JACET Kansai Journal, 16
16, 90-102. (2014) ©JACET Kansai Chapter
ISSN 1880-2281

Printed in JAPAN.

㡢㡩▱㆑ࡀ᪥ᮏே ()/ Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚⸨ᮏ ᜨᏊ⚄ᡞ኱Ꮫ኱Ꮫ㝔
ABSTRACTThis study explores the relationship between English listening proficiency and phonologicalawareness of adult learners of English as a Foreign Language (EFL). Phonological awareness canbe a cue in the speech perception of a second language (L2) if visual and auditory information of
language are processed on the same route and stimulated by each other. The purpose of this study is
to examine whether a leaner’s listening proficiency level varies depending on the degree ofphonological awareness. The subjects of this study were 15 university students who have beenlearning English in EFL settings. Phoneme-grapheme correspondence knowledge andgrapheme-phoneme correspondence knowledge of the participants were examined using 4
phonological matching tasks and stimulated recall. Although the results did not show a significant
correlation between English listening proficiency and the use of phonological information, it
implied that learners’ phonological recognition of L2 English is assisted by visual information.
Key words㸸EFL ࣜࢫࢽࣥࢢࠊ࣎ࢺ࣒࢔ࢵࣉฎ⌮ࠊ㡢㡩▱㆑ࠊ஧㔜࢔ࢡࢭࢫࣔࢹࣝ
1.

ࡣࡌࡵ࡟

1.1  ◊✲ࡢ⫼ᬒ ♫఍࡛ࡢⱥㄒຊ㟂せࡢ㧗ࡲࡾࢆཷࡅࠊ௻ᴗ࡛ാࡃ᪥ᮏேࡣࡼࡾ㧗࠸ⱥㄒຊࡀồࡵࡽࢀࡿࡼ࠺࡟࡞ࡗ࡚࠸ࡿ1ࠋࡑࡢࡓࡵᏛ⏕ࡢࡳ࡞ࡽࡎ♫఍ே࡛࠶ࡗ࡚ࡶⱥㄒᏛ⩦ࢆ⥆ࡅ࡞ࡅࢀࡤ࡞
ࡽ࡞࠸ࡇ࡜ࡀከ࠸ࠋ㛗ᖺⱥㄒࢆᏛ⩦ࡋ࡚࠸࡚ࡶᏛ⩦ᡂᯝࢆᐇឤ࡛ࡁ࡞࠸Ꮫ⩦⪅ࡣከ࠸ࠋ᪥
ᮏேⱥㄒᏛ⩦⪅ࡀᮏ᱁ⓗ࡟Ꮫ⩦㛤ጞࡍࡿࡢࡣ 13 ṓ㸦୰ᏛධᏛ㸧ࢆ㐣ࡂ࡚࠿ࡽࡀ୍⯡ⓗ࡛࠶ࡿࠋㄒᏛᏛ⩦࡟᭷฼࡜ࡉࢀࡿ⮫⏺ᮇࡸᩄឤᮇ࡜ゝࢃࢀࡿᖺ㱋ࢆ㐣ࡂ࡚ࡢእᅜㄒᏛ⩦ࡣࠊẕㄒࡢ⩦ᚓ࡜ࡣ␗࡞ࡾࠊព㆑ⓗ࡞ດຊࢆక࠺Ꮫ⩦࡜ᣦᑟࡀᚲせ࡛࠶ࡿ㸦Lenneberg, 1967㸧ࠋ≉࡟Ꮫ⩦᮲௳࡟ᜨࡲࢀ࡞࠸᪥ᮏேᏛ⩦⪅࡟࡜ࡗ࡚ࠊ➨஧ゝㄒ⩦ᚓࢆᡂຌࡉࡏࡿࡇ࡜ࡣᅔ㞴࡞

1

㸦୍㈈㸧ᅜ㝿ࣅࢪࢿࢫࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ༠఍࡟ࡼࡿᅜෆୖሙ௻ᴗ 3,254 ♫࡟ᑐࡋ࡚ࡢⱥㄒά⏝ᐇែㄪᰝ
ࡣࠊ304 ♫࠿ࡽᅇ⟅ࡀ࠶ࡾ௨ୗࡀ♧ࡉࢀࡓࠋ♫ဨ࡟ồࡵࡽࢀࡿ TOEIC㸦R㸧ࢫࢥ࢔㸦ᖹᆒ㸧ࡣࠊ2011 ᖺࡣᾏእฟᙇ⪅ 615 Ⅼࠊ᪂ධ♫ဨ 550 Ⅼࠊ୰㏵᥇⏝♫ဨ᥇⏝᫬ 600 Ⅼ࡛࠶ࡗࡓࡶࡢࡀࠊ2013 ᖺ࡛ࡣᾏእฟᙇ⪅ 675
Ⅼࠊ᪂ධ♫ဨ 565 Ⅼࠊ୰㏵᥇⏝♫ဨ᥇⏝᫬ 710 Ⅼ࡛࠶ࡗࡓࠋ
ฟ඾㸸ࠗୖሙ௻ᴗ࡟࠾ࡅࡿⱥㄒά⏝ᐇែㄪᰝ̾2013࠘㸦୍㈈㸧ᅜ㝿ࣅࢪࢿࢫࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ༠఍

90⸨ᮏ ᜨᏊ

సᴗ࡛࠶ࡿࠋ ࡋ࠿ࡋࠊẕㄒヰ⪅ࡢⓎ㡢࡛⪺ࡃ࡜ࢃ࠿ࡽ࡞࠸༢ㄒࢆ⥛ࡾᏐ࡛ᥦ♧ࡉࢀࡿ࡜▱ࡗ࡚࠸ࡿ࡜
࠸࠺᪥ᮏேⱥㄒᏛ⩦⪅ࡶぢࡽࢀࡿࠋ⪺࠸ࡓⱥㄒࡢ⌮ゎ࡜ㄞࡴⱥㄒࡢ▱㆑ࡀ୍⮴ࡋ࡞࠸Ꮫ⩦⪅ࡣࠊእᅜㄒ⎔ቃ࡛ㄒᏛᏛ⩦ࢆ㛤ጞࡋࠊࠕㄞࡴࡇ࡜ࠖ࠿ࡽᏛ⩦ࡀ㛤ጞࡉࢀࡿሙྜࡀከ࠸ࡇ࡜
ࡀᙳ㡪ࡋ࡚࠸ࡿࡢࡔࢁ࠺࠿ࠋ➨஧ゝㄒࡢࣜࢫࢽࣥࢢࡢ㝿ࠊ㡢ኌゝㄒ᝟ሗࡢධຊ࠿ࡽព࿡࡟
ㄆ▱࡟⮳ࡿࡲ࡛ࡢ᝟ሗఏ㐩⤒㊰࡛ࠕㄞࡴࠖࡇ࡜࡜ࠕ⪺ࡃࠖࡇ࡜ࡀゝㄒ᝟ሗฎ⌮ୖ㛵ࢃࡗ࡚࠸ࡿ࡞ࡽࡤࠊ㡢ኌゝㄒ᝟ሗ࡜᭩グゝㄒ᝟ሗࢆࡘ࡞ࡄ㡢㡩▱㆑ࡀࣜࢫࢽࣥࢢ࡟ᙳ㡪ࢆ୚࠼࡚࠸ࡿྍ⬟ᛶࡀ࠶ࡿ࡜⪃࠼ࡓࠋ
1.2 ◊✲┠ⓗ ᮏ◊✲࡛ࡣࠊ᭩࠿ࢀࡓⱥㄒ࡛࠶ࢀࡤ⌮ゎ࡛ࡁࡿࡀ㡢ኌ࡛⪺ࡃⱥㄒࡣ⌮ゎ࡛ࡁ࡞࠸ཎᅉ࡜
ࡋ࡚ࠊ㡢ኌゝㄒ᝟ሗ࡜᭩グゝㄒ᝟ሗࢆࡘ࡞ࡄ㡢㡩▱㆑࡟╔┠ࡋࡓࠋ◊✲┠ⓗࡣࠊᏛ⩦⪅ࡢ㡢㡩▱㆑࡜ࣜࢫࢽࣥࢢࡢ㛵ಀࢆ᳨ドࡋࠊ㡢㡩▱㆑ࡀ EFL ⎔ቃ࡛Ꮫ⩦ࡍࡿ᪥ᮏேⱥㄒᏛ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪ࢆ⪃ᐹࡍࡿࡇ࡜࡛࠶ࡿࠋ
2.

ඛ⾜◊✲

 㡢㡩▱㆑࡛࠶ࡿ㡢⣲᭩グ⣲ᑐᛂ▱㆑࡜᭩グ⣲㡢⣲ᑐᛂ▱㆑࡜ࣜࢫࢽࣥࢢ⬟ຊࡢ㛵ಀࢆㄪ࡭ࡿࡓࡵࡢ◊✲ୖࡢၥ࠸ࢆ௨ୗࡢ㸱ࡘ࡜ࡋࠊ(1) 㡢ኌࢆ⪺࠸࡚⥛ࡾᏐ࡜୍⮴ࡉࡏࡿࡇ࡜ࡢ࡛ࡁࡿᏛ⩦⪅ࡣࣜࢫࢽࣥࢢᡂ⦼ࡀ㧗࠸ࡢࡔࢁ࠺࠿ࠋ(2) ⥛ࡾᏐࢆぢ࡚㡢ኌ࡜୍⮴ࡉࡏࡿࡇ࡜ࡢ࡛ࡁࡿᏛ⩦⪅ࡣࣜࢫࢽࣥࢢᡂ⦼ࡀ㧗࠸ࡢࡔࢁ࠺࠿ࠋ(3) ࣜࢫࢽࣥࢢࡀᚓព࡞Ꮫ⩦⪅࡜ࡑ࠺࡛࡞࠸Ꮫ⩦⪅࡟㡢㡩ࡢฎ⌮࡟㐪࠸ࡀ࠶ࡿࡢࡔࢁ࠺࠿ࠋ௬ㄝタᐃࡢࡓࡵ࡟௨ୗࡢඛ⾜◊✲ࢆ᳨ウࡋࡓࠋ
2.1 ࣜࢫࢽࣥࢢࡢ࣎ࢺ࣒࢔ࢵࣉฎ⌮ ࣜࢫࢽࣥࢢ࡟࠾ࡅࡿゝㄒ᝟ሗฎ⌮㐣⛬࡟ࡣࠊ࣎ࢺ࣒࢔ࢵࣉฎ⌮࡜ࢺࢵࣉࢲ࢘ࣥฎ⌮ࡀ࠶ࡿࠋ࣎ࢺ࣒࢔ࢵࣉฎ⌮ࡣࠊ㡢ኌࢆ่⃭࡜ࡋ࡚ᑠࡉ࡞༢఩࡛ㄆ㆑ࡋࠊឤぬჾᐁ࠿ࡽ⚄⤒ఏ㐩ࢆ⾜࠸ࠊࡼࡾ኱ࡁ࡞༢఩ࡢ᝟ሗ࡜ࡋ࡚෌⤫ྜࡋ࡚ព࿡ㄆ▱࡟⮳ࡿࠋࢺࢵࣉࢲ࢘ࣥฎ⌮࡛ࡣࠊ୚࠼ࡽࢀࡓ㡢ኌゝㄒ᝟ሗࢆ㐣ཤ࡟⵳✚ࡋࡓ▱㆑ࢆࡶ࡜࡟ண

ࡸ᥎ࢆຍ࠼ฎ⌮ࡋࠊព࿡ࡢ

ㄆ㆑࡟⮳ࡿࠋO’Mally et al. (1989) ࡣࠊ➨஧ゝㄒࡢⱥㄒࣜࢫࢽࣥࢢࡢฎ⌮᪉ἲࡀࠊᏛ⩦⪅ࡢ⩦⇍ᗘ࡟ࡼࡗ࡚㐪࠸ࡀ࠶ࡿ࠿ࢆㄪ࡭ࡓࠋࡇࡢ◊✲࡛ࡣࠊᡂ⦼ࡀ㧗࠸Ꮫ⩦⪅ࡣ࣎ࢺ࣒࢔ࢵࣉ
࡜ࢺࢵࣉࢲ࢘ࣥࡢ୧᪉ࡢฎ⌮ࢆ౑⏝ࡋ࡚࠸ࡿࡇ࡜ࢆ♧ࡋࡓࠋField㸦2003㸧ࡣࠊᏛ⩦⪅࡟࡜ࡗ࡚࣎ࢺ࣒࢔ࢵࣉฎ⌮ࡀࡼࡾᇶᮏⓗ࡛㔜せ࡛࠶ࡿ࡜㏙࡭࡚࠸ࡿࠋ≉࡟ึᏛ⪅࡟࡜ࡗ࡚ࡣࠊ
91㡢㡩▱㆑ࡀ᪥ᮏே EFL Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚

ࣜࢫࢽࣥࢢࡢㄆ▱ⓗ᪉␎ࡢࡦ࡜ࡘ࡛࠶ࡿࢺࢵࣉࢲ࢘ࣥฎ⌮ࡢ౑⏝ࡀᮍ⇍࡛࠶ࡿࡓࡵ࡟࣎ࢺ
࣒࢔ࢵࣉฎ⌮ࡀࡼࡾ㔜せ࡜࡞ࡿ㸦Chien & Wei, 1998㸧
ࠋConrad (1985) ࡶ ⩦⇍ᗘࡢప࠸Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟ࡣ࣎ࢺ࣒࢔ࢵࣉฎ⌮ࡀࢺࢵࣉࢲ࢘ࣥฎ⌮ࡼࡾ㔜せ࡜ࡋ࡚࠸ࡿࠋࣜࢫࢽࣥ
ࢢ࡛ࡣ࣎ࢺ࣒࢔ࢵࣉฎ⌮ࡀᇶᮏⓗ࡞ᙺ๭ࢆᯝࡓࡋ࡚࠾ࡾࠊ≉࡟ึᏛ⪅࡟ࡣ㢧ⴭ࡛࠶ࡿࡇ࡜
ࢆ♧ࡋ࡚࠸ࡿࠋ
2.2 እᅜㄒ⎔ቃ࡛ࡢⱥㄒᏛ⩦ ᪥ᮏேⱥㄒᏛ⩦⪅ࡢ࡯࡜ࢇ࡝ࡣእᅜㄒ⎔ቃ࡛Ꮫ⩦ࢆࡋ࡚࠸ࡿࠋࡑࡋ࡚ࠊẕㄒࡀ᏶ᡂࡋ࡚
࠿ࡽࡢᏛ⩦㛤ጞ࡛࠶ࡿࡇ࡜ࡀ኱༙࡛࠶ࡿࠋBley-Vroman (1990) ࡣࠊእᅜㄒ⎔ቃ࡛ࡢ኱ேࡢ
ゝㄒᏛ⩦࡜⮬↛⎔ቃ࡛ࡢᏊ౪ࡢゝㄒ⩦ᚓ࡛ࡣ᰿ᮏⓗ࡞࣓࢝ࢽࢬ࣒ࡀ㐪࠸ࠊ኱ேࡢᏛ⩦ࡣᡂຌࡋ࡞࠸࡜ࡋ࡚࠸ࡿࠋDeKeyser (2000) ࡣࠊ ゝㄒࡢ᭱⤊฿㐩ᗘࡣᏛ⩦㛤ጞᖺ㱋࡟㛵ಀࡋ࡚࠾ࡾࠊ≉࡟㡢㡩࡟࠾࠸࡚ࡣᖺ㱋࡜㛵ಀࡀ࠶ࡿ࡜㏙࡭࡚࠸ࡿࠋLong (1990) ࡣࠊẕㄒࡀ᏶ᡂࡍ
ࡿ࡜ࡉࢀࡿ 13 ṓࢆࡍࡂ࡚ࡢゝㄒᏛ⩦࡛ࡣᏊ౪ࡀẕㄒ⩦ᚓ࡛౑⏝ࡍࡿࡢ࡜ྠࡌ㡢ኌ᝟ሗㄆ▱࣓࢝ࢽࢬ࣒ࡀാ࠿࡞࠸࡜ࡋ࡚࠸ࡿࠋࡇࢀࡽࡢ◊✲࡛ࡣࠊ࠶ࡿᖺ㱋ࢆ㐣ࡂ࡚࠿ࡽእᅜㄒᏛ
⩦ࢆࡍࡿሙྜࠊ㡢ኌ⩦ᚓࡀ≉࡟㛤ጞᖺ㱋࡟ࡼࡿᙳ㡪ࢆཷࡅࡸࡍ࠸࡜♧ࡋ࡚࠸ࡿࠋࡲࡓࠊ
Bongaerts (1999) ࡛ࡣࠊ⮫⏺ᮇࡸᩄឤᮇ࡜࠸ࢃࢀࡿ᫬ᮇࢆ㐣ࡂ࡚Ꮫ⩦ࢆ㛤ጞࡋ࡚ࡶࠊእᅜㄒ
Ꮫ⩦࡟ᡂຌࡍࡿᏛ⩦⪅ࡶ࠸ࡿ࡜ࡋ࡚࠸ࡿࡀࠊ┦ᑐⓗ࡟኱ேࡢእᅜㄒᏛ⩦ࡣ୙฼࡛࠶ࡿ࡜ࡋ
࡚࠸ࡿࠋᚑࡗ࡚ࠊእᅜㄒ⎔ቃ࡛㐜ࡃᏛ⩦ࢆ㛤ጞࡋࡓሙྜࠊᏊ౪ࡀ⮬↛⎔ቃ࡛ẕㄒࢆ㌟࡟ࡘ
ࡅࡿᏛ⩦᪉ἲ࡛ࡣ࡞ࡃࠊ➨஧ゝㄒࡢ㡢ኌࢆㄆ▱ࡍࡿࡓࡵࡢຓࡅ࡜࡞ࡿᢏ⬟ࡸ▱㆑ࢆ㌟࡟ࡘ
ࡅࡿᚲせࡀ࠶ࡿ࡜⪃࠼ࡿࠋ
2.3 㡢㡩▱㆑࡟ࡘ࠸࡚ 㡢ኌ࡜᭩グࢆ⤖ࡧࡘࡅࡿ㡢㡩▱㆑ࢆㄪ࡭ࡿࡇ࡜࡟ࡼࡗ࡚ࠊ㡢ኌゝㄒ᝟ሗࡢฎ⌮࡜どぬ࡟ࡼࡿゝㄒ᝟ሗࡢฎ⌮ࡀㄆ▱⤒㊰ࢆඹ᭷ࡍࡿࡇ࡜ࢆ᥈⣴ྍ⬟࡜⪃࠼ࡓࠋNassajizavareh (1998)ࡣࠊ㡢㡩ฎ⌮◊✲ࢆ➨஧ゝㄒ◊✲࡟ᛂ⏝ࡋࠊ㡢㡩࣐ࢵࢳࣥࢢㄢ㢟࡛᭩グ⣲㡢⣲ᑐᛂ▱㆑࡜࣮ࣜࢹ࢕ࣥࢢࡢ㛵ಀࢆㄪ࡭ࠊ࣮ࣜࢹ࢕ࣥࢢࡀ⇍㐩ࡋ࡚࠸ࡿᏛ⩦⪅ࡣࠊ㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࡢᡂ⦼ࡀ㧗࠸ࡇ࡜ࢆ♧ࡋࡓࠋゝㄒㄆ▱ࣉࣟࢭࢫ࡛ࠊ㡢㡩▱㆑ࡣධຊࡉࢀࡓ᝟ሗࢆ᭩グ⣲ࠊ㡢⣲཮᪉ࡢᙧែ࡟ᑐᛂࡉࡏࡿᙺ๭ࢆࡍࡿࡶࡢ࡛࠶ࡿ࡜⪃࠼ࡽࢀࡿࠋㄞゎࡢ㝿࡟᭩グࡢゝㄒ᝟ሗࢆ㡢ኌ᝟ሗ࡟⤖ࡧࡘࡅࡿ▱㆑ࢆ᭩グ⣲㡢⣲ᑐᛂ▱㆑࡜࠸࠺ࡢ࡟ᑐࡋ࡚ࠊ⫈ゎࡢ㝿࡟㡢ኌ᝟ሗࢆ᭩グ᝟ሗ࡟⤖ࡧࡘࡅࡿ▱㆑ࡣ㡢⣲᭩グ⣲ᑐᛂ▱㆑࡛࠶ࡿࠋ㡢⣲᭩グ⣲ᑐᛂ▱㆑ࡣࠊ᭩グ⣲㡢⣲ᑐᛂ▱㆑࡜ࡣධຊ᝟ሗࡢࣔࢲࣜࢸ࢕࣮࡜ฎ⌮ࡢ᪉ྥᛶࡀ␗࡞ࡿࡀྠࡌᶵ⬟ࢆࡶࡘࠋ᭩グ⣲㡢⣲ᑐᛂ▱㆑ࢆ࠺ࡲࡃ฼⏝ࡋ࡚࠸ࡿᏛ⩦⪅ࡢㄞゎᡂ⦼ࡀ㧗ࡃ࡞ࡿࡢ࡛࠶ࢀࡤࠊ
ࣜࢫࢽࣥࢢ᫬࡟ࡶ㡢㡩▱㆑࡛࠶ࡿ㡢⣲᭩グ⣲ᑐᛂ▱㆑ࢆ࠺ࡲࡃ฼⏝ࡋ࡚࠸ࡿᏛ⩦⪅ࡣࣜࢫࢽࣥࢢᡂ⦼ࡀ㧗ࡃ࡞ࡿࡇ࡜ࡀ⪃࠼ࡽࢀࡿࠋ㡢㡩▱㆑࡜ࣜࢫࢽࣥࢢ⬟ຊࢆㄪ࡭ࡿࡇ࡜࡛ࠊ㡢92

⸨ᮏ ᜨᏊ

㡩▱㆑ࡀ᪥ᮏேⱥㄒᏛ⩦⪅ࡢࣜࢫࢽࣥࢢ࡬ࡢᙳ㡪ࡢ୍➃ࢆ᥈⣴࡛ࡁࡿࡶࡢ࡜ᮇᚅ࡛ࡁࡿࠋ
2.4 ࣮ࣜࢹ࢕ࣥࢢࣔࢹࣝࡢࣜࢫࢽࣥࢢ࡬ࡢᛂ⏝ ゝㄒ᝟ሗࡢධຊ⣔⤫࡜ࡋ࡚ࡣࠊどぬ࡟ࡼࡿ่⃭࠿ࡽࡢධຊ࡜⫈ぬ࡟ࡼࡿ่⃭࠿ࡽࡢධຊ
ࡢ㸰㏻ࡾ࠶ࡿࠋ⬻ෆࡢ㸰✀㢮ࡢㄆ▱ฎ⌮࡟ࡣࠊ᝟ሗฎ⌮⤒㊰ࢆඹ᭷ࡍࡿ࡜ࡍࡿඹ᭷௬ㄝࠊ
ㄞゎ࡜⫈ゎࡢ᝟ሗฎ⌮⤒㊰ࡣࡑࢀࡒࢀ⊂❧ࡋ࡚࠸ࡿ࡜ࡍࡿ┦㐪௬ㄝࠊඹ᭷௬ㄝ࡜┦㐪௬ㄝࡢ୰㛫ⓗ❧ሙࢆ࡜ࡿే⏝௬ㄝࡀ࠶ࡿࠋ㛛⏣࣭㔝࿅ (2001) ࡛ࡣࠊゝㄒ᝟ሗࡣ⫈ぬ่⃭࡛ࡶ
どぬ่⃭࡛ࡶ࢖ࣥࣉࢵࢺࡢᚋࠊ⤒㊰ࢆඹ᭷ࡋ࡚ព࿡ㄆ㆑࡟⮳ࡿ࡜࠸࠺ Taft (1991) ࡢ┦஫άᛶ໬ࣔࢹࣝࢆࡶ࡜࡟ㄞࡳࡢゝㄒฎ⌮ࣔࢹ࡛ࣝ࠶ࡿ஧㔜࢔ࢡࢭࢫࣔࢹࣝࡀᥦၐࡉࢀ࡚࠸ࡿࠋ
࣮ࣜࢹ࢕ࣥࢢࡢㄆ▱ฎ⌮࡟࠾࠸࡚஧㔜࢔ࢡࢭࣝࣔࢹࣝࡀᡂ❧ࡍࡿࡢ࡛࠶ࢀࡤࠊࣜࢫࢽࣥࢢ
࡟࠾࠸࡚㡢ኌ᝟ሗ࡛᭩グ⣲ฎ⌮ᶵ⬟ࡀάᛶ໬ࡋㄒᙡㄆ㆑ࠊព࿡⌮ゎ࡟⮳ࡿࡇ࡜ࡶ᝿ᐃྍ⬟࡛࠶ࡿࠋࡓ࡜࠼ࡤࠊᏊ౪ࡀẕㄒࢆ⋓ᚓࡍࡿ᫬ࡢࡼ࠺࡞㡢ኌ࠿ࡽ┤᥋ព࿡ㄆ▱࡟⮳ࡿ⤒㊰ࡀ౑⏝ࡋ࡟ࡃࡃ࡞ࡗࡓ኱ேࡢ➨஧ゝㄒᏛ⩦ࡢሙྜࠊどぬ่⃭࠿ࡽᚓࡓㄒᙡ▱㆑ࡀࣜࢫࢽࣥࢢ
ฎ⌮ࡢᡂຌࢆຓࡅࡿᙺ๭ࢆᢸ࠺ࡇ࡜ࡣ༑ศ࡟⪃࠼ࡽࢀࡿࠋ どぬ࡟ࡼࡿゝㄒ᝟ሗ࡜⫈ぬࡢゝㄒ᝟ሗࡀㄆ▱ฎ⌮⤒㊰ࢆඹ᭷ࡍࡿࡇ࡜ࡣࠊMcGurk (1976)ࡽࡢ◊✲࡛♧ࡉࢀ࡚࠸ࡿࠋࡲࡓࠊGreen (1998) ࡣ⫈ぬ᝟ሗ࡟ㄪ㡢఩⨨ࡢどぬ᝟ሗࢆ⿕㦂⪅࡟୚࠼ࡿᐇ㦂ࢆ⾜࠸ࠊ⫈ぬ᝟ሗࡣどぬ᝟ሗ࡟ᙳ㡪ࢆཷࡅࡿࡇ࡜ࢆ♧ࡋࡓࠋࡇࢀࡽࡢ◊✲࡟ࡼࡾࠊ⫈ぬ࡟ࡼࡿゝㄒ᝟ሗࢆฎ⌮ࡍࡿ࡜ࡁ࡟ࡣどぬࡢᙳ㡪ࢆ࠺ࡅ࡚ព࿡ㄆ▱࡟⮳ࡿྍ⬟ᛶࡀ♧၀ࡉࢀࡓࠋ
ඛ⾜◊✲ࡢࡲ࡜ࡵ࡜◊✲௬ㄝ ࣜࢫࢽࣥࢢᏛ⩦࡟ᡂຌࡋ࡚࠸ࡿᏛ⩦⪅ࡢ୰࡟ࡣࠊ⫈ぬ࠿ࡽࡢ┤᥋⤒㊰ࡔࡅࢆ౑⏝ࡍࡿࡢ࡛ࡣ࡞ࡃࠊ㡢ኌ࠿ࡽࡢ᝟ሗࢆព࿡ㄆ▱ࡢ⤒㊰࡟⮳ࡽࡏࡿࡓࡵࡢ⿵ᙉ࡜ࡋ࡚ࠊどぬ࠿ࡽᚓࡓゝㄒ᝟ሗࢆ฼⏝ࡋ࡚࠸ࡿᏛ⩦⪅ࡶ࠸ࡿࡢ࡛ࡣ࡞࠸࠿࡜⪃࠼ࡓࠋ⫈ぬࡢゝㄒ᝟ሗ࡜どぬࡢゝㄒ᝟ሗࢆࡘ࡞ࡄ㡢㡩▱㆑ࢆ࠺ࡲࡃ฼⏝ࡋ࡚࠸ࡿᏛ⩦⪅ࡢࣜࢫࢽࣥࢢ⌮ゎຊࡣ㧗ࡃ࡞ࡿ࡜ண
᝿ࡋࠊእᅜㄒ⎔ቃ࡛ⱥㄒࢆᏛ⩦ࡍࡿ᪥ᮏே࡟࡜ࡗ࡚ࡣࠊ㡢㡩▱㆑ࡀࣜࢫࢽࣥࢢ⬟ຊ࡟㛵୚ࡋ࡚࠸ࡿࡇ࡜ࢆㄪ࡭ࡿࡓࡵࠊ௨ୗࡢ㸱ࡘࡢ◊✲௬ㄝࢆࡓ࡚ࠊ㡢㡩▱㆑ࡀࣜࢫࢽࣥࢢ࡟୚࠼
ࡿᙳ㡪ࢆ᳨ウࡋࡓࠋ(1) 㡢⣲᭩グ⣲ᑐᛂ▱㆑ࡀ㧗࠸࡜Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢᡂ⦼ࡣ㧗࠸ࠋ(2) ᭩グ⣲㡢⣲ᑐᛂ▱㆑ࡀ㧗࠸࡜Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢᡂ⦼ࡣ㧗࠸ࠋ(3) ᪤⩦ࡢ㡢㡩ࢆ฼⏝ࡋ࡚ᮍ▱ࡢ㡢㡩ࢆฎ⌮ࡍࡿᏛ⩦⪅ࡢࣜࢫࢽࣥࢢᡂ⦼ࡣ㧗࠸ࠋ
3.

◊✲᪉ἲ

 㡢㡩▱㆑ࡀእᅜㄒ⎔ቃ࡛ࡢⱥㄒᏛ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪ࢆ᳨ドࡍࡿࡓࡵ࡟ࠊ㸱93㡢㡩▱㆑ࡀ᪥ᮏே EFL Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚

ࡘࡢ◊✲௬ㄝࢆタᐃࡋࠊ㡢㡩࣐ࢵࢳࣥࢢࠊ㡢ኌ⪺ࡁྲྀࡾࠊ㡢ኌ࡜⥛ࡾᏐ࣐ࢵࢳࣥࢢࠊ㠀༢
ㄒࡢⓎ㡢⏕ᡂࢆㄢ㢟࡜ࡋ࡚୚࠼ࠊࣜࢫࢽࣥࢢᡂ⦼ࡢ㧗࠸Ꮫ⩦⪅࡜ప࠸Ꮫ⩦⪅࡛ࡣ㐪࠸ࡀ࠶ࡿ࠿ࢆ᥈⣴ࡋࡓࠋ ᮏㄪᰝࢆ⾜࠺๓࡟ࠊ஦๓ㄪᰝ࡜ࡋ࡚ࠊ㸰✀㢮ࡢࢸࢫࢺࢆ⾜ࡗࡓࠋ㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࡢཧຍ⪅ࡣ㸷ྡࡢ኱Ꮫ⏕࣭኱Ꮫ㝔⏕࡛࠶ࡾࠊ෌⏕ἲࡢཧຍ⪅ࡣ㸱ྡࡢ኱Ꮫ⏕࡛࠶ࡗࡓࠋ஦๓
ㄪᰝ࡟ࡼࡾ㐺ษ࡞ၥ㢟ᩘࡸ㞴᫆ᗘࠊ୍ேࡢཧຍ⪅࡟࠿ࡅࡿ᫬㛫ࢆỴᐃࡋࡓࠋ ᮏㄪᰝ࡜ࡋ࡚ࠊ࢔ࣥࢣ࣮ࢺᅇ⟅ᚋࠊࢸࢫࢺ࡜ࡋ࡚㡢㡩࣐ࢵࢳࣥࢢㄢ㢟 㡢ኌ࡟ࡼࡿࣜࢫ
ࢽࣥࢢㄢ㢟㸰✀ࠊⓎ㡢ㄢ㢟ࡢ㸲ࡘࢆ୚࠼ࡓࠋࡲࡓࠊⓎ㡢ㄢ㢟࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿཧຍ⪅ࡢᵝᏊࢆ㘓⏬ࡋࠊᚋ࡟ཧຍ⪅⮬㌟࡟ㄢ㢟࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿ࡜ࡁࡢグ᠈ࢆ෌⏕ࡉࡏࡿ่⃭෌⏕ἲ࡛ཧຍ⪅ࡢ㡢㡩ฎ⌮᪉ἲࢆ᥈ࡗࡓࠋ 
3.1 ◊✲ཧຍ⪅ ◊✲ཧຍ⪅ࡣእᅜㄒ⎔ቃ࡛ⱥㄒᏛ⩦ࢆ㛤ጞࡋ⥅⥆ࡍࡿ኱Ꮫ㸯ᖺ࠿ࡽ㸰ᖺ 15 ྡ࡛⏨㸴ྡዪ㸷ྡ࡛࠶ࡗࡓࠋᖺ㱋ࡣ 19 ṓ࠿ࡽ 21 ṓ㸦ᖹᆒ 19.47 ṓ㸧࡛࣎ࣛࣥࢸ࢕࢔࡜ࡋ࡚ㄪᰝ࡟ཧ
ຍࡋࡓࠋཧຍ⪅ࡢࣜࢫࢽࣥࢢ⬟ຊࡣ SLEP ࢸࢫࢺ2࡛ィ῭ࡳ࡛࠶ࡗࡓࠋࣜࢫࢽࣥࢢ඲ 75ၥࠊṇ⟅ᩘ᭱ᑠ್ 30ࠊ᭱኱್ 63ࠊᖹᆒ್ 48.07ࠊ࣮ࣜࢹ࢕ࣥࢢ඲ 75 ၥࠊṇ⟅ᩘ᭱ᑠ್ 41ࠊ
᭱኱್ 68ࠊᖹᆒ್ 59.97 ࡛࠶ࡗࡓࠋ㸦⾲.㸯㸧
3.2 ᡭ⥆ࡁ ㄪᰝࡣ኱Ꮫෆࡢ୍ᐊ࡛㸯ᑐ㸯ࡢᙧᘧ࡛⾜ࡗࡓࠋཧຍ⪅ࡢ㡢㡩▱㆑ࢆࡿ㸲✀㢮ࡢࢸࢫࢺ

ࢆ࢔ࣥࢣ࣮ࢺᐇ᪋ᚋࠊࣜࢫࢽࣥࢢㄢ㢟㡢ኌ⪺ࡁྲྀࡾࠊࣜࢫࢽࣥࢢㄢ㢟⥛ࡾᏐ࣐ࢵࢳࣥࢢࠊ
㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࠊⓎ㡢ㄢ㢟ࡢ㡰ᗎ࡛⾜࠸ࠊḟ࠸่࡛⃭෌⏕ἲࢆ⾜ࡗࡓࠋᶵᮦࡣࠊࣜࢫ
ࢽࣥࢢࢸࢫࢺ㡢ኌࡢ෌⏕ࡢࡓࡵ࡟ࣀ࣮ࢺࣈࢵࢡᆺࣃ࣮ࢯࢼࣝࢥࣥࣆ࣮ࣗࢱ࣮ࢆ౑⏝ࡋࡓࠋⓎ㡢ㄢ㢟ࡢ㘓⏬ࡣࠊiPad ࡢ㘓⏬ᶵ⬟ࢆ౑⏝ࡋࠊ㡢ኌグ㘓ࡣ IC ࣞࢥ࣮ࢲ࣮ࢆ౑⏝ࡋࡓࠋ⤫ィศᯒࡢࡓࡵࡢࢯࣇࢺ࢙࢘࢔ࡣ IBM SPSS Statistic 21 ࡛࠶ࡗࡓࠋ
3.3 ㄪᰝᮦᩱ
3.3.1 ᭩グ࡟ࡼࡿ㡢㡩࣐ࢵࢳࣥࢢ 㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࡣࠊ㡢㡩▱㆑࡜࣮ࣜࢹ࢕ࣥࢢࡢ㛵ಀࢆㄪ࡭ࡿࡓࡵࡢ◊✲(Nassajizavareh, 1998) ࡛౑⏝ࡉࢀࡓㄢ㢟ࢆ౑⏝ࡋࡓࠋ㸰ࡘࡢ㠀༢ㄒࡢ⥛ࡾᏐࡀྠࡌⓎ㡢࠿2

SLEP ࢸࢫࢺࡣࠊṇᘧྡ⛠ࡣ Secondary Level English Proficiency Test ࡛ࠊ࢔࣓ࣜ࢝ྜ⾗ᅜ࡟࠾࠸࡚୰
Ꮫ㧗ᰯ⏕ࡢⱥㄒࢆẕᅜㄒ࡜ࡋ࡞࠸⏕ᚐࢆᑐ㇟࡟⾜࠺ⱥㄒ࣮ࣜࢹ࢕ࣥࢢ࡜ࣜࢫࢽࣥࢢࡢ⬟ຊࢆุᐃࡍࡿᐇຊࢸ
ࢫࢺࠋࣜࢫࢽࣥࢢ࡜࣮ࣜࢹ࢕ࣥࢢࡢ㸰ࡘࡢࢭࢡࢩ࡛ࣙࣥᵓᡂࡉࢀ࡚࠸ࡿࠋྛࢭࢡࢩࣙࣥ࡟ 75 ၥࡢᅄ⪅ᢥ୍ᙧᘧࡢၥ㢟࡛ᵓᡂࡉࢀ࡚࠾ࡾࠊࣜࢫࢽࣥࢢ⣙ 40 ศࠊ࣮ࣜࢹ࢕ࣥࢢ 45 ศࡢゎ⟅᫬㛫ࡀタᐃࡉࢀ࡚࠸ࡿࠋࡇࡢࢸ
ࢫࢺࡣᶆ‽໬ࡉࢀࡓⅬᩘࡀᚓࡽࢀࡿࢸࢫࢺ࡛࠶ࡿࡀࠊᮏ◊✲࡛ࡣ 75 ၥ࠶ࡓࡾࡢṇゎᩘ࡜ṇ⟅⋡ࢆศᯒࡢᑐ㇟
࡜ࡍࡿࠋ

94

⸨ᮏ ᜨᏊ

␗࡞ࡿⓎ㡢࠿ࢆ㑅ᢥࡉࡏࡿၥ㢟 30 ၥ࡛ᵓᡂࡉࢀࡓࡶࡢ࡛࠶ࡿࠋㄢ㢟ࡢ┠ⓗࡣࠊ᭩グ࡛⾲ࡉࢀࡓ༢ㄒࡢ㡢㡩ࢆṇࡋࡃㄆ㆑࡛ࡁࡿ࠿ࢆㄪ࡭ࡿࡇ࡜࡛࠶ࡗࡓࠋ᫬㛫ไ㝈ࡣタࡅ࡞࠿ࡗࡓࠋ㸦ཧ⪃㈨ᩱ㸯㸧
3.3.2 ࣜࢫࢽࣥࢢ࡟ࡼࡿ㡢㡩࣐ࢵࢳࣥࢢ ࣜࢫࢽࣥࢢㄢ㢟ࡣࠊ㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࢆࡶ࡜࡟ᨵኚࡋࠊⱥㄒẕㄒヰ⪅࡛࠶ࡿ༡࢔ࣇࣜ
࢝ඹ࿴ᅜฟ㌟ࡢዪᛶ࡟ࡼࡿ㡢ኌ྿ࡁ㎸ࡳ࡛ 30 ၥࡢ㠀༢ㄒ࡛ᵓᡂࡉࢀࡓㄢ㢟ࢆసᡂࡋࡓࠋᨵኚࡢ┠ⓗࡣࠊఱᗘࡶྠࡌ㠀༢ㄒࢆ౑⏝ࡍࡿࡇ࡜࡛ࠊཧຍ⪅ࡀᏛ⩦ࡋ࡚ࡋࡲ࠺ࡇ࡜ࡀண᝿ࡉࢀࡓ࠿ࡽ࡛࠶ࡿࠋ ࣜࢫࢽࣥࢢㄢ㢟ࢱࢫࢡ 2-1 ࡣࠊ㡢ኌ᝟ሗࢆㄆ㆑࡛ࡁ࡚࠸ࡿ࠿ࢆㄪ࡭ࡿࡇ࡜ࢆ┠ⓗ࡜ࡋ࡚࠸ࡿࠋ㡢ኌ࡟ࡼࡿ㠀༢ㄒࢆ⪺࠸࡚ࠊṇࡋ࠸Ⓨ㡢グྕࡀ㑅࡭ࡿ࠿ࢆၥ࠺ㄢ㢟࡛࠶ࡿࠋཧຍ⪅ࡣࠊ㡢ኌࢆ⪺࠸࡚ࠊ㸱ࡘࡢ㑅ᢥ⫥㔝୰࠿ࡽ㑅ᢥࢆࡍࡿࠋ㑅ᢥ⫥࡜ࡣࠊ㡢ኌ࡟ᑐࡋ࡚ṇࡋ࠸Ⓨ㡢グྕࠊ㡢ኌ࡜ࡣ␗࡞ࡿⓎ㡢グྕࠊࢃ࠿ࡽ࡞࠸ࠊࡢ㸱ࡘ࡛࠶ࡾࠊࢃ࠿ࡽ࡞࠸ሙྜࡣ⌮⏤ࢆ㏙࡭ࡉࡏࡓࠋ ࣜࢫࢽࣥࢢㄢ㢟ࢱࢫࢡ 2-2 ࡣࠊ⪺࠸ࡓ㡢ኌゝㄒࢆṇࡋ࠸⥛ࡾᏐ࡜୍⮴ࡉࡏࡽࢀࡿ࠿ࢆㄪ
࡭ࡿࡇ࡜ࢆ┠ⓗ࡜ࡋࡓࠋࢱࢫࢡ 2-2 ࡣࠊࢱࢫࢡ 2-1 ࡜ྠࡌ㡢ኌၥ㢟ࢆ౑⏝ࡋࠊ㠀༢ㄒࡢ㡢ኌࢆ⪺࠸࡚ࠊࡑࡢ㡢ኌ࡜ྜࡗ࡚࠸ࡿ࡜ᛮࢃࢀࡿ⥛ࡾᏐࢆ㸱ࡘࡢ㑅ᢥ⫥ࡼࡾṇࡋ࠸ࡶࡢࢆ㑅ᢥࡍࡿၥ㢟࡛࠶ࡿࠋ㸦ཧ⪃㈨ᩱ㸰㸧
3.3.3 ᭩グ࠿ࡽⓎ㡢⏕ᡂ࡟ࡼࡿ㡢㡩࣐ࢵࢳࣥࢢ
 Ⓨ㡢ㄢ㢟ࡢ┠ⓗࡣࠊ᭩グ࡛ㄆ㆑ࡋࡓ༢ㄒࢆⓎ㡢ࡉࡏࡿࡇ࡜࡛ࠊṇࡋ࠸᭩グ࡜㡢㡩ࡢᑐᛂࢆㄆ㆑ࡋ࡚࠸ࡿ࠿࡝࠺࠿ࢆㄪ࡭ࡿࡇ࡜ࢆ┠ⓗ࡜ࡋࡓࠋ㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࢆࡶ࡜࡟ 30 ಶࡢ㠀༢ㄒࢆⓎ㡢ࡉࡏࡿㄢ㢟ࢆసᡂࡋࡓࠋホ౯᪉ἲࡣࠊཧຍ⪅ࡀⓎ㡢ࡍࡿ㡢ኌࢆⱥㄒẕㄒヰ⪅㸰ྡ㸦⏨㸸࢔࣓ࣜ࢝ྜ⾗ᅜฟ㌟ࠊዪ㸸༡࢔ࣇࣜ࢝ฟ㌟㸧ࡀṇㄗุ᩿ࡋࠊẕㄒヰ⪅᥇Ⅼ⪅ࡢ
ฟ㌟ࡀ␗࡞ࡿࡇ࡜࠿ࡽࠊ୧⪅ࡀṇゎ࡜ุ᩿ࡋࡓࡶࡢࢆṇゎ࡜ࡋࡓࠋ㸦ཧ⪃㈨ᩱ㸱㸧
3.3.4 ่⃭෌⏕ἲ Ⓨ㡢ㄢ㢟ࡣ่⃭෌⏕ἲࡢᮦᩱ࡜ࡋ࡚ࡶ౑⏝ࡋࡓࠋཧຍ⪅ࡀㄢ㢟࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿᵝᏊࢆ㘓⏬ࡋࠊ෌⏕ᫎീࢆཧຍ⪅⮬㌟࡟ぢࡏࠊㄢ㢟ࢆྲྀࡾ⤌ࢇ࡛࠸ࡿ᭱୰࡟ఱࢆ⪃࠼࡚Ⓨ㡢ࢆỴᐃࡋࡓ࠿ࢆᑜࡡࠊ㠀༢ㄒࡢ㡢㡩ฎ⌮ࢆ᥈ࡗࡓࠋ30 ၥ࠿ࡽ࡞ࡿ㠀༢ㄒࡢ⥛ࡾᏐ࠿ࡽⓎ㡢ࢆ㢮᥎ࡋⓎ㡢⏕ᡂࡍࡿ㝿࡟ࠊ࡝࠺࠸࠺ฎ⌮ࢆࡍࡿ࠿ࢆཧຍ⪅⮬㌟ࡀࠊㄢ㢟ࢆྲྀࡾ⤌ࢇ࡛࠸ࡿ⮬㌟ࡢᵝᏊࢆ㘓⏬ࡋࡓࡶࡢࢆぢ࡞ࡀࡽᛮ࠸ฟࡍ࡜࠸࠺᪉ἲ࡛ࢹ࣮ࢱᢳฟࢆヨࡳࡓࠋ95㡢㡩▱㆑ࡀ᪥ᮏே EFL Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚

3.3.5 ࢔ࣥࢣ࣮ࢺ࡟ࡼࡿㄪᰝ ࢔ࣥࢣ࣮ࢺࡣࠊཧຍ⪅ࡢᾏእ⁫ᅾ⤒㦂ࠊᏛᰯእ࡛ࡢⱥㄒᏛ⩦⤒㦂ࠊTOEFL ࡸ TOEIC ࡞࡝ࡢⱥㄒ⬟ຊヨ㦂ࡢᡂ⦼ࠊࣜࢫࢽࣥࢢ࡟㛵ࡋ࡚ᅇ⟅ࢆồࡵࡓࠋ࢔ࣥࢣ࣮ࢺࡢ୺┠ⓗࡣࠊᮏ◊✲ࡢᑐ㇟ࡀࠕእᅜㄒ⎔ቃ࡛Ꮫ⩦ࡍࡿ᪥ᮏேⱥㄒᏛ⩦⪅࡛ࠖ࠶ࡿࡓࡵࠊⱥㄒࡀ౑⏝ࡉࢀ࡚࠸ࡿ⎔ቃ࡛ࡢ㛗ᮇ⁫ᅾࡸᏛ⩦⤒㦂ࡢ࠶ࡿཧຍ⪅ࢆ᤼㝖ࡍࡿࡓࡵ࡛࠶ࡗࡓࠋࡑࡢ௚ࡢタၥࡣ᭦࡞ࡿศᯒࡢᡭࡀ࠿ࡾ࡜ࡍࡿ࡭ࡃ㡯┠ࢆࡶ࠺ࡅࡓࠋ ࢔ࣥࢣ࣮ࢺࡢᅇ⟅࠿ࡽࠊཧຍ⪅ 15 ྡࡣࡍ࡭࡚እᅜㄒ⎔ቃ࡛Ꮫ⩦ࡋ࡚࠾ࡾࠊ㸲ṓ࠿ࡽ 13ṓࡢ㛫࡟ⱥㄒᏛ⩦ࢆ㛤ጞࡋ㸦ᖹᆒᏛ⩦㛤ጞᖺ㱋 11 ṓ㸧ࠊᏛ⩦ᖺᩘᖹᆒ 89.67 ࣨ᭶㸦7.47 ᖺ㸧࡛࠶ࡗࡓࠋᏛᰯ௨እ࡛ࡢⱥㄒᏛ⩦⤒㦂ࡢ࠶ࡿཧຍ⪅ࡣ 10 ྡ࡛ሿ࣭ⱥ఍ヰᏛᰯ࡛ࡢᏛ⩦⤒㦂ࡀ࠶ࡿ࡜ᅇ⟅ࡋࡓࠋࡲࡓࠊࣜࢫࢽࣥࢢ࡟㛵ࡍࡿ࢔ࣥࢣ࣮ࢺ࡛ࡣࠊ15 ྡ୰ 10 ྡࡀࣜࢫࢽࣥ
ࢢ࡟ⱞᡭព㆑ࡀ࠶ࡿ࡜⟅࠼ࡓࠋཧຍ⪅ࡢ SLEP ࢸࢫࢺࡢ⤖ᯝࡣࠊ⾲㸯ࡢ࡜࠾ࡾ࡛࠶ࡗࡓࠋ
4.

⤖ᯝ

4.1 ௬ㄝࡢ᳨ウ ௬ㄝ㸯࡟ࡘ࠸࡚ࡣࠊࣜࢫࢽࣥࢢㄢ㢟⪺ࡁྲྀࡾ㸦ࢱࢫࢡ 2-1㸧ࡢࣜࢫࢽࣥࢢᡂ⦼࡜ࡢ┦㛵ࡣࠊr = .30 (p=.27) ࡛࠶ࡾࠊ⥛ࡾᏐ㑅ᢥࡀ r = .40 (p = .14) ࡛࠶ࡗࡓࠋ࠸ࡎࢀࡶ௬ㄝࢆᨭ
ᣢࡍࡿ࡟ࡣ⮳ࡽ࡞࠿ࡗࡓࠋ ௬ㄝ㸰࡟ࡘ࠸࡚ࡣࠊ㡢㡩࣐ࢵࢳࣥࢢ࡜ࣜࢫࢽࣥࢢᡂ⦼ࡢ┦㛵ࡀ r = .41 (p = .13) Ⓨ㡢ㄢ㢟 r 㸻.32㸦p㸻.25㸧࡛࠶ࡗࡓࠋ௬ㄝ㸯ྠᵝࠊ௬ㄝ㸰ࡶᨭᣢࡍࡿ࡟ࡣ⮳ࡽ࡞࠿ࡗࡓࠋ ௬ㄝ㸱࡟ࡘ࠸࡚ࡣࠊ㉁ⓗ࡞ࢹ࣮ࢱ཰㞟࡟ࡼࡗ࡚ࠊ௬ㄝࡢ᳨ウࢆヨࡳࡓࠋཧຍ⪅ࡢ࡞࠿࡛ࠊ
ࣜࢫࢽࣥࢢᡂ⦼ࡀ㧗࠸Ꮫ⩦⪅ࡣࠊᮍ▱ࡢ༢ㄒࡢ㡢㡩ࢆࠊ᪤⩦༢ㄒࡢ㡢㡩ࢆ฼⏝ࡋ࡚ᛮ࠸ᾋ
࠿࡭᥎ࡍࡿഴྥࡀ࠶ࡿྍ⬟ᛶࡀ♧ࡉࢀࡓࠋ㸦⾲.2ࠊ⾲.3ࠊཧ↷㸧

4.2 ่⃭෌⏕ἲࡢ⤖ᯝศᯒ Ⓨ㡢ㄢ㢟࡛ࡢ่⃭෌⏕ἲࡣࠊཧຍ⪅ࡢࡍ࡭࡚ࡢⓎゝࢆࢥ࣮ࢻ໬ࡋศ㢮ࡋࠊࣜࢫࢽࣥࢢᡂ
⦼ࡀ㧗࠸ཧຍ⪅࡜ࣜࢫࢽࣥࢢᡂ⦼ࡀప࠸ཧຍ⪅ࢆẚ㍑ࡋ࡚ศᯒࡋࡓࠋ
㸴ࡘࡢࢥ࣮ࢻࡣࠊ1.ࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆᛮ࠸ฟࡋ࡚ࠖ
ࠊ2.ࠕⓎ㡢ࡋ࡚ࡳ࡚ࠖ
ࠊ3.ࠕ࣮࣐ࣟᏐㄞ
ࡳࢆࡋࡓࠖࠊ4.ࠕ▱ࡽ࡞࠸༢ㄒ࡞ࡢ࡛ㄞࡵ࡞࠸ࠖ
ࠊ5.ࠕ௚ゝㄒࡢⓎ㡢ࢆᛮ࠸ฟࡋࡓࠖࠊ6. ࠕࡑࡢ௚㸦୙࣭᫂ศ㢮୙ྍ㸧࡛ࠖ࠶ࡗࡓࠋ඲య࡛ࡢࠊࡑࢀࡒࢀࡢⓎゝᩘࡣ 1.ࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆ
ᛮ࠸ฟࡋ࡚ࠖࡣⓎゝᩘ 58ࠊ 2.ࠕⓎ㡢ࡋ࡚ࡳ࡚ࠖࡣⓎゝᩘ 38ࠊ3.ࠕ࣮࣐ࣟᏐㄞࡳࢆࡋࡓࠖ
ࡣⓎゝᩘ 2ࠊ4.ࠕ▱ࡽ࡞࠸༢ㄒ࡞ࡢ࡛ㄞࡵ࡞࠸ࠖࡣࠊⓎゝᩘ 21ࠊ5.ࠕ௚ゝㄒࡢⓎ㡢ࢆᛮ࠸ฟࡋࡓࠖࡣⓎゝᩘ 5ࠊ6. ࠕࡑࡢ௚㸦୙࣭᫂ศ㢮୙ྍ㸧ࠖࡣࠊⓎゝᩘ 6 ࡛࠶ࡗࡓࠋཧຍ⪅୰࡛ࣜࢫࢽࣥࢢᡂ⦼ୖ఩ࡢ㸰ྡࡣࠊⓎゝࡢ኱༙ࢆࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆᛮ࠸ฟࡋ࡚ࠖⓎ㡢ࢆỴᐃࡋࡓ࡜㏙࡭ࡓࠋᡂ⦼ୖ఩ࡢ㸯ྡ㸦SLEP ࢸࢫࢺࡢࣜࢫࢽࣥࢢᡂ⦼ 63㸧ࡣࠊ㸴Ⓨゝ୰ࠕ▱96⸨ᮏ ᜨᏊ

ࡗ࡚࠸ࡿ༢ㄒࢆᛮ࠸ฟࡋ࡚ࠖ࡟ヱᙜࡍࡿⓎゝᩘࡣ㸳ࠊࠕⓎ㡢ࡋ࡚ࡳࡓࠖ࡟ヱᙜࡍࡿࡶࡢࡣ㸯࡛࠶ࡗࡓࠋࡲࡓࠊࡶ࠺㸯ྡࡢᡂ⦼ୖ఩⪅㸦SLEP ࢸࢫࢺࡢࣜࢫࢽࣥࢢᡂ⦼ 56㸧ࡣࠊ㸳Ⓨゝ୰ࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆᛮ࠸ฟࡋ࡚ࠖ࡟ヱᙜࡍࡿⓎゝᩘࡣ 4ࠊ
ࠕⓎ㡢ࡋ࡚ࡳࡓࠖ࡟ヱᙜࡍࡿࡶࡢࡣ㸯࡛࠶ࡗࡓࠋࣜࢫࢽࣥࢢᡂ⦼ࡀ㧗࠸ཧຍ⪅ࡣࠊ᪤⩦༢ㄒࡢ㡢㡩ࢆ฼⏝ࡋ࡚࠸ࡿྍ⬟ᛶࡀ♧ࡉࢀࡓࠋࡲࡓࠊࣜࢫࢽࣥࢢᡂ⦼ࡀప࠸ཧຍ⪅㸰ྡࡶⓎゝ୰࡟ࡣࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆᛮ
࠸ฟࡋ࡚ࠖ࡟ヱᙜࡍࡿⓎゝࡀࠊ୧⪅࡜ࡶ㸲Ⓨゝ୰㸱ࡘ࠶ࡗࡓࡀࠊṧࡾࡢⓎゝࡀࠊࡑࢀࡒࢀࠊ
ࠕ࣮࣐ࣟᏐㄞࡳࡋࡓࠖࠊࠕⓎ㡢ࡋ࡚ࡳ࡚࡛ࠖ࠶ࡗࡓࠋⓎゝෆᐜ࡛ࡣࠊࣜࢫࢽࣥࢢᡂ⦼࡜ฎ⌮᪉ἲࢆ༊ูࡍࡿࡇ࡜ࡣᅔ㞴࡛࠶ࡗࡓ㸦⾲.4 ཧ↷㸧ࠋࡋ࠿ࡋࠊ≉ᚩ࠶ࡿⓎゝࢆࡋࡓཧຍ⪅ࢆศᯒࡋࡓ࡜ࡇࢁࠊⓎゝᩘ 13 ୰ 10 ࢆࠕⓎ㡢ࡋ࡚ࡳ࡚ࠖ࡜ᅇ⟅ࡋࠊࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆᛮ࠸ฟ
ࡋ࡚ࠖࡀ㸯ࡔࡗࡓཧຍ⪅㸦ࣜࢫࢽࣥࢢᡂ⦼ 57㸧࡜ࠊⓎゝᩘ㸲ࡢ࠺ࡕࠕⓎ㡢ࡋ࡚ࡳ࡚ࠖࡀ㸰ࠊࠕ▱ࡽ࡞࠸ࡢ࡛ㄞࡵ࡞࠸ࠖࡀ㸯ࠊࠕࡑࡢ௚ࠖࡀ㸯࡛ࠕ▱ࡗ࡚࠸ࡿ༢ㄒࢆᛮ࠸ฟࡋ࡚ࠖࡀ㸮㸦ࣜࢫࢽࣥࢢᡂ⦼ 50㸧࡛࠶ࡗࡓࠋࡇࡢ㸰ྡࡢཧຍ⪅ࡣ࠸ࡎࢀࡶࠊࣜࢫࢽࣥࢢᡂ⦼ࡣపࡃࡣ࡞࠸
ࡀࠊࣜࢫࢽࣥࢢࡀ࣮ࣜࢹ࢕ࣥࢢࡼࡾᡂ⦼ࡀపࡃࠊⱞᡭ࡛࠶ࡿࡇ࡜ࢆ㏙࡭࡚࠸ࡓࠋ
⾲. 1 ཧຍ⪅ࡢ SLEP ࢸࢫࢺࡢ⤖ᯝ
᭱ᑠ್

᭱኱್

ᖹᆒ್

ࣜࢫࢽࣥࢢ 㸦 ၥ㸧





࣮ࣜࢹ࢕ࣥࢢ㸦 ၥ㸧





N = 15.
⾲. 2 ྛࢱࢫࢡࡢᖹᆒ࡜ᶆ‽೫ᕪ
ࢸࢫࢺ

᭱ᑠ್

᭱኱್ ᖹᆒ್ ᶆ‽೫ᕪ





ࢱࢫࢡ㸰Ѹ㸯㡢ኌ⪺ࡁྲྀࡾ㸦 ၥ㸧





ࢱࢫࢡ㸰Ѹ㸰⥛ࡾᏐ㑅ᢥ㸦 ၥ㸧











ࢱࢫࢡ㸯 㡢㡩࣐ࢵࢳࣥࢢ㸦 ၥ㸧ࢱࢫࢡ㸱 Ⓨ㡢㸦 ၥ㸧 

N = 15.

330 ၥ୰ 1 ၥ࡟㠀༢ㄒ࡛࡞࠸ࡶࡢࡀ࠶ࡗࡓࡓࡵ๐㝖ࡋࡓࠋ30 ၥ୰ 1 ၥ࡟ࡘ࠸࡚ࠊẕㄒヰ⪅࠿ࡽ㸰㏻ࡾࡢⓎ㡢ࡀྍ⬟࡛࠶ࡿࡢ࡜ᣦ᦬ࢆཷࡅࠊࡋ࠿ࡶ㠀༢ㄒ࡛࡞࠸ࡶࡢ
࡛࠶ࡗࡓࡓࡵ๐㝖ࡋࡓࠋ
497㡢㡩▱㆑ࡀ᪥ᮏே EFL Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚

⾲. 3 SLEP ࢸࢫࢺ㸦ࣜࢫࢽࣥࢢ㸧࡜ྛࢱࢫࢡ࡜ࡢ┦㛵ศᯒ⤖ᯝㄢ㢟 㡢㡩࣐ࢵࢳࣥࢢ

㡢ኌ⪺ࡁྲྀࡾ

ࢱࢫࢡ㸯 

㸦ࢱࢫࢡ㸰Ѹ㸯㸧ࣆ࢔ࢯࣥࡢ┦㛵ಀᩘ㸦U㸧









᭷ព☜⋡㸦୧ഃ㸧㸦S㸧









 

⥛ࡾᏐ㑅ᢥ

Ⓨ㡢㸦ࢱࢫࢡ㸰Ѹ㸰㸧 㸦ࢱࢫࢡ㸱㸧N = 15.
⾲. 4 ่⃭෌⏕ἲ࡟ࡼࡿⓎ㡢ࡢ᝿㉳᪉ἲูⓎゝᩘ
 
ཧຍ⪅
ࣜࢫࢽࣥࢢ
ᡂ⦼ 

᝿㉳᪉ἲ
▱ࡗ࡚࠸ࡿ

Ⓨゝᩘ

▱ࡽ࡞࠸
Ⓨ㡢ࡋ࡚

࣮࣐ࣟᏐ

ࡳ࡚

ㄞࡳ

༢ㄒࢆᛮ࠸

௚ゝㄒࢆ
ࡢ࡛

ࡑࡢ௚

ྜィ

ᛮ࠸ฟࡋࡓ

ฟࡋ࡚

ㄞࡵ࡞࠸

3㸯㸦㸧















3㸰㸦㸧















3㸱㸦㸧















3㸲㸦㸧















3㸳㸦㸧















3㸴㸦㸧















3㸵㸦㸧















3㸶㸦㸧



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









3㸷㸦㸧



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

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





3㸯㸮㸦㸧



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

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



3㸯㸯㸦㸧















3㸯㸰㸦㸧















3㸯㸱㸦㸧















3㸯㸲㸦㸧















3㸯㸳㸦㸧















ྜィ



N = 15.
5.

⪃ᐹ

5.1 㡢㡩▱㆑࡟ࡘ࠸࡚ ㄪᰝ࡟ࡼࡗ࡚㡢㡩▱㆑ࡀࣜࢫࢽࣥࢢ࡟ཬࡰࡍᙳ㡪ࢆ᫂ゝ࡛ࡁࡿ⤖ᯝࡣᚓࡽࢀ࡞࠿ࡗࡓࠋ
98⸨ᮏ ᜨᏊ

ᮏ◊✲࡛ࡣࠊࣜࢫࢽࣥࢢࡢᡂྰࢆண

ࡍࡿ⛬኱ࡁ࡞ᙳ㡪ࡣ♧ࡉࢀ࡞࠿ࡗࡓࡀࠊ෌⏕่⃭ἲࡢ⤖ᯝ࠿ࡽࠊㄆ▱ẁ㝵࡛㛵ࢃࡗ࡚࠸ࡿྍ⬟ᛶࡀぢࡽࢀࡓࠋ
5.2 ࣮ࣜࢹ࢕ࣥࢢࣔࢹࣝࡢࣜࢫࢽࣥࢢ࡬ࡢᛂ⏝ ᮏ◊✲࠿ࡽࡣࠊඹ᭷௬ㄝࢆ୺ᙇࡍࡿ᭷ຊ࡞ドᣐࡣᚓࡽࢀ࡞࠿ࡗࡓࠋࡋ࠿ࡋࠊ᭩グ࡛ࡢ㡢㡩▱㆑࡜ࣜࢫࢽࣥࢢ࡟୰⛬ᗘࡢ┦㛵ࡀぢࡽࢀࡓࡇ࡜ࡣࠊ᭩グ࡜㡢ኌࡢㄆ▱⤒㊰ࡀ࠾஫࠸࡟
่⃭ࡋྜࡗ࡚ព࿡⌮ゎ࡟⮳ࡿྍ⬟ᛶࢆṧࡋ࡚࠸ࡿࠋ
6.

⤖ㄽ ᮏ◊✲࡛ㄪᰝࡋࡓ㡢㡩▱㆑࡜ࣜࢫࢽࣥࢢᡂ⦼ࡢ㛵ಀࡣ⤫ィⓗ࡟᭷ព࡞⤖ᯝࡣᚓࡽࢀࡎࠊ
௬ㄝࡣᨭᣢࡉࢀ࡞࠿ࡗࡓࠋࡋ࠿ࡋࠊᮏ◊✲ࡢཧຍ⪅ࡢ㡢㡩▱㆑࡜ࣜࢫࢽࣥࢢᡂ⦼ࡢ㛵ಀࢆ♧၀ࡍࡿ┦㛵ࡀぢࡽࢀࡓࠋ᭩グ࡛ࡢ㡢㡩▱㆑㸦᭩グ⣲㡢⣲ᑐᛂ▱㆑㸧࡜ࣜࢫࢽࣥࢢ⬟ຊࡢ┦㛵ࡀࢃࡎ࠿࡛ࡣ࠶ࡿࡀࠊ᭱ࡶ㧗࠸┦㛵ࢆ♧ࡋࡓࠋ่⃭෌⏕ἲ࡛ࡣࠊࣜࢫࢽࣥࢢᡂ⦼ࡀ㧗࠸ཧຍ⪅ࡣࠊ㡢㡩ฎ⌮ࡢ㝿ࠊ㢮ఝࡢ༢ㄒࢆᛮ࠸ฟࡍࡇ࡜࡛᥎

ࡍࡿഴྥࡀ࠶ࡿྍ⬟ᛶࡀ♧၀ࡉࢀࡓࠋ ࡇࢀࡽࡢ⤖ᯝ࠿ࡽࠊ㡢㡩▱㆑ࡀࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪ࡣ኱ࡁࡃࡣ࡞࠸ࡀࠊ➨஧ゝㄒࡢࣜࢫࢽࣥࢢㄆ▱ฎ⌮ୖ࡛ࠊゝㄒ▱㆑ࡢࡦ࡜ࡘ࡜ࡋ࡚฼⏝ࡉࢀ࡚࠸ࡿྍ⬟ᛶࡀ࠶ࡿࡇ࡜ࡀࢃ
࠿ࡗࡓࠋ㡢⣲᭩グ⣲࡜ࣜࢫࢽࣥࢢࠊ᭩グ⣲㡢⣲࡜ࣜࢫࢽࣥࢢࢆẚ࡭ࡿ࡜ࠊ᭩グ⣲㡢⣲࡜ࣜࢫࢽࣥࢢࡢ㛵ಀࡀᙉ࠸ࡇ࡜ࡀ♧ࡉࢀࡓࠋゝㄒ᝟ሗࡢ஧㔜࢔ࢡࢭࣝࣔࢹࣝࡀᡂ❧ࡍࡿ࡜௬ᐃ
ࡍࡿ࡞ࡽࡤࠊ㡢ኌゝㄒ᝟ሗࡢㄆ▱ฎ⌮ࢆ⾜࠺࡜ࡁࠊグ᠈ࡋ࡚࠸ࡿㄒᙡ࠿ࡽࡢ᭩グ᝟ሗࡶ౑⏝ࡋ࡚㡢ኌゝㄒࢆฎ⌮ࡋ࡚࠸ࡿࡇ࡜ࡀ⪃࠼ࡽࢀࡿࠋእᅜㄒ⎔ቃ࡛ⱥㄒࢆᏛ⩦ࡍࡿ᪥ᮏேࡢ
ࣜࢫࢽࣥࢢ࡟ࡣ㡢㡩▱㆑ࡀ㛵୚ࡋ࡚࠾ࡾࠊ㡢㡩▱㆑ࢆᏛ⩦ࡍࡿࡇ࡜࡛Ꮫ⩦᮲௳ࡢ୙฼ࡉࢆ
⿵࠸ࠊᏛ⩦⪅ࡢࣜࢫࢽࣥࢢᡂ⦼ࢆྥୖࡉࡏࡿྍ⬟ᛶࢆ♧၀ࡋ࡚࠸ࡿࠋ
7.

௒ᚋࡢㄢ㢟

 ௒ᚋࡢㄢ㢟࡜ࡋ࡚௨ୗࡢ㸱Ⅼࢆᣲࡆࡿࠋ➨㸯࡟ࠊ◊✲ᮦᩱ࡟ࡘ࠸࡚࡛࠶ࡿࠋᮏ◊✲ࡢㄪᰝᮦᩱ࡜ࡋ࡚ࠊNassajizavareh (1998) ࡢ◊✲࡛౑⏝ࡉࢀࡓ㡢㡩࣐ࢵࢳࣥࢢㄢ㢟ࢆ౑⏝ࡋࡓࠋ
Nassajizavareh ࡢ◊✲ࡣࠊFarsi ㄒ㸦࢖ࣛࣥᅜබ⏝ㄒ࣌ࣝࢩࣕㄒ㸧ࢆẕㄒ࡜ࡍࡿⱥㄒᏛ⩦⪅ࢆᑐ㇟࡟࣮ࣜࢹ࢕ࣥࢢฎ⌮࡜㡢㡩▱㆑ࡢ㛵ಀࢆㄪ࡭ࡓࡶࡢࡔࡗࡓࠋ᪥ᮏேᏛ⩦⪅࡟ࡣ࡞ࡌࡳ
ࡀⷧ࠸࡜ᛮࢃࢀࡿᮎᑿࡀ j ࡢ㠀༢ㄒࡀ㑅ᢥ⫥࡜ࡋ࡚౑⏝ࡉࢀ࡚࠸ࡓࠋ᪥ᮏேᏛ⩦⪅ࡢ㡢㡩▱㆑ࢆᐃࡍࡿࡓࡵ࡟㐺ษ࡛࠶ࡗࡓ࡜ࡣゝ࠸ษࢀ࡞࠸ࠋ᪥ᮏேᏛ⩦⪅ࡀẕㄒࡢᖸ΅ࡸ࣮࣐ࣟᏐㄞࡳ࠿ࡽࡢᘢᐖ࡜ᛮࢃࢀࡿ㛫㐪࠸ࡸࡍ࠸㡢㡩ࢆ㑅ᢥ⫥࡜ࡋ࡚᥇ᢥࡋ౑⏝ࡍࡿࡇ࡜ࡀᮃ
ࡲࡋ࠸࡜⪃࠼ࡿࠋ ➨㸰࡟ࠊཧຍ⪅ࡢேᩘࡀᑡ࡞࠿ࡗࡓࡓࡵࠊ᥇⏝ྍ⬟࡞ศᯒ᪉ἲࡀไ㝈ࡉࢀࡓࡇ࡜࡛࠶ࡿࠋ

99㡢㡩▱㆑ࡀ᪥ᮏே EFL Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚

㸯ᑐ㸯࡛ᐇ㦂ࢆ⾜ࡗ࡚ࢹ࣮ࢱ཰㞟ࢆ⾜ࢃ࡞ࡅࢀࡤ࡞ࡽ࡞࠿ࡗࡓࡇ࡜ࡀከࡃࡢཧຍ⪅ࡢ༠ຊࢆ⋓ᚓ࡛ࡁ࡞࠿ࡗࡓ୺࡞ཎᅉ࡛࠶ࡿ࡜⪃࠼ࡿࠋ ➨㸱࡟ࠊ◊✲ᑐ㇟࡟ࡘ࠸࡚࡛࠶ࡿࠋᮏ◊✲ࡣ኱ேࡢᏛ⩦⪅ࢆᑐ㇟࡜ࡋ࡚࠸ࡿࡇ࡜࠿ࡽࠊ
኱Ꮫ⏕ࢆ◊✲ཧຍ⪅࡜ࡋ࡚ㄪᰝࢆ⾜ࡗࡓࠋྠࡌᡂேᏛ⩦⪅࡛࠶ࡗ࡚ࡶࠊᖺ㱋ᒙ࡟ࡼࡗ࡚ཷ
ࡅࡓⱥㄒᩍ⫱ࡀ␗࡞ࡿࡇ࡜ࡀ⪃࠼ࡽࢀࡿࠋ୰Ꮫ࠿ࡽᩍ⛉࡜ࡋ࡚ⱥㄒᏛ⩦ࢆ㛤ጞࡋࠊ୺࡜ࡋ
࡚ྂ඾ⓗ࡞ヂㄞἲ࡛Ꮫ⩦ࡋࡓ 30 ௦ࡸ 40 ௦࡜ࠊࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ㔜どࡢᤵᴗࢆཷࡅࠊẕㄒヰ⪅ࡢ⿵ຓᩍဨࡀ࠸ࡿ⎔ቃ࡛Ꮫ⩦ࡋࡓୡ௦࡛ࡣⱥㄒᏛ⩦࡬ࡢព㆑࡜ྲྀࡾ⤌ࡳ᪉ࡀ␗࡞ࡗ
࡚࠸ࡿ࠿ࡶࡋࢀ࡞࠸ࠋᖜᗈ࠸ᖺ㱋ᒙࡢཧຍ⪅ࡢࢹ࣮ࢱࢆ཰㞟ࡋࠊ㡢㡩▱㆑࡜ࣜࢫࢽࣥࢢࡢ
㛵ಀࡀᖺ௦ࡸⱥㄒᩍ⫱ἲ࡛␗࡞ࡗ࡚࠸ࡿ࠿ࢆ᳨ウࡍࡿࡇ࡜࡟ࡼࡾࠊⱥㄒࣜࢫࢽࣥࢢᩍ⫱࡬୍⪃ᐹࢆᥦ౪࡛ࡁࡿ࡜⪃࠼ࡿࠋ ᮏ◊✲࡛ࡣࢧࣥࣉࣝᩘࡀᑡ࡞࠿ࡗࡓࡓࡵࠊᐇド࡟ࡣ⮳ࡽ࡞࠿ࡗࡓࠋ௒ᚋࡣㄢ㢟࡜࡞ࡗࡓⅬࢆᨵⰋࡋࠊㄪᰝࡢつᶍࢆᗈࡆࠊ㡢㡩▱㆑ࡀࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚ࡢドᣐ࡜ࡋ࡚⤖ᯝࢆᥦ♧ࡋ࠺ࡿ◊✲࡬Ⓨᒎࡉࡏࡿᚲせࡀ࠶ࡿࠋཧ⪃ᩥ⊩㛛⏣ಟᖹ࣭㔝࿅ᛅྖ  ࠗⱥㄒ࣮ࣜࢹ࢕ࣥࢢࡢㄆ▱࣓࢝ࢽࢬ࣒࠘ࡃࢁࡋ࠾ฟ∧
Bley-Vroman, R. (1990). The logical problem of foreign language learning. Linguistic
Analysis, 20,3-49.
Bongaerts, T. (1999). Ultimate attainment in L2 pronunciation: The case of very advanced latelearners. In Birdsong, D. (Ed.), Second language acquisition and the critical period
hypothesis. pp.155-160. Mahwah, NJ: Lawrence Erlbaum Associates.
Chien, C., & Wei, L. (1998). The strategy use in listening comprehension for EFL learners in
Taiwan. Journal of Language Teaching and Research, 29, 66-91.
Conrad, L. (1985). Semantic versus syntactic cues in listening comprehension. Studies in Second
Language Acquisition, 7, 59-69.
DeKeyser, R. (2000). The robustness of critical period effects in second language Acquisition.
Studies in Second Language Acquisition, 22, 499-533.
Field, J. (2003) Promoting perception: lexical segmentation in L2 listening. ELT Journal,57,
325-334.
Green, K. (1998). The use of auditory and visual information during phonetic processing:
implications for theories of speech perception. In Campbell, R., Dodd, B., & Burnham,
D.(Eds.), Hearing by eye ൖ: Advances in the psychology of speechreading andauditory–visual speech. pp. 3-25. UK: Psychology Press.

100⸨ᮏ ᜨᏊ

Lenneberg, E. (1967). Biological foundations of language. New York: John Wiley & Sons, Inc.
Long, M. (1990). Maturational constraints on language development. Studies in Second Language
Acquisition, 12, 251-285.
McGurk, H., & MacDonald, J. (1976). Hearing lips and seeing voices. Nature, 264, 746-748.
Nassajizavareh, H. (1998). A component skills approach to adult ESL reading: Evidence from
native speakers of Farsi (Unpublished doctoral dissertation). University of Toronto, Canada.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies insecond language acquisition. Applied Linguistics, 10, 418-437.
Taft, M. (1991). Reading and the mental lexicon. Mahwah, NJ: Lawrence Erlbaum Associated Ltd.
ཧ⪃㈨ᩱ㸦㸯㸧ࢱࢫࢡ㸯 ౛㸦ᢤ⢋㸧 ୗ࡟♧ࡋࡓ࣌࢔ࡢ༢ㄒࢆぢ࡚ࡃࡔࡉ࠸ࠋࡇࢀࡽࡣᐇ㝿࡟౑ࢃࢀ࡚࠸ࡿ༢ㄒ࡛ࡣ࠶ࡾࡲࡏ
ࢇࡀࠊⱥㄒࡢ㡢ࡢつ๎࡟ᚑࡗ࡚࠸ࡲࡍࠋ㯲ㄞࡋࠊ࡛ࡁࡿࡔࡅ᪩ࡃ࣌࢔࡟࡞ࡗ࡚࠸ࡿ஧ࡘࡢ
༢ㄒࡀྠࡌⓎ㡢࡞ࡢ࠿ࠊ␗࡞ࡿⓎ㡢࠿ࢆุ᩿ࡋ࡚ࡃࡔࡉ࠸ࠋ࣌࢔࡟࡞ࡗ࡚࠸ࡿ஧ࡘࡢ༢ㄒ
ࡢⓎ㡢ࡀྠࡌ࡛࠶ࢀࡤ S㸦 㸧࡟ࠊ␗࡞ࡿⓎ㡢࡛࠶ࢀࡤ D㸦 㸧࡟۵ࢆグධࡋ࡚ࡃࡔࡉ࠸ࠋ
Same

Same

Different

Different

1. pague - paig

S(

)

D(

)

6. bow- bew

S(

)

D(

)

2. plemb - plem

S(

)

D(

)

7. wrax - rax

S(

)

D(

)

3. nert - nirt

S(

)

D(

)

8. rept - repped

S(

)

D(

)

4. munk -mank

S(

)

D(

)

9. nij - nidge

S(

)

D(

)

5. nalk - nack

S(

)

D(

)

10. kight - keet

S(

)

D(

)

ཧ⪃㈨ᩱ㸦㸰㸧ࢱࢫࢡ㸰 ౛㸦ᢤ⢋㸧
2-1
 ୗ࡟࠶ࡿ㸯ࠥ㸱㸮ࡢၥ㢟ࡈ࡜࡟ࠊ༢ㄒࢆㄞࢇࡔ㡢ኌࢆࡦ࡜ࡘࡎࡘ⪺࠸࡚ࡶࡽ࠸ࡲࡍࠋ⪺࠸ࡓ༢ㄒࡢ㡢ኌ࡜ࡋ࡚㐺ษࡔ࡜ᛮࢃࢀࡿⓎ㡢グྕࢆձ࡜ղࡢ࡝ࡕࡽ࠿ࢆ㑅ࢇ࡛۵࡛ᅖࢇ࡛
ࡃࡔࡉ࠸ࠋࢃ࠿ࡽ࡞࠸ሙྜࡣࠊճࢆ㑅ࡧࠊࡑࡢ⌮⏤ࢆࠊa)⪺ࡁྲྀࢀ࡞࠸ࠊb)⪺ࡁྲྀࢀࡿࡀ
Ⓨ㡢グྕࡀࢃ࠿ࡽ࡞࠸ࠊ࠿ࡽ㑅ࡧ۵࡛ᅖࢇ࡛ࡃࡔࡉ࠸ࠋゎ⟅᫬㛫ࡣ 5 ⛊࡛ࡍࠋ1㸬 ձ [NLG@ ղ [NHLG@ճࢃ࠿ࡽ࡞࠸a) ⪺ࡁྲྀࢀ࡞࠸

2㸬 ձ [N#*N@ ղ [N*N@b) 㡢ࡣ⪺ࡁྲྀࢀࡿࡀⓎ㡢グྕࡀࢃ࠿ࡽ࡞࠸

ճࢃ࠿ࡽ࡞࠸a) ⪺ࡁྲྀࢀ࡞࠸

101b) 㡢ࡣ⪺ࡁྲྀࢀࡿࡀⓎ㡢グྕࡀࢃ࠿ࡽ࡞࠸

㡢㡩▱㆑ࡀ᪥ᮏே EFL Ꮫ⩦⪅ࡢࣜࢫࢽࣥࢢ࡟୚࠼ࡿᙳ㡪࡟ࡘ࠸࡚

3㸬 ձ [VHSW@ ղ [VHSG@ճࢃ࠿ࡽ࡞࠸a) ⪺ࡁྲྀࢀ࡞࠸

4㸬 ձ [IOLJ@ ղ [IOLN@ճࢃ࠿ࡽ࡞࠸a) ⪺ࡁྲྀࢀ࡞࠸

5㸬 ձ [PRXW@ ղ [P%UW@b) 㡢ࡣ⪺ࡁྲྀࢀࡿࡀⓎ㡢グྕࡀࢃ࠿ࡽ࡞࠸b) 㡢ࡣ⪺ࡁྲྀࢀࡿࡀⓎ㡢グྕࡀࢃ࠿ࡽ࡞࠸

ճࢃ࠿ࡽ࡞࠸a) ⪺ࡁྲྀࢀ࡞࠸b) 㡢ࡣ⪺ࡁྲྀࢀࡿࡀⓎ㡢グྕࡀࢃ࠿ࡽ࡞࠸

2-2
 ḟ࡟ 2-1 ࡜ྠࡌ㡢ኌࢆࡶ࠺୍ᗘ⪺࠸࡚ࡶࡽ࠸ࡲࡍࠋ㸯ࠥ㸱㸮ࡢྛၥ㢟ࡢ㸱ࡘࡢ༢ㄒࡢ࠺
ࡕࠊ㡢ኌ࡛⪺࠸ࡓ༢ㄒࡢ⥛ࡾᏐ࡜ࡋ࡚ࠊ㐺ษࡔ࡜ᛮࢃࢀࡿࡶࡢࢆ㑅ࢇ࡛۵࡛ᅖࢇ࡛ࡃࡔࡉ
࠸ࠋ⟅࠼ࡣࡦ࡜ࡘ࡜ࡣ㝈ࡾࡲࡏࢇࠋゎ⟅᫬㛫ࡣྠࡌࡃ 5 ⛊࡛ࡍࠋ
1. ձkead

ղkade

ճkard

6. ձzow

ղzew

ճzaw

2. ձkaunk

ղkank

ճkunk

7. ձcretղcirtճcreet 

3. ձcektղceppedճciped8. ձcarge

ղcarg

ճcarger 

4. ձfliqueղfligeճflek

9. ձqackղqakeճqeik 5. ձmert

ղmoet

ճmirt

10. ձkorl

ղkoal

ճkole



ཧ⪃㈨ᩱ㸦㸱㸧ࢱࢫࢡ㸱౛㸦ᢤ⢋㸧  ୗ࡟♧ࡋࡓ༢ㄒࡣᐇ㝿࡟౑ࢃࢀ࡚࠸ࡿ༢ㄒ࡛ࡣ࠶ࡾࡲࡏࢇࡀࠊⱥㄒࡢ㡢ࡢつ๎࡟ᚑࡗ࡚ ࠸ࡲࡍࠋࡦ࡜ࡘࡎࡘࡺࡗࡃࡾ࡜Ⓨ㡢ࡋ࡚ࡃࡔࡉ࠸ࠋ
1. pague

6. bow

2. plemb

7. wrax

3. nert8. rept

4. munk

9. nidge

5. nalk

10. kight

13102

JACET Kansai Journal, 16
16, 103-122. (2014) ©JACET Kansai Chapter
ISSN 1880-2281

Printed in JAPAN.

᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿̿㔞ⓗ࣭㉁ⓗ◊✲ 
ᱵཎ኱㍜⏥༡ዪᏊ኱Ꮫ
෠ỌⱥኵṊᗜᕝዪᏊ኱Ꮫ
ABSTRACT
Some Japanese learners of English produce English sentences like *This river cannot swim, which
is apparently influenced by the topic-comment construction characteristic to Japanese. In order toattain a certain level of proficiency, learners must learn to use the subject-predicate construction
basic to a subject-prominent language like English. This study reports the results of a research
consisting of grammatical judgment and explanation/correction tasks, which was conducted to 188
students from three universities in Japan. In the task, twenty sentences, both grammatical andungrammatical, were used to test the students’ awareness of subject-topic distinctions. The data
were processed both quantitatively and qualitatively. We found out that groups from each of thethree universities showed striking differences with regard to the students’ grammatical awarenessand the stability of its application, and we have concluded that they are supposed to represent threegroups: 1) those who have definite awareness on syntactic subject and semantic agency/animacy, 2)
those who are vaguely aware of it but are not consistent in its application, and 3) those who arelargely influenced by translation of Japanese and lack awareness of grammatical subjecthood.
Keywords: ୰㛫ゝㄒᩥἲࠊᩥἲព㆑ࠊEFLࠊ୺㢟ඃ఩ᛶࠊ୺ㄒ
㸯. ࡣࡌࡵ࡟ ᪥ᮏேࡀ᭩࠸ࡓࡾヰࡋࡓࡾࡍࡿⱥㄒ࡟ࠊḟࡢࡼ࠺࡞ᩥࢆぢ⪺ࡁࡍࡿࡇ࡜ࡀ࠶ࡿࠋ
(1) This river cannot swim.
(2) This hotel cannot use the Internet.
ࡲࡓࠊḟࡢ౛ࡶᐇ㝿࡟኱Ꮫ⏕ࡀ᭩࠸ࡓⱥㄒ࠿ࡽᢤ⢋ࡋࡓࡶࡢ࡛࠶ࡿࠋ
(3) School uniform don’t need to choose every morning.
  㸦ཎᩥࡢ࣐࣐ࠋࠕไ᭹ࡣẖᮅ㑅ࡤ࡞ࡃ࡚ࡶ࠸࠸ࠖࡢព࿡㸧࠸ࡎࢀࡢᩥࡶࠊ㏙ㄒ࡟ᑐࡋ࡚୙㐺ษ࡞ྡモྃࢆㄗࡗ࡚୺ㄒ࡟ࡋ࡚࠸ࡿ࡜࠸࠺Ⅼ࡛ඹ㏻ࡋࡓ
≉ᚩࢆᣢࡗ࡚࠸ࡿࠋ

103ᱵཎ኱㍜෠Ọⱥኵ ࡇ࠺࠸ࡗࡓᩥ࡟ࡣ᪥ᮏㄒࡢᵓ㐀ࡀᙳ㡪ࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ≉࡟ cannot ࡸ must ࡜࠸ࡗࡓࣔࢲࣜࢸ࢕ࢆྵࡴ࡜ࠊࠕࡇࡢᕝࡣὋࡆࡲࡏࢇࠖࠕࡇࡢ࣍ࢸࣝࡣ࢖ࣥࢱ࣮ࢿࢵࢺࡀ౑࠼
ࡲࡏࢇࠖ࡜࠸ࡗࡓ᪥ᮏㄒࡢヂࡀ⮬↛࡞ࡶࡢ࡟⪺ࡇ࠼࡚ࡋࡲ࠺ࠋᐇ㝿࡟ࡇࡢࡼ࠺࡞ⱥᩥࢆస
ࡿᏛ⩦⪅ࡣከࡃ࡞࠸࡜ࡋ࡚ࡶࠊ₯ᅾⓗ࡟ࡇࢀࡽ࡟㐪࿴ឤࢆឤࡌ࡞࠸Ꮫ⩦⪅ࡀ୍ᐃᩘ࠸ࡿࡢ
࡛ࡣ࡞࠸࠿࡜⤒㦂ⓗ࡟ண᝿ࡍࡿࡇ࡜ࡀ࡛ࡁࡿࠋ ᮏ◊✲ࡣࠊ3 ࡘࡢ኱Ꮫࡢ᪥ᮏேᏛ⏕ 188 ྡࢆᑐ㇟࡟⾜ࡗࡓᩥἲᛶุ᩿ࢸࢫࢺ࡜ุ᩿⌮⏤࡟ࡘ࠸࡚ࡢグ㏙࡟ࡼࡿㄪᰝࠊ㏣ຍⓗ࡞㠃᥋ࡢ⤖ᯝࢆࡶ࡜࡟ࠊᏛ⩦⪅ࡀⱥㄒ࡜᪥ᮏㄒࡢ୺ㄒ
ࡢ㐪࠸ࢆ࡝ࡢࡼ࠺࡟ㄆ㆑ࡋ࡚࠸ࡿࡢ࠿ࢆㄪ࡭ࡓࡶࡢ࡛࠶ࡿࠋ᪥ᮏㄒ࡜ⱥㄒࡢ୺ㄒࡢ㐪࠸࡟ࡘ࠸࡚ⱥᩥἲࡸᅜᩥἲ࡛᫂♧ⓗ࡟ᩍ࠼ࡽࢀࡿࡇ࡜ࡣ࡞࠸ࡶࡢࡢࠊⱥㄒࡢ୺ㄒᛶ࡟ࡘ࠸࡚ࡢ
ព㆑ࡣᏛ⩦⪅㛫࡛࠿࡞ࡾ᫂☜࡞ᕪࡀ࠶ࡿࡇ࡜ࡀࢃ࠿ࡗࡓࠋ
㸰. ◊✲ࡢ┠ⓗ㸸୺ㄒඃ఩ᆺゝㄒࢆ⩦ᚓࡍࡿ࡜࠸࠺ࡇ࡜
 Li and Thompson (1976)௨᮶ࠊゝㄒ㢮ᆺㄽ࡛ࡣࠊⱥㄒࡢࡼ࠺࡞୺ㄒඃ఩ᆺゝㄒ(subjectprominent languages)࡜ࠊ୰ᅜㄒࡢࡼ࠺࡞୺㢟ඃ఩ᆺゝㄒ(topic-prominent languages)ࡢ㐪࠸ࡀࡼࡃ▱ࡽࢀࡿࡇ࡜࡜࡞ࡗࡓࠋ୺ㄒඃ఩ᆺゝㄒࡀ୺ㄒí㏙ㄒ㛵ಀࢆᩥࡢᇶᮏᵓ㐀࡜ࡋ࡚࠸ࡿ
ࡢ࡟ᑐࡋࠊ୺㢟ඃ఩ᆺゝㄒࡣ୺㢟í㝞㏙㛵ಀࢆᩥࡢᇶᮏᵓ㐀࡜ࡋ࡚࠸ࡿࠋ᪥ᮏㄒࡣ୺ㄒࢆ
࣐࣮ࢡࡍࡿࠕࡀࠖ࡜୺㢟ࢆ࣐࣮ࢡࡍࡿࠕࡣࠖࡢ୧᪉ࡀᏑᅾࡍࡿࡓࡵࠊ୺ㄒඃ఩ᆺ࡜୺㢟ඃ఩ᆺࡢ୧᪉ࡢᛶ㉁ࢆᣢࡘ࡜ゝࢃࢀࡿࠋࡋ࠿ࡋᑡ࡞ࡃ࡜ࡶ᪥ᮏㄒ࡟୺㢟㝞㏙ࢱ࢖ࣉࡢᵓᩥࡀ
Ꮡᅾࡋࠊ᪥ᖖⓗ࡟ᗈࡃ౑⏝ࡉࢀ࡚࠸ࡿࡇ࡜ࡣ᫂ࡽ࠿࡛࠶ࡿࠋ ᰘ㇂ (1985)ࡸ Comrie (1989)ࡀゝ࠺ࡼ࠺࡟ࠊ୺ㄒ࡜࠸࠺ᴫᛕࡣࣉࣟࢺࢱ࢖ࣉᛶࢆᣢࡗ࡚࠸
ࡿ࡜⪃࠼ࡿࡢࡀጇᙜࡔࢁ࠺ࠋࡍ࡞ࢃࡕ୺ㄒ࡜ࡣࠊᩥἲୖࡢ୺᱁ࠊព࿡ୖࡢືస୺ࠊㄯヰୖࡢ୺㢟࡞࡝ࡀ」ྜࡋࡓᴫᛕ࡛࠶ࡾࠊࡇࢀࡽࡢ≉ᚩࢆከࡃᣢࡘㄒྃ࡯࡝඾ᆺⓗ࡞୺ㄒ࡜ㄆ㆑
ࡉࢀࡿࠋⱥㄒ࡛ࡣࡇࡢ࠺ࡕ≉࡟୺᱁ࡀ୺ㄒࢆつᐃࡍࡿ୰ᚰⓗ࡞せ⣲࡛࠶ࡾࠊᩥἲⓗ࡞୺ㄒࡢᏑᅾࡀ⩏ົⓗ࡛࠶ࡿࠋࡲࡓព࿡ᙺ๭࡟ࡼࡿ୺ㄒ໬ഴྥࡢ㝵ᒙᛶ࡟ࡼࡗ࡚୺ㄒྡモྃࡀ㑅ᢥࡉࢀࡿࡓࡵࠊືస୺ࡀ࠶ࢀࡤᚲࡎ⬟ືᩥࡢ୺ㄒ࡜࡞ࡿࠋࡑࡢ୍᪉࡛ⱥㄒࡢ୺ㄒ࡟࡜ࡗ࡚ࠊ
୺㢟࡜ࡋ࡚ࡢᙺ๭ࡣ࡝ࡕࡽ࠿࡜ゝ࠺࡜ᑠࡉ࠸ࠋࡇࢀ࡟ᑐࡋ࡚᪥ᮏㄒ࡛ࡣࠊ୺㢟㝞㏙ᵓ㐀ࡀ୍⯡ⓗ࡛࠶ࡿࡇ࡜࡟ຍ࠼࡚ࠊ୺᱁ࡢാࡁࡀⱥㄒ࡟ẚ࡭࡚ᙅ࠸ࠋࡇࡢࡓࡵ୺᱁ྡモྃࡣࡋࡤࡋࡤ┬␎ࡉࢀࠊ⤖ᯝ࡜ࡋ࡚ࠕࡇࡢᕝࡣὋࡆ࡞࠸ࠖࡢࡼ࠺࡞ᩥࡀ㢖⦾࡟౑ࢃࢀࡿࡇ࡜࡟࡞ࡿࠋ
᪥ᮏㄒ࡜ⱥㄒ࡟ࡣ୺ㄒࢆࡵࡄࡗ࡚࠿࡞ࡾ᰿ᮏⓗ࡞ᩥᵓ㐀ࡢ㐪࠸ࡀᏑᅾࡍࡿࡢ࡛࠶ࡿࠋ እᅜㄒࢆᏛࡪ࡜ࡁ࡟ࡇࡢࡼ࠺࡞ᵓ㐀ࡢ㐪࠸ࡣ㞀ቨ࡜࡞ࡿࡢࡔࢁ࠺࠿ࠋRutherford (1987)ࡣࠊึᮇࡢ୰㛫ゝㄒࡣᏛ⩦⪅ࡢ L1 ࡜㛵ࢃࡾ࡞ࡃ୺㢟㝞㏙ᩥࡢ≉ᚩࢆᣢࡘ࡜㏙࡭࡚࠸ࡿࠋ
ࡲࡓࠊL1 ࡢ㢮ᆺㄽⓗ≉ᚩࡀ L2 Ꮫ⩦ࡢ㝿࡟㌿⛣ࡍࡿ࠿࡝࠺࠿ࠊ࡜࠸࠺Ⅼ࡟ࡘ࠸࡚ࠊ80 ᖺ௦࠿ࡽ 90 ᖺ௦࡟࠿ࡅ࡚࠸ࡃࡘ࠿ࡢ◊✲ࡀ࠶ࡗࡓࠋFuller and Gundel (1987)ࡣࠊึᮇࡢ୰㛫ゝㄒ࡛ࡣ୺㢟ඃ఩ᆺࡢഴྥࡀ࠶ࡿ࡜ᣦ᦬ࡋࡓࡀࠊJin (1994)ࡣ୺ㄒඃ఩ᆺゝㄒࢆẕㄒ࡟ᣢࡘᏛ
⩦⪅ࡀ୺㢟ඃ఩ᆺゝㄒࢆᏛࡪ㝿࡟ࡣࠊࡸࡣࡾ L1 ࡢᵓ㐀ࡀ㌿⛣ࡍࡿ࡜୺ᙇࡋࡓࠋSasaki(1990)ࡣ᪥ᮏேࡢ㧗ᰯ⏕ࢆᑐ㇟࡟ࡋࡓㄪᰝࢆ⾜࠸ࠊᏑᅾࢆ⾲ࡍᩥࢆసࡿ᫬࡟ࠊⱥㄒຊࡀప
࠸Ꮫ⩦⪅࡟(4)ࡢࡼ࠺࡞୺㢟㝞㏙ᆺࡢㄗࡗࡓᩥࡀ┦ᑐⓗ࡟ከࡃぢࡽࢀࡿࡇ࡜ࢆ♧ࡋࡓࠋ(4) Taro’s school is twenty-five students.
104᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲ࡲࡓࠊYuan (1995)ࡣ㏫࡟୺ㄒඃ఩ᆺࡢゝㄒࢆẕㄒ࡟ᣢࡘⱥㄒヰ⪅ࡀ୰ᅜㄒࢆᏛ⩦ࡍࡿ᫬࡟ࠊ
୺㢟ᵓᩥࡣ࠿࡞ࡾᚋࡢẁ㝵࡟࡞ࡗ࡚⩦ᚓࡉࢀࡿ࡜ᣦ᦬ࡋ࡚࠸ࡿࠋࡇࢀࡽࡢ◊✲ࢆࡩࡲ࠼ࡿ
࡞ࡽࠊ᪥ᮏேⱥㄒᏛ⩦⪅ࡢⱥㄒ࡟ࠊ᪥ᮏㄒⓗ࡞୺㢟㝞㏙ᆺࡢᵓ㐀ࡀఱࡽ࠿ࡢᙧ࡛ᙳ㡪ࢆ୚࠼ࡿྍ⬟ᛶࡣ㧗࠸࡜ゝ࠼ࡿࡔࢁ࠺ࠋ ᪥ᮏேࡀⱥㄒࢆ⩦ᚓࡍࡿ㐣⛬࡟࠾࠸࡚ࡣࠊ࡝ࡇ࠿࡛୺㢟㝞㏙ⓗ࡞Ⓨ᝿ࡢᩥࢆᑒ༳ࡋ࡚ࠊ
୺ㄒ㏙ㄒᆺࡢᩥᵓ㐀ࢆ㌟࡟ࡘࡅࡿᚲせࡀ࠶ࡿࠋࡋ࠿ࡋ᪥ᮏㄒ࡜ⱥㄒࡢࡇࡢࡼ࠺࡞㐪࠸ࡣࠊᑡ࡞ࡃ࡜ࡶ୰Ꮫࡸ㧗ᰯࡢⱥㄒᩍ⛉᭩࡛ࡣ᫂♧ⓗ࡟ྲྀࡾୖࡆࡽࢀ࡚࠸࡞࠸ࠋ౛࠼ࡤ୰Ꮫᰯࡢ
ᩍ⛉᭩࡛ࡣࠊࠕࠕࠥࡣࠖࡢ㒊ศࡣ୺ㄒ࡜࠸࠺ࠖ㸦New Horizon Iࠊ2004 ᖺ∧ࠊᮾி᭩⡠㸧࡜࠿ࠊࠕᩥࡢ᭱ึࡢࠕࠥࡣ㸦ࡀ㸧ࠖ࡟࠶ࡓࡿ㒊ศࢆ୺ㄒ࡜࠸࠸ࡲࡍࠖ㸦New Crown Iࠊ2010ᖺ∧ࠊ୕┬ᇽ㸧࡜࠸ࡗࡓࡈࡃ⡆༢࡞グ㏙ࡋ࠿࡞ࡃࠊ㧗ᰯࡢᩍ⛉᭩࡛ࡶ᪥ᮏㄒ࡜ⱥㄒࡢ୺㏙ᵓ㐀ࡢ㐪࠸ࢆᨵࡵ࡚ㄝ᫂ࡍࡿࡇ࡜ࡣ⾜ࢃࢀ࡚࠸࡞࠸ࠋ ࡲࡓᅜㄒᩍ⫱ࡢሙ࡛ࡶ᪥ᮏㄒࡢ≉ᚩࢆព㆑ࡋ࡚ᩍ࠼ࡿࡇ࡜ࡣ⾜ࢃࢀ࡚࠾ࡽࡎࠊ୺㢟࡜࠸࠺⏝ㄒࡶᅜᩥἲ࡛ࡣ౑ࢃࢀ࡚࠸࡞࠸ࠋࡇࢀࡽࡢࡇ࡜࠿ࡽࠊ᪥ᮏேࡢⱥㄒᏛ⩦⪅ࡣ୍⯡࡟ࠊࠕࠥࡀࠖ࡟ࡼࡗ࡚♧ࡉࢀࡿ୺ㄒࡢᴫᛕ࡜ࠕࠥࡣࠖ࡟ࡼࡗ࡚♧ࡉࢀࡿ୺㢟ࡢᴫᛕࡢ㐪࠸ࢆࠊᏛᰯᩍ⫱ࡢ୰࡛᫂♧ⓗ࡟Ꮫࡪᶵ఍ࢆᣢࡗ࡚࠸࡞࠸࡜⪃࠼ࡽࢀࡿࠋ ࡑࡇ࡛ࠊᮏ◊✲࡛ࡣࠊ᪥ᮏேࡢⱥㄒᏛ⩦⪅ࡣ᪥ᮏㄒⓗ࡞୺㢟㝞㏙ᩥࢆⱥㄒⓗ࡞୺ㄒ㏙ㄒ
ᩥ࡜༊ูࡋ࡚࠸ࡿࡢ࠿ࠊࡲࡓࡶࡋࡑࡢࡼ࠺࡞༊ูࡀྍ⬟ࡔ࡜ࡍࢀࡤࠊ࡝ࡢࡼ࠺࡞ᙧ࡛⌮ゎࡋ࡚࠸ࡿࡢ࠿ࠊ࡜࠸࠺Ⅼࢆ᫂ࡽ࠿࡟ࡍࡿࡇ࡜ࢆ┠ⓗ࡟ㄪᰝࢆ⾜ࡗࡓࠋ
㸱. ᪉ἲ
3.1 ㄪᰝཧຍ⪅ ᮏ◊✲ࡢཧຍ⪅ࡣࠊ3 ࡘࡢ኱Ꮫࡢ᪥ᮏே኱Ꮫ⏕ 188 ྡ࡛࠶ࡿࠋ࠸ࡎࢀࡶ➹⪅ࡓࡕࡀㄪᰝ
᫬࡟኱Ꮫࡢᤵᴗ࡛ᢸᙜࡋ࡚࠸ࡓᏛ⏕࡛ࠊᏛᖺࡣ 1ࠊ2 ᖺ⏕࡛࠶ࡿࠋࡑࢀࡒࢀࡢ኱Ꮫࡢࢢࣝ
࣮ࣉࢆ௨ୗࡢࡼ࠺࡟ AࠊBࠊC ࡜ྡ௜ࡅࠊゝཬࡋ࡚࠸ࡃࠋA ࢢ࣮ࣝࣉ㸦ᅜ❧኱Ꮫᩥ⣔㸭⌮⣔㸧㸸62 ྡ
B ࢢ࣮ࣝࣉ㸦බ❧኱Ꮫᩥ⣔㸧㸸65 ྡ
C ࢢ࣮ࣝࣉ㸦⚾❧኱Ꮫᩥ⣔㸧㸸61 ྡ ㄪᰝࡣࠊᤵᴗࡢ୍㒊ࢆ฼⏝ࡍࡿᙧ࡛ᐇ᪋ࡋࡓࠋ
3.2 ㄪᰝ᪉ἲ
 20 ࡢⱥᩥ㸦ṇࡋ࠸ᩥ 11 ࡜ㄗࡗࡓᩥ 9㸧ࢆᥦ♧ࡋࠊࡑࡢᩥἲᛶࢆุ᩿ࡋ࡚ࡶࡽ࠺ᩥἲᛶ
ุ᩿ࢸࢫࢺ㸦Grammatical Judgment Testࠊ௨ୗ GJT ࡜␎ࡍ㸧ࢆ⾜ࡗࡓࠋᩥἲᛶࡢุ᩿࡟࠶
ࡓࡗ࡚ࡣࠊࠕ㛫㐪ࡗ࡚࠸ࡿࠖ࠿ࡽࠕṇࡋ࠸ࠖࡲ࡛ 6 ẁ㝵ࡢ࣮ࣜ࢝ࢺ࣭ࢫࢣ࣮ࣝ࡟࣐࣮ࢡࡋ
࡚ࡶࡽ࠺ᙧࢆྲྀࡗࡓ㸦ᅗ 1㸧ࠋࠕ㛫㐪ࡗࡓⱥᩥ࡛࠶ࡿ࡜⮬ಙࡀ࠶ࡿ࡜ࡁ࡟ࡣ 1 ࢆࠊṇࡋ࠸ⱥᩥ࡛࠶ࡿ࡜⮬ಙࡀ࠶ࡿ࡜ࡁ࡟ࡣ 6 ࢆ㑅ࢇ࡛ࡃࡔࡉ࠸ࠋᩥἲᛶࡢุ᩿࡟☜ಙࡀ࡞࠸࡜ࡁ࡟

105
3ᱵཎ኱㍜෠Ọⱥኵࡣࠊ2 ࠿ࡽ 5 ࡢ୰࠿ࡽ 1 ࡘ㑅ࢇ࡛ࡃࡔࡉ࠸ࠖ࡜࠸࠺ᣦ♧ࢆ᭩㠃࡛୚࠼ࡓࠋ⿕㦂⪅ࡀ⾜ࡗࡓุ᩿ࡣᩥἲᛶࡑࡢࡶࡢࡢุ᩿࡛ࡣ࡞ࡃࠊᩥἲᛶุ᩿࡬ࡢ☜ಙࡢᗘྜ࠸ࢆᩘ್࡟ࡋࡓࡶࡢ࡛
࠶ࡿࠋ㛫㐪ࡗ࡚࠸ࡿ                       ṇࡋ࠸       ᅗ1
 ࡉࡽ࡟ࠊ㛫㐪ࡗ࡚࠸ࡿ࡜⪃࠼ࡿሙྜ㸦1 ࠿ࡽ 3 ࡟࣐࣮ࢡࡍࡿሙྜ㸧࡟ࡣࠊ㛫㐪ࡗ࡚࠸ࡿ࡜⪃࠼ࡿ⌮⏤ࢆ⮬⏤グ㏙ࡍࡿ࠿ࠊṇࡋ࠸ᩥ࡟ゞṇࡍࡿ࠿ࡋ࡚ࡶࡽࡗࡓ㸦ㄝ࣭᫂ゞṇㄢ㢟㸧ࠋࡲࡓṇࡋ࠸࡜⪃࠼ࡿሙྜ㸦4 ࠿ࡽ 6 ࡟࣐࣮ࢡࡍࡿሙྜ㸧࡟ࡣࠊ࡝࠺࠸࠺ព࿡ุ࡛᩿ࡋ࡚࠸
ࡿࡢ࠿ࢆ☜ㄆࡍࡿࡓࡵ࡟᪥ᮏㄒヂࢆ᭩࠸࡚ࡶࡽࡗࡓࠋࡇࢀࡣࡲࡓࠊṇࡋ࠸࡜ุ᩿ࡋࡓሙྜ
࡟ࡶ୍ᐃ㔞ࡢసᴗࢆࡉࡏࡿࡇ࡜࡛ࠊᏳ᫆࡟ࠕṇࡋ࠸ࠖ࡜࠸࠺ഃࡢ㑅ᢥࢆࡋ࡞࠸ࡼ࠺࡟㓄៖ࡋࡓࡓࡵ࡛ࡶ࠶ࡿࠋᅇ⟅᫬㛫࡜ࡋ࡚ᑡ࡞ࡃ࡜ࡶ 30 ศࢆ☜ಖࡋࡓࠋ ࡇࡇ࡛୰㛫ゝㄒᩥἲࡢㄪᰝ࡜ࡋ࡚ GJT ࢆ⏝࠸ࡿࡇ࡜࡟ࡘ࠸࡚ㄝ᫂ࢆຍ࠼࡚࠾ࡁࡓ࠸ࠋ
Ꮫ⩦⪅ࡢ᫂♧ⓗ࡞ゝㄒ▱㆑ࢆၥ࠺ࡇ࡜ࡣࠊ୍⯡࡟እᅜㄒ⩦ᚓ◊✲ࡢ᪉ἲ࡜ࡋ࡚᭷ຠ࡛ࡣ࡞
࠸࡜⪃࠼ࡽࢀ࡚࠸ࡿࠋࢿ࢖ࢸ࢕ࣈࢫࣆ࣮࣮࢝ࡀᩥࡢᩥἲᛶࢆุ᩿ࡍࡿ┤ほࢆᣢࡗ࡚࠸ࡓ࡜
ࡋ࡚ࡶࠊࡑࢀࢆ᫂♧ⓗ࡟ㄝ᫂ࡍࡿㄒᙡࡸᴫᛕࢆᣢࡗ࡚࠸ࡿࢃࡅ࡛ࡣ࡞ࡃࠊゝㄒ▱㆑ࡣᬯ♧ⓗ࡞ࡶࡢࡔ࡜ホ౯ࡉࢀ࡚࠸ࡿࡓࡵ࡛࠶ࡿࠋᚑࡗ࡚ᡃࠎࡢ┠ⓗࡣࠊᏛ⩦⪅ࡀṇࡋ࠸᫂♧ⓗㄝ᫂ࢆࡍࡿ࠿࡜࠸࠺ࡇ࡜࡛ࡣ࡞ࡃࠊ➨୍࡟ࡣṇࡋ࠸ឤぬࢆᣢࡗ࡚࠸ࡿ࠿ࠊ➨஧࡟ࠊࡶࡋᣢࡗ
࡚࠸ࡿ࡜ࡍࢀࡤࡑࢀࢆ࡝ࡢࡼ࠺࡞ᙧ࡛ゝㄒ໬ࡍࡿྍ⬟ᛶࡀ࠶ࡿ࠿ࠊ࠶ࡿ࠸ࡣゝㄒ໬ࢆࡏࡎ
࡟ṇࡋ࠸ᙧࢆᥦ♧࡛ࡁࡿ࠿ࠊ࡜࠸࠺Ⅼ࡟࠶ࡿࠋ Ellis and Barkhuizen (2005)ࡣࠊGJT ࡣ᫬㛫ไ㝈ࢆຍ࠼ࡿࡇ࡜࡛↓ព㆑ࡢᩥἲ⬟ຊࢆุᐃ࡛ࡁࡿࡀࠊ᫬㛫ࡢไ㝈ࡀ࡞ࡅࢀࡤ᫂♧ⓗ▱㆑ࡀ௓ධࡋ࡚ࡃࡿࡓࡵゝㄒ⬟ຊࡢุᐃࢸࢫࢺ࡜
ࡋ࡚ࡣ㐺ษ࡞ࡶࡢ࡟ࡣ࡞ࡽ࡞࠸࡜ᣦ᦬ࡋ࡚࠸ࡿࠋࡋ࠿ࡋࠊᮏㄪᰝ࡛ࡣ≉࡟ุ᩿ࡢ᫬㛫ࢆ㝈ࡽࡎࠊ᫂♧ⓗ▱㆑ࡶྵࡵุ࡚᩿࡟ຍ࠼ࡿࡇ࡜ࡀ࡛ࡁࡿࡼ࠺࡟ࡋࡓࠋEllis ࡽࡣࠊẕㄒヰ⪅࡜ྠࡌ↓ព㆑ⓗ࡞ゝㄒ⬟ຊࢆ GJT ࡀ ᐃ࡛ࡁࡿ࠿࡝࠺࠿ࢆၥ㢟࡟ࡋ࡚࠸ࡿࡀࠊ᪥ᮏࡢࡼ࠺
࡞እᅜㄒ⎔ቃ࡛ࡢⱥㄒᏛ⩦࡛ࡣࠊ᫂♧ⓗ࡞▱㆑ࡶྵࡵ࡚Ꮫ⩦⪅ࡢᣢࡘゝㄒ⬟ຊ࡜ᤊ࠼ࡿ࡭
ࡁࡔ࡜⪃࠼ࡿ࠿ࡽ࡛࠶ࡿࠋ ࡇࡢㄪᰝ࡛౑⏝ࡋࡓ 20 ࡢᩥࡣࠊ࠸ࡎࢀࡶ୺ㄒ㏙ㄒ㛵ಀࡢ୍⮴࡟㛵ࡍࡿၥ㢟ࢆྵࢇࡔᩥ
࡛࠶ࡾࠊ࠶ࡽ࠿ࡌࡵ 1 ࡘࡢ኱ᏛࡢูࡢᏛ⏕ࢢ࣮ࣝࣉ࡟ᑐࡋ࡚⾜ࡗࡓணഛㄪᰝࢆ㏻ࡋ࡚ࠊㄗ
ᩥ࡛࠶ࡗ࡚ࡶᩥពࡀఏࢃࡿ౛ࢆ㑅ࢇࡔࠋ༢ㄒࡢព࿡ࡀศ࠿ࡽ࡞࠸ࡇ࡜ุ࡛᩿࡟ᙳ㡪ࡍࡿࡢࢆ㑊ࡅࡿࡓࡵ࡟ࠊ࡞ࡿ࡭ࡃ⡆༢࡞ㄒࢆ౑⏝ࡋࠊ୍㒊ࡢㄒྃ࡟ࡘ࠸࡚ࡣㄪᰝᩥࡢ୰࡟᪥ᮏㄒ
ࡢព࿡ࢆ᭩ࡁῧ࠼ࡓ㸦Appendix 1 ࢆཧ↷ࡢࡇ࡜㸧ࠋ ୺㢟ࢆ୺ㄒ఩⨨࡟࡜ࡿㄗࡗࡓᩥ࡜ࡋ࡚඾ᆺⓗ࡜⪃࠼ࡓࡢࡣࠊḟࡢ Q7 ࡜ Q17 ࡢ౛࡛࠶ࡿࠋ
ࡇࢀࡽࡣሙᡤࡢྡモྃࢆ୺ㄒ఩⨨࡟⨨࠸࡚࠾ࡾࠊ୺㏙㛵ಀࡀ஘ࢀ࡚࠸ࡿ౛࡛࠶ࡿࠋࡲࡓࠊ

106᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲ሙᡤ௨እࡢྡモྃࢆ୺ㄒ఩⨨࡟⨨࠸ࡓྠᵝࡢ౛࡜ࡋ࡚ࠊQ9 ࡢᩥࢆຍ࠼ࡓࠋࡇࢀࡽࡢㄗࡗ
ࡓᩥࢆࡲ࡜ࡵ࡚ᮏ✏࡛ࡣࠕ୺㢟㝞㏙ᆺㄗᩥࠖ࡜࿧ࡪࡇ࡜࡟ࡍࡿࠋ௨ୗࠊㄗᩥ࡟ࡣ࢔ࢫࢱࣜ
ࢫࢡࢆࡘࡅ࡚♧ࡋ࡚࠸ࡿࠋ
Q7. *This hotel cannot use the Internet in the room.
Q9. *Summer in Japan can enjoy fireworks festivals in many places.
Q17. *Unlike university, most high schools must wear a uniform.
 ୺㢟㝞㏙ᆺㄗᩥࡢ୍✀࡜ࡋ࡚ࠊሙᡤࢆ⾲ࡍ๓⨨モྃࢆᩥ㢌࡟⨨࠸ࡓࡢࡀ Q20 ࡛࠶ࡿࠋ୺ㄒ࡟࡞ࢀࡿࡢࡣྡモྃࡔࡅ࡛࠶ࡿࡀࠊ᪥ᮏㄒࡢ୺㢟࡟ࡣྡモྃࡢ௚࡟๪モⓗ࡞ྃࡶ࡞ࡿ
ࡇ࡜ࡀ࡛ࡁࡿࠋࠕ㛗㔝࡛ࡣ⨾ࡋ࠸ᒣࡢᬒⰍࢆぢࡿࡇ࡜ࡀ࡛ࡁࡿࠖ࡜࠸࠺ᩥࡣࠕ㛗㔝࡛ࠖࢆ୺㢟࡜ࡍࡿ୺㢟㝞㏙ᆺᵓᩥ࡛࠶ࡿࠋ
Q20. *In Nagano can see a beautiful view of mountains.
 ືస୺௨እࡢ୺ㄒࢆ࡜ࡿṇࡋ࠸ᩥ࡜ࡋ࡚౑ࡗࡓࡢࡣḟࡢࡼ࠺࡞౛࡛࠶ࡿࠋࡇࢀࡽࡢᩥࡣ
࠸ࡎࢀࡶ័⏝ⓗ࡞⾲⌧࡛࠶ࡿࡓࡵࠊືస୺୺ㄒ࡬ࡢព㆑ࡀᙉࡅࢀࡤ㛫㐪ࡗࡓᩥ࡜ุ᩿ࡋ࡚
ࡋࡲ࠺࡜ண ࡛ࡁࡿࠋQ1. There are a lot of things that money can’t buy.
Q3. This stadium can sit more than 50,000 people.
Q6. Last year saw some important development in computer technology.
Q16. Most newspapers wrote about the train accident yesterday.
 ࡲࡓ㐨ල᱁ࡢྡモࢆ୺ㄒ࡟ࡋࡓࡢࡀḟࡢ 2 ౛࡛࠶ࡿࠋୖࡢ 4 ౛࡟ẚ࡭ࡿ࡜୍⯡ⓗ࡞ᩥ࡛ࡣ࠶ࡿࡀࠊࡸࡣࡾືస୺୺ㄒ࡜࠸࠺どⅬ࠿ࡽࡣ㛫㐪ࡗ࡚࠸ࡿ࡜ุ᩿ࡍࡿྍ⬟ᛶࡀ࠶ࡿࠋ
Q10. The hammer broke the window into pieces.
Q19. This key can’t open the door. It is a wrong key.
 ࢿ࢖ࢸ࢕ࣈࢫࣆ࣮࣮࡛࢝ࡶุ᩿ࡀศ࠿ࢀࡿᚤጁ࡞౛࡜ࡋ࡚ࠊneed ࢆ୺ືモ࡟ࡋࡓḟࡢ㸰౛ࢆຍ࠼ࡓࠋ」ᩘࡢࢿ࢖ࢸ࢕ࣈࢫࣆ࣮࣮࢝ࡢุ᩿ࢆ㋃ࡲ࠼࡚ࠊQ2 ࢆ㠀ᩥἲⓗ࡞ᩥࠊQ11ࢆᩥἲⓗ࡞ᩥ࡜ࡋ࡚ᢅࡗࡓࠋࡇࡢ 2 ࡘࡢᩥἲᛶࢆ㐺ษ࡟ㄝ᫂ࡍࡿࡇ࡜ࡣࠊ㏻ᖖࡢᩥἲ࡛ࡣ
࡛ࡁ࡞࠸ࡀࠊ࠶࠼࡚ᚤጁ࡞౛ࢆຍ࠼ࡿࡇ࡜࡛ࠊ┤ឤⓗ࡛ࡣ࠶ࡗ࡚ࡶࢿ࢖ࢸ࢕ࣈࢫࣆ࣮࣮࢝
࡟㏆࠸ุ᩿ࡀ࡛ࡁࡿᏛ⩦⪅ࢆᣠ࠸ฟࡍࡇ࡜ࡀ࡛ࡁࡿ࠿ࡶࡋࢀ࡞࠸࡜⪃࠼ࡓࠋ
Q2. *This train doesn’t need an express ticket. It is a rapid service.
Q11. This restaurant always needs a reservation, because it is very popular.

107
5ᱵཎ኱㍜෠Ọⱥኵ ᩥἲⓗ࡟ၥ㢟ࡢ࡞࠸ᩥ࡜ࡋ࡚௚࡟ࠊḟࡢ 3 ౛ࢆຍ࠼ࡓࠋࡇࡢ࠺ࡕ Q14 ࡜ Q15 ࡣឤぬືモࡢ୺ㄒ࡟ࣔࣀࢆ࡜ࡿ౛࡛࠶ࡾࠊ័⏝ⓗ࡞ᛶ᱁ࡀᙉ࠸࠿ࡶࡋࢀ࡞࠸ࠋ
Q12. You can enter the public swimming pool with a small admission fee.
Q14. This blue jacket looks good on you.
Q15. It feels nice to be with my good friends.
 ཷ㌟࡟㛵ࡍࡿឤぬࢆ☜࠿ࡵࡿࡓࡵ࡟ࠊḟࡢ 2 ౛ࢆຍ࠼ࡓࠋ
Q5. *This river can be drunk water because it is very clean.
Q18. Everybody in the class is expected to give a short speech.
 ࡉࡽ࡟୺ㄒ㏙ㄒࡢ୙୍⮴ࡢ౛࡜ࡋ࡚ḟࡢ 3 ౛ࡢࡼ࠺࡞␲ఝྠᐃᩥࡶྵࡵࡓࡀࠊࡇࡢၥ㢟࡟ࡘ࠸࡚ᮏ◊✲࡛ࡣヲࡋ࠸㆟ㄽࡣ⾜ࢃ࡞࠸ࠋQ4. *This is a nice café and its coffee is very good taste.
Q8. *My father’s job is a teacher. He is proud of teaching.
Q13. I have a 10-year-old younger brother. *His character is very shy.

㸲. ⤖ᯝ
4.1 ඲యⓗ࡞⤖ᯝ ㄪᰝࡢ⤖ᯝࢆ㞟ィࡋࠊ20 ၥࡍ࡭࡚ࡢᩥ࡛ 1ࠥ3 ࡀṇࡋ࠸ᩥἲⓗุ᩿ࢆࡋࡓഃ࡟࡞ࡿࡼ࠺
࡟Ⅼᩘࢆ⿵ṇࡋࡓࠋࡘࡲࡾࠊࡶ࡜ࡶ࡜࣮ࣜ࢝ࢺ࣭ࢫࢣ࣮ࣝୖ࡛ 1ࠥ3 ࢆࠕ㛫㐪ࡗ࡚࠸ࡿᩥࠖ
࡜ุ᩿ࡋࡓሙྜ࡟࣐࣮ࢡࡉࡏࡓࡓࡵࠊࠕṇࡋ࠸ᩥࠖ࡟ࡘ࠸࡚ࡣࢫࢣ࣮ࣝࢆ཯㌿ࡉࡏࡓࠋ ඲యⓗ࡞⤖ᯝࢆぢࡿࡓࡵ 20 ᩥࡍ࡭࡚࡟ࡘ࠸࡚ṇ⟅⋡㡰࡟୍ぴ࡟ࡋࡓࡶࡢࡀ⾲ 1 ࡛࠶ࡿࠋࡇࡇ࡛ࡣ 1ࠥ3 ࡢᅇ⟅ࢆṇ⟅ࠊ4ࠥ6 ࡢᅇ⟅ࢆㄗ⟅࡜ࡃࡃࡾࠊṇ⟅⋡ࢆ⟬ฟࡋ࡚࠸ࡿࠋࡲࡓ
ᖹᆒ್ḍ࡟♧ࡋࡓࡢࡣࠊ⿵ṇᚋࡢ࣮ࣜ࢝ࢺ࣭ࢫࢣ࣮ࣝୖࡢᖹᆒ್࡛࠶ࡿࠋᩘᏐࡀᑠࡉ࠸࡯
࡝ࠊ☜ಙࢆࡶࡗ࡚ṇࡋࡃุ᩿ࡋࡓ⿕㦂⪅ࡀከ࠿ࡗࡓࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࠋ
⾲ 1 ṇ⟅⋡㡰୍ぴ108᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲

ၥ㢟ᩥ

ṇㄗ

㡯┠

ṇ⟅ᩘ
㸦ே㸧

ㄗ⟅ᩘ
㸦ே㸧

ṇ⟅⋡
㸦%㸧

ᖹᆒ್

Q20. In Nagano can see a beautiful view of the mountains.

ㄗ୺㢟㝞㏙ᆺᩥ

153

34

81.8

2.18

Q9. Summer in Japan can enjoy fireworks festivals in many places.

ㄗ୺㢟㝞㏙ᆺᩥ

142

46

75.5

2.47

Q5. This river can be drunk water.

ㄗ

ཷືᩥ

141

45

75.8

2.58

Q18. Everyone in this class is expected to give a short speech.

ṇ

ཷືᩥ

133

52

71.9

2.72

Q17. Unlike universities, most high schools must wear a uniform.

ㄗ୺㢟㝞㏙ᆺᩥ

131

55

70.4

2.74

Q14. This blue jacket looks good on you.

ṇ↓⏕≀୺ㄒឤぬᩥ

129

57

69.4

2.77

Q11. This restaurant always needs a reservation.

ṇ↓⏕≀୺ㄒᩥ

127

58

68.6

2.89

Q7. This hotel cannot use the Internet in the room.

ㄗ୺㢟㝞㏙ᆺᩥ

115

73

61.2

2.96

Q12. You can enter the public swimming pool with a small admission fee.

ṇ

᭷⏕୺ㄒᩥ

113

75

60.1

3.01

Q19. This key can't open the door.

ṇ

㐨ල୺ㄒᩥ

114

73

61.2

3.23

Q15. It feels nice to be with my good friends.

ṇ↓⏕≀୺ㄒឤぬᩥ

84

101

45.4

3.59

Q10. The hammer broke the window into pieces.

ṇ

㐨ල୺ㄒᩥ

85

101

45.7

3.62

Q2. This train doesn't need an express ticket.

ㄗ↓⏕≀୺ㄒᩥ

79

108

42.2

3.8

Q16. Most newspapers wrote about the train accident yesterday.

ṇ័⏝ⓗ↓⏕≀୺ㄒᩥ

73

115

38.8

3.82

Q4. Its coffee is very good taste.

ㄗ

ࢥࣆࣗࣛᩥ

72

116

38.3

4.01

Q13. His character is very shy.

ㄗ

ࢥࣆࣗࣛᩥ

74

113

39.6

4.05

Q3. This stadium can sit more than 50,000 people.

ṇ័⏝ⓗ↓⏕≀୺ㄒᩥ

70

118

37.2

4.12

Q8. My father's job is a teacher.

ㄗ

ࢥࣆࣗࣛᩥ

67

121

35.6

4.16

Q6. Last year saw some important development in computer technology.

ṇ័⏝ⓗ↓⏕≀୺ㄒᩥ

46

140

24.7

4.38

Q1. There are many things that money can't buy.

ṇ័⏝ⓗ↓⏕≀୺ㄒᩥ

42

144

22.6

4.69

 ඲యⓗ࡞㞟ィࡢ௚࡟ࠊࢢ࣮ࣝࣉู࡟ 1ࠥ6 ࡢࡑࢀࡒࢀࡢุᐃࢆ㑅ᢥࡋࡓேࡢᗘᩘ࡜ࡑࡢ
๭ྜࢆฟࡋࡓࠋࡲࡓ 3 ࡘࡢࢢ࣮ࣝࣉ㛫ࡢ㐪࠸ࢆㄪ࡭ࡿࡓࡵ࡟ࠊ1-2ࠊ3-4ࠊ5-6 ࡢ㸱ࡘࡢᅇ⟅࡟ศࡅ࡚࢝࢖ 2 ஌᳨ᐃࢆ⾜ࡗࡓࠋ ḟ࡟ࠊㄗᩥ࡜ุ᩿ࡋࡓሙྜࡢㄝ࣭᫂ゞṇㄢ㢟࡟ࡘ࠸࡚ࡣࠊ௨ୗࡢࡼ࠺࡟ホ౯ࡋࠊⅬᩘ໬ࡋࡓࠋ➨୍࡟ࠊ᫂☜࡞᫂♧ⓗ▱㆑ࢆ♧ࡋ࡚ㄝ᫂ࡋࡓࡾࠊⱥᩥࢆṇࡋ࠸ᙧ࡟ゞṇࡋ࡚࠸ࡓࡾ
ࡍࡿᅇ⟅ࢆ 2 Ⅼ࡜ホ౯ࡋࡓࠋ㏫࡟ࠊㄗᩥ࡜ุ᩿ࡍࡿࡶࡢࡢࠊㄝ᫂ࡢ࣏࢖ࣥࢺࡀࡎࢀ࡚࠸ࡿ
ᅇ⟅ࢆ 0 Ⅼ࡜ホ౯ࡋࡓࠋࡲࡓࠊㄝ᫂ࡀゝⴥ㊊ࡽࡎ࡛ࠊ⌮ゎࡢᗘྜ࠸ࡀ☜ᐇ࡟ࡣุ᩿࡛ࡁ࡞
࠸ᅇ⟅࡟ࡘ࠸࡚ࡣࠊⴭ⪅ 2 ே࡛┦ㄯࡢୖࠊ1 Ⅼ࡜ホ౯ࡋࡓࠋࡲࡓㄝ࣭᫂ゞṇḍ࡟グ㏙ࡀ࡞࠸ᅇ⟅࡟ࡘ࠸࡚ࡣࠊ༢࡟㠃ಽ࡛グ㏙ࡋ࡚࠸࡞࠸ࡢ࠿ࠊㄗᩥࡢุ᩿ࢆゝㄒ໬࡛ࡁ࡞࠿ࡗࡓࡢ
࠿ࡀࢃ࠿ࡽ࡞࠸ࡓࡵࠊㄝ࣭᫂ゞṇㄢ㢟ࡢ㞟ィ࠿ࡽ㝖እࡋࡓࠋ ௨ୖࡢ⤖ᯝ࡜ࡋ࡚ࠊⱥㄒࡢ୺㏙㛵ಀࡢㄆ㆑࡟ࡘ࠸࡚ࠊ3 ࡘࡢࢢ࣮ࣝࣉࡢ㛫࡟ࡣ㢧ⴭ࡞㐪࠸ࡀぢࡽࢀࡓࠋࡇࡢ㐪࠸ࡣࠊⱥㄒࡢ୺㏙㛵ಀࢆ⌮ゎࡋ⩦ᚓࡋ࡚࠸ࡿᏛ⩦⪅ࡢ๭ྜࡀ㐪࠺ࡇ࡜ࢆ཯ᫎࡋ࡚࠸ࡿ࡜ゝ࠼ࡿࠋ௒ᅇࡢㄪᰝ࡟࠶ࡓࡗ࡚ࡣࠊಶࠎࡢ⿕㦂⪅ࡢⱥㄒຊࢆ ᐃࡍࡿࡇ࡜ࡣࡋ࡞࠿ࡗࡓࡓࡵࠊㄪᰝ࡟ࡼࡗ࡚ᚓࡽࢀࡓ⤖ᯝࡀ⿕㦂⪅ࡢⱥㄒຊ࡟ᙳ㡪ࡉࢀࡿࡶࡢ࠿
࡝࠺࠿ࡣ୺ᙇ࡛ࡁ࡞࠸ࠋࡋ࠿ࡋࠊ᫂ࡽ࠿࡟㐪࠺ࢱ࢖ࣉࡢ཯ᛂࢆࡍࡿ⿕㦂⪅ࢆ༊ูࡍࡿࡇ࡜
ࡀ࡛ࡁࠊࡇࡢ㐪࠸ࡀⱥㄒࡢ⩦⇍ᗘࢆ཯ᫎࡋ࡚࠸ࡿྍ⬟ᛶࡣ㧗࠸࡜ᛮࢃࢀࡿࠋ
4.2 ၥ㢟ࡈ࡜ࡢ᳨ウ ௨ୗ࡛ࡣࠊ࠸ࡃࡘ࠿ࡢᩥࢆྲྀࡾୖࡆ࡚ࢢ࣮ࣝࣉࡈ࡜ࡢ≉ᚩࢆ᳨ウࡋ࡚࠸ࡃࠋ᭱ࡶ඾ᆺⓗ࡞୺㢟㝞㏙ᆺㄗᩥ࡜᝿ᐃࡋࡓ Q7 ࡢᩥ࡟ࡘ࠸࡚ࡣࠊA ࢢ࣮ࣝࣉࡢ⿕㦂⪅ࡢ 93.5㸣ࡀㄗࡗ࡚࠸ࡿ࡜ṇࡋ࠸ุ᩿ࢆࡋࡓࡢ࡟ᑐࡋ࡚ࠊC ࢢ࣮ࣝࣉࡢ⿕㦂⪅ࡢ⣙ 75%ࡀṇࡋ࠸ᩥࡔ࡜ㄗࡗ࡚

109
7

ᱵཎ኱㍜෠Ọⱥኵุ᩿ࡋࡓࠋB ࢢ࣮ࣝࣉ࡛ࡶ⣙ 35%ࡢᏛ⏕ࡀࡇࡢᩥࢆṇࡋ࠸ᩥ࡜ㄗࡗࡓุ᩿ࢆࡋ࡚࠸ࡿࠋᅗ
2 ࡛ࣄࢫࢺࢢ࣒ࣛ࡜ᗘᩘ࡟ࡼࡿ๭ྜࢆ♧ࡋࡓࠋ

Q7 This hotel cannot use the Internetin the room.
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%

1

2

3

4

5

6

Aࢢ࣮ࣝࣉ

62.9%

21.0%

9.7%

3.2%

3.2%

0.0%

Bࢢ࣮ࣝࣉ

32.3%

27.7%

4.6%

12.3%

10.8%

12.3%

Cࢢ࣮ࣝࣉ

8.2%

9.8%

6.6%

13.1%

21.3%

41.0%

          ᅗ2
 Q7 ࡟ࡘ࠸࡚࢝࢖ 2 ஌᳨ᐃࢆ⾜ࡗࡓ࡜ࡇࢁࠊȋ2(4)=62.457ࠊp<.01ࠊCramer ࡢ V ࡣ.409 ࡛࠶ࡗࡓࠋᐇ ್࡜ṧᕪศᯒࡢ⤖ᯝࡣ⾲ 2 ࡢࡼ࠺࡟࡞ࡾࠊA ࢢ࣮ࣝࣉ࡛ṇゎุᐃࢆࡋࡓ⿕㦂⪅࡜ C ࢢ࣮ࣝࣉ࡛୙ṇゎࡢุᐃࢆࡋࡓ⿕㦂⪅ࡀ᭷ព࡟ከࡃࠊ㏫࡟ A ࢢ࣮ࣝࣉ࡛୙ṇゎุᐃࢆࡋࡓ⿕㦂⪅࡜ C ࢢ࣮ࣝࣉ࡛ṇゎุᐃࢆࡋࡓ⿕㦂⪅ࡀ᭷ព࡟ᑡ࡞࠿ࡗࡓࠋ           ⾲ 2 Q7 ࡟ᑐࡍࡿᐇ

್࡜ṧᕪศᯒ           


A ࢢࣝ
࣮ࣉ
B ࢢࣝ
࣮ࣉ
C ࢢࣝ
࣮ࣉ

1-2

3-4

5-6

52Ÿ

8

2Ⴎ

39

11

15

12Ⴎ

9

38Ÿ

㸦Ÿ᭷ព࡟ከ࠸ࠊႮ᭷ព࡟ᑡ࡞࠸ࠊp<.05㸧 ࡓࡔࡋࠊࡇࡢᩥࢆㄗࡗ࡚࠸ࡿ࡜ุ᩿ࡋࡓ⿕㦂⪅ࡶࠊุ᩿ࡢ᰿ᣐࡀṇࡋ࠸࡜ࡣ㝈ࡽ࡞࠸ࠋ≉࡟ C ࢢ࣮ࣝࣉࡢሙྜࠊࡇࡢᩥࢆ㛫㐪࠸࡜ุ᩿ࡋࡓ⿕㦂⪅ࡣ࠶ࢃࡏ࡚ 10 ྡ࠸ࡓࡀࠊࡑࡢ
࠺ࡕ୺ㄒ㏙ㄒ㛵ಀ࡟ၥ㢟ࡀ࠶ࡿ࡜᫂☜࡟ᣦ᦬ࡋࡓࡢࡣ 3 ྡࡔࡅࡔࡗࡓࠋ௚ࡢᅇ⟅⪅ࡣࠊ
ࠕthis hotel ࢆ in this hotel ࡜ࡍ࡭ࡁ(C05)1ࠖࡔ࡜࠿ࠊࠕືモࢆ cannot be used ࡟ࡍ࡭ࡁ(C39)ࠖ
࡜࠸ࡗࡓㄗࡗࡓㄝ᫂ࡸࠊࡣࡗࡁࡾࡋ࡞࠸ᣦ᦬ࢆࡋ࡚࠸ࡓࠋ ᫬㛫ࡢྃࢆ୺ㄒ࡟ࡋࡓ Q9 ࡢᩥ࡛ࡣࠊṇࡋ࠸࡜ࡍࡿุ᩿ࡣ඲య࡟ᑡ࡞ࡃ࡞ࡿࡶࡢࡢࠊࢢ
110᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲࣮ࣝࣉ࡟ࡼࡿ㐪࠸ࡣඛ࡯࡝࡜ྠࡌഴྥ࡛࠶ࡿ㸦ᅗ㸱㸧ࠋ࢝࢖ 2 ஌᳨ᐃࡢ⤖ᯝࡶ Q7 ࡢሙྜ࡜࡯ࡰྠࡌ࡛ࠊX2(4)=35.263ࠊp<.01ࠊCramer ࡢ V ࡣ.306 ࡛࠶ࡗࡓࠋ        

Q9 Summer in Japan can enjoy
fireworks festivals in many places.
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%

1

2

3

4

5

6

Aࢢ࣮ࣝࣉ

54.8%

27.4%

14.5%

1.6%

1.6%

0.0%

Bࢢ࣮ࣝࣉ

38.5%

18.5%

18.5%

15.4%

4.6%

4.6%

Cࢢ࣮ࣝࣉ

19.7%

14.8%

18.0%

16.4%

18.0%

13.1%

          ᅗ3
 C ࢢ࣮ࣝࣉ࡛ࡇࡢᩥࢆㄗࡗ࡚࠸ࡿ࡜ุ᩿ࡋࡓࡢࡣ඲యࡢ 54.1%࡟࠶ࡓࡿ 33 ྡ࡛ࠊQ7 ࡟ẚ࡭ࡿ࡜ṇࡋ࠸ุ᩿ࡀከࡃ࡞ࡗ࡚࠸ࡿࠋࡋ࠿ࡋࠊࡇࡢ࠺ࡕ᫂☜࡟ᩥࡢ୺ㄒࡀ࠾࠿ࡋ࠸࡜ᣦ
᦬ࡋࡓᅇ⟅⪅ࡣ 9 ྡ࡟࡜࡝ࡲࡗࡓࠋࡑࡢ௚ࡢᅇ⟅࡛ࡣࠊࠕsummer in Japan ࡣ᭱ᚋ࡟ࡘࡅࡿ
࡭ࡁ࡛࠶ࡿ(C26, C59)ࠖࠕin Japan ࡢ఩⨨ࡣᩥᮎ(C24, C56, C66)ࠖࠕ᫬ࠊሙᡤࡀᩥ㢌ࡣ࠾࠿ࡋ࠸(C51)ࠖ࡜࠸ࡗࡓࡼ࠺࡟ࠊ᫬ࡸሙᡤࡢ๪モྃࢆᩥᮎ࡟⨨ࡃㄒ㡰ࢆᛕ㢌࡟࠾࠸ࡓࡶࡢࡀ
8 ௳ࡶ࠶ࡗࡓࠋⱥㄒࡑࡢࡶࡢ࡟ᑐࡍࡿ┤ឤⓗุ᩿࡜࠸࠺ࡼࡾࡣࠊึ⣭ẁ㝵࡛ᩍ࠼ࡽࢀࡓ᫂
♧ⓗ࡞ᩥἲつ๎ࢆᶵᲔⓗ࡟㐺⏝ࡋ࡚ᩥࢆุ᩿ࡋ࡚࠸ࡿᵝᏊࢆぢ࡚ྲྀࡿࡇ࡜ࡀ࡛ࡁࡿࠋࡕ࡞
ࡳ࡟ࡇࡢࡼ࠺࡞ᣦ᦬ࡣ A ࢢ࣮ࣝࣉࠊB ࢢ࣮ࣝࣉ࡛ࡣ୍௳ࡶぢࡽࢀ࡞࠿ࡗࡓࠋ ሙᡤࡢ๓⨨モྃࢆ୺ㄒ఩⨨࡟࠾࠸ࡓ Q20 ࡢᩥ (In Nagano can see a beautiful view ofmountains.)࡟ࡘ࠸࡚ࡣࠊࠕ୺ㄒࡀ࡞࠸ࠖ࡜ṇࡋࡃุ᩿࡛ࡁࡿ⿕㦂⪅ࡢ๭ྜࡀ࠿࡞ࡾ㧗ࡃࠊA ࢢ࣮ࣝࣉ࡛ࡣࡇࡢᩥࢆṇࡋ࠸࡜ࡍࡿ⿕㦂⪅ࡣ 0 ྡ࡛࠶ࡗࡓࠋB ࢢ࣮ࣝࣉ࡛ࡣࠊࡇࡢᩥࢆ
㛫㐪ࡗ࡚࠸ࡿ࡜ุ᩿ࡋࡓࡢࡣ 81.5%࡟࠶ࡓࡿ 53 ྡ࠸ࡓࡀࠊࡑࡢ࠺ࡕࡢ 8 ྡ(15%)ࡢ⿕㦂⪅
ࡣࠊࠕIn ࡣ࠸ࡽ࡞࠸ࠖ࡜࠸࠺ᣦ᦬ࢆࡋ࡚࠸ࡓ㸦ᅗ㸲㸧ࠋ

111
9ᱵཎ኱㍜෠Ọⱥኵ

Q20 In Nagano can see a beautiful
view of mountains.
80.0%
60.0%
40.0%
20.0%
0.0%

1

2

3

4

5

6

Aࢢ࣮ࣝࣉ

75.8%

19.4%

4.8%

0.0%

0.0%

0.0%

Bࢢ࣮ࣝࣉ

41.5%

26.2%

13.8%

7.7%

9.2%

1.5%

Cࢢ࣮ࣝࣉ

23.0%

18.0%

24.6%

13.1%

11.5%

9.8%

          ᅗ4
 ሙᡤࡢྡモྃ࡟ẚ࡭࡚ࠊ᫬ࡢྡモྃࡀ୺ㄒ఩⨨࡟࠶ࡿሙྜ࡟ࠊㄗࡗ࡚࠸ࡿ࡜ุ᩿ࡍࡿ⿕㦂⪅ࡀ┦ᑐⓗ࡟ከࡃ࠸ࡓࠋC ࢢ࣮ࣝࣉࢆ౛࡟࡜ࡿ࡜ࠊ᫬ࡢྡモྃࢆ୺ㄒ఩⨨࡟⨨ࡃ Q9(Summer in Japan can enjoy fireworks festivals in many places.)ࡸሙᡤࡢ๓⨨モྃࢆ୺ㄒ఩⨨࡟⨨ࡃ Q20 (In Nagano can see a beautiful view of mountains.)࡟ᑐࡋ࡚ࡣࠊ୺ㄒࡀ࠾࠿ࡋ࠸ࠊ࡜
࠸࠺ࢥ࣓ࣥࢺࡢ௚࡟ࠊሙᡤࡢ In Nagano ࡸ᫬ࡢ⾲⌧ࢆᩥࡢ᭱ᚋ࡟⨨ࡃ࡭ࡁࡔ࡜࠸࠺ࢥ࣓ࣥ
ࢺࡀ」ᩘぢࡽࢀࡓࠋ୍᪉ࠊQ7 (This hotel cannot use the Internet in the room.)ࡢ This hotel ࡸ
Q17 (Unlike university, most high schools must wear a uniform.)ࡢ most high schools ࡢࡼ࠺࡞ሙᡤࡢྡモྃࡢሙྜࠊࡇࢀࡽࢆᩥࡢ᭱ᚋ࡟⨨࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠊ࡜ᣦ᦬ࡋࡓ⿕㦂⪅ࡣ࠸࡞࠿ࡗࡓࠋ୺ㄒ㏙ㄒ㛵ಀ࡟ࡘ࠸࡚ࡢព㆑ࡀ᫂☜࡛࡞࠸Ꮫ⩦⪅࡛࠶ࡗ࡚ࡶࠊ๓⨨モྃࡸ᫬ࡢ⾲⌧ࡀᩥ㢌࡟࠶ࡿ࡜ࠊࡑࢀࡣ୺ㄒ࡛ࡣ࡞ࡃ๪モⓗせ⣲ࡔࠊ࡜࠸࠺ุ᩿ࢆୗࡋࡸࡍ࠸࡜᥎ᐹ࡛ࡁࡿࠋ ᅗ 2 ࠿ࡽᅗ 4 ࡛ྲྀࡾୖࡆࡓ 3 ࡘࡢᩥ(Q7ࠊQ9ࠊQ20)࡟ Q17 (Unlike university, most highschools must wear a uniform.)ࢆຍ࠼ࡓ 4 ࡘࡢᩥ࡟ࡘ࠸࡚ࠊㄗࡗࡓᩥࡔ࡜ุ᩿ࡋࡓ⿕㦂⪅ࡢㄝ࣭᫂ゞṇㄢ㢟ࡢᖹᆒࢫࢥ࢔ࢆࢢ࣮ࣝࣉู࡟ࡲ࡜ࡵࡓࡢࡀḟࡢ⾲ 3 ࡛࠶ࡿࠋඛ࡟ㄝ᫂ࡋࡓࡼ
࠺࡟ࠊㄝ࣭᫂ゞṇㄢ㢟ࡣ 0 Ⅼ࠿ࡽ 2 Ⅼ࡛Ⅼᩘ໬ࡋࡓࠋA ࢢ࣮ࣝࣉࡢ⿕㦂⪅ࡣ୺㢟㝞㏙ᆺㄗ
ᩥࢆ 93.5%࠿ࡽ 100%ࡢṇゎ⋡ุ࡛᩿ࡋࡓୖࠊࡑࡢㄝ᫂࡟ࡘ࠸࡚ࡶ࡯࡜ࢇ࡝ࡀ୺ㄒࡢၥ㢟࡛࠶ࡿ࡜ṇࡋࡃㄝ᫂࠶ࡿ࠸ࡣゞṇࡋ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿࠋB ࢢ࣮ࣝࣉࡢ⿕㦂⪅ࡢሙྜࠊㄝ
࣭᫂ゞṇㄢ㢟ࡢᖹᆒࢫࢥ࢔ࡀ 1.7ࠥ1.8 ⛬ᗘ࡟࡞ࡗ࡚࠸ࡿࠋࡇࢀࡣㄗᩥ࡜ุ᩿ࡋ࡚࠸ࡿࡶࡢ
ࡢ୺ㄒࡢၥ㢟࡜ㄆ㆑ࡋ࡚࠸࡞࠸⿕㦂⪅ࡀ A ࢢ࣮ࣝࣉࡼࡾࡶከࡃྵࡲࢀ࡚࠸ࡿࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࠋC ࢢ࣮ࣝࣉࡢሙྜࡣ Q20 ࢆ㝖࠸࡚ㄝ࣭᫂ゞṇㄢ㢟ࡢᖹᆒࢫࢥ࢔ࡀ 1.0 ࢆୗᅇࡗ࡚
࠾ࡾࠊࡇࢀࡣㄗࡾࡢ⌮⏤࡜ࡋ࡚୺ㄒ௨እࡢⅬࢆᣦ᦬ࡋ࡚࠸ࡿ⿕㦂⪅ࡀ༙ศ௨ୖ࠸ࡿࡇ࡜ࢆ
♧ࡋ࡚࠸ࡿࠋ≉࡟ Q17 ࡛ࡣࡇࡢࢫࢥ࢔ࡀ 0.16 ࡋ࠿࡞ࡃࠊࡇࡢᩥࢆㄗࡾ࡜ࡋ࡚࠸ࡿ⿕㦂⪅ࡢ࡯࡜ࢇ࡝ࡀ୺ㄒࡢၥ㢟࡟ព㆑ࢆྥࡅ࡚࠸࡞࠸ࡇ࡜ࡀࢃ࠿ࡿ 2ࠋ

112᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲  ⾲ 3 ୺㢟㝞㏙ᆺㄗᩥࡢṇ⟅⋡࡜ㄝ࣭᫂ゞṇㄢ㢟ࡢᖹᆒࢫࢥ࢔
Q7
A ࢢࣝ
࣮ࣉ
B ࢢࣝ
࣮ࣉ
C ࢢࣝ
࣮ࣉ

Q17

Q9
ṇ⟅⋡

ṇ⟅⋡

ㄝ᫂Ⅼ
ᖹᆒ

1.90

96.8%

1.90

100.0%

1.88

55.4%

1.68

75.4%

1.84

81.5%

1.74

60.0%

0.16

52.5%

0.75

65.6%

1.23

ṇ⟅⋡

1.97

96.7%

64.6%

1.72

24.6%

0.77

ṇ⟅⋡

93.5%

Q20
ㄝ᫂Ⅼ
ᖹᆒ

ㄝ᫂Ⅼ
ᖹᆒ

ㄝ᫂Ⅼ
ᖹᆒ

 ุ᩿ࡢ୍㈏ᛶ࡜࠸࠺Ⅼ࠿ࡽࡶࠊ3 ࡘࡢࢢ࣮ࣝࣉ࡟ࡣ㢧ⴭ࡞㐪࠸ࡀ࠶ࡿࠋୖࡢ 4 ࡘࡢᩥࡢ࠸ࡎࢀࡶㄗࡗ࡚࠸ࡿ࡜ṇࡋ࠸ุ᩿ࢆࡋࡓ⿕㦂⪅ࡢ๭ྜࡣࠊA ࢢ࣮ࣝࣉ࡛ 88.7%(55/62)ࠊB
ࢢ࣮ࣝࣉ࡛ 41.5%(27/65)ࠊC ࢢ࣮ࣝࣉ࡛ 11.5%(7/61)࡜㢧ⴭ࡟ᕪࡀ࠶ࡗࡓࠋࡇࡢ⤖ᯝࠊࡇࢀࡽ 4 ࡘࡢᩥࡢಙ㢗ᗘࢆࢡࣟࣥࣂࢵࢡࡢ࢔ࣝࣇ࢓࡟ࡼࡗ࡚ㄪ࡭ࡓ࡜ࡇࢁࠊA ࢢ࣮ࣝࣉ࡜ B ࢢ࣮ࣝࣉࡢࢢ࣮ࣝࣉ࡛ࡣࡑࢀࡒࢀȘ㸻.77 ࡜.75 ࡜㧗࠿ࡗࡓࡀࠊC ࢢ࣮ࣝࣉࡢሙྜࡣȘ=.50 ࡜పࡃࠊC ࢢ࣮ࣝࣉࡢ⿕㦂⪅ࡀࡇࡢ 4 ࡘࡢᩥ࡟ࡘ࠸୍࡚㈏ᛶࡢ࠶ࡿุ᩿ࢆ♧ࡍࡇ࡜ࡀ࡛ࡁ࡚
࠸࡞࠸ࡢ࡛ࡣ࡞࠸࠿࡜ᙉࡃ᥎ ࡛ࡁࡿࠋ ḟ࡟㐨ල᱁ࡢ୺ㄒࢆྵࡴᩥ Q10 (The hammer broke the window into pieces.)࡜ Q19 (Thiskey can’t open the door. It is a wrong key.)ࢆྲྀࡾୖࡆࡼ࠺ࠋࡇࡢ 2 ࡘࡢᩥ࡟ࡘ࠸࡚ࡣࠊA ࢢ࣮ࣝࣉࡢ⿕㦂⪅࡛ࡶุ᩿ࡀ༙ศ࡟ศ࠿ࢀࡿ⤖ᯝ࡜࡞ࡗࡓࠋQ19 ࡢ⤖ᯝࢆᅗ 5 ࡟♧ࡋࡓࠋA ࢢ࣮ࣝࣉࡸ B ࢢ࣮ࣝࣉ࡛ࡣࠊ᫬ࡸሙᡤࡢ୺ㄒ࡟ẚ࡭ุ࡚᩿ࢆ㏞ࡗ࡚࠸ࡿ࡜࠸࠺ഴྥࡀ࠶ࡿ୍
᪉࡛ࠊ୺ㄒࡀே࡛࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜ㄝ᫂ࡋࠊ୍㈏ࡋ࡚ࡇࢀࡽࡢᩥࢆㄗࡾ࡜ุ᩿ࡍࡿ⿕㦂⪅ࡶከ࠿ࡗࡓࠋ୺㢟㝞㏙ᆺㄗᩥࢆṇࡋࡃㄗᩥ࡜ุ᩿࡛ࡁࡿ⿕㦂⪅࡛ࠊ࠿ࡘ㐨ල᱁୺ㄒࡢ 2ࡘࡢᩥࢆㄗࡾ࡜ุ᩿ࡋࡓேࡀ A ࢢ࣮ࣝࣉ࡛ࡣ 19 ྡ(30.6%)ࠊB ࢢ࣮ࣝࣉ࡛ࡶ 12 ྡ(18.5%)
࠸ࡓࠋࡇࡢࡼ࠺࡞⿕㦂⪅ࡢ୰࡟ࡣ࠶ࡿព࿡࡛ㄪᰝࡢ┠ⓗࢆࠕぢษࡗ࡚ࠖ࠾ࡾࠊྛᩥࡢᩥἲ
ᛶࡢ㐪࠸ࢆุ᩿ࡍࡿ࡜࠸࠺ࡼࡾࡣࠊ୺ㄒ࡜㏙ㄒࢆぢࡿࡔࡅ࡛ᶵᲔⓗ࡟ᅇ⟅ࡋ࡚࠸ࡿ࡜ᛮࢃ
ࢀࡿ౛ࡶ࠶ࡗࡓࠋࡲࡓୖࡢ⾲ 1 ࡟ぢࡿࡼ࠺࡟ࠊ඲య࡜ࡋ࡚ Q10 ࡢṇ⟅⋡(61.2)ࡀ Q19 ࡢṇ
⟅⋡(45.7%)ࡼࡾࡶ㧗࠿ࡗࡓࡀࠊࡇࢀ࡟ࡣࣔࢲࣜࢸ࢕ࡢᙳ㡪ࡀ࠶ࡿ࠿ࡶࡋࢀ࡞࠸ࠋ

113
11ᱵཎ኱㍜෠ỌⱥኵQ19. This key can't open the door.
40.0%
30.0%
20.0%
10.0%
0.0%

1

2

3

4

5

6

Aࢢ࣮ࣝࣉ

14.5%

17.7%

17.7%

16.1%

16.1%

17.7%

Bࢢ࣮ࣝࣉ

7.7%

21.5%

27.7%

10.8%

18.5%

13.8%

Cࢢ࣮ࣝࣉ

29.5%

24.6%

23.0%

6.6%

11.5%

4.9%

          ᅗ5
 㐨ල୺ㄒࡢ୍౛࡜ࡶゝ࠼ࡿ Q1 (There are many things that money can’t buy.)࡟ࡘ࠸࡚ࡣࠊ
money can’t buy ࢆㄗࡾࡔ࡜ุ᩿ࡍࡿ⿕㦂⪅ࡀ A ࢢ࣮ࣝࣉࡸ B ࢢ࣮ࣝࣉ࡛ࡣከᩘὴ࡛࠶ࡗࡓࠋ
ࡇࡢ౛࡛ buy ࡢ୺ㄒ࡟ືస୺࡛ࡣ࡞ࡃ money ࡀ᮶ࡿ࡜࠸࠺ࡢࡣ᫂ࡽ࠿࡟័⏝ⓗ࡞⾲⌧࡛࠶ࡾࠊࡇࡢࡼ࠺࡞ᩥࢆึࡵ࡚ぢࡓ࡜ࡁ࡟㐪࿴ឤࢆឤࡌࡿࡢࡣࠊ࠶ࡿព࿡࡛೺඲࡞ឤぬ࡜ゝ࠼ࡿࡔࢁ࠺㸦ᅗ 6㸧ࠋQ1 There are many things that money
can't buy.
80.0%
60.0%
40.0%
20.0%
0.0%

1

2

3

4

5

6

Aࢢ࣮ࣝࣉ

3.2%

4.8%

1.6%

1.6%

17.7%

71.0%

Bࢢ࣮ࣝࣉ

3.1%

3.1%

9.2%

16.9%

18.5%

49.2%

Cࢢ࣮ࣝࣉ

9.8%

24.6%

9.8%

14.8%

21.3%

19.7%

          ᅗ6
 Q16 (Most newspapers wrote about the train accident yesterday.)ࡢᩥࢆㄗࡗ࡚࠸ࡿ࡜ุ᩿ࡋࡓ
⿕㦂⪅ࡣ A ࢢ࣮ࣝࣉ࡜ B ࢢ࣮ࣝࣉ࡛࡯ࡰྠࡌࡃ 70%࠶ࡗࡓࡀࠊࡇࢀࡽ 2 ࡘࡢࢢ࣮ࣝࣉ࡛
ࡣゞṇࡢ௙᪉࡟㐪࠸ࡀぢࡽࢀࡓࠋA ࢢ࣮ࣝࣉࡢሙྜࠊwrote ࡢ௦ࢃࡾ࡟ said ࡸ told ࡜ࡍ࡭ࡁࡔࠊ࡜࠸࠺ᅇ⟅ࡀ 16 ௳࠶ࡗࡓࠋ୍᪉ࠊB ࢢ࣮ࣝࣉ࡛ࡣࠊ୺ㄒࡀ᪂⪺࡞ࡢ࡛ࠕ᭩࠿ࢀ࡚

114

᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲࠸ࡓࠖ࡜ཷ㌟࡟ࡍ࡭ࡁࡔ࡜࠸࠺ᅇ⟅ࡀ 65 ྡ୰ 23 ྡ(35.4%)࠶ࡗࡓࡢࡀ≉ᚩⓗ࡛࠶ࡿࠋᇶᮏ
ⓗ࡞୺ㄒ㏙ㄒ㛵ಀࡢព㆑ࢆᣢࡘ୍᪉࡛ࠊࠕࣔࣀࢆ୺ㄒ࡟ࡍࡿ࡞ࡽཷ㌟ࠖ࡜࠸࠺୍⯡໬ࢆࡋ࡚࠸ࡿ࡜ᛮࢃࢀࡿᏛ⩦⪅ࡀண᝿௨ୖ࡟ከ࠸ࡇ࡜ࡀࢃ࠿ࡗࡓࠋࡇࡢᩥࢆ(5)ࡢࡼ࠺࡟ཷ㌟ࡢ
ᙧ࡟ࡋࡓሙྜࠊㄗࡗ࡚ᐜㄆࡍࡿᏛ⩦⪅ࡀ₯ᅾⓗ࡟࠿࡞ࡾ࠸ࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮࢃࢀࡿࠋ
(5) Most newspapers were written about the train accident yesterday.
ࡲࡓ C ࢢ࣮ࣝࣉ࡛ࡶࠊࡇࡢᩥࡣཷ㌟࡟ࡍ࡭ࡁࡔ࡜ྠᵝࡢᣦ᦬ࢆࡋ࡚࠸ࡿᅇ⟅ࡀ 61 ྡ୰ 12
ྡ(19.7%)࠶ࡗࡓࠋ
 Q16 ࡛ㄗࡗࡓཷ㌟ࡢᩥ࡟ಟṇࡍࡿ⿕㦂⪅ࡀከࡃ࠸ࡓࡇ࡜࡟ࡣ᰿ᣐࡀ࠶ࡿ࡜⪃࠼ࡽࢀࡿࠋ
ࡇࡢᩥࡣࠊୖ࡛ྲྀࡾୖࡆࡓ Q7ࠊQ9ࠊQ17 ࡢࡼ࠺࡞⥲⛠ⓗ࡞ᩥ࡛ࡣ࡞ࡃࠊ㐣ཤࡢ≉ᐃࡢฟ᮶஦ࢆ⾲ࡋ࡚࠸ࡿࠋࡇࡢࡓࡵࠕ᪂⪺ࡀグ஦ࢆ᭩ࡃࠖ࡜࠸࠺୺ㄒࡢ౑࠸᪉ࡀ࠾࠿ࡋ࠸࡜ឤࡌ
ࡓ࡜ࡋ࡚ࡶࠊ୺ㄒ࡜ࡋ࡚୙≉ᐃࡢ you ࡸ they ࢆ౑࠺ࡇ࡜ࡀ࡛ࡁ࡞࠸ࠊ࠶ࡿ࠸ࡣ౑࠸࡙ࡽ࠸
࡜ឤࡌࡓࡢࡔࢁ࠺ࠋB ࢢ࣮ࣝࣉࡢ⿕㦂⪅ࡀ᭩࠸ࡓࠕ᪂⪺ࡀグ஦ࢆ᭩ࡃࢃࡅ࡛ࡣ࡞࠸࡜ᛮ࠺ࠋ
࡝࠺࡞࠾ࡋࡓࡽ࠸࠸࠿ࡣ࠸ࡲ࠸ࡕࢃ࠿ࡽ࡞࠸ࠋ(B34)ࠖ࡜࠸࠺ㄝ᫂࠿ࡽࡣࠊ୺ㄒࡢ㑅ᢥ࡟ᅔࡗ࡚࠸ࡿᵝᏊࡀ࠺࠿ࡀ࠼ࡿࠋࡲࡓࠊࡇࡢᩥ࡟ࡣ┠ⓗㄒࡀ࡞࠸ࡓࡵࠊཷືศモࡢ࠶࡜࡟┠ⓗㄒࢆṧࡍࡇ࡜ࡣ࡛ࡁ࡞࠸ࠊ࡜⌮ゎࡋ࡚࠸ࡿ⿕㦂⪅࡟࡜ࡗ࡚ࡶ㐪࿴ឤࡀ࡞࠸ࡢࡔ࡜⪃࠼ࡽࢀࡿࠋࡇࡢࡼ࠺࡞ุ᩿ࡀྜࢃࡉࡗ࡚ࠊཷ㌟࡟ಟṇࡍࡿࡇ࡜ࡀྍ⬟࡞㑅ᢥ⫥࡜ឤࡌࡽࢀࡓࡢ
࡛ࡣ࡞࠸ࡔࢁ࠺࠿ 3ࠋ
4.3 ಶูࡢ஦౛ ࡇࡇࡲ࡛ྲྀࡾୖࡆࡓ୺㢟㝞㏙ᆺㄗᩥ࡜㐨ල୺ㄒᩥࢆ୰ᚰ࡟ࠊ⿕㦂⪅ࡀ୺࡜ࡋ࡚ㄝ࣭᫂ゞṇㄢ㢟࡟࡝ࡢࡼ࠺࡟⟅࠼࡚࠸ࡿࡢ࠿ࠊ࠸ࡃࡘ࠿ࡢලయ౛ࢆ࠶ࡆࠊಶࠎࡢ⿕㦂⪅ࡢᣢࡗ࡚࠸
ࡿᩥἲព㆑ࢆྲྀࡾฟࡍࡇ࡜ࢆヨࡳࡓ࠸ࠋ A11 ࡣࠊ୺ㄒ㏙ㄒ㛵ಀ࡬ࡢព㆑ࡀ᫂☜࡛᪥ᮏㄒⓗ࡞୺㢟㝞㏙ᆺㄗᩥࢆ୍㈏ࡋ࡚᤼㝖ࡍࡿࡇ࡜ࡀ࡛ࡁࡿ⿕㦂⪅࡛࠶ࡿࠋࡇࡢ⿕㦂⪅ࡣㄗᩥ࡟ᑐࡋ࡚ࠊࠕ࣍ࢸࣝࡀ౑࠺ࢃࡅ࡛ࡣ࡞࠸࠿
ࡽ(Q7)ࠖࠊࠕSummer ࡀᴦࡋࡴࢃࡅ࡛ࡣ࡞࠸࠿ࡽ(Q9)ࠖࠊࠕ㧗ᰯࡀ╔ࡿࢃࡅ࡛ࡣ࡞࠸࠿ࡽ
(Q17)ࠖ࡜࠸ࡗࡓㄝ᫂ࢆ⾜࠸ࠊ࠸ࡎࢀࡢᩥࡶࠕ㛫㐪ࡗ࡚࠸ࡿ(1)ࠖ࡜☜ಙࢆࡶࡗࡓุ᩿ࢆࡋ
࡚࠸ࡿࠋྠᵝ࡟ࠊࠕࣁ࣐࣮ࣥࡀࡇࢃࡍࢃࡅ࡛ࡣ࡞࠸࠿ࡽ(Q10)ࠖࠊࠕ࢝ࢠࡀࢻ࢔ࢆ࠶ࡅࡿ
ࢃࡅ࡛ࡣ࡞࠸࠿ࡽ(Q19)ࠖࠊࠕ࠾㔠ࡀ㈙࠺࡟࡞ࡗ࡚࠸ࡿ࠿ࡽ(Q1)ࠖࠊࠕ᪂⪺ࡀ᭩ࡃࢃࡅ࡛
ࡣ࡞࠸࠿ࡽ(Q16)ࠖࠊࠕLast year ࡀぢࡿࡇ࡜࡟࡞ࡗ࡚࠸ࡿ࠿ࡽ(Q6)ࠖࠊࠕࣞࢫࢺࣛࣥࡢேࡀᚲせ࡜ࡋ࡚࠸ࡿ࠿ࡽ(Q11)ࠖ࡜ㄝ᫂ࡋࠊே㛫ࢆ୺ㄒ࡜ࡋ࡚࠸࡞࠸ᩥࢆᗈࡃㄗᩥ࡜ุ᩿ࡋ
࡚࠸ࡿࠋࡓࡔࡋࠊQ16 ࡜ Q11 ࡟ࡘ࠸࡚ࡣࡑࢀࡒࢀ 3ࠊ2 ࡜ホ౯ࡋࠊᚤጁ࡞☜ಙࡢ࡞ࡉࢆ⾲⌧ࡋ࡚࠸ࡿࠋ
 A08 ࡣࠊⱥㄒࡢ୺㏙㛵ಀ࡟ࡘ࠸࡚ព㆑ࡋ࡚࠸ࡿࡶࡢࡢ୺㢟㝞㏙ᆺࡢㄗᩥࢆ᤼㝖ࡋ࡚࠸࡞࠸⿕㦂⪅࡛࠶ࡿࠋࡇࡢ⿕㦂⪅࡟≉ᚩⓗ࡞ࡢࡣࠊࠕ୺ㄒࡀࠕ࣍ࢸࣝࠖ࡞ࡢࡀ࠾࠿ࡋ࠸ࡀࠊᩥ
ἲⓗ࡟ࡣྍ(Q7)ࠖࠊࠕᩥἲⓗ࡟ࡣྍࠋ୺ㄒࡀኚ(Q17)ࠖ࡜ࡋࠊࡇࢀࡽࡢᩥࢆ 5 ࡜ホ౯ࡋ࡚࠸ࡿࡇ࡜࡛࠶ࡿࠋࡲࡓ Q9 ࡟ࡘ࠸࡚ࡣホ౯ࢆ 3 ࡜ࡋㄗᩥ࡜ุ᩿ࡋ࡚࠸ࡿࡶࡢࡢࠊࠕ࠾࠿ࡋ

115
13ᱵཎ኱㍜෠Ọⱥኵ࠸ࡼ࠺࡟ぢ࠼ࡿࡀࠊࠕⰼⅆ኱఍࡛ࡣ᪥ᮏࡢኟࡀࡼࡃ࿡ࢃ࠼ࡿࠖ࡜࠸࠺ᩥ࡟࡞ࡿࡢ࠿ࡶࡋࢀ
࡞࠸ࠖ࡜ㄝ᫂ࡋ࡚࠸ࡿࠋࡲࡓࠊ㐨ල୺ㄒࡢ Q10 ࡜ Q19 ࡟ࡘ࠸࡚ࡣ࡜ࡶ࡟ࠕព࿡ࡣ୙᫂ࡔ
ࡀᩥἲⓗ࡟ࡣྍ⬟ࠖ࡜ࡋ࡚ 4 ࡢホ౯ࢆࡋ࡚࠸ࡿࠋࡉࡽ࡟ Q6 (Last year saw some importantdevelopment in computer technology.)࡟ࡘ࠸࡚ࠕࡇࡢ୺㏙㛵ಀࡣᏑᅾࡍࡿࠋࠗࠕ᫬ࠖ+ see࠘ࠖ࡜ㄝ᫂ࡋࠊࠕṇࡋ࠸(6)ࠖࡢホ౯ࢆࡋ࡚࠸ࡿࠋ୺ㄒࡸ┠ⓗㄒࡀࡁࡕࢇ࡜ࡑࢁࡗ࡚࠸ࡿሙྜ
࡟ᩥἲⓗ࡜ุ᩿ࡋࠊ୍ぢព࿡ࡀ࠾࠿ࡋࡃ࡚ࡶᐇ㝿࡟ࡣྍ⬟࡞ᩥࡀ࠶ࡿࡢ࡛ࡣ࡞࠸࠿ࠊ࡜ៅ
㔜࡞ጼໃࢆぢࡏ࡚࠸ࡿࡼ࠺࡟ᛮ࠼ࡿ⿕㦂⪅࡛࠶ࡿࠋ B89 ࡣேࢆ୺ㄒ࡟ࡍࡿព㆑ࡣ࠶ࡿࡶࡢࡢࠊࣔࣀࢆ୺ㄒ࡟ࡋࡓሙྜ࡟ཷࡅ㌟໬ࡍࡿഴྥࢆ
ᣢࡗ࡚࠸ࡿ⿕㦂⪅࡛࠶ࡿࠋࡇࡢ⿕㦂⪅ࡣࠊࠕPeople in Japan can enjoy fireworks festivals…(Q9)ࠖࠊࠕThere are a lot of things that we can’t buy. (Q1)ࠖࡢࡼ࠺࡟ே㛫ࢆ୺ㄒ࡟ࡋࡓゞṇࢆࡋ࡚࠸ࡿ୍᪉࡛ࠊࠕThis hotel cannot be used the Internet in the room. (Q7)ࠖࠊࠕIn Nagano
can be seen a beautiful view of mountains. (Q20)ࠖࠊࠕMost newspapers was written about thetrain accident yesterday. (Q16)ࠖࡢࡼ࠺࡞ཷࡅ㌟ࡢᙧࢆ⏝࠸ࡓゞṇࢆヨࡳ࡚࠸ࡿࠋ୺㢟㝞㏙
ᆺㄗᩥࡢุ᩿࡟☜ಙࡀ࡞ࡃࠊQ1 ࡸ Q7 ࡣ 3 ࡢホ౯ࠊQ9 ࡜ Q20 ࡣ 2 ࡢホ౯ࢆࡋ࡚࠸ࡿࠋࡲ
ࡓࠊ㐨ල୺ㄒᩥ࡛࠶ࡿ Q10 ࡜ Q19 ࡟ࡘ࠸࡚ࡣࠊࡑࢀࡒࢀ 5 ࡜ 4 ࡢホ౯ࢆࡋࠊཷືᩥ࡬ࡢ
ゞṇࡣ⾜ࡗ࡚࠸࡞࠸ࠋ
 B47 ࡣ୺㢟㝞㏙ᆺㄗᩥࢆ᤼㝖࡛ࡁ࡞࠸⿕㦂⪅ࡢ඾ᆺ࡛࠶ࡿࠋṇࡋ࠸ᩥ࡜ุ᩿ࡋࡓ⌮⏤ࡣồࡵ࡚࠸࡞࠸ࡢࡔࡀࠊ࿴ヂᩥࢆぢࡿࡇ࡜࡛ࡇࡢ⿕㦂⪅ࡀ᪥ᮏㄒࡢᙳ㡪ࢆཷࡅ࡚ⱥᩥࡢព࿡
ࢆ࡜ࡽ࠼࡚࠸ࡿࡇ࡜ࡀ᥎ᐹ࡛ࡁࡿࠋࠕࡇࡢ࣍ࢸࣝࡢ㒊ᒇ࡛ࡣ࢖ࣥࢱ࣮ࢿࢵࢺࡀ౑࠼࡞࠸
(Q7)ࠖࠊࠕ᪥ᮏࡢኟ࡛ࡣከࡃࡢሙᡤ࡛ⰼⅆ኱఍ࢆᴦࡋࡴࡇ࡜ࡀ࡛ࡁࡿ(Q9)ࠖࠊࠕ኱Ꮫ࡜㐪ࡗ࡚ࠊ࡯࡜ࢇ࡝ࡢ㧗ᰯ࡛ࡣไ᭹ࡀ⩏ົ௜ࡅࡽࢀ࡚࠸ࡿ(Q17)ࠖࠊࠕ㛗㔝࡛ࡣ⨾ࡋ࠸ᒣࡢᬒⰍࢆぢࡿࡇ࡜ࡀ࡛ࡁࡿ(Q20)ࠖࠊࠕ᫖᪥ࡢከࡃࡢ᪂⪺࡛ࡣ㟁㌴஦ᨾ࡟ࡘ࠸࡚࠿࠿ࢀ࡚࠸ࡓ
(Q16)ࠖࡢࡼ࠺࡟ࠊ୺㢟㒊ศࡀࠕ࡛ࠥࡣࠖ࡜ඹ㏻ࡋ࡚ヂࡉࢀ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿࠋࡇࡢ⿕㦂⪅ࡣ௨ୖࡢ 5 ࡘࡢᩥࢆ࠸ࡎࢀࡶࠕṇࡋ࠸(6)ࠖ࡜☜ಙࢆࡶࡗ࡚ホ౯ࡋ࡚࠸ࡿࠋࡇࡢ⿕㦂⪅ࡀㄗᩥ࡜ุ᩿ࡋࡓᩥࡣ඲㒊࡛ 4 ࡘ࠶ࡿࡀࠊ୺ㄒ࡟㛵ࡍࡿ㐪࿴ឤࢆ⾲⌧ࡋ࡚࠸ࡿㄝ᫂ࡣ 1 ௳ࡶ࡞ࡃࠊࠕareЍis (Q1)ࠖࠊࠕsawЍsee (Q6)ࠖࠊࠕa teacherЍteacher (Q8)ࠖࠊࠕwith ࡀ࠸ࡽ࡞࠸(Q15)ࠖ࡜࠸ࡗࡓᣦ᦬ࢆࡋ࡚࠸ࡓࠋࡇࡢࡼ࠺࡟ㄒࡢ࡛ࣞ࣋ࣝࡢゞṇࢆᣦ᦬ࡍࡿഴྥࡣࠊ
୺ㄒ㏙ㄒ㛵ಀ࡬ࡢព㆑ࡀᕼⷧ࡞⿕㦂⪅࡟≉ᚩⓗ࡛࠶ࡗࡓࠋ
4.4 ࡲ࡜ࡵ ࡲ࡜ࡵ࡜ࡋ࡚ࢢ࣮ࣝࣉู࡟≉ᚩࢆྲྀࡾୖࡆࡿ࡜ࠊA ࢢ࣮ࣝࣉࡣ᭱ࡶᆒ㉁࡛ࠊⱥㄒࡢ୺ㄒ
㏙ㄒ㛵ಀ࡟ࡘ࠸࡚᫂♧ⓗ࠿ࡘ୍㈏ᛶࡢ࠶ࡿุ᩿ࢆ♧ࡋࡓ⿕㦂⪅ࡀ኱༙࡛࠶ࡗࡓࠋࡲࡓࠊ୍
⯡໬ࡢ⤖ᯝࠊQ1 ࡢࡼ࠺࡞័⏝ⓗ࡞ᵓᩥࢆࡁࡗࡥࡾ࡜㠀ᩥἲⓗ࡜ุ᩿ࡍࡿ⿕㦂⪅ࡀከᩘ࠸ࡓࡇ࡜ࡶ≉ᚩⓗ࡛࠶ࡿࠋ B ࢢ࣮ࣝࣉࡢሙྜࠊືస୺ᛶ࡟ࡘ࠸୍࡚㈏ࡋࡓุ᩿ࢆࡋ࡚࠸ࡿ⿕㦂⪅ࡀ⣙ 40 ྡ㸦2 ศࡢ
1㸧࠸ࡓࠋ୍᪉࡛ࠊ᪥ᮏㄒࡢ୺㢟㝞㏙ᆺᩥ࡟ᑐᛂࡋࡓヂ࡟㐪࿴ឤࢆឤࡌࡎࠊ୺㢟㝞㏙ᆺㄗᩥࢆ୙⮬↛࡜ᛮࢃ࡞࠸⿕㦂⪅ࡀ⣙ 20 ྡ㸦4 ศࡢ 1㸧ࠊே୺ㄒ࡬ࡢព㆑ࡣ࠶ࡿࡀ୍㈏ࡋ࡚࠸
࡞࠿ࡗࡓࡾࠊࡰࢇࡸࡾࡋ࡚࠸ࡓࡾࡍࡿ⿕㦂⪅ࡀ⣙ 20 ྡ㸦4 ศࡢ 1㸧࠸ࡓࠋ3 ࡘࡢࢢ࣮ࣝࣉ

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᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲ࡢ୰࡛ࡣࠊᆒ㉁ᛶࡀ᭱ࡶపࡃࠊⱥㄒࡢ୺ㄒᛶ࡬ࡢព㆑ࡀ࠶ࡿᏛ⩦⪅࡜ࡑ࠺࡛࡞࠸Ꮫ⩦⪅ࡀΰᅾࡋ࡚࠸ࡿࢢ࣮ࣝࣉࡔ࡜ゝ࠼ࡿࠋ C ࢢ࣮ࣝࣉ࡛ࡣࠊ4 ࡘࡢ୺㢟㝞㏙ᆺㄗᩥࢆ୍㈏ࡋ࡚᤼㝖ࡋࠊࡑࢀ࡟ᑐࡋ࡚୺ㄒ㏙ㄒ㛵ಀࡢၥ㢟ࡔ࡜᫂♧ⓗ࡟ព㆑ࡋ࡚࠸ࡿ⿕㦂⪅ࡣ 2 ྡࡋ࠿࠸࡞࠿ࡗࡓࠋືస୺ࡸ୺ㄒ㏙ㄒ㛵ಀ࡜࠸ࡗࡓᢳ㇟ᗘࡢ㧗࠸つ๎ᛶ࡬ࡢព㆑ࡀప࠸ࡓࡵ࠿ࠊᩥࢆㄗࡗ࡚࠸ࡿ࡜ุ᩿ࡍࡿሙྜ࡟ࡶࠊ
ࡑࡢ᰿ᣐ࡜ࡋ࡚ྡモࡢᩘࡸෙモࠊ๓⨨モࡢࡼ࠺࡟ලయⓗ࡞ㄒ࡜⤖ࡧࡘ࠸ࡓᒁᡤⓗつ๎ࢆᣦ᦬ࡍࡿഴྥࡀᙉ࠿ࡗࡓࠋࡇࡢࢢ࣮ࣝࣉࡣ Q19 ࡸ Q1 ࡢṇ⟅⋡ࡀ௚ࡢࢢ࣮ࣝࣉ࡟ẚ࡭࡚㧗࠿ࡗࡓࡀࠊ㐪࿴ឤࡢ࡞࠸᪥ᮏㄒ࡟ヂࡏࡿ࠿࡝࠺࠿ࢆᩥἲᛶุ᩿ࡢ୺せ࡞ᇶ‽࡜ࡍࡿഴྥࡀ࠶
ࡿࡇ࡜ࢆ࠺࠿ࡀࢃࡏࡿࠋ
㸳. ㏣ຍ㠃᥋ ࡇࡇࡲ࡛ࡢ඲యㄪᰝ࡛ࡣࠊ⿕㦂⪅ࡀṇࡋ࠸ᩥࢆ࡞ࡐṇࡋ࠸࡜ุ᩿ࡍࡿࡢ࠿ࢆ⪺ࡁฟࡍࡇ࡜ࡣ࡛ࡁ࡞࠿ࡗࡓࠋࡑࡇ࡛᭱ࡶ୺ㄒព㆑ࢆḞ࠸࡚࠸ࡿࡼ࠺࡟ぢ࠼ࡿ C ࢢ࣮ࣝࣉࡢ⿕㦂⪅ 4
ྡ࡟㏣ຍⓗ࡞㠃᥋ࢆ⾜࠸ࠊࡶ࠺ᑡࡋヲࡋࡃᩥἲᛶุ᩿ࡢ᰿ᣐࢆᑜࡡࡿࡇ࡜࡟ࡋࡓࠋ㏣ຍ㠃᥋࡛ࡣࠊືస୺ࢆ୺ㄒ࡟ࡋࡓᩥ࡜୺㢟ࢆ୺ㄒ࡟ࡋࡓᩥࡢ୧᪉ࢆ୪࡭࡚ᥦ♧ࡋࠊ5 ẁ㝵࡛ṇࡋࡉࡢ㐪࠸ࢆホ౯ࡍࡿࡼ࠺࡟ồࡵࡓࠋᅇ⟅ࡢ㝿࡟ࡣᵝᏊࢆほᐹࡋ࡚ࠊ࡝࠺࠸࠺㡰ᗎ࡛ᅇ⟅ࡋࡓ࠿ࠊุ᩿ࢆ㏵୰࡛ಟṇࡋࡓ౛ࡣ࡞࠿ࡗࡓ࠿ࠊ࡜࠸ࡗࡓⅬࢆグ㘓ࡋࡓࠋࡑࡢᚋࠊホ౯ࡢ᰿ᣐࢆཱྀ㢌࡛ㄝ᫂ࡋ࡚ࡶࡽࡗࡓࠋ㏣ຍ㠃᥋࡛౑⏝ࡋࡓ඲ᩥ࡟ࡘ࠸࡚ࡣࠊAppendix 2 ࢆཧ↷ࡉࢀࡓ࠸ࠋ ࢣ࣮ࢫࢫࢱࢹ࢕࡜ࡋ୍࡚ேࡢ⿕㦂⪅㸦C37㸧ࢆ⤂௓ࡍࡿࠋࡇࡢ⿕㦂⪅ࡣᑠᏛᰯධᏛ๓࠿
ࡽⱥㄒᩍᐊ࡟㏻࠸ࠊⱥ఍ヰࢆᏛࢇࡔ⤒㦂ࢆᣢࡗ࡚࠸ࡿࠋࡲࡓ㧗ᰯ࡛ࡣᅜ㝿ࢥ࣮ࢫ࡟ᒓࡋࠊ
⌧ᅾ኱Ꮫ࡛ⱥㄒࢆᑓᨷࡋ࡚࠸ࡿࠋⱥㄒࢆ✚ᴟⓗ࡟Ꮫ⩦ࡋࠊⱥㄒ࡬ࡢ⯆࿡ࢆ⥅⥆ⓗ࡟ᣢࡗ࡚ࡁࡓᏛ⏕ࡔ࡜ゝ࠼ࡿࠋࡋ࠿ࡋࠊࡇࡢ⿕㦂⪅ࡣࠊᮏㄪᰝ࡛୺㢟㝞㏙ᆺㄗᩥ㸦Q7ࠊQ9ࠊQ17ࠊ
Q20㸧ࢆࡍ࡭࡚ṇࡋ࠸ᩥࡔ࡜ㄗࡗุ࡚᩿ࡋ࡚࠸ࡓࠋ
 ㏣ຍ㠃᥋ࢆ㏻ࡋ࡚ࢃ࠿ࡗࡓࡢࡣࠊࡇࡢᏛ⩦⪅ࡀືస୺ࢆ୺ㄒ࡟ࡍࡿ୺ㄒ㏙ㄒᆺᵓᩥࡶྠ
᫬࡟ṇࡋ࠸࡜ุ᩿ࡋࠊࡋ࠿ࡶሙྜ࡟ࡼࡗ࡚ࡣࡑࡢࢱ࢖ࣉࡢᩥࡢ᪉ࡀࡼ࠸ᩥࡔ࡜ㄆ㆑ࡋ࡚࠸
ࡿࡇ࡜࡛࠶ࡿࠋࡓࡔࠊ」ᩘࡢ㢮ఝࡋࡓ౛ᩥࡢุ᩿ࢆồࡵࡓᚋ࡛ࡶࠊ୺㢟㝞㏙ᆺㄗᩥࡀ㛫㐪ࡗ࡚࠸ࡿ࡜ࠊゞṇࡍࡿࡇ࡜ࡣ࡞࠿ࡗࡓࠋࡴࡋࢁࠊ୺㢟㝞㏙ᆺㄗᩥ࡟ᑐࡋ࡚ࠕព࿡ࡣࡍࡗ࡜
ධࡗ࡚ࡃࡿࠖ࡜ホ౯ࡋࠊ࡝ࡕࡽࡢᩥࡶᐜㄆྍ⬟ࡔ࡜ࡢุ᩿ࢆᔂࡉ࡞࠿ࡗࡓࠋࡇࡢࡇ࡜࠿ࡽ
ࡇࡢ⿕㦂⪅ࡣࠊᮏ᮶⩏ົⓗ࡞୺ㄒ㑅ᢥࡢつ๎ࢆ㝶ពⓗ࡞ࡶࡢ࡜ุ᩿ࡋ࡚࠸ࡿࡢ࡛ࡣ࡞࠸࠿
࡜␲ࢃࢀࡿࠋࡲࡓࠊࡇࡢ⿕㦂⪅࡟ࠊุ᩿ࡢ࡜ࡁ࡟㢌ࡢ୰࡛᪥ᮏㄒ࡟ヂࡋ࡚࠸ࡲࡍ࠿࡜ᑜࡡ
ࡿ࡜ࠊࡑ࠺ࡋ࡚࠸ࡿ࡜ࡢ㏉⟅࡛࠶ࡗࡓࠋ ࡲࡓࠊࡶ࠺୍ேࡢ⿕㦂⪅(C70)ࡶࠊᑠᏛᰯపᏛᖺࡢ᫬࡟᪥ᮏேࡢᩍᖌ࠿ࡽⱥㄒࢆ⩦࠸ጞࡵࠊ୰Ꮫᰯࡢ᫬࡟ࡣ኱ᡭࡢⱥ఍ヰᏛᰯࠊ㧗ᰯࡢ᫬࡟ࡣᏛᰯࡢࢡࣛࣈάືࢆ㏻ࡋ࡚ࢿ࢖ࢸ࢕
ࣈࢫࣆ࣮࣮࢝ࡢᩍᖌ࡜ⱥ఍ヰࡢ⦎⩦ࢆࡋ࡚࠸ࡓࠋࡇࡢ⿕㦂⪅ࡣࠊ㏣ຍ㠃᥋ࡢᩥࢆࡍ࡭࡚ 3
࠿ࡽ 5 ࡢᩥἲᛶࢆᣢࡗࡓࡶࡢ࡜ุ᩿ࡋࠊᩥἲⓗ࡟ㄗࡗ࡚࠸ࡿ࡜ᣦ᦬ࡋࡓ౛ࡣ୍ࡘࡶ࡞࠿ࡗ
ࡓࠋࡲࡓࡇࡢ⿕㦂⪅ࡣࠊ࠶ࡲࡾ᪥ᮏㄒ࡟ヂࡉࡎ࢖࣓࣮ࢪ࡛ព࿡ࢆࡘ࠿ࡴࡼ࠺࡟ࡋ࡚࠸ࡿ࡜
ㄒࡾࠊࠕ≧ἣࡀ⮬↛࡟ᾋ࠿࡭ࡤṇࡋ࠸ᩥࠖ࡜ุ᩿ࡋ࡚࠸ࡿ࡜㏙࡭࡚࠸ࡿࠋࡓࡔࡋࠊᮏே࡟

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15ᱵཎ኱㍜෠Ọⱥኵࡼࡿࡇࡢㄝ᫂࡟ࡣ␲ၥࡢవᆅࡀ࠶ࡿࠋࡇࡢ⿕㦂⪅ࡣ 2b ࡢᩥ (Most high schools in Japan mustwear a uniform.)ࢆ 5 ẁ㝵ࡢ 5㸦Ⰻ࠸㸧ࠊ2a ࡢᩥ (We must wear a uniform in most high schools
in Japan.)ࢆ 4 ࡜ุᐃࡋࡓࡇ࡜࡟ࡘ࠸࡚ㄝ᫂ࢆồࡵࡽࢀࡓ࡜ࡁࠊ2a ࡢᩥࡣࠕ⚾ࡓࡕࠖࡔࡅࡢ
ヰ࡟⪺ࡇ࠼ࡿࡀࠊ2b ࡢᩥࡢ᪉ࡀࠕ୍⯡ⓗ࡟᪥ᮏࡢ㧗ᰯࡣࠥࠖ࡜࠸࠺ឤࡌ࡛ព࿡ࡀࡘ࠿ࡵ
ࡿࠊ࡜ゝࡗ࡚࠸ࡿࠋࡉࡽ࡟ࠊ༢⣧㐣ཤ࡛࠶ࡿ 5a ࡢᩥ (My high school didn’t wear a uniform.)࡟ࡘ࠸࡚ࡶࠊᏛᰯࡀ୺ㄒ࡟᮶࡚࠸ࡿ᪉ࡀᏛᰯ࡛Ỵࡲࡗ࡚࠸ࡿឤࡌࡀࡍࡿࠊ࡜ࡋ࡚ 4 ࡜ุᐃࡋࠊேࢆ୺ㄒ࡟ࡋࡓ 5b ࡢᩥ (We didn’t wear a uniform in my high school.)ࢆ 3 ࡜ุᐃࡋࡓࠋ
ࡘࡲࡾࡇࡢ⿕㦂⪅ࡣࠊ⮬ศ࡛ࡣព㆑ࡋ࡚࠸࡞࠸ࡶࡢࡢඛ㢌ࡢྡモྃࢆᩥࡢ୺㢟࡜࡜ࡽ࠼ࠊ
ᩥἲⓗ࡞ᩥ࡜㠀ᩥἲⓗ࡞ᩥࡢ㐪࠸ࢆ୺㢟ࡢ㐪࠸࡜ࡋ࡚ཷࡅධࢀ࡚࠸ࡿ࡜ᛮࢃࢀࡿࡢ࡛࠶ࡿࠋ
᪥ᮏㄒ࡟ࡣ࠶ࡲࡾヂࡉࡎ࢖࣓࣮ࢪ࡛ព࿡ࢆࡘ࠿ࡴ࡜ࡣゝ࠺ࡶࡢࡢࠊᐇ㝿࡟ࡣ᪥ᮏㄒⓗ࡞୺㢟㝞㏙ᆺᵓᩥ࡟ᙳ㡪ࢆཷࡅ࡚ⱥᩥࢆゎ㔘ࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ Ꮫ⩦⪅ࡢ୰࡟⩏ົⓗ࡞ᵓᩥつ๎ࢆ㝶ពⓗ࡜ุ᩿ࡍࡿഴྥࡀぢࡽࢀࡿࡇ࡜ࡣࠊᱵཎ (2007)
࡛ࡶほᐹࡉࢀ࡚࠸ࡿࠋࡑࡇ࡛ࡣ࠶ࡿẁ㝵ࡢᏛ⩦⪅ࡣࠊLet’s㸩ཎᙧືモࡢᵓᩥࢆ⌮ゎࡋࠊṇࡋ࠸࡜ุ᩿ࡍࡿ୍᪉࡛ࠊLet’s㸩 -ing ࡢᙧࢆࡋࡓᩥࡶྠ᫬࡟ᗈࡃチᐜࡋࠊ୧⪅ࡢࢽࣗ࢔ࣥࢫ
ࡢ㐪࠸ࢆㄝ᫂ࡍࡿሙྜࡉ࠼࠶ࡿࠊ࡜࠸࠺ࡇ࡜ࡀᣦ᦬ࡉࢀ࡚࠸ࡿࠋୖࡢ 2 ྡࡢ⿕㦂⪅ࡀㄝ᫂ࡍࡿ౑࠸ศࡅࡶࠊᮏ᮶Ꮡᅾࡋ࡞࠸ᩥἲࡢ౑࠸ศࡅࢆ⊂⮬࡟タᐃࡋ࡚࠸ࡿ࡜࠸࠺Ⅼ࡛ࡇࢀ࡜㏻ࡌࡿࡶࡢࡀ࠶ࡾࠊ㠀ᖖ࡟⯆࿡῝࠸ࠋ
㸴. ᭱ᚋ࡟ ௨ୖࢆࡲ࡜ࡵࡿ࡜ࠊA ࢢ࣮ࣝࣉ࡟ከࡃᏑᅾࡋࠊ᪥ᮏㄒ࡟ぢࡽࢀࡿ୺㢟㝞㏙ᆺᵓᩥࢆⱥㄒ
୍࡛㈏ࡋ࡚᤼㝖࡛ࡁࡿᏛ⩦⪅ࡣࠊືస୺ࡸ᭷⏕୺ㄒ࡟ࡘ࠸࡚ࡢព㆑ࡀࡣࡗࡁࡾࡋ࡚࠸ࡿࡇ
࡜ࡀࢃ࠿ࡗࡓࠋ୍᪉ࠊ≉࡟ C ࢢ࣮ࣝࣉ࡟ከࡃᏑᅾࡋ࡚࠸ࡓᏛ⩦⪅ࡣࠊⱥㄒⓗ࡞୺ㄒ㏙ㄒᵓ
ᩥ࡬ࡢព㆑ࢆḞ࠸࡚࠾ࡾࠊ᪥ᮏㄒⓗ࡞୺㢟㝞㏙ᆺࡢㄗᩥࢆ㐪࿴ឤ࡞ࡃཷࡅධࢀ࡚࠸ࡿࡇ࡜
ࡀࢃ࠿ࡗࡓࠋࡇࢀࡽࡢᏛ⩦⪅ࡣࠊ᪥ᮏㄒ࡬ࡢ⩻ヂࡸ᪥ᮏㄒⓗ࡞ᵓᩥ࡟ᇶ࡙ࡃព࿡ゎ㔘࡟౫Ꮡࡋ࡚࠸ࡿഴྥࡀ࠶ࡾࠊ୺ㄒ㏙ㄒ㛵ಀࡢࡼ࠺࡞୍⯡ⓗ࡞つ๎ࡼࡾࡶྡモࡢᩘࡸෙモࠊ๓⨨モ࡜࠸ࡗࡓලయⓗ࡞ㄒ࡜⤖ࡧࡘ࠸ࡓつ๎࡬ࡢព㆑ࡀ㧗࠸ࠋࡲࡓ⩏ົⓗ࡞つ๎ࢆ㝶ពⓗ࡞ࡶࡢ࡜࡜ࡽ࠼࡚࠸ࡿྍ⬟ᛶࡀ࠶ࡿࠋ ᭱ᚋ࡟ࠊᩍ⫱ࡢどⅬ࠿ࡽゝ࠼ࡿࡇ࡜ࢆ௜ࡅຍ࠼࡚࠾ࡁࡓ࠸ࠋ୍⯡࡟ึ⣭ẁ㝵ࡢᏛ⩦⪅ࡣᙧࡼࡾࡶព࿡࡟ព㆑ࢆྥࡅࡿ࡜ࡉࢀ࡚࠸ࡿࠋࡋ࠿ࡋᏛ⩦⪅ࡀព㆑ࡍࡿព࿡࡜ࡣࠊᴫᛕ࡜ࡋ
࡚ࡢព࿡ࡔࡅ࡛࡞ࡃࠊ༢࡟ L1 ࡬ࡢ⩻ヂࢆ㏻ࡋ࡚⌮ゎࡉࢀࡿព࿡ࡢሙྜࡶ࠶ࡿࠋព࿡࡟ᑐ
ࡍࡿព㆑ࢆ㧗ࡵࡿࡓࡵ࡟ࡣࠊ≉࡟ึ⣭ẁ㝵࡛ࠊືస୺ᛶ࡜࠸ࡗࡓᢳ㇟ᗘࡢ㧗࠸ព࿡ᙺ๭࡟
ὀ┠ࡉࡏࡓࡾࠊேࢆືస୺୺ㄒ࡟࡜ࡿᩥࡔࡅࢆ༑ศ࡟㌟࡟ࡘࡅࡿࡼ࠺⦎⩦ࡉࡏࡓࡾࡍࡿࡇ
࡜࡛ࠊL1 ࡬ࡢ⩻ヂ࡟↓ព㆑࡟౫Ꮡࡋ࡞࠸ࡼ࠺࡟ࡍࡿࡇ࡜ࡀ኱ษࡔ࡜ゝ࠼ࡿࡔࢁ࠺ࠋⱥㄒ
Ꮫ⩦ࡢ୰࡛୺ㄒ㏙ㄒᆺᵓᩥࡢ࢖ࣥࣉࢵࢺ࡟ゐࢀࡿࡇ࡜ࡣ࠶ࡗ࡚ࡶ୺㢟㝞㏙ᆺᵓᩥ࡟ゐࢀࡿࡇ࡜ࡣ࡞࠸ࡢࡔ࠿ࡽࠊ࠶ࡿ✀ࡢᏛ⩦⪅࡟࡜ࡗ࡚ࠊ⫯ᐃドᣐࡔࡅ࡛ࡣ L1 ࡢᩥἲⓗ≉ᚩࡢ㌿⛣ࢆ᤼㝖࡛ࡁ࡞࠸ࡢ࡛ࡣ࡞࠸࠿ࠊ࡜ゝࢃࡊࡿࢆᚓ࡞࠸ࠋ᪥ᮏㄒ࡜ⱥㄒࡢ㐪࠸ࢆព㆑ࡉࡏࡿ
ࡼ࠺࡞᫂♧ⓗᣦᑟࢆ㏻ࡋ࡚ྰᐃドᣐࢆ୚࠼ࡿࡇ࡜ࡶ᫬࡟ࡣᚲせࡔ࡜ᛮࢃࢀࡿࠋ௒ᚋࠊࡇࡢ
ࡼ࠺࡞ᣦᑟࡀᩥἲព㆑࡟୚࠼ࡿຠᯝ࡟ࡘ࠸࡚ࠊࡉࡽ࡟᳨ドࡋ࡚࠸ࡃࡇ࡜ࡀồࡵࡽࢀࡿࠋ

118

᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲ὀ*ᮏ✏ࡣ 2012 ᖺᗘ JACET 㛵すᨭ㒊⛅ᮇ኱఍㸦11 ᭶ 24 ᪥ࠊி㒔⏘ᴗ኱Ꮫ㸧࡛⾜ࡗࡓྠྡࡢ
ཱྀ㢌Ⓨ⾲ࢆຍ➹ಟṇࡋࡓࡶࡢ࡛࠶ࡿࠋࡲࡓࠊᮏ✏ࡢಟṇ࡟࠶ࡓࡗ࡚ JACET 㛵すᨭ㒊ࡢ 2ྡࡢᰝㄞ⪅࠿ࡽ᭷┈࡞ࢥ࣓ࣥࢺࢆ࠸ࡓࡔ࠸ࡓࠋࡇࡇ࡟ㅰពࢆ⾲ࡋࡓ࠸ࠋ1 ᣓᘼෆࡢ࢔ࣝࣇ࢓࣋ࢵࢺ࡜ᩘᏐ࠿ࡽ࡞ࡿグྕࡣᩚ⌮␒ྕࠋ௨ୗྠࡌࠋ
2 Q17 ࡛ࡇࡢࡼ࠺࡟ㄗࡗࡓᣦ᦬ࡀከ࠸⌮⏤ࡣ unlike ࡢព࿡ࢆࡘ࠿ࡵ࡚࠸࡞࠸⿕㦂⪅ࡀከᩘ࠸ࡓࡓࡵ࡜⪃࠼ࡽࢀࡿࠋ7 ேࡀ unlike ࡟ၥ㢟ࡀ࠶ࡿ࡜ᣦ᦬ࡋࡓ࡯࠿ࠊࠕ᥋⥆モࡀ࡞࠸ࠖ࡜࠸࠺ᣦ᦬ࡀ 3 ௳࠶ࡗࡓࠋࡇࢀࡣ unlike university ࡢ㒊ศࢆࠕ኱Ꮫࡀዲࡁ࡛ࡣ࡞࠸ࠖ࡜࠸࠺
ព࿡ࡢ⠇࡜ゎ㔘ࡋ࡚࠸ࡓࡓࡵ࡜⪃࠼ࡽࢀࡿࠋ
3 ᰝㄞ⪅ࡢ୍ே࠿ࡽࠊQ16 ࢆཷࡅ㌟࡟ࡍࡿ᰿ᣐ࡜ࡋ࡚ࠊࠕ᫖᪥ࡢิ㌴஦ᨾ࡟㛵ࡋ࡚᪂⪺㸦グ஦㸧ࡀ᭩࠿ࢀࡓࠖ࡜ゝ࠼ࡿ࠿ࡽ࡛ࡣ࡞࠸࠿ࠊ࡜ࡢᣦ᦬ࢆཷࡅࡓࠋ☜࠿࡟ࠕグ஦ࠖ࡜࠸࠺ព࿡࡛ࠕ᪂⪺ࠖࢆ౑ࡗ࡚࠸ࡿ࡜ᛮࢃࢀࡿḟࡢࡼ࠺࡞グ㏙ࡀ࠶ࡿࠋi) ࠕ᪂⪺ࡣ᭩࠿ࢀ࡚࠸ࡿࠊࡢ࡯࠺ࡀṇࡋ࠸ࠖ(B18)ii)ࠕ᪂⪺ࡣࠕ᭩࠿ࢀࡿࠖࡶࡢ࡛࠶ࡿࡢ࡛ wrote ࡣ࠾࠿ࡋ࠸ࠖ(B26) ࡋ࠿ࡋࠊࡶ࡜ࡢၥ㢟ᩥ Most newspapers wrote …ࢆࠕ࡯࡜ࢇ࡝ࡢ᪂⪺ࡀ᭩࠸ࡓࠖ࡜⌮ゎࡍࡿࡢ࡛࠶ࢀࡤࠊࠕ᪂⪺ࠖࢆࠕグ஦࡛ࠖࡣ࡞ࡃࠕ፹యࠖࡢព࿡࡛ゎ㔘ࡍࡿࡇ࡜ࡀ⮬↛࡛࠶ࢁ࠺ࡋࠊࡇࢀࢆཷࡅ㌟࡟ゞṇࡍࡿሙྜ࡟ࡶ newspapers ⮬యࡢゎ㔘ࢆኚ᭦ࡍࡿࡇ࡜ࡣ୙⮬↛ࡔ࡜⪃࠼ࡿࠋ ᐇ㝿ࠊḟࡢࡼ࠺࡞౛ࡣࠕ᪂⪺ࠖࢆࠕグ஦ࠖࡢព࿡࡛࡜ࡽ࠼࡚࠸ࡿ࡜ࡣ⪃࠼ࡽࢀ࡞࠸ࠋ
iii)ࠕࠕ᪂⪺ࡀ᭩࠸ࡓࠖࡢ࡛ࡣ࡞ࡃࠕ᪂⪺࡟᭩࠿ࢀࡓࠖࠋMost newspapers was wrote aboutࠥࡀⰋ࠸࡜ᛮ࠺ࠖ(B59)iv)ࠕ᪂⪺ࡀ᭩࠸ࡓࡢ࡛ࡣ࡞ࡃࠊ᪂⪺࡟᭩࠿ࢀ࡚࠸ࡓࡢ᪉ࡀࡼ࠸࡜ᛮ࠺ࠖ(B82) ࡲࡓࠊv)ࠕMost newspapers was written ࡜ཷ㌟࡟ࠖ(B38)ࡢࡼ࠺࡟ࠊmost ࢆ᫂♧ࡋ࡚࠸ࡿሙྜࡶࠊnewspapers ࢆࠕグ஦ࠖࡢព࿡࡜ゎ㔘ࡍࡿࡇ࡜ࡣ࡛
ࡁ࡞࠸ࡔࢁ࠺ࠋREFERENCES
ᰘ㇂᪉Ⰻ (1985)ࠕ୺ㄒࣉࣟࢺࢱ࢖ࣉㄽࠖࠗ᪥ᮏㄒᏛ࠘4-10, 4-16.
ᱵཎ኱㍜ (2007) ࠕLet’s ᵓᩥ࡬ࡢᩥἲព㆑࡜ࡑࡢ⩦ᚓࠖࠗ⏥༡ዪᏊ኱Ꮫ◊✲⣖せʊᩥᏛ࣭ᩥ໬⦅࠘43, 21-28.
Comrie, B. (1989) Language universals and linguistic typology. Blackwell.
Ellis, R. & Barkhuizen.G. (2005) Analysing learner language. Oxford University Press.
Fuller, J. W. & Gundel, J. K. (1987) Topic-prominence in Interlanguage. Language Learning, 37, 118.
Jin, H. (1994) Topic-prominence and subject-prominence in L2 acquisition: Evidence of English-toChinese typology transfer. Language Learning, 44, 101-122.
Jung, E. (2004) Topic and subject Prominence in Interlanguage development. Language Learning,119
17ᱵཎ኱㍜෠Ọⱥኵ54, 713-738.
Li, C. N. & Thompson, S. A. (1976) Subject and topic: a new typology of language. In C.N. Li (ed.)
Subject and topic. New York: Academic Press.
Rutherford, W. (1987) Second language grammar: Learning and teaching. Longman.
Sasaki, M. (1990) Topic prominence in Japanese EFL students' existential constructions. Language
Learning, 40, 369-385.

120᪥ᮏேⱥㄒᏛ⩦⪅ࡣ୺ㄒࢆ࡝࠺࡜ࡽ࠼࡚࠸ࡿ࠿ ̿㔞ⓗ࣭㉁ⓗ◊✲Appendix 1: ᮏㄪᰝ࡛౑⏝ࡋࡓᩥ
1. There are a lot of things that money can’t buy.
2. This train doesn’t need an express ticket. It is a rapid service.
                     ᛌ㏿
3. This stadium can sit more than 50,000 people.
4. This is a nice café and its coffee is very good taste.
5. This river can be drunk water because it is very clean.
6. Last year saw some important development in computer technology.
7. This hotel cannot use the Internet in the room.
8. My father’s job is a teacher. He is proud of teaching.
9. Summer in Japan can enjoy fireworks festivals in many places.
              ⰼⅆ኱఍
10. The hammer broke the window into pieces.
11. This restaurant always needs a reservation, because it is very popular.
12. You can enter the public swimming pool with a small admission fee.
                        ධሙᩱ
13. I have a 10-year-old younger brother. His character is very shy.
14. This blue jacket looks good on you.
15. It feels nice to be with my good friends.
16. Most newspapers wrote about the train accident yesterday.
17. Unlike university, most high schools must wear a uniform.
18. Everybody in the class is expected to give a short speech.
19. This key can’t open the door. It is a wrong key.
20. In Nagano can see a beautiful view of mountains.

121
19ᱵཎ኱㍜෠Ọⱥኵ

Appendix 2: ㏣ຍ㠃᥋࡛౑⏝ࡋࡓᩥ
ᝏ࠸(1)࠿ࡽⰋ࠸(5)ࡲ࡛ࡢ஬ẁ㝵࡛ḟࡢྛᩥࢆホ౯ࡋ࡚ࡃࡔࡉ࠸ࠋ
( )1a. This hotel cannot use the Internet in the rooms.
( )1b. You cannot use the Internet in the rooms of this hotel.
( )2a. We must wear a uniform in most high schools in Japan.
( )2b. Most high schools in Japan must wear a uniform.
( )3a. Summer in Japan can enjoy fireworks festivals in many places.
( )3b. You can enjoy fireworks festivals in many places in summer in Japan.
( )4a. We can see beautiful view of mountains in Nagano.
( )4b. In Nagano can see a beautiful view of mountains.
( )4c. Nagano can be seen a beautiful view of mountains.
( )5a. My high school didn’t wear a uniform.
( )5b. We didn’t wear a uniform in my high school.
( )6a. Most newspapers wrote about the train accident yesterday.
( )6b. Most newspapers were written about the train accident yesterday.
( )7. Last year saw some important development in computer technology.
( )8. Water of this river can’t drink.
( )9. This restaurant must be reserved a table on Saturdays and Sundays.

122

JACET Kansai Journal, 16
16, 123-133. (2014) ©JACET Kansai Chapter
ISSN 1880-2281

Printed in JAPAN.

Qualitative analysis of effects of the use of authentic materials in remedial
English classes at a Japanese university
Kanako Yamaoka
Himeji Dokkyo University
ABSTRACT
Despite 6 years of learning English in junior and senior schools, many Japanese university students
still struggle to understand fundamental knowledge of English. Education for such students is called
remedial education and its need is increasing in Japan because of decreasing number of young
people and diversifying university entrance exams which allow every academic level of applicants
to enter university. In order to address this issue, I would like to introduce a remedial class in which
English has been taught with authentic materials for one academic year in 2012. Authentic materials,
such as songs, movies, and so on were used instead of textbooks, and important grammatical points
in these materials were explained when it was necessary. As for the selection of the materials,
relatively easy and short ones concerning their expertise or contents which seem to interest students
were carefully chosen by the instructor. At the end of the semester a questionnaire and an interview
were conducted. Findings from questionnaire and interview showed that students preferredauthentic materials to textbooks and the use of such materials has a tendency to promote remedial
students’ learner autonomy and their motivation. Interview data was analyzed by the method of
Grounded Theory Approach.
Key words: remedial education, authentic material, learner autonomy, motivation, grounded theory
approach

I. INTRODUCTION
Diversity of university entrance examinations followed by shrinking number of people who
are under age of 18 (Kasawa, 2007) allows any academic level of applicants to enter universities.
This yields a situation in which a number of university students require remedial education in
Japanese universities. As a result, English remedial education is one of the most frequently
implemented types of education in Japanese university settings these days.
A large number of studies as to learners’ attitudes toward English learning are conducted (e.g.
Kiyota 2009) and different kinds of effective practical teaching, for example the use of e-learning(Kuniyoshi 2005) or CALL (Nakajo & Nishigaki 2007), have been considered. In a lot of research
regarding remedial education, it is important to examine effective ways of motivating students wholost their interest in English or who lost confidence in learning English. In this paper, the use ofauthentic materials is examined.
123

Kanako YAMAOKA

1. Previous studies
The possibilities of the use of authentic materials for students who are in low level havealready been discussed. Kilickaya (2004) stated that we may conclude that learners feel better withauthentic materials helping involve them in the 'real' language as long as we, as teachers, provide
them with pedagogical support. In order to achieve this, we have a wide range of choices. Shepherd(2004) suggested specific teaching methods of authentic materials for upper, middle, and low levelof learners. However, there are few practical reports or literature which examines authentic
materials for Japanese students in remedial classes.
Makino (2010) examined about the effects of pop music on students through action researchin 6 classes. Consequently many students felt that their listening ability was promoted. Makino(2012) used pop music as a warming-up tool in TOEIC classes for students who need remedial andstated that listening ability improved, and effects of pop music were measured by a questionnaire
and interview. Imura (2010) presented classroom activities using textbook based on movies.
Yamaoka (2012) reported the effectiveness of remedial English classes in which authentic materials
were used as a main material for a semester. As a result, students’ vocabulary test score improved
and learner autonomy is suggested from comments of an open-ended questionnaire.
Although they investigate usefulness of authentic materials, their use of the material in eachclassroom seems limited in terms of its period of implementation and the number of times used. But
the limited use of authentic materials implies that authentic materials could be effective teachingtools for Japanese students even in remedial classes.
Moreover, Saito, Sugimori and Taguchi (2012) stated in regard to the nature of remedial
education that ‘supplementary education’ for higher education is to select necessary subjects fromvarious learning matters and these subjects must be presented in an actual context. They also noted
its goals: through such education, if students could discover interests in their weak learning field,
the remedial education might lead to lifelong learning. This statement of Saito, Sugimori and
Taguchi (2012) can be understood to suggest that if materials are presented in a meaningful context,
students would be motivated and might become autonomous learners.
Brinton et.al. (2003) pointed out that authentic materials could be one of good ways tocontextualize language lessons (p.1). Therefore the use of authentic materials could be one of theapproaches to achieve goals mentioned above by Saito, Sugimori and Taguchi (2012).
2. Definition of authentic materials
Definition of authentic materials varies according to researchers.
Gebhard (2006) explains that basically, authentic materials include anything that is used tocommunicate (p.103). Further, he categorized authentic materials into four groups; authentic
listening / viewing materials, authentic visual materials, authentic printed materials and realia usedin EFL / ESL classrooms.
Harmer (2007) describes authentic material as ‘language where no concessions are made toforeign speakers. It is normal, natural language used by native or competent speakers of a language.
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This is what our students encounter (or will encounter) in real life if they come into contact withtarget-language speakers, and precisely because it is authentic, it is unlikely to be simplified or
spoken slowly’ (p.273).
Nunan (1989) states that ‘a rule-of-thumb definition for “authentic” here is any material
which has not been specifically produced for the purposes of language teaching’ (p.54).
On the basis of the brief summary of definition of authentic materials above, the definitionof authentic materials in this paper is defined as everything which is produced by the act ofcommunication from actual senders of the content to actual receivers, and authentic materials are
not made systematically based on language acquisition. For instance, movies, songs, comics, emails,
any type of advertisements, letters, menus, signs, articles and so forth.
3. Classroom activities
Various types of authentic materials were used, such as commercial, music, the title of news
or articles, articles on the internet, movies, trailers, comics and interview film. They were carefully
selected based on the easiness and familiarity of the contents and also were presented with the
explanation of grammar and vocabulary. Firstly, in the very first class, a commercial in which beverb is used was chosen and the difference of be-verb and general verb was explained. Or popular
Japanese comics were used. And then, movies or songs which seem to be related to the materials
that students are going to study as an ultimate goal are introduced in order to gradually get students
used to the authenticity. Students learn English mainly through easy dictation of lyrics in songs orconversation in movies. Finally the articles about illnesses of famous people were used because thestudents major in medicine.
After explanations of grammar and confirmation of unfamiliar vocabularies, questions wereasked of students in Japanese to promote comprehension of the materials. Understanding of thecontent is important, so students were seldom asked to translate English materials into Japanese.
Students took vocabulary tests twice a semester. The vocabulary tests measured how wellstudents understood the words learned in this class.
II. METHOD
1. Objectives
The objectives of this study are the following two points.
(1) To examine how Japanese students’ attitudes toward English learning change if authentic
materials are used as a main teaching material in remedial classes for one academic year.
(2) To investigate if the use of authentic materials influences students’ motivation or learnerautonomy in remedial classes.
2. Participants
The participants in this study were 83 medical university students from 2 classes (class A, 40
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participants; class B, 43 participants) in the Kansai area. They were freshmen and there is only one
English class which is taught by the author in this university. Sixty to 70 percent of them entered theuniversity by the use of some kinds of recommendation enrollment system which does not requirethem to take examination of English. Through classroom observation, their low ability in English isapparent. For example some of them cannot understand the meaning of ‘tell’ unless they look it up
in the dictionary. They were enrolled in English I and English II throughout one academic year.
3. Procedure
At the end of fall semester in 2012 school year, a questionnaire with 6 questions and one
open-ended question was distributed. As for 6 questions, the items were made based onquestionnaire by Nakai (2008) and Hino (2012). In accordance with the comments from the openended question, 3 students were chosen for interview which was conducted in February 2013.
Interview data was analyzed qualitatively and coded by applying Grounded Theory Approach.
3.1 GTA by Saiki-Craighill
In order to investigate the processes, Grounded Theory Approach (GTA) was applied.
According to Glaser and Strauss (1967), ‘grounded theory is derived from data and thenillustrated by characteristic examples of data (p.5)’. Therefore GTA means the creation of theory
which is based on data. This method was born from the criticism against traditional way of dealing
with data, in which social research has focused mainly on how to verify theories (Glaser & Strauss,
1967, p.1).
As theoretical characteristics of GTA, Kinoshita (2003) pointed out five elements. For
example, he stated that GTA is effective for explanation and prediction of human behaviors,
appropriate for giving explanations of a limited range of phenomenon, and is a theory which
improves its practical use.
In order to investigate how students’ motivation and autonomy are influenced, the use of GTA
is suitable as this method can illustrate the process of their changes in attitude and create a theory
that explains how and why the changes occur.
Considering that there are a lot of different methods of GTA, GTA by Saiki-Craighill (2005,2008) which is developed based on the idea of GTA by Corbin and Strauss (1990) is utilized in thisresearch. GTA introduced by Saiki-Craighill helps understand the process of the phenomenon
relatively easily compared to the others. The procedure of GTA by Saiki-Craighill is shown in a
flowchart below.
1. Segmenting of data
2. Characterizing each data through the perspective of ‘Property’ and ‘Dimension’.
3. Labeling each data based on the information from ‘Property’ and ‘Dimension’.
4. Categorizing each data according to each ‘Label’ and naming each category.
5. Classifying categories into ‘core category ’, ‘category’ and ‘sub categories’.
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Property and dimension are kinds of perspective used in order to help define the data. For
instance, according to Saiki-Craighill (2008), if one of the Properties of a doll of Ultraman is colorof its eyes, then the Dimension is yellow. If one of the Properties of the doll is gender, theDimension is male. Saiki-Craighill stated that the more each data has Property and Dimension, thebetter, because Property and Dimension help researchers find the characters of the data and label thedata. And as coding phases shown above progress, abstractness of data increases.
GTA by Saiki-Craighill put categories into a framework which has three phases; condition,action / interaction and consequence. In short, condition means the first condition of a certain
phenomenon, action / interaction indicates the change of the phenomenon, and lastly, consequenceshows the result of a process.
III. RESULTS & DISCUSSION
1. Questionnaire
In questionnaire, students were asked if their perceived skills of English improved (3 items),
if the class was useful to know about real-life English (1 item), if they feel they are motivated (1item) and if they learned how to study (1 item). They were assessed by 5 point scales.
Two variables with 3 items each were elicited; 1) perceived skills of English and 2)
motivation and learning strategies. Variable 1) measures if students’ perception about their own
English skills are changed or influenced and learning strategies in variable 2) consist of questions
that ask if the class was useful to know about real-life English and if they learned how to study.
Former question is about usefulness of authentic materials and the latter is about if the classpromoted their autonomous learning. Table 1 shows the means, standard deviations and Cronbach’s
alphas for variables in the questionnaire. The means of perceived skills of English in each classwere relatively high, especially in class B. As for motivation and learning strategies, it could be said
that results show some kind of positive attitudes toward autonomous learning through the use ofauthentic materials. Cronbach’s alphas indicate that the questions were not reliable for class B. This
could be solved if the number of questions is increased as the number of them is limited this time.
2. Interview
2.1 Background information of informants
3 informants (2 from Class A; 1 from Class B) were selected based on their comments on an
open-ended questionnaire which indicates that their attitudes toward English or English learning
had changed into favorable one from strongly negative one.
Two participants (a) and (b) from Class A were interviewed in a group because of time restriction,
while a participant (c) from class B was interviewed alone. The interview was semi-structured andasked a few questions including students’ learning history of English, the time when they started to127
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Table1. Mean, Standard deviation and Cronbach’s alphas in Class A and B
Mean
perceived
skills ofEnglishmotivation
andlearning
strategies

Class A (n=40)
SD
䃐

Mean

Class B (n=43)
SD
䃐

3.96

0.96

0.86

4.15

0.75

0.49

4.08

0.88

0.75

3.98

0.72

0.58

have a negative attitude toward English and the processes through which they started to change
their thoughts or feelings about English learning. Table 2 below summarizes three participants’learning histories of English. Two interviewees from class A are indicated as (a) and (b) in the chart,and (c) means an interviewee from class B.
Table 2. English Learning history of each interviewee
PeriodStart of learning

Learning methods1

Places of learninga

6 years

1st year in JHS2

Yakudoku,

school, cram schoolb

6 years

1st year in JHS

Grammar exercise,school, cram schoolc

8 years

5th year in ES3

Memorization

school, ECC4

All have experience enrolled in some type of cram school, and the periods they spent incram schools were as follows.
Table 3. Periods they spent in cram schoolsafrom 2nd year in JHS to 3rd year in high schoolbfrom 2nd year in JHS to 3rd year in JHS

cfrom 5th year in ES to unknown

In the interview, (a) stated that she (he) started to dislike the subject from the late 1st year in
JHS because memorization of vocabulary had come to be strongly focused on. It was 2nd year in
1 As for learning methods, they all shared the same things, yakudoku, grammar exercise andmemorization.

2 JHS stands for junior high school.
3 ES stands for elementary school.

4 ECC is one of the Japanese private-enterprise cram schools of English.

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JHS when (b) began to have negative feelings to English learning due to the change of his (her)favorite English teacher to another teacher. Emphasis on memorization of vocabulary was the maincause of denial of English learning not only for (a) but also (c). They all said that after they lostinterest in English, positive feelings towards English or English learning has never occurred to themagain. Therefore examining carefully about their attitudinal changes and the processes would
suggest clues for an effective remedial education.
2.2 Diagram
After the procedures of segmenting, labeling and categorizing of data, the following diagram
shown in figure 1 was developed. Figures in each parentheses with sub categories means thenumber of Labels which consist of categories. Parentheses Ӑӑindicate categories, and parentheses࠙ࠚmean core category. The result shown in the figure is explained by following the flow of
categories and core category.
Although there are a few categories that show their favorable attitudes toward English
learning (ӐPositive aspects of English learningӑ), it is clear that they have come to dislike English
because of excessive emphasis on memorization for entrance examination to high schools oruniversities, difficult contents taught by the use of textbooks that often deal with long English
sentences (ӐDislike of English learningӑ). These situations made students think that English
learning is not interesting and gradually they lost confidence about English learning (ӐSustained
dislike of English learningӑ, ӐLow self-evaluationӑ).
However, learning English through authentic materials such as movies could help themunderstand contents, as these materials are naturally produced, and the familiar contents of learningmaterials improves their understanding, and that seems to have improved their memorization ability(࠙Effects of authentic materialsࠚ, Ӑsupports to materials used in classesӑ).
Finally, interviewees indicated that they started to try understanding English in lyrics ormovies outside of classrooms, which never happened to them before. For instance, one of theinterviewees said that he had never watched any movies with subtitles because he had always
watched dubbed films. However after learning with authentic materials, he started to have interest
in English sounds, and he said that he wanted to watch movies with Japanese subtitles from now on.
Or another interviewee stated that she liked English songs but was never interested in understanding
what the lyrics mean. But after the class, she began to think she wanted to know the meaning ofwhat singers sang and wanted to sing with clear pronunciation when she sang the songs (ӐInterestin cultures but ignorance of what contents meanӑ, ӐEasing of feeling of dislikeӑ). Moreoversome of them even have an objective view about their learning.
Though there was still a remark concerning low self-evaluation ( ӐContinued low selfevaluationӑ), many expectations for future classes are seen (ӐExpectation to future classesӑ).
This could be regarded as an improvement of their motivation because it can be paraphrased that
their will to study is expressed as the expectations.

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Condition  ӐPrimary attitudes toward English learning ӑ       Dislike from start (2), Expectation to English learning (3)ӐPositive aspects of English learningӑ                Impressive classes by teachers who make classes interesting (2)ӐDislike of English learningӑ  Dislike caused by the change of one’s favorite teacher (1)Dislike of memorization (6), Learning only for entrance exam (4), Strong dislike of textbooks (1)Incomprehensible contents of learning (6), Strong dislike of English sentences (1)ӐSustained dislike of English learningӑ 
Sustained period of dislike of English learning (2), Interesting but not favorite subject (1)Rejection of English learning for entrance exam (1)Low interest in cultures of English-speaking countries (1)Action / Interaction
ӐLow self-evaluationӑ    ӐInterest in cultures but ignorance of what contents meanӑLow self-evaluation (2)       Interest in cultures but ignorance of what contents mean (1)Embarrassment about showing

Contact with cultures of English spoken countries

one’s English abilities (1)without understanding the meaning of the contents (1)࠙Effects of authentic materialsࠚӐSupports to materials used in classesӑ

Effects obtained by learning through sounds (2)Promotion of understanding of contents (5)Effects by movies (1)Favorable evaluation for naturalness ofLong-term retention of memory (1)materials (4)Suggestion of autonomous learning (1)ConsequenceӐEasing of feeling of dislikeӑ      ӐContinued low  

Increased interest in learning contents (5) 

self-evaluationӑ 

Reflection and noticing in English learning (5)Cont. low self-evaluation (1)Increased interest in cultures of    English-speaking countries (4)ӐExpectation to future classesӑ
Lecture of pronunciation (2), Group activities (2) Abolition of group activities (2)Figure 1. GTA diagram on the process of change of students’ attitudes toward English

130Qualitative analysis of effects of the use of authentic materials
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3 Roles which authentic materials played
Firstly I would like to discuss objective one; to examine how Japanese students’ attitudes
toward English learning change if authentic materials are used as a main teaching material in
remedial classes for one academic year. Through the use of authentic materials as a main teachingmaterial for one academic year, students started to be interested in learning English. This is because,
their English classes until high school focused on memorization, entrance exams and reading but
studying by authentic materials contains a lot of different aspects from what they used to think
English learning is. It allows them to learn the subject through natural sounds, movies and lively
and familiar contents. That helped them be interested in English again which they once disliked.
Consequently they began having interest in understanding the contents and their negative feelings
toward English learning were gradually eased.
Secondly, the second objective is considered; to investigate if the use of authentic materials
influences students’ motivation or learner autonomy in remedial classes. From the results of GTA, it
is possible to say that even if students are at low level or false starter, authentic materials could
improve and influence their motivation and their autonomy. This is because, as mentioned above,some students started feeling like they understood the contents of what they are listening to or
watching. This implies that they are interested in English autonomously and they seem motivatedtoward learning English.
V. CONCLUSION
It is suggested by the results of the present study that emphasis on memorization, entrance
exams and reading constituted students’ view of English learning. But it is also suggested by the
results of this research that through the use of authentic materials their negative feelings toward
studying the subject were remedied to some extent. And authentic materials could improve
motivation and autonomy of students in remedial classes.
Limitations of this study are large. Firstly, the selection of authentic materials should bebased on some standards. Secondly, the number of participants is small. Thirdly, quantitative
research needs to be done. However, findings in this study can be meaningful as an onset foraddressing remedial English classes in Japanese universities.
ACKNOWLEDGMENT
I would like to express my sincere gratitude to Professor Hino Nobuyuki and Professor Andrew
Murakami-Smith for their thoughtful instruction, comments, and accurate advice. I am also thankful
to the students who took part in this research. And this paper has improved to great extent thanks toconstructive comments and suggestions by two anonymous reviewers.
NOTE
The earlier version of this research was orally presented at KATE (Korean Association of Teachersof English) 2013 International Conference held at Korea, Seoul on July 6th, 2013.
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