߡߞޠ‬ഥߌ⥱ࠍ಴ߒߚࠎ߿ߌߤ‫ࠄߚ߽߅੹ޔ‬㧔㧩ᕁߞߚࠄ㧕߅߆ߕߩฬ೨߇ᣣᧄ⺆ߢࠊ߆ࠄ߳ࠎ߆ߞߚࠎ߆ߥ࡯‫ޕ‬(2005 ᐕ 2 ᦬ ߭߆ࠅዊᄖ࿖ੱఽ┬ᢎ⢒⎇ୃߢ‫ޔ‬‫ޟ‬ਛ࿖Ꮻ࿖‫ߩ┬ఽޠ‬⸒⺆⢻ജ‫ޔ‬ቇ⠌⸒⺆ߦ㑐ߔࠆ╩⠪ߩႎ๔ࠍฃߌߡ‫ޔ‬ఝ⧎ߩᜂછ߇ㅀ
ߴߚᗵᗐ 
㤗ᄹߦ‫ޔ‬‫ޟ‬ቇᩞߢ޿ߜ߫ࠎ޿߿ߥߎߣߪߥ޽ߦ㧫‫ߣޠ‬⡞޿ߡߺࠆߣ‫ޔ‬ߺࠎߥߩ೨ߢ⹤ߔߎߣ㧍߽߁ߗߞߚ޿޿߿߿‫ޕ߿޿޿ߚߞ࡯ߗޔ‬㧔2006 ᐕ 6 ᦬ ࠗࡦ࠲ࡆࡘ࡯㧕ߣ㄰੐߇㄰ߞߡ߈ߚ‫ޕ‬‫ߢࠎߥޟ‬㧫‫ߣޠ‬⡞޿ߡ߽ߣߦ߆ߊ‫৻ߩޠ߿޿ޟ‬ὐᒛࠅߢ޽ߞߚ‫ߺޕ‬ 
  !"#$%# &'()*+, -ࠎߥߩ೨ߢ⹤ߔߣ޿߁ߎߣߪ‫ޔ‬ᕈᩰ⊛ߦᒁߞㄟߺᕁ᩺ߢ޽ࠆߎߣ߽৻࿃ߢ޽ࠆ߇‫ޔ‬᝼ᬺߢߩ⊒⴫ߪ‫ޔ‬ᓐࠄߦߣߞߡߪቯ⌕ߒߡ޿ߥ޿ቇ⠌⸒⺆࡟ࡌ࡞ߩᣣᧄ⺆߇ᔅⷐߣߐࠇࠆߎ
ߣ߆ࠄ‫ޔ‬ᶖᭂ⊛ߥ᭽ሶ߇ⷰኤߐࠇߚ‫ޕ‬ቇ⠌⸒⺆ߛߌߢߥߊ‫↢ޔ‬ᵴ⸒⺆߽ਇචಽߢ޽ࠆߚ
߼ߦ‫ߩߕ߆߅ޔ‬ฬ೨߿ㆆ߮ߩฬ೨ߐ߃߽╵߃ࠄࠇߕ‫┙ޔ‬ᓔ↢ߒߡ޿ࠆᆫ߽޽ߞߚ‫ߩߘޕ‬㓙ߦߪ‫ޔߕࠄߥߺߩ┬ఽߩઁߩࠬ࡜ࠢޔ‬ᜂછߢߐ߃߽ߥߗ╵߃ࠄࠇߥ޿ߩ߆߇⇼໧ߢ޽ߞߚߣ޿߁‫ޕ‬ 㤗ᄹ߿ఝ⧎ߦ㒢ࠄߕ‫ޔ‬1 ᐕඨߩⷰኤᦼ㑆ߦ߅޿ߡ‫ޔ‬Ꮻ࿖ఽ┬ߩሶߤ߽ߚߜ߇‫ޔ‬᝼ᬺਛ
ߦⓍᭂ⊛ߦ᜼ᚻߒߡᗧ⷗ࠍ⊒⴫ߔࠆ႐㕙ࠍ߶ߣࠎߤ⷗ߚߎߣ߇ߥ޿‫ߦ߹ߚޕ‬ᜰฬߐࠇߡ
߽㤩ߞߡ޿ࠆ߆‫ߊߏޔ‬ዊߐߥჿߢ╵߃ߡ޿ࠆ‫ޕ‬4 ᐕ↢ߩኈሶߪ‫ޟ‬ᕯߕ߆ߒ޿ߒ‫ߞ⸒ߣޠ‬ߡ޿ߚ‫ޕ‬‫ޔߪߣߎ߁޿ߣޠߔ⹤ޟ‬ሶߤ߽ߚߜߦᭂᐲߩ✕ᒛࠍᒝ޿ࠆᵴേߥߩߢ޽ࠆ‫ޕ‬㧨⡞ߊ㧪⡡⟤ߪ‫ޔ‬వ↢ߩ⹤ࠍ⡞޿ߡ޿ߥ޿ߩ߆޽ࠆ޿ߪ⸒ࠊࠇߡ޿ࠆߎߣ߇ࠊ߆ࠄߥ޿ߩ߆‫ޔ‬ࡁ࡯࠻ߦ╵߃ࠍᦠߊ႐ᚲࠍ߹ߜ߇ߞߡ޿ࠆߎߣ߇ᄙ޿‫ޕ‬‫ޟ‬⡡⟤ߜ߾ࠎ‫ޔ‬ߎߎߦᦠߊࠎߛࠃ‫ޠ‬ߣᜰ៰ߔࠆߣ‫ޔ‬‫ߣޠߚ߃߇ߜ߹ޔߞ޽ޟ‬ᘓߡߡᶖߒࠧࡓߢᶖߒߚࠅߔࠆ߇‫ޔ‬૗ᐲ߽ߘ߁޿
߁ߎߣ߇➅ࠅ㄰ߐࠇࠆߩࠍ⷗ߡ޿ࠆߣ‫ޔ‬వ↢ߩᜰ␜߇ℂ⸃ߢ߈ߡ޿ߥ޿ࠃ߁ߦᕁ߁‫ޕ‬⌀↱ߦ‫ޟ‬వ↢ߩ⹤‫ޔ‬ಽ߆ࠆ㧫‫ߣޠ‬⡞ߊߣ‫ޔ‬‫ޔࠎ࡯߁ޟ‬ಽ߆ࠆߌߤ‫߆ࠎߥޔ‬ಽ߆ࠄ߳ࠎ‫ޠ‬ߣ޿߁╵߃߇㄰ߞߡ߈ߚ‫↢ޔߪࠇߎޕ‬ᵴ⸒⺆࡟ࡌ࡞ߩᣣᧄ⺆ߥࠄ޽ࠆ⒟ᐲߪಽ߆ߞߡ޿
ࠆߟ߽ࠅߛ߇‫ޔ‬ቇ⠌⸒⺆࡟ࡌ࡞ߦߥࠆߣߟ޿ߡ޿ߌߥ޿⁁ᘒࠍሶߤ߽ߥࠅߦ⴫ߒߚ߽ߩ
ߛߣᕁ߁‫ޕ‬1 ᣣਛߘࠎߥ⁁ᘒߢ޿ߔߦᐳߞߡ޿ࠆߣ޿߁ߩߪሶߤ߽ߦߣߞߡߤࠎߥߦ⧰
∩ߢ޽ࠈ߁߆‫ޕ‬߹ߚ‫ޔ‬1 ᐕ↢ߩ 6 ᦬ߏࠈ߆ࠄ‫ޔ‬⡡⟤ߪ‫ޠߩ߽޿ߥࠄ޿ޟ‬10㧔߆ࠊ޿޿ࠪ࡯࡞ߟ߈ߩᚻ
Ꮽߥߤ㧕ࠍࠃߊቇᩞߦᜬߞߡߊࠆࠃ߁ߦߥߞߚ‫ޕ‬వ↢ߦ‫ޟ‬ᜬߞߡ߈ߚࠄ޽߆ࠎߢ‫ߣޠ‬ᵈᗧߐࠇߡ޿ߚ‫੹ޕ‬ᕁ߃߫‫ޔ‬᝼ᬺਛߦ޽߹ࠅవ↢ߩ⹤ࠍ⡞޿ߡ޿ߥ޿ߣᗵߓᆎ߼ߚᤨᦼߣ
ว⥌ߔࠆ‫ޕ‬᝼ᬺౝኈߛߌߢߥߊ‫ޔ‬᝼ᬺߩว㑆ߦవ↢߇ߺࠎߥߦ⹤ߒߡ޿ࠆ㔀⺣ߐ߃⡞޿ߡ޿ߥ޿‫ߩߘޕ‬ౝኈߪ‫ޔ‬ᤓᣣߩ࠹࡟ࡆߩߎߣ߿‫ޔ‬వ↢ߩᐜዋᦼߩᄬᢌ⺣ߥߤሶߤ߽ߚߜ
ߩ⥝๧㑐ᔃࠍᒁߊߚ߼ߩ߽ߩ߇ᄙ޿‫ߩઁޕ‬ሶߤ߽ߚߜߪ߅߽ߒࠈ߇ߞߡ╉߁߇‫ޔ‬⡡⟤ߪ߹ߞߚߊή㑐ᔃߢ‫ޔ‬‫ߢޠߩ߽޿ߥࠄ޿ޟ‬ᚻㆆ߮ࠍߒߡᤨ㑆ࠍㆊߏߒߡ޿ߚ‫ޕ‬ሶߤ߽ߚߜߩ
✕ᒛࠍ߶ߋߒߚࠅ‫ޔ‬㑐ᔃࠍ߭޿ߚࠅߔࠆߚ߼ߦߥߐࠇࠆవ↢ߩ㔀⺣ߢߐ߃߽⡡⟤ߦߪᄖ࿖⺆ߩࠃ߁ߦ⡞ߎ߃ߡ޿ࠆߩߢ޽ࠈ߁‫ޕ‬ㅒߦ⸒߃߫‫ޔ‬‫ᤨߩߘޔߣ޿ߥ߇ޠߩ߽޿ߥࠄ޿ޟ‬㑆ࠍߤ߁߿ࠅㆊߏߒߚࠄ޿޿ߩ߆ಽ߆ࠄߥ޿ߩߢߪߥ޿ߛࠈ߁߆‫ޕ‬

  









㧨ℂ⸃ߔࠆ㧪
▚ᢙߢߪ‫ޔ‬ᢥ┨ࠍ⺒ࠎߢ╵߃ࠆߎߣ߇㔍ߒ޿‫ߩ࡞࡝࠼▚⸘߫߃଀ޕ‬ਛߦ޽ࠆ‫߇߃╵ޟ‬
5 ߦߥࠆߣߎࠈࠍ⦡ߢߧࠅߥߐ޿‫߁޿ߣޠ‬໧㗴ߢ‫ޔ‬⡡⟤ߪ⸃╵ᰣߦ޽ࠆ٤ߦోㇱ⦡ࠍߧߞߡ޿ߚ‫ޔ߇ࠆ߈ߢߪ▚⸘ޕ‬ᢥ┨ࠍ⺒ࠎߢ໧㗴ߩᗧ࿑ࠍℂ⸃ߔࠆߩߪ㔍ߒ޿‫ޕ‬
2 ᐕߩ⌀㉿ߪ‫▚ޔ‬ᢙߩනర‫ߩޠ⸘ᤨޟ‬᝼ᬺߢ‫ߣߞߓޔ‬ᐳߞߡ޿ࠆߎߣ߇ߢ߈ߕ߈ࠂࠈ
߈ࠂࠈߒߚࠅ‫ޔ‬ᚻㆆ߮ࠍߒߚࠅߒߡ޿ߚ‫ޕ‬᝼ᬺ߇⚳ࠊࠆᢙಽ೨ߦᕆ޿ߢᤨ⸘ߩࡊ࡝ࡦ࠻
ߦขࠅ⚵ࠎߛ߇‫ޔ‬వ↢ߩ⹤ࠍ⡞޿ߡ޿ߥ߆ߞߚߩߢ‫ޔ߇ߛߩ޿ߥ߇ߌࠊࠆ߈ߢޔ‬‫ޔࠎࠎޟ‬
ߥࠎ߆ߥ࡯‫ޔࠄ߇ߥ޿⸒ࠍ⸒ࠅ⁛ߣޠ‬ฝᚻߢ㋦╩ࠍߊࠆߊࠆ࿁ߔߩߦ৻↢ ๮ߛߞߚ‫ޕ‬᝼ᬺᓟ‫ޔ‬ᜂછߩవ↢ߦ⹤ࠍ⡞ߊߣ‫ޔ‬⌀㉿ߜ߾ࠎߪߨ‫▚ޔ‬ᢙߦᒙ޿ࠎߢߔ‫ޕ‬ሼߪߣߡ߽਄ᚻߦᦠߊߒ‫ޔ‬ᢥ߽߁߹޿ࠎߢߔ
ߌߤߨ‫▚ޔ࡯ߨߣߞࠂߜޔ‬ᢙߪߒࠎߤ޿ࠎߢߔࠃ‫ޕ‬
㧔2004 ᐕ 4 ᦬ ࠗࡦ࠲ࡆࡘ࡯ ⌀㉿ߩᜂછ㧕ߣߩߎߣߢ޽ߞߚ‫ޕ‬㖸ᭉ߿࿑Ꮏߥߤߩᤨ㑆ߪ‫ޔ‬ᣣᧄ⺆߇ߢ߈ࠆ߆ߤ߁߆ߪ޽߹ࠅ㑐ଥ߇ߥ޿ߣ⷗ߥߐࠇ‫ޔ‬৻⥸ߦߤߩቇᩞߩᄖ࿖ੱఽ┬߽․೎ߥ⵬ഥࠍฃߌࠆߎߣߥߊ‫ޔ‬ෳടߔࠆߩ߇Ᏹߢ޽ࠆ‫ޕ‬ߒ߆ߒ‫ⷰޔ‬ኤߒߚ࠺࡯࠲߆ࠄߪ‫ߩࠄࠇߘޔ‬᝼ᬺߢߐ߃ᚭᖺ޿ࠍ⷗ߖࠆ⡡⟤߿੫੺ߩᆫ߇
⷗߃ࠆ‫ޕ‬
ੑੱߪ‫ޔ‬㖸ᭉߩᤨ㑆߇⧰ᚻߩࠃ߁ߛ‫ߦ․ޕ‬ೋ߼ߡߩ᱌ࠍ᱌߁ߣ߈ߪ‫ޔ‬ᢎ⑼ᦠߩ᱌⹖ࠍ
ㅊ߁ߩ߇ߣߡ߽㔍ߒ޿‫ࠆ޽ޕ‬ᣣߩ㖸ᭉߩ᱌ߩᤨ㑆ߦ‫ޔ‬ੑੱߩჿ߇⡞ߎ߃ߡߎߥ޿ߩߢ‫ޔ‬ㄭነߞߡߺࠆߣߥࠎߣߐ߽᱌ߞߡ޿ࠆࠃ߁ߦ⷗ߖࠆߚ߼ߦ‫ޔ‬ญߛߌࡄࠢࡄࠢേ߆ߒߡญ
ࡄࠢࠍߒߡ޿ࠆߩߛ‫ޕ‬‫ޔߎߤ੹ޟ‬᱌ߞߡ޿ࠆ߆‫ޕ߁޿ߣޠࠎߨࠎ߳ࠄ߆ࠊޔ‬1 ᐕ↢߽ᓟඨߦߥࠅ‫ࠎߛࠎߛޔ‬᱌߽ⶄ㔀ߦߥߞߡ޿ߊߣ‫ޔ‬ญࡄࠢߔࠄߖߕ‫ߣߞߓޔ‬ਅࠍะ޿ߡ޿ࠆ߆‫ޔ‬‫ߢޠߩ߽޿ߥࠄ޿ޟ‬ㆆ߱ߥߤߒߡᤨ㑆ࠍߟ߱ߒߡ޿ࠆ᭽ሶ߇ⷰኤߐࠇߚ‫ᦨޕ‬ೋ߆ࠄ᱌ߦ
ෳടߔࠆߩߪ޽߈ࠄ߼ߡ޿ࠆࠃ߁ߦ߽ᤋߞߚ‫ޕ‬ᭉߒ޿ߪߕߩቇᩞߢ‫↢ޔ‬ᵴ⸒⺆߽ਇචಽ߆ߟቇ⠌⸒⺆ߣߒߡߩᣣᧄ⺆߽ቯ⌕ߒߡ޿ߥ޿ߚ߼ߦ‫ޔ‬᝼ᬺߦߟ޿ߡ޿ߌߥ޿ሶߤ߽ߩ᭽ሶ߇᣿ࠄ߆ߦߥߞߚ‫ޕ‬ᢎᏧߩ⹤߿ᢎ⑼ᦠߩ
⸒⪲߇ࠊ߆ࠄߥ޿ߚ߼ߦ‫ޔ‬ീᒝ߇ߟ߹ࠄߥߊߥࠆψ߿ࠆ᳇߇ߥߊߥࠆψᐳߞߡ޿ࠆߎߣ
߇ߢ߈ߥߊߥࠆ‫ޔߦࠄߐޔ‬෹㆐ߣ߅ߒ߾ߴࠅߔࠆࠃ߁ߦߥࠆψ೎ߩߎߣࠍߒᆎ߼ࠆ→ᢎቶࠍ಴ߡⴕߊ‫ᦨߡߒߘޔ‬ᓟߦߪਇ⊓ᩞߣ⽶ߩㅪ㎮ࠍᒁ߈⿠ߎߔߎߣ߇ෂᗋߐࠇࠆߣߎࠈ
ߛ߇‫ࠅ߆߭ޔ‬ዊቇᩞߩሶߤ߽ߚߜߪ‫ߦߔ޿ߣߞߓߛߚ߽ߡߊߥࠄ߆ࠊ߽ߡߞ߆ࠊޔ‬ᐳߞ 
  !"#$%# &'()*+, -ߡ 1 ᣣࠍㆊߏߒߡ޿ߚ‫ޕ‬㎊ಃ㧔2000㧕ߪ‫ޔ‬Ყセ⊛ᐜ޿ᤨᦼߦ᧪ᣣߒߚਛ࿖Ꮻ࿖⠪ߩሶߤ߽ߚߜߦ࠮ࡒ࡝ࡦࠟ࡞߇ᄙߊ‫ޔ‬ᓐࠄߪਛ࿖ߢቇᩞᢎ⢒ࠍฃߌ‫ޠ߫ߣߎ߈ᦠޟ‬‫ޟ‬ఝ╬↢ᢥൻ‫ޠ‬ࠍりߦߟߌߚ✬౉ߩሶߤ߽ߚߜߣߪ⇣ߥࠅ‫ޔ‬ᚑ❣ߥߤߢ⥄ࠄ߇߅߆ࠇߚૐ޿࿾૏ߦኻߒ
ߡਇḩࠍᛴߊߎߣ߽ߥߊ‫ߩࠄ⥄ߚ߹ޔ‬࿾૏ࠍะ਄ߐߖࠆߚ߼ߩⴚ߽ᜬߜวࠊߖߡ޿ߥ޿
ߣᜰ៰ߒߚ߇‫ࠅ߆߭ޔ‬ዊቇᩞߩሶߤ߽ߚߜߩ߶ߣࠎߤ߇߹ߐߒߊߎߩ⁁ᘒߦ޽ࠆߣ⸒߃
ࠆߛࠈ߁‫ޕ‬ߢߪ‫ߩࠬ࡜ࠢޔ‬ਛߢߩ෹ੱ㑐ଥߪߤ߁ߥߞߡ޿ࠆߛࠈ߁߆‫ޕ‬੫੺ߪ‫ޔ‬ᢎቶౝߢߪ‫ޔ‬ᣣᧄੱ↵ఽ 4‫ޔ‬5 ੱߣ޿ߟ߽ࡐࠤࡕࡦ߿ࡓࠪࠠࡦࠣߣ޿ߞߚࠠࡖ࡜ࠢ࠲࡯ߩ⹤ࠍߒߡ⋓ࠅ਄߇ߞߡ޿ߚ‫ޕ‬1 ᐕߩᓟඨߦߪ‫ޔ‬᝼ᬺਛߦ߽߰ߑߌࠆ᭽ሶ߇⷗ࠄࠇ‫ޔ‬వ↢߆ࠄᵈᗧࠍฃߌࠆ߶ߤߢ޽ߞߚ‫⛎ޕ‬㘩ਛ߽㓞ߩ↵ఽߣߒ߾ߴࠅߥ߇ࠄᭉߒߘ߁ߦ㘩ߴߡ޿ߚ‫৻ޕ‬ᣇ‫ޔ‬㤗ᄹ߿⌀↱ࠄᅚఽߪ‫ࠅ߹޽ޔ‬ᣣᧄੱߩ෹ੱߣ㑐ࠊࠅࠍᜬߞߡ޿ߥ޿‫ޔߒ߆ߒޕ‬Ꮻ࿖ఽ┬ห჻ߢ㓸ߞߡ޿ࠆߣ߈ߪ‫ޔ‬ᭉߒߘ߁ߦ߅ߒ߾ߴࠅࠍߒߚࠅ‫ޕߚ޿ߡߒࠅߛࠎ⺒ࠍᧄޔ‬Ფᣣ‫ޔ‬࿖⺆ߩᤨ㑆ߦขࠅ಴ߒ᝼ᬺࠍฃߌࠆߚ߼ߦᣣᧄ⺆ᢎቶߦะ߁ᓐࠄߦ‫޿ޟ߇┬ఽߩઁޔ‬ߞߡࠄߞߒ߾࡯޿‫ߣޠ‬ᄢჿߢᚻࠍᝄߞߡ޿ࠆߩ߇ශ⽎⊛ߢ޽ߞߚ‫ޕ‬ขࠅ಴ߒ᝼ᬺࠍฃߌ
ࠆᓐࠄࠍ஍⷗ߩ⋡ߢ⷗ߥ޿ࠃ߁ߦߣ‫ޔ‬ቇᐕߩೋ߼ߦዊጊవ↢߇ࠢ࡜ࠬߩఽ┬ߦ‫ޔ‬ขࠅ಴ߒ᝼ᬺࠍฃߌࠆℂ↱ߣౝኈࠍ⺑᣿ߒ‫ޔ‬‫ޟ‬ర᳇ߦㅍࠅ಴ߒߡ޽ߍߡߨ‫߅ߣޠ‬㗿޿ߔࠆߩߛߣ
޿߁‫╩ޕ‬⠪߇ⷰኤߒߡ޿ࠆ㒢ࠅߢߪ‫ޔ߽ߡ޿߅ߦࠬ࡜ࠢߩߤޔ‬ሶߤ߽ߚߜߪ‫ޔ‬Ꮻ࿖ఽ┬ߣᣣᧄ⺆ᢎቶߩሽ࿷ࠍ⥄ὼߦฃߌ౉ࠇߡ޿ࠆࠃ߁ߢ޽ߞߚ߇‫ߢߎߘޔ‬૗߇ⴕࠊࠇߡ޿ࠆ
߆ߦߪ㑐ᔃ߇ߥ޿ࠃ߁ߢ޽ߞߚ‫ޔߚ߹ޕ‬ᜂછߪ‫੹ޟ‬ᣣߪ‫ޔ‬ᣣᧄ⺆ᢎቶߢ૗ࠍߒߡ߈ߚߩ㧫‫ޠ‬ߣᏫ࿖ఽ┬ߦߚߕߨࠆߎߣߪ߶ߣࠎߤߥߊ‫ޔ‬‫ߣߞ߽ޟ‬ᣣᧄ⺆ᢎቶߣㅪ៤ߒߡሶߤ߽ߩቇ⠌ࠍᡰ߃ࠆߴ߈ߛߞߚ‫߁޿ߣޠ‬෻⋭ߩჿ߇‫ޔ‬ᐕᐲᧃߩ⎇ୃߢᄙ‫ޘ‬⡞߆ࠇߚߩߪᱷᔨߥߎߣ
ߢ޽ࠆ‫ޕ‬
 Ꮻ࿖ఽ┬ߩሶߤ߽ߚߜߩቇᩞ↢ᵴߪ‫ޔߡߓ✚ޔ‬ቇ⠌ߦߟ޿ߡ޿ߌߕ‫ޔ‬᝼ᬺਛߦߪߟ߹
ࠄߥߘ߁ߥ᭽ሶߢ޽ߞߚ߇‫⛎ޔ‬㘩߿ᷡ᝹‫ޔ‬ભߺᤨ㑆ߦߪ╉㗻ߢㆊߏߒߡ޿ࠆߎߣ߇ᄙ߆
ߞߚ‫ޕ‬5.2 ⸒⺆⢻ജ࠹ࠬ࠻ߩ⚿ᨐᰴߦ‫⺆⸒ޔ‬⢻ജ࠹ࠬ࠻ߩ⚿ᨐߦߟ޿ߡߺߡ޿ߊߎߣߦߔࠆ‫ࠅ߆߭ޔߕ߹ޕ‬ዊቇᩞߢᲤ
ᐕታᣉߐࠇߡ߈ߚ⺆ᒵജ࠹ࠬ࠻11ߩ⚿ᨐߣ⠨ኤࠍ‫ޔ‬ᰴߦ 2006 ᐕᐲ߆ࠄᣂߚߦណ↪ߐࠇߚᣣᧄ⺆ၮ␆࡟ࡌ࡞್ᢿ࠹ࠬ࠻ߩ⚿ᨐࠍㅀߴࠆߎߣߦߔࠆ‫ޕ‬ᣣᧄ⺆ၮ␆࡟ࡌ࡞್ᢿ࠹ࠬ࠻
ࠍᣂߚߦታᣉߔࠆߎߣߦߥߞߚ⢛᥊ߦߪ‫⺆ޔ‬ᒵ࠹ࠬ࠻ߩᜬߟᰴߩࠃ߁ߥᰳὐࠍዋߒߢ߽



  









స᦯ߒߚቴⷰ⊛ߥ࠹ࠬ࠻ࠍታᣉߒߚ޿ߣ޿߁⃻႐ߩᕁ޿߇޽ߞߚ‫ޕ‬ᰳὐߣߪ‫ޔ‬ᢥ⣂ߩਛߢ⺆ᒵࠍᝒ߃ߡ޿ߥ޿ߎߣ‫⾰ޔ‬໧ࠍ⡞޿ߡਣࠍߔࠆߣ޿߁৻ᣇ⊛ߥ࠹ࠬ࠻ߢఽ┬߆ࠄߩ⊒⹤߿௛߈߆ߌ߇ήⷞߐࠇߡ޿ࠆߎߣ‫ޔ‬ㆬᛯ⢇ᣇᑼߢ޽ࠆߚ߼߹ߋࠇᒰߚࠅ߽⠨߃ࠄࠇࠆߎߣ‫⺆ޔ‬ᒵജ㧩⸒⺆ജߢߪߥ޿㧔Nation 2001㧕ߎߣߥߤߢ޽ࠆ‫࠻ࠬ࠹ޕ‬ታᣉߩ⋡⊛ߪ‫ޔ‬ᢥ⣂ߩਛߩ↢߈ߚࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩ㆏ౕߣߒߡߎߣ߫ࠍᝒ߃ߚ਄ߢᣣᧄ⺆ജࠍ್ᢿߔࠆߎߣߢ޽ࠅ‫ޔ‬㑆㆑ߞߡ߽ሶߤ߽ߚߜߦ࡜ࡌ࡞ઃߌࠍߔࠆߚ߼ߢߪߥ޿ߎߣࠍᒝ
⺞ߒߚ޿‫⺆⸒ࠄߥߗߥޕ‬ജߪᵹേ⊛਌ߟนᄌ⊛ߢ޽ࠅ‫ࠍ⽎⃻ߩᤨ৻ޔ‬࿕ቯൻߐߖߡ⷗ࠆ
ߎߣߪ㕖Ᏹߦෂ㒾ߛ߆ࠄߢ޽ࠆ‫ߪߢޕ‬㗅ߦ⷗ߡ޿ߊߎߣߦߔࠆ‫ޕ‬
5.2.1 ⺆ᒵജ࠹ࠬ࠻
1 㧕࠹ࠬ࠻ߩ᭎ⷐ
2004 ᐕ 10 ᦬‫ޔ‬Ꮻ࿖ఽ┬ోຬߦኻߒߡᣣᧄ⺆ᢎቶߩᤨ㑆ߦ৻ᢧߦታᣉߐࠇߚ‫࠹ߩߎޕ‬ࠬ࠻ߪ‫ࠆ޿ߡࠇ߆߆߇⛗ߩߩ߽ޔ‬྾ᛯߩ⸃╵↪⚕ࠍ૶↪ߒ‫ޔ‬వ↢߇⺒ߺ਄ߍࠆ 4 ߟߩ╵߃ߩਛ߆ࠄ‫ߣ⛗ޔ‬หߓ߽ߩࠍㆬ߮‫ޔ‬٤ߢ࿐߻ߣ޿߁߽ߩߢ޽ࠆ‫ޕ‬ᚲⷐᤨ㑆ߪ⺑᣿ࠍ౉ࠇߡ⚂ 30 ಽߢ޽ࠆ‫ޕ‬
2 㧕࠹ࠬ࠻ߩ⚿ᨐ
1 ᐕ↢ 5 ฬߩ⺆ᒵജ࠹ࠬ࠻ߩ⚿ᨐࠍ߹ߣ߼ࠆߣ‫ ⴫ޔ‬3 ߩࠃ߁ߦߥߞߚ‫ޕ‬
⴫ 3  5 ฬߩ⺆ᒵജ࠹ࠬ࠻ߩ⚿ᨐ㧔2004 ᐕ 10 ᦬߅ࠃ߮ 11 ᦬ታᣉ㧕

ఽ┬ฬ
⡡⟤
㤗ᄹ
ఝ⧎
⌀↱
੫੺

ᣣᧄ⺆㩿↢ᵴᐕ㦂䋩 ਛ࿖⺆㩿↢ᵴᐕ㦂䋩㪋ᱦ㪌䊱᦬䋨㪎ᱦ㪉䋩㪋ᱦ㪉䊱᦬䋨㪎ᱦ㪊䋩㪋ᱦ㪌䊱᦬䋨㪎ᱦ㪉䋩㪋ᱦ㪉䊱᦬㩿㪎ᱦ㪊䋩㪋ᱦ㪍䊱᦬䋨㪍ᱦ㪐䋩 㪋ᱦ㪉䊱᦬䋨㪍ᱦ㪈㪇䋩㪌ᱦ㪋䊱᦬㩿㪎ᱦ㪍䋩㪋ᱦ㪇䊱᦬䋨㪎ᱦ㪎䋩㪍ᱦ㪈㪈䊱᦬㩿㪍ᱦ㪈㪇䋩 㪎ᱦ㪍䊱᦬䋨㪎ᱦ㪇䋩        ᵈ 3㧦↢ᵴᐕ㦂ߩ 7 ᱦ 2 ߪ‫ޔ‬7 ᱦ 2 ࡩ᦬ࠍ⴫ߔ‫ޕ‬੍ᗐߐࠇߚࠃ߁ߦ‫ޔ‬㤗ᄹࠍߪߓ߼ߣߔࠆᅚఽ 4 ฬ߇᣿ࠄ߆ߦਔ⸒⺆ߣ߽↢ᵴᐕ㦂࡟ࡌ࡞ߦ㆐ߒߡ޿ߥ޿‫⁁ߩ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ࠅ߹ߟޔ‬ᘒߦ㒱ߞߡ޿ࠆߎߣ߇ࠊ߆ࠆ‫ ޕ‬੫੺ߛߌ߇↢ᵴᐕ㦂ߢ޽ߞߚߩߛ߇‫ߩߎޔ‬㆑޿ߪߤߎ߆ࠄߊࠆߩߛࠈ߁߆‫ޕ‬
⴫ 3 ߩ⸒⺆⢛᥊ࠍ⷗ߚ㒢ࠅߢߪ‫ޔ‬ᓐࠄߩ㆑޿ߪ᣿⏕ߦᶋ߆߮਄߇ߞߡߎߥ޿‫ޕ‬㤗ᄹߣ⡡⟤ߪ೨ㅀߒߚࠃ߁ߦ‫ޔ‬3 ᱦ߹ߢࠍਛ࿖ߢㆊߏߒߚᓟ‫↢ޔ‬ᵴߩ᜚ὐ߇ᣣᧄߦ⒖ߞߚߎߣ‫ޔ‬ 
  !"#$%# &'()*+, -ᰴߩࠗࡦ࠲ࡆࡘ࡯ߦ޽ࠆࠃ߁ߦ‫ޔ‬ਔ⸒⺆ߦኻߒߡ⾰⊛‫ޔ‬㊂⊛ߦㆡᒰߥࠗࡦࡊ࠶࠻߇ߥ߆
ߞߚߎߣ‫ޔ‬ᢥൻ⾗ᧄ߇ߥ߆ߞߚߎߣ߆ࠄ‫↢߽⺆⸒ߩࠄߜߤޔ‬ᵴᐕ㦂ߦ⊒㆐ߒߥ߆ߞߚߩ
ߢߪߣ޿߁੍᷹߇┙ߟ‫ޕ‬ ⑳ߣ߅ῳߐࠎ(㧩ߏਥੱ)߇ੑੱߦ⹤ߒ߆ߌࠆߩߪ‫ޔ‬ਛ࿖⺆ߢߔ‫߅ޕ‬ῳߐࠎߪᄛൕ߇ᄙߊߡ‫ޔ‬ሶߤ߽ߚߜߣ޽߹ࠅធߒߡ޿߹ߖࠎ‫ߪߜߚ⑳ޕ‬ᣣᧄ⺆߇ߢ߈ߥ޿ߒ‫઀ޕ‬੐߇ᔔߒߊߡ‫ޔ‬ੑੱߪ࠹࡟ࡆࠍ⷗ߚࠅ‫ޔ‬ㆆࠎߛࠅߒߡㆊߏߒ߹ߒߚ‫ޕ‬⛗ᧄ㧫㧔޽ࠆ߆ߣ⡞߆ࠇߡ㧕ߥ޿ߢߔ‫ޕ‬ਛ࿖⺆߽ᣣᧄ⺆߽⺒ࠎߛߎߣߪ޽ࠅ߹
ߖࠎ‫଻ޕ‬⢒࿦ߢ߽໧㗴߇ߥ߆ߞߚࠃ߁ߢߔߌߤ‫ࠇࠊ⸒ߣ޿ߥࠄߴ߾ߒࠅ߹޽ޔ‬ߡ߹ߒߚ‫߽⑳߽ߢޕ‬ᔔߒߊߡ޽߹ࠅవ↢ߣ߽⹤ߐߥ߆ߞߚߢߔ‫ޕ‬           㧔2004 ᐕ 5 ᦬ ࠗࡦ࠲ࡆࡘ࡯ 㤗ᄹߣ⡡⟤ߩᲣⷫ㧕12
3 㧕࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߦߥߞߡߒ߹ߞߚⷐ࿃
ߥߗᅚఽ 4 ฬߪ‫ⷰߩߢ߹ࠇߎޕ߆ߩߚߞ߹ߒߡߞߥߦ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬ኤ࠺࡯࠲߆
ࠄ⠨߃߁ࠆ޿ߊߟ߆ߩⷐ࿃߇޽ࠆ‫ޔߕ߹ޕ‬ᐜዋᦼߩ⸒⺆ⅣႺߢ޽ࠆ‫ޕ‬㤗ᄹߣ⡡⟤ߪ‫↢ޔ‬ᵴ⸒⺆ࠍ₪ᓧߔࠆߣ⸒ࠊࠇߡ޿ࠆᐜዋᦼߦ㙃⢒⠪ߣ㙃⢒႐ᚲ‫␠ޔ‬ળߢߩ⸒⺆߇ᄢ߈ߊᄌ
ൻߒߡ޿ࠆ‫ޕ‬ਛ࿖⺆ߪ 3 ᱦ߹ߢߩ⺆ᒵߢ޽ࠅ‫ޔ‬ᣣᧄ⺆ߪ 3 ᱦ߆ࠄߩ⺆ᒵߢ޽ࠆ‫ޔߒ߆ߒޕ‬ઁߩᅚఽ 2 ฬ߇ᣣᧄߢ↢߹ࠇ‫ߣߞߕޔ‬ᣣᧄߢᚑ㐳ߒߡ߈ߚߦ߽߆߆ࠊࠄߕ‫ࡒ࡝࡞ࡉ࠳ޔ‬࠹࠶࠼ߦߥߞߡ޿ࠆߎߣ߆ࠄ‫ߪߢ࠲࡯࠺ᧄޔ‬᳿ቯ⊛ߥⷐ࿃ߦߥࠅᓧߥ޿‫ޕ‬ᰴߦ‫ޔ‬Ꮻ࿖ఽ┬ࠣ࡞࡯ࡊ߇‫ޔ‬ᅚఽ 4 ฬ‫ ఽ↵ޔ‬1 ฬߣ޿߁ᕈ೎ߩ᭴ᚑᲧߢ޽ࠆߎߣߛ‫ޕ‬
6 ᱦߦ߽ߥࠆߣ↵ᅚߩᗧ⼂ߩ㆑޿߽⃻ࠇ‫ߚ߹ޔ‬ㆆ߮ᣇ߿ᤨ㑆ߩㆊߏߒᣇ߇⇣ߥߞߡߊࠆ‫ޕ‬
ઁߩ 4 ฬ߇‫ޔ‬࠻ࠗ࡟ߦ߹ߢᚻࠍߟߥ޿ߢ޿ߞߒࠂߦⴕߊ߶ߤᏱߦ⟲ࠇߡ޿ࠆߩߦኻߒߡ‫ޔ‬↵ఽ 1 ฬߢ޽ࠆ੫੺ߪ‫ޔ‬ᣣᧄੱߩ෹ੱߣⴕേߔࠆߒ߆ᣇᴺ߇ߥ߆ߞߚߩߛࠈ߁‫ޕ‬‫ޟ‬ਛ࿖Ꮻ࿖㨭ఽ┬ห჻ߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߦ૶ࠊࠇࠆߏߊ⁜޿▸࿐ߢߩᣣᧄ⺆ߦᲧߴ‫ޔ‬ᣣᧄੱߣߩ෹ੱ㑐ଥߩ᭴▽߆ࠄ੫੺߇૕ᓧߒߚᣣᧄ⺆ߩ⺆ᒵ㊂߿⾰ߪߪࠆ߆ߦ⾆㊀ߢ޽ߞߚߣ
ᕁ߁‫ޕ‬ᕈ೎ߩ᭴ᚑᲧ߇ᓐߦߣߞߡߪࡊ࡜ࠬߦ௛޿ߚߣ⸒߃ࠆߛࠈ߁‫ޕ‬߹ߚ‫⥄ޟ‬ಽߛߌߩᓧᗧಽ㊁‫ޠ‬㧔㜞ᯅ 2006㧕߇޽ࠆ߆ߤ߁߆߽ᄢ߈޿‫ޕ‬੫੺ߪ‫ޔ‬‫ޟ‬᣸⯻ඳ჻㨭ߣ޿ࠊࠇࠆ߶ߤ᣸⯻ᅢ߈ߢ‫ߩ⯻ޔ‬ฬ೨‫ޔ‬⢒ߡᣇߥߤ⹤ߒ಴ߒߚࠄᱛ߹ࠄߥ޿৻㕙߇޽ࠆ‫ޕ‬੫੺ߦߣߞߡߪ‫ޟ‬ሽ࿷⸽᣿‫ޠ‬㧔⍹Ꮉ 1992㧕ࠍ߆ߌߚ࠻ࡇ࠶ࠢߣ⸒߃ࠃ߁‫ޕ‬࿖⺆ߩ᝼ᬺߢߩ‫╩ޔߪߢޠߒ߇ߐ߫ߣߎޟ‬⠪߇⡞޿ߚߎߣ߽ߥ޿ࠃ߁ߥ⯻ߩฬ೨߇‫ޔ‬੫੺ߩญ߆ࠄ⡞߆ࠇ‫ޟߢߥࠎߺޔ‬૗‫ޔ‬૗㧫‫৻ޕߚߞ޽ߢ߫ߒ߫ߒ߽ߣߎ߁޿ߣޠ‬ᣇ‫ߩઁޔ‬ᅚఽ

  









ߪญᢙ߽ዋߥߊ‫ޔ‬4 ฬߢ⟲ࠇߡߪ޿ࠆ߇‫ߦ․ޔ‬૗߆ߩᵴേࠍߒߡ޿ࠆࠊߌߢ߽ߥ޿‫߹ޕ‬ߚ‫߁޿ߣޠ޿ߥߌ⽶߽ߦ⺕ߪࠇߎޟ‬ಽ㊁߇ߥ޿ߎߣ߽Ⓧᭂ⊛ߦ⹤߇ߢ߈ߥ޿ⷐ࿃ߩ 1 ߟߣ⠨߃ࠄࠇࠆ‫ޕ‬ᦨᓟߦఱᒉߩ᦭ήߣߩ㑐ଥߢ޽ࠆ‫ޕ‬㤗ᄹߣ⡡⟤ߪ‫ޔ‬ఱᆌ߇޿ߥ޿ߚ߼‫ޔ‬ኅߢߪੑੱߢ
ᤨ㑆ࠍㆊߏߒߡ޿ࠆ‫ޕ‬ఝ⧎ߦߪ 4 ߟ਄ߩఱ߇‫ ߽ߦ↱⌀ޔ‬4 ߟ਄ߩᆌ߇޿ࠆ߇‫ޔ‬ዊቇᩞߩ㜞ቇᐕߦߥࠆߣ෹ੱ߿⥄ಽߩㆆ߮ࠍఝవߒ‫ޔ‬ᒉ߿ᆂߦ޽߹ࠅ߆߹ࠊߥߊߥࠆሶߤ߽߇ᄙ
޿ߣ޿߁‫ࠅ߹ߟޕ‬ኅߢ߽ఱᒉห჻ߢࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦࠍߣࠆߎߣ߇޽߹ࠅߥ޿‫߆ߒޕ‬ߒ‫ޔ‬੫੺ߩᆌߪ‫ߦߢߔޔ‬ਛቇ↢ߦߥߞߡ߅ࠅ‫ޔ‬ᰴߩࠗࡦ࠲ࡆࡘ࡯ߦ⷗ࠄࠇࠆࠃ߁ߦ‫ޔ‬ㅒߦ‫޿޿ࠊ߆ޟ‬ᒉ‫ߩޠ‬ሽ࿷߇߁ࠇߒ޿ߩ߆‫ޔ‬ኋ㗴߿ㆆ߮߿෹ੱ㑐ଥߥߤ߹ࠆߢᲣⷫߩࠃ߁
ߦ߆߹ߞߡ޿ࠆߣ޿߁‫߽ࠇߘޕ‬ᣣᧄ⺆ߢធߒߡ޿ࠆ‫޿ߥ߇ࠅ⸦ߦߢߔޕ‬ᣣᧄ⺆ࠍ㚟૶ߢ߈ࠆࠃ߁ߦߥߞߡ޿ࠆᆌ߆ࠄ‫ޔ‬ᣣᧄ⺆ߩࠪࡖࡢ࡯ࠍᶎ߮ߡ੫੺ߩᣣᧄ⺆ജߪ⊒㆐ߒߚߩߢߪߥ޿߆ߣ⠨߃ࠄࠇࠆ‫ޕ‬⸒⺆ജߩ࠹ࠬ࠻߆ࠄߪᄖࠇࠆ߇‫ޔ‬੫੺߇ 1 ᐕ↢ߩ 6 ᦬ߦ‫ޔ‬3 ᐕ↢ߩ↵ఽߦ㗻ࠍなࠄࠇߡⴊߛࠄߌߦߥࠆ੐ઙ߇޽ߞߚ‫ޕ‬ᰴߩᣣ‫ޔ‬ቇᩞߦᵅ߈ߥ߇ࠄ㘧߮ㄟࠎߢ߈ߡ‫ޟ‬੫੺ࠍ߿ߞߚࠎߪ⺕߿㧍߁ߜ㧔㧩⑳㧕߇Აߞߚࠆ㧔㧩Აߞߡ߿ࠆ㧕‫ߣޠ‬ᔶ㡆ߞߚߩߪߎߩᆌߢ޽ߞ
ߚ‫ޕ‬⩐ᄹ߅ᆌߜ߾ࠎߪ‫ޔ‬੫੺߇߆ࠊ޿ߊߡ߆ࠊ޿ߊߡ‫ޔ‬Ფᣣ਎⹤ࠍ὾޿ߡ߹ߔࠃ‫ޕ‬ኋ㗴߽ߜ߾ࠎߣ⷗ߡࠆߒ‫ޔ‬ಽ߆ࠄߥ޿ߣߎࠈߪᢎ߃ߡࠆߺߚ޿‫ޕ‬ቇᩞߩࡊ࡝ࡦ
࠻߽߅ᆌߜ߾ࠎ߇⺒ࠎߢᜬߜ‛ߣ߆‫ޕߔ߹ߡ߃ࠈߘޔ‬               㧔2004 ᐕ 5 ᦬ ࠗࡦ࠲ࡆࡘ࡯ ੫੺ߩᲣⷫ㧕߹ߣ߼ࠆߣ‫⎇ᧄޔ‬ⓥߩኻ⽎ఽ┬ߦ㑐ߒߡߪ‫ⷐߩ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬࿃ߣߒߡ‫ޔ‬Ԙᢥൻ⾗ᧄࠍ฽߻ᐜዋᦼߩኅᐸⅣႺ‫ޔ‬ԙᓧᗧಽ㊁ߩ᦭ή‫ޔ‬Ԛࠣ࡞࡯ࡊౝߢߩᕈ೎ߩ᭴ᚑᲧ‫ޔ‬ԛᣣᧄ⺆ߢ਎⹤ࠍߔࠆఱᆌߩ᦭ή߇⠨߃ࠄࠇࠆ‫⺆⸒ޔߒ߆ߒޕ‬₪ᓧߦߟ޿ߡߪ‫␠ޔ‬ળ⊛ⷐ࿃߿ᔃℂ⊛ⷐ࿃ߥߤⶄว⊛ߥⷞὐ߆ࠄߩ⠨ኤ߇ߥߐࠇࠆߴ߈ߢ޽ࠅ‫⥸৻ޔ‬ൻߔࠆߎߣߪ
ߢ߈ߥ޿‫⎇ᧄޕ‬ⓥߩኻ⽎ఽ┬ߦ㑐ߒߡߩ⠨ኤߦߣߤ߼ߡ߅ߊ‫ޕ‬ᰴߦ‫ޔ‬ᣣᧄ⺆ၮ␆࡟ࡌ࡞
್ᢿജ࠹ࠬ࠻ߩ⚿ᨐࠍ⷗ߡߺࠆߎߣߦߔࠆ‫ޕ‬ 
  !"#$%# &'()*+, -5.2.2 ᣣᧄ⺆ၮ␆࡟ࡌ࡞್ᢿജ࠹ࠬ࠻
1㧕࠹ࠬ࠻ߩ᭎ⷐ
࠹ࠬ࠻ߦߪ‫ޔ‬㐿⊒ߐࠇߚ߫߆ࠅߩ‫⵬ޟ‬⠌᝼ᬺᩞߩߚ߼ߩᣣᧄ⺆ജ್ᢿၮḰ⴫߅ࠃ߮⸻
ᢿࠞ࡯࠼‫ޠ‬13ࠍ૶↪ߒߚ‫ޔߪ࠻ࠬ࠹ߚߞⴕޕ‬ᰴߩ 2 ⒳㘃ߢ޽ࠆ‫ޕ‬Ԙ ᣣᧄ⺆ၮ␆࡟ࡌ࡞⸻ᢿ
A㧠ࠨࠗ࠭ߩ⛗㧔ભߺᤨ㑆ߩᢎቶߩ⛗ߢ‫ޔ‬10 ੱߩሶߤ߽ߚߜߣవ↢߇⹤ߒߚࠅ‫ᧄޔ‬ࠍ⺒ࠎߛࠅߒߡ޿ࠆ㧕ࠍ⷗ߥ߇ࠄ╩⠪ߩ໧޿ߦ╵߃ࠆ‫⾰ޕ‬໧ߪ࠴ࡖ࡯࠻ᑼߦߥߞߡ߅
ࠅఽ┬ߩ࿁╵ߦࠃߞߡᰴߩ⸳໧߇⇣ߥࠆ‫ߩߘޕ‬ᓟ‫◲ߡ޿ߟߦ⛗ߩߘޔ‬නߥᢥ┨ࠍේⓂ
↪⚕ߦᦠߊ‫ޕ‬ԙ ࿖⺆⑼ߩ‫࠻ࠬ࠹ޠ߻⺒ޟ‬ᢥ┨ࠍ⺒ࠎߢ╵߃ࠆ⺒⸃࠹ࠬ࠻ߢ޽ࠆ‫ޕ‬Ԙߩ࠹ࠬ࠻ߪ‫╩ޔ‬⠪߇୘೎ߦࡑࡦ࠷࡯ࡑࡦߢⴕߞߚ‫ੱ৻ޕ‬ᒰߚࠅߩᤨ㑆ߪ⚂ 10 ಽߢ޽ࠆ‫ޕ‬ԙߩ࠹ࠬ࠻ߪ‫ޔ‬Ԙߩ࠹ࠬ࠻߇⚳ੌߒߚఽ┬߆ࠄ‫ޔ‬ᣣᧄ⺆ᢎቶߩዊጊవ↢ߩදജࠍᓧߡ೎ቶߢⴕߞߚ‫࠻ࠬ࠹ޕ‬㑆ߩ⑳⺆ߪ⑌ᱛߐࠇߡ޿ߚ‫ޕ‬ቇᐕߦ߽ࠃࠆ߇‫ޔ‬ᐔဋᤨ㑆ߪ 15 ಽߢ޽ࠆ‫ޕ‬ᣣᧄ⺆ၮ␆࡟ࡌ࡞⸻ᢿߪ⛗ࠍ⷗ߥ߇ࠄߩ⾰⇼ᔕ╵ߢ޽ࠆߚ߼‫ޔ‬‫ޟ‬⡞ߊ㨭࠲߽ࠬࠢ฽ࠎ
ߢ޿ࠆߣ⠨߃ࠆ‫ޔࠅࠃߦࠇߎޕ‬‫ޟ‬⡞ߊ‫ޠ‬‫ޠߔ⹤ޟ‬‫ޠߊᦠޟ‬‫ޟ‬ᕁ⠨ߔࠆ‫ޠ‬‫ߩߤߥޠࠆߔ⃻⴫ޟ‬㗄⋡ࠍ✂⟜ߒߡ޿ࠆߎߣߦߥࠆ‫ޕ‬ᣣᧄ⺆ၮ␆࡟ࡌ࡞⸻ᢿߩ⹏ଔ⴫ߦߟ޿ߡㅀߴߡ߅߈ߚ޿‫ޕ‬࡟ࡌ࡞ߪ1㨪7߹ߢ޽ࠅ‫ޔ‬
7 ߪᣣᧄ⺆ߦ߹ߞߚߊ໧㗴߇ߥ޿࡟ࡌ࡞ߢ޽ࠆ߇‫ޕࠆ޿ߡࠇߐߕߪߪߢ࠻ࠬ࠹ᧄޔ‬㊀ⷐߥὐߪ‫ ࡞ࡌ࡟ޔ‬4 ߇࿷☋ቇ⚖ߩ࿖⺆ߩ᝼ᬺߦෳടߢ߈ࠆ߆ߤ߁߆ߩಽ߆ࠇ⋡ߦߥࠆߣ޿߁ߎߣߢ޽ࠆ‫ߩߣߏ࡞ࡌ࡟ ޕ‬ᣣᧄ⺆ജߪ⴫ 4 ߩㅢࠅߢ޽ࠆ‫ޕ‬
⴫ 4 ᣣᧄ⺆ၮ␆࡟ࡌ࡞⸻ᢿ⹏ଔ࡝ࠬ࠻

䊧䊔䊦
㪍㩷䌾
㪌㩷䌾
㪋㩷䌾
㪊䌾

ᣣᧄ⺆䈱⁁ᘒ
䈾䈿໧㗴䈏䈭䈇
ㄉᦠ䈭䈬⺆ᒵ䉕⏕⹺䈜䉎ᣇᴺ䈏䈅䉏䈳䇮࿖⺆⑼䈱
᝼ᬺ䈏ℂ⸃䈪䈐䉎䇯⍮䉌䈭䈇䈖䈫䈳䈏䈢䈒䈘䉖䈅䉍䇮ળ⹤䉇૞ᢥ䈪䈲ᢥဳ䈱ੂ䉏䉅ᄙ䈇䈱䈪䇮೎ㅜℂ⸃䉕ᷓ䉄䉎䈢䉄䈱េഥ䈏ᔅⷐ䈪䈅䉎䇯࿖⺆⑼䈱ቇ⠌䈮䈲䈎䈭䉍䈱࿎㔍䈏઻䈉䇯ᢥဳ䉇ኻ⹤䈱ၮ␆ᜰዉ䈏ᔅⷐ䈪䈅䉎䇯

  









 ߢߪ⚿ᨐࠍ⷗ߡߺࠃ߁‫ޕ‬ᰴߦ޽ߍࠆ⴫ 5 ߪฦఽ┬ߩ✚ว⹏ଔߢ޽ࠆ‫ޕ‬ᰴߦߘߩ⹏ଔߦ
޿ߚߞߚᩮ᜚ߢ޽ࠆ࠴ࠚ࠶ࠢࠪ࡯࠻㧔໧޿ߣ࿁╵㧕߆ࠄ․╩ߔߴ߈ὐࠍឭ␜ߒ‫⺆⸒ޔ‬⢛᥊߿ᕈᩰࠍ⠨ᘦߒߚ਄ߢ‫ޔ‬ᣣᧄ⺆࡟ࡌ࡞ߦߟ޿ߡ⠨ኤࠍട߃ߚ޿‫ޕ‬
2㧕࠹ࠬ࠻ߩ⚿ᨐ
5 ฬߣ߽Ფᣣ 1 ᤨ㑆‫ޔ‬ᣣᧄ⺆ᢎቶߦ߅޿ߡᣣᧄ⺆ࡊ࡜ࠬ࿖⺆ߩ⵬⠌᝼ᬺࠍ᛽಴ߣ޿߁
ᒻߢฃߌߡ޿ࠆ‫ޕ‬
⴫ 5 ၮ␆࡟ࡌ࡞⸻ᢿ⹏ଔ࠹ࠬ࠻ߩ⚿ᨐఽ┬ฬ ᣣᧄ⺆ၮ␆䊧䊔䊦 ⛗䉕⷗䈩ᢥ䉕ᦠ䈒
⺒⸃
⡡⟤
䊧䊔䊦㪋㩷
䊧䊔䊦㪋
㪈㪆㪊䈱ᱜ╵
㤗ᄹ
䊧䊔䊦㪊㩷
䊧䊔䊦㪋
ᱜ╵䈭䈚
ఝ⧎
䊧䊔䊦㪊㩷
䊧䊔䊦㪋
ᱜ╵䈭䈚
⌀↱
䊧䊔䊦㪊㩷
䊧䊔䊦㪋
㪉㪆㪊䈱ᱜ╵
੫੺
䊧䊔䊦㪋㩷
䊧䊔䊦㪊
ᱜ╵䈭䈚

 ᣣᧄ⺆ߩၮ␆࡟ࡌ࡞ߪ‫ޔ‬5 ฬߣ߽࡟ࡌ࡞ 3㨪4 ߩ޽ߚࠅߦ㓸ਛߒߡ޿ࠆ‫ޕ‬1 ᐕ↢ߩߣ߈ߦⴕߞߚ⺆ᒵജ࠹ࠬ࠻ߢᣣᧄ⺆߇↢ᵴᐕ㦂⋧ᒰߛߞߚ੫੺߽ߎߩ࠹ࠬ࠻ߢߪ‫ ࡞ࡌ࡟ޔ‬4‫ޔ‬ߟ߹ࠅ࿷☋ቇ⚖ߢߩ᝼ᬺߪ࿎㔍ࠍ઻߁࡟ࡌ࡞ߢ޽ߞߚ‫⸳ޕ‬໧ߩ߁ߜߩ㧝ߟ‫ޔ‬‫ޟ‬Ꮐ߆ࠄ 5⇟⋡‫ޔ‬਄߆ࠄ 2 ⇟⋡ߩࡠ࠶ࠞ࡯ߦߪ૗߇౉ߞߡ޿߹ߔ߆‫ޕ‬‫߁޿ߣޠ‬໧㗴ߢߪ‫ޔ‬‫ޟ‬Ꮐ߆ࠄ㨪‫ޔ‬਄߆ࠄ㨪‫ߩޠ‬ᗧ๧߇ߟ߆߼ߥ޿ߚ߼ߦ⺋╵߇⷗ࠄࠇߚ‫ߡ⷗ࠍ⛗ޔߚ߹ޕ‬ᢥࠍᦠߊ࠹ࠬ࠻
ߢߪ‫ޔ‬‫߽ߣ߽߭ߡߒࠅߴ߾ߒ߅ߣੱޕߔ߹޿߽ੱࠆ޿ߢࠎࠃࠍᧄ߆ߣੱࠆߡߒ߅߁ߎߕޟ‬޿߹ߔ‫ޕ‬‫߁޿ߣޠ‬ᢥ߇ߺࠄࠇࠆ߇‫ޔ‬‫ࠍޟ‬ψ߅‫ޠ‬‫ࠆߡߒޟ‬ψߒߡ߽‫⸥⴫ߩߤߥޠ‬਄ߩ໧㗴ߩ߶߆ߦ‫ޔ‬࿑Ꮏ߿ੱߥߤ 3 ᐕ↢ߢᣢ⠌ߩṽሼࠍⓍᭂ⊛ߦ૶↪ߒߡ޿ߥ޿ߎߣ߽ࠊ߆ߞߚ‫⺒ޕ‬⸃࠹ࠬ࠻ߩ⚿ᨐࠍ⷗ߡ߽࿖⺆ߩቇജ߇りߦߟ޿ߡ޿ࠆߣߪ⸒޿㔍޿‫ޕ‬੫੺ߪ‫⺆ޔ‬ᒵ࡟ࡌ࡞ߎߘ↢ᵴᐕ㦂⋧ᒰߢ޽ࠅ‫߽ߢ࠻ࠬ࠹ᧄޔ‬ၮ␆࡟ࡌ࡞ߪ 4 ߣ޿߁⸻ᢿߢ޽ߞߚ߇‫ߩߘޔ‬਄ߦ⏕┙ߐࠇࠆቇജ⸒⺆߇චಽ⊒㆐ߒߡ޿ߥ޿ࠃ߁ߛ‫ޠߊᦠޟߦ․ޕ‬‫⸃⺒ޟ‬㨭ߩജ߇ቯ⌕ߒߡ޿ߥ޿‫ޕ‬ 㤗ᄹ‫ޔ‬ఝ⧎‫ ߩ↱⌀ޔ‬3 ੱߪߘࠈߞߡၮ␆࡟ࡌ࡞߇࡟ࡌ࡞ 3‫ߡ⷗ࠍ⛗ޔ‬ᢥࠍᦠߊ໧㗴ߢߪ࡟ࡌ࡞ 4 ߢ޽ߞߚ‫ޕ‬⡡⟤ߪਔ࡟ࡌ࡞ߣ߽࡟ࡌ࡞ 4 ߢ޽ߞߚ߇‫ ߩઁޔ‬3 ฬߣᲧߴߡ⺒ᦠ㊂߇ᄙ޿ߚ߼ߢߪߥ޿߆‫ߣޔ‬ផኤߐࠇࠆ‫ޕ‬࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߩሶߤ߽ߚߜ߳ߩᡰេࠍ໧ࠊࠇߡ‫ޔ‬Cummins㧔2006㧕ߪ‫ޟ‬ᄙ⺒‫ޠ‬ߣ‫ߩ⪲⸒߈ᦠޟ‬⠌ᓧ‫ޔࠍޠ‬ጊ↰㧔2004㧕ߪ‫ߺ⺒ߩᧄޟ‬⡞߆ߖ‫ࠍޠ‬᜼ߍߡ޿ࠆ߇‫ޔ‬⡡⟤ߪ 
  !"#$%# &'()*+, -ߘߩᅢ଀ߛߣ޿߃ࠃ߁‫ޕ‬‫ޟ‬ቇᩞߢ޿ߜ߫ࠎᅢ߈ߥᤨ㑆ߪ㧫‫╩߁޿ߣޠ‬⠪ߩ໧޿ߦ‫ޔ‬⡡⟤ߪ‫ᤨߩઁޕ߈ߣࠆߢࠎ⺒ࠍᧄޟ‬㑆ߪࠠ࡜ࠗ‫ޕ‬‫߇ᧄߥࠎߤޟߚ߹ޕࠆ޿ߡ߃╵ߣޠ‬ᅢ߈㧫‫ߣޠ‬ߩ໧޿ߦߪ‫ޔ‬‫߅ޟ‬ᆢ᭽ߩᧄ‫⹤┬ࡓ࡝ࠣޟࠄ߆ࠎ߫߆ߡߞ⸒ߣޠ‬㨭ߩᧄࠍ⷗ߖߡߊࠇߚ‫ޕ‬ᣣᧄ⺆ᢎቶߩᧄߩ⾉ߒ಴ߒ࡝ࠬ࠻ߦ߽⡡⟤ߩฬ೨߇ਗࠎߢ޿ࠆ‫ޕ‬౒ㅢߒߡ⷗ࠄࠇࠆ௑ะߪ‫ޔ‬‫ޟ‬⡞޿ߡ╵߃ࠆ㨭໧㗴ߢߪᵹᥰߦ╵߃ࠆߎߣ߇ߢ߈ߡ޿ࠆ߇‫ޔ‬ᔅߕߒ߽ᱜ╵ߢߪߥ޿ߎߣ㧔ᵹᥰߐߛߌߦᝒࠊࠇࠆߣ‫߽ߐޔ‬ᣣᧄ⺆߇໧㗴ߥ޿ࠃ߁ߦᝒ
߃ࠄࠇߡߒ߹߁㧕‫ޔ‬ߤߩሶߤ߽߽߹ߛ࿷☋ቇ⚖ߢ࿖⺆ߩ᝼ᬺࠍฃߌࠄࠇࠆ߶ߤߩᣣᧄ⺆⢻ജࠍᜬߚߥ޿ߎߣ‫ޔ‬‫ߊᦠޟ‬ജ‫߇ޠ‬ᒙ޿ߎߣ‫ޔ‬‫⸃⺒ޟ‬ജ‫߇ߣߎ޿ߥߤࠎߣ߶߇ޠ‬᜼ߍࠄࠇࠆ‫ޕ‬㧢㧚 ⠨ኤ
࿷☋ቇ⚖ߢߩ᭽ሶߣ 2 ⒳㘃ߩ࠹ࠬ࠻ߢߩ⚿ᨐࠍ⠨ኤߔࠆߎߣߦࠃߞߡ߹ߚᣂߚߥ໧޿
߇↢߹ࠇࠆ‫ᧄޕ‬Ⓜߩኻ⽎ఽ┬ߩᅚఽ 4 ฬߪ‫⺆ޔ‬ᒵ࠹ࠬ࠻ߢߪ‫⁁ߩ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬ᘒߦ޽ࠅ‫ޔ‬ᣣᧄ⺆್ᢿജ࠹ࠬ࠻ߢߪ‫ޔ‬ቇജ߇િ߮ᖠࠎߢ޿ࠆ⁁ᘒߦ޽ࠆߎߣ߇␜ߐࠇߚ‫ޕ‬ᕁ⠨⸒⺆ߣߒߡߩᲣ⺆߇⊒㆐‫޿ߥ޿ߡࠇߐ┙⏕ޔ‬႐ว‫╙ޔ‬ੑ⸒⺆ߢߩቇജߪિ߮ߥ޿ߣ
޿߁ Cummins ߩ઒⺑߆ࠄ␜ໂߐࠇࠆࠃ߁ߦ‫ޔ‬‫ޟ‬Უ⺆㧔㧩ਛ࿖⺆㧕߇⊒㆐ߒߡ޿ߥ޿߆
ࠄߛ‫ޔ‬Უ⺆ࠍિᒛߐߖࠇ߫޿޿‫ޕ߆߁ࠈߛߩࠆ߃⸒ߣޠ‬ਔ⸒⺆ߣ߽චಽߦ⊒㆐ߒߡ޿ߥ
޿႐ว‫ޔ‬ቇᩞ⸒⺆ߢߥ޿Უ⺆ߩਛ࿖⺆ࠍિᒛߐߖ‫ޔ‬ᣣᧄ⺆⢻ജ߿ቇജߦォ⒖ߐߖࠆߣ޿
߁ℂ⺰ߦ┙ߟߘߩᣇᴺߢ‫ޔ‬ሶߤ߽ߩቇᩞ↢ᵴ߅ࠃ߮᝼ᬺߦㅊ޿ߟߌࠆߩߛࠈ߁߆‫ޕ‬තᬺ߹ߢߦㅴ〝ࠍㆬߴࠆߋࠄ޿ߩജ߇ߟߊߩߛࠈ߁߆‫ߥࠎߤޔ߇⺕ޕ‬ᣇᴺߢ‫޿߫߃ⴕߟ޿ޔ‬޿ߩߛࠈ߁‫ᤨߩߘߦⷫޕ‬㑆߿ࡁ࠙ࡂ࠙߇ߥ޿ߎߣߪ‫ޕࠆ޽ߢࠅ߅ߣߚ߈ߡ⷗ߢ߹ࠇߎޔ‬ᧄⓂߩ⠨ኤߣߒߡ‫╩ޔ‬⠪߇ᒝ⺞ߒߚ޿ߎߣߪ‫ޔ‬‫ޟ‬ਛ࿖Ꮻ࿖㨭ఽ┬߳ߩ⸒⺆ᡰេߪ‫ޔ‬‫ޟ‬ਛ࿖Ꮻ࿖ఽ┬‫ޟߚ߈ߡࠇࠊⴕߦޠ‬Უ⺆ߩ⊒㆐߇ᣣᧄ⺆ߦォ⒖‫⋡ࠍޠ‬ᜰߒߚ߽ߩߢߥߊ‫ޔ‬‫ޟ‬ᣣᧄ⺆ߩ↢ᵴ⸒⺆ࠍචಽߦ₪ᓧߐߖ‫ޔ‬ቇ⠌⸒⺆ࠍቯ⌕ߒ߿ߔߊߔࠆ‫߁޿ߣޠ‬ᣇะ߇ᦸ߹ࠇࠆ
ߩߢߪߥ޿ߛࠈ߁߆‫ޕࠆ޽ߢߣߎ߁޿ߣޔ‬ਔ⸒⺆ߣ߽↢ᵴᐕ㦂⋧ᒰߢߥ޿႐ว‫ޔ‬ℂ⺰਄ߪน⢻ߢ޽ߞߡ߽‫ޔ‬Უ⺆ࠍ⛽ᜬ‫ޔ‬િᒛߐߖࠆദജߪᗐ௝એ਄ߦᄢᄌߢ޽ࠅ‫ߚ߹ޔ‬ኅᐸౝߢߒ߆ߘߩ૶↪႐ᚲ߇଻㓚ߐࠇߥ޿႐วߦߪ‫ޔ‬ሶߤ߽ߩࡕ࠴ࡌ࡯࡚ࠪࡦ߇଻ߜߦߊ޿਄
ߦ⹏ଔ߽ߒߦߊ޿ߣ޿߁ᰳὐ߇޽ࠆ‫ޕ‬ሶߤ߽ߩቇ⠌༐⿠ߦߪࡕ࠴ࡌ࡯࡚ࠪࡦ߇ᄢ߈ߊ㑐ਈߔࠆ‫ޕ‬‫ޟ‬ᣣᧄ⺆ࠍਥ⸒⺆ߣᝒ߃‫ޔ‬ᣣᧄ⺆ߢߩ↢ᵴ⸒⺆ߩౣ₪ᓧߣિᒛ‫ߩߘޔ‬਄ߦ⏕┙ߔࠆቇ⠌⸒⺆ߩቯ⌕ଦㅴ‫ߦࠄߐޔ‬ቇജ଻㓚‫⋡ࠍޠ‬ᜰߔߣ޿߁‫ߩ࠼࠶࠹ࡒ࡝࡞ࡉ࠳߇ࠇߎޔ‬⁁ᘒߦ޽ࠅ‫ޔ‬਌ߟߔߢߦቇᩞ↢ᵴߦߘߩりࠍ⟎޿ߡ޿ࠆሶߤ߽ߚߜ߳ߩ߽ߞߣ߽᦭⋉ߥ

  









ᡰេߩࠃ߁ߦᕁࠊࠇࠆ‫ޕ‬ߒ߆ߒ‫ޔ‬Უ⺆ߣߪ‫ޔ‬‫ޟ‬ሶߤ߽߇಴ળ߁ೋ߼ߡߩߎߣ߫‫ޔࠅ޽ߢޠ‬‫ߣⷫޟ‬ሶߩ⚷ࠍ૞ࠆߩߦᄢ੐ߥᓎഀࠍߔࠆߎߣ߫‫ޠ‬㧔ਛፉ 1998㧕ߢ޽ࠆ‫ޕ‬ቇᩞߢ૶↪ߒߥ޿߆ࠄߣ޿ߞߡ‫ޔ‬↢ᵴᐕ㦂⋧ᒰߦ⊒㆐ߒߡ޿ߥ޿߆ࠄߣ޿ߞߡಾࠅᝥߡߡߒ߹߃ࠆ߽ߩߢߪߥ޿‫ޕ‬Უ⺆ߩಾࠅᝥߡߪੱ㑆ᕈߩಾࠅᝥߡߢ޽ࠆ‫ޕ‬ਛፉ߽޿߁ࠃ߁ߦ‫ޔ‬ሶߤ߽ߚߜߪ‫ޔ‬ਛ࿖⺆ࠍᲣ⺆ߣߒߡ᛼ߒઃߌࠄࠇࠆߩߢߪߥߊ‫߿⺆⸒ߩߘޔ‬ᢥൻࠍฃߌ⛮ߋ⛮ᛚ⺆ߣߒߡቇ߮⛯ߌߡ޿ߊߴ߈ߢ޽ࠅ‫ߩߘߚ߹ޔ‬ᡰេߩߚ߼ߩ೙ᐲߠߊࠅߪ੹ᓟߩᄢ߈ߥ⺖㗴ߢ޽ࠆ‫ޕ‬ᰴߦ‫ޔ‬੫੺ߪ‫⺆ޔ‬ᒵ࠹ࠬ࠻ߦࠃߞߡਔ⸒⺆ߣ߽↢ᵴ㦂⋧ᒰߢ޽ߞߚߦ߽߆߆ࠊࠄߕ‫ޔ‬ቇജਇᝄߩ⁁ᘒߦ޽ࠆߎߣ߇ࠊ߆ߞߚ‫ ߇ࠇߎޕ߆ߗߥߪࠇߘޕ‬2 ߟ⋡ߩ໧޿ߢ޽ࠆ‫ޕ‬ᣣᧄੱߩሶߤ߽ߣหߓࠃ߁ߦ‫ޔ‬‫߇ੱᧄޟ‬ദജߒߡ޿ߥ޿‫߁޿ߣޠ‬୘ੱൻ㧔ᔒ᳓ 1999㧕ߐࠇߚ໧㗴ߥߩ߆‫ޔߪ޿ࠆ޽ޕ‬‫ޟ‬ਛ࿖Ꮻ࿖㨭ఽ┬ߣ޿߁‫ޔ‬ᱧผ⊛⢛᥊ࠍ⢛⽶ߞߚ߇ࠁ߃ߩ໧
㗴ߥߩߢ޽ࠈ߁߆‫ޕ‬‫ޟ‬ᣣᧄߩሶߤ߽ߢ߽ૐቇജߩሶߤ߽ߪ޿ࠆ‫⃻ߣޠ‬႐ߩᢎᏧߪ෻⺰ߔࠆ߇‫ޔ‬Ꮻ࿖ఽ┬ߩሶߤ߽ߪ‫߇ⷫޔ‬ᜬߟ⸒⺆⊛⢛᥊߇㆑߁ߎߣࠍᡷ߼ߡ⹺⼂ߔࠆߴ߈ߢ޽ࠈ
߁‫ޔࠅ߹ߟޕ‬ቇ⠌ߔࠆߣ޿߁ࡂࡆ࠻࠘ࠬ14㧔Bourdieu 1991㧕߇ⷫ߆ࠄሶߤ߽ߦ⛮ᛚߐࠇߦߊߊ‫ޔ‬ᢥൻ⾗ᧄ߽ਇචಽߢ޽ࠆߣ޿߁⃻ታߛ‫ޕ‬੫੺ߩᲣⷫߪ‫╩ޔ‬⠪ߦ⛗ᧄߩ⺒ߺ߈߆ߖ߿ᧄ‫᦭ߩ౉⾼ߩߤߥࠢ࠶ࡠࡉޔ࡞࠭ࡄޔ‬ήࠍ໧ࠊࠇߡᰴߩࠃ߁ߦ╵߃ߡ޿ࠆ‫ޕ‬⛗ᧄߩ⺒ߺ⡞߆ߖߪߒߚߎߣ߇ߥ޿ߢߔ‫ࡦࠗࡦࡇޕ‬15ࠞ࡯࠼߽ߥ޿‫ޕ‬ኋ㗴ߪ‫ޔ‬ࠊߚߒ߇⷗ߡ߽ಽ߆ࠄߥ޿ߒ‫ޔ‬ቇᩞߦ߹߆ߖߡ߹ߔ‫߅ޕ‬ᆌߜ߾ࠎߘ߁߿ߞߡ߈ߚߒ‫ޕ‬        㧔2004 ᐕ 5 ᦬ ࠗࡦ࠲ࡆࡘ࡯ ੫੺ߩᲣⷫ㧕ሶߤ߽ߩቇᩞ↢ᵴߪ‫ޔ‬ሶߤ߽ߩജߛߌߢߪᚑࠅ┙ߚߥ޿‫ޕ‬ീᒝߔࠆߦߪ‫߿ߟ߯ࠎ߃ޔ‬ࠢ࡯ࡇ࡯ߩᢥౕࠍឥ߃ߡ߿ࠅ‫ޔ‬૕⢒ࠍߔࠆߚ߼ߦߪ‫ޔ‬૕ᠲ᦯ࠍᵞߞߡᜬߚߖࠆᔅⷐ߇޽
ࠆ‫ޕ‬࿖⺆ߩᧄ⺒ߺ߇਄ᚻߦߥࠆߦߪ‫ޔ‬Ფᣣߩ㖸⺒ߩኋ㗴ࠍ߈ߜࠎߣ⡞޿ߡ߿ࠅ‫ߩ߼⹺ޔ‬ߪࠎߎࠍ᛼ߒߡ߿ࠄߨ߫ߥࠄߥ޿‫ޕ‬ሶߤ߽ߩቇജ߇ૐ૏ߢᔃ㈩ߥߣ߈ߦߪ‫ޔ‬ኋ㗴ࠍ⷗ߡ߿ߞߚࠅ‫ࠍ⹤ޔ‬⡞޿ߡ߿ߞߚࠅߔࠆᔅⷐ߇޽ࠈ߁‫ޕ‬ᱷᔨߥ߇ࠄ‫ޔ‬Ꮻ࿖ఽ┬ߩ߶ߣࠎߤ߇
ߘߩࠃ߁ߥႺㆄߦߥ޿‫⚻ߪߦߎߘޕ‬ᷣ⊛ߥ੐ᖱ߽޽ࠈ߁‫ޕ‬ᢥൻ੐ᖱߩ㆑޿߽⠨ᘦߔࠆᔅⷐ߇޽ࠆ‫ޕ‬᳿ߒߡᣣᧄߩሶߤ߽ߣหߓᨒ⚵ߺߢᝒ߃ࠆߎߣߪߢ߈ߥ޿ߎߣࠍᡷ߼ߡ⹺⼂ߔࠆᔅⷐ߇޽ࠈ߁‫ޕ‬ᣣᧄ↢߹ࠇߩ‫ޟ‬ਛ࿖Ꮻ࿖㨭ఽ┬ߩ⸒⺆⁁ᘒ‫ޔ‬ቇജߩ⁁ᘒࠍฃߌᱛ߼‫ⷐߩߘޔ‬࿃ࠍ⹺⼂ߔ 
  !"#$%# &'()*+, -ࠆߎߣߦࠃߞߡ‫ޔ‬ᣂߚߥᡰេߩ޽ࠅᣇࠍតࠆߎߣࠍ੹ᓟߩ⺖㗴ߣߒߚ޿‫ޕ‬㧣㧚 ߅ࠊࠅߦ
ᧄⓂߢߪ‫ޔ‬ᣣᧄ↢߹ࠇߩ‫ޟ‬ਛ࿖Ꮻ࿖‫߇┬ఽޠ‬ᛴ߃ߡ޿ࠆ໧㗴ࠍ‫ߢࠢ࡯ࡢ࠼࡞࡯ࠖࡈޔ‬ߩⷰኤߣ࠹ࠬ࠻ߩ⚿ᨐ߆ࠄ‫ⶄޔ‬ว⊛ߦ⠨ኤߒ‫ޔ‬ᣣᏱળ⹤ߦߪ࿎ࠄߥ޿ሶߤ߽ߚߜ߇ታߪ
ቇᩞ↢ᵴߢ⧰ߒࠎߢ޿ࠆߣ޿߁᭽ሶࠍ᣿ࠄ߆ߦߒߚ‫ⷐߣ⁁⃻ߩߘޕ‬࿃‫੹ߡߒߘޔ‬ᓟߩᡰេߦߟ޿ߡ‫ޔ‬ሶߤ߽ߚߜࠍขࠅᏎߊ㑐ଥ⠪߇ᱜߒߊ⹺⼂ߒ‫ޔ‬ᡰេࠍ฽߼ߡኻᔕߒߡ޿ߌ
ࠆⅣႺߠߊࠅ߇ᣧᕆߩ⺖㗴ߢ޽ࠆ‫੹ޕ‬ᓟ‫ޔ‬ᣣ♽ੱഭ௛⠪߿ࠗࡦ࠼ࠪ࠽㔍᳃ߩሶᒉߥߤ‫ޔ‬ᣣᧄ↢߹ࠇߩᄖ࿖ੱఽ┬ߩჇട߇੍᷹ߐࠇ‫ޔ‬ਛፉ㧔2006㧕ߪ‫ੂ࡞ࠟࡦ࡝ࡒ࠮ޟ‬ㅧᤨઍ߇߿ߞߡߊࠆ‫⼊ߣޠ‬㏹ࠍ㡆ࠄߒߡ޿ࠆ‫ᧄޕ‬Ⓜ߇‫ޔ‬ᣣᧄ↢߹ࠇߩᄖ࿖ੱఽ┬ߦኻߔࠆᣣᧄ⺆ᢎ⢒‫ޔ‬Უ⺆࡮⛮ᛚ⺆ᢎ⢒‫ߡߒߘޔ‬ᣣᧄੱఽ┬ࠍ฽߼ߚቇᩞᢎ⢒ߩ޽ࠅᣇߦ৻⍹ࠍᛩߓࠆߎߣ߇ߢ߈ࠇ߫ᐘ޿ߢ޽ࠆ‫ޕ‬ෳ⠨ᢥ₂⯗ାਃ㧔2000㧕‫ߩߡߒߣࠕ࡝࡯ࡄޟ‬ਛ࿖Ꮻ࿖⠪‫⯗ޠ‬ାਃ✬‫ޡ‬‫ޟ‬ਛ࿖Ꮻ࿖⠪‫↢ߩޠ‬ᵴ਎⇇‫ޢ‬ⴕ〝␠ pp.1-19ⴕ〝␠‫ޔ‬pp.1-19
Bourdieu,P. & J.Passeron㧔1970㧕La Reproduction: elements pour une theorie dusysteme d’enseignement, Les Editions de Minuit. (=1991 ችፉ༜⸶‫ޡ‬ౣ↢↥―ᢎ⢒㨯␠ળ㨯ᢥൻ‫⮮ޢ‬ේᦠᐫCummins, J. 㧔 1980 㧕 The cross-lingual dimensions of language proficiency:
Implications for bilingual education and optimal age issue. TESOL Quarterly. 14(2), pp.175-187-------------- 㧔 1984 㧕 Bilingualism and Special Education. Clevedon, England:,Multilingual Matters.
--------------㧔2006㧕Language Diversity in Schools: Helping All Students to Succeed
Academically. MHB ⎇ⓥળ‫ࠍ࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬⠨߃ࠆ‫ޠ‬ฬฎደᄖ࿖⺆ᄢቇ ⻠Ṷ㈩Ꮣ⾗ᢱ߭߆ࠅዊቇᩞᄖ࿖ੱᢎ⢒⎇ⓥ⾗ᢱ㧔2006㧕‫ޟ‬㧙⹶ࠅߣ⥄ାࠍ߽ߞߡ↢߈ߡ޿ߊሶߤ߽ࠍ
⋡ᜰߒߡ㧙‫ޠ‬ᐔᚑ 18 ᐕᐲ⎇ⓥ⊒⴫ળ ⍹Ꮉಎ㧔1992㧕
‫―ࡓ࡯ࠥ࡮ࠖ࠹ࠖ࠹ࡦ࠺ࠗࠕޡ‬ሽ࿷⸽᣿ߩ␠ળቇ‫ޢ‬ᣂ⹏⺰
㎊ಃ⥌㧔2000㧕‫ޟ‬ਛ࿖Ꮻ࿖↢ᓤߣ㜞ᩞㅴቇ㧙⸒⺆㨯ᢥൻ㨯᳃ᣖ㨯㓏⚖㧙‫⯗ޠ‬ାਃ✬‫ޡ‬
‫ޟ‬ਛ࿖






  









Ꮻ࿖⠪‫↢ߩޠ‬ᵴ਎⇇‫ ␠〝ⴕޢ‬pp.233-290
Long, M.H. and Robinson, P. 㧔1998㧕Focus on form: Theory, Research, and Practice.
In C. Doughty and J. Williams (eds.), Focus on form in classroom second
language acquisition. Cambridge: Cambridge University Press.
▘ᶆᐽሶ㧔1984㧕‫ޡ‬ሶଏߩ⇣ᢥൻ૕㛎‫ޢ‬ᣂᕁ⚝␠ችፉ༜㧔1999㧕‫ޡ‬ᢥൻߣਇᐔ╬―␠ળቇ⊛ࠕࡊࡠ࡯࠴‫᦭ޢ‬᢫㑑-----------㧔2002㧕‫ޟ‬ዞቇߣߘߩᝂ᛬ߦ߅ߌࠆᢥൻ⾗ᧄߣേᯏߠߌߩ໧㗴‫ ޠ‬ችፉ༜࡮ട
⚊ᒄൎ✬‫ޡ‬࿖㓙␠ળ2 ᄌኈߔࠆᣣᧄ␠ળߣᢥൻ‫᧲ޢ‬੩ᄢቇ಴ ળ pp.119-144
Nation, I.S.P㧔2001㧕Learning Vocabulary in Another Language.
Cambridge: Cambridge University Press.
ਛፉ๺ሶ㧔1998㧕‫࡞ࠟࡦ࡝ࠗࡃޡ‬ᢎ⢒ߩᣇᴺ‫ࠢ࡞ࠕޢ‬--------------㧔2006㧕
‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㨯৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ‫ ╙ޠ‬7 ࿁ MHB⎇ⓥળ⾗ᢱ㓸‫ޔ‬ฬฎደᄖ࿖⺆ᄢቇ pp.1-4
pp.1-4ਛፉ๺ሶ࡮ࡠࠩ࠽࡮࠿࠽ࠬ㧔2001㧕‫ޟ‬ᣣᧄ⺆₪ᓧߣ⛮ᛚ⺆༚ᄬߩ࠳ࠗ࠽ࡒ࠶ࠢࠬ㧙ᣣᧄߩዊ㨯ਛቇᩞߩࡐ࡞࠻ࠟ࡞⺆⹤⠪ߩታᘒࠍ〯߹߃ߡ㧙‫ޠ‬
http://www.japaneseteaching.org/ATJseminar/2001/nakajima.html
⷏ේ㋈ሶ㧔1996㧕‫ޟ‬ᄖ࿖ੱఽ┬↢ᓤߩߚ߼ߩᣣᧄ⺆ᢎ⢒ߩ޽ࠅᣇ‫ޠ‬‫ޡ‬ᣣᧄ⺆ቇ‫ޢ‬2 ᦬ภ
pp.67-74ጟፒ⌏࡮ᷡ↰ᷕሶ࡮ේߺߕ߶࡮ᧇ᩵ᩕ࡮ዊ↰⃨↢࡮ⵑ↰ਭ⟤ሶ (2003)‫ޟ‬‫ޡ‬ᢎ⑼࡮Უ⺆㨯ᣣᧄ⺆⋧੕⢒ᚑቇ⠌‫ߪޢ‬ᣣᧄ⺆ቇ⠌⸒⺆⢻ജߩ㙃ᚑߦ᦭ല߆‫ߩ⨥߅ޠ‬᳓ᅚሶᄢቇੱᢥ⑼ቇ♿ⷐ‫ ╙ޔ‬56 Ꮞ pp.63-73ᄥ↰᥍㓶㧔1996㧕‫ޟ‬ᣣᧄ⺆ᢎ⢒ߣᲣ⺆ᢎ⢒㧙࠾ࡘ࡯ࠞࡑ࡯ߩᄖ࿖ੱߩሶߤ߽ߩᢎ⢒⺖㗴‫ޠ‬ችፉ‫ޔ‬᫃↰✬‫ޡ‬ᄖ࿖ੱഭ௛⠪߆ࠄᏒ᳃߳㧙࿾ၞ␠ળߩⷞὐߣ⺖㗴߆ࠄ‫᦭ޢ‬᢫㑑
pp.123-143--------------㧔2002㧕‫ޟ‬ᢎ⢒㆐ᚑߦ߅ߌࠆᣣᧄ⺆ߣᲣ⺆ ᣣᧄ⺆⥋਄ਥ⟵ߩᛕ್⊛ᬌ⸛‫ޠ‬ችፉ༜࡮ട⚊ᒄൎ✬‫ޡ‬࿖㓙␠ળ㧞 ᄌኈߔࠆᣣᧄ␠ળߣᢥൻ‫᧲ޢ‬੩ᄢቇ಴ ળ pp.93-118
ᔒ᳓ብศ㧔1999㧕‫߁ࠃߺߡ޿ߙߩޡ‬㧍੹ߩዊቇᩞ―ᄌ⽩ߔࠆᢎቶߩࠛࠬࡁࠣ࡜ࡈࠖ࡯‫ޢ‬᦭ାၴᔒ᳓ብศ࡮ᷡ᳓⌬⟤㧔2006㧕
‫ߣ࡯ࡑࠞ࡯ࡘ࠾ޡ‬ᢎ⢒ ቇᩞᢥൻߣࠛࠬ࠾ࠪ࠹ࠖߩ⪾⮮ࠍ߼ߋߞߡ‫ޢ‬᣿⍹ᦠᐫ㜞ᯅ᦮ሶ㧔2006㧕‫ޟ‬ਛ࿖Ꮻ࿖⠪ਃ਎㨯྾਎ߩᢎ⢒໧㗴㧙࠳ࡉ࡞࡝ࡒ࠹࠶࠼ߩሶߤ߽ߚߜ㧙‫ޠ‬ਛ࿖ᱷ⇐ቅఽߩต߮―⚳ࠊࠄߥ޿ᚢᓟ‫ޢ‬ീ⺈಴

pp.172-176

 
  !"#$%# &'()*+, -ጊ↰ᴰ㧔2004㧕‫ޟ‬ᄙᢥൻᄙ⸒⺆ਥ⟵ߣሶଏߩ⊒㆐‫ޠ‬‫ޡ‬ᄖ࿖ੱߩቯ૑ߣᣣᧄ⺆ᢎ⢒‫ߟ߭ޢ‬ߓᦠᚱ pp.129-162
pp.129-162

1ᄖ࿖☋ఽ┬ߩੱᢙߦࠃߞߡߪᢎቶ߇㐿߆ࠇߥ޿ߎߣ߽޽ࠆ‫ࠅ߆߭ޕ‬ዊቇᩞ㧔઒ฬ㧕ߩ޽ࠆ੩ㇺᐭ XᏒߢߪ‫ޔ‬1 ᩞߢߩ࿷☋ੱᢙ߇ 10 ฬࠍ⿥߃ࠆߏߣߦ 1 ฬߩᏱൕ⻠Ꮷ߇ട㈩ߐࠇߡ޿ࠆ‫ޕ‬
2
2006 ᐕ 4 ᦬⃻࿷‫ ⚂ޔ‬8 ഀߩᏫ࿖⠪ኅᐸ߇↢ᵴ଻⼔ࠍฃߌߡ޿ࠆ‫ޕ‬3ᄥ↰(2002)ߪ‫ޔ‬BICS ߣ CALP ࠍฦ‫␠ޟޘ‬ળ↢ᵴ⸒⺆‫ޠ‬‫ޟ‬ቇ⠌ᕁ⠨⸒⺆‫ߚߒ⸶ߣޠ‬਄ߢ‫ޔ‬ሶߤ߽ߚߜߩ⸒⺆⠌ᓧࠍ⠨ኤߔࠆߦ޽ߚߞߡߪ‫ ߩߎޔ‬2 ⒳㘃ߩ⸒⺆ࠍ඙೎ߒߡᝒ߃ࠆᔅⷐ߇޽ࠆߣㅀߴߡ޿
ࠆ‫ޕ‬
4ᐔᚑ15ᐕߦᢥㇱ⑼ቇ⋭߇ឭ໒ߒߚᣣᧄ⺆ࠍ╙ੑ⸒⺆ߣߒߡቇ߱ሶߤ߽ߚߜ߳ߩᣣᧄ⺆ߦࠃࠆᢎ⑼ᜰዉߩࠞ࡝ࠠࡘ࡜ࡓߩߎߣ‫ޕ‬5
ᐔᚑ 8 ᐕ㨪11 ᐕ ਛ࿖╬Ꮻ࿖ቅఽሶᅚᢎ⢒⎇ⓥදജᩞ‫ޔ‬ᐔᚑ 18 ᐕ~⃻࿷߹ߢᏫ࿖ᄖ࿖ੱఽ┬↢ᓤᢎ⢒ᡰេ૕೙ࡕ࠺࡞੐ᬺ࠮ࡦ࠲࡯ᩞߦᜰቯߐࠇߡ޿ࠆ‫ޕ‬6
ᱜߪ 1 ᐕ↢ߩ⚳ࠊࠅߦਛ࿖߆ࠄ✬౉ߒߡ߈ߚߚ߼‫ޔ‬3 ᐕ↢ߩⷰኤ࠺࡯࠲߆ࠄ⊓႐ߒߡ޿ࠆ‫ఽ౉✬ޕ‬┬ߛߌ޽ߞߡ߶߆ߩ㧠ฬߦᲧߴ‫ޔ‬ਛ࿖⺆ߢߩળ⹤⢻ജߪ㕖Ᏹߦ㜞޿‫ޕ‬7޿ࠈ޿ࠈߥ࠰࡯ࠬ߆ࠄᓧࠄࠇߚᖱႎࠍᲧセ࡮ಽᨆߒߡࠣ࡜ࡦ࠺࠶࠼࡮࠮ࠝ࡝࡯ާ࠺࡯࠲߆ࠄ↢߹
ࠇࠆℂ⺰ިࠍዉߎ߁ߣߔࠆ૞ᬺࠍ޿߁‫ࠆߥ⇣ޔߪߣࡦ࡚ࠪ࡯࡟ࡘࠡࡦࠕࠗ࡜࠻ޕ‬ᚻᴺࠍ↪޿ࠆߥߤߒߡ⎇ⓥߩᅷᒰᕈࠍ㜞߼ࠆߎߣࠍ޿߁‫ޕ‬8శ᧛࿑ᦠ 1 ᐕ࿖⺆਄‫ޔߣߞߕޔߣߞ߁ߕޡ‬ᄢߔ߈ߛࠃ‫ࠬࡦࡂޢ‬㧩࠙ࠗ࡞ࡋ࡞ࡓ૞
9ᣣ⸥ᒻᑼߢᦠ߈಴ߒ߇‫ޟ‬వ↢޽ߩߨ‫ߢޠ‬ᆎ߹ࠆߎߣ߆ࠄߘ߁๭߫ࠇߡ޿ࠆ‫ޕ‬10൬޿ߟ߈ߩᶖߒࠧࡓ߿ࠪ࡯࡞ߥߤ‫ޔ‬ቇᩞ↢ᵴߦਇⷐߥ߽ߩ߿ᜬߞߡ᧪ߡߪ޿ߌߥ޿߽ߩࠍߐߔ‫ޕ‬11‫ޟ‬PVT㧔Picture Vocabulary Test㧕⛗↹⺆ᒵ⊒㆐⺞ᩏ‫ޠ‬㧔ᣣᧄᢥൻ⑼ቇ␠ 1991㧕ࠍ૶↪‫ޔ߅ߥޕ‬ਛ࿖⺆ ߪਛ࿖⺆ᢎቶߩ⻠Ꮷߦࠃߞߡ⠡⸶ߐࠇߚ߽ߩ߇૶↪ߐࠇߡ߈ߚ‫ޕ‬12ࠗࡦ࠲ࡆࡘ࡯ߪਛ࿖⺆ߢⴕࠊࠇߚ‫ޕ‬ᣣᧄ⺆⸶ߪ╩⠪ߦࠃࠆ‫ޕ‬
13␹ᚭᄢቇ⊒㆐⑼ቇㇱઃዻ૑ศᩞ࿖㓙ᢎ⢒࠮ࡦ࠲࡯㧔ᢥ⑼⋭ᆔབྷ੐ᬺ 2005㧕ࠍ૶↪ߒߚ߇‫ࠬ࠹ᧄޔ‬࠻ߦߟ޿ߡߪ‫ޔߕࠄ߅ߡࠇࠊⴕ߇࠻ࠬ࠹࠼࡞࡯ࠖࡈޔ‬ᮡḰൻ߽ߐࠇߡ޿ߥ޿ߚ߼‫್ޔ‬ᢿၮḰߣߒߡߪ޽޿߹޿ߢ޽ࠆߎߣ‫ޔ‬ኻ⽎߇⵬⠌ᩞᣣᧄੱఽ┬ߢᣣᧄ⺆߇ᄖ࿖⺆ߢ޽ࠆሶߤ߽ߩߚ߼ߩ࠹ࠬ࠻ߢ
ߪߥ޿ߎߣࠍ໧㗴ὐߣߒߡ޽ߍ‫੹ޔ‬ᓟߩ⺖㗴ߣߔࠆ‫ޕ‬
14␠ળ⊛ߦ₪ᓧߐࠇߚᕈะߩ✚૕ߩߎߣߢ‫ੱޔ‬㑆߇␠ળൻߐࠇࠆࡔࠞ࠾࠭ࡓࠍߐߔ᭎ᔨߢ޽ࠆ‫␠ޕ‬ળߪ‫৻ޔ‬ᣇߦᦠ☋߿೙ᐲߥߤߩࠃ߁ߦ‛⽎ൻߒߚ␠ળߣ‫ઁޔ‬ᣇߦࡂࡆ࠻࠘ࠬߣ޿߁ᒻߢり૕ൻߐࠇߚ␠ળߩੑߟߩ஥㕙ࠍᜬߞߡ޿ࠆ‫ޕ‬ኅᐸᢎ⢒ߦ߅޿ߡ‫ޔ‬ᐜఽߪⷫߦᢎ߃ࠄࠇߚߎߣࠍቇ߱ߣหᤨߦ
ቇ߮ᣇߘߩ߽ߩࠍり૕ൻߐߖ‫ޔ‬ᰴߦቇ߱ౝኈࠍฃߌ౉ࠇࠆ߆ߤ߁߆ࠍ᳿ቯߠߌࠆᕈะࠍ₪ᓧߔࠆ‫ޕ‬15ਛ࿖⺆ߩ⊒㖸⸥ภߩߎߣ‫߫߃଀ޕ‬Դདߪާni haoިߣ⴫⸥ߐࠇࠆ‫ޕ‬

  




 


޽ࠆᐜዋᦼ౉࿖ఽ┬ࠍኻ⽎ߣߔࠆ❑ᢿ⊛੐଀⎇ⓥ
́㧠ᐕඨߩᣣᧄ⺆ᜰዉ‫⺆⸒ޔ࠻ࠬ࠹⺆⸒ޔ‬ⅣႺ⺞ᩏ߆ࠄ́
ṖᎹᕺℂሶ (߅⨥ߩ᳓ᅚሶᄢቇᄢቇ㒮↢)
Eriko1549@aol.com
ࠠ࡯ࡢ࡯࠼㧦Უ⺆‫ޔ‬ᐜዋᦼ౉࿖ఽ┬‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޔ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ޔ‬        ⚵ߺวࠊߖᜰዉᴺ‫⥄ޔ‬ಽߩߎߣ߫
㧝㧚 ߪߓ߼ߦ ᚑੱ߇╙ੑ⸒⺆ߩⅣႺਅߢ↢ᵴߔࠆߎߣߦߥߞߚߣߒߡ‫╙ޔ‬ੑ⸒⺆ߩ⠌ᓧ߇ㅴ߹ߥ޿ߎߣߪ޽ߞߡ߽‫╙ޔ‬ੑ⸒⺆ߩቇ⠌ߦࠃߞߡ╙৻⸒⺆‫ߜࠊߥߔޔ‬Უ⺆߇ᓟㅌߔࠆ
ߣߪ⠨߃ࠄࠇߥ޿‫ޔ߇ࠈߎߣޕ‬Უ⺆߇ᒻᚑㆊ⒟ߦ޽ࠆሶߤ߽ߩ႐ว‫╙ޔ‬ੑ⸒⺆ߩⅣႺਅߦ౉ࠆߎߣߦࠃߞߡᲣ⺆߇િ㐳ߒߥߊߥࠆ‫ߪ޿ࠆ޽ޔ‬༚ᄬߔࠆෂ㒾ᕈߔࠄ޽ࠆ
ߎߣ߇ 1970 ᐕઍߦ᣿ࠄ߆ߦߥߞߚ ‫ޕ‬Უ⺆߇ᧂ⊒㆐ߩሶߤ߽ߦߣߞߡ╙ੑ⸒⺆ߩ⠌ᓧߪᔅߕߒ߽᣿ࠆ޿ᧂ᧪ࠍ⚂᧤ߔࠆ߫߆ࠅߢߪߥ޿ߩߢ޽ࠆ‫ޕ‬㧞㧚 ⎇ⓥߩ⢛᥊‫޿߈ߒޟ‬ℂ⺰‫( ޠ‬Cummins(Cummins, 1978)1978) ߢߪ‫ࠍ࡞ࡌ࡟ߩ࡞ࠟࡦ࡝ࠗࡃޔ‬㧞ߟߩߒ߈޿
ߢߪ‫ࠍ࡞ࡌ࡟ߩ࡞ࠟࡦ࡝ࠗࡃޔ‬㧞ߟߩߒ߈޿ ‫޿߈ߒޟ‬ℂ⺰‫ޠ‬ߢ㧟ߟߩᲑ㓏ߦಽߌ‫ޔ‬ሶߤ߽ߩ⹺⍮㕙ߣࡃࠗ࡝ࡦࠟ࡝࠭ࡓߩ㑐ଥࠍ⺑᣿ߒߡ޿ࠆ
ߢ㧟ߟߩᲑ㓏ߦಽߌ‫ޔ‬ሶߤ߽ߩ⹺⍮㕙ߣࡃࠗ࡝ࡦࠟ࡝࠭ࡓߩ㑐ଥࠍ⺑᣿ߒߡ޿ࠆ(࿑㧝) ‫ޕ‬ሶߤ߽ߩਔ⸒⺆ߩ⸒⺆⢻ജ߇㧞ߟߩߒ߈޿ߩ߁ߜߩ㜞޿ᣇ㧔࿑‫ޕ‬ሶߤ߽ߩਔ⸒⺆ߩ⸒⺆⢻ജ߇㧞ߟߩߒ߈޿ߩ߁ߜߩ㜞޿ᣇ㧔࿑ 11 ߩ‫╙ޟ‬㧞ߩ‫╙ޟ‬㧞
(࿑㧝)ߩߒ߈޿‫ޠ‬㧕ࠍߎ߃ࠆߣ‫ޔ‬ࠍߎ߃ࠆߣ‫ޔ‬ሶߤ߽ߪࡃࠗ࡝ࡦࠟ࡝࠭ࡓߦࠃߞߡ⹺⍮⊛ߦᕲᕺࠍฃߌࠆ
ሶߤ߽ߪࡃࠗ࡝ࡦࠟ࡝࠭ࡓߦࠃߞߡ⹺⍮⊛ߦᕲᕺࠍฃߌࠆ
ߩߒ߈޿‫ޠ‬㧕ߎߣ߇ߢ߈ࠆ‫ޔߒ߆ߒޕ‬หᐕઍߩሶߤ߽ߣᲧߴߡਔ⸒⺆ߦ߅޿ߡ⸒⺆⢻ജ߇ਇචಽ
ߎߣ߇ߢ߈ࠆ‫ޔߒ߆ߒޕ‬หᐕઍߩሶߤ߽ߣᲧߴߡਔ⸒⺆ߦ߅޿ߡ⸒⺆⢻ജ߇ਇචಽ
ߢૐ޿ᣇߩߒ߈޿㧔࿑㧝ߩ‫╙ޟ‬㧝ߩߒ߈޿‫ޠ‬㧕ߦ㆐ߒߥ޿႐ว‫ߦࡓ࠭࡝ࠟࡦ࡝ࠗࡃޔ‬ߢૐ޿ᣇߩߒ߈޿㧔࿑㧝ߩ‫╙ޟ‬㧝ߩߒ߈޿‫ޠ‬㧕ߦ㆐ߒߥ޿႐ว‫ߦࡓ࠭࡝ࠟࡦ࡝ࠗࡃޔ‬ࠃߞߡ⹺⍮⊛ߦࡑࠗ࠽ࠬߩᓇ㗀ࠍฃߌࠆߣ޿߁‫⹺ߩߎޕ‬⍮⊛ߦࡑࠗ࠽ࠬߩᓇ㗀ࠍฃࠃߞߡ⹺⍮⊛ߦࡑࠗ࠽ࠬߩᓇ㗀ࠍฃߌࠆߣ޿߁‫⹺ߩߎޕ‬⍮⊛ߦࡑࠗ࠽ࠬߩᓇ㗀ࠍฃߌߡ޿ࠆሶߤ߽߇‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⁁ߩޠ‬ᘒߦ޽ࠆߣ
ߌߡ޿ࠆሶߤ߽߇‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⁁ߩޠ‬ᘒߦ޽ࠆߣ
⠨߃ࠄࠇࠆ‫ߩࡓ࠭࡝ࠟࡦ࡝ࠗࡃޕ‬ⅣႺਅߦ޽ࠆሶߤ߽ߩ⸒⺆ߩ⊒㆐ࠍᔅߕߒ߽ᭉⷰ
⠨߃ࠄࠇࠆ‫ߩࡓ࠭࡝ࠟࡦ࡝ࠗࡃޕ‬ⅣႺਅߦ޽ࠆሶߤ߽ߩ⸒⺆ߩ⊒㆐ࠍᔅߕߒ߽ᭉⷰ
ߢ߈ߥ޿ߩߪ‫ޔ‬Უ⺆ࠍ༚ᄬߔࠆᕟࠇ߇޽ࠆߛߌߢߥߊ‫ޔ‬Უ⺆ࠍ༚ᄬߔࠆᕟࠇ߇޽ࠆߛߌߢߥߊ‫╙ޔ‬ੑ⸒⺆ߩ⊒㆐ߩ㕙ߢ߽╙ੑ⸒⺆ߩ⊒㆐ߩ㕙ߢ߽‫╙ޟ‬‫╙ޟ‬ߢ߈ߥ޿ߩߪ‫ޔ‬㧝ߩߒ߈޿‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ߁޿ߣ޿ߥ߈ߢ߇ߣߎࠆ߃ߎࠍޠ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦ㧝ߩߒ߈޿‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ߁޿ߣ޿ߥ߈ߢ߇ߣߎࠆ߃ߎࠍޠ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⁁ߩޠ‬ᘒߦ㒱ࠆෂ㒾ᕈ߇޽ࠆ߆ࠄߢ޽ࠆ ‫࠳ޟߥ߁ࠃߩߎޔߒ߽ޔߡߒߘޕ‬‫࠳ޟߥ߁ࠃߩߎޔߒ߽ޔߡߒߘޕ‬ࠟ࡞⃻⽎‫⁁ߩޠ‬ᘒߦ㒱ࠆෂ㒾ᕈ߇޽ࠆ߆ࠄߢ޽ࠆ



 !"#$%!"&'()*+,-. /01

ࡉ࡞࡝ࡒ࠹࠶࠼㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⁁ߩޠ‬ᘒߦ㒱ߞߡߒ߹ߞߚ႐ว‫ޔ‬ሶߤ߽߇ዞቇᓟߦ᭽‫ߥޘ‬࿎㔍ߦㆣ߁ߎߣ߇ផ᷹ߐࠇ‫⎇ߦ․ޔ‬ⓥߩㅴዷ߇᳞߼ࠄࠇࠆ໧㗴ߢ޽ࠆߣ⸒߃ࠆ‫ޕ‬㧟㓏㧦ਔ⸒⺆ߢᐕ㦂⋧ᒰߩ⢻ജࠍ⊒ើߔࠆሶߤ߽‫ޕ‬㧟㓏㧦ਔ⸒⺆ߢᐕ㦂⋧ᒰߩ⢻ജࠍ⊒ើߔࠆሶߤ߽‫ޕ‬ࡃࠗ࡝ࡦࠟ࡞ⅣႺߦࠃߞߡ⹺⍮⊛ߦࡊ࡜ࠬߩᓇ㗀ࠍฃߌߡ޿ࠆ‫ޕ‬ࡃࠗ࡝ࡦࠟ࡞ⅣႺߦࠃߞߡ⹺⍮⊛ߦࡊ࡜ࠬߩᓇ㗀ࠍฃߌߡ޿ࠆ‫ޕ‬╙㧞ߩߒ߈޿
╙㧞ߩߒ߈޿ 㧞㓏㧦ਔᣇߢߪߥߊ‫ߡ޿߅ߦ⺆⸒ߩ߆ࠄߜߤޔ‬ᐕ㦂⋧ᒰߩ⢻ജࠍ㧞㓏㧦ਔᣇߢߪߥߊ‫ߡ޿߅ߦ⺆⸒ߩ߆ࠄߜߤޔ‬ᐕ㦂⋧ᒰߩ⢻ജࠍᜬߞߡ޿ࠆሶߤ߽‫ޕ‬ ߽ߞߡ޿ࠆሶߤ߽‫ޕ‬ࡃࠗ࡝ࡦࠟ࡞ⅣႺߦࠃߞߡ⹺⍮⊛ߦࡊ࡜ࠬߩᓇ㗀߽ࡑࠗ࠽ࠬߩ ࡃࠗ࡝ࡦࠟ࡞ⅣႺߦࠃߞߡ⹺⍮⊛ߦࡊ࡜ࠬߩᓇ㗀߽ᓇ㗀߽ฃߌߡ޿ߥ޿‫ޕ‬ ࡑࠗ࠽ࠬߩᓇ㗀߽ฃߌߡ޿ߥ޿‫ޕ‬╙㧝ߩߒ߈޿
╙㧝ߩߒ߈޿㧝㓏㧦ਔ⸒⺆ߦ߅޿ߡᐕ㦂⋧ᒰߩ⸒⺆⢻ജ߇ਇචಽߥሶߤ߽‫ޕ‬㧝㓏㧦ਔ⸒⺆ߦ߅޿ߡᐕ㦂⋧ᒰߩ⸒⺆⢻ജ߇ਇචಽߥሶߤ߽‫ޕ‬ࡃࠗ࡝ࡦࠟ࡞ⅣႺߦࠃߞߡ⹺⍮⊛ߦࡑࠗ࠽ࠬߩᓇ㗀ࠍฃߌߡ޿ࠆ‫ޕ‬ࡃࠗ࡝ࡦࠟ࡞ⅣႺߦࠃߞߡ⹺⍮⊛ߦࡑࠗ࠽ࠬߩᓇ㗀ࠍฃߌߡ޿ࠆ‫ޕ‬࿑㧝 ߒ߈޿ℂ⺰(Cummins 1978 ߩℂ⺰ࠍ࿑␜ߒߚࡌ࡯ࠞ࡯ 1996 : 165 ߩ࿑ࠍ߽ߣߦ૞ᚑ) ߒ߆ߒ‫ޔ‬࿖ౝߩሶߤ߽ࠍኻ⽎ߦ‫ޔ‬‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ޠ‬ߦὶὐࠍ⛉ߞߚ⎇ⓥߪߎࠇ߹ߢ⷗ࠄࠇߕ‫⺞ߩ߆ߟߊ޿ޔ‬ᩏ⎇ⓥߩ৻ㇱߢߎߩࠃ߁ߥ
ሶߤ߽ߚߜߦ⸒෸ߒߡ޿ࠆ଀ࠍ⷗ࠆߩߺߢ޽ࠆ‫ޔ߫߃଀ޕ‬ᣣᧄ࿷૑ߩࡐ࡞࠻ࠟ࡞Უ
⺆ߩዊ࡮ਛቇ↢ࠍኻ⽎ߦੑ⸒⺆ߩળ⹤ജ⺞ᩏࠍⴕߞߚਛፉ & ࠿࠽ࠬ㧔2001㧕 ߢߪ‫ޔ‬ᣣᧄߢ⛮ᛚ⺆ᢎ⢒߇⏕┙ߐࠇߥ޿ਛ‫ޔ‬Უ⺆ߢߩዞቇ⚻㛎߇ߥߊᲣ⺆⺒⸃ജࠍ₪ᓧߔࠆ࠴ࡖࡦࠬ߇ߥ޿߹߹ᚑ㐳ߒ‫ޔ‬ᣣᧄ⺆ળ⹤ജߦ߅޿ߡ߽ቇ⠌⸒⺆ߩ㗔ၞ߹ߢ೔㆐ߢ߈ߥ޿ሶߤ߽ߚߜߩሽ࿷ߦ⸒෸ߒߡ޿ࠆ‫ޔߚ߹ޕ‬ᣣᧄ࿷૑ߩਛ࿖⺆Უ⺆ߩዊ࡮ਛቇ↢ࠍኻ⽎ߦੑ⸒⺆ߩ૞ᢥജ㧔ળ⹤ജ㧕ࠍ⺞ᩏߒߚᴡ㊁㧔2004㧕 ߣⓈ㧔2005㧕
ߦ߅޿ߡ߽‫ޔ‬ᐕ㦂߇ૐ޿ᤨᦼߦ౉࿖ߒߚሶߤ߽ߢᣣਛਔ⸒⺆ߩ⊒㆐ߦ߅޿ߡિ߮ᖠ
ࠎߢ޿ࠆࠤ࡯ࠬ߇⷗ࠄࠇࠆߣߒߡ޿ࠆ‫⺞ߩࠄࠇߎޕ‬ᩏ⎇ⓥߩ⚿ᨐߦ౒ㅢߔࠆߩߪ‫ޔ‬౉࿖ᐕ㦂߇ૐߊᲣ⺆ߢߩዞቇ⚻㛎ߩߥ޿ሶߤ߽ߪ‫౉ޔ‬࿖ᐕ㦂߇㜞ߊᲣ⺆ߢߩዞቇ⚻㛎߇޽ࠆሶߤ߽ࠃࠅᲣ⺆༚ᄬߩෂ㒾ᕈ߇㜞ߊ‫ޔ‬หᤨߦ╙ੑ⸒⺆ߩ⊒㆐ߩ㕙ߢ߽ਇ೑

  




 


ߦߥࠆߎߣ߇޽ࠅ߁ࠆߣ޿߁ߎߣߢ޽ࠆ‫⚿ߩࠄࠇߎޕ‬ᨐ߆ࠄ‫ޔ‬Უ⺆߇ᧂ⊒㆐ߩᐕ㦂ߢ౉࿖ߒߚߎߣߣ‫ޔ‬‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߦߣޠ‬૗ࠄ߆ߩ㑐ଥ߇޽ࠆߩߢߪߥ޿߆ߣ⠨߃ࠄࠇࠆ‫ޕ‬㧟㧚 ⎇ⓥ⋡⊛ ೨┨ߦߡ‫ޔ‬‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߣ଀ߩޠ‬ផቯߐࠇࠆሶߤ
߽ߦ⸒෸ߒߡ޿ࠆ޿ߊߟ߆ߩ⺞ᩏ⎇ⓥߦ⸅ࠇߚ߇‫߽ࠇߕ޿ߪࠄࠇߎޔ‬ᮮᢿ⊛⺞ᩏߢ޽ࠆ‫ޕ‬ᮮᢿ⊛⎇ⓥߪሶߤ߽ߚߜߩ⸒⺆⊒㆐ߩో૕௝ࠍᝒ߃ࠆߎߣ߇ߢ߈ࠆ߇‫৻ޔ‬ᣇߢ‫ޔ‬ᚑ㐳ㆊ⒟ߦ޽ࠆሶߤ߽ߩ⸒⺆⊒㆐ߩ৻ᤨὐߒ߆ᝒ߃ࠆߎߣ߇ߢ߈ߥ޿ߣ޿߁㒢⇇߇޽ࠆ‫⊒ޔߡߞࠃޕ‬㆐Ბ㓏ߦ޽ࠆሶߤ߽ߩ⸒⺆⢻ജߩᚑ㐳߿⴮ㅌߥߤߩᄌൻࠍ⹦
⚦ߦᝒ߃ࠆߚ߼ߦ‫❑ޔ‬ᢿ⊛⎇ⓥ߽ⴕࠊࠇࠆߴ߈ߢ޽ࠆ‫ޕ‬ ߘߎߢ‫ᧄޔ‬Ⓜߢߪ‫ޔ‬㧠ᐕඨߩᣣᧄ⺆ᜰዉߩ⸥㍳ࠍ߽ߣߦ‫౉ࠆ޽ޔ‬࿖ᐕ㦂߇ૐ޿ሶߤ߽㧔㧩‫ޟ‬ᐜዋᦼ౉࿖ఽ┬‫ޠ‬㧕A ߩᣣᧄ⺆ߩജߣቇ⠌ߩታᘒߦߟ޿ߡ❑ᢿ⊛ߥ⸥ㅀࠍ⹜ߺࠆ‫ޔߦࠄߐޕ‬ᣣᧄ⺆ߛߌߢߥߊᲣ⺆ߩታᘒ߽ᛠីߔࠆߚ߼‫ޔ‬Უ⺆ߩญ㗡⢻ജ࠹ࠬ࠻ߣኅᐸߩ⸒⺆ⅣႺ⺞ᩏߩ⚿ᨐ߽〯߹߃ߡ‫ߩߘޔ‬ሶߤ߽߇‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⋧ߦ଀৻ߩޠ‬ᒰߔࠆ߆ߤ߁߆ᬌ⸛ߔࠆ‫ޕ‬ ߥ߅‫ᧄޔ‬Ⓜߪ㧝ੱߩሶߤ߽ࠍኻ⽎ߣߔࠆ߽ߩߢ‫⥸৻ޔ‬ൻࠍ⋡ᜰߔ߽ߩߢߪߥ޿‫ޕ‬ߒ߆ߒ‫ޔ‬㧝ੱߩሶߤ߽ߩ❑ᢿ⊛ߥ࠺࡯࠲ࠍ⹦ߒߊㅊ߁ߎߣߪ‫ޔ‬ቇᩞ߿࿾ၞߢߩቇ⠌ᡰេߩ޽ࠅᣇ߿ኅᐸ߳ߩ௛߈߆ߌߦߟ޿ߡ␜ໂࠍᓧࠆߚ߼ߦ㕖Ᏹߦ㊀ⷐߢ޽ࠆߣ⠨߃ࠆ‫ޔࠄߥߗߥޕ‬ሶߤ߽ߩ౉࿖ᐕ㦂߿ṛ࿷᦬ᢙࠍᄌ߃ࠆߎߣߪߢ߈ߥ޿߇‫ޔ‬ሶߤ߽ߦኻߔࠆቇᩞ߿࿾ၞ‫ߡߒߘޔ‬ኅᐸߢߩ᭽‫ߥޘ‬ᡰេߪ‫ߩੱޔ‬ᗧᔒ߿ദജߦࠃߞߡᄌ߃
ࠄࠇࠆ߽ߩߢ޽ࠆ߆ࠄߢ޽ࠆ‫ޕ‬㧠㧚 ሶߤ߽ߩࡊࡠࡈࠖ࡯࡞ߣᣣᧄ⺆ᜰዉߩ᭎ⷐ ታᘒߩ⸥ㅀߦ౉ࠆ೨ߦ‫ޔߢߎߎޔ‬A ߩࡊࡠࡈࠖ࡯࡞߿ᣣᧄ⺆ᜰዉߩ᭎ⷐߥߤߦߟ
޿ߡ⸅ࠇࠆ‫ޕ‬
4.1 A ߩࡊࡠࡈࠖ࡯࡞ ࡮↵ఽ‫ޔ‬1995 ᐕ↢߹ࠇ‫⃻ޔ‬࿷ (2007 ᐕ㧝᦬) 11 ᱦ‫ޔ‬ዊቇ㧡ᐕ

 !"#$%!"&'()*+,-. /01

 ࡮ᣣᧄ᡽ᐭ߇㔍᳃ฃߌ౉ࠇࠍ⹺߼ߡ޿ࠆࠗࡦ࠼ࠪ࠽㧟࿖ߩਛߩ㧝࿖಴り (ኅᣖ  ోຬ߇ห࿖ੱ) ࡮2000 ᐕ㧡᦬ (ḩ㧡ᱦߦߥࠆ⋥೨) 㔍᳃ߩኅᣖߣߒߡ౉࿖ ࡮⚂㧝ᐕ⥄ቛㄭߊߩ౏┙଻⢒࿦ߦㅢߞߚᓟ‫ޔ‬2002 ᐕ㧠᦬౏┙ዊቇᩞߦ౉ቇ ࡮หዬߒߡ޿ࠆኅᣖߪῳ‫ޔ‬Უ‫ޔ‬ᆌ (㜞ᩞ㧝ᐕ‫ޔ‬18 ᱦ) ‫ޔ‬ᆂ (㧟ᱦ)  ߥ߅‫ޔ‬ኅᐸߩ⸒⺆ⅣႺߦߟ޿ߡߪ‫╙ޔ‬㧢┨ߦߡ⹦ߒߊ⸅ࠇࠆ
4.2 ᣣᧄ⺆ᜰዉߩᒻᘒ ዞቇߦ޽ߚࠅ଻⼔⠪߆ࠄ‫ޟ‬A ߩᣣᧄ⺆߇ᔃ㈩ߛ‫ޔࠅ޽߇⺣⋧߁޿ߣޠ‬ዊ㧝ߩ㧡᦬߆ࠄᢎ⢒ᆔຬળᵷ㆜ߩ㕖Ᏹൕߩᣣᧄ⺆⻠Ꮷ (⡯ฬߪᣣᧄ⺆ᜰዉදജ⠪) ߢ޽ࠆ╩⠪ߦࠃࠆᣣᧄ⺆ᜰዉ߇ᆎ߹ߞߚ‫╩ޕ‬⠪ߪᒰᤨ A ߩᆌߩᣣᧄ⺆ᜰዉ߽ᜂᒰߒߡ޿ߚ‫ޕ‬ᒰೋ߆ࠄᲣ⺆ࠍ૶↪ߖߕᣣᧄ⺆ߩߺߢኻᔕߒߚ ‫৻ޕ‬ኻ৻ߩ୘೎ᜰዉ (ขࠅ಴ߒ᝼ᬺ)ࠍၮᧄߦ‫ޔ‬ዊ㧟ߩ㧞ቇᦼ߆ࠄߪㆡቱ‫ࠅ౉ޟ‬ㄟߺ᝼ᬺ‫߽ޠ‬ട߃‫⃻ޔ‬࿷㧔2007 ᐕ㧝᦬㧕߽⛮⛯ߒߡ޿ࠆ‫ޕ‬
4.3 ᣣᧄ⺆ᜰዉߩᤨ㑆ᢙ㧔ዊ㧝㨪ዊ㧡㧕 ዞቇᒰೋ‫ޔ‬ㅳ㧝ᣣฦ㧝ᤨ㑆ߢࠬ࠲࡯࠻ߒߚ߇‫ޔ‬ዊ㧝ߩ 11 ᦬એ㒠ㅳ㧞ᣣฦ㧝ᤨ㑆ߣߥߞߚ‫ߩߘޕ‬ᓟ‫ޔ‬ዊ㧞ㅴ⚖ᤨߦㅳ㧞ᣣฦ㧞ᤨ㑆ߦჇ߃ ‫⃻ޔ‬࿷߹ߢߘߩᤨ㑆ᢙ߇⛯޿ߡ޿ࠆ‫ޕ‬A ߩቇ⠌ߩㆃࠇ߇ᔃ㈩ߐࠇߚߚ߼‫╩ޔ‬⠪ࠍ฽߻ቇᩞ஥ߣᢎ⢒ᆔຬળ߇ද⼏ߩ਄‫ߢ߹ࠇߎޔ‬㧞࿁‫ᤨޔ‬㑆ᢙ߇Ⴧ߿ߐࠇߚ‫ޕ‬㧡㧚 ቇ⠌ߩታᘒ—㧠ᐕඨߩᣣᧄ⺆ᜰዉ߆ࠄ ╙㧡┨ߢߪ‫ߩߢ߹ࠇߎޔ‬ቇ⠌ߩታᘒ  ࠍ‫╙ޔ‬Σᦼ㧦᭽‫✵߈ᦠߺ⺒ߥޘ‬⠌㧔ዊ㧝㨪ዊ㧞ߩ㧥᦬㧕
‫╙ޔ‬Τᦼ㧦ᢎ⑼ቇ⠌ߩ㐿ᆎ㧔ዊ㧞ߩ 10 ᦬㨪ዊ㧟ߩ⚳ࠊࠅ㧕‫╙ޔ‬Υᦼ㧦⃻࿷ߩቇ߱ജ㧔ዊ㧠㨪ዊ㧡ߩ 10 ᦬㧕ߩࠃ߁ߦᄢ߈ߊ㧟ߟߩᤨᦼߦಽߌߡ⸥ㅀߔࠆ‫ޕ‬
5.1 ╙Σᦼ㧦᭽‫✵߈ᦠߺ⺒ߥޘ‬⠌㧔ዊ㧝㨪ዊ㧞ߩ㧥᦬㧕
5.1.1 ዞቇᒰೋߩ A ߩ᭽ሶ A ߇ዬ૑ߔࠆ⥄ᴦ૕ߢߪ‫ޔ‬ዞቇߦᒰߚࠅ૗ࠄ߆ߩ߆ߚߜߢᲣ⺆߿ᣣᧄ⺆ߩ࡟ࡌ࡞

  




 


ࠍ࠹ࠬ࠻ߔࠆ೙ᐲߪߥ޿ߚ߼‫ޔ‬A ߩዞቇᒰೋߩߎߣ߫ߩജࠍ␜ߔቴⷰ⊛ߥᜰᮡߪᱷ
ߞߡ޿ߥ޿‫╩ޕ‬⠪߇ᦠ޿ߚᣣᧄ⺆ᜰዉߩᒰᤨߩ⸥㍳ߦࠃࠆߣ‫ޔ‬A ߩߎߣ߫ߩ⁁ᘒߦߟ޿ߡᰴߩࠃ߁ߦ⸥ߒߡ޽ࠆ‫ޔߕ߹ޕ‬A ߇ᆌߣ৻✜ߦ޿ࠆᤨߦᲣ⺆ߢ⊒⹤ߒߚߣ޿߁⸥㍳ߪ⷗ࠄࠇߕ‫ޔ‬ᰴߦᣣᧄ⺆ߩ⹤ߔജߦߟ޿ߡߪ‫ޔ‬ᣣᧄ⺆ߩ⺋↪߇⋡┙ߞߚߣ޿
߁⸥㍳߽ߥ޿‫ޕ‬ᣣᧄ⺆ߢߎߣ߫ߩ߿ࠅขࠅ߇ߢ߈ߡ޿ߚ߇‫ޔ‬ዞቇߒߚ߫߆ࠅߢ߹ߛ
ᐜఽߐ߇⋡┙ߜ‫ߡ޿⌕ߜ⪭ޔ‬ീᒝ߇ߢ߈ߥ޿‫⁁߁޿ߣޔ‬ᘒߢ޽ߞߚߣ޿߁ߎߣ߇⸥
ߐࠇߡ޿ࠆ‫ޕ‬ ৻ᣇ‫ޔ‬ዊ㧝ߩࠢ࡜ࠬᜂછߩዞቇᒰೋߩᚲ⷗ߪ‫↢ޔ‬ᵴ㕙ߢߪ෹ߛߜߣߩ࠻࡜ࡉ࡞߿
ㅺ⣕⊛ⴕേߪ․ߦߥߊ‫ޔ‬ᣣᧄ⺆ߩᜰ␜ߦᓥߞߡ޿ࠆ߇‫ޔ‬ቇ⠌㕙ߦߟ޿ߡߪᢙሼએᄖ
ߩᢥሼ߇ోߊಽ߆ࠄߥ޿‫ޔ‬᝼ᬺਛ᜼ᚻߔࠆߩߛ߇ᒰߡߡߺࠆߣ╵߃ࠄࠇߕญߏ߽ߞ
ߡߒ߹߁‫଻ޕߚߞߛߣߎ߁޿ߣޔ‬⢒࿦ߦ⚂㧝ᐕ㑆ㅢߞߡ޿ߚߎߣ߽޽ࠅ㓸࿅↢ᵴߦᄢ߈ߥ໧㗴ߪߥ߆ߞߚߩߛ߇‫ޔ‬ቇ⠌㕙ߢߪዞቇᒰೋ߆ࠄᔃ㈩ߥ᭽ሶࠍ⷗ߖߡ޿ߚߣ
⸒߃ࠆ‫ޕ‬
 ᢙሼߛߌߪࠢ࡜ࠬߢ⠌ߞߡߔߋⷡ߃ࠄࠇߚ߽ߩߩ‫ޔ‬ᐔ઒ฬߩ⺒ߺᦠ߈߇ߢ߈ߥ޿
⁁ᘒߢߪ‫▚ޔ‬ᢙߩන⚐ߥ⸘▚໧㗴એᄖߦࠢ࡜ࠬߢෳടߢ߈ࠆቇ⠌ᵴേߪዋߥߊ‫ޔ‬ᔅὼ⊛ߦ᝼ᬺਛ‫߇ߣߎޠࠆ޿ߡߒߣ࠶࡯ࡏޟ‬ᄙߊߥࠆ‫ޔ߼ߚߩߘޕ‬ᣣᧄ⺆ᜰዉߩᒰೋ
ߩ⋡⊛ߪᢥሼߩ⺒ߺᦠ߈ࠍⷡ߃ߡࠢ࡜ࠬߢߩቇ⠌ߦෳടߢ߈ࠆࠃ߁ߦߥࠆߎߣߣߥ
ࠅ‫ޔ‬᭽‫✵ߩ߈ᦠߺ⺒ߥޘ‬⠌ߦขࠅ⚵ࠎߛ‫ޕ‬
5.1.2 ᐔ઒ฬߩ✵⠌ ᐔ઒ฬߩ✵⠌ߢߪ‫ޔ‬ᄖ࿖ੱఽ┬ะߌߩᢎ᧚߿ᢎౕߩઁ‫ޔ‬ᚻ⵾ߩᢥሼࠞ࡯࠼ߥߤࠍ
૶↪ߒ‫ޔ‬ਥߦฬ⹖ߩන⺆ߢ✵⠌ߒߚ‫ޕ‬ᒰೋߪ‫ޔ‬ᢥሼࠞ࡯࠼ࠍឭ␜ߒߡ A ߦ⊒㖸ߐߖ‫ޔ‬޿ߞߚࠎߘߩᢥሼࠍ⺒߼ࠆࠃ߁ߦߥࠆߩߛ߇‫ߩઁޔ‬ᵴേࠍߪߐࠎߢ૗ಽ߆ᓟߦౣᐲ
หߓᢥሼࠞ࡯࠼ࠍឭ␜ߔࠆߣ‫߁߽ߦߩߚ߼⺒߈ߞߐޔ‬ಽ߆ࠄߥߊߥߞߡߒ߹߁‫ߣޔ‬޿߁ߎߣߩ➅ࠅ㄰ߒߛߞߚ‫ޕ‬⴫㧝 ዊ㧝ߩ㧝ᐕ㑆ߩᐔ઒ฬᷡ㖸ߩ⠌ᓧߩ᭽ሶᜰዉ㐿ᆎᤨ㧛2002 ᐕ㧡᦬৻ᐲዉ౉ߒߚᐔ઒ฬࠍ૗ಽ߆ᓟߦౣឭ␜ߔࠆߣⷡ߃ߡ޿ߥ޿⁁ᘒᄐભߺߦ౉ࠆ೨㧛2002ᐕ㧣᦬‛ߣᢥሼߣ⊒㖸߇৻⥌ߒߚߩߪ‫( ߡޟ‬ᚻ) ‫ߩޠ )⋡( ߼ޟߣޠ‬㧞ሼߩߺ౻ભߺߦ౉ࠆ೨㧛2002ᐕ12᦬

‫ޠߣޟ‬
‫ޠߧޟ‬
‫ޠ߅ޟ‬
‫ޠࠎޟ‬એᄖ‫߷߶ޔ‬቟ቯߒߡ⺒߼ࠆࠃ߁ߦߥࠆ

㧝ᐕୃੌᤨ㧛2003 ᐕ㧟᦬ᷡ㖸ߛߌߩ⺆‫ޠߧ޿ޟ‬‫߇ߤߥޠࠅߣࠊߦޟ‬න⺆න૏ߢ⺒߼ࠆࠃ߁ߦߥࠆ



 !"#$%!"&'()*+,-. /01

 ⴫㧝ߪዊ㧝ߩ㧝ᐕ㑆ߩᐔ઒ฬᷡ㖸ߩ⠌ᓧߩ᭽ሶߢ޽ࠆ‫ޕ‬ㅢᏱ࿖⺆⑼ߢߪ‫ޔ‬ዊ㧝ߩᄐભߺ೨ߦᐔ઒ฬߩቇ⠌ࠍ⚳߃‫ޔ‬ᄐભߺߦᐔ઒ฬߢ⛗ᣣ⸥⒟ᐲߩ૞ᢥ߇ᦠߌࠆࠃ߁
ߦߥࠆߎߣࠍ⋡ᜰߔ‫⴫ޔߒ߆ߒޕ‬㧝ߦ޽ࠆࠃ߁ߦ A ߇ᄐભߺ೨ߦ⠌ᓧߢ߈ߚߩߪ‫ߡޟ‬㧔ᚻ㧕‫߼ޟߣޠ‬㧔⋡㧕‫ߩޠ‬㧞ᢥሼߦᱛ߹ࠅ‫ߩߘޔ‬ᮡḰ߆ࠄᄢ߈ߊㆃࠇߡ޿ߚߎߣ߇ࠊ
߆ࠆ‫✵߈ᦠߺ⺒ޔߒ߆ߒޕ‬⠌ࠍ⛮⛯ߔࠆ߁ߜߦ‫ޔ‬㕖Ᏹߦࠁߞߊࠅߢߪ޽ࠆ߇‫ޔ‬ዋߒߕߟᐔ઒ฬࠍ⠌ᓧߒߡ޿ߞߚߎߣߪ⏕߆ߢ޽ࠆ ‫ޕ‬
5.1.3 ⺆ᒵߩዋߥߐ ⺆ᒵߩዋߥߐ߽ A ߩᒙὐߩ৻ߟߢ޽ࠆ‫ޔ߫߃଀ޕ‬‫ߩޢ࠼࡯ࠞߥ߇ࠄ߭ࠎ߽ߊޡ‬ઃ
㍳‫ߦޢࠎ߶߃ߩ߫ߣߎޡ‬タߞߡ޿ࠆᐔ઒ฬ⴫⸥ߩන⺆ߦߟ޿ߡ‫ޔ‬ᰴߩࠃ߁ߥ⸥㍳߇޽ࠆ‫ޕ‬ ࡮ዊ㧝ߩ㧝᦬‫ޔ‬ಽ߆ࠄߥ߆ߞߚ⺆  ޽߭ࠆ㧛߅ߚ߹ߓ߾ߊߒ㧛߈ߒ߾㧛ߖࠎߧ߈㧛߆߱ߣ߻ߒ㧛ߚ޿ࠃ߁㧛  ߟ߫߼㧛ߺߟ߫ߜ㧛ߡࠆߡࠆ߷߁ߕ㧛ߥߒ (᪸) 㧛ߪߊߜࠂ߁㧛ߧ޿ߋࠆߺ㧛߻߉ࠊࠄ߷߁ߒ㧛߼ߛ߹߿߈㧛߽ߋࠄ㧛߽ߊ߫ (ᧁ㚍) 㧛߭ࠃߎ ࡮ዊ㧞ߩ㧡᦬‫ޔ‬਄⸥ߩ⺆ߩ߁ߜߢᒁ߈⛯߈ಽ߆ࠄߥ߆ߞߚ⺆  ߻߉ࠊࠄ߷߁ߒ㧛߽ߊ߫ (ᧁ㚍) ߎߩ⸥㍳߆ࠄ‫ޔ‬A ߪዊ㧝ߩ⚳ࠊࠅ߆ࠄዊ㧞ߩߪߓ߼ߦ߆ߌߡ‫ᧂޔ‬ቇ⠌ߛߞߚ⺆ᒵࠍ₪ᓧߒߡ޿ߞߚߎߣ߇ࠊ߆ࠆ‫৻ޕ‬ᣇߢ‫ޔ‬หߓᤨᦼ (ዊ㧞ߩ㧡᦬) ߦ‫ޔ‬㧨‫ޟ‬ૐ޿ጊ‫ޠ‬ࠍ‫ޟ‬ዊߐ޿ጊ‫ޠ‬‫ޔ‬‫ޟ‬⍴޿߃ࠎ߯ߟ‫ޟࠍޠ‬ዊߐ޿߃ࠎ߯ߟ‫ޕߚߞ⸒ߣޠ‬㧪ߣ޿߁⸥㍳߇޽ࠅ‫ޔ‬ᒻኈ⹖ߦߟ޿ߡߪ₪ᓧ߇ㆃࠇߡ޿ߚߎߣ߇┍߃ࠆ‫ޕ‬
5.1.4 ⛗ᧄߩ⺒ߺ⡞߆ߖᣣᧄ⺆ᜰዉߩਛߢ⛗ᧄߩ⺒ߺ⡞߆ߖߦขࠅ⚵ࠎߛߩߪ‫ޔ‬ዞቇᓟ㑆߽ߥߊߩ㕙⺣ߢᢎ⢒ᆔຬળᜰዉਥ੐߆ࠄ A ߩቇ⠌ߩㆃࠇߩ৻࿃ߪ‫߅ޟ‬Უߐࠎߣߩㆆ߮ߩዋߥߐߢ޽
ࠈ߁‫ߩߣޠ‬ᜰ៰߇޽ߞߚ߆ࠄߢ޽ࠆ‫ޔߢߎߘޕ‬᛬ࠅ⚕߿෺౐‫ߺ⺒ޔ‬⡞߆ߖߥߤߩㆆ
߮ߩᤨ㑆ࠍขࠆࠃ߁ߦߒߚߣߎࠈ‫ޔ‬A ߪ․ߦ⛗ᧄߦ⥝๧ࠍ␜ߒߚ‫ޕ‬ߒ߆ߒ‫ᦼޔ‬ᓙߪ޽ࠆߩߛ߇‫ޔ‬ᢥሼ߇⺒߼ߥ߆ߞߚ㗃ߩ A ߪ㓸ਛജߩᜬ⛯߇㔍ߒ߆ߞߚ‫৻ޕ‬ᨎߩ⛗ߦࠊߕ߆㧟ⴕߩᢥ┨߇ᓙߜಾࠇߕ‫ޔ‬ൎᚻߦࡍ࡯ࠫࠍ߼ߊࠆߎߣ߇޽
ߞߚ‫ߚߒ߁ߘޕ‬ਛ‫ޔ‬A ࠍᦨೋߦᒁ߈ઃߌߚߩߪࠪ࡝࡯࠭ߣߥߞߡ޿ࠆ⿒ߜ߾ࠎะߌ
ߩ⛗ᧄߛߞߚ‫ޔߕ߹ޕ‬‫ޡ‬੖๧ᄥ㇢ߩ⛗ᧄ‫ᧄ⛗( ޢ‬㙚) ߆ࠄᆎ߼‫ޔ‬‫ߐ޿߼ߩߡ߼ߓߪޡ‬

  




 


ߊ߃߶ࠎ‫ߎ߁ࠃߣ߽޿( ޢ‬ᢥ࡮⛗‫ޔ‬ጤፒᦠᐫ) ߣ‫᧻(ޢߒߥ߫ߒ߆߻ߩࠎ߾ߜ߆޽ޡ‬⼱ߺࠃߎ࡮ᢥ‫┬ޔ‬ᔃ␠) ߽➅ࠅ㄰ߒ⺒ࠎߛ‫ߩᧄ⛗ߩࠄࠇߎޕ‬ᢥߪᄢᄌ⍴޿‫߫߃଀ޕ‬‫ޡ‬੖๧ᄥ㇢ߩ⛗ᧄ㧤 ߺߕ‫ߩޢ‬㧝ࡍ࡯ࠫ⋡ߪᶡߋ߻ᅚߩሶߩ⛗ߦኻߒ‫ߺߥߐ޿ߜޟ‬ߕ‫৻ޠ‬ᢥ‫ޔ‬‫ߩޢߌࠊ޿߆޽߇ࠎߐࠎߓࠎߦ ߒߥ߫ߒ߆߻ߩࠎ߾ߜ߆޽ޡ‬㧝ࡍ࡯ࠫ⋡ߪ‫ߢޠߨߣࠆߡߨ ߡߞ߁ߊ߁ߊ ߢߌߚߪ ߇ࠎߐࠎߎ޿ߛ ߒ߆߻ ߒ߆߻ޟ‬޽ࠆ‫ޕ‬⍴޿ߥ߇ࠄ߽‫ޢߒߥ߫ߒ߆߻ߩࠎ߾ߜ߆޽ޡߣޢࠎ߶߃ߊߐ޿߼ߩߡ߼ߓߪޡ‬ߦߪ᣿⏕ߥࠬ࠻࡯࡝࡯ዷ㐿߇޽ࠆ‫ޕ‬߿߇ߡ㧞⺆ᢥ߇቟ቯߒߡ⺒߼ࠆࠃ߁ߦߥߞߚዊ㧞ߩඨ߫ߦߪ‫ޔ‬ὶࠇߡൎᚻߦࡍ࡯
ࠫࠍ߼ߊࠆߎߣߪߥߊߥߞߚ‫ߩߘޕ‬ᓟ߽ A ߩⷐᦸߦᔕ߃‫ޔ‬ᚑ㐳ߦวࠊߖߚ⛗ᧄࠍㆬ߮‫ߺ⺒ޔ‬⡞߆ߖࠍዊ㧠ߩᆎ߼㗃߹ߢ⛮⛯ߒߚ‫ߺ⺒ߩᧄ⛗ߥ߁ࠃߩߎޕ‬⡞߆ߖߩⓍߺ㊀ߨ߇‫ޔ‬ᓟㅀߔࠆ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ޕࠆ޽ߢߩࠆ߇ߥߟߦޠ‬5.1.5 Ꮏᄦࠍಝࠄߒߚ⺒ߺᦠ߈✵⠌ߥ߆ߥ߆⺒ߺᦠ߈߇⥄↱ߦߢ߈ࠆࠃ߁ߦߥࠄߥ޿ A ࠍ೨ߦ‫╩ޔ‬⠪ߪᰴߩࠃ߁ߦ⠨߃ߚ‫ߢߤߥ࡞࡝࠼߿࠼࡯ࠞޕ‬േ‛߿㘩ߴ‛ߥߤࠍㅢߓߡ⺒ߺᦠ߈✵⠌ࠍߒߡ߽‫ߘޔ‬ࠇߪ⃻ታ߆ࠄಾࠅ㔌ߒߡ⛗߿ᢥሼߢ⴫ߒߚേ‛߿㘩ߴ‛ࠍឭ␜ߒߡ޿ࠆߩߢ޽ࠅ‫ޔ‬⋥ធߦߪ A ߩᲤᣣߩ↢ᵴߦ⚿߮ߟ޿ߡ޿ߥ޿‫ޔ‬ሶߤ߽߇⺒ߺᦠ߈ࠍ⥄ಽߩ߽ߩߣߒ
ߡ޿ߊߦߪ‫⥄ޔ‬ಽߦߣߞߡ߽ߞߣ‫ޟ‬ᗧ๧ߩ޽ࠆߎߣ‫ޠ‬‫ߡߒߘޔ‬૗ࠃࠅ߽‫ޟ‬ᭉߒ޿ߎߣ‫ޠ‬ߣ‫ޔ‬ᢥሼࠍ⚿߮ߟߌࠆᣇᴺ߇ᔅⷐߥߩߢߪߥ޿߆ߣ‫ޕ‬Ԙ ᗧ๧ߩ޽ࠆߎߣ ߘߎߢ‫ޟ߫߃଀ޔ‬ᗧ๧ߩ޽ࠆߎߣ‫ޔߡߒߣޠ‬ቇᩞߢ㈩ࠄࠇࠆ޿ߊߟ߆ߩࡊ࡝ࡦ࠻
ࠍ㗴᧚ߦ⺒ߺᦠ߈✵⠌ࠍߔࠆߣ޿߁ᣇᴺࠍ⠨߃ߚ‫ޔ߫߃଀ޕ‬‫ޟ‬㆙⿷ߩߒ߅ࠅ‫޿↪ࠍޠ‬ߚᵴേߢߪ‫ޔ‬‫ޟ‬㓸ว߆ࠄ⸃ᢔ߹ߢߩࠬࠤࠫࡘ࡯࡞‫ޟߣޠ‬ᜬߜ‛‫ ࠍޠ‬A ߇⥄ಽߢࠊ߆ࠆࠃ߁ߥᤃߒ޿ߎߣ߫ߣ⴫⸥ߢ▎᧦ᦠ߈ߦᦠ߈឵߃ߐߖ‫ޔ‬A ߛߌߩ‫ޟ‬㆙⿷ߩߒ߅ࠅ‫ޠ‬ࠍ૞ߞߚ‫ᤨߪߦ࡞࡯ࡘࠫࠤࠬޕ‬ೞࠍᦠ߈ㄟ߻ߩߢ A ߪߎߩࠃ߁ߥ✵⠌ࠍ➅ࠅ㄰ߔߎߣߦࠃߞߡᤨ⸘߇⺒߼ࠆࠃ߁ߦߥߞߚ‫ⴕߥ߁ࠃߩߎޔߚ߹ޕ‬੐ߦ⚿߮ߟߌߚᵴേߢ
ߪ‫ᤨޔ‬㑆ߦㆃࠇߥ޿‫ޔ‬ᔓࠇ‛ࠍߒߥ޿ߥߤߩታ⾰⊛ߥ⁓޿߽޽ߞߚ‫ޕ‬ห᭽ߦߒߡ‫ޔ‬‫ᤨޟ‬㑆ഀ⴫‫ޠ‬‫ޔ‬‫᦬ޟ‬㑆ⴕ੐੍ቯ‫ޠ‬‫ޔ‬‫ޟ‬᳓ᵒߩḰ஻ߣᵈᗧ੐㗄‫ࠍߤߥޠ‬ㅢߓߡ߽ A ߛߌߩߚ߼ߩ‫߅ޟ‬⍮ࠄߖ‫ࠍޠ‬૞ᚑߒߚ‫ޕ‬ ઁߦ‫ޟ‬ᗧ๧ߩ޽ࠆߎߣ‫ޔߡߒߣ଀ߩޠ‬Ფ࿁ߩᣣᧄ⺆ᜰዉߩ᝼ᬺߩᆎ߼ߦ⺒ߺ਄ߍ

 !"#$%!"&'()*+,-. /01ࠆ‫ޟ‬ቇ⠌㗄⋡৻ⷩ‫ᦨޔߣޠ‬ᓟߦߘߩᣣߩ߹ߣ߼ߣߒߡᦠߊ‫ޠߣߎߚߞ߫ࠎ߇߁ࠂ߈ޟ‬ߥߤ߇޽ࠆ‫ޕ‬ԙ ᅢ߈ߥߎߣ ߹ߚ‫ޔ‬‫ޟ‬ᅢ߈ߥߎߣ‫ߣޠ޿ߖࠎߖߪߊ߷ޟߡߒߣ଀ߩޠ‬ฬઃߌߚᵴേ߇޽ࠆ ‫ߘޕ‬ߩⷐ㗔ߪ‫ޔ‬A ߇ᢎᏧᓎߦߥߞߡᢥሼࠞ࡯࠼ߥߤࠍ⺒ߺ਄ߍ‫╩ޔ‬⠪߇⺒ߺ਄ߍࠄࠇߚ
ౝኈࠍᦠ߈ขࠆߣ޿߁߽ߩߢ޽ࠆ‫ߢߎߘޕ‬ขࠅ਄ߍࠆᢥሼࠞ࡯࠼ߪ‫ࠇߘޔ‬એ೨ߦㅢᏱߩ߆ߚߜ (╩⠪߇ᢎᏧ) ߢ✵⠌ߒߚౝኈߢ‫߫ࠊ⸒ޔ‬ቯ⌕ࠍ࿑ࠆߚ߼ߦᓳ⠌ߐߖߚ޿ౝኈߢ޽ࠆ‫ޕ‬A ߩ⊒㖸߇ਇቢోߛߞߚ႐ว‫╩ޔ‬⠪ߪ޿߆ߦ߽↢ᓤߩࠃ߁ߦ‫ޟ‬A వ↢‫৻߁߽ޔ‬ᐲߪߞ߈ࠅ⸒ߞߡߊߛߐ޿‫ޕ‬‫ޔߣࠆߔޕ߁⸒ߣޠ‬ᢎᏧߩࠃ߁ߦᝄࠆ⥰߁ߎߣ߇ߣߡ߽᳇ߦ౉ߞߚ A ߪ‫ޔ‬ᢥሼࠍࠃߊ⷗ߡᵈᗧߒߡ⊒㖸ߔࠆߩߢ޽ߞߚ‫ޕ‬ ߎߩᵴേߪዊ㧟ߩ㧥᦬㗃߹ߢ⛮⛯ߐࠇ‫ޔ‬࿖⺆ᢎ⑼ቇ⠌ߩౝኈߩ৻ㇱߥߤࠍ A ߇⺒ߺ਄ߍ╩⠪߇ᦠ߈ขࠆߣ޿߁ߎߣ߇ߢ߈ࠆࠃ߁ߦߥߞߚ‫ߪߢߩߊᦠߣߩ߻⺒ޕ‬ᒰὼᦠߊᣇ߇ᤨ㑆ࠍⷐߔࠆ‫ޕ‬A ߪ╩⠪ߩᦠߊㅦߐࠍήⷞߒߡ⺒ߺ਄ߍߡ޿ߚ߇‫ߛࠎߛޔ‬ࠎߣ╩⠪ߩᦠߊㅦߐߦวࠊߖࠆࠃ߁ߦߥߞߚ‫ޕ‬ᰴߦ⺒߻ߴ߈ᢥሼߣ⋡ߢㅊ߁ᢥሼ߇
ᷙੂߒ߇ߜߛߞߚ A ߇‫ߦ߁ࠃߩߎޔ‬ᢎᏧᓎߦߥࠆߎߣߢ‫ޔ‬ᰴߦ⺒߻ߴ߈ᢥሼࠍㅙᰴ
⋡ߢㅊ߃ࠆࠃ߁ߦߥߞߚ‫ޕ‬ ߘߩઁߦ߽‫ޔ‬‫ޟ‬ᅢ߈ߥߎߣ‫▚ޔߡߒߣ଀ߩޠ‬ᢙߩᢥ┨㗴ࠍ㖸⺒ߐߖߚᓟߦ⸃ߊߣ޿
߁ᣇᴺ߇޽ࠆ‫ޕ‬A ߪᢎ⑼ߩਛߢߪ▚ᢙ߇ᅢ߈ߥߩߢ‫ޔ‬㧞ⴕ⒟ᐲߩᢥ┨ࠍ⺒ߺ਄ߍࠆߎߣ߇⧰ߦߥࠄߥ߆ߞߚ‫ޕ‬ഥᢙ⹖ࠍⷡ߃ࠆߣ޿߁ᚑᨐ߽޽ߞߚ‫ޕ‬
5.2 ╙Τᦼ㧦ᢎ⑼ቇ⠌ߩ㐿ᆎ (ዊ㧞ߩ 10 ᦬㨪ዊ㧟ߩ⚳ࠊࠅ)ߎࠇ߹ߢ⸥ㅀߒߡ߈ߚࠃ߁ߦ‫ߺ⺒ߩᧄ⛗ޔ‬⡞߆ߖߣ᭽‫✵߈ᦠߺ⺒ߥޘ‬⠌ࠍ⛯ߌࠆ߁ߜߦ‫ޔ‬A ߪߛࠎߛࠎߣỘ㖸ࠍ฽߻㧞⺆ᢥ߇቟ቯߒߡ⺒߼ࠆࠃ߁ߦߥࠅ‫ޔ‬ᰴߩࠬ࠹࠶ࡊ߳ㅴ߼ࠆࠃ߁ߦߥߞߚ‫ޔߪߢߎߎޕ‬A ߩቇ߮ߩᦨᄢߩォᯏߣߥߞߚ‫ߺ⺒ޟ‬⡞߆ߖ‫ޠ‬‫ޔ‬‫ޟ‬LEA (⸒⺆૕㛎ࠕࡊࡠ࡯࠴) ‫ޠ‬‫ޔ‬‫⥄ޟ‬ಽߩ‛⺆‫ߩޠ‬㧟ߟࠍ⚵ߺวࠊߖߚᜰዉᴺ㧔એਅ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ߣޠ‬⒓ߔࠆ㧕ߦߟ޿ߡ⸥ㅀߔࠆ‫ޕ‬
5.2.1 ‫ޟ‬LEA (Language Experience Approach‫⺆⸒ޔ‬૕㛎ࠕࡊࡠ࡯࠴) ‫ޠ‬    㧩‫ޟ‬ኻ⹤ߣᦠ޿ߡߺߖࠆ‫ޠ‬ᣇᴺ ╩⠪ߪ A ߇ዊ㧞ߩඨ߫ߦߐߒ߆߆ߞߚ޽ࠆᣣ‫ޔ‬ਛፉ㧔2003㧕ࠍ⺒ߺ‫ޔ‬‫ޟ‬LEA‫ޠ‬(Language Experience Approach‫⺆⸒ޔ‬૕㛎ࠕࡊࡠ࡯࠴) ߣ޿߁ታ〣ߩᣇᴺࠍ⍮ߞ

  




 


ߚ‫ߩߘޕ‬ℂᔨߪ‫ޟ‬ሶߤ߽߇⹤ߔߎߣࠍᢎᏧ߇ᢥሼߦߒߡᦠ޿ߡߺߖ‫߇ߣߎߔ⹤ޔ‬ᢥߚ‫ߩߘޕ‬ℂᔨߪ‫ޟ‬ሶߤ߽߇⹤ߔߎߣࠍᢎᏧ߇ᢥሼߦߒߡᦠ޿ߡߺߖ‫߇ߣߎߔ⹤ޔ‬ᢥߦߥࠆߣ޿߁ታᗵࠍਈ߃ࠆ‫ߩ߳߫ߣߎ߈ᦠࠄ߆߫ߣߎߒ⹤ޕ‬⒖ⴕࡊࡠ࠮ࠬࠍ૕㛎ߐߦߥࠆߣ޿߁ታᗵࠍਈ߃ࠆ‫ߩ߳߫ߣߎ߈ᦠࠄ߆߫ߣߎߒ⹤ޕ‬⒖ⴕࡊࡠ࠮ࠬࠍ૕㛎ߐߖࠆߎߣߦࠃߞߡ‫ޔ‬⺒ߺᦠ߈ߩၮ␆ࠍᢎ߃ࠆ‫ޠ‬㧔ਛፉ
2003:51㧕ߣ޿߁߽ߩߢ޽ࠆ‫ޕ‬ߖࠆߎߣߦࠃߞߡ‫ߩ߈ᦠߺ⺒ޔ‬ၮ␆ࠍᢎ߃ࠆ‫ޠ‬
㧔p.51㧕ߣ޿߁߽ߩߢ޽ࠆ‫ߩߘߚ߹ޕ‬߹ߚߘߩᚻ㗅ߪ‫ޔ‬‫ޟ‬ሶߤ߽ߩ⹤
(ሶߤ߽ߩ૕㛎߿⛗ᧄߩࠬ࠻࡯࡝࡯ࠍㄡࠆߥߤ)ࠍᢎ
ᚻ㗅ߪ‫ޔ‬‫ޟ‬ሶߤ߽ߩ⹤
(ሶߤ߽ߩ૕㛎߿⛗ᧄߩࠬ࠻࡯࡝࡯ࠍㄡࠆߥߤ)ࠍᢎᏧ߇⒖േ
Ꮷ߇⒖േน⢻ߥઃ▐ߥߤߦᦠߊ‫ޕ‬ᰴߦᦠ߈⇐߼ߚන⺆ࠍᢎᏧ߇⺒ࠎߢ޿߈‫ޔ‬ߘߩ㑆‫ޔ‬
น⢻ߥઃ▐ߥߤߦᦠߊ‫ޕ‬ᰴߦᦠ߈⇐߼ߚන⺆ࠍᢎᏧ߇⺒ࠎߢ޿߈‫ߩߘޔ‬㑆‫ޔ‬ሶߤ߽ሶߤ߽ߪߎߣ߫ࠍ౉ࠇᦧ߃ߚࠅ‫ޔ‬ട߃ߚࠅ‫ޕࠆߔࠅߚߒ⇛⋭ޔ‬಴᧪਄߇ߞߚ⹤ࠍሶ
ߪߎߣ߫ࠍ౉ࠇᦧ߃ߚࠅ‫ޔ‬ട߃ߚࠅ‫ޕࠆߔࠅߚߒ⇛⋭ޔ‬಴᧪਄߇ߞߚ⹤ࠍሶߤ߽߇
ߤ߽߇ⷞ౮‫ޠࠆߔ⴫⊒ޔ‬㧔ਛፉ 2003:51㧕ߣ޽ࠆ‫ޕ‬ⷞ౮‫ޠࠆߔ⴫⊒ޔ‬
㧔p.51㧕ߣ޽ࠆ‫ޕ‬ ߎߩࠃ߁ߦ⚫੺ߐࠇߚౝኈࠍ╩⠪ߪ‫ޟ‬ኻ⹤ߦࠃߞߡሶߤ߽ߩߎߣ߫ࠍᒁ߈಴ߒ‫ޔ‬ᒁ߈಴ߐࠇߚߎߣ߫ࠍઃ▐ߦᦠ޿ߡߺߖ‫ޟߦࠄߐޔ‬ኻ⹤‫ߣߎޠࠆߖߺߡ޿ᦠޟߣޠ‬ࠍ⛯ߌߡᢿ ⊛ߥ⺆ࠍᢥ┨ߦ⊒ዷߐߖߡ޿ߊ‫ޠ‬㧩‫ޟ‬ኻ⹤ߣᦠ޿ߡߺߖࠆᣇᴺ‫޿ߣޠ‬߁ࠃ߁ߦ⸃㉼ߒ‫ߊᦠޔ‬ᵴേߩ᭽‫ߥޘ‬႐㕙ߢታ〣ߒߚ‫ޕ‬଀߃߫‫ޔ‬ዊ㧞ߩ 10 ᦬‫߅ߩࠬ࡜ࠢޔ‬ᭉߒߺળ߇⚳ࠊߞߚ⋥ᓟߦᣣᧄ⺆ᜰዉ߇޽ߞ
ߚᣣ‫ޔ‬A ߪ߅Უߐࠎߚߜߣ৻✜ߦߐߟ߹޿߽ߩ⫳ߒࠤ࡯ࠠࠍ૞ߞߚ᭽ሶࠍ⥝ᅗ᳇๧ߦ⹤ߒ಴ߒߚ‫╩ޕ‬⠪ߪߎߩ૕㛎ߪቇ⠌ߦߟߥ߇ࠆߣ⋥ᗵߒ‫ޔ‬ઃ▐ߦ A ߇ญߦߔࠆ⺆ฏࠍᦠ߈⇐߼ߚ‫ޕ‬A ߇⹤ߔߩߪ‫ޠ߽޿߹ߟߐޟ‬‫ߤߥޠߴߥޟ‬ਥߦฬ⹖ߢ‫ޔ‬ኻ⹤ߒߥ߇
ࠄ‫ޠߊ߻ࠍࠊ߆ޟ‬‫ޔߚ߹ޔ߈޿ߡߒ⿷ࠍ⺆ߩߤߥޠߔ߻ޟ‬㗅⇟ࠍਗߴᦧ߃ߚࠅߒߡ‫ޔ‬ઃ▐ࠍߟߥ߉วࠊߖߚ߆ߚߜߩᢥ߇᧍਄ߦਗࠎߛ‫ޕ‬A ߪઃ▐ߩ㧝ߟ㧝ߟࠍࠃߊ⷗ߡ
ࡁ࡯࠻ߦᢥࠍᦠ߈౮ߒ‫ోޔ‬ㇱߢ 92 ሼߩߐߟ߹޿߽ߩ⫳ߒࠤ࡯ࠠߩ࡟ࠪࡇᢥ߇ߢ߈
޽߇ߞߚ‫ޔߦ߁ࠃߩߎޕ‬‫ޟ‬LEA (⸒⺆૕㛎ࠕࡊࡠ࡯࠴) 㧩ኻ⹤ߣᦠ޿ߡߺߖࠆᣇᴺ‫ޠ‬ߦࠃߞߡ‫ޔ‬A ߪߎߩᤨೋ߼ߡ߹ߣ߹ߞߚ㐳ߐߩᢥ┨ࠍᦠ޿ߚ ‫ޕ‬
5.2.2 ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ޠ‬㧦‫ߺ⺒ޟ‬⡞߆ߖ‫ޠ‬+‫ޟ‬LEA‫ޠ‬㧗‫⥄ޟ‬ಽߩ‛⺆‫ޠ‬ᰴߩࠬ࠹࠶ࡊߪ‫ ޔ‬A ߣߩቇ߮ߩਛߢߔߢߦቯ⌕ߒߡ޿ߚ‫ߺ⺒ޟ‬⡞߆ߖ‫ޟߣޠ‬LEA(⸒⺆૕㛎ࠕࡊࡠ࡯࠴) 㧩ኻ⹤ߣᦠ޿ߡߺߖࠆᣇᴺ‫ߺ⚵ࠍߣޠ‬วࠊߖࠆߎߣߢ޽ߞߚ‫ޕ‬࿖⺆නరߩ‛⺆ᢥߪᏒ⽼ߐࠇߡ޿ࠆ⛗ᧄࠍណ↪ߒߚ߽ߩ߽ᄙ޿‫ᧄ⛗ߕ߹ޔߢߎߘޕ‬ࠍ⺒ߺ⡞߆ߖ‫ߺ⺒ޔ‬⡞߆ߖࠍㅢߓߡ A ߇ࠠࡖ࠶࠴ߒߚ⺆ฏࠍ LEA ߩᣇᴺߢઃ▐ߦᦠ߈⇐߼‫ޔ‬ኻ⹤ࠍ㊀ߨߡઃ▐ߩ⺆ࠍᢥߦ⊒ዷߐߖߡ޿ߊߩߢ޽ࠆ‫ⷐޕ‬㗔ߪ೨▵ߩ૞ᢥᜰዉߩㅴ߼ᣇߣหߓߊ‫ޟ‬ኻ⹤ߣᦠ޿ߡߺߖࠆ‫ࠅ➅ߩߣߎޠ‬㄰ߒߢ‫੹ޔ‬࿁ߪߎߩ࡟
ࡌ࡞߹ߢ߇ࠎ߫ߞߡ߶ߒ޿ߣ޿߁⺆߿ᢥဳࠍ╩⠪߇ᛩߍ߆ߌ‫ޔ‬A ߪᶖൻน⢻ߩ▸࿐ࠍᛩߍ㄰ߔ‫ߚߞ߇޽߈ߢޕ‬ᢥ┨ߪ‫ߺ⺒ޟ‬⡞߆ߖࠍㅢߓߡ A ߇ℂ⸃ߒߚ⺆ฏࠍ߽ߣߦ
ߒߚ߽ߩ‫ޠ‬‫ޔ‬‫⺆ޟ‬ᒵ࡮ᢥߩ㐳ߐߣⶄ㔀ߐ࡮ಽ㊂ߩὐߢ A ߇ᶖൻน⢻ߥ߽ߩ‫ޔࠅ޽ߢޠ‬

 !"#$%!"&'()*+,-. /01

⸒ࠊ߫ A ߩ‫⥄ޟ‬ಽߩߎߣ߫‫߉ߥߟࠍޠ‬วࠊߖߚ‫⥄ޟ‬ಽߩ‛⺆‫ߪࠇߘޕࠆ޽ߢޠ‬ᢎ⑼ᦠᧄᢥࠃࠅ߽ᢥ߇⍴ߊ‫⺆ޔ‬ᒵ࡮ᢥဳ࡮⴫⸥߇ᤃߒߊߥߞߡ޿ࠆ‫ޕ‬ߎߩࠃ߁ߦ‫ߺ⺒ޟ‬⡞߆ߖ‫ޟߣޠ‬LEA‫ࠍޠ‬ㅢߓߡ‫⥄ޟ‬ಽߩ‛⺆‫ࠍޠ‬૞ࠆߣ޿߁‫⚵ޟ‬ߺวࠊߖᜰዉᴺ‫ޔߡ޿↪ࠍޠ‬A ߪߟ޿ߦࠢ࡜ࠬߩ࿖⺆ߩ᝼ᬺߣหߓౝኈࠍหᤨㅴⴕ
ߢቇ⠌ߢ߈ࠆࠃ߁ߦߥߞߚ‫ޕ‬‫⥄ޟ‬ಽߩ‛⺆‫ࠍޠ‬㖸⺒ߒ‫ޔ‬ೋ߼ߡᢎ⑼ᦠḰ᜚ߩࡢ࡯ࠢࠪ
࡯࠻ߦ߽ขࠅ⚵ࠎߛ‫ޕ‬ߘࠇߪዞቇ߆ࠄ⚂㧝ᐕඨᓟߩዊ㧞ߩ 10 ᦬‫ޔ‬‛⺆ᢥ‫߅ޡ‬ᚻ⚕ (ዊ㧞ਅ) ‫ࠍ ޢ‬ቇ⠌ߒߡ޿ࠆᤨߛߞߚ‫ޕ‬
5.2.3 ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ޠ‬㧦ౕ૕଀‫޿⊕ߩࡎ࡯ࠬޡ‬㚍 (ዊ㧞ਅ) ‫ޢ‬‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ౕߩޠ‬૕଀ߣߒߡ‛⺆ᢥ‫޿⊕ߩࡎ࡯ࠬޡ‬㚍 (ዊ㧞ਅ) ‫ߩޢ‬ቇ⠌ߩㆊ⒟ࠍ⚫੺ߔࠆ‫ߩߎޕ‬නరߢߪ‫ߺ⺒ޔߕ߹ޔ‬⡞߆ߖࠍ㧟࿁ⴕ޿‫ޔ‬ኻ⹤ࠍㅢߓߡ
⺆ฏ߆ࠄᢥࠍ⚵ߺ┙ߡࠆߣ޿߁ LEA ߩ૞ᬺࠍ㧟࿁ⴕ޿‫⥄ޟߦߣ߽ࠍࠇߘޔ‬ಽߩ‛⺆‫ࠍޠ‬૞ᚑߒߚ‫ޕ‬ ⴫㧞ߪ㧟࿁ߩ LEA ߩㆊ⒟ߣᢎ⑼ᦠᧄᢥߣߩᲧセߢ޽ࠆ‫ߩ⴫ޕ‬Ꮐ߆ࠄ LEA ߩ㧝࿁⋡࡮㧞࿁⋡࡮㧟࿁⋡ߩ⚿ᨐ‫ޔ‬૞ᚑߐࠇߚᢥࠍਗߴߚ‫ߩߘޕ‬㧟࿁⋡ߩ⚿ᨐ߇ߎߩනర
ߩ‫⥄ޟ‬ಽߩ‛⺆‫(ޠ‬ฝ߆ࠄ㧞⇟⋡ߩᰣ)ߢ޽ࠅ‫ߪࠇߘޔ‬ᢎ⑼ᦠᧄᢥ (ฝ┵ߩᰣ) ߦ߆ߥࠅㄭߠ޿ߡ޿ࠆߩ߇ࠊ߆ࠆ‫ޕ‬⴫㧞 LEA㧟࿁ߩᵹࠇ‫⥄ޟ߮ࠃ߅ޔ‬ಽߩ‛⺆‫ߣޠ‬ᢎ⑼ᦠᧄᢥߣߩᲧセ㧔ਅ✢ㇱಽߪ‫ޔ‬ᰴ㗁ߩኻ⹤଀㧝ߩਅ✢ㇱಽߦኻᔕߔࠆ㧕
LEA㧝࿁⋡

LEA㧞࿁⋡

LEA㧟࿁⋡

ᢎ⑼ᦠᧄᢥ

 =‫⥄ޟ‬ಽߩ‛⺆‫ޠ‬⊕㚍ߪࠬ࡯ࡎߪ ߿ࠍࠬ࡯ࡎߪ‫ࠍߪޔ‬㘩޿ߒ߫ࠅߥ߇ࠄ‫⊕ޔ‬㚍ߦ‫⊕ޟ‬㚍‫ޔ‬ߧ߈߹ߒߚ‫ޕ‬ߐߐߞߡ޿ࠆ⍫ࠍߧ߈߹ߒߚ‫߆ߜߋߕ߈ޕ‬ߒߥߥ޿ߢ߈ߕߋߜ߆ࠄߪ ߜࠄߪ‫߈߰߇ⴊޔ‬಴ߒ߹ߒߚ‫ޕ‬

ߊࠇ‫ޕ‬
‫ޠ‬

߇ ߰߈ߢ߹ߒߚ‫ޕ‬‫⊕ޟ‬㚍‫⊕ߩߊ߷ޔ‬㚍‫ޕࠇߊ߅ߢ޿ߥߥߒޔ‬‫ޠ‬ߟ߉ߩᣣ‫ޔ‬‫⊕ޟ‬㚍‫⊕ߩߊ߷ޔ‬㚍‫ޔ‬ߢ߽‫⊕ޔ‬㚍ߪ‫ޔ‬ᒙࠅߪߡߡ޿߹ߒߚ‫ޔߪ߈޿ޕ‬⊕㚍ߪߒߥߥ޿ߢߊࠇ‫ޕ‬‫ޠ‬ߛࠎߛࠎ⚦ߊߥࠅ‫ߩ⋡ޔ‬శ߽߈߃ߡ޿߈߹ߒ

ߟ߉ߩᣣ‫⊕ޔ‬㚍ߪ ߒߚ‫ߩ߉ߟޔߡߒߘޕ‬ᣣ‫⊕ޔ‬㚍ߪ‫߹ߒߢࠎߒޔ‬ࠎߢߒ߹޿߹ߒߚ‫ޕ‬޿߹ߒߚ‫ޕ‬ߒߦ߹ߒߚ‫޿߹ߒߢࠎߒ ޕ‬߹ߒߚ‫ޕ‬ ߹ߚ‫ޔ‬ኻ⹤଀㧝ߪ LEA㧔ኻ⹤ߣᦠ޿ߡߺߖࠆᣇᴺ㧕ࠍⴕߞߡ޿ࠆታ㓙ߩኻ⹤ߩᢥ
ሼൻ࠺࡯࠲ߢ޽ࠆ‫ޔߪࠇߎޕ‬LEA ߩ㧟࿁⋡ߩ૞ᬺߢ‫⴫ޔ‬㧞ߩฝ߆ࠄ㧞⇟⋡ߩᰣߩਅ

  




 


✢ߢ⴫␜ߒߚᢥ߇૞ᚑߐࠇࠆㆊ⒟ߢ޽ࠆ‫⊕ߚߞ⽶ࠍ்ޔߪߢߎߎޕ‬㚍߇ߣ߁ߣ߁ᕷ
⛘߃ࠆ႐㕙ߩᝌ⛗ࠍ␜ߒߥ߇ࠄኻ⹤߇ㅴߺ‫ޔ‬A ߇╵߃ߚ⺆ࠍ╩⠪߇ᮮߢઃ▐ߦᦠ޿ߡ޿ߊ‫╩ޕ‬⠪ߩ⾰໧ߦࠃߞߡ A ߆ࠄᒁ߈಴ߐࠇߚ⺆ฏ‫( ߿ޟ‬⍫)߇ࡉࡅࡘ࠷㧍‫( ޠ‬2A)
߆ࠄ‫( ޠߚߒ߹߈ߧࠍ߿ߪࡎ࡯ࠬޟ‬3T) ߣ޿߁ᢥࠍ૞ᚑߒ‫ޔ‬‫(ޠ)ⴊ( ߜޟ‬5A) ߣ‫ߢޟ‬߹ߒߚ‫(ޠ‬7A) ߆ࠄ‫(ޠߚߒ߹ߢ߈߰߇ߜޟ‬8T) ߣ޿߁ᢥࠍ૞ᚑߒߡ޿ߊߣ޿߁ㆊ⒟ߢ޽ࠆ‫ޕ‬

ኻ⹤଀㧝㧦‫޿⊕ߩࡎ࡯ࠬޡ‬㚍‫ޢ‬‫⥄ޟ‬ಽߩ‛⺆‫ޠ‬૞ᚑߩㆊ⒟(ዊ㧞‫ޔ‬2004 ᐕ㧞᦬ )   (T:╩⠪ A:ኻ⽎ߩఽ┬㧛ਅ✢ߪᧄᢥਛߩኻᔕㇱಽ)
1T㧦ߎߩᤨ‫ߩߚߞߥ߁ߤޔ‬㧫⊕㚍ߪ㧛㧔㑆㧕㧛ୟࠇߡࠆࠃߨ‫[ޕ‬ᝌ⛗ࠍ␜ߔ]
2A㧦߿߇ࡉࡅࡘ࠷㧍[⍫ࠍᛮߊേ૞ࠍߔࠆ]3T㧦ߘ߁‫ޔ‬⍫ࠍ‫[ޕߚߒ߹߈ߧࠍ߿ߪࡎ࡯ࠬޕߚߒ߹߈ߧޔ‬ઃ▐ߦᦠ߈⿷ߔ]4T㧦ߔࠆߣ‫ޔ‬㧛㧔㑆㧕㧛ᛮ޿ߚߣߎࠈ߆ࠄ̖[⍫ࠍᛮߊേ૞ࠍߒ‫ޔ‬ᛮ޿ߚ႐ᚲࠍᜰߔ]5A㧦ߜ㧫
6T㧦ߘ߁‫…߇ⴊޔ‬7A㧦ߢ߹ߒߚ‫ޕ‬8T㧦߰߈‫[ޕߚߒ߹ߢ߈߰߇ߜޕߚߒ߹ߢ߈߰ޔ‬ઃ▐ߦᦠ߈⿷ߔ]5.2.4 ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ߩࠄ߆ޠ‬තᬺ ߎߩࠃ߁ߦലᨐࠍ਄ߍߚ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫⚂߽ޠ‬㧝ᐕ㑆ߩ⛮⛯ߩᓟ‫ޔ‬ዊ㧟ߩඨ߫ߦᔅⷐߣߒߥߊߥࠆᤨ߇᧪ߚ‫⺆‛ޕ‬ᢥ‫( ࠅߊ߅ߍ߆ߩࠎ߾ߜ޿ߜޡ‬ዊ㧟ਅ) ‫ߦޢ‬౉ߞߚᤨ (2004 ᐕ 10 ᦬) ‫ޔ‬A ߪ⥄ࠄ‫( ߊ߷ޟ‬ᢎ⑼ᦠᧄᢥࠍ) ⺒߼ࠆࠃ‫ޕ‬‫ޔ޿⸒ߣޠ‬⺋⺒ߔࠆ▎ᚲ߽⷗ࠄࠇߚ߇‫ᧄޔ‬ᒰߦᢎ⑼ᦠᧄᢥࠍ㖸⺒ߒ಴ߒߚߩߢ޽ࠆ‫ޔߒߛߚޕ‬ߎߩᲑ㓏ߢ A ߇⺒߼ࠆᢥሼߪਥߦᐔ઒ฬߣ ઒ฬߦ㒢ࠄࠇ‫ޔ‬ቇᐕ⋧ᔕߩṽሼቇ⠌ߪⴕߞߡ޿ߥ߆ߞߚߚ߼‫ޔ‬ṽሼߦ߰ࠅ߇ߥࠍߟߌࠆᔅⷐ߇޽ߞߚ‫ޕ‬ ߎࠇએᓟ‫ޔ‬A ߪ‫⥄ޟ‬ಽߩ‛⺆‫߈⟎ߦޠ‬឵߃ࠆߎߣߥߊ‫ޔ‬ᢎ⑼ᦠᧄᢥߢቇ⠌ߢ߈ࠆࠃ߁ߦߥߞߚ‫ޔߚ߹ޕ‬‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ߩࠄ߆ޠ‬තᬺߦ⛯߈‫ޔ‬ዊ㧟ߩ⚳ࠊࠅߦߪ‫ޟ‬LEA㧩ኻ⹤ߣᦠ޿ߡߺߖࠆᣇᴺ‫߽ޠ‬ᔅⷐߥߊߥߞߚ‫╩ޕ‬⠪߇ᮮߢઃ▐ߦᦠ޿ߡߺ
ߖߥߊߡ߽‫ޔ‬ᐔ઒ฬ ઒ฬߦߟ޿ߡߪญ㗡ߩᜰ␜ߦᓥߞߡᦠߌࠆࠃ߁ߦߥߞߚ߆ࠄ
ߢ޽ࠆ‫ ࠄ߆ᦼᤨߩߎޔߡߒߘޕ‬A ߪઁߩఽ┬ߣหߓౝኈߩฦᢎ⑼ߩ࠹ࠬ࠻߿᭽‫ߥޘ‬

 !"#$%!"&'()*+,-. /01

⺖㗴ߦᲑ㓏⊛ߦขࠅ⚵߼ࠆࠃ߁ߦߥߞߚ‫ޕ‬
5.3 ╙Υᦼ㧦⃻࿷ߩቇ߱ജ㧙‫⥄ޟ‬ಽߩߎߣ߫‫ߩߘߩޠ‬ᓟ (ዊ㧠㨪ዊ㧡ߩ10᦬ )5.3.1 ╙Υᦼߩᣣᧄ⺆ᜰዉߩౝኈ ╙Υᦼߢߪ‫ޔ‬೨Ბ߹ߢߦ⸥ㅀߒߚ․೎ߥᜰዉᴺߥߤߪⴕࠊߕ‫ࠬ࡜ࠢޔ‬ᜂછߣ㓐ᤨఝవ㗅૏ࠍ⋧⺣ߒߥ߇ࠄ‫ߩߢࠬ࡜ࠢޔ‬ᢎ⑼ቇ⠌ߩౝኈ (ਥߦ࿖⺆‫▚ޔ‬ᢙ‫ޔ‬ℂ⑼) ࠍ୘೎ߦᡰេߔࠆߎߣ߇ᣣᧄ⺆ᜰዉߩౝኈߣߥߞߚ‫ߩߘޕ‬㓙ߪ A ߩℂ⸃ࠍഥߌࠆߚ߼
ᰴߩࠃ߁ߥᎿᄦࠍߔࠆ‫ޕ‬Ԙ A ߇߁߹ߊ⺒߼ߥ޿႐ว‫╩ޔ‬⠪߇ઍࠊߞߡჿߦ಴ߒߡ⺒߻ԙ ⋡ߢ⷗ߡℂ⸃ߢ߈ࠆ߽ߩ㧔ታ‛߿࿑㐓‫ߤߥࠝ࠺ࡆޔ‬㧕ࠍឭ␜ߔࠆԚ ߰ࠅ߇ߥ‫⦡ޔ‬ಽߌ߿⇟ภ⴫␜ߥߤࠍᦠ߈ട߃ࠆ
ԛ ℂ⸃߿⸃╵ߦ⚿߮ߟߊ߹ߢߩኻ⹤ࠍ㊀ⷞߔࠆߟ߹ࠅ‫ޔ‬਄ߩԘ߆ࠄԛߪ‫ޔ‬‫ޟ‬Ԙߪ㖸ჿߦࠃߞߡ‫ޔ‬ԙߣԚߪⷞⷡ⊛ലᨐߦࠃߞߡ‫ޔ‬ԛߪኻ⹤ߦࠃߞߡ‫ޔ‬A ߩᒙὐࠍ⵬߁ᡰេ‫ޕࠆ߈ߢ߇ߣߎࠆ߼ߣ߹ߦ߁ࠃ߁޿ߣޠ‬5.3.2 A ߩ⃻࿷ߩജ(1)́㧠ᛛ⢻ߩⷰὐ߆ࠄ
 A ߩ⃻࿷ߩቇ߱ജࠍߺࠆߚ߼‫ߕ߹ޔ‬㧠ᛛ⢻ߩⷰὐ߆ࠄታᘒࠍ⸥ㅀߔࠆ‫ޕ‬Ԙ ṽሼ⼂ሼߩജ
ዞቇએ᧪⼂ሼജ߇ᒙ޿ A ߢ޽ߞߚ߇‫ޔ‬ዊ㧡ߦߥߞߡ߆ࠄࠢ࡜ࠬߢ⛮⛯⊛ߦขࠅ⚵߻ṽሼᦠ߈ขࠅዊ࠹ࠬ࠻ (㧡㨪10 ໧) ߦࡂࡦ࠺ࠖߥߒߢขࠅ⚵߼ࠆࠃ߁ߦߥߞߚ‫ޕ‬ߢߪ‫ޔ‬A ߩቴⷰ⊛ߥṽሼ⼂ሼ⢻ജߪߤߩ⒟ᐲિ㐳ߒߚߩߢ޽ࠈ߁߆‫ޔߢߎߘޕ‬2006
ᐕ 10 ᦬‫ޔ‬A ߩṽሼ⼂ሼജߩ⋡቟ߣߒߡᣣᧄṽሼ⢻ജᬌቯߩㆊ෰໧㗴ࠍ↪޿ߡ࠹ࠬ࠻ࠍⴕߞߚ‫ޕ‬߹ߕ‫ޔ‬ቇᐕ⋧ᒰ (ዊ㧡࡟ࡌ࡞) ߩ㧢⚖ࠍਈ߃ߚߣߎࠈ‫ᦨޔ‬ೋߩ⺒ߺߩ 20 ໧ߩ߁ߜᱜ⸃ߢ߈ߚߩ߇ࠊߕ߆ߦ㧝໧ߣ޿߁⚿ᨐߛߞߚ‫ޔߢߎߘޕ‬ቇᐕ⋧ᒰߩ⚖ߢߩ᷹ቯߪ
㔍ߒ޿ߣ್ᢿߒ‫ޔ‬ೋ㧥⚖ (ዊ㧞࡟ࡌ࡞) ߦᄌ߃‫ోޔ‬໧ߢߪߥߊ⺒ߺߣᦠ߈ขࠅߩ໧
޿ߛߌࠍኻ⽎ߣߒߚ‫ޕ‬ߎߩዊ㧞࡟ࡌ࡞ߩ⺒ߺߩ 40 ໧ߦߟ޿ߡ‫ޔ‬
ᱜ⸃ߪ 17 ໧ߛߞߚ‫ޕ‬ᦠ߈ขࠅߦߟ޿ߡߪ‫ޔ‬25 ໧ਛᱜ⸃ߪ㧢໧ߛߞߚ‫ޕ‬એਅߦਇᱜ⸃ߛߞߚዊ㧞࡟ࡌ࡞ߩṽሼߩ଀ࠍ␜ߔ‫ߢࠬ࡜ࠢޕ‬ฃߌࠆዊ࠹ࠬ࠻ߣ㆑޿ᢥ⣂ߩഥߌ߇ߥ޿᧦ઙਅߢߪ‫ޔ‬㧟ቇᐕਅߩߏߊၮᧄ⊛ߥṽሼߦߟ޿ߡએਅߩࠃ߁ߦ⺒ߺᦠ߈߇࿎㔍ߢ޽ࠆߎߣ߇ಽ߆
ߞߚ‫ޕ‬






  




 


 ࡮ਅ✢ㇱߩ⺒ߺ  ⺋╵ߩ଀㧦㡆ߊ→ߣࠅ ߅Უߐࠎ→߆ ᓟߢ→ߏ          ή࿁╵ߩ଀㧦⛗ᧄ  ᄖ࿖  ⹤  ᐫ  ૞ࠆ ࡮ᦠ߈ขࠅ    ή࿁╵ߩ଀㧦᣿ࠆߊ ᦺ ᤤ ᳰ Ძ ᱠ޿ߚ ⴕߊԙ⴫⸥ߩᱜ⏕ߐ ⴫㧟ߪ‫ޔ‬ዊ㧡࿖⺆නర‫ߺߏޡ‬໧㗴ߞߡߥ޽ߦ‫ޢ‬㧔ዊ㧡਄㧕ߦ౉ߞߚᤨ‫ޔ‬‫ޟ‬ฦ⥄ߏߺ
ߦߟ޿ߡߩ⠨߃ࠍᦠߊ‫ޠ‬ߣ޿߁⺖㗴ߢA ߇ᦠ޿ߚ⍴ᢥߣᱜߒ޿⴫⸥ߣߩኻᲧߢ޽ࠆ‫ޕ‬઒ฬߣṽሼߩᷙห (㧝ⴕ⋡㧦࡚ࠫ߉→ቯ߉) ‫ޔ‬ᒻ߇ૃߡ޿ࠆṽሼߩᷙห (㧟ⴕ⋡㧦ฮ߃ࠆ→૶߃ࠆ) ߥߤߩᢥሼන૏ߩ⺋ࠅߩઁ‫ߩ⸥⴫ߣ࡜࡯ࡕޔ‬ਇ৻⥌ߦࠃࠆ⺋ࠅ(㧝ⴕ⋡㧦޽ߘߢ→ㆆࠎߢ‫ޔ‬㧞ⴕ⋡㧦ࡃ߈ߣ→ࡃࠠ࠶ߣ‫߹ߒߡࠇࠊ→ߚ߹ߒߡࠇࠊޔ‬ߞߚ‫ޔ‬㧠ⴕ⋡㧦ߥߡ޿߹ߚ→ߥߞߡߒ߹ߞߚ) ߇⋡┙ߟ‫࡜࡯ࡕߩࠄࠇߎޔߒߛߚޕ‬ߣ⴫⸥ߩ⺋ࠅߩㇱಽࠍ⊒㖸ߐߖࠆߣ‫ޔ‬A ߪᱜߒ޿ࡕ࡯࡜ߢ⊒㖸ߔࠆ‫ޕ‬⴫㧟 ૞ᢥߩ⴫⸥ߩ଀㧔ਅ✢ߪ⺋ࠅߩㇱಽ㧕 (ዊ㧡‫ޔ‬2006 ᐕ㧥᦬)ⴕA ߇ᦠ޿ߚ⍴ᢥ (ಽ߆ߜᦠ߈ߢ⴫⸥ )ዊ㧡⋧ᒰߩᱜߒ޿⴫⸥

㧝߷ߊ߇ ࡚ࠫ߉ߢ ޽ߘߢ޿ߚࠄ

߷ߊ߇ቯ߉ߢㆆࠎߢ޿ߚࠄ

㧞࡚ࠫ߉߇ ࡃ߈ߣ ࠊࠇߡߒ߹ߚ‫ޕ‬ቯ߉߇ࡃࠠ࠶ߣࠊࠇߡߒ߹ߞߚ‫ޕ‬㧟߹ߛ ฮ߃ࠆ ࡚ࠫ߉ߥߦ ߷ߊ߇ ߎࠊߒߚ‫ޕ‬߹ߛ૶߃ࠆቯ߉ߥߩߦ‫ޕߚߒࠊߎ߇ߊ߷ޔ‬㧠ߛ߆ࠄ ߏߺߦ ߥߡ޿߹ߚ‫ޕ‬ߛ߆ࠄߏߺߦߥߞߡߒ߹ߞߚ‫ޕ‬㧡ߎࠇ߇ࠄ ߽߁ ߽ߩ ߎࠊߒ߹ߖࠎ‫ޕ‬ߎࠇ߆ࠄ߽߁߽ߩࠍߎࠊߒ߹ߖࠎ‫ޕ‬ ߹ߚ‫ߩߎޔ‬⍴ᢥߢߪ⷗ࠄࠇߥ߆ߞߚ߇‫៺ޔ‬ᡂ㖸‫ߣޠߔޟ‬⎕ᡂ㖸‫ߩ⸥⴫ߩޠߟޟ‬ᷙห߇ዊ㧡ߣߥߞߚ⃻࿷߽⷗ࠄࠇࠆ‫⥄ޔ߅ߥޕ‬ಽߢ⠨߃ߚᢥࠍᦠߊߩߢߪߥߊ‫ᦠ᧼ޔ‬ߥߤࠍⷞ౮ߔࠆᤨߪߎࠇ߶ߤߩ⴫⸥ߩ⺋ࠅߪ⷗ࠄࠇߥ޿‫ޕ‬Ԛ㖸⺒ߩᱜ⏕ߐ ᰴߪ㖸⺒ߩᱜ⏕ߐߦߟ޿ߡߢ޽ࠆ‫࡯࡜࠻ࡃޔߪߢߎߎޕ‬ᓟ⮮㧔2003㧕ߩࠕࡔ࡝ࠞ
ߩ ESL ߦ߅ߌࠆ࠹ࠠࠬ࠻ߩ㔍ᤃᐲߩ್ᢿၮḰࠍෳ⠨ߦߒߚ‫࡯࡜࠻ࡃޔߒߛߚޕ‬ᓟ⮮㧔2003㧕ߩ⧷ᢥߩ଀ߪන⺆ࠍၮḰߣߔࠆ߽ߩߢ޽ࠆ߇‫ߪߢߎߎޔ‬ᣣᧄ⺆ߩᢥࠍኻ⽎ߣߔࠆߩߢ‫ޔ‬ᢥ▵ᢙࠍၮḰߣߒߚ‫ޕ‬ ߹ߕ‫ޔ‬2006 ᐕ 10 ᦬‫ޔ‬A ߦቇ⠌ਛߩනర‫ߺߏޡ‬໧㗴ߞߡߥ޽ߦ‫( ޢ‬ዊ㧡਄) ߩ㖸

 !"#$%!"&'()*+,-. /01⺒ࠍ⺖ߒߚߣߎࠈ‫ߕࠄ߰ࠍߥ߇ࠅ߰ޔ‬೨߽ߞߡ✵⠌ࠍߒߥ޿ߣ޿߁᧦ઙਅߢߪ⺋⺒߇ᄙ߆ߞߚߩߢ‫ޔ‬ṽሼߦ߰ࠅ߇ߥࠍ߰ࠅ‫✵ޔ‬⠌ࠍߐߖߚ਄ߢ߽߁৻ᐲࡆ࠺ࠝ᠟ᓇࠍ
ߒߚ‫᧦ߩߘޕ‬ઙਅߢߪ‫✚ޔ‬ᢥ▵ᢙ 114 ߦኻߒᱜߒߊ⺒߼ߚߩߪ 103 ᢥ▵ߢ‫ޔ‬ᱜ⏕₸
ߪ 90.4㧑ߢ޽ߞߚ‫ޕ‬ ߘߎߢ‫ޔ‬ቇᐕ⋧ᒰߩዊ㧡ߩනరߢߪ A ߩ㖸⺒ߩታജ߇᷹ࠇߥ޿ߎߣ߇ಽ߆ߞߚߚ
߼‫߅ޡߦߺ⹜ޔ‬ᚻ⚕‫( ޢ‬ዊ㧞ਅ) ߩ㖸⺒ࠍ⺖ߒߚ‫ޕ‬೨ㅀߩṽሼ⼂ሼജ߆ࠄߺߡ‫ޔ‬㧟ቇᐕਅ߇ㆡᒰߢ޽ࠆߣ⠨߃ߚ‫ߩߎޕ‬නరߦߟ޿ߡ‫✵ߕࠄ߰ࠍߥ߇ࠅ߰ޔ‬⠌ߥߒߣ޿߁᧦ઙਅߢ‫✚ޔ‬ᢥ▵ᢙ 89 ߦኻߒᱜߒߊ⺒߼ߚߩߪ 77 ᢥ▵ߢ‫ޔ‬ᱜ⏕₸ߪ 86.5㧑ߢ޽ߞߚ‫ޕ‬ ࡃ࠻࡜࡯ᓟ⮮ (2003) ߦࠃࠆߣ‫ ߩࠞ࡝ࡔࠕޔ‬ESL ߢߪ 90㧑એ਄ᢥ┨ਛߩ⧷න⺆ࠍᱜߒߊ㖸⺒ߢ߈ߥ޿ߣ‫↢ޟ‬ᓤߩ⥄ାࠍߘߎߥ߁ᕟࠇ޽ࠅ‫࡯࡜࠻ࡃ( ޠ‬ᓟ⮮
2003:153) ߣ್ᢿߒߡ޿ࠆߣ޿߁ߎߣߢ޽ࠆ‫ޕ‬ᣣᧄ⺆ߩ႐วߪṽሼߣ޿߁㜞޿ࡂ࡯࠼࡞߇޽ࠅ‫ߣ଀ߩ⺆⧷ޔ‬න⚐ߦᲧセߔࠆߎߣߪߢ߈ߥ޿߇‫ޔ‬A ߇ቇᐕ⋧ᒰߩනరߦ
ขࠅ⚵߻ߣ߈ߩ෩ߒߐ߇┍߃ࠆ‫࡯࡜࠻ࡃޔߚ߹ޕ‬ᓟ⮮ (2003) ߢߪ‫ޔ‬ᡰេߥߒߢ⺒ߺߎߥߒߡ޿ߌࠆߚ߼ߦߪ 95㧑એ਄ᱜ⏕ߦ⺒߼ࠆߎߣ߇ᔅⷐߛߣߐࠇߡ߅ࠅ‫ޔ‬ዊ㧞ߩනర‫߅ޡ‬ᚻ⚕‫߿ࠅ߰ߥ߇ࠅ߽߰ߡ޿ߟߦޢ‬㖸⺒✵⠌ߥߒߩ᧦ઙਅߢᱜ⏕₸ 86.5㧑ߣ޿߁⚿ᨐ߆ࠄ‫⃻ޔ‬࿷ߩ A ߪቇᐕࠍਅߍߚනరߢ߽‫ޔ‬ᡰេߥߒߢߪ⺒߻ߎߣ߇ኈᤃ
ߛߣߪ⸒޿㔍޿ߣ޿߁ߎߣ߇ಽ߆ߞߚ‫ޕ‬ԛ‫ޟ‬⡞ߊ‫ޠߔ⹤ޟߣޠ‬ ߎࠇ߹ߢㅀߴߡ߈ߚࠃ߁ߦ A ߪ․ߦ‫ߩޠߊᦠޟߣޠ߻⺒ޟ‬ജ߇ᒙ޿ߩߛ߇‫ޔ‬‫ޟ‬⡞ߊ‫ޔ߽ߡ޿ߟߦޠߔ⹤ޟߣޠ‬ቇ⠌ߩ႐㕙ߢ⼾߆ߥ߿ࠅߣࠅ߇ߢ߈ࠆߣߪ⸒߃ߥ޿‫ޕ‬⡞޿ߡಽ߆ࠄߥ޿ߎߣ߇ߚ߮ߚ߮޽ࠅ‫⺆ޔ‬ᒵ࡮ᢥߩ᭴ㅧ࡮ౝኈߩ㕙ߢߎߣ߫⼾߆ߦ⹤ߔߎߣ߽ߢ߈ߥ޿‫ޔࠅ߹ߟޕ‬ቇ⠌ߩ႐㕙ߢߪ‫ޔ‬ᣣᧄ⺆ߩ㧠ᛛ⢻ߩߘࠇߙࠇߦߟ޿
ߡᧂߛ⼾߆ߥߎߣ߫߇⢒߹ࠇߡ޿ߥ޿⁁ᘒߥߩߢ޽ࠆ‫ޕ‬
5.3.3 A ߩ⃻࿷ߩജ(2)—‫⥄ޟ‬ಽߩߎߣ߫‫ߦࠅ߆߆ߞߣࠍޠ‬ℂ⸃ߔࠆ 㧠ᛛ⢻ߩⷰὐߦ⛯޿ߡ೎ߩⷰὐ߆ࠄߺߡߺࠆߣ‫ޔ‬A ߩቇ߱ജߩ೎ߩ஥㕙߇⷗߃ߡ
ߊࠆ‫ޕ‬






  




 


Ԙ ℂ⑼ߩቇ⠌ߩ᭽ሶ ዊ㧡ߦߥߞߡ A ߪℂ⑼ߦߟ޿ߡ‫ߩߢࠬ࡜ࠢޔ‬ታ㛎߿ⷰኤࠍㅢߓ‫ࠅࠃߢ߹ࠇߎޔ‬ℂ⸃ߢ߈ࠆౝኈ߇ᄙߊߥߞߚ‫ߢ࠻ࠬ࠹߇ࠇߘޔ߇ޕ‬ὐߦ⚿߮ߟ߆ߥ޿‫ࠆ޽ޔߢߎߘޕ‬࠹ࠬ࠻ߩ໧㗴ࠍ଀ߦ(ዊ㧡‫ޔ‬2006 ᐕ㧢᦬)‫ ߗߥޔ‬A ߇ℂ⸃ߒߡ޿ࠆౝኈࠍ⸃╵ߦ⚿߮ߟߌࠄࠇߥ޿ߩ߆ࠍߺߡߺࠆ‫ޕ‬࿑㧞㧦ℂ⑼㧛ᬀ‛ߩᚑ㐳ߩ᧦ઙ ࿑㧞ߪ‫ޔ‬ᬀ‛ߩᚑ㐳ߩ᧦ઙߦߟ޿ߡߩ໧㗴ߢ޽ࠆ‫ߩ࠻ࠬ࠹ޕ‬໧޿ߪ‫ࠗޔࠗߣࠕޟ‬ߣ࠙ߩ⢒ߜᣇࠍߊࠄߴࠆߣ‫ޔ‬ᬀ‛ߩᚑ㐳ߦ૗߇ᔅⷐߢ޽ࠆ߆߇ࠊ߆ࠅ߹ߔ߆‫ޕ‬㧔એਅᄥሼߪ╩⠪㧕‫ߩࠬ࡜ࠢޕࠆ޿ߡߞߥߣޠ‬᝼ᬺࠍㅢߓߡ A ߪ৻⇟ࠃߊ⢒ߟߩ߇ࠗߢ
޽ࠆߣℂ⸃ߒߡ߅ࠅ‫ߩߘޔ‬ℂ↱ࠍ‫ޟ‬᳓ߣ⢈ᢱߣᣣశ߇޽ࠆ‫ߩࠗߣࠕޕߚ߃╵ߣޠ‬㆑޿ߦߟ޿ߡߪ‫ߪࠕޟ‬⢈ᢱ߇ߥ޿‫ߪࠗޔ‬⢈ᢱ߇޽ࠆ‫ޔߦ߁ࠃߩߎޕߚߒ⃻⴫ߣޠ‬A ߪ‫߽ᦨ߁޿ߣޠ޿ߥޔࠆ޽ޟ‬න⚐ߥߎߣ߫ߢታ㛎⚿ᨐࠍᝒ߃ߡ޿ߡ‫ޟߩߘޔ‬㨪߇޽ࠆ‫ޔ‬ߥ޿‫ߩ࠻ࠬ࠹߇ޠ‬໧㗴ߩᢥਛߩ⺆‫ޟ‬㨪߇ᔅⷐ‫ߥߌᦠ߇╵⸃ޔ߼ߚ޿ߥ߆ߟ߮⚿ߣޠ‬޿ߩߢ޽ࠆ‫ޔࠅ߹ߟޕ‬A ߪ‫ޟ‬㨪߇޽ࠆ‫⥄߁޿ߣޠ޿ߥޔ‬ಽ߇ℂ⸃ߢ߈ࠆߎߣ߫㧩‫⥄ޟ‬ಽߩߎߣ߫‫ࠍޠ‬એߡ⃻⽎ࠍ⍦⋫ߥߊᛠីߒߡ޿ࠆߩߛ߇‫⥄ޟߩߘޔ‬ಽߩߎߣ߫‫ߣޠ‬ቇ⠌ߢ૶ࠊࠇࠆ⸒⺆⴫⃻ߦ㓒ߚࠅ߇޽ࠅ‫⥄ޔ‬ജߢߪߘߩ㓒ߚࠅࠍ⸃ᶖߢ߈ߥ޿᭽ሶ
߇┍߃ࠆ‫ޕ‬ԙ ࿖⺆ߩቇ⠌ߩ᭽ሶ ߎߩࠃ߁ߥ‫⥄ޟ‬ಽߩߎߣ߫‫ࠆࠃߦޠ‬ℂ⸃ߩᐢߍᣇߪ‫ޔ‬࿖⺆ߩቇ⠌႐㕙ߢ߽⷗ࠄࠇ
ࠆ‫ޕ‬






 !"#$%!"&'()*+,-. /01ኻ⹤଀㧞㧦‫ޢߒ߁߷޿⊕ޡ‬㧔ዊ㧠‫ ޔ‬ᐕ㧢᦬㧕㧔࠲ࠢࠪ࡯ㆇォᚻߩ᧻੗ߐࠎߪ‫ޔ‬㆏┵ߢᐜ⒩࿦ఽ‫ߩޠ߅ߌߚߩߌߚޟ‬Ᏺሶࠍ⷗ߟߌࠆ‫ߣ⪭ޕ‬ߒ‛ߛߣᕁߞߡᜬߜ਄ߍࠆߣ࠴࡚࠙߇㘧߮಴ߔ‫ޕ‬࿦ఽ߇Ᏺሶߢ᝝߹߃ߚ࠴࡚࠙ࠍㅏ߇ߒߡߒ
߹ߞߚߩߛ‫᧻ޕ‬੗ߐࠎߪ⟋Ṍ߷ߒߩߚ߼ߦ‫ޔ‬ᄐߺ߆ࠎࠍᏲሶߩਛߦ౉ࠇࠆ‫ߡߒߘޕ‬ゞߦᚯࠆߣ‫߆ߩߚ᧪ࠄ߆ߎߤޔ‬ᅚߩሶ߇ᓟࠈߩᏨߦᐳߞߡ޿ߚ‫ޕ‬㧕  㧔6╩⠪‫ޔ‬#ኻ⽎ߩఽ┬㧛ਅ✢ߪᧄᢥਛߩኻᔕㇱಽ㧕
1 T:ߎߩᅚߩሶ૗ߛࠈ߁㧫㧔ਛ⇛㧕ߎߎ‫ߩ↵ޔߪߒ߁߷ޔߩ޽ޔ‬ሶߩߛߞߚࠃߨ‫ޕ‬ฬ೨ߪ㧫
2A㧦ߚߌߩ̖
3T㧦
‫ޕߨࠃߚߞߛޠࠎߊ߅ߌߚߩߌߚޟ‬‫ߩޠࠎߊ߅ߌߚߩߌߚޟ‬Ᏺሶ‫ޕ‬
4A㧦
‫ޔ޿ߥ߾ߓޠࠎߊޟ‬‫ޕࠂߒߢޠࠎߐޟ‬/㧔㑆㧕/‫ߩ޿ߥ߾ߓޠࠎߐޟ‬㧫
5T㧦‫ߩ↵ޔࠄ߆ߛޠࠎߊ߅ߌߚޟ‬ሶߛࠃ‫ޕ‬
6A㧦ߚߌߩߚߌ߅ߐޯࠎ㧍[ᐜ⒩࿦ߩవ↢߇࿦ఽࠍ๭߱ࠃ߁ߥ⹤ߒᣇ]7T㧦/㧔㑆㧕/‫ߡߞޠࠎޯߐ߅ߌߚޟ‬๭߱ߣ߈߽޽ࠆߌߤ‫ߩ↵ޔࠇߎޔ‬ሶߥࠎߛࠃߥ‫ޕ‬
8A㧦
㧔ᝌ⛗ߪ㧕૗ߢᅚߩሶߥࠎߛࠈ߁‫ޕ‬
9T㧦ߓ߾‫ޔ‬૗ߢᅚߩሶߥࠎߛࠈ߁‫ޕ‬ᅚߩሶߪߤ߁ߒ…
10A㧦ࡋࡦࠪޯࡦ㧍 ኻ⹤଀㧞‫ޔߪޢߒ߁߷޿⊕ޡ‬ዊ㧠ߩ㧢᦬ߦขࠅ⚵ࠎߛ࿖⺆නర (‛⺆ᢥ) ߢ޽ࠆ‫ޕ‬ߎߎߢߪ‛⺆ߩォ឵ࠍ੍ᗐߔࠆ (࠲ࠢࠪ࡯ߩᓟㇱᐳᏨߦᐳߞߡ޿ߚᅚߩሶߪߤߎ߆
ࠄ᧪ߚߩ߆) ߣ޿߁⺒⸃ቇ⠌߇ㅴ߼ࠄࠇߚ‫ޕ‬A ߪᦨೋߩ߁ߜ‫ࠍޠ߅ߌߚޟ‬ᅚߩሶߩฬ೨ߛߣൊ㆑޿ߒ‫ޔ‬ᓟㇱᐳᏨߩᅚߩሶࠍ‫( ޠ߅ߌߚޟ‬Ᏺሶߩᜬߜਥ) ߛߣ⠨߃ߚ(4A) ‫╩ޔߒ߆ߒޕ‬⠪ߣߩኻ⹤ߩਛߢ⺋⸃ࠍୃᱜߔࠆߚ߼ߩᕁ⠨ࠍᆎ߼ (8A) ‫╩ޔ‬⠪ߩ໧޿ࠍᓙߚߕߒߡ‫߇࡚࠙࠴ߚߞߥߊߥ޿ޔ‬ᅚߩሶߦᄌりߒߚߩߛߣర᳇ߦ╵߃ߚ(10A) ‫ޕ‬ ߎߩ႐㕙ߪ‫ޔ‬ਇᕁ⼏ߥዷ㐿ࠍᭉߒ߻ߎߩ‛⺆ᢥߩਛߢ߽‫ޔ‬ᓟඨߩ⻘⸃߈ߦߟߥ߇
ࠆ․ߦ㊀ⷐߥㇱಽߢ޽ࠆ߇‫ޔ‬A ߪߎߩቇ⠌ࠍታߦᭉߒߊㅴ߼ߥ߇ࠄ‫ޔ‬ᱜ⸃ߦߚߤࠅ
ߟ޿ߡ޿ࠆ‫ޔᤨߩߎޕ‬‫⥄ޟ‬ಽߩ‛⺆‫ߕࠊ૶ࠍޠ‬ᢎ⑼ᦠᧄᢥߢ⺒ߺㅴ߼ߡ޿ߚߩߛ߇‫ޔ‬A ߪోߡߩ⺆ߣ᭴ᢥࠍℂ⸃ߒߡ޿ߚࠊߌߢߥߊ‫ޔ‬‫ޟ‬5.3.2 A ߩ⃻࿷ߩജ(1)Ԛ㖸⺒ߩᱜ⏕ߐ‫ޔߦ߁ࠃߚࠇ⸅ߢޠ‬㖸⺒ߢߪ⺋⺒߇ᄙ߆ߞߚ‫ߚߒ⺒⺋ޕ‬႐ว╩⠪߇ A ߩઍࠊࠅߦᱜߒߊ⺒߻ߣ޿߁ᡰេ߇ߥߌࠇ߫‫ߺ⺒ޔ‬ㅴ߼ࠆߎߣߪߢ߈ߥ޿‫߆⚦ޔߒ߆ߒޕ‬ߥὐߪࠊ߆ࠄߥ޿߹߹ߢ߽‫ޔ‬ౝኈࠍߑߞߊࠅߣ㣐ឞߺߔࠆࠃ߁ߦ‫ޔ߫ࠊ⸒ޔ‬㗡ߩਛ

  




 


ߢ⥄ಽ߇ℂ⸃ߢ߈ࠆ‫⥄ޟ‬ಽߩߎߣ߫‫߉ߥߟࠍޠ‬วࠊߖߡ‫⥄ޟ‬ಽߩ‛⺆‫ࠍޠ‬૞ࠅ‫ߘޔ‬ࠇࠍ਄߆ࠄᒰߡߪ߼ߡ޿ߊࠃ߁ߥ‫ࠍޠࠬ࠮ࡠࡊ߻⺒ޟ‬ᵴᕈൻߐߖߡ޿ࠆߎߣ߇⠨߃ࠄࠇࠆ‫ޕ‬ ⏕߆ߦ୘೎ߩᡰេ߇ਇนᰳߥߩߛ߇‫ ߽ߦઁߩޢߒ߁߷޿⊕ޡߩߎޔ‬A ߪ⏕߆ߦ‫⺒ޟ‬߻ߎߣߩᚑᨐ‫ࠍޠ‬ᓧߡ޿ࠆ‫ޔ߫߃଀ޕ‬‫( ޢ⧎ߩߟ৻ޡ‬ዊ㧠ਅ) ߢߪ‫ޔ‬‫ޟ‬ᚢᱫߒߚῳⷫ
ߩᒻ⷗ߢ޽ࠆࠦࠬࡕࠬߩ⧎ࠍ‫ޔ‬Უⷫߪ৻૕૗ߩߚ߼ߦߎࠎߥߦߚߊߐࠎ⢒ߡߚߩ߆‫ޠ‬ߣ޿߁╩⠪ߩ໧޿ߦኻߒ‫ޔ‬A ߪ‫ޟ‬ᐔ๺ߩߚ߼‫( ߚ߃╵ߣޠ‬2005 ᐕ 11 ᦬) ‫ޔߚ߹ޕ‬‫ߏޡ‬ࠎ߉ߟߨ‫( ޢ‬ዊ㧠ਅ) ߢ߽‫ޔ‬A ߪઁߩఽ┬ߦߪ⌀ૃߢ߈ߥ޿ࠃ߁ߥ⸃㉼ࠍߒߚ‫ߎޕ‬ߩ‛⺆ߢ‫ߣⷫޔ‬ᱫߦ೎ࠇߚ߭ߣࠅ߷ߞߜߩዊ߉ߟߨ‫ޔߪޠࠎߏޟ‬ᕁ޿߇ㅢߓߥ޿߹
߹ᕁߞߡ޿ࠆ⋧ᚻߦ㌂ߢ᠄ߚࠇߡߒ߹߁‫߇㉼⸃ޔߩߎޕ‬ᄢᄌ㔍ߒ޿⚿ᧃࠍ‫ޔ‬A ߪ‫ߢޟ‬߽‫ߪࠎߏޔ‬ᄤ࿖ߢ߅Უߐࠎߦળ߃ߚߨ‫ޕ‬‫ߣޠ‬૗ߣ߽᷷߆ߊฃߌߣ߼ߚߩߢ޽ࠆ (2006ᐕ㧞᦬) ‫ޕ‬A ߩ㄰╵ߪ޿ߟ߽ߎߣ߫ዋߥߊჿ߽ዊߐ޿ߩߛ߇‫ޔ‬ሶߤ߽㧝ੱ㧝ੱߦቇ߮ߩ߆ߚߜ߇޽ࠅ‫ߩߺ⺒ޟߩࠇߙࠇߘޔ‬਎⇇‫ߦޠ‬ఝഠߪߟߌࠄࠇߥ޿ߣ╩⠪ߪᒝߊᗵߓࠆ‫ޕ‬
5.3.4 ╙Υᦼߩ߹ߣ߼́A ߩቇ߮ߩ⃻⁁╙㧡┨ߩ⚳ࠊࠅߦ A ߩቇ߮ߩ⃻⁁ࠍ߹ߣ߼ࠆ‫ޕ‬A ߪ‫ߥ⊛⛯⛮ޔ‬ᣣᧄ⺆ᜰዉߩਛߢⴕࠊࠇߚ‫ߺ⚵ޟ‬วࠊߖᜰዉᴺ‫ࠍޠ‬ᆎ߼ߣߔࠆ᭽‫ޘ‬ߥᎿᄦߦࠃߞߡ‫ᦨޔ‬ૐ㒢ߩ⺒ߺᦠ߈ߩജࠍߟߌ‫ޔ‬ᢎ⑼ቇ⠌ߦขࠅ⚵߼ࠆࠃ߁ߦߥߞ
ߚ߽ߩߩ‫ޔ‬ᣣᧄ⺆ߩ㧠ᛛ⢻߆ࠄߺߡᧂߛ⼾߆ߥߎߣ߫߇⢒߹ࠇߡ޿ߥ޿⁁ᘒߢ޽ࠅ‫ޔ‬⥄ಽ߇ℂ⸃ߢ߈ࠆߎߣ߫ (㧩‫⥄ޟ‬ಽߩߎߣ߫‫ࠍ )ޠ‬એߡᢎ⑼ቇ⠌ߦขࠅ⚵߻ߩߛ߇‫ޔ‬ߘߩ‫⥄ޟ‬ಽߩߎߣ߫‫ߣޠ‬ᢎ⑼ቇ⠌ߢ૶ࠊࠇࠆ⸒⺆⴫⃻ߦ㓒ߚࠅ߇޽ࠆ႐ว߇޽ࠅ‫ޔ‬ߘߩᏅࠍ❗߼ࠆߚ߼ߦ‫ޟ‬㖸ჿ‫⊛ⷡⷞޔ‬ലᨐ‫ޔ‬ኻ⹤‫ࠍޠ‬㊀ⷞߒߚ୘೎ᜰዉ߇⛮⛯ߐࠇߡ޿ࠆߩߢ޽ࠆ‫ޟߩߎޔߡߒߘޕ‬㖸ჿ‫⊛ⷡⷞޔ‬ലᨐ‫ޔ‬ኻ⹤‫ޔߪߩ߁޿ߣޠ‬‫ߺ⚵ޟ‬วࠊ
ߖᜰዉᴺ‫ߺ⺒ޟ( ޠ‬⡞߆ߖ㧗LEA (ኻ⹤ߣᦠ޿ߡߺߖࠆᣇᴺ) 㧗⥄ಽߩ‛⺆‫ߩ )ޠ‬ਛߢ‫ޔ‬㖸ჿ㧩‫ߺ⺒ޟ‬⡞߆ߖ‫ޔ‬ኻ⹤‫ޠ‬‫⊛ⷡⷞޔ‬ലᨐ㧩‫╓ߦ߁ࠃߩޠࠆߖߺߡ޿ᦠޔᧄ⛗ޟ‬วߒ‫╙ޔࠅ߹ߟޔ‬Τᦼ߹ߢߩࠃ߁ߦ․೎ߥᜰዉᴺࠍᔅⷐߣߪߒߥ޿߽ߩߩ‫ޔ‬ၮᧄ⊛ߦߪ╙Τᦼߩᡰេߩᨒ⚵ߺߩ߹߹ߢ޽ࠅ‫ޔ‬‫⥄ޟ‬ಽߩߎߣ߫‫ߩ߫ߣߎࠄ߆ޠ‬਎⇇߇ᐢ߇ߞߡ޿߆ߥ޿⁁ᘒ߇⛯޿ߡ޿ࠆߣ╩⠪ߪᝒ߃ߡ޿ࠆ‫৻ߩߘޔߒ߆ߒޕ‬ᣇߢ‫ޔ‬A ߪ‫⥄ޟ‬ಽߩߎߣ߫‫ޔߦࠅ߆߆ߞߣࠍޠ‬ᡰេࠍᓧߡℂ⸃ߩ᏷ࠍᐢߍߡ޿ߊน⢻ᕈ߽␜ߒߡ޿
ࠆ‫ޕ‬






 !"#$%!"&'()*+,-. /01

㧢㧚 A ߩᲣ⺆ߩ⃻ᴫߣኅᐸߩ⸒⺆ⅣႺ⺞ᩏ ߎߎ߹ߢ‫ޔ‬ᣣᧄ⺆ᜰዉߩ⸥㍳߆ࠄ‫ޔ‬ᣣᧄ⺆ߩജߣቇ⠌ߩታᘒࠍ⸥ㅀߒߡ߈ߚ߇‫ޔ‬╙㧢┨ߢߪ‫ޔ‬A ߩᲣ⺆ߣኅᐸⅣႺߦᵈ⋡ߒ‫ޔ‬Უ⺆ߩญ㗡⢻ജ࠹ࠬ࠻ߣኅᐸߩ⸒⺆ⅣႺߦߟ޿ߡߩ⺞ᩏߩ⚿ᨐࠍ⸥ߔ‫ޕ‬
6.1 Უ⺆ߩญ㗡⢻ജ㧔⺆ᒵജ࡮ળ⹤ജ㧕࠹ࠬ࠻A ߩᲣ⺆⢻ജࠍ᷹ቯߔࠆߚ߼‫ޔ‬2006 ᐕ㧤᦬‫ޔ‬Უ⺆⹤⠪ߩ⇐ቇ↢  ߩදജࠍᓧߡ
OBC ળ⹤࠹ࠬ࠻  ߦḰߓߚญ㗡ߩ࠹ࠬ࠻ࠍ⹜ߺߚ‫ߩߘޕ‬㓙ߦߪ‫ޔ‬A ߇ዞቇߩ⚂㧞ᐕ೨ߦ౉࿖ߒዞቇᤨߦߪᆌᒉ㑆ߢ৻ಾᲣ⺆ࠍ૶↪ߒߡ޿ߥ߆ߞߚߣ޿߁╩⠪ߩⷰኤ
⸥㍳߆ࠄ‫ޔ‬Უ⺆ߦߟ޿ߡߪૐቇᐕߩ࡟ࡌ࡞߆ࠄ⺞ߴࠆߩ߇ㆡᒰߢ޽ࠆߣ⠨߃‫࡞ࡐޔ‬࠻ࠟ࡞⺆Უ⺆ߣࠬࡍࠗࡦ⺆Უ⺆ߩዊ㧝ߣዊ㧞ߩሶߤ߽ࠍኻ⽎ߦⴕߞߚศᎹ࡮ᧄ᧖
㧔2006㧕ߦḰߓߚ࠹ࠬ࠻ࠍ↪ᗧߒߚ‫ޕ‬ศᎹ࡮ᧄ᧖ (2006) ߢߪ‫ޔ‬ዉ౉࠲ࠬࠢψ⺆ᒵ࠹ࠬ࠻ψၮ␆࠲ࠬࠢψኻ⹤࠲ࠬࠢψ⹺⍮࠲ࠬࠢߩ㗅ߦⴕߞߚߩߛ߇‫ޔ‬A ߩᲣ⺆ߩജࠍ੍ᗐߒ‫ޔ‬ዉ౉࠲ࠬࠢψ⺆ᒵ࠹ࠬ࠻ψၮ␆࠲ࠬࠢߩߺࠍⴕ߁ߎߣߣߒߚ‫ޔ߅ߥޕ‬಴㗴ߐࠇࠆౝኈࠍA ߇ℂ⸃ߢ߈ࠆ߆‫ޔ‬߹ߚ࠹ࠬ࠻ߩᒻᑼߦኻᔕߢ߈ࠆ߆ࠍߺࠆߚ߼ߦ‫ޔ‬੍߼ᣣᧄ⺆ߢหߓ࠹ࠬ࠻ࠍⴕߞߚ‫ޔߣࠆߔޕ‬ૐቇᐕ࡟ࡌ࡞ߣ޿߁ߎߣ߽޽ࠅ A ߪ㔍ߥߊᣣᧄ⺆ߢో໧╵߃ࠆߎߣ߇ߢ߈ߚ‫ޕ‬એਅߦԘዉ౉࠲ࠬࠢ‫ޔ‬ԙ⺆ᒵ࠹ࠬ࠻‫ޔ‬Ԛၮ␆࠲ࠬࠢߩౝኈࠍ␜ߔ‫ޕ‬Ԙ ዉ౉࠲ࠬࠢ㧦એਅߩౝኈࠍ⾰໧ߔࠆ‫(ޕ‬㧤໧)ฬ೨㧛ቇᐕ㧛ᐕ㦂㧛⺀↢ᣣ㧛ఱᒉߩ᦭ή㧛ਔⷫߣ૗⺆ߢ⹤ߔ߆㧛෹㆐ߩฬ೨‫ޔ‬ߘߩ෹㆐ߣ૗ࠍߒߡㆆ߱߆㧛㘩ߴ‛ߪ૗߇ᅢ߈߆‫ߩߘߗߥޔ‬㘩ߴ‛߇ᅢ߈߆ԙ ⺆ᒵ࠹ࠬ࠻㧦⛗ࠞ࡯࠼ࠍ␜ߒ‫ߪࠇߎޟ‬૗㧫㧔ฬ⹖㧕‫ޠ‬‫ߥࠎߤޟ‬᭽ሶ㧫㧔ᒻኈ⹖㧕‫ޠ‬‫ޟ‬૗ࠍߒߡ޿ࠆ㧫㧔േ⹖㧕‫ߣޠ‬⡞ߊ‫(ޕ‬37 ໧)  ߪߐߺ㧛஺㧛Ᏺሶ㧛㋦╩㧛᫹ሶ㧛᧍㧛ᧄ㧛㔚⹤㧛ᚻ㧛ᜰ㧛ญ㧛⿷㧛ࡋࡆ㧛  㝼㧛࠙ࠨࠡ㧛ࡀ࠭ࡒ㧛࠙ࠪ㧛࠻࡝㧛ࡃ࠽࠽㧛ߚ߹ߏ㧛ኅ㧛㘧ⴕᯏ㧛⦁㧛ࡃࠬ㧛ጊ㧛⪲㧛ᧁ㧛᦬㧛⧎㧛߁ࠇߒ޿㧛߈ࠇ޿㧛㐳޿㧛ᥤ޿㧛㘶߻㧛㘩ߴࠆ㧛ᵅߊ㧛⺒߻Ԛ ၮ␆࠲ࠬࠢ㧦⛗ࠪ࡯࠻ࠍ␜ߒએਅߩ⾰໧ࠍߔࠆ‫(ޕ‬㧞໧)a. ࡝ࡆࡦࠣ࡞࡯ࡓౝߩ⛗ࠪ࡯࠻ࠍ␜ߒ‫᦭ߩࡆ࡟࠹ߣ⸘ᤨޔ‬ή‫ߥ޿߆ࠆ޿߇ࠦࡀޔ‬

  




 


޿߆ߣࡀࠦߩ޿ࠆ႐ᚲࠍ⾰໧ߔࠆ‫ޕ‬b. ౏࿦ߢㆆ߱ሶߤ߽ߚߜߩ⛗ࠪ࡯࠻ࠍ␜ߒ‫ޔ‬ሶߤ߽߇૗ੱ޿ࠆ߆‫ࠇߙࠇߘޔ‬૗ࠍ  ߒߡㆆࠎߢ޿ࠆ߆ࠍ⾰໧ߔࠆ‫ޕ‬ ਄⸥ߩࠃ߁ߥญ㗡⢻ജ࠹ࠬ࠻ߩ⚿ᨐ‫ޔ‬A ߇Უ⺆ߢ╵߃ߚߩߪ‫ޔ‬௖߆ߦ⺆ᒵ࠹ࠬ࠻ߩਛߩ‫ޠ⦁ޟ‬㧝⺆ߩߺߢ޽ߞߚ‫ߩ࠻ࠬ࠹ޕ‬㑆‫ޔ‬A ߪ⚳ᆎ࿎ߞߚߣ޿߁⴫ᖱࠍᶋ߆ߴ‫ޔ‬ᣣᧄ⺆ߢ‫ࠍޠࠎߖ߹ࠅ߆ࠊޟ‬ㅪ⊒ߒߚ‫ޕ‬ᒰᣣߪᆌ 㧔A ࠃࠅ㧣ᱦᐕ਄‫⃻ޔ‬࿷㜞㧝㧕ߦ߽หᏨߒߡ߽ࠄ޿‫ޔ‬A ߇ࠊ߆ࠄߥ߆ߞߚ႐วᆌߦ╵߃ߡ߽ࠄߞߚߩߛ߇‫ޔ‬ᆌߩᱜ⸃ࠍ⡞޿ߡ A ߇ᓳ໒ߒߚߩ߽㧟⺆ 㧔஺‫ޔ‬ᜰ‫ࡒ࠭ࡀޔ‬㧕ߦᱛ߹ߞߚ‫ޔߦ߁ࠃߩߎޕ‬A
ߩᲣ⺆ߩ༚ᄬߩ⁁ᴫߪ੍ᗐߒߡ޿ߚࠃࠅ߽෩ߒ޿߽ߩߛߞߚ‫ޕ‬දജ⠪ߩᲣ⺆⹤⠪ߩᅚᕈ߽‫ޔ‬‫ޟ‬ኅᣖోຬ߇ห࿖ੱߥࠄ߽߁ዋߒᲣ⺆ࠍ଻ᜬߢ߈ߡ޿ߡ߽޿޿ߪߕߥߩߛ
߇‫ޕߚ޿ߡߒ⹤ߣޠ‬ ߥ߅‫ޔ‬⺆ᒵ࠹ࠬ࠻ߩਛߢᆌ߇ߪߞ߈ࠅ╵߃ࠄࠇߥ߆ߞߚ⺆߽㧡⺆޽ߞߚߎߣ߆ࠄ‫ޔ‬ᆌ߽Უ⺆߇ߔߢߦ߆ߥࠅਇ⥄↱ߦߥߞߡ޿ࠆߎߣ߇ಽ߆ߞߚ‫ޕ‬
6.2 ଻⼔⠪ߦኻߔࠆኅᐸߩ⸒⺆ⅣႺߦߟ޿ߡߩࠕࡦࠤ࡯࠻⺞ᩏ ᰴߦ‫ޔ‬ኅᐸߩ⸒⺆ⅣႺࠍ⺞ߴࠆߚ߼‫⼔଻ޔ‬⠪ߦኻߔࠆࠕࡦࠤ࡯࠻⺞ᩏࠍ 2006 ᐕ㧤᦬ߦⴕߞߚ‫ߩߘޕ‬ౝኈߪ‫ޔ‬ጤ⷗㧔1993㧕 ߩ‫ޟ‬Უ⺆ߩ଻ᜬߣ༚ᄬߦ㑐ߔࠆࠕࡦࠤ
࡯࠻‫ߦޠ‬Ḱߓߚ⸥ㅀᑼߩ⺞ᩏߢ‫ᧄޔ‬Ⓜߦ㑐ㅪߔࠆኅᣖ㑆ߩ⸒⺆૶↪‫ޔ‬ኅᣖߩ⸒⺆⢻ജ‫ޔ‬ሶߤ߽ߩᲣ⺆଻ᜬߦߟ޿ߡߩ଻⼔⠪ߩᗧ⼂ߥߤߦߟ޿ߡ⺞ߴߚ‫ޕ‬ῳߣᲣߢߪῳ
ߩᣇ߇ዋߒᣣᧄ⺆ߩ߿ࠅขࠅ߇ኈᤃߥߩߢ‫ޔ‬ῳⷫߦ╵߃ߡ߽ࠄߞߚ‫߫ߣߎޔ߅ߥޕ‬ߩખ੺⠪ߣߒߡ‫ޔ‬ᆌߩេഥࠍᓧߚ‫ޕ‬Ԙ ኅᣖ㑆ߩ⸒⺆૶↪ߩታᘒ ᰴ㗁ߩ࿑㧟ߪ‫౉ޔ‬࿖ᒰᤨ (2000 ᐕ)ߣ⃻࿷ (2006 ᐕ)ߩኅᣖ㑆 (ῳ‫ޔ‬Უ‫ޔ‬A‫ޔ‬ᆌߩ㧠ੱ) ߩ⸒⺆૶↪ߩታᘒ (Უ⺆ߣᣣᧄ⺆ߩߤߜࠄࠍ૶߁߆) ࠍ࿑␜ߒߚ߽ߩߢ޽ࠆ‫ޕ‬ ߎߩ࿑߆ࠄ‫౉ޔ‬࿖ᒰᤨߪኅᣖ㑆ߩߎߣ߫ߩ߿ࠅߣࠅߪోߡᲣ⺆ࠍㅢߓߡߢ޽ߞߚ
߇‫⃻ޔ‬࿷ߢߪ‫ޔ‬Უ⺆ߩߺߩ߿ࠅߣࠅ߇ߤߩ⚵ߺวࠊߖߢ߽⷗ࠄࠇߥߊߥࠅ‫ޔ‬A ߇㑐ࠊࠆ㧟ߟߩ߿ࠅߣࠅߢߪᲣ⺆߇৻ಾ੺࿷ߒߥ޿ߣ޿߁ߎߣ߇ಽ߆ߞߚ‫ޕ‬

 !"#$%!"&'()*+,-. /01

࿑㧟 ౉࿖ᒰᤨ
౉࿖ᒰᤨ (2000(2000 ᐕ)ᐕ) ߩ⸒⺆૶↪
ߩ⸒⺆૶↪
࿑㧟   ⃻࿷ (2006 ᐕ) ߩኅᣖ㑆ߩ⸒⺆૶↪

ῳ    ᲣᲣ      ῳ           ῳ     Უᣣᧄ⺆ߣᲣ⺆ࠍ



Უ⺆ߩߺ
Უ⺆ߩߺ

૬↪

  A
A  ᆌ
 ᆌ   ᣣᧄ⺆ߩߺA    ᆌԙ ኅᣖߩ⸒⺆⢻ജ ᰴߦ‫ޔ‬ኅᣖߩ⸒⺆⢻ജߦߟ޿ߡߢ޽ࠆ‫ޕ‬ᣣᧄ⺆⢻ജߦߟ޿ߡ‫ޔ‬ῳߪ‫ޟ‬ᣣᏱ↢ᵴߩ႐㕙ߢ‫ޔ‬ᣣᧄ⺆ߢᔅⷐߥߎߣ߇⹤ߖࠆ߆‫ޟߣޠ‬⡯႐߿ㄭᚲઃ߈ว޿‫ޔ‬ሶߤ߽ߩቇᩞ
ߥߤߩ႐㕙ߢ‫⋧ޔ‬ᚻߩ⹤ߔᣣᧄ⺆߇ℂ⸃ߢ߈ࠆ߆‫ߩޠ‬໧޿ߦኻߒ‫ޟ߽ࠄߜߤޔ‬ඨಽߊࠄ޿‫ޔߚ߹ޕߚ߃╵ߣޠ‬‫ޟ‬⡯႐߿ㄭᚲઃ߈ว޿‫ޔ‬ሶߤ߽ߩቇᩞߥߤߩ႐㕙ߢ‫ޔ‬ᣣᧄ⺆ߢ⥄ಽߩᗧ⷗ࠍવ߃ࠆߎߣ߇ߢ߈ࠆ߆‫߁޿ߣޠ‬໧޿ߦኻߒߡ߽‫ޔ‬‫ޟ‬ඨಽߊࠄ޿વ߃
ࠆߎߣ߇ߢ߈ࠆ‫ޔࠅ߹ߟޕߚ߃╵ߣޠ‬ῳߪ⥄Ꮖߩᣣᧄ⺆ࠍ‫ޠߔ⹤ޟ‬‫ޟ‬⡞ߊ‫ߡ޿ߟߦޠ‬ߪ‫ޟ‬ඨಽߊࠄ޿‫⹏ߣޠ‬ଔߒߚߎߣߦߥࠆ‫৻ޕ‬ᣇߢ‫ޔ‬‫ޟ‬ᣣᧄ⺆ߩᣂ⡞߇⺒߼ࠆ߆‫ߦޠ‬ኻߒߡ‫ޔ߃╵ߣޠ޿ߥ߼⺒ޟ‬‫ޟ‬ᣣᧄ⺆ߢᚻ⚕߇ᦠߌࠆ߆‫ߦޠ‬ኻߒߡ‫߃╵ߣޠ޿ߥߌᦠޟ‬ߚߎߣ߆ࠄ‫ޔ‬‫⥄ߪߡ޿ߟߦޠߊᦠޟߣޠ߻⺒ޟ‬ାࠍ߽ߞߡ޿ߥ޿‫ޕ‬ ῳߩߎߩࠃ߁ߥ⥄Ꮖ⹏ଔߣ╩⠪ࠍ฽߻ቇᩞ㑐ଥ⠪ߩ⷗ᣇߦߪᏅ߇޽ࠆ‫ޕ‬ቇᩞ㑐ଥ⠪ߪዞቇએ᧪Ᏹߦ଻⼔⠪ߣߩࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩਇ⥄↱ߐࠍᗵߓߡ޿ࠆ‫଻ޕ‬ஜߦ㑐ߔࠆߎߣ߿‫ࠄߚߞ߆ߥ߇ࠇߎޔ‬๟ࠅߩሶߦ޿ߓ߼ࠄࠇࠆߣᕁࠊࠇࠆ੐ᨩߥߤ‫ᦨޔ‬ૐ㒢ߩ੐ᨩߦߟ޿ߡߩߺ‫ޔ‬りᝄࠅᚻᝄࠅ߽੤߃ߡญ㗡ߢ૗ߣ߆ῳᲣߦવ߃ࠆ߆‫޽ޔ‬ࠆ޿ߪᆌࠍㅢߓߡ↪ઙࠍવ߃ߡ߈ߚ‫ޕ‬ ߥ߅‫ޔ‬Უߩᣣᧄ⺆ߦߟ޿ߡߪ⾰໧ߒߥ߆ߞߚ߇‫╩ޔ‬⠪߇ធߔࠆ㒢ࠅญ㗡⢻ജߪῳߦ෸߫ߕ‫ޔߚ߹ޔ‬ቇᩞ߆ࠄߩ߅⍮ࠄߖߩࡊ࡝ࡦ࠻ߥߤߦኻߒߡኅᐸ߆ࠄ෻ᔕ߇ߥ޿
ߎߣ‫ޔ‬Უߦ㗬߹ࠇߡ╩⠪߇Ꮢᓎᚲߦឭ಴ߔࠆᦠ㘃ߩ⺑᣿ࠍߒߚࠅઍ╩ࠍߒߚࠅߒߚ
ߎߣ߇޽ࠆߎߣߥߤ߆ࠄ‫ޔ‬ᣣᧄ⺆ߩ⺒ߺᦠ߈ߪ߶ߣࠎߤߢ߈ߥ޿ߣ⠨߃ࠄࠇࠆ‫ޕ‬ ߎߩࠃ߁ߦ⷗ߡߊࠆߣ‫ޔ‬ᣣᧄ⺆ߩ㕙ߢᦨ߽㗬ࠅߦߥࠆߩߪኅᣖߩਛߢᆌߣ޿߁ߎ
ߣߦߥࠆ‫ߩߘޕ‬ᆌ߽Უ⺆ߩ⺒ߺᦠ߈ߪ߶ߣࠎߤ༚ᄬߒߡ޿ࠆࠃ߁ߢ‫ޔߦࠄߐޔ‬೨ㅀߩᲣ⺆ߩ⺆ᒵ࠹ࠬ࠻ߢ╵߃ࠄࠇߥ߆ߞߚන⺆߇޽ߞߚࠃ߁ߦ‫ޔ‬ญ㗡ߢ߽Უ⺆ࠍ⥄࿷ߦ߿ࠅขࠅߢ߈ࠆ࡟ࡌ࡞ߢߪߥ޿‫ޕ‬

  




 


Ԛ Უ⺆଻ᜬߦኻߔࠆᗧ⼂ ᦨᓟߦ‫ޔ‬Უ⺆଻ᜬߦኻߔࠆᗧ⼂ߦߟ޿ߡߢ޽ࠆ‫ޕ‬ῳߪ‫ޟ‬ሶߤ߽ߦኻߒߡᲣ⺆߽ᣣᧄ⺆߽ห᭽ߦቢ⅜ߦߥߞߡ߶ߒ޿‫ߣޠ‬ᕁߞߡ߅ࠅ‫ޔ‬‫ޟ‬዁᧪ሶߤ߽߇Უ⺆ࠍ⹤ߖߥߊߥ
ࠆߎߣߦෂᯏᗵࠍᛴ޿ߡ޿ࠆ‫ޔ߇ߛߩޠ‬‫⥄ޟ‬࿖⺆ࠍሶߤ߽ߦવ߃ߡ޿ࠆ߆‫߁޿ߣޠ‬໧޿ߦኻߒ‫ోޟ‬ὼવ߃ߡ޿ߥ޿‫ޔ߃╵ߣޠ‬‫⥄ޟ‬࿖⺆ࠍሶߤ߽ߦવ߃ߚ޿߆‫߁޿ߣޠ‬໧޿ߦኻߒߡ߽‫ޔߚ߹ޕߚ߃╵ߣޠ޿ߥࠄ߆ࠊޟ‬‫ޟ‬ห࿖ੱߢ⚵❱ߐࠇߚળว߿૗ࠄ߆ߩᵴ
േߦෳടߒߡ޿ߥ޿‫߁޿ߣޠ‬࿁╵߆ࠄ‫ޔ‬A ߇Უ⺆ߦធߔࠆ႐ߪኅᐸએᄖߦߥ޿ࠃ߁
ߥߩߛ߇‫ޔ‬ኅᐸߢߩౕ૕⊛ߥ௛߈߆ߌߪ‫ޟ‬㘩੐ߩᤨߦᲣ⺆ߢ⹤ߒ߆ߌࠆ‫ޔ‬Უ⺆ߩᢥሼࠍᢎ߃ߚߎߣ߇޽ࠆ‫ߦߚ߃╵ߣޠ‬ᱛ߹ࠅ‫࡮⊛⛯⛮ߦ․ޔ‬Ⓧᭂ⊛ߥᲣ⺆଻ᜬߩߚ߼
ߩദജࠍߒߡ޿ߥ޿ߎߣ߇ಽ߆ߞߚ‫ޕ‬
6.3 A ߩᲣ⺆ߩ⃻ᴫߣኅᐸߩ⸒⺆ⅣႺ⺞ᩏ㧙߹ߣ߼ એ਄ߩࠃ߁ߦᲣ⺆ญ㗡⢻ജ࠹ࠬ࠻ߣ଻⼔⠪ߦኻߔࠆࠕࡦࠤ࡯࠻⚿ᨐ߆ࠄ‫ޔ‬ԘA ߪ⃻࿷Უ⺆ࠍ߶߷༚ᄬߒߡ޿ࠆߣ⷗ࠄࠇ‫ޔ‬ᣣᧄ⺆ߩߺߢ↢ᵴߒߡ޿ࠆߎߣ‫ޔ‬ԙῳᲣߪA ߣᣣᧄ⺆ߩߺߢ⹤ߔ߇ߘߩᣣᧄ⺆⢻ജߪ㒢ࠄࠇߡ޿ࠆߎߣ‫ޔ‬ԚኅᣖߩਛߢᲣ⺆ߣᣣᧄ⺆ߩਔ⸒⺆ߢචಽߥࠦࡒࡘ࠾ࠤ࡯࡚ࠪࡦߩߢ߈ࠆੱ߇޿ߥ޿ߎߣ‫ޔ‬ԛῳᲣߪᣣ
ᧄ⺆ߩ⺒ߺᦠ߈߇߶ߣࠎߤߢ߈ߕ‫ޔ‬A ߪᲣ⺆߇ߢ߈ߥ޿ߎߣ߆ࠄ‫ⷫޔ‬ሶߩ㑆ߢ⥄↱ߦ૶߃ࠆ౒ㅢߩᢥሼ߇ߥߊ‫ⷫޔ‬ሶߢᧄࠍ⺒ࠎߛࠅኋ㗴ࠍߒߚࠅߔࠆߎߣ߇㔍ߒ޿ߎߣ‫ޔ‬Ԝῳߪ A ߦᲣ⺆ࠍ଻ᜬߒߡ߶ߒ޿ߣᕁߞߡ޿ࠆ߇⛮⛯⊛࡮Ⓧᭂ⊛ദജࠍߒߡ޿
ߥ޿ߎߣ‫߇ޔ‬᣿ࠄ߆ߦߥߞߚ‫⚿ߩߎߡߒߘޕ‬ᨐߪ‫ޔ‬A ߩᲣ⺆଻ᜬߣᣣᧄ⺆ߩિ㐳ߩਔ㕙ߦ߅޿ߡ‫ޔ‬ኅᐸߢࠃ޿⸒⺆ⅣႺࠍឭଏߔࠆߎߣ߇޿߆ߦ㔍ߒ޿߆ࠍ⴫ߒߡ޿ࠆ‫ޕ‬
6.4 ኅᐸߩ⸒⺆ⅣႺߦߟ޿ߡߩ⵬⿷㧦A ߣᆌߣߩ㆑޿ ߎߎߢ‫ޔ‬ኅᐸߩ⸒⺆ⅣႺߩ⵬⿷ߣߒߡߢ޽ࠆ߇‫ޔ‬A ߣᆌߩ⸒⺆ⅣႺߩ⋧㆑ߦߟ޿ߡ⸅ࠇࠆ‫ޕ‬㧞ੱߩṛ࿷᦬ᢙߣኅᐸⅣႺߪหߓߢ޽ࠆ߇‫౉ޔ‬࿖ᐕ㦂ߣቇᩞߢߩᣣᧄ⺆ᜰዉߩᒻᘒߦ߅޿ߡ㆑޿߇޽ࠆ‫ޕ‬ ߹ߕ‫౉ޔ‬࿖ᐕ㦂ߦߟ޿ߡߢ޽ࠆ߇‫ޔ‬A ߪḩ㧡ᱦߦߥࠆ⋥೨‫ޔ‬ᆌߪḩ 12 ᱦߦߥߞߚ⋥ᓟߢ޽ߞߚ‫ޕ‬࿷ᣣࡌ࠻࠽ࡓੱᐕዋ⠪ࠍኻ⽎ߣߔࠆጊญ࡮৻ੑਃ (1998) ߢߪ‫ޔ‬㧢ᱦ೨ᓟߦ⹤ߒߎߣ߫ߩ‫ޔ‬10 ᱦ೨ᓟߦ⹤ߒߎߣ߫ߦട߃ߡቇ⠌⸒⺆ࠍりߦߟߌࠆᤨ
ᦼ߇޽ࠆߎߣࠍᬌ⸽ߒߡ޿ࠆ‫⚿ߩߎޕ‬ᨐߣᾖࠄߒวࠊߖࠆߣ‫ޔ‬A ߪᲣ⺆ߩ⹤ߒߎߣ
߫⏕┙એ೨ߦ‫ޔ‬ᆌߪቇ⠌⸒⺆ࠍりߦߟߌࠆᤨᦼએᓟߦ౉࿖ߒߚߎߣߦߥࠆ‫ޕ‬

 !"#$%!"&'()*+,-. /01

 ߹ߚ‫ޔ‬ᆌߪㅳߦ㧝ᤨ㑆ߛߌߛߞߚ߇‫౉ޔ‬࿖⋥ᓟ߆ࠄ⚂㧝ᐕᲣ⺆⹤⠪ߦࠃࠆᣣᧄ⺆ᜰዉࠍฃߌߡ޿ߚ ‫ޕ‬A ߪ౉࿖એ᧪‫৻ޔ‬ᐲ߽Უ⺆ߦࠃࠆᢎ⢒⊛ᡰេࠍฃߌߚߎߣ߇ߥ޿‫ޕ‬ ߎߩࠃ߁ߦ‫ޔ‬ᆌߪ਄⸥ߩ㧞ὐߢ᧦ઙߦᕺ߹ࠇߡ޿ߚߚ߼‫ޔ‬A ߶ߤᕆㅦߦᲣ⺆߇⴮߃ࠆߎߣߪߥߊ‫ޔ‬චಽߣߪ⸒߃ߥ޿߇⃻࿷߽Უ⺆ࠍ଻ᜬߒߡ޿ࠆ߽ߩߣ⠨߃ࠄࠇࠆ‫ޕ‬৻ᣇ‫ޔ‬A ߪᲣ⺆ߩ⹤ߒߎߣ߫߇⏕┙ߔࠆએ೨ߦ౉࿖ߒ‫౉ޔ‬࿖ᓟ߽Უ⺆ߦߟ޿ߡ૗ࠄᢎ⢒⊛㈩ᘦ߇ߥߐࠇߥ߆ߞߚ਄ߦ‫ޔ‬ኅᐸߢߩⓍᭂ⊛ߥᲣ⺆଻ᜬߩߚ߼ߩദജ߽ߥߐ
ࠇߡ޿ߥ߆ߞߚߚ߼‫ޔ‬Უ⺆ࠍ߶߷༚ᄬߒߡߒ߹ߞߚߣ⠨߃ࠄࠇࠆ‫ޕ‬㧣㧚 ⠨ኤ
7.1 A ߩߎߣ߫ߩജߩ⃻ᴫߣ‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ޠ‬ ❑ᢿ⊛ߥᣣᧄ⺆ᜰዉߩ⸥ㅀߣᲣ⺆ญ㗡⢻ജ࠹ࠬ࠻ߩ⚿ᨐ߆ࠄ‫ޔ‬A ߩᲣ⺆ߣᣣᧄ⺆ߩജߩ⃻ᴫࠍ߹ߣ߼‫ޔ‬‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߣޠ‬ᾖࠄߒวࠊ
ߖߡߺࠆ‫ޔߕ߹ޕ‬Უ⺆ญ㗡⢻ജ࠹ࠬ࠻ߩ⚿ᨐ߆ࠄ‫ޔ‬A ߪ⃻࿷Უ⺆ࠍ߶߷༚ᄬߒߡ޿
ࠆߣ⷗ࠄࠇࠆ‫ޕ‬ᰴߦᣣᧄ⺆ߩജߦߟ޿ߡ‫ޔ‬ᣣᧄ⺆ᜰዉߩታᘒ߆ࠄ‫ޔ‬‫ߺ⚵ޟ‬วࠊߖᜰዉ
ᴺ‫ࠆߔߣ߼ߓߪࠍޠ‬᭽‫ޔࠅࠃߦߣߎࠆߔ⛯⛮ࠍߺ⹜ߥޘ‬A ߪᦨૐ㒢ߩ⺒ߺᦠ߈ߩജ
ࠍ₪ᓧߒ‫ޔ‬ᢎ⑼ቇ⠌ߦขࠅ⚵߼ࠆࠃ߁ߦߥߞߚ߽ߩߩ‫ޔ‬ℂ⸃น⢻ߥ‫⥄ޟ‬ಽߩߎߣ߫‫ޠ‬
ߣᢎ⑼ቇ⠌ߢዷ㐿ߐࠇࠆ⸒⺆⴫⃻ߦ㓒ߚࠅ߇޽ࠅ‫ޔ‬‫ޟ‬ᢎ⑼ቇ⠌ߦᔅⷐߥᕁ⠨ࠍᡰ߃ࠆߎߣ߫ߩജ߇ᧂߛ⢒ᚑߐࠇߡ޿ߥ޿⁁ᘒ‫╩ߣࠆ޽ߢޠ‬⠪ߪᝒ߃ߡ޿ࠆ‫ޔߡߒߘޕ‬A
ߩߎߩࠃ߁ߥ⁁ᘒߪ‫ޔ‬Cummins (1978) ߩ⸒߁‫ޟ‬หᐕઍߩሶߤ߽ߣᲧߴߡਔ⸒⺆ߦ߅޿ߡ⸒⺆⢻ജ߇ਇචಽߢ╙㧝ߩߒ߈޿ߦ㆐ߒߥ޿႐ว‫ޠ‬‫࠶࠹ࡒ࡝࡞ࡉ࠳ޟࠅ߹ߟޔ‬࠼㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߦ଀৻ߩޠ‬᭎ߨ⋧ᒰߔࠆߣ⠨߃ࠄࠇࠆ‫ޕ‬ዊߐ޿ሶߤ߽
ߪ✎ߦ᳓߇ߒߺߎ߻ࠃ߁ߦ⸒⺆ࠍๆ෼ߔࠆߣ⠨߃߇ߜߛ߇‫ޔ‬A ߩ႐ว‫ޔ‬Უ⺆ࠍ༚ᄬߒߚ㓗㑆ߦᣣᧄ⺆߇ߔߞߣ౉ࠅ‫ޔ‬㗅⺞ߦ⊒㆐ߒߡ޿ߊߣ޿߁ࠊߌߢߪߥ߆ߞߚߩߢ
޽ࠆ‫ޕ‬Cummins (2000)(2000) ߢߪ‫ޔ‬ߢߪ‫ޔ‬‫ޔߡߒߣ⺰⚿ߩޠ࡞ࠟࡦ࡝ࡒ࠮ޟ‬‫ߡ޿ߟߦ࡞ࠟࡦ࡝ࡒ࠮ޟ‬ Cummins‫ޔߡߒߣ⺰⚿ߩޠ࡞ࠟࡦ࡝ࡒ࠮ޟ‬‫ߡ޿ߟߦ࡞ࠟࡦ࡝ࡒ࠮ޟ‬ߩ⼏⺰ߦℂ⺰⊛ߥଔ୯ߪߥ޿߇‫ࠍ࡞ࠟࡦ࡝ࡒ࠮ޔ‬ቇ໧⊛ߦቯ⟵ߔࠆߎߣ߇ߢ߈ߥ޿
ߩ⼏⺰ߦℂ⺰⊛ߥଔ୯ߪߥ޿߇‫ࠍ࡞ࠟࡦ࡝ࡒ࠮ޔ‬ቇ໧⊛ߦቯ⟵ߔࠆߎߣ߇ߢ߈ߥ޿
ߣ޿ߞߡ‫⃻ޔ‬ታߩࡃࠗ࡝ࡦࠟ࡞ߩሶߤ߽ߚߜߩ໧㗴߇⸃᳿ߔࠆࠊߌߢߪߥ޿‫ޕ‬⃻ታߩࡃࠗ࡝ࡦࠟ࡞ߩሶߤ߽ߚߜߩ໧㗴߇⸃᳿ߔࠆࠊߌߢߪߥ޿‫ޕ‬‫߹ߣޠ‬ߣ߹ߣ޿ߞߡ‫ޔ‬‫ޠ‬ߣ߼ࠄࠇߡ޿ࠆ (Cummins(Cummins 2000:105)
2000:104) ‫ᧄޕ‬Ⓜߩ
‫ᧄޕ‬Ⓜߩ A
A ߩ੐଀ߩࠃ߁ߦ‫⃻ޔ‬ታߣߒߡ‫ޔ‬ߩ੐଀ߩࠃ߁ߦ‫⃻ޔ‬ታߣߒߡ‫ޔ‬ߣ߼ࠄࠇߡ޿ࠆ
ߘߩࠃ߁ߥ⸒⺆⃻⽎ߩ⁁ᘒߦ޽ࠆߣផቯߐࠇࠆሶߤ߽߇ሽ࿷ߒߡ߅ࠅ‫੹ޔ‬ᓟ߽⎇ⓥߘߩࠃ߁ߥ⸒⺆⃻⽎ߩ⁁ᘒߦ޽ࠆߣផቯߐࠇࠆሶߤ߽߇ሽ࿷ߒߡ߅ࠅ‫੹ޔ‬ᓟ߽⎇ⓥ

  




 


⠪ߣ⃻႐ߩᢎᏧ߇දജߒߡߎߩ໧㗴ߦኻಣߒߡⴕߊߴ߈ߢ޽ࠈ߁‫ޕ‬
7.2 ⃻Ბ㓏ߢ⠨߃ࠄࠇࠆⷐ࿃ ᰴߦ‫ޔ‬ታᘒߩ⸥ㅀࠍㅢߓߡ᣿ࠄ߆ߦߥߞߚ‫⃻ޔ‬Ბ㓏ߢ‫ޔ‬A ߩ‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⁁ߩޠ‬ᘒߦ㑐ㅪߔࠆߣ⠨߃ࠄࠇࠆⷐ࿃ࠍ೉⸥ߔࠆ‫ޕ‬Ԙ Უ⺆ߩ⹤ߒߎߣ߫߇⏕┙ߔࠆ೨ߩᐕ㦂㧔ḩ㧡ᱦߦߥࠆ⋥೨㧕ߦ౉࿖ߒߚߎߣԙ ౉࿖એ᧪Უ⺆ࠍㅢߓߡߩᢎ⢒⊛ᡰេࠍ৻ᐲ߽ฃߌߚߎߣ߇ߥ޿ߎߣ
਄⸥ߩ㧞ὐߪ‫ޔ‬㧣ᱦᐕ਄ߩᆌߣߩ㆑޿߆ࠄ᣿ࠄ߆ߦߥߞߚὐߢ޽ࠆ‫ޕ‬Ԛ ⛮⛯⊛ߥᣣᧄ⺆ᜰዉߦ߅ߌࠆ᭽‫ޔߪߺ⹜ߥޘ‬ᢙሼએᄖߩ⺒ߺᦠ߈߇ోߊߢ߈
ߕᢎቶߢߩቇ⠌ᵴേߩ߶ߣࠎߤߦෳടߢ߈ߥ޿ߣ޿߁‫ޔ‬A ߩෂᯏ⊛ߥ⁁ᴫࠍస᦯ߔࠆߎߣߪߢ߈ߚ߇‫ޔ‬㧠ᐕඨࠍ⚻ߡ߽ቇ⠌ߩ࿎㔍ߐࠍᩮᧄ⊛ߦ⸃ᶖߔࠆ
ߦߪ⥋ߞߡ޿ߥ޿ߎߣԛ ኅᐸߢᲣ⺆ߣᣣᧄ⺆ߩਔ㕙ߦ߅޿ߡ⦟ᅢߥᢎ⢒ⅣႺࠍឭଏߢ߈ߥ޿ߎߣ

 ᧄⓂߩ⎇ⓥ⋡⊛ߩ৻ߟߪ౉࿖ᐕ㦂ߣ‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߩߣޠ‬㑐ㅪᕈࠍ⠨߃ࠆߣ޿߁ߎߣߢ޽ߞߚ߇‫ޔ‬એ਄ߩࠃ߁ߦ‫ޔ‬A ߩ੐଀߆ࠄ‫౉ޔ‬࿖ᐕ㦂߇৻ߟߩⷐ࿃ߦߥࠅᓧࠆߎߣ߇␜ໂߐࠇߚ‫ޕ‬ ߒ߆ߒ‫ᧄޔ‬Ⓜߪታᘒߩ⸥ㅀࠍఝవߒߚߚ߼‫౉ߩߎޔ‬࿖ᐕ㦂ߣ޿߁ὐ߽฽߼‫ޔ‬‫ࡉ࠳ޟ‬࡞࡝ࡒ࠹࠶࠼㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫⻉ࠆߋ߼ࠍޠ‬໧㗴ߦߟ޿ߡ‫ޔ‬චಽߥಽᨆߣ
⠨ኤߦߪ⥋ࠄߥ߆ߞߚ‫╩ޕ‬⠪ߪ੹ᓟ߽ A ߩᣣᧄ⺆ᜰዉࠍᜂᒰߒ⛯ߌࠆ੍ቯߢ޽ࠅ‫ޔ‬
੹ᓟߪⓂࠍᡷ߼ߡಽᨆߣ⠨ኤߦ㊀ὐࠍ⟎ߊߎߣߣߒ‫ߩߘޔ‬ᚑᨐࠍቇ⠌ᡰេ߿ኅᐸ߳
ߩ௛߈߆ߌߦߟ޿ߡߩ␜ໂࠍᓧࠆߎߣߦ⚿߮ߟߌߚ޿ߣ⠨߃ߡ޿ࠆ‫ޕ‬㧤㧚 ߅ࠊࠅߦ
ߎࠇ߹ߢ‫ޔ‬A ߩቇ⠌႐㕙ߦ㒢ߞߡ⸥ㅀߒߡ߈ߚ߇‫ᦨޔ‬ᓟߦ‫ޔ‬ቇ⠌એᄖߢ⷗ߖࠆ Aߩ᭽ሶߦߟ޿ߡ⸅ࠇࠆ‫ޕ‬A ߪ߅ߣߥߒ޿ᕈᩰߢ‫ੱޔ‬᳇⠪ߢߪߥ޿߇ખ㑆ᄖࠇߦߐࠇ
ࠆߎߣ߽ߥߊ‫ޔ‬ભߺᤨ㑆߽᡼⺖ᓟ߽෹ߛߜߣㆊߏߒߡ޿ࠆ‫ޕ‬‫ޟ‬ᄤᚽ‫߁޿ߣޠ‬ṽሼࠍീᒝߒߡ޿ߡ‫▚ߪߊ߷ޟ‬ᢙߩᄤᚽ‫⥄ޔߦ߁ࠃࠆ޽߽ߣߎߚߞ⸒ߣޠ‬Ꮖߦኻߒᖤⷰ⊛ߥࠗࡔ࡯ࠫߩߺࠍᛴ޿ߡ޿ࠆࠊߌߢ߽ߥ޿‫ޕ‬ዊ㧞߹ߢߪℂ↱߇ߪߞ߈ࠅߒߥ޿ᰳᏨ߇
⷗ࠄࠇߚ߇‫ޔ‬ዊ㧟એ㒠ߪ㘑㇎ߥߤߩઁ‫ޔ‬ᰳᏨߪߒߡ޿ߥ޿‫ޕ‬ዊ㧟ߪᢎ⑼ቇ⠌ߦߛࠎ

 !"#$%!"&'()*+,-. /01

ߛࠎߣෳടߢ߈ࠆࠃ߁ߦߥߞߚᤨᦼߢ޽ࠆ‫੹ޕ‬ᓟߪ‫ߥ߁ࠃߩߎޔ‬ቇ⠌એᄖߩ㕙ߦ߽
ⷞ㊁ࠍᐢߍ‫ޔ‬A ߩᚑ㐳ߩㆊ⒟ࠍ⸥ㅀߒߡ޿߈ߚ޿ߣ⠨߃ࠆ‫ޕ‬ෳ⠨ᢥ₂ࠞ࠽࠳ᣣᧄ⺆ᢎ⢒ᝄ⥝ળ (2000) ‫ޡ‬ሶߤ߽ߩળ⹤ജߩ⷗ᣇߣ⹏ଔ́ࡃࠗ࡝ࡦࠟ࡞ળ
⹤࠹ࠬ࠻ (OBC) ߩ㐿⊒́‫࠳࠽ࠞޢ‬ᣣᧄ⺆ᢎ⢒ᝄ⥝ળጤ⷗ችሶ (1993) ‫ޟ‬ᣣᧄߦቯ૑ߒߚࠗࡦ࠼ࡀࠪࠕ㔍᳃ߩᲣ⺆ߩ଻ᜬߣ༚ᄬߦ㑐ߔࠆ⺞ᩏ⎇ⓥ‫ޠ‬‫ޡ‬AJALT‫ޢ‬16 pp.43-50
ᴡ㊁㤗⴩ሶ (2004) ‫ޟ‬ੑ⸒⺆૬↪ⅣႺਅߩᐕዋ⠪ߩ૞ᢥߦ߅ߌࠆᲣ⺆ߣᣣᧄ⺆ߩ㑐ଥ㧙ਛ࿖⺆ࠍᲣ⺆ߣߔࠆਛቇ↢ࠍኻ⽎ߦ̆‫ޠ‬ᐔᚑ 15 ᐕ߅⨥ߩ᳓ᅚሶᄢቇᄢቇ㒮ୃ჻⺰ᢥ pp.41
ਛፉ๺ሶ (2006) ‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ‫ޠ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒ (MHB) ⎇ⓥળ ╙㧣࿁⎇ⓥ㓸ળ੍Ⓜ㓸 pp.1-4
ਛፉ๺ሶ (2003) ‫ޟ‬ሶߤ߽‫ߡߒߘޔ߫ߣߎޔ‬ᣣᧄ⺆‫ޠ‬‫᦬ޡ‬ೀᣣᧄ⺆‫ޢ‬2003 ᐕ 10 ᦬ภࠕ࡞ࠢ pp.50-51
ਛፉ๺ሶ&ࡠࠩ࠽࡮࠿࠽ࠬ (2001) ‫ޟ‬ᣣᧄ⺆₪ᓧߣ⛮ᛚ⺆༚ᄬߩ࠳ࠗ࠽ࡒࠢࠬ́ᣣ
ᧄߩዊ࡮ਛቇᩞߩࡐ࡞࠻ࠟ࡞Უ⺆⹤⠪ߩታᘒࠍ〯߹߃ߡ́‫ޠ‬
http://www.colorado.edu./ealld/atj/ATJ/seminar2001/nakajima.html (2006.10.
ࠕࠢ࠮ࠬ )
ࡃ࠻࡜࡯ᓟ⮮⵨ሶ (2003) ‫ޡ‬ᄙ⸒⺆␠ળߩ⸒⺆ᢥൻᢎ⢒́⧷⺆ࠍ╙ੑ⸒⺆ߣߔࠆሶߤ߽߳ߩࠕࡔ࡝ࠞੱᢎᏧߚߜߩขࠅ⚵ߺ́‫߅ߒࠈߊޢ‬಴  pp.153
ࡌ࡯ࠞ࡯㧔1996㧕‫࡞ࠟࡦ࡝ࠗࡃޡ‬ᢎ⢒ߣ╙ੑ⸒⺆⠌ᓧ‫ޢ‬ጟ⑲ᄦ⸶࡮✬ ᄢୃ㙚ᦠᐫ
pp.165Ⓢ⚃ (2005) ‫ޟ‬ੑ⸒⺆ⅣႺߦ⢒ߟਛ࿖⺆ࠍᲣ⺆ߣߔࠆዊ࡮ਛቇ↢ߩਛ࿖⺆ߣᣣᧄ⺆ߩ㑐ଥ́ળ⹤ജߩ႐ว́‫ޠ‬ᐔᚑ 16 ᐕ߅⨥ߩ᳓ᅚሶᄢቇᄢቇ㒮ୃ჻⺰ᢥ pp.41
ጊญᕺℂ࡮৻ੑਃ᦮ሶ (1998) ‫ޟ‬࿷ᣣࡌ࠻࠽ࡓੱᐕዋ⠪ߩੑ⸒⺆⢻ജߣੑ⸒⺆૶↪
⁁ᴫ‫ޠ‬‫᧲ޡ‬੩ቇ⧓ᄢቇᶏᄖሶᅚᢎ⢒࠮ࡦ࠲࡯⎇ⓥ♿ⷐ‫ޢ‬9 pp.41-59ḡᎹ╉ሶ (2006) ‫ޟ‬‫߁޿ߣޠ࡞ࠟࡦ࡝ࡒ࠮ޟ‬᭎ᔨߩᱧผ⊛⢛᥊‫ޠ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒ (MHB) ⎇ⓥળ ╙㧣࿁⎇ⓥ㓸ળ੍Ⓜ㓸 pp.5-8

  




 


ศᎹ㓁ሶ࡮ᧄ᧖ᢕሶ (2006) ‫ޟ‬ᣣᧄ↢߹ࠇ߽ߒߊߪᐜఽᦼ᧪ᣣߩᄖ࿖ੱఽ┬ߩᣣᧄ⺆⢻ജ́OBC ળ⹤࠹ࠬ࠻ࠍ೑↪ߒߡ́‫ޠ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒ (MHB)⎇ⓥળ╙㧣࿁⎇ⓥ㓸ળ੍Ⓜ㓸 pp.22-32
Cummins, J. (1978) Educational Implications of Mother-Tongue Maintenance in
Minolity-language Children. The Canadian Modern Language Review. 34 (3).
Minolity-languageChildren. The Canadian Modern Language Review.
pp.395-416
Cummins,
J. (2000) Language, power and pedagogy. Clevedon: Multilingual
34 (3) pp.395-416
Matters.J.pp.104-105
Cummins,(2000) Language, power and pedagogy. Clevedon: Multilingual
Lambert,W.E.
(1977) The effetts of billingualism on the individual: cognitive
Matters.
pp.104-105
and sociocultural
P.A. Hornbyon(eds.),
Bilingualism.
New
Lambert,
W.E. (1977)consequences.
The effetts ofInbillingualism
the individual:
cognitive
York:Academic
Press.
pp .15-27. In P.A. Hornby (eds.), Bilingualism. Newandsocioculturalconsequences.
York:Academic Press. pp .15-27.

  

Lambert (1977) ߩ additive bilingualism/ subtractive bilingualism ࠍෳᾖ‫ޕ‬࠳ࡉ࡞࡝ࡒ࠹࠶࠼㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫޿ߒ⹦ࠅࠃߩߡ޿ߟߦޠ‬ᖱႎߪ‫ޔ‬ਛፉ (2006)ߣḡᎹ (2006) ࠍෳᾖ‫ޕ‬  A ߇ዬ૑ߔࠆ⥄ᴦ૕ߢߩᣣᧄ⺆ᜰዉߪᲣ⺆⹤⠪߇⻠Ꮷࠍᜂᒰߔࠆߎߣ߇ᦸ߹ߒ޿ߣߐࠇߡ
޿ࠆ߇‫ޔ‬A ߩᲣ⺆ߩ⸒⺆ੱญߪዋߥߊ‫ޔ‬ห࿖ੱߩ⻠Ꮷ޽ࠆ޿ߪᣣᧄੱߢᲣ⺆⹤⠪ߩ⻠Ꮷ߇⷗ߟ߆ࠄߥ߆ߞߚߚ߼‫╩ޔ‬⠪߇ᜂᒰߔࠆߎߣߦߥߞߚ‫ޕ‬ ߎߩ‫ޟ‬㧝ㅳ㑆ߦ⸘㧠ᤨ㑆߹ߢ‫ޔ߇ߩ߁޿ߣޠ‬A ߇ዬ૑ߔࠆ⥄ᴦ૕ߩᢎ⢒ᆔຬળ߇ⷙቯߔࠆ
↢ᓤ㧝ੱᒰߚࠅߩᣣᧄ⺆ᜰዉߩᤨ㑆ᢙߩ㒢ᐲߢ޽ࠆ‫߁⸒ߢߎߎޔ߅ߥޕ‬ዊቇᩞߩ‫ޟ‬㧝ᤨ㑆‫ޠ‬ߣߪ‫ޔ‬ᱜ๧ 45 ಽ㑆ࠍ㧝න૏ߣߒߡ޿ࠆ‫ޕ‬ ⸥ㅀߩ߽ߣߣߥߞߚ࠺࡯࠲ߪ‫ޔ‬ਇቯᦼߦណขߒߚขࠅ಴ߒ᝼ᬺਛߩࡆ࠺ࠝ᠟ᓇߣ‫ޔ‬ᣣᧄ⺆ᜰዉߢขࠅ⚵ࠎߛ૞ᢥ߿࠹ࠬ࠻ߥߤ‫߮ࠃ߅ޔ‬Ფ࿁᝼ᬺߩ⚳ੌᓟߦ޽ߞߚߎߣ߿᳇߇ߟ޿ߚ
ߎߣࠍᦠ߈ㄟࠎߛ㧠ᐕඨಽߩᜰዉ᩺ߢ޽ࠆ‫ޕ‬ ߎߩᤨὐߢߪᢥሼࠍ⷗ߡ⊒㖸ߢ߈ࠆߎߣࠍఝవߐߖ‫✵ߩߣߎߊᦠޔ‬⠌ߪ✢ࠍᦠߊߎߣߦᘠ
ࠇࠆ⒟ᐲߢ‫ࠍߣߎࠆߥߦ߁ࠃࠆߌᦠޔ‬㊀ⷞߒߥ߆ߞߚ‫ޕ‬ ‫⊒ߩޠ޿ߖࠎߖߪߊ߷ޟ‬᩺⠪ߪታߪ A ߢ޽ࠆ‫ޕ‬ዊ㧝ߩ⚳ࠊࠅ㗃ߩ޽ࠆᣣ‫ޔ‬A ߇߰ߑߌߡ╩⠪߇ᐳࠆᣇߩᏨߦᐳࠅ‫᧍ߣޠࠆߍ޽ߢࠎ⺒߇ߊ߷ޟ‬਄ߦ߅޿ߡ޽ߞߚන⺆ߩᢥሼࠞ࡯࠼ࠍ
޿ߟ߽ࠃࠅ਄ᚻߦ⺒ߺ਄ߍᆎ߼ߚ‫ߩߎ߇ࠇߎޕ‬ᵴേߩࡅࡦ࠻ߣߥߞߚ‫ޕ‬ ߚߛߒ‫ ᤨߩߎޔ‬A ߪ߹ߛ⥄ಽ߇ᦠ޿ߚ࡟ࠪࡇᢥࠍ㖸⺒ߔࠆߎߣ߇ߢ߈ߥ߆ߞߚ‫ޕ‬ A ߇ዬ૑ߔࠆ⥄ᴦ૕ߩᢎ⢒ᆔຬળߢߪዊቇᩞߩ࿖⺆ߩᢎ⑼ᦠߪశ᧛࿑ᦠࠍណ↪‫ޕ‬ㇺౝߩ㧠ᐕ೙ᄢቇቇㇱ㧠ᐕߦ࿷ቇߔࠆ‫ޔ‬20 ઍᓟඨߩᅚᕈ‫ޕ‬ࠞ࠽࠳ᣣᧄ⺆ᢎ⢒ᝄ⥝ળ (2000 ) ࠍෳᾖ‫ޕ‬ᣣᧄ࿷૑ߩࡌ࠻࠽ࡓ࡮ࠞࡦࡏࠫࠕ࡮࡜ࠝࠬੱߩ㔍᳃ߩኅᐸߢ㧢ᱦએ਄ߩሶߤ߽ࠍ߽ߟኅᐸ
ࠍኻ⽎ߦ 1992 ᐕߦⴕࠊࠇߚ⺞ᩏߢ‫⾰ޔ‬໧ᢥߦᲣ⺆⸶߇ߟ޿ߡ޿ࠆߎߣ߆ࠄ‫⺞ߩߎޔ‬ᩏߩᨒ⚵ߺࠍេ↪ߒߚ‫ޕ‬ߘߩᲣ⺆⹤⠪⻠Ꮷ߇㆙ߊ߆ࠄㅢൕߒߡ޿ߚߚ߼ㇺว߇ߟ߆ߥߊߥࠅ‫ᤨߩߎޔߚ߹ޔ‬ὐߢᆌߪ᭎ߨᣣᧄ⺆ߛߌߢ߿ࠅߣࠅ߇ߢ߈ࠆࠃ߁ߦߥߞߚߣߩ್ᢿ߆ࠄ‫╩ޔ‬⠪߇ᒁ߈⛮ߋߎߣߦߥߞߚ‫ޕ‬
  ‫ޟ‬             !"

The Relationship between American Sign Language Proficiency and English
Academic Development: A Review of the Research1
Jim Cummins
The University of TorontoIntroduction
This paper is intended as an overview of the relevant research regarding therelationship between the development of American Sign Language (ASL)
proficiency and English reading and writing skills. Three questions are
considered:•

To what extent does the development of ASL proficiency in the preschool
years contribute to subsequent English academic development?

•

To what extent is there a relationship between ASL and English
proficiency among school-age students?

•

To what extent does the use of ASL (or other natural sign languages) as
a language of instruction within a bilingual/bicultural program
contribute to English academic development?

The focus
focus ofof thethe review
review isis onon thethe relationshiprelationship between
between ASL
ASL andand English
EnglishThe
proficiency because
because this
this issue
issue isis at
at thethe centre
centre ofof current
current policy
policy debates
debates ininproficiency
Ontarioandothereducational
jurisdictions.
For
example,thereisdebateabout
Ontario and other educational jurisdictions. For example, there is debate about
whether development
development ofof ASLASL fluency
fluency might
might impede,
impede, oror potentiallypotentially enhanceenhancewhetherEnglish acquisitionacquisition among
among Deaf
Deaf children
children who
who have
have received
received cochlearcochlear implants.
implants.
English
There
is
also
discussion
regarding
the
role
of
ASL-medium
instruction
in
There is also discussion regarding the role of ASL-medium instruction in
ASL-English bilingual/biculturalbilingual/bicultural programs;
programs: forfor example,
example, will
will concepts
concepts andand
ASL-English
linguistic skills
skills developed
developed throughthrough ASL
ASL transfer
transfer toto English
English literacy
literacy
linguistic
development?
development?
It should be emphasized at the outset, however, that the rationale for developing
ASL proficiency goes far beyond its relationship to the development of English
language and literacy skills. Like any language, and particularly first languages,
ASL is a tool for thinking, problem-solving, and enabling children to form
relationships with other people and the world of ideas. Language mediates thechild’s relationship to his or her world and the child’s identity is formed through

  







linguistic interaction with other people. Emotional and cognitive dispositions
that form the child’s identity are imprinted in the early years primarily throughlinguistic interaction. Children’s (and adults’) sense of self is intimately related
to the extent to which they feel valued and appreciated by those around them.
Thus, developing a strong first language foundation in the early years isimportant not just for the child’s cognitive growth but also as a passport tomembership in a social community that affirms the child’s intelligence andidentity.
Similarly, within the school context, bilingual/bicultural programs use ASL not
just as a conduit to English and content mastery but as a crucial tool for
representing ideas and thinking critically about issues. The rationale fordeveloping strong ASL language arts is no different than the rationale fordeveloping strong English language arts among children whose first language isspoken English. Children come to school fluent in English but we neverthelessspend at least 12 more years deepening this linguistic knowledge and extending
it into academic spheres of language. For Deaf children the teaching of ASL
language arts within a bilingual/bicultural program serves the same function ofdeveloping and deepening students’ conceptual foundation and providing themwith a potent tool for thinking and problem-solving. If there is transfer of thiscognitive power to English, this represents an additional bonus rather than the
primary rationale for developing students’ ASL conceptual and academic
proficiency.
The broader context of this issue is the well-established relationship between
academic skills in first and second languages (L1 and L2) among the spoken
language population (for a recent review, see Genesee, Lindholm-Leary,
Saunders, and Christian, 2006). This research is summarized initially and then
the three questions articulated above are discussed.

L1/L2 Relationships among the Spoken Language Population
Research findings during the past 40 years have consistently shown significant
relationships between L1 and L2 academic development among both majority
language and minority language populations. Transfer of conceptual andlinguistic knowledge across languages helps explain why students in bilingual
programs (e.g. French immersion programs in Canada) do not suffer any
adverse consequences with respect to academic development in the majority
language (e.g. English) despite considerably less instructional time through that
language.

             !"The general principle underlying these findings was formulated as theinterdependence hypothesis which was formally expressed as follows (Cummins,
1981):To the extent that instruction in Lx is effective in promoting proficiency
in Lx, transfer of this proficiency to Ly will occur provided there isadequate exposure to Ly (either in school or environment) and adequate
motivation to learn Ly.
In concrete terms, what this principle means is that in, for example, a French
immersion program intended for native speakers of English, French instructionthat develops French reading and writing skills is not just developing Frenchskills, it is also developing a deeper conceptual and linguistic proficiency that isstrongly related to the development of literacy in the majority language(English). In other words, although the surface aspects (e.g. pronunciation,
fluency, etc.) of different languages are clearly separate, there is an underlying
cognitive/academic proficiency that is common across languages. This common
underlying proficiency makes possible the transfer of cognitive/academic orliteracy-related proficiency from one language to another.
Depending on the sociolinguistic situation, the research data support theexistence of five types of transfer:•

Transfer of conceptual knowledge (e.g. understanding the concept ofphotosynthesis);•

Transfer of metacognitive and metalinguistic strategies (e.g. strategiesof visualizing, use of graphic organizers, mnemonic devices, vocabularyacquisition strategies, etc.);•

Transfer of pragmatic aspects of language use (e.g. strategies forcommunicating meaning, willingness to take risks in communication
through L2, etc.);•

Transfer of specific linguistic elements (knowledge of the meaning ofphoto in photosynthesis);•

Transfer of phonological awareness—the knowledge that words arecomposed of distinct sounds (phonemes).

The interdependence hypothesis is illustrated in Figures 1-2. Figure 1 (The
Separate Underlying Proficiency [SUP] Model) is sometimes termed thetime-on-task or maximum exposure hypothesis. It proposes that language skills

  







are stored separately and thus there is no transfer across languages and nounderlying proficiency that links L1 and L2.
Despite its intuitive appeal, the empirical evidence clearly refutes the SUP
model by showing significant transfer of conceptual knowledge and skills acrosslanguages. In order to account for the research evidence, we must posit a
common underlying proficiency (CUP) model in which various aspects of abilingual’s proficiency in L1 and L2 are seen as common or interdependent
across languages. In other words, when applied to bilingual education contexts,
the common underlying proficiency refers to the conceptual knowledge andcognitive abilities that underlie academic performance in both languages.











Figure 1.

 Figure 2.

The Separate Underlying The Common Underlying

Proficiency Model Proficiency Model

Figure 2 expresses the point that experience with either language can promote
development of the proficiency underlying both languages, given adequate
motivation and exposure to both either in school or in the wider environment.
Different researchers have used slightly different terms to refer to this             !"

phenomenon. Cummins (1981, 2001) refers to the Common Underlying
Proficiency while Baker (2001) talks about a Common Operating System. Morerecently, Genesee et al. (2006) use the metaphor of a common underlying
reservoir of literacy abilities (p. 77). Regardless of the terms used, the reality isthat research has consistently shown strong relationships between academic
development in L1 and L2.
Do these relationships also apply in the case of ASL, a visually-oriented
language that has no written form? Mayer and Wells (1996) have suggested that
“ASL can develop the cognitive power that would support broad cognitive andconceptual transfers between ASL and English. However, ... the possibility of
any linguistic transfer or interdependence is unlikely” (p. 105). They go on toargue (without any empirical evidence) that transfer of literacy skills from ASL
to English is unlikely. Meyer and Wells appear to ignore the fact that conceptual
knowledge is just as relevant for literacy development as is “linguistic”
knowledge, defined narrowly. In the words of cognitive psychologists Donovan
and Bransford (2005, p. 4),“new understandings are constructed on a foundationof existing understandings and experiences” (emphasis original). In other words,
we bring our prior knowledge to the interpretation of text. The interdependence
hypothesis is essentially saying that a student whose conceptual knowledge in
L1 is well-developed has more cognitive power to bring to the reading of text in
L2. The consistent positive relationships that the research (reviewed below)
reveals between ASL proficiency and English literacy are fully consistent with
the interdependence hypothesis. These positive relationships are likely due tothe transfer of conceptual knowledge from ASL to English literacy.

The Relationship between ASL Proficiency in the Preschool Years andEnglish Academic Development
Goldin-Meadow and Mayberry (2001) highlight the importance of acquiring astrong first language in the early years of life and the challenges this poses forsome Deaf children:
In addition, deaf children of hearing parents gain access to MCE(manually coded English) at variable ages, depending on when their
hearing losses are discovered and how long it takes to be enrolled in
educational programs. And timing matters—children who are exposed
to a sign language for the first time in late childhood or adolescence

  







turn out to be less proficient sign language users than those exposed tosign from birth. ..... Moreover deaf individuals who acquire scantlanguage (in sign or speech) during childhood never catch up in
adulthood and do not attain native-like proficiency in any language, be
it ASL or English. (2001, p. 224)
They summarize their review of the literature regarding the relationshipbetween knowing ASL and English reading as follows:In sum, knowing ASL does not interfere with learning to read printed
English. Indeed, ASL may actually help deaf children learn to read
English. The deaf children who made steady progress in both ASL and
MCE [manually coded English] also made steady progress in reading
English; the children who made progress only in MCE did not. In fact,
controlling for whether a child’s parents were hearing or deaf, signingskills turn out to be the best predictors of reading skill (Hoffmeister,
2000; Padden & Ramsey, 2000; Strong & Prinz, 2000).
Apparently, knowing a language—even a manual language with different
structure from the language captured in print—is better for learning to readthan not knowing any language. (2001, p. 226)
The last sentence from this quotation goes to the heart of the matter. Too many
Deaf children grow up in homes where they do not share a language with theirparents or caregivers. Many of these children are not given adequate or timely
opportunity to acquire a first language or develop the conceptual knowledge thatinteraction through a language promotes. Crucial developmental milestones forlanguage acquisition in the early years are passed with minimal linguistic input.
Academic achievement in subsequent years, which depends on strong language
and conceptual abilities, is consequently an uphill battle. The well-documented
academic differences between children of Deaf parents who acquire ASL as anative language and those who do not acquire ASL in their early years reflects
the difference in early linguistic stimulation (e.g. Prinz & Strong, 1998).
The development of a strong conceptual grasp of a first language has also beenemphasized as an important contributing factor to the positive outcomes ofbilingual/bicultural programs for Deaf students in the Swedish and Danish
contexts (see Gibson, Small & Mason, 1997, and Mahshie, 1995, for reviews).
Families are provided with extensive support to acquire natural sign language             !"at the same time as their Deaf child is acquiring the language through preschool
provision. Mahshie (1995) in her review of the Scandinavian research describes
how the development of a conceptual foundation through first (sign) language
acquisition prior to the start of formal schooling facilitates the development of
written language skills in school:
When the Swedish children start first grade (age 6-7), it is importantthat they have a strong first language; are comfortable with theiridentity; already know a great deal about their world; and have thelinguistic, cognitive, and social readiness to attend to the lessons being
presented. With this competence and plenty of active exposure to
written language, many of the children develop an interest in written
Swedish well before entering first grade without formal instruction.
(1995, p. 35)
Research carried out by Mayberry and her colleagues (see Mayberry, 2002)
highlights the consequences of not developing a strong first language at theappropriate critical age. Mayberry and Lock (2003), for example, report that theage of initial language experience predicts future ability to process grammaticalinformation. Deaf individuals whose first language exposure was delayed untilage 6 or older showed low accuracy in English grammatical judgment andcomprehension compared to Deaf and hearing individuals who had learned
English as a second language in school after appropriate exposure to a (signed ororal) first language in the home during early childhood. Mayberry and Locksummarize their findings as follows:
Findings showed that adults who acquired a language in early life
performed at near-native levels on a second language regardless ofwhether they were hearing or deaf or whether the early language was
spoken or signed. By contrast, deaf adults who experienced little or noaccessible language in early life performed poorly. These results
indicate that the onset of language acquisition in early humandevelopment dramatically alters the capacity to learn language
throughout life, independent of the sensory-motor form of the earlyexperience. (2003, p. 369)

  







Goldin-Meadow and Mayberry (2001) similarly emphasize the crucial
importance of building an early language foundation if deaf children are todevelop strong reading skills:
The first step in turning deaf children into readers appears to be to
make sure they have a language—any language. Deaf children who arelearning ASL (or any natural sign language) from their deaf parents do
not need intervention at this stage of the process; they learn language
naturally and at the same pace that normally hearing children acquire
spoken language. ..... However, deaf children born to hearing parents
do need interventions and on several fronts. Early detection of hearing
loss, early entry into an educational system, and early and continuous
contact with fluent signers together may go a long way toward ensuringthat profoundly deaf children have access to and learn a language.
(p. 226)
In summary, there is consensus in the research literature that acquisition of astrong conceptual foundation in a language during the pre-school years is aprerequisite for subsequent literacy development in English. ASL clearly
constitutes an appropriate language for early conceptual development for thosechildren who have, or are provided with, access to a signing community. For
Deaf children who are not provided with access to a signing community, theeffort to acquire oral language in the early years may limit the extent to which
they are enabled to use that language for communication, conceptual
development, and engagement with their worlds. With respect to MCE, while
the issue is controversial and beyond the scope of this review, MCE appears tobe less easily acquired as a first language by Deaf children and less flexible in its
ability to express complex ideas and serve as a language of cognitive
development (Kuntze, 1998; Livingstone, 1983).

The Relationship Between ASL and English Proficiency Among
School-Age Students
During the 1990s several empirical studies were carried out specifically toinvestigate the relationship between students’ proficiency in ASL and their
The initial
initial study
study focusing
focusing onor this issue was carried out by
English literacy skills. The
Prinz and Strong (1998) (see also Strong and Prinz, 1997, 2001) and the findingsof this study will be summarized in some detail. The other studies show             !"similar patterns of findings and will be summarized briefly. All of these studies
support the applicability of the interdependence hypothesis to the relationshipbetween ASL proficiency and English literacy development.
The sample in the Prinz and Strong study consisted of 155 students between
ages 8 and 15 attending a residential school for the Deaf in California. Forty ofthe students had Deaf mothers and 115 had hearing mothers. The study
addressed two primary research questions: (a) What is the relationship between
ASL competence and English literacy among Deaf students aged 8-15 years? (b)Do Deaf children of Deaf parents outperform deaf children of hearing parents in
ASL skills and English literacy? A third question focused on whether ASL
competence might explain differences in English academic proficiency between
the groups.
Prinz and Strong reported the following findings:
The overall results of the second-year phase of the study indicated that
ASL skill is significantly correlated with English literacy. Furthermore,children with deaf mothers outperformed children with hearing
mothers in both ASL and English reading and writing, a finding that
replicated earlier studies showing parental status a good predictor of
linguistic and academic success—especially during the early years.
(1998, p. 53)
Prinz and Strong also reported evidence that the differences in English literacy
between children of Deaf mothers and children of hearing mothers could be
attributed to the differences in ASL proficiency between these two groups. When
ASL level was held constant, differences in English literacy performance
disappeared for the high and medium ASL groups, while differences remained
among the low ASL group. Prinz and Strong explain these findings as follows:
The implication here is that the scores in English literacy of students
with deaf mothers are not superior to those of students with hearing
mothers at the medium and high levels of ASL ability. This finding
suggests that ASL skills may explain the different academic
performance between the two groups—a notion that is consistent with
Cummins’ theory of cognitive and linguistic interdependence. At low
levels of ASL skills, children may benefit from having a deaf parent
possibly related to factors such as parental acceptance of the child, good

  







parent-child communication, and emotional stability. (p. 53)
Strong and Prinz (1997) summarize the implications of their findings as follows:“The implication of this research is straightforward and powerful: Deaf
children’s learning of English appears to benefit from the acquisition of even a
moderate fluency in ASL”. (p. 37)
Niederberger and Prinz (2005) report a study carried out in Switzerland with 39
Deaf students aged between 8 and 17 which showed that the linguisticcompetencies necessary to support the learning of written language can be
developed through a natural sign language, either as an alternative or acomplement to language skills developed orally. This again shows that linguistic
interdependence operates between sign and written language in a similarmanner to the relationship that exists between two written languages.
The positive relationship between ASL and English literacy abilities reported byPrinz and Strong (1998) is supported by several other studies. Hoffmeister, deVilliers, Engen, and Topol (1998), for example, reported significant positive
correlations between ASL and reading comprehension among 50 deaf students
aged 8 – 16 years.
Fish, Hoffmeister, and Thrasher (2005) tested all students above the age of 7
who had no identified disabilities at two bilingual/bicultural schools for the Deafin the northeastern United States (N=190, ages 7-20 years old). Forty of thestudents had Deaf parents and 150 had hearing parents. The authors reported
highly significant correlations between students’ ASL proficiency and an English
vocabulary measure from the Stanford Achievement Test. These correlations
held for both the entire sample and within each of the Deaf groups. In addition,
Deaf students with Deaf parents performed better on both the ASL and English
vocabulary measures than Deaf students with hearing parents.
Padden and Ramsey (1998) also found significant correlations between ASL
proficiency and English reading among 31 students ranging from grades 4-8.
They suggest that the relationship between ASL and English reading must be
cultivated by certain forms of instruction that draw students’ attention tocorrespondences between the languages:
What emerges is an interrelationship between a set of language skills,
specifically fingerspelling, initialized signs, reading, and competence inremembering ASL sentences as well as knowledge of ASL morphology
and syntax. Students who perform best on tests of ASL and             !"fingerspelling also perform
comprehension. (p. 44)

well

on

a

measureof

reading

It is argued that deaf readers must learn to exploit fingerspelling andinitialized signs as tools for reading, and must have guided practicedoing so. They learn to do this ..... from teachers and from other signingdeaf readers in homes and in instructional contexts where the set ofskills needed to become a signing deaf reader is implicitly
acknowledged. (p. 39)
Singleton, Supalla, Litchfield and Schley (1998) reported a relationship between
ASL and English writing ability among children of hearing parents for older(age 9+) but not for younger children (age 6-9). The authors summarize theirfindings as follows:
Our preliminary results indicate that after age 9, high ASL-fluent deaf
children of hearing parents were outperforming their less ASL-fluent
peers on several English writing tasks. At this point, we have found nosuch correlation between ASL proficiency and English skills for the
younger children in our sample (ages 6-9). However, it is important tonote that at this young age, the children are producing very little
English text in their classroom activities and in the writing samples wecollected. It is possible that our present method for writing sample
analysis fails to capture important differences in these shorter samples.
It is also possible that the association between high ASL proficiency andimproved English writing skills only emerges after the preliteracy stage.
(p. 25)Another research study carried out by Singleton and her colleagues with 72
Deaf elementary school students reported a relationship between students’ ASL
proficiency and their writing skills in English (Singleton, Morgan, DiGello, Wiles,
Rivers, 2004). Specifically, they found that:
Low-ASL-proficient students demonstrated a highly formulaic writing
style, drawing mostly on high-frequency words and repetitive use of alimited range of function words. The moderate- andhigh-ASL-proficient deaf students’ writing was not formulaic andincorporated novel, low-frequency vocabulary to communicate their

  







thoughts. (p. 86)
The authors conclude their article by emphasizing the importance of writing
instruction that encourages Deaf students to write for substantive and authentic
purposes:
In closing, we wish to emphasize the importance of writing stories thathave something to say. Deaf students who generate repetitive andformulaic sentences are not demonstrating that they are true writers.
While the ASL-proficient students lacked important grammaticalelements in their stories, their writing demonstrated original andcreative expression. These children are indeed thinking and creating.
Therefore, as educators, the onus is upon us to harness those novel
thoughts that might be expressed so fluently in ASL and develop
instructional techniques that can connect this creativity to theirdeveloping literacy skills in English. (2004, p. 100)
In summary, the research evidence converges in showing consistent significant
relationships between students’ proficiency in ASL and their development ofEnglish reading and writing skills. Thus, the interdependence hypothesis
appears to apply equally to the relationship between ASL and English as it doesto the relationship between spoken languages. The positive relationships
observed in the research reviewed above probably derive from transfer ofconceptual elements across languages, transfer of metacognitive andmetalinguistic elements, and, as suggested by Padden and Ramsey (1998),
transfer of some specific linguistic elements (e.g. fingerspelling, initialized signs).
The focus in this section has been on the relationship between ASL proficiency
and English literacy; however, it is worth noting that Scandinavian researchalso suggests a positive relationship between use of sign language and speech
production among children who have received cochlear implants (Preisler,
Tvingstedt and Ahlström, 2002). Thus, there is no empirical evidence tosupport the concern that the acquisition of ASL will inhibit English speech orliteracy development among children with cochlear implants.

             !"Does the Use of ASL as a Language of Instruction Within a Bilingual/Bicultural
Program Contribute to English Academic Development?
There is minimal research evidence that addresses this issue directly because
formal quantitative evaluations of bilingual/bicultural programs for Deaf
students have not been carried out to date in the North American context. Some
evidence relating to the efficacy of bilingual/bicultural programs is available
from the Scandinavian context (Mahshie, 1995) and there is indirect supportive
evidence from the research of Singleton et al. (1998). The scarcity of empiricalevidence regarding the efficacy of bilingual/bicultural programs is not surprisingin view of the recency of these programs in the North American context. Prinz(1998) points out that there is a similar lack of empirical evidence in relation to
the use of MCE as an instructional medium:
However, the widespread implementation of MCE systems has
occurred without any formal and systematic evaluation of theireffectiveness. One measure is to examine the academic achievement ofdeaf students who have been taught primarily using pedagogical sign
approaches. After 25 years of Total Communication the average deaf
high school graduate had achieved a third to fourth grade level
education (Allen, 1986). (p. v)
In Sweden and Denmark bilingual/bicultural programs for deaf students haveoperated since the 1980s (Mahshie, 1995). Hearing parents of Deaf children
are given strong support and encouragement to learn Sign (e.g. paid releasetime from employment) and both Sign and the national language areemphasized throughout children’s education, from early childhood through highschool. In Sweden, children are considered candidates for cochlear implants only
after the family has established at least some sign language. Mahshie
summarizes the Scandinavian research as follows:In addition to comparing favourably with hearing graduates, students
in the two main experimental classes in each country also tested higher
in reading than their Deaf agemates during periodic evaluations
throughout their school career, as well as when compared with asample of Deaf adults from the previous generation. (1995, p. 18)
Singleton et al. (1998) report comparisons between three groups of deaf studentsof hearing parents (n=53) aged between 6 and 12 years with respect to their

  







proficiency in ASL. The three school programs attended by the students were:
1. ASL/English bilingual residential school (n=26) in which ASL is used as
the primary language of instruction as well as in the playground andafter-school dormitory settings from both peer and adult models;
2. Traditional residential school (n=11) in which Total Communication(MCE with spoken English) was used for instructional purposes. There
was also considerable exposure to ASL outside of the classroom settings,
although not necessarily from deaf adult models;
3. Self-contained classrooms in public schools (n=16) in which children had
virtually no contact with ASL. Their hearing teachers use MCE withspoken English.
Not surprisingly, the students in the self-contained classes in public schools
demonstrated little ASL proficiency. Students in the traditional residential
school setting demonstrated considerable variability in ASL proficiency (36%were ranked in the high-ASL group) but significantly less overall proficiency
than those in the ASL/bilingual residential school setting (50% ranked in thehigh-ASL group). Singleton et al. summarize the data as follows:
Based on these data, and the many anecdotal reports that we haveencountered from teachers in bilingual deaf education settings, wewould argue that when deaf elementary school-aged children are
exposed to ASL in the classroom (as opposed to only outside theclassroom) their potential for ASL fluency is considerably enhanced.
(p. 24)
As noted earlier, these authors also reported that stronger ASL skills wererelated to English literacy skills, indirectly supporting the rationale andfeasibility of ASL-English bilingual/bicultural programs.
Clearly, the evaluation data relating to ASL-English bilingual/bicultural
programs (or Deaf bilingual/bicultural programs in other contexts) is sparse.
Additionally, instructional approaches for teaching for transfer from ASL toEnglish are still being debated (e.g. Kuntze, 1998; Nelson, 1998; Padden &Ramsey, 1998). However, the consistent positive relationships between ASL
proficiency and English literacy reported in the research supports the overall
rationale for bilingual/bicultural programs. These data are also clearly
inconsistent with any claim that development of ASL proficiency will impede             !"English language or literacy acquisition.

Conclusion
Nelson (1998) highlights the lack of first language learning opportunities as amajor contributor to the overall poor academic performance of deaf students:[A] very small minority of deaf children receive year-after-year excellent,
processable language learning opportunities and use their excellent
first language skills in ASL as the base for full acquisition of English
literacy. This stands in contrast to the large majority of deaf children
whose first language and literacy skills do, indeed, lag behind, and forwhom the lag can best be accounted for in terms of year-after-year
deprivation of excellent learning opportunities. (p. 75)
The research data clearly show that students (from both Deaf and hearing homebackgrounds) who have developed strong ASL proficiency have significantly
better prospects for developing adequate English literacy skills. These data
support the rationale for ASL-English bilingual/bicultural programs, although
there is, as yet, little evaluation data on these programs to draw definitive
conclusions regarding their efficacy.
Recommendations
1. The research data consistently point to the importance of acquiring strong
first language skills for future language and literacy development. Thus, it isimperative to ensure that all Deaf students be given the opportunity toacquire a conceptual and linguistic foundation in their first five years of life.
Acquiring a first language entails not just acquisition of surface-level
linguistic features but, more fundamentally, acquiring the vocabulary/concept
knowledge that develops as a result of linguistic interaction within acommunity of language users.
2. The importance of acquiring a strong first language applies equally tochildren who receive a cochlear implant. Current policy in Ontario
discourages children who receive cochlear implants from acquiring ASL
fluency in their early years. The assumption appears to be that acquisition of
ASL will impede children’s acquisition of English proficiency. This assumption

  







relies on a Separate Underlying Proficiency model of bilingual proficiency(Figure 1, p.78) which has been totally discredited in the research literature
on bilingualism and bilingual education. There is no evidence in the research
literature to support this assumption. In fact, the little research that does
address the issue suggests the opposite (Preisler et al. 2002).
If the Ontario policy is viewed as evidence-based, then whatever research
evidence exists to support the policy of discouraging ASL development amongchildren with cochlear implants should be articulated. If the policy is notevidence-based, then this fact should be acknowledged to parents, andresearch should be initiated to provide an empirical basis for policies that
profoundly affect the life chances of so many children.
3. The research data also show strong and consistent relationships between
the levels of ASL proficiency that Deaf students attain and their developmentof English reading and writing skills. This implies that bilingual/bicultural
programs that use ASL as a medium of instruction should also focus on
deepening students’ conceptual foundation in ASL. Just as schools focus
intensely on expanding the language fluency that English native-speakers
bring to school into academic spheres of language (reading, writing, content
knowledge, low-frequency vocabulary), a bilingual/bicultural program should
focus intensely on developing students’ appreciation of ASL literature, critical
literacy in ASL, and ability to use ASL for intellectual inquiry. The datasuggest strongly that the more these intellectual functions are developed in
ASL, the more they are likely to transfer to the development of English
literacy skills. For example, students who understand the function of
metaphor in ASL are much more likely to understand how metaphorsfunction in English than students who have no understanding of the role ofmetaphor in language.
4. As in any bilingual program, the long-term success of an ASL/English
bilingual/bicultural program depends on the quality of the curriculum and thefluency in the target languages of the teachers who implement thiscurriculum. In order to strengthen the ASL/English bilingual/bicultural
program in Ontario, criteria for assessing the necessary levels of proficiency in
ASL to teach effectively through the language should be articulated and apolicy document for teaching ASL language arts should be developed.

             !"Final Comments: Broader Policy Considerations
The research evidence is consistent in showing that access to ASL (or LSQ) inearly childhood results in Deaf children acquiring a strong first language
conceptual foundation. By contrast, many children who do not have access to
ASL in early childhood fail to develop a strong first language conceptual
foundation. Furthermore, among children of both hearing and Deaf parents, thedegree of proficiency that children develop in ASL during the elementary school
years is positively related to the development of English reading and writing
skills.
The research on Deaf children’s linguistic and academic development is fully
consistent with the views expressed by François Grosjean, noted bilingualism
expert and Director of the Language and Speech Processing Laboratory at the
University of Neuchatel, Switzerland:
Every deaf child, whatever the level of his/her hearing loss, should havethe right to grow up bilingual. By knowing and using both a sign
language and an oral language (in its written and, when possible, in its
spoken modality), the child will attain his/her full cognitive, linguistic,
and social capabilities. (2001, p. 110)
Among the social capabilities that the development of ASL/English bilingualism
makes possible for Deaf individuals is the ability to participate actively in two
cultural and linguistic communities, to feel a strong sense of identity andmembership in these communities, and to use their fully developed linguistic
and cognitive resources to contribute effectively to the societies in which theylive. When Deaf children are not given the opportunity to develop a strong
conceptual and linguistic foundation in their early years, their individual
life-chances are adversely affected and the contributions they would have beencapable of making to their societies are squandered. This represents asignificant loss of resources for individuals, families, and the society as a whole.
In short, the research data call into question policies that restrict children’saccess to ASL in early childhood and in the early school years. Given the lifelong
adverse consequences experienced by children who grow up without a strong
first language conceptual foundation, such policies are clearly vulnerable to a
Human Rights challenge.



  







EndnoteI would like to thank Gary Malkowski for feedback on earlier versions of thisreview. Also, the review has benefited from resources identified in previous workby Kristin Snodden, and by Joanne Cripps and Anita Small. Dr. Robert
Hoffmeister also provided valuable feedback and information about additional
research studies relevant to the topic.
I have followed the convention in this review of capitalizing “Deaf” except when
quoting passages in which the word is written in lower case.
Finally, the focus of the review is on ASL but the same considerations apply to
LSQ in francophone contexts across Canada.

References
Allen, T. E. (1986). Patterns of academic achievement among hearing impaired
students: 1974-1983. In A. N. Schildroth & M. A. Karchmer (Eds.) Deaf
children in America. San Diego, CA.: College Hill Press.
Baker, C. (2001). Foundations of bilingual education and bilingualism. 3rd
Edition. Clevedon, England: Multilingual Matters.
Cummins, J. (1981). The role of primary language development in promoting
educational success for language minority students. In California State
Department of Education (Ed.), Schooling and language minority students:
A theoretical framework. (pp. 3-49). Los Angeles: Evaluation, Dissemination
and Assessment Center, California State University.
Cummins, J. (2001). Negotiating identities: Education for empowerment in adiverse society. 2nd Edition. Los Angeles: California Association for Bilingual
Education.
Genesee, F., Lindholm-Leary, K., Saunders, W. M., Christian, D. (2006).
Educating English language learners. New York: Cambridge University
Press.
Gibson, H., Small, A., and Mason, D. (1997). Deaf bilingual bicultural education.
In Cummins, J. and Corson, D. (Eds.) Encyclopedia of language and education.
Volume 5: Bilingual education. (pp. 231-240). Dordrecht, The Netherlands:
Kluwer Academic Publishers.
Goldin-Meadow, S. & Mayberry, R. I. (2001). How do profoundly deaf children
learn to read? Learning Disabilities Research & Practice, 16 (4), 222-229.

             !"Grosjean, F. (2001). The Right of the Deaf Child to Grow Up Bilingual. Sign
Language Studies, 1 (2), 110-114.
Hoffmeister, R., de Villiers, P., Engen, E., & Topol, D. (1998). English reading
achievement and ASL skills in deaf students. Proceedings of the 21st annual
Boston University conference on language development. Brookline, MA:
Cascadilla Press.
Kuntze, M. (1998). Literacy and deaf children: The language question. Topics inLanguage Disorders, 18 (4), 1-15.
Livingstone, S. (1983). Levels of development in the language of deaf children:
ASL grammatical processes, Signed English structures, semantic features.
Sign Language Studies, 40, 193-286.
Mahshie, S. N. (1995). Educating Deaf children bilingually. With insights andapplications from Sweden and Denmark. Washington, DC: Gallaudet
University.
Mayberry, R. I. (2002). Cognitive development of deaf children: The interface of
language and perception in neuropsychology. In S. J. Segalowitz, & I. Rapin(Eds.), Handbook of neuropsychology, Part II (Vol. 8, 2nd ed., pp. 71-107).
Amsterdam: Elsevier.
Mayberry, R. I. & Lock, E. (2003). Age constraints on first versus second
language acquisition: Evidence for linguistic plasticity and epigenesis. Brainand Language, 87, 369-384.
Nelson, K. E. (1998). Toward a differentiated account of facilitators of literacy
development and ASL in Deaf children. Topics in Language Disorders, 18 (4),73-88.
Niederberger, N., & Prinz, P. (2005). La connaissance d'une langue des signes
peut-elle faciliter l'apprentissage de l'crit chez l'enfant sourd? (Does theknowledge of a natural sign language facilitate deaf children's learning to read
and write ?). Enfance, 4, 285-297.
Padden, C. & Ramsey, C. (1998). Reading ability in signing deaf children. Topics
in Language Disorders, 18 (4), 30-46.
Preisler, G., Tvingstedt, A., and Ahlström, M. (2002). A psychosocial follow-up
study of deaf preschool children using cochlear implants. Child Care, Health& Development, 28, 403-418.
Prinz, P. (1998). Foreword. Topics in Language Disorders, 18 (4), v-vii.



  







Prinz, P. & Strong, M. (1998). ASL proficiency and English literacy within abilingual deaf education model of instruction. Topics in Language Disorders,
18 (4), 47-60.
Singleton, J. L., Morgan, D., DiGello, E., Wiles, J., & Rivers, R. (2004).
Vocabulary use by low, moderate, and high ASL-proficient writers comparedto hearing ESL and monolingual speakers. Journal of Deaf Studies and Deaf
Education, 9 (1), 86-103.
Singleton, J., Supalla, S., Litchfield, S., and Schley, S. (1998). From sign to word:considering modality constraints in ASL/English bilingual education. Topics inLanguage Disorders, 18 (4), 16-30.
Strong, M. & Prinz, P. (1997). A study of the relationship between American Sign
Language and English literacy. Journal of Deaf Studies and Deaf Education, 2,37-46.



2006 ᐕᐲ Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળᵴേ
╙㧥࿁⎇ⓥળࡊࡠࠣ࡜ࡓ
࠹࡯ࡑ㧦‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳࡮⛯ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ‫ޠ‬̅ࠫࡓ࡮ࠞࡒࡦ࠭ᢎ᝼ߦ⸙ߊ̅
ᣣᤨ㧦2006 ᐕ㧢᦬㧝㧟ᣣ㧔Ἣ㧕17:00-19:00
႐ᚲ㧦ฬฎደᄖ࿖⺆ᄢቇ㧡ภ㙚㧡㧝㧝ᢎቶᲣ⺆߇ᧂ⊒㆐ߥሶߤ߽߇ᕆỗߦᄖ࿖⺆ߦធ⸅ࠍߔࠆߣ‫ޔ‬ਔ⸒⺆ߣ߽ૐㅅߒᐕ㦂⋧ᔕߩቇ⠌߇࿎㔍ߥ⁁ᴫ㧔࠳ࡉ࡞࡝ࡒ࠹࠶࠼㧛࠮ࡒ࡝ࡦࠟ࡞⃻⽎㧕ߦ㒱ࠆߎߣ߇޽ࠆ‫ޕ‬ᄖ࿖ੱఽ┬↢ᓤ߿ࠈ߁ఽߩ⸒⺆࡮ቇജ໧㗴ߦὶὐࠍᒰߡ‫⾰ߥ߁ࠃߩ߉ߟޔ‬໧ࠍਛᔃߦ‫ޔ‬਎⇇⊛ᮭᆭߢ޽ࠆࠫࡓ࡮ࠞࡒࡦ࠭ᢎ᝼ࠍㄫ߃ߡ‫ޔ‬ℂ⺰㕙‫ޔ‬᡽╷㕙‫ޔ‬ታ〣㕙ߦࠊߚߞߡ⍮⷗ࠍᷓ߼ߚ‫ޕ‬⾰໧㧝 ዞቇ೨⁁ᴫߦࠃߞߡᣣᧄ⺆߽Უ⺆߽ਇචಽߥ߹߹౉ቇߔࠆᄖ࿖ੱఽ┬↢ᓤߩ⸒⺆⊒㆐ㆃṛ㧔࠳ࡉ࡞࡝ࡒ࠹࠶࠼/৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎㧕ߩⷐ࿃ߣߘ
ߩ⸃᳿ᣇᴺ⾰໧㧞 㧸㧞⠌ᓧߦᓎ┙ߟ㧸㧝ߩ⹺⍮ቇ⠌⸒⺆㕙ࠍ‫ޔ‬Უ⺆ߩᢥᴺࠍ⍮ࠆߎߣߛߣ⠨߃ࠆੱ߇޿ࠆ߇‫⺑߁ߤޔ‬᣿ߒߚࠄ޿޿߆㧫㧔BICS/CALP ⺑㧕
⾰໧㧟 㧸㧝ቇ⠌ᯏળ߇଻㓚ߐࠇߕ‫ޔ‬㧸㧞ߩߺߩᢎ⢒ࠍᒝⷐߐࠇࠆᣣᧄߩᄖ࿖ੱఽ
┬↢ᓤߩ႐ว‫ޔ‬㧸㧞߆ࠄ㧸㧝߳ߩォ⒖ߪᦸ߼ߥ޿ߩ߆‫ޕ‬㧸㧝ᡰេࠍߤߩࠃ
߁ߦ‫߫ࠇߔ޿ࠄߋߩߤޔ‬㧸㧞ߩᒝൻߦߟߥ߇ࠆߩ߆㧫㧔㧞⸒⺆⋧੕ଐሽ⺑࡮⸒⺆౒᦭ၮᐩ⺑࡮᳖ጊ⺑㧕⾰໧㧠 ⸒⺆౒᦭ၮᐩ⺑ߪ㖸ჿ⸒⺆㑆ߩߺߢ㧘ࡕ࡯࠼ߩ㆑߁ᚻ⹤ߣ⺒ߺᦠ߈ߩ㑆ߢߪេ↪ߢ߈ߥ޿ߣ޿߁ᗧ⷗߇޽ࠆ߇㧘ਔ⠪ߦ㆑޿ߪ޽ࠆߩ߆㧫 េ↪น⢻ߢ޽ࠆߣ޿߁ታ⸽⊛⎇ⓥߦߪߤߩࠃ߁ߥ߽ߩ߇޽ࠆ߆㧫
Dr. JIM CUMMINS ࠕ࡞ࡃ࡯࠲ᄢቇඳ჻ภ㧔ᢎ⢒ᔃℂቇ㧕ࠕࠗ࡞࡜ࡦ࠼↢߹ࠇ‫⃻ޕ‬࿷࠻ࡠࡦ࠻ᄢቇᄢቇ㒮ᢎ᝼‫ޕ‬㧞⸒⺆౒᦭⺑࡮᳖ጊ⺑㧔Უ⺆ߣᄖ࿖⺆ߩ⊒㆐਄ߩ㑐ଥ㧕ߥߤ↹ᦼ⊛ߥℂ⺰ߢ਎⇇⊛ߦ⍮ࠄࠇࠆ‫࡝ࠟࡦ࡝ࠗࡃޔ‬࠭ࡓ෸߮ࡑࠗࡁ࡝࠹ࠖ⸒⺆ఽ┬↢ᓤᢎ⢒ߩᮭᆭ‫ޕ‬ਥ⪺ᦠ㧦Bilingualism and Special
Education (1984), Empowering Minority Students (1989), Negotiating
Identities: Education for Empowerment in a Diverse Society (1996), Language,
Power, and Pedagogy: Bilingual Children in the Crossfire (2000) ߥߤᄙᢙ‫ޕ‬

2006 ᐕᐲࡢ࡯࡚ࠢࠪ࠶ࡊ ࡊࡠࠣ࡜ࡓ
‫ޟ‬ቇ㦂ᦼ㧔K-G12㧕ߩሶߤ߽ߩߚ߼ߩᄙ⺒ᢎ᧚㐿⊒ࡢ࡯࡚ࠢࠪ࠶ࡊ‫ޠ‬㐿௅ᦼ㑆㧦2006 ᐕ 8 ᦬ 21 ᣣ㨪26 ᣣ㧔6 ᣣ㑆㧕႐ᚲ㧦᪉⟤ᨋᄢቇᣂኋ╙ੑࠠࡖࡦࡄࠬ  
2006 ᐕ 8 ᦬ 21 ᣣ㧔᦬㧕
9:30 㐿ળߩ᜿ᜦ ਛፉ๺ሶ㧔ฬฎደᄖ࿖⺆ᄢቇ㧕
9:40 ࠝ࡝ࠛࡦ࠹࡯࡚ࠪࡦ ૒‫୶ᧁޘ‬ሶ㧔᪉⟤ᨋᄢቇ㧕‫ޟ‬᜗⡜ෳട⠪ߦࠃࠆฦ࿖⸒⺆ᢎ⢒ߩ⃻⁁‫ޠ‬    㚅᷼㧔๟ብ㓁㧕, บḧ㧔㤛ᗲ⃍), ࡈࠖ࡝ࡇࡦ㧔ࠗࡀࠬ P. ࡑ࡝ࡖ࡝㧕,ࡑ࡟࡯ࠪࠕ㧔Zubaidah binti Ali㧕, ࠗࡦ࠼ࡀࠪࠕ㧔┻᧛ᵗ⟤ 㧕,࠲ࠗ㧔ਛ↸߆߶ࠆ㧕
13:45 ‫ޟ‬ᣣᧄߩ⸒⺆ᢎ⢒ߩ⃻⁁‫ޠ‬ḡᎹ╉ሶ㧔┙๮㙚ᄢቇ㧕
15:00 ‫ޟ‬Უ⺆࡮⛮ᛚ⺆ᢎ⢒ߣߪ㧫㧙ᢎ᧚ߣߩ㑐ㅪ߆ࠄ‫ޠ‬૒‫୶ᧁޘ‬ሶ㧔᪉⟤ᨋᄢቇ㧕
16:00 ‫ޟ‬MHB ࡢ࡯࡚ࠢࠪ࠶ࡊߦ߅ߌࠆࠞ࡝ࠠࡘ࡜ࡓߣᢎ᧚㐿⊒ߦߟ޿ߡߩዉ౉ߣⷫㄭᕈ‫ޠ‬     ᵤ↰๺↵㧔࿖ㅪ࿖㓙ቇᩞ㧕
2006 ᐕ 8 ᦬ 22 ᣣ㧔Ἣ㧕
9:00 ‫ޟ‬ౝኈ㊀ⷞߩ⸒⺆ᢎ⢒ߣ☨࿖ࠬ࠲ࡦ࠳࡯࠼ߣ⹏ଔ‫ޠ‬ᵤ↰๺↵㧔࿖ㅪ࿖㓙ቇᩞ㧕
13:30 ‫ޟ‬ACCU ߩ⚫੺ߣሶߤ߽࿑ᦠቶ⸰໧‫ޠ‬
15:00 ‫⛮ࠢ࡯࡛࡯ࡘ࠾ޟ‬ᛚᣣᧄ⺆⎇ⓥࠣ࡞࡯ࡊߦࠃࠆᢎ᧚㐿⊒‫ޠ‬ᄢጊోઍ㧔࿖ㅪ࿖㓙ቇᩞ㧕
ፉ㊁㓷ବ㧔࠮ࡦ࠻ࡐ࡯࡞ᩞ㧕ᵤ↰๺↵㧔࿖ㅪ࿖㓙ቇᩞ㧕
2006 ᐕ 8 ᦬ 23 ᣣ㧔᳓㧕
10:00 ‫ޟ‬໪᣿ቇ࿦ߦ߅ߌࠆ࿖㓙ఽ┬↢ᓤᢎ⢒ߩขࠅ⚵ߺߣ⺒ߺᢎ᧚ߩ޿ࠈ޿ࠈ‫ޠ‬     ፉ↰߆߅ࠆ‫ޔ‬ട⮮⌀৻‫ޔ‬ጊਅ৻ᨑ㧔໪᣿ቇ࿦㧕
14:00 ‫ޟ‬ౝኈ㊀ⷞࠗࡦࠬ࠻࡜࡚ࠢࠪࡦ㧦⾗ᢱ૶↪ߩᦨᄢലᨐ‫ޠ‬     ᵤ↰๺↵㧔࿖ㅪ࿖㓙ቇᩞ㧕
2006 ᐕ 8 ᦬ 24 ᣣ㧔ᧁ㧕
9:00 ‫ޟ‬ౝኈ㊀ⷞࠗࡦࠬ࠻࡜࡚ࠢࠪࡦ㧦ࠞ࡝ࠠࡘ࡜ࡓ૞ᚑߣ⹏ଔ‫ޠ‬     ᵤ↰๺↵㧔࿖ㅪ࿖㓙ቇᩞ㧕
14:00 ‫ޟ‬ᄙ⸒⺆ⅣႺߩሶߤ߽ߩߎߣ߫ߩ⊒㆐ߣ⺒ሼ࡮⺒ᦠᢎ⢒‫ޠ‬ਛፉ๺ሶ㧔ฬฎደᄖ࿖⺆ᄢቇ㧕‫ࠆ޿ߡߒ↪૶ߢ࡞࡯ࠢࠬ࡞࠽࡚ࠪ࠽࡯࠲ࡦࠗ࡯ࡘ࠾ޟ‬ᄙ⺒ᢎ᧚ߣ⹏ଔࠪࠬ࠹ࡓ‫ޠ‬     ࠾ࡘ࡯ࠗࡦ࠲࡯࠽࡚ࠪ࠽࡞ࠬࠢ࡯࡞ᢎᏧ
2006 ᐕ 8 ᦬ 25 ᣣ㧔㊄㧕 ╙㧡ᣣ
9:00㧙17:00 ࡐࠬ࠲࡯࠮࠶࡚ࠪࡦߦะߌߡߩࠣ࡞࡯ࡊᵴേ㧔ࠣ࡞࡯ࡊᜰዉ㧕
2006 ᐕ 8 ᦬ 26 ᣣ㧔࿯㧕 ╙㧢ᣣ
9:00㧙11:30 ࡐࠬ࠲࡯࠮࠶࡚ࠪࡦߣᗧ⷗੤឵ળ‫ߩᦠ⸽ੌୃޔ‬᝼ਈ╙ 10 ࿁⎇ⓥળ㧔ᐕᰴᄢળ㧕ࡊࡠࠣ࡜ࡓ
࠹࡯ࡑ㧦‫ޟ‬ᕁ⠨ജࠍ㜞߼ࠆ⺒⸃ᢎ᧚‫ᦠ⺒ޔ‬ᜰዉ㧙ⶄᢙ⸒⺆࡝࠹࡜ࠪ࡯⢒ᚑࠍ⋡ᜰߒߡ㧙‫ޠ‬ᣣᤨ㧦2006 ᐕ 8 ᦬ 26 ᣣ㧔࿯㧕13:00-17:00
႐ᚲ㧦Ꮏቇ㒮ᄢቇᣂኋࠠࡖࡦࡄࠬ㧣㓏 A715 ภᢎቶ
1:00 ޽޿ߐߟ࡮⿰ᣦ⺑᣿ਛፉ๺ሶ㧔ฬฎደᄖ࿖⺆ᄢቇ㧕
1:15 ̌Teaching reading in an English immersion school: Katoh Gakuen
Grades 1-3̍㧔‫ߩߺ⺒ࠆߌ߅ߦࡦ࡚ࠫ࡯ࡑࠗ⺆⧷ޟ‬ᜰዉ㧙ട⮮ቇ࿦㧝-㧟ᐕ‫ޠ‬㧕        Pat Cossey㧔ട⮮ቇ࿦㧕
2:45 ‫ᦺޟ‬㞲⺆ࠗࡑ࡯࡚ࠫࡦߦ߅ߌࠆ⺒ߺߩᜰዉ-੩ㇺᦺ㞲╙㧟ೋ⚖ቇᩞ㧝-㧟ᐕ‫ޠ‬⿬ᒄሶ(࠴࡚࡮ࡎࡦࠫࡖ)㧔੩ㇺᦺ㞲╙㧟ೋ⚖ቇᩞ㧕
3:45 ‫ޟ‬࿖㓙ఽ┬ᢥᐶදળߩᓎഀߣᵴേ㧙ࡃࠗ࡝࠹࡜ࠪ࡯ߩታ〣ࠍ⋡ᜰߒߡ㧙‫ޠ‬ࡢ࠻࠰ࡦ ࡚ࠫࠗ㧔࿖㓙ఽ┬ᢥᐶදળળຬ㧕
4:30-5:00 ද⼏‫⎇ޟ‬ⓥળߩ੹ᓟߩㆇ༡‫ޠ‬⚳ੌ᜿ᜦ ᵤ↰๺↵㧔࿖㓙࿖ㅪቇᩞ㧕㧖╙㧝㧜࿁⎇ⓥળߪ࡙ࡀࠬࠦ࡮ࠕࠫࠕᢥൻ࠮ࡦ࠲࡯㧔ACCU㧕࿖㓙ᢎ⢒੤ᵹ੐ᬺߩ
৻Ⅳߣߒߡ‫ޔ‬ACCU ߣ౒௅ߢⴕߞߚ‫ޕ‬╙ 11 ࿁⎇ⓥળࡊࡠࠣ࡜ࡓ
ᣣᤨ㧦2007 ᐕ 2 ᦬ 17 ᣣ㧔࿯㧕13:00-16:00
႐ᚲ㧦᪉⟤ᨋᄢቇᣂኋ╙৻ࠠࡖࡦࡄࠬ
╙ 11 ࿁⎇ⓥળߪ‫߁ࠈޔ‬ᢎ⢒ߦߟ޿ߡ ߩቇ⠌ળ㧔ၮ␆ᢥ₂ࠍ⺒߻ળߘߩ㧝㧕ࠍⴕߞߚ‫ޕ‬ਅ⸥ᢥ₂ߩ 11 ┨ߣ 12 ┨ࠍ㒰޿ߡ‫ోޔ‬ㇱࠍ㧞ᤨ㑆ߢ᭎ⷰߒߚ‫ޕ‬Paul, V. Peter. (2001). Language and Deafness. 3rd edition. San Diego :Singular Thomson Learning
Chapter 1

Introduction to language and deafness

Chapter 2

Language functions and structures

Chapter 3

Language acquisition: a brief overview of perspectives

Chapter 4

Primary language development: perspectives and issues

Chapter 5

Orality: speech, audition, and speechreading

Chapter 6

Signed systems

Chapter 7

American Sign Language

Chapter 8

Script literacy: Development of reading and writing

Chapter 9Bilingualism and second language learning

Chapter 10 Language instruction
Chapter 11 Language assessment
Chapter 12 A brief synthesis╙ 12 ࿁⎇ⓥળࡊࡠࠣ࡜ࡓ
࠹࡯ࡑ㧦‫࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬㧛৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎ࠍ⠨߃ࠆ㧙⛯ߩ⛯㧙‫ޠ‬ᣣᤨ㧦2007 ᐕ 3 ᦬㧟ᣣ㧔࿯㧕13:00-16:00
႐ᚲ㧦᪉⟤ᨋᄢቇᣂኋ╙ੑࠠࡖࡦࡄࠬ
I ⸃㗴㧦࠳ࡉ࡞࡝ࡒ࠹࠶࠼/৻ᤨ⊛࠮ࡒ࡝ࡦࠟ࡞⃻⽎‫ߣޠ‬ᄖ࿖ੱఽ┬↢ᓤ࡮ᶏᄖᏫ    ࿖ఽ┬↢ᓤߩᢎ⢒㧙⃻႐ߢ⷗߃ࠆߎߣ‫ޔ‬ᢎᏧߦߢ߈ࠆߎߣ          ਛፉ๺ሶII ੐଀㧤ߟ: ⺖㗴‫ⷐޔ‬࿃‫ޔ‬ᜰዉߩᣇᴺ
੐଀ 1 ᄖ࿖ੱఽ┬↢ᓤ㧔ࡐ࡞࠻ࠟ࡞⺆♽, 7 ᱦఽ㧕 ੖ච፲ᕺ⟤੐଀ 2 ᄖ࿖ੱఽ┬↢ᓤ㧔ࠬࡍࠗࡦ⺆♽, 8 ᱦఽ㧕᪉੗ජⓄ੐଀ 3 ᄖ࿖ੱఽ┬↢ᓤ㧔ਛ࿖Ꮻ࿖⠪㧠਎, 9 ᱦఽ㧕 㜞ᯅ᦮ሶ੐଀ 4 ᄖ࿖ੱఽ┬↢ᓤ㧔ࠬࡍࠗࡦ⺆♽, 11 ᱦఽ㧕ฎ⍹◊ሶ੐଀ 5 ᄖ࿖ੱఽ┬↢ᓤ㧔ࠬࡍࠗࡦ⺆♽, 13 ᱦఽ㧕᪉੗ජⓄ੐଀ 6 ᄖ࿖ੱఽ┬↢ᓤ㧔ࠗࡦ࠼ࠪ࠽♽, 11 ᱦఽ㧕ṖᎹᕺℂሶ㧙ᜰዉ଀ࠍਛᔃߦ㧙੐଀ 7 ᶏᄖᏫ࿖ఽ┬↢ᓤ (ᣣᧄੱఽ┬, 11 ᱦఽ)⪤ේ⵨ሶԘ ᜰዉߦ߆߆ࠊߞߚ⊒⴫⠪ߩ┙႐߆ࠄԙ ଻⼔⠪ߩ┙႐߆ࠄ
੐଀ 8 ᶏᄖᏫ࿖ఽ┬↢ᓤ㧔ᣣᧄੱ↢ᓤ, ᄢቇ↢㧕III ਇዞቇఽ┬↢ᓤߩታᘒߣᜰዉ          





⪤ේ⵨ሶ
ጊ㊁਄㤗⴩

Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒㧔MHB㧕⎇ⓥ ╙྾ภ ᛩⓂ൐㓸
MHB ⎇ⓥળળຬߩ⊝᭽
 2007 ᐕᐲߪ‫ࠍ࡯ࠪ࡜࠹࡝ࠗࡃޔ࡞ࠟࡦ࡝ࠗࡃޟ‬⢒ߡࠆߚ߼ߦ㧙ࡃࠗ࡝ࡦࠟ࡞࡮ࡃ
ࠗ࡝࠹࡜ࠪ࡯ߩ⢒ᚑࠍ⋡ᜰߒߡ㧙ታ〣ߣ⺖㗴‫․߁޿ߣޠ‬㓸ߩ߽ߣ‫╙ޔ‬྾ภࠍೀⴕߔ
ࠆ੍ቯߢߔ‫ޔߢߎߘޕ‬ળຬߩ⊝᭽߆ࠄએਅߩⷐ㗔ߢᛩⓂ൐㓸ࠍ޿ߚߒ߹ߔ‫ޕ‬ᛩⓂⷙ⒟․ 㓸 ฬ㧦
‫ࠍ࡯ࠪ࡜࠹࡝ࠗࡃޔ࡞ࠟࡦ࡝ࠗࡃޟ‬⢒ߡࠆߚ߼ߦ㧙ታ〣ߣ⺖㗴‫ޠ‬✦ ಾ ᣣ㧦2007 ᐕ 9 ᦬ 15 ᣣ ᔅ⌕⾗ᩰ㧦ᛩⓂߪળຬߦ㒢ࠅ߹ߔߩߢ‫ޔ‬㕖ળຬߩ႐วߪ MHB ⎇ⓥળࡎ࡯ࡓࡍ࡯ࠫ
ߩ⺑᣿ߦᓥ޿‫౉ޔ‬ળᚻ⛯߈ࠍ߅ขࠅߊߛߐ޿‫ޕ‬ౝኈ㧦⎇ⓥ⺰ᢥ‫⺞ޔ‬ᩏ࡮ታ〣ႎ๔‫⎇ޔ‬ⓥࡁ࡯࠻ߥߤ

ේⓂᨎᢙ㧦ᮮᦠ߈ࡢ࡯ࡊࡠᛂߜߢ‫ޔ‬B㧡↪⚕㧞㧜ᨎએౝ㧔㧠㧜ሼ㧟㧜ⴕ㧕૶↪⸒⺆㧦ᣣᧄ⺆‫ޕ⺆⧷ߪ޿ࠆ޽ޔ‬㧔ߚߛߒ‫ߩ⺆⸒ઁߦ߼ߚߩ␜଀ޔ‬න⺆ߥߤ߇฽߹
ࠇࠆߎߣߪน⢻㧕ࡈࠔࠗ࡞ߢߪߥߊ‫⚕ޔ‬ᇦ૕ߩේⓂ㧔㧟࠮࠶࠻㧕ࠍ߅ㅍࠅߊߛߐ޿‫ޕ‬ၫ╩⠪ฬ࡮ᚲዻᯏ㑐ฬߪේⓂᧄᢥߦߪᦠ߆ߥ޿ߢߊߛߐ޿‫ޕ‬㄰ළߒ߹ߖࠎߩߢ‫ࠍ࡯ࡇࠦޔ‬ขߞߡ߅޿ߡߊߛߐ޿‫ޕ‬ㅪ⛊వ㧦ၫ╩⠪ฬ࡮ᚲዻᯏ㑐ฬ࡮ㅪ⛊వ㧔૑ᚲ‫ޔ‬㔚⹤⇟ภ‫ޔ‬FAX ⇟ภ‫ޔ‬E ࡔ࡯࡞ࠕ࠼࡟ࠬ㧕ࠍ⸥ߒߚ೎⚕ࠍේⓂߦหኽߒߡߊߛߐ޿‫ޕ‬ୃᱜࠍ߅㗿޿ߔࠆ႐ว߽޽ࠅ߹ߔ‫ޕ‬ណ↪ߣߥߞߚၫ╩⠪ߦߪ‫ޔ‬ឝタภࠍ㧟ㇱㅴ๒޿ߚߒ߹ߔ‫ޕ‬ㇷㅍవ㧦606-0954 ੩ㇺᏒർ඙╬ኹ㒮ർ↸ 56-1
┙๮㙚ᄢቇᢥቇㇱ ḡᎹ╉ሶ⎇ⓥቶ
㔚⹤㧦075-466-3494
㧔ኽ╴ߩ⴫ߦ MHB ᛩⓂߣ߅ᦠ߈ߊߛߐ޿‫ޕ‬
㧕





MHB ♿ⷐᦠᑼⷙቯ࠲ࠗ࠻࡞ 㧙೽㗴߇޽ࠆ႐วߪ౉ࠇࠆ㧙ࠠ࡯ࡢ࡯࠼㧦
㧔㧡⺆߹ߢ㧕Უ⺆ ⛮ᛚ⺆ ࡃࠗ࡝ࡦࠟ࡞ ⸒⺆⠌ᓧ ⸒⺆ᢎ⢒㧝㧚↪⚕࡮ᦠᑼ ޿ߚߛ޿ߚේⓂࠍ߶߷ߘߩ߹߹ශ೚ߒߚ޿ߣ㗿ߞߡ޿߹ߔߩߢ‫ߚߒ৻⛔ޔ‬ᒻᑼߢ߅㗿޿ߒ߹ߔ‫ ߪ࠭ࠗࠨޕ‬B5 ේⓂࠍߘߩ߹߹ශሼߒ߹ߔ‫ޕ‬B5 ߢឭ಴ߒߡߊߛߐ޿‫ޕ‬૛⊕ߪ਄ਅᏀฝ 28mm‫ᦠޕ‬ᑼߪ㧝ⴕ㧟㧣ሼ‫ޔ‬㧝ࡍ࡯ࠫ㧟㧝ⴕ‫ޔ‬MS ᣿ᦺ 10 ࡐࠗࡦ࠻㧔࠲ࠗ࠻࡞ߩߺ 14 ࡐࠗࡦ࠻㧕‫ޕ‬㧞㧚࠲ࠗ࠻࡞‫⪺ޔ‬⠪ฬ‫ⷐޔ‬ᣦ‫ޔ࠼࡯ࡢ࡯ࠠޔ‬ᚲዻ ᦨೋߩⴕߦ࠲ࠗ࠻࡞㧔14 ࡐࠗࡦ࠻࡮ᄥሼ࡮ਛᄩነߖ㧕ࠍ౉ࠇࠆ‫ޕ‬೽㗴߇޽ࠆ႐ว
ߪ‫ޔߺߐߪߢࡘࠪ࠶࠳ޔ‬14 ࡐࠗࡦ࠻ߢ᥉ㅢሼ૕ߢ౉ࠇࠆ㧔㧙೽㗴㧙㧕
㧟㧚┨┙ߡ
㧝㧚

ోⷺᢙሼ㧗ోⷺࡇ࡝ࠝ࠼㧗ోⷺࠬࡍ࡯ࠬ㧗⷗಴ߒ㧔ᄥሼ㧕‫ޕ‬㧝ⴕ޽ߌߡ
ᦠ߈ᆎ߼ࠆ‫ޕ‬

1.1  ඨⷺᢙሼ㧗ඨⷺࡇ࡝ࠝ࠼㧗ోⷺࠬࡍ࡯ࠬ㧗⷗಴ߒ㧔ᄥሼ㧕‫ޕ‬ਅ૏㗄⋡ߩ႐ว‫⷗ޔ‬಴ߒߩᰴߦⴕࠍ޽ߌࠆᔅⷐߪ޽ࠅ߹ߖࠎ‫ޕ‬㧠㧚ᵈ ฝ⢋ߦᢙሼࡄ࡯࡟ࡦߢ␜ߔ‫ ޕ‬1) Ꮞᧃᵈߣߒ‫ᧄޔ‬ᢥߩ⋥ᓟߦ౉ࠇࠆ‫ޕ‬㧡㧚ෳ⠨ᢥ₂ ⪺⠪ฬ㧔1998㧕‫⺰ޟ‬ᢥฬ㧔⧷⺆ߩ႐วߪ̌ ̍౉ࠇ㧕‫ޠ‬ ‫ޡ‬ᢥ₂ฬ㧔⧷⺆ߩ႐วߪࠗ࠲࡝࠶ࠢ૕㧕‫ޢ‬pp.1-21㧔ࡍ࡯ࠫ㧕 㧔ᧄߩ႐วߥߤߪቇળ⹹ࠍෳ⠨ߦ಴ ␠ߥߤࠍ౉ࠇࠆ‫ޕ‬
㧕





MHB ⎇ⓥળ౉ળⷙቯ Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળ㧔MHB ⎇ⓥળ㧕ߪࡃࠗ࡝ࡦࠟ࡞ᢎ⢒ࠍᔅⷐߣߔࠆఽ┬↢ᓤߩ⸒⺆ᢎ⢒ࠍኻ⽎ߣߒߡ‫⎇ޔ‬ⓥ࡮ታ〣࡮ᢎ⢒੤឵ߩߚ߼ߦ૞ࠄ
ࠇߡ޿߹ߔ‫ޕ‬એਅߩ㧠ಽ㊁ߩ⾰ߩะ਄ࠍ㗿߁⎇ⓥ⠪‫ޔ‬ᢎ⢒⠪ࠍળຬߣߒߡ㓐ᤨฃߌ౉ࠇߡ޿߹ߔ‫ޕ‬㧔ળ⾌ήᢱ㧕
㧔㧝㧕 వ૑‫ޔ‬ቯ૑‫ޔ‬ᣂ᧪ఽ┬↢ᓤߩᲣ⺆࡮⛮ᛚ⺆ᢎ⢒㧔㧞㧕 ᣣᧄੱ࡮ᣣ♽ఽ┬↢ᓤߩ⛮ᛚ⺆ߣߒߡߩᣣᧄ⺆ᢎ⢒㧔㧟㧕 ⡲ఽߩߚ߼ߩࡃࠗ࡝ࡦࠟ࡞ᢎ⢒㧔㧠㧕 ᶏᄖ࡮Ꮻ࿖ሶᅚ‫߆߶ߩߘޔ‬ฦ⒳ߩࠗࡑ࡯࡚ࠫࡦᢎ⢒౉ળᏗᦸߩᣇߪળຬ⊓㍳ࠍⴕߞߡਅߐ޿‫ޕ‬
㧝㧚ฬ೨
㧞㧚ᚲዻ
㧟㧚E-mail ࠕ࠼࡟ࠬ㧠㧚․ߦ⥝๧ߩ޽ࠆ㗔ၞ߹ߚߪಽ㊁
એ਄ߩ 4 ὐࠍ⸥౉ߒ‫ޔ‬E-mail ߦߡ੐ോዪ㧔msasaki@obirin.ac.jp㧕ᐢႎଥ㧔eyt24310@1t.ritsumei.ac.jp㧕߹ߢ߅ㅍࠅߊߛߐ޿‫ޕ‬
MHB ⎇ⓥળߩ߅⍮ࠄߖߪ‫࠻ࠬ࡝ࠣࡦ࡝࡯ࡔޔ‬: mhbkenkyuu@notredame.ac.jp㧔ળຬ⊓㍳ᷣߺߩࠕ࠼࡟ࠬ߆ࠄߩߺᛩⓂ߅ࠃ߮ฃା߇น⢻㧕߿‫ޔ‬
MHB ⎇ⓥળࡎ࡯ࡓࡍ࡯ࠫ: http://www.mhb.jp/ ࠍㅢߓߡⴕߞߡ޿߹ߔ‫ޕ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળ੐ോዪ ᪉⟤ᨋᄢቇ ૒‫୶ᧁޘ‬ሶ⎇ⓥቶ





✬㓸ᓟ⸥
 Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥળߩࠫࡖ࡯࠽࡞‫ޡ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦ
ࠟ࡞ᢎ⢒⎇ⓥ‫╙ޢ‬㧞ภߦᒁ߈⛯޿ߡ‫ ╙ޔ‬3 ภߩ✬㓸߽ᜂᒰߐߖߡ޿ߚߛ߈߹ߒߚ‫ޕ‬ ╙ 3 ภߪ‫ޔ‬‫ࠍ⽎⃻࡞ࠟࡦ࡝ࡒ࠮⊛ᤨ৻࡮࠼࠶࠹ࡒ࡝࡞ࡉ࠳ޟ‬⠨߃ࠆ‫⇣․߁޿ߣޠ‬ߥ࠹࡯ࡑߛߌ޽ߞߡ‫ޔ‬࿖ౝߛߌߢߥߊ࿖ᄖ߆ࠄ߽ᔕ൐ࠍ޿ߚߛ߈߹ߒߚ‫ޕ‬㗔ၞ߽⛮ᛚ⺆ᢎ⢒‫ޔ‬ᶏᄖሶᅚఽ┬↢ᓤᢎ⢒‫⺆⧷ޔ‬ᢎ⢒‫ޔ‬ᄖ࿖ੱఽ┬↢ᓤᢎ⢒ߣᄙጘߦࠊߚࠅ
߹ߒߚ߇‫੹ޔ‬࿁ߪ࿖ౝߩᄖ࿖ੱఽ┬↢ᓤᢎ⢒ߦ⛉ࠅ߹ߒߚ‫ߛߚޕ‬ㄭ޿዁᧪หߓࠃ߁
ߥ࠹࡯ࡑߢౣᐲ․㓸ߒ‫ޔ‬ᰴ࿁ߪࠕࠫࠕ߿ EU ⻉࿖߽฽߼ߡ਎⇇ฦ࿾ߩ໧㗴߽ขࠅ਄ߍߚ޿ߣᕁ޿߹ߔߩߢ‫ߩߘޔ‬㓙ߦߪߗ߭ᅗߞߡߏᔕ൐ߊߛߐ޿‫ޕ‬ ᪢ߩດ߈ᆎ߼ࠆߎࠈ✬㓸ߦ౉ࠅ‫ޔ‬᪉ߩᢔࠆߎࠈ೚ࠅ਄߇ࠆߣ޿߁ࠫࡖ࡯࠽࡞ߢߒ
ߚ߇‫߽ࠇߕ޿ޔ‬ฬฎደᄖ࿖⺆ᄢቇᄢቇ㒮ඳ჻ᓟᦼ⺖⒟ߩቇ↢ߐࠎ߇✬㓸ࠍᚻવߞߡ
ߊߛߐ޿߹ߒߚ‫ ╙ޕ‬2 ภߪદ⮮ᄹᵤ⟤ߐࠎ‫ ╙ޔ‬3 ภߪ㋈ᧁፏᄦߐࠎ‫ᧄޔ‬ᒰߦ޽ࠅ߇
ߣ߁ߏߑ޿߹ߒߚ㧍2007 ᐕ 3 ᦬‫ޡ‬Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥ‫ ╙ޢ‬3 ภ
✬㓸⽿છ⠪
ਛፉ๺ሶ

Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒⎇ⓥ㧔MHB㧕╙㧟ภ2007 ᐕ 3 ᦬ 31 ᣣ ⊒ⴕ©
⊒ⴕ⠪Უ⺆࡮⛮ᛚ⺆࡮ࡃࠗ࡝ࡦࠟ࡞ᢎ⢒㧔MHB㧕⎇ⓥળ
‫ޥ‬190-0294 ↸↰ᏒᏱ⋚↸ 3758 ᪉⟤ᨋᄢቇ㧔⸒⺆ᢎ⢒⎇ⓥᚲ㧕Tel. 0420-797-2016 Fax. 042-797-1887
URL. http://www.mhb.jp㧔ࡎ࡯ࡓࡍ࡯ࠫ㧕ශ೚ᚲ᦭㒢ળ␠ ᵤ↰ශ೚‫ޥ‬606-0002 ੩ㇺᏒᏀ੩඙ጤୖਛᄢ㣕↸ 14




















 !"#$%&'()* + 









,-.*/.*012345 6789
:;<=>??@ABC
DE
FG@HI? JKLMANO4PJQRS 

%







 !"##$


 