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Implementing Content-Based Peace Education in an EFL Classroom
Utilizing Non-Fiction LiteratureCheena Fujioka
Ryutsu Kagaku University

ABSTRACTThis article examines the use of content-based, peace education activities which weredeveloped for a reading EFL course at the university level. For this purpose, threepieces of related non-fiction literature with the themes of the Holocaust̿The drama of
the Diary of Anne Frank (McCloskey & Stack, 1996), a simplified version of the Diaryof Anne Frank (Ishii et al., 1994), and the picture storybook, Passage to Freedom: The
Sugihara Story (Mochizuki, 1997)̿were utilized. Instructional methods that adapted
authentic literary materials and used various types of graphic organizers and role-play
are described in order. Through such integrated language activities, students learned thecontent of the true stories in the world history while developing an awareness of peaceand enhancing their four skills of English, critical thinking skills, and empathy. As aresult, the emotional impact on the students was evident in the class survey that was
conducted after the lessons.
Key words: peace education, content-based literature instruction, empathy, Holocaust

I. INTRODUCTION     There has been a feeling of being demoralized with longtime recession and highunemployment rate in Japan today. At the same time, various social problems such asincreasing child abuse, murders within families, bullying, and violence inside andoutside school, are more prominent than ever, which may indicate the breakdown ofJapanese family structure and morals (Hamai, 2007; Saito, 2007; Takahashi, 2010;
Yoneyama, 2001). Moreover, the Japanese public does not feel the Japanese government
will help the society restore anytime soon, which seems to only deepen the sense of
feeling helpless among the Japanese. Meanwhile, as the world is becoming more andmore interconnected, Japan needs to solve the continuous conflicts with neighboring
countries, focusing on solving its own economic and social issues, while continuing its
efforts toward world peace. Thus, even in these uncertain times, it seems to besignificant for the Japanese to appreciate peace that our former generations established

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CheenaFUJIOKAin postwar Japan, and to recognize the need to strive for understanding, ways to achieve
peace within ourselves and in the world. Hence, through teaching EFL, educators canintegrate peace education into L2 learning, hoping to raise L2 learners’ consciousness
for peace by studying real-life situations from the past as found in literature.

II. LITERATURE REVIEW
2.1 What is peace education and what is its purpose?
Before describing the actual lessons that were conducted for content-based peaceeducation, peace education needs to be defined. According to Duffy (n.d.), peaceeducation is concerned with helping learners develop an awareness of the processes andskills that are necessary for achieving understanding, tolerance, and good-will in theworld today (p. 1). Educating for peace is defined as:z Examining and discussing our values and attitudes towards diversity, culturaldifferences, tolerances, and human dignity;z Developing language and social interaction skills to promote peacefulrelations among people, among nations, and between human beings and thenatural environment;z Learning to solve problems and to think critically regarding issues of conflictand violence (p. 1).
Furthermore, she identifies the unique roles for educators who can promote peacefulco-existence through bringing the processes of peacemaking and drawing learners’
attention to peacekeeping in the classroom. She also specifies the reason for peaceeducation in the language classrooms as:z To make learners aware of the basis of conflict and how to resolve conflict intheir daily lives;z To prepare students to become good citizens of their communities, nations,and the world with skills to promote peace and human dignity on all levels ofinteraction;z To use the classroom as a microcosm of a just world order, in which theglobal values of positive interdependence, social justice, and participation indecision-making processes are learned and practiced (pp. 1-2).
2.2 Content-based peace education through literature
As suggested by Kasper (2000), short stories can supply a superior ground in order
to introduce content-based themes and the following academic materials themselves into
lower level ESL classrooms. Due to the authentic literary texts written for native

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English speakers, she claims that they are beneficial for beginning L2 learners, inparticular. Furthermore, as Duffy (n.d.) points out in the above, peace education has thepossibility of developing an awareness for world peace and social interaction, language,
and critical thinking skills for it in language classrooms. Likewise, Ghosn (2003) admits
that “classroom experience can have a profound effect on learners’ views of themselves,
their place in the world and their role as global citizens” (p.15). Therefore, she suggeststhat stories are effective materials that can be used to cultivate the culture of peace inthe second language classroom. This is because literature can foster empathy, a criticalelement of emotional intelligence, of the L2 learners. That is, the potential of literature,
like direct experiences, can nurture emotional intelligence as well as caring
communication by offering vicarious emotional experiences that may assist shaping thebrain circuits for empathy (Ghosn, 2003). Goleman (as cited in Ghosn, 2003) contends
that empathy, a crucial portion of emotional intelligence and a pre-requisite skill fordeveloping tolerance, is acquired through experience and interaction with others. For
fostering empathy and tolerance of L2 learners, authentic children’s literature that is fullof examples of real-life experiences can provide the vicarious experiences they need.
More specifically, Goleman (as cited in Ghosn, 2002) defines emotional intelligence as“the understanding of feelings, both one’s own and those of others, and the ability to usethat knowledge in making decisions in life. It is also the ability to maintain an optimistic
outlook in the face of difficulties” (p. 177). According to Stoodt-Hill andAmspaugh-Corson (2001), vicarious experiences that literature offers expand
understanding to provide readers new ways that they can see the world. Literature
makes readers experience the lives of others and reconfirm one’s own existence andhumanity. Therefore, through vicarious emotional experiences that literature can offer, it
is hoped that students will gain emphatic reactions to the characters such as Anne Frankand Chiune Sugihara who lived during the difficult times of World War II. As a result,they might be able to understand someone else’s feelings that seem to be in different, inparticular, difficult situations from theirs or to be inspired to endure reality, andeventually to recognize the significance of maintaining peace in the world.

III. METHOD
3.1 Participants    The participants were freshmen majoring in sociology, psychology, and masscommunication at a private university in Osaka, Japan. One section of a reading course
was involved in this trial of content-based peace education given in the spring semesterof the academic year 2009-2010. For these particular lessons, eight lessons were

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CheenaFUJIOKAdeveloped. The class met once a week for 90 minutes. There were 45 students in theclass: 29 females and 16 males. Before each class meeting, students were assigned toread each material that would be covered in class. In order to check the reading
assignments, two quizzes on the content of the material were given. The students were
evaluated based on: attendance (20%); participation/classroom behavior (20%);quizzes/project/skit (20%); homework assignments (20%); final exam (20%).
3.2 Teaching materials and their purpose
For the purpose of contented-based peace education, learning from the people who
lived during World War II can be one invaluable way for developing an empathic
understanding and emotional intelligence in students who live today. This is because theliterature with the themes of this critical period deals with “the prejudice that fear
creates, the importance of freedom, and the courage to prevail in the face of great
difficulty” (Stoodt-Hill & Amspaugh-Corson, 2001, p. 232). The three pieces of
non-fiction literature used in the lessons are: (1) the drama version of the Diary of Anne
Frank (McCloskey & Stack, 1996); (2) two days of the Diary of Anne Frank (Ishii et al.,1994), which were edited in plain English; and (3) the picture storybook, Passage to
Freedom: The Sugihara Story (Mochizuki, 1997). The lessons aimed to illustrate: (1) the importance of developing a resilient attitudein the face of war through the literary descriptions of Jewish refugees’ experiences
including Anne Frank during the Holocaust, and the experiences of Chiune Sugihara, aJapanese diplomat who saved more than six thousand Jewish refugees by issuing visas
during World War II; and (2) appreciation for peace especially since the threat to peacecontinues to exist in the world today. The following lessons were conducted to promote
content-based peace education while integrating the learners’ four skills in English aswell as to activate their prior knowledge, and to develop empathy and critical thinking
skills. The instructional language was essentially in English; however, due to the limited
English proficiency of the students, Japanese was used more to explain complicatedthings such as the background of Anne Frank and the Holocaust and to clarify directions.
Discussions were mainly done in Japanese, but students were required to write inEnglish in their worksheets/graphic organizers except one worksheet.
3.3 Procedure
3.3.1 Drama of the Diary of Anne FrankFor the purpose of content-based peace education, the following activities wereintroduced in this order:

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1. Ask students if they know the Diary of Anne Frank. Then, introduce the author andthe background of the diary.
2. After listening to the cassette tape of the drama, students do parallel reading as theylisten to it for the second time.
3. Divide students into several groups consisting of 8-9 students and after letting themdecide each role to take such as Anne, Peter, and Mr. Frank, they stand up andpractice Reader’s Theater in each group for about 20 minutes.
4. Call on students for each role, and let them come to the front of the class, and havethem demonstrate Reader’s Theater facing the rest of the class.
5. Read aloud each scene (the instructor demonstrates how to read the drama aloudwith emotions and then asks for some volunteers to do so), and followed byquestions in English to check students’ comprehension.
6. Fill in the table (graphic organizer) to organize each scene (setting, characters andthe plot). The first scene is done as the whole class led by the instructor on the board.
The rest of the scenes are assigned to students as homework. The following week,
check the answers by calling on students. Finally, each student chooses his/herfavorite scene and writes down the reason in the blank of the table.
7. Discuss the favorite scenes and characters in groups and later as a class.
3.3.2 Diary of Anne Frank    %efore the class, students are assigned to read two days of the diary and to do thecomprehension check questions, which are attached to it as a homework assignment.
1. After reading each day of the diary aloud (demonstrate how to read the diary aloudwith emotions and take some volunteers to do so), ask factual and inferential
questions in English to check students’ understanding. Additionally, check theanswers of the comprehension check questions, which were assigned to students.
2. Underline some sentences which are touching. Call on some students and ask where
they have underlined and the reasons for their choices.
3. Compare and contrast Anne Frank with the Japanese teenagers (write down thesimilarities and differences) by using the T-chart (graphic organizer). The firstexample is done together as a class after drawing the T-chart on the board. Wheneach student finishes his/her chart, fill in the chart on the board by asking students’opinions.
4. Analyze Anne Frank by using the character web (graphic organizer) as a homeworkassignment. The following week, students exchange the worksheet in pairs and thenshare their opinions as a class led by the instructor on the board.

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5. Discuss in groups and later as a class regarding the results of the activity #3 inparticular. Mention the Jewish people today, racial discrimination against them in
the U.S., neo-Nazis, etc., to wrap up.
3.3.3 Passage to Freedom: The Sugihara Story
1. Before reading the story aloud, ask students if they can help strangers who suddenly
come to them even if they have to risk themselves and their family to help them.
2. Show the cover of the picture storybook and introduce the author and the illustrator.
3. Read the book aloud with emotions showing the pictures of the book.
4. Answer the questions of the worksheet to check the comprehension. The last two
inferring questions are left to answer later. Students can work in pairs if necessary.
Go over the answers as a class.
5. Organize the story by filling in the table (graphic organizer). Half of the items of thetable are done together in class and the rest are assigned to finish as homework. The
next week, each student checks his/her own table by the sample of the answers
provided by the instructor.
6. Show the Japanese TV broadcast, Japanese Sindler, the Story of Chiune Sugihara:
Visas for Six Thousand Lives (Tanaka, 2005) starring Takashi Sorimachi as Chiune
Sugihara, on 106-minute DVD for the same parts as were written in the book. This
is intended to actually show Sugihara’s experience to students. They compare andcontrast the dramatization of the story and the book in worksheets including their
feedback to the drama in Japanese. The instructor shares some of the feedback later.
7. Divide the students in two groups by rows, and assign individual students to writeby taking one of the two different roles as homework. One group writes to Mr.
Sugihara as a Jewish refugee to ask for the visa so that they can escape from the
Nazis, and the other group writes to the Japanese government/Ministry of Foreign
Affairs as Mr. Sugihara to ask permission to issue the visa for the Jewish refugees inEnglish. The following week, students taking two different roles exchange their
letters in the envelope, read them, and answer them briefly in English in pairs. A
couple of fine letters are read aloud to share with the class by the instructor in thefollowing week.
8. Read the afterwords written by Mr. Sugihara’s son, the narrator of the book. Check
students’ comprehension by asking several questions in English. Let them underline
the impressive sentences. Call on a few students to share their opinions.
9. Discuss as a class if they could do the same as Mr. Sugihara and if they havechanged their mind after learning about Mr. Sugihara regarding the first question

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asked by the instructor (#1).
10. Submit personal project of Anne Frank or Chiune Sughihara: In order to personalize
this story, students make their own projects, which consist of the summary of thestory in English and art inspired by the story. Otherwise, they can research further
on Anne Frank’s or Mr. Sugihara’s experiences. When students turn in their work in
two weeks, the best project is chosen by students’ votes; the MVP (class award) isawarded to the individual student who earned the most votes. The instructor reads
aloud some comments from peers to the winner.
11. Role-play in groups. Students act as the characters from the Diary of Anne Frank or
The Sughiraha Story in groups of 5-6 people for 5-10 minutes. They can choose
their favorite scene/s to make a skit in English. They can add their original lines
imagining the characters’ feelings in the particular situation as well. The narrator orsome theater props can be used to make their skit effective. Each group is required
to get together to practice outside the class and to submit the script on the day of
their performance to the instructor. At least one month is given before the skits andthe MVP (class award) for the best group is chosen by students’ votes as well. The
instructor reads aloud some comments from peers to the best group in the following
week.

IV. RESULTS
4.1 Questionnaire and the results of the questionnaire     After completing all the lessons, students were given a Likert-type self-reportquestionnaire in Japanese developed by the instructor (see Table 1). The questionnaire
had 10 items with a five-level modulated response scale ranging from “strongly
disagree (1), disagree (2), neither agree nor disagree (3), agree (4), and strongly agree(5)”. Items 1-2 were about the students’ acknowledgement regarding Anne Frank andChiune Sugihara, items 3-5 were about the impact of peace education on the students,
item 6 was if they felt proud of Chiune Sugihara as a Japanese, item 7 was about theeffect of watching the dramatization of Chiune Sugihara, items 8-9 were about the
impact on the students by Anne Frank and Chiune Sugihara, and item 10 was about theirinterest in further learning about those people/issues. Students chose the number foreach item which indicates their opinion for each question. All the students (n=45)
participated in the questionnaire, and every student answered all 10 items. They marked
their gender: male or female. Excel format was used to process the data.

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Table 1. Results of Class Survey on the Lessons
Number of Students Selecting Option
Question Item

(1)

(2)

(3)

(4)

(5)

M

SD

2

14

11

15

3

3.06

1.05

22

3

0

16

4

2.48

1.59

1

0

10

23

11

3.95

0.82

0

0

2

17

26

4.53

0.59

0

2

6

21

16

4.13

0.81

1

0

1

4

39

4.77

0.7

0

0

0

7

38

4.84

0.37

0

1

11

19

14

4.02

0.81

0

0

8

17

20

4.26

0.75

0

1

8

28

8

3.95

0.67

1. Before the class, I knew about the Holocaustand Anne Frank well.
2. Before the class, I knew a diplomat, Chiune
Sugihara.
3. After the class, I came to consider peace inthe world more.
4. After the class, I reconfirm human lives areimportant.
5. After the class, I came to think about racial
discrimination more.
6. As a Japanese/person who grew up in Japan, I
am proud of Chiune Sugihara's action.
7. By watching the DVD of the Sugihara story, I
understood his character and achievement.
8. Through the class, I think I am positively
influenced by Anne Frank.
9. Through the class, I think I am positively
influenced by Chiune Sugihara.
10. By the class, I thought I wanted to learn more
about the Holocaust, Anne Frank, and/or
Chiune Sugihara.

Note. The response options were as follows: (1) strongly disagree, (2) disagree, (3) neither agree nor
disagree, (4) agree, and (5) strongly agree.

4.2 Results of the open-ended questions
For items 8-9, students were asked to write down how actually they were
influenced by Anne Frank and Chiune Sugihara if they chose the option, 4 (agree) or 5
(strongly agree). Here are some actual comments from the students translated fromJapanese into English by the instructor:
Item 8: Regarding the influences from Anne Frank “I’ve got to realize I should be grateful for having an ordinary life.”
 “Someone who was facing such hardships was more positive than me, so I
thought I should not worry about minor things in my life.” “The importance of having my own opinions.”
 “Cruelty of racial discrimination in the war and preciousness of human life.”
 “I thought I should not give up on living and dreams in any circumstances.”

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Item 9: Regarding the influences from Chiune Sugihara“I thought I should think about racial discriminations more seriously.”“I got to learn that Japanese and Jews are related, although I used to think
there’s no connection between us.”“I respect him because he has so much courage.”“I realize I need to think about others, not only about myself.”“I felt like learning Japanese history more.”“I learned that human lives are irreplaceable and helping one another isimportant.”

V. DISCUSSION
Regarding the results of the student survey, items 1 and 2 examined the students’prior knowledge of Anne Frank and Chiune Sugihara. The survey revealed that before
this class, more than half of the students did not know Chiune Sugihara, while students
were a little more familiar with Anne Frank. However, about one-third of the students
did not think they had known well about the Holocaust and Anne Frank. This indicatesthat in the primary or secondary education inside or outside the school, students were
not taught such a significant historical figure in terms of the world history. Furthermore,unfortunately, Sugihara’s humanitarian deed, for which he later received an award in
Israel, seems to be hardly taught in his native country. Regarding the impact of the classon students’ views toward world peace, human lives, and racial discrimination shown initems 3, 4, and 5, it gave them very positive results over all, the means ranging from3.95 to 4.53. In particular, almost all the students were very proud of Sugihara’s action
as a Japanese or a person who grew up in Japan, shown in item 6 with the mean of 4.77.
That is considered to be very significant in today’s Japan where many Japanese are notable to find a heroic native easily or feel the national pride like in the past. Watching theDVD of the Sugihara story was very beneficial for students to understand the story andhis character, shown in item 7 with the highest mean of 4.84 of this survey. Overall,
students indicated they had a positive impact from Anne Frank and Chiune Sugihara initems 8 and 9 with the means of 4.02 and 4.26. Consequently, they seem to become
more interested in learning about the Holocaust, Anne Frank, and/or Sugihara throughthis class, shown in item 10 with the mean of 3.95. Similarly, the answers to the
open-ended questions regarding the influences from Anne Frank or Sugihara showed
highly positive feedback on how they became to view their own lives, others’ lives, andracial discrimination, as indicated in the above.

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CheenaFUJIOKAAs for the activities conducted in the lessons, using various kinds of graphicorganizers such as the T-chart and character web throughout the lessons was very
effective and appeared to help students to organize, comprehend, and foster their criticalthinking skills. Reading the simplified version of the diary was also inspiring for themto get to know what a 13-14 year-old Jewish refugee actually had to go through andwhat she was thinking in her mind during World War II through her diary, which madethem amazed and they were able to emphasize with her in many aspects. Role-playing
activities such as the Reader’s Theater, writing and exchanging letters as one of theJewish refugees or Chiune Sugihara, and group skits, all were used as primary teaching
techniques used in the lessons. Although such activities appeared to be challenging formost of the students at first, they seemed to be the most engaging and effective inenhancing students’ empathy and critical thinking skills, and in raising theirconsciousness for world peace. These activities showed the high linguistic potential of
students and also provided the opportunity to put themselves into the characters’ shoes.
Hoffman (as cited in Ghosn, 2003) has claimed that role-playing is the highest mode of
empathic arousal as it requires the students to imagine themselves in the other person’s
situation. Likewise, making a student project by each student also deepened his/her
understanding of these stories and was a great opportunity to express their great
imagination and creativity. For instance, the original crossword puzzle using the
vocabulary from the Diary of Anne Frank (McCloskey & Stack, 1996) was one of thebest examples of a student project. Lastly, showing the DVD of the Sugihara story wasvery effective to further reinforce the content of the story and to raise students’ empathy.
Most students seemed to be moved to witness Sugihara’s agony and humanitarian
reactions for the Jewish refugees. This way, it seemed like they connected Anne Frankand Chiune Sugihara greatly through these lessons.

VI. CONCLUSION     This paper has presented the content-based instruction using non-fiction literature

with the theme of the Holocaust as a teaching medium for peace education at theuniversity level. Through the overall student performance, attitude toward the lessons,and class survey, it seems that students comprehended and appreciated the content of thetexts a great deal. Moreover, most students indicated a positive impact on raising theirawareness of peace and emotional understanding. Although their integrated four skillsof English were enhanced through various kinds of activities conducted in this class, thefocus of the instruction was on the comprehension and appreciation for the content of
the materials, and not on measuring improvement of English proficiency by these

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lessons. Therefore, the effect on improvement of English proficiency by these lessons
was not measured in the survey. A separate research study would be required toestablish the effect on students’ English proficiency through such a content-based
literature instruction.
In the afterword of Passage to Freedom: The Sugihara Story (Mochizuki, 1997),
Hiroki Sugihara, the son of Chiune Sugihara and the narrator of the story, leaves a very
inspiring comment to the readers:
The story of what my father and my family experienced in 1940 is an important
one for young people today. It is a story that I believe will inspire you to care forall people and to respect life. It is a story that proves that one person can make adifference.
This is a thought-provoking message to the young generations today from the narratorof the story, so that they would respect human life and maintain peace in the world.
Meanwhile, educators can continuously stimulate students’ awareness of world peaceand connect the history to the current world peace issues by expanding such lessons totoday’s ongoing conflicts in Israel and Palestine in the Middle East, for instance.
Dr. Martin Luther King, Jr. (1958) left profound remarks on empathy: “empathy
is fellow feeling for the person in need---his pain, agony, and burdens” (p. 8) andfurthermore, “I believe that what self-centered men have torn down, other-centered men
can build up” (p. 11). In other words, empathy still appears to be the key to peace in theworld. Thus, Japanese educators need to be aware of their crucial roles in developing
students’ emotional literacy while teaching L2 in the classroom. Through peaceeducation, it is possible that educators provide L2 learners more humanistic approaches
to raise their social consciousness, offering motivation for intercultural communication
as well as great opportunities for addressing complicated issues (Renner, 1991).
Hopefully, the learning experience with peace education through literature will develop
their empathy and impact positively on their interpersonal behaviors and attitudes
towards others and themselves; and eventually, they can contribute to world peace as amember of the global community.

NOTES
1. This paper is a modified version of the oral presentation given at the JACET Kansai
Chapter conference at Kwansei Gakuin University on November 27th, 2010.
2. The question items of the class survey were translated from Japanese for Table 1.

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hypothesis. The Language Teacher, 25 (10), 17-22.

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஧஬஧஬ ⩏༤
ᗈᓥᅜ㝿኱Ꮫ㸦㠀㸧

ABSTRACTThis paper intends to reveal how English teaching method utilizing multiple intelligences andscientific topics is effective for low motivated university students in a reading centered class. In
theory, the mixtures of Gardner’s topic-based instruction and a series of content-based instructions
are adopted to integrate the content and language learning and to genuinely focus on individuality.
In practice, 55 subjects are surveyed with C-tests, two questionnaires, and self-evaluation sheets.
The results of this study show that the deliberate choice of academic topics heightens learners’
motivation, understanding and satisfaction for the reading class, that the topic-based instruction
improves both reading skills and vocabulary, and that reading activities with multiple intelligences
for understanding lead to the acquisition of scientific knowledge and four language skills.
࣮࣮࢟࣡ࢻ:
࣮࣮࢟࣡ࢻ ከ㔜▱⬟⌮ㄽࠊࢺࣆࢵࢡ㔜どࡢᣦᑟࠊෆᐜ࡜ゝㄒࡢ⤫ྜࠊㄞゎࠊಶᛶ㔜ど

1. ◊✲ࡢどゅヰ㢟ࡸෆᐜࢆ㔜どࡍࡿඛ㥑ⓗ◊✲࡜ࡋ࡚ࡣࠊMohan㸦1986㸧ࡸ Briton et al.㸦1989㸧ࡢࡶࡢࡀ࠶ࡿࡀࠊᙼࡽࡣྠᵝ࡟ᚑ᮶ࡢゝㄒᏛ⩦ࡢࡳࢆ㔜どࡍࡿᣦᑟἲࢆᢈุࡋࠊ≉ᐃࡢヰ㢟࡟ᇶ࡙࠸ࡓෆᐜ⌮ゎ࡟↔Ⅼࢆᙜ࡚ࡿ࡭ࡁ࡜୺ᙇࡋ࡚࠸ࡿࠋࡇࡢෆᐜ㔜どࡢᣦᑟ(content-based
instruction)ࢆ≉ᐃࡢᏛၥⓗ࡞ᑓ㛛ศ㔝࡜⤖ࡧࡘࡅࡓࡢࡀ ESP(English for specific purposes)࡛
࠶ࡿࡀࠊ῝ᒣ㸦2000㸧ࢆࡣࡌࡵ࡜ࡋ௒ୡ⣖࡟ධࡗ࡚࠿ࡽᩘከࡃࡢ ESP ࡢ᪥ᮏࡢ኱Ꮫⱥㄒ
ᩍ⫱࡬ࡢ㐺⏝౛ࡀ♧ࡉࢀ࡚ࡁ࡚࠸ࡿࠋࡑࡋ࡚᭱㏆࡛ࡣࠊCoyle et al.㸦2010㸧ࡀ୺ၐࡋ࡚࠸
ࡿ CLIL㸦content and language integrated learning㸧ࢆ᪥ᮏࡢⱥㄒᩍ⫱࡟㐺⏝ࡋࡼ࠺࡜࠸࠺ヨࡳࡶΏ㒊௚㸦2011㸧࡟ࡼࡗ࡚⾜ࢃࢀ࡚࠸ࡿࠋCLIL ࡜ࡣෆᐜゝㄒ⤫ྜᆺᏛ⩦ࡢࡇ࡜࡛ࠊෆ
ᐜᏛ⩦㸦௚ᩍ⛉ࡸᑓ㛛ࢺࣆࢵࢡ㸧࡜ㄒᏛᏛ⩦㸦ゝㄒ▱㆑ࡸ 4 ᢏ⬟㸧ࢆຠᯝⓗ࡟⤖ࡧࡘࡅࡿࡇ࡜࡟ࡼࡾᏛ⩦ࡢ┦஌ຠᯝࢆᅗࢁ࠺࡜࠸࠺ࡶࡢ࡛࠶ࡿࠋࡇࢀࡽ୍㐃ࡢᣦᑟἲࡣࠊᏛ⩦⪅ࡢ⯆࿡࣭㛵ᚰࡢከᵝᛶ࡟ᛂ࠼ࡿࡶࡢ࡛࠶ࡿࡀࠊෆᐜࡸᑓ㛛ศ㔝ࡢࢺࣆࢵࢡࢆ㔜どࡍࡿࡔࡅ࡛
ࡣᏛ⩦⪅ࡢࢽ࣮ࢬ࡟ᛂ࠼ࡿⅬ࡟࠾࠸࡚༑ศ࡛࠶ࡿ࡜ࡣゝ࠼࡞࠸࡜⪃࠼ࡿࠋ࡞ࡐ࡞ࡽࠊࡉࡽ
࡟ಶᛶ࡟᰿ᕪࡍᏛ⩦⪅୰ᚰࡢᣦᑟࢆ㐩ᡂࡍࡿ࡟ࡣࠊಶࠎேࡢ⌮ゎࡢ௙᪉ࡸ▱⬟ࡢከᵝᛶࢆ⪃៖࡟ධࢀࡿᚲせࡀ࠶ࡿ࠿ࡽ࡛࠶ࡿࠋᮏ◊✲ࡀ୺࡟౫ᣐࡍࡿ Gardner㸦1983; 2006㸧ࡢከ㔜▱⬟⌮ㄽ࡟ᇶ࡙ࡃࢺࣆࢵࢡ㔜どࡢᣦᑟἲࡣࠊヰ㢟ࡸᑓ㛛ศ㔝ࡢෆᐜ࡟↔Ⅼࢆᙜ࡚ࡓᣦᑟࢆ
ᥦ㉳ࡋ࡚࠸ࡿⅬ࡛ୖグࡢࡼ࠺࡞◊✲࡜ඹ㏻ࡋ࡚࠸ࡿࡶࡢࡢࠊGardner ࡢሙྜࡣே㛫࡟ࡣ₯ᅾⓗ࡟ᑡ࡞ࡃ࡜ࡶ 8 ࡘࡢ␗࡞ࡿ▱⬟㸦ゝㄒⓗࠊㄽ⌮࣭ᩘᏛⓗࠊどぬ࣭✵㛫ⓗࠊ㌟య㐠ືⓗࠊ
65

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஧஬ ⩏༤

㡢ᴦⓗࠊᑐேⓗࠊෆ┬ⓗࠊ༤≀ⓗ㸧ࡀᏑᅾࡍࡿ࡜࠸࠺๓ᥦ࡟❧ࡕࠊࡑࢀࡒࢀࡢᚓព࡞▱⬟ࢆ⏕࠿ࡋࡓᙧ࡛Ꮫ⩦ෆᐜ࡬ࡢ⌮ゎࢆ῝ࡵࠊྛ▱⬟ࢆάᛶ໬ࡋ࡚࠸ࡃࡇ࡜ࡇࡑᩍ⫱ୖࡢ౑࿨࡜ࡋ࡚࠸ࡿⅬ࡛┦㐪ࡋ࡚࠸ࡿࠋከ㔜▱⬟⌮ㄽࡢ኱Ꮫⱥㄒᩍ⫱࡬ࡢᛂ⏝࡟ࡘ࠸࡚ࡣࠊ༠ྠᏛ
⩦ࡢどⅬ࠿ࡽࡣᯘ㸦2006㸧ࠊ㸲ᢏ⬟⤫ྜࡢどⅬ࠿ࡽࡣᯘ㸦2007㸧࡞࡝ࡀ࠶ࡿࡀࠊከ㔜▱⬟⌮ㄽࢆᑓ㛛ศ㔝ࡢࢺࣆࢵࢡ࡟⏕࠿ࡍᣦᑟἲ࡟ࡘ࠸࡚ࡣࡲࡔ◊✲ࡀ༑ศ࡟࡞ࡉࢀ࡚࠸࡞࠸ࠋ ࡇࢀࡲ࡛ࡢ኱Ꮫⱥㄒᩍ⫱࡟࠾࠸࡚ࡣࠊࠕࢺࣆࢵࢡ㔜どࠖ࡜࠸࠼ࡤࢡࣛࢫ඲యࡢ⯆࿡࣭㛵ᚰ࡟ྜࢃࡏࡿࡇ࡜࡟ὀពࡀὀࡀࢀࠊᏛ⏕ 1 ே 1 ேࡢಶᛶ㔜ど࡜࠸࠺どⅬࡣḞࡅ࡚࠸ࡓࡼ࠺
࡟ᛮࢃࢀࡿࠋᑓ㛛ศ㔝ࡢࢺࣆࢵࢡࢆ㔜どࡋࡓⱥㄒᣦᑟࢆ⾜࠺ࡔࡅ࡛ࡣࠊᚲࡎࡋࡶᏛ⏕ࡢ⌮ゎᗘࡢྥୖ࡟ࡣࡘ࡞ࡀࡽ࡞࠸࡛࠶ࢁ࠺ࠋ࡞ࡐ࡞ࡽࠊᏛ⏕ࡢᚓព࡜ࡍࡿከ㔜▱⬟ࡣከᵝ࡛࠶ࡾࠊࡑࡢ㐪࠸࡟ࡼࡗ࡚Ꮫ⩦ෆᐜࡢ⌮ゎࡢ௙᪉ࡶᵝࠎࡔ࠿ࡽ࡛࠶ࡿࠋゝ࠸᥮࠼ࢀࡤࠊከ㔜▱⬟ࢆ๓ᥦ࡜ࡋࡓᣦᑟࡢᕤኵࢆࡋ࡚ࡇࡑࠊㄒᙡࡀ㞴ゎ࡞ᑓ㛛ศ㔝ࡢㄞゎ࡛ࡶࡼࡾ⌮ゎࡋࡸࡍ࠸ࡶࡢ࡜࡞ࡾࠊࠕࢺࣆࢵࢡ㔜どࠖࡢᣦᑟࡣࡼࡾຠᯝⓗ࡞ࡶࡢ࡜࡞ࡿ࡜࠸࠼ࡿࠋᮏ◊✲࡛࠸࠼ࡤㄞゎ๓ࡢࢺࣆࢵࢡࡢண άື࡟ᑐࡋࠊẖᅇྠࡌᏛ⩦άື࡟࡞ࡗࡓሙྜࡣࠊ࠶ࡿே࡟࡜
ࡗ࡚ࡣຠᯝⓗ࡛ࡶูࡢே࡟ࡣ඲ࡃຠᯝⓗ࡛࡞࠸࡜࠸࠺ࡇ࡜ࡶ࠶ࡾᚓࡿࠋ෗┿ࡸᫎീ࣭㌟య
⾲⌧࣭ࣜࢬ࣒࣭༠ྠᏛ⩦࣭ಶேᏛ⩦࣭ゝㄒࢡ࢖ࢬ࣭ㄽ⌮ⓗ㢮᥎ࡢάື࡞࡝ᵝࠎ࡟⤌ࡳྜࢃࡏ࡚ᐇ᪋ࡋ࡚࠸ࡃࡇ࡜ࡇࡑࡀࠊಶࠎࡢᏛ⩦⪅࡟ᚲࡎά㌍ࡢሙࢆ୚࠼ࡿࡇ࡜࡟࡞ࡾࠊಶᛶࢆ㔜どࡋࡓᏛ⩦⪅୰ᚰࡢ኱Ꮫⱥㄒᩍ⫱࡟⧅ࡀࡿࡢ࡛ࡣ࡞࠿ࢁ࠺࠿ࠋ౛࠼ࡤࠊ෗┿ࡸᫎീ࠾ࡼ
ࡧ㌟య⾲⌧࡞࡝ࡣึ➼ⱥㄒᩍ⫱࡛୺࡟ྲྀࡾධࢀࡽࢀ࡚࠸ࡿࠋࡋ࠿ࡋࠊᛮ⪃࡜⤡ࡵࡿ࡞࡝ᣦ
ᑟἲࢆᕤኵࡍࢀࡤࠊ▱ⓗⓎ㐩ẁ㝵࡟ࡣ㛵ࢃࡾ࡞ࡃ኱Ꮫⱥㄒᩍ⫱࡟࠾࠸࡚ࡶࠊ㑅ᐃࡋࡓᑓ㛛ศ㔝ࡢࢺࣆࢵࢡࢆ㍈࡟どぬ࣭✵㛫ⓗ▱⬟ࡸ㌟య㐠ືⓗ▱⬟ࢆ⏕࠿ࡋ࡞ࡀࡽ⾜࠺ⱥㄒᏛ⩦ࡣࠊ≉࡟ࡇࢀࡽࡢ▱⬟ࡀᙉ࠸Ꮫ⩦⪅࡟࡜ࡗ࡚༑ศຠᯝⓗ࡛࠶ࡿ࡜⪃࠼ࡿࠋࡑࡇ࡛ᮏ◊✲ࡢ┠ⓗࡣࠊᚑ᮶ࡢෆᐜࡸᑓ㛛ศ㔝ࢆ㔜どࡍࡿᣦᑟἲ࡟ಶᛶ㔜どࡢከ㔜▱⬟⌮ㄽࢆ⼥ྜࡋ࡚ㄽࡌࡿ࡜ࡇࢁ࡟࠶ࡿࠋࡍ࡞ࢃࡕࠊࢺࣆࢵࢡࢆ㔜どࡋࡓⱥㄒᣦᑟἲࡀෆᐜᏛ
⩦࡜ゝㄒ⋓ᚓࢆຠᯝⓗ࡟⤖ࡧ௜ࡅࡿព࿡࡛ࡶࠊ᪥ᮏࡢ኱Ꮫⱥㄒᩍ⫱࡛ࡣᮍࡔయ⣔ⓗ࡟ࡣྲྀࡾධࢀࡽࢀ࡚࠸࡞࠸Ꮫ⩦⪅ࡢ 8 ࡘ࠶ࡿከ㔜▱⬟ࢆ⏕࠿ࡍព࿡࡛ࡶࠊᏛ⩦ពḧࡢప࠸㠀ⱥㄒᑓᨷࡢᏛ⏕࡟ࡣ࠸࠿࡟ຠᯝⓗ࠿ࢆ᳨ウࡍࡿࡇ࡜࡟࠶ࡿࠋྠ᫬࡟ᮏ✏࡛ࡣࠊᵝࠎ࡞ゅᗘ࠿ࡽᏛ⏕ࡢࢺࣆࢵࢡ࡟ᑐࡍࡿ⌮ゎࢆ῝ࡵࡿ┠ⓗ࡛ࠊ࣮ࣜࢹ࢕ࣥࢢࢆ୺య࡜ࡋ࡞ࡀࡽࡶࠊᑓ㛛ⓗࢺࣆࢵࢡࢆ㍈࡟ࣜࢫࢽࣥࢢࠊࣛ࢕ࢸ࢕ࣥࢢࠊࢫࣆ࣮࢟ࣥࢢࡶୖᡭࡃྲྀࡾධࢀࡓࠊ4 ᢏ⬟ࡢ⤫ྜⓗ⫱ᡂࢆ┠ᣦࡍⱥㄒᩍ⫱࡟ࡶ↔Ⅼࢆᙜ࡚ࡿࠋ ࡞࠾ࠊᮏ⦅ࡣ⌧௦♫఍Ꮫᑓᨷࡢ኱Ꮫ⏕ࢆ◊✲ᑐ㇟࡜ࡋ࡚ྠᵝࡢ᳨ドࢆヨࡳࡓ஧஬㸦2010㸧ࡢ⥆⦅࡛࠶ࡿࠋ஧஬㸦2010㸧࡟࠾࠸࡚ࠊGardner㸦1999㸧ࡢࢺࣆࢵࢡ㔜どࡢᣦᑟἲ࡟ࡣ 3 ࡘࡢẁ㝵ࡀ࠶ࡿࡇ࡜ࡣࡍ࡛࡟㏙࡭ࡓ࡜࠾ࡾ࡛࠶ࡿࡀࠊ๓⦅࡛ࡣ➨ 2 ẁ㝵ࡢࠕࢺࣆࢵࢡࡢண ࡸᥦ♧ࠖࢆ୰ᚰ࡟ㄽࡌࡓࡢ࡟ᑐࡋࠊᮏ⦅࡛ࡣ➨ 1 ẁ㝵࡛࠶ࡿࠕࢺࣆࢵࢡࡢ㑅ᐃࠖ࡟ࡲࡎ↔Ⅼࢆᙜ࡚ࡿࠋከ㔜▱⬟ࡸᑓ㛛ศ㔝ࢆ⏕࠿ࡋࡓయ⣔ⓗ࡞Ꮫ⩦ࢆ⾜࠺ࡓࡵ࡟ࡣࠊ
Ꮫၥ࡟࡜ࡗ࡚୺せ࡛࠶ࡗ࡚ࠊ࠿ࡘᏛ⏕࡟࡜ࡗ࡚ࡶ㨩ຊⓗ࡞ࠊ⏕⏘ⓗ࡞ࢺࣆࢵࢡࢆ㑅ᢥࡍࡿᚲせࡀ࠶ࡿࡢ࡛࠶ࡿࠋࠕࢺࣆࢵࢡࡢ㑅ᐃࠖ࡟ࡘ࠸᳨࡚ウࡋࡓᚋ࡟ࠊ➨ 3 ẁ㝵ࡢࠕࢺࣆࢵ
ࢡࠖࡢ᰾ᚰࠊࡍ࡞ࢃࡕᮏ⦅࡛ࡣከ㔜▱⬟ࢆά⏝ࡋࡓㄞゎᤵᴗࡑࡢࡶࡢࡢ⪃ᐹࢆࠊᏛ⏕ࡢ཯ᛂ࡛࠶ࡿ࢔ࣥࢣ࣮ࢺ⤖ᯝࡸᤵᴗᐇ㊶౛࡟ᇶ࡙࠸࡚⾜࠺ࡇ࡜࡜ࡍࡿࠋ
66

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ከ㔜▱⬟࡜⛉Ꮫศ㔝ࡢࢺࣆࢵࢡࢆ⏕࠿ࡍㄞゎࢆ୰ᚰ࡜ࡋࡓⱥㄒᣦᑟἲ

2. ◊✲ࡢᴫせ2.1 ◊✲ㄢ㢟 ᮏ◊✲࡛ࡣࠊᑓ㛛ศ㔝ࢆ⏕࠿ࡍከ㔜▱⬟⌮ㄽ࡟࠾ࡅࡿࢺࣆࢵࢡ㔜どࡢⱥㄒᣦᑟἲࡢຠᯝ
ࢆ᥈ࡿࡓࡵࠊ௨ୗࡢ 3 ࡘࡢ◊✲ㄢ㢟ࢆタᐃࡋࡓࠋձ 㠀ⱥㄒᑓᨷᏛ⏕ࡀ⮬ศࡓࡕࡢᑓ㛛ศ㔝ࡢࢺࣆࢵࢡ࡛ⱥㄒᏛ⩦ࡍࡿࡇ࡜ࡣࠊᤵᴗ࡟ᑐࡍ
ࡿ㛵ᚰᗘࠊ⌮ゎᗘࡸ‶㊊ᗘࡢྥୖ࡟⤖ࡧ௜࠸࡚࠸ࡿ࠿ࠋղ ࢺࣆࢵࢡࢆ㔜どࡋࡓⱥㄒᏛ⩦࡟ࡼࡾࠊᏛᮇ඲యࢆ㏻ࡌ࡚ࠊ࣮ࣜࢹ࢕ࣥࢢຊࡣ࡝ࡢ⛬ᗘ㧗ࡲࡗ࡚࠸ࡿࡢ࠿ࠋࡲࡓࠊಶࠎࡢࢺࣆࢵࢡࡢ㐪࠸࡟ࡼࡾࠊ࣮ࣜࢹ࢕ࣥࢢෆᐜ⌮ゎၥ㢟ࡢṇ⟅⋡ࡸㄞゎࢫࣆ࣮ࢻ࡟ᕪࡣㄆࡵࡽࢀࡿ࠿ࠋճ Ꮫၥⓗ࡞ࢺࣆࢵࢡࢆ㍈࡜ࡋࠊ⌮ゎࡢࡓࡵࡢከ㔜▱⬟ࢆ⏕࠿ࡍᏛ⩦άື࡟ࡼࡗ࡚ࠊᏛ⩦⪅ࡣෆᐜࡸ 4 ᢏ⬟ࢆ࡝ࡢ⛬ᗘ⩦ᚓ࡛ࡁࡓ࡜ឤࡌ࡚࠸ࡿ࠿ࠋ
2.2 ◊✲ᑐ㇟⪅࠾ࡼࡧᩍᮦ
◊✲ᑐ㇟⪅ࡣࠊ⏕࿨⛉Ꮫࢆᑓ㛛ศ㔝࡜ࡋࠊㄞゎࢡࣛࢫࢆཷㅮࡍࡿ኱Ꮫ 2 ᖺ⏕ 2 ࢡࣛࢫ 55
ྡ࡛࠶ࡿ㸦ࢡࣛࢫࡢࣞ࣋ࣝࡣࠊ2 ࢡࣛࢫ࡜ࡶ C-Test ࡛ྠࣞ࣋ࣝ㸧ࠋࡲࡓࠊࢸ࢟ࢫࢺ࡜ࡋ࡚
ࡣࠊ୰⣭࡛ࣞ࣋ࣝ᭱᪂ࡢ⛉Ꮫࡢヰ㢟ࢆ┒ࡾ㎸ࢇࡔ௨ୗࡢࡶࡢࢆ౑⏝ࡍࡿࠋBruce Allen, ᏷ᡞ┿(2007).ࠗImagining Tomorrow-The Future of Science, Society, and Nature㸦᫂᪥ࢆぢࡘࡵ࡚ʊ⛉Ꮫ࣭♫఍࣭⮬↛ʊ㸧࠘ᡂ⨾ᇽ
2.3 ◊✲᪉ἲᏛᮇࡢࡣࡌࡵ࡜⤊ࢃࡾࠊࡑࢀ࠿ࡽẖᅇࡢᤵᴗ࡟࠾࠸࡚࢔ࣥࢣ࣮ࢺㄪᰝࢆᐇ᪋ࡋࡓࠋࡲࡎࠊ
Ꮫᮇ๓࢔ࣥࢣ࣮ࢺ࡛ࡣࠊྛᏛ⏕ࡢᏛ⩦ពḧࠊࢺࣆࢵࢡ࡬ࡢ⯆࿡ࠊዲࡳࡢㄞゎ᪉ἲ➼ࢆ⪺ࡃ஦๓ㄪᰝࢆ⾜ࡗࡓࠋ୍᪉࡛ࠊᏛᮇᮎ࢔ࣥࢣ࣮ࢺ࡛ࡣࠊከ㔜▱⬟⌮ㄽࢆ฼⏝ࡍࡿࢺࣆࢵࢡ୰
ᚰࡢ⤫ྜⓗᏛ⩦άື࡟ᑐࡍࡿࠊᏛ⩦⪅ࡢ཯ᛂࢆ⪺ࡃ஦ᚋㄪᰝࢆ⾜ࡗࡓࠋࡉࡽ࡟ࠊẖᤵᴗᚋ࡟ࡣ⮬ᕫホ౯⾲࡜࠸࠺ᙧ࡛ࠊᏛ⏕࡟㛵ᚰᗘࠊ⌮ゎᗘࠊ‶㊊ᗘࠊ㌟࡟ࡘ࠸ࡓᏛ⩦㡯┠➼ࢆグධࡋ࡚ࡶࡽ࠸ࠊࡑࢀࡶྜࢃࡏ࡚ศᯒᑐ㇟࡜ࡋࡓࠋ࡞࠾ࠊࡇࢀࡽࡢ࢔ࣥࢣ࣮ࢺࡢศᯒ᪉ἲࡣࠊ
୺࡟ࠕ1.࡜࡚ࡶࠖࠕ2.ࡲ࠶ࡲ࠶ࠖࠕ3.ࡩࡘ࠺ࠖࠕ4.࠶ࡲࡾࠖࠕ5.඲ࡃࠖࡢ 5 Ⅼἲࢆ⏝࠸ࡿࠋ࢔ࣥࢣ࣮ࢺㄪᰝ࡟ຍ࠼ࠊㄞゎ࡟ࡘ࠸࡚ࡢᚓⅬㄪᰝࡶᐇ᪋ࡋࡓࠋ஦๓࣭஦ᚋ࡟ࡑࢀࡒࢀ
pre/post-test ࡜ࡋ࡚ࠊⱥㄒຊࢆ ࡿ C-Test ࢆᐇ᪋ࡋᚓⅬࡢኚ໬ࢆぢࡿ࡜࡜ࡶ࡟ࠊẖᅇࡢ⮬ᕫホ౯⾲࡛ࡣࠊ㏿ㄞ࠾ࡼࡧ⢭ㄞࡢᚓⅬ⤖ᯝࢆ⣽࠿ࡃグධࡋ࡚ࡶࡽ࠸ࠊࡑࢀࡶศᯒࡢᑐ㇟࡜
ࡋࡓࠋ
2.4 ᤵᴗ᪉ἲ࣭ෆᐜࡢᕤኵ ᤵᴗ᪉ἲ࠾ࡼࡧෆᐜࡢᕤኵ࡟ࡘ࠸࡚ࡣࠊ௨ୗࡢ 2 Ⅼ࡟ࡲ࡜ࡵࡽࢀࡿࠋձ ࢺࣆࢵࢡ࡬ࡢ⌮ゎࢆẁ㝵ⓗ࡟῝ࡵ࡚࠸ࡃ┠ⓗ࡛ࠊㄞゎࡣ㏿ㄞ࡜⢭ㄞࢆ⤌ࡳྜࢃࡏࡓ᪉
ἲࢆ࡜ࡿࠋ㏿ㄞࡣࠊ୺㢟ᩥࡢᢕᥱ࡞࡝㏿ㄞ㏿ゎࡢㄞゎᢏἲࢆᑟධࡋࡓᚋ࡛ᤵᴗෆ࡟᫬
㛫ࢆィ ࡋ࡞ࡀࡽ⾜࠸ࠊ⢭ㄞࡣᤵᴗእ࡟ྛ⮬ࡢ࣮࣌ࢫ࡛ண⩦ࡋࡓᚋ࡟ᤵᴗෆ࡛ẁⴠࡈ࡜࡟ᩥἲࡸㄒᙡ࡟↔Ⅼࢆᙜ࡚࡞ࡀࡽㄞࡴࠋྠ᫬࡟ࠊ⛉Ꮫ⏝ㄒࠊ㏿ㄞ࡟ᚲせ࡞ᩥἲࠊ୺
67
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஧஬ ⩏༤

᪨ࡢࣜࢫࢽࣥࢢࠊࢺࣆࢵࢡ࡟㛵ࡍࡿពぢࡢࣛ࢕ࢸ࢕ࣥࢢ࠾ࡼࡧཱྀ㢌Ⓨ⾲㸦Ꮫᮇ୰࡟ᩘ
ᅇ㸧ࢆᏛ⩦άື࡟ྲྀࡾධࢀࠊ⤫ྜⓗ࡞ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢ⫱ᡂࢆ┠ᣦࡍࠋղ ẖᅇࢺࣆࢵࢡࢆᥦ♧ࡍࡿ࡟ᙜࡓࡗ࡚ࡣࠊ⿵ຓᩍᮦࡶ㇏ᐩ࡟⏝࠸࡞ࡀࡽࠊከ㔜▱⬟ࢆ⏕࠿ࡋ࡚⌮ゎࡋࡸࡍ࠸ᥦ♧ࢆᕤኵࡍࡿࠋලయⓗ࡟ࡣࠊᢳ㇟ⓗ࡞ᖿ⣽⬊ࡢᴫᛕࢆయ࡛⾲⌧ࡋࡓࡾ㸦㌟య㐠ືⓗ▱⬟㸧ࠊᆅ⌫እ⏕࿨య࡟㛵ࡍࡿࣃࢯࢥࣥ⏬ീࢆᡭࡀ࠿ࡾ࡟⮬ࡽࢫࢣࢵࢳࡋ࡚ࡳࡓࡾ㸦どぬ࣭✵㛫ⓗ▱⬟㸧ࠊ࡝ࢇ࡞ᙧែࡢ⏕࿨యࡀྍ⬟࠿ྛ⮬࡛ᢈุⓗ࡟⪃࠼ࡓࡾ㸦ㄽ⌮࣭ᩘᏛⓗ▱⬟㸧ࠊࡑࢀࢆࢢ࣮ࣝࣉ࡛ヰࡋྜ࠸ⱥㄒࢆ⏝࠸࡚⾲⌧ࡋྜࡗࡓࡾࡋ࡞ࡀࡽ㸦ゝㄒⓗ㸭ᑐேⓗ▱⬟㸧ࠊゝㄒ⩦ᚓ࡜ඹ࡟᭱᪂ࡢ⛉Ꮫ▱㆑࡬ࡢ⌮ゎࢆ῝ࡵ࡚࠸ࡃࠋ
2.5 ከ㔜▱⬟ࢆ⏕࠿ࡍᤵᴗᐇ㊶౛ ᐇ㝿ࡢᣦᑟࡼࡾࠊL4 ࡢᖿ⣽⬊◊✲ࡢᤵᴗ౛ࢆྲྀࡾୖࡆ࡚ࡳࡿࠋࡇࡢᤵᴗ࡛ࡣࠊࡲࡎࠊ2✀㢮ࡢ▱⬟ࢆ౑⏝ࡋ࡚ࢺࣆࢵࢡࡢᥦ♧ࢆ⾜ࡗࡓࠋ1 ࡘࡣどぬ࣭✵㛫ⓗ▱⬟ࢆά⏝ࡋࠊᣦᑟ⪅ࡀࡲࡎࡣ What is this?࡜ၥ࠸࠿ࡅ࡚ᬑ㏻ࡢ⣽⬊ࡢ෗┿ࢆぢࡏࡓࠋࡑࢀࡀࠊ⣽⬊࡛࠶ࡿ࡜
どぬⓗ࡟ㄆ㆑࡛ࡁࡓ᫬Ⅼ࡛ࠊᅗ 1 ࡢᖿ⣽⬊ࡢ෗┿ࢆぢࡏ࡚ྠࡌၥ࠸࠿ࡅࢆࡋࠊࡑࢀࡀఱࡢ
෗┿࡛࠶ࡿࡢ࠿ࢆ㢮᥎ࡉࡏࡓࠋࡑࢀ࡜ྠ᫬࡟ࠊ෗┿ࡢࡶࡢࡢⰍ࣭ᙧ࣭኱ࡁࡉ࡞࡝࡟ࡘ࠸࡚
ࡢ㉁ၥࢆⱥㄒ࡛ࡋࡓࡾࠊ2 ࡘࡢ෗┿ࢆぢࡃࡽ࡭࡚┦㐪Ⅼࢆⱥㄒ࡛ゝࡗ࡚ࡳࡓࡾࡍࡿࢥ࣑ࣗ
ࢽࢣ࣮ࢩࣙࣥάືࢆ⾜ࡗࡓࠋࡑࡢ㝿ࠊ࡞ࡿ࡭ࡃᚋࡢᮏᩥㄞゎ࡛ฟ࡚ࡃࡿ࣮࢟ࢱ࣮࣒ࡸ࣓࢖
ࣥ࢔࢖ࢹ࢕࢔࡜㛵ࢃࡿࡼ࠺࡞ᙧ࡛㉁ၥࢆᢞࡆ࠿ࡅࠊᏛ⩦⪅࡟⟅࠼ࡉࡏࡿࡼ࠺࡟ᕤኵࡋࡓࠋ ௨ୖࡢどぬ࣭✵㛫ⓗ▱⬟ࢆ⏕࠿ࡋࡓࢺࣆࢵࢡண ࡟ᇶ࡙ࡁࠊࡑࢀࡀᖿ⣽⬊࡛࠶ࡿࡇ࡜ࢆ
඲ဨ࡛ㄆ㆑࡛ࡁࡓᚋ࡟ࡣࠊࡶ࠺ 1 ࡘࡢ▱⬟ࠊ㌟య㐠ືⓗ▱⬟ࢆ฼⏝ࡍࡿࢺࣆࢵࢡ㔜どࡢάືࢆ⾜ࡗࡓࠋࡇࡇ࡛ࡣࠊᖿ⣽⬊࡜࠸࠺ᴫᛕࢆ࡝ࡢࡼ࠺࡟ᡭࡸయࢆ౑ࡗ࡚⾲⌧࡛ࡁࡿ࠿ࢆ⪃࠼ࡉࡏ࡚ࡳࡓࠋࡓࡔࡋࠊࡑࡢ㝿࡟༢࡟෗┿࡛ぢࡓᖿ⣽⬊ࡢᙧࢆᡭ࡛⾲ࡍ࡜࠸ࡗࡓ༢⣧࡞ࡇ࡜࡛ࡣ࡞ࡃࠊ࡞ࡿ࡭ࡃᖿ⣽⬊࠿ࡽ࢖࣓࣮ࢪࡍࡿࡶࡢࠊ౛࠼ࡤ୓⬟⣽⬊࡜࠸࠺ᢳ㇟ᴫᛕ࠶ࡿ
࠸ࡣࡑࡇ࠿ࡽ㐃᝿࡛ࡁࡿࡶࡢࢆ࡝࠺㌟యࢆ౑ࡗ࡚⾲⌧࡛ࡁࡿ࠿ࢆ⪃࠼ࡉࡏ࡚ࡳࡓࠋ㌟య㐠ືⓗ▱⬟ࢆ฼⏝ࡍࡿሙྜࠊ༢⣧࡟ືࡅࡤ࠸࠸࡜࠸࠺ࡇ࡜࡛ࡣ࡞ࡃࠊ≉࡟኱Ꮫ⏕ࡢሙྜ࡟ࡣ
⛉Ꮫⓗᛮ⪃࡟ࡼࡾ࢖࣓࣮ࢪ࡛ࡁࡿࡶࡢࢆ⮬ᕫ⾲⌧ࡍࡿࡇ࡜ࡀᮇᚅࡉࢀࡿࡢ࡛࠶ࡿࠋ
 2 ࡘࡢከ㔜▱⬟ࢆ฼⏝ࡋ࡚ࠊᮏ᫬ࡢࢺࣆࢵࢡ࡛࠶ࡿᖿ⣽⬊࡜ࡑࢀ࡟㛵ಀࡍࡿᴫᛕࡀ࠶ࡿ
⛬ᗘࠊ⫼ᬒ▱㆑ࡶά⏝ࡋ࡞ࡀࡽᩚ⌮࡛ࡁࡓᚋ࡟ࡣࠊࢺࣆࢵࢡࡢ᰾ᚰ㒊ศࡢ⌮ゎࠊࡍ࡞ࢃࡕ
ㄞゎࡢసᴗ࡬࡜ධࡗࡓࠋࡲࡎࠊ㏿ㄞ࡛ࡣ㏿ㄞࡢᢏἲࡢ☜ㄆࢆࡋ࡚ࠊ᫬㛫ࢆィࡗ࡚ㄞࡳࠊෆ
ᐜ⌮ゎࡢၥ㢟㸦1 ᅇ┠㸧ࢆゎ࠿ࡏࡓࠋࡑࡇ࡛࠸ࡗࡓࢇᤵᴗࡣ⤊ࢃࡾࠊ⢭ㄞࡣྛ⮬ࡢㄢ㢟࡜ࡋ࡚ᤵᴗእ࡛⾜࠸ࠊ⢭ㄞᚋ࡟ࡣࡶ࠺୍ᗘෆᐜ⌮ゎࡢၥ㢟㸦2 ᅇ┠㸧ࢆゎࡃࡼ࠺ồࡵࡓࠋྛ⮬࡛⾜ࡗࡓ⢭ㄞࢆ๓ᥦ࡟ࠊḟࡢᤵᴗ᫬㛫ࡢࡣࡌࡵ࡟඲ဨ࡛⢭ㄞࢆࡋࡓࠋලయⓗ࡟ࡣࠊẁⴠࡈ࡜࡟せ⣙ࡋࡓࡾࠊࢺࣆࢵࢡࢭࣥࢸࣥࢫࢆ☜ㄆࡋࡓࡾࡋ࡞ࡀࡽㄞࡳࠊྠ᫬࡟ㄒᙡࠊᩥἲࠊ
ࣜࢫࢽࣥࢢࡸࠊෆᐜࡢⱥၥⱥ⟅࡞࡝ⱥㄒ౑⏝ࡢሙ㠃ࡶ㇏ᐩ࡟ྲྀࡾධࢀࠊᢏ⬟ࡀ⤫ྜⓗ࡟㌟࡟௜ࡃࡼ࠺࡟ᕤኵࡋࡓࠋ
ㄞゎᚋ࡟ࡣࠊࡉࡽ࡟ࢺࣆࢵࢡ࡬ࡢ⌮ゎࢆ῝ࡵࡿࡓࡵ࡟ࠊⱥㄒࢆࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢᡭ
ẁ࡜ࡋࡓෆᐜᏛ⩦ࢆ⾜ࡗࡓࠋࡇࡢᖿ⣽⬊ࡢᤵᴗࡢሙྜ࡟ࡣࠊ“Which opinion regarding stem
68

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ከ㔜▱⬟࡜⛉Ꮫศ㔝ࡢࢺࣆࢵࢡࢆ⏕࠿ࡍㄞゎࢆ୰ᚰ࡜ࡋࡓⱥㄒᣦᑟἲ

cell research do you support? Explain your reasons.”࡜࠸࠺ㄢ㢟ࢆ୚࠼ࠊᖿ⣽⬊◊✲࡟㈶ᡂ࠿
཯ᑐ࠿ࢆᢈุⓗ࡟⪃࠼ࠊࢢ࣮ࣝࣉ࡛ࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡍࡿࡇ࡜ࢆồࡵࡓࠋࡇࡢάື࡛ࡣࠊ
➽㐨❧࡚࡚⮬ࡽࡢពぢࢆ⪃࠼ࡿࡇ࡜࡛ㄽ⌮࣭ᩘᏛⓗ▱⬟ࠊே࡜ࡢ┦஫స⏝ࡍࡿព࿡࡛ᑐே
ⓗ▱⬟ࠊࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡍࡿព࿡࡛ゝㄒⓗ▱⬟ࢆࡑࢀࡒࢀάᛶ໬ࡍࡿࡇ࡜ࢆពᅗࡋࡓࡶ
ࡢ࡛࠶ࡿࠋ࡞࠾ࠊẖᤵᴗ࡛ࡣ࡞࠸ࡀᏛᮇ࡟ఱᅇ࠿ࡣࠊᐙ࡛ពぢࢆ᭩࠸࡚ࡁ࡚ḟࡢ᫬㛫࡟ⱥㄒཱྀ࡛㢌Ⓨ⾲ࡍࡿάືࡶᑟධࡋ࡚࠸ࡿࠋࡑࡋ࡚᭱ᚋ࡟ࡣࠊᤵᴗࡢ཯┬࡜ࡋ࡚ࠊ⮬ᕫホ౯⾲࡟࡛ࡁࢀࡤⱥㄒ࡛᭩ࡁ㎸ࡴࡇ࡜࡟ࡼࡾ㸦᪥ᮏㄒ࡛ࡶⰋ࠸㸧ࠊ⮬ศࡢᏛ⩦άືࡢ཯┬ࢆࡍࡿᶵ఍ࢆᣢࡗࡓࠋࡇࡇ࡛ࡣෆ┬ⓗ▱⬟ࡢάᛶ໬ࢆពᅗࡋ࡚࠸ࡿࠋ ௨ୖࢆࡲ࡜ࡵࡿ࡜ࠊᮏᤵᴗࡣከ㔜▱⬟ࢆࢺࣆࢵࢡᥦ♧࡟ྲྀࡾධࢀࡿࡇ࡜࡟ࡼࡗ࡚ண ࡸ⾲⌧ࡢᑟධࢆࡋ࡚࠿ࡽㄞゎࢆ⾜࠸ࠊㄞゎᚋ࡟ࡣࡉࡽ࡟ูࡢ▱⬟ࢆ฼⏝ࡋ࡚⌮ゎࢆ῝ࡵࡿࡇ࡜ࢆ┠ⓗ࡜ࡋࡓࠊࡲࡓࠊ4 ᢏ⬟ࡢ⤫ྜⓗᣦᑟࢆ┠ᣦࡋࡓᑓ㛛ศ㔝ࢆ⏕࠿ࡍࢺࣆࢵࢡ㔜どࡢᤵᴗ࡛࠶ࡿࠋከᵝ࡞▱⬟ࢆྲྀࡾධࢀࢀࡤࠊ
࡝ࢀ࠿㸯ࡘࡣᏛ⩦⪅ 1 ே 1 ே࡟ᚓព࡞▱⬟ࢆά⏝ࡋ࡚⏕ࡁ⏕ࡁ࡜άື࡛ࡁࡿሙ㠃ࢆᥦ౪࡛ࡁࡿ฼Ⅼࡀ࠶ࡿࠋࡑࡢព࿡࡛ࡣࠊᩍᖌ
୺ᑟᆺ࡛ࡣ࡞ࡃࠊಶᛶࢆ㔜どࡍࡿᏛ⩦⪅୰ᚰࡢᤵᴗ࡛ࡶ࠶ࡿࠋ
 ᅗ 1 ᖿ⣽⬊ࡢ෗┿㸦ᐇ㝿ࡣ࣮࡛࢝ࣛᖿ⣽⬊ࡢ㒊ศࡣ⥳Ⰽ㸧㸦http://upload.wikimedia.org/wikipedia/commons/f/f0/Mouse_embryonic_stem_cells.jpg ࡼࡾᘬ⏝㸧

3. ◊✲ࡢ⤖ᯝ࡜⪃ᐹ
3.1 Ꮫ⩦⪅ࡢ≉ᛶ
55 ேࡢ஦๓ㄪᰝࡢ⤖ᯝࢆศᯒࡍࡿ࡜ࠊⱥㄒ࡟ᑐࡍࡿពḧ࡛ࡣࠊᑐ㇟⪅ࡀ㠀ⱥㄒᑓᨷᏛ
⏕࡜࠸࠺ࡇ࡜ࡶ࠶ࡾࠊࠕ࠶ࡲࡾࠖࠕ඲ࡃࠖࡢྜィ್࡛ 54.5%ࡢᏛ⏕ࡀⱥㄒࡣዲࡁ࡛ࡣ࡞ࡃࠊ
ࠕዲࡁࠖࡣ 3 ๭ᙅ࡛࠶ࡗࡓࠋࡑࡢ୍᪉࡛ࠊⱥㄒᏛ⩦ࡢᚲせᛶࢆឤࡌ࡚࠸ࡿᏛ⏕ࡣẚ㍑ⓗከࡃࠊࠕ࡜࡚ࡶࠖࠕࡲ࠶ࡲ࠶ࠖࡢྜィ್ࡣ 58.2%࡛࠶ࡗࡓࠋࡇࢀࡽࡢᩘ್ࡢ⤖ᯝ࠿ࡽࠊⱥㄒ
ࡀዲࡁ࡛ࡣ࡞࠸ࡀࠊᑗ᮶࡬ࡢᚲせᛶࡣឤࡌ࡚࠸ࡿᏛ⏕ࡀᑡ࡞࠿ࡽࡎ࠸ࡿࡼ࠺࡛࠶ࡿࠋ
ⱥㄒᏛ⩦ࡢ┠ⓗ࡟㛵ࡍࡿㄪᰝ࡟࠾࠸࡚ࡣࠊࠕ኱Ꮫࡢᚲಟ⛉┠ࡢࡓࡵࠖ࡜ᅇ⟅ࡋࡓᏛ⏕ࡀ୍␒ከࡃࠊ55 ே୰ 45 ே㸦81.8%㸧࡛࠶ࡗࡓࠋḟ࡟ከ࠿ࡗࡓࡢࡣࠊࠕእᅜ࡟⾜ࡗ࡚ࡳࡓ࠸
࠿ࡽࠖࡀ 21 ே㸦38.2%㸧ࠊࠕ⮬ศࡢᑓ㛛ࡢᩥ⊩ࢆⱥㄒ࡛ㄞࡴࡓࡵࠖ࡜ࠕ༞ᴗᚋࡢᑵ⫋࡟ᙺ❧࡚ࡿࡓࡵࠖࡀྛ 19 ே㸦34.5%㸧࡛࠶ࡗࡓࠋࡑࢀ࡟ᑐࡋ࡚ࠊࠕᑗ᮶ࠊୡ⏺࡛ά㌍ࡋࡓ࠸࠿ࡽࠖࡣ 7 ே㸦12.7%㸧ࠊࠕⱥㄒࡀዲࡁࡔ࠿ࡽࠖࡣ 5 ே㸦9.1%㸧࡜ẚ㍑ⓗᑡᩘ࡛࠶ࡗࡓࠋࡇ
ࡇ࠿ࡽศ࠿ࡿࡢࡣࠊᙉไⓗࠊᑓ㛛ࡢຮᙉࡸᑵ⫋ࡢࡓࡵࠊ࠶ࡿ࠸ࡣእᅜே࡜ࢥ࣑ࣗࢽࢣ࣮ࢩ
ࣙࣥࢆ࡜ࡿᡭẁ࡜ࡋ࡚ⱥㄒࢆᏛ⩦ࡍࡿᏛ⏕ࡀ኱༙ࢆ༨ࡵ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋ≉࡟ࠊᑓ㛛ࡢຮᙉࡀ┠ⓗࡢᏛ⩦⪅࡟࡜ࡗ࡚ࡣࠊࢺࣆࢵࢡ㔜どࡢᣦᑟἲࡣຠᯝⓗ࡛࠶ࢁ࠺ࠋ
⾲ 1 ࡼࡾࠕࡇࢀࡲ࡛ዲࢇ࡛⏝࠸ࡓ࣮ࣜࢹ࢕ࣥࢢࡢ᪉ἲࠖ࡟ࡘ࠸࡚ࡢၥ࠸࡟ᑐࡋ࡚ࡣࠊே
69





஧஬ ⩏༤

ᩘẚࡢศᯒ࡛ࠕ୍ᩥ୍ᩥࢆ᪥ᮏㄒ࡟ヂࡋ࡚ㄞࡴࠖ㸦56.36%㸧ࠊࠕ඲యࡢ୺᪨ࢆ᪥ᮏㄒ࡛ᢕ
ᥱࡍࡿࠖ㸦29.09%㸧࡜᪥ᮏㄒ࡛⌮ゎࡍࡿ࡜࠸࠺Ꮫ⏕ࡀከࡃࠊⱥㄒࡢࡲࡲ⌮ゎࡍࡿ࡜ᅇ⟅ࡋࡓᏛ⏕ࡣఱࢀࡢ㡯┠࡛ࡶ 10%௨ୗ࡛࠶ࡗࡓࠋࡲࡓࠊ࠸ࡃࡘ࠿ࡢ㡯┠ࢆẚ㍑ศᯒࡋ࡚ࡳࡿ࡜ࠊ
ᩥἲࡼࡾࡶ༢ㄒ࡟↔Ⅼࢆᙜ࡚࡚ㄞࡴ࡯࠺ࡀࠊ㡢ㄞࡼࡾ㯲ㄞࡀࠊࠕ㎡᭩ࡣᘬ࠿ࡎ࡟᥎ ࡋ࡞ࡀࡽㄞࡴࠖࡼࡾࡣࠕ㎡᭩ࢆᘬࡁព࿡ࢆ☜ㄆࡋ࡞ࡀࡽㄞࡴࠖ࡯࠺ࡀࠊࡑࢀࡒࢀᅽಽⓗ࡟ከ࠿ࡗࡓࠋᮏ◊✲࡟㛵ࢃࡿ㔜せ࡞Ⅼࢆࡲ࡜ࡵ࡚࠾ࡃ࡜ࠊㄪᰝᑐ㇟⪅ࡢከࡃࡣࠊఏ⤫ⓗ࡞ヂㄞᘧᩍᤵἲ࡟ࡼࡾࠊ㎡᭩࡛༢ㄒࡢព࿡ࢆ☜ㄆࡋ࡞ࡀࡽࠊࡺࡗࡃࡾ᫬㛫ࢆ࠿ࡅ࡚᪥ᮏㄒ࡟⨨ࡁ᥮࠼࡚ㄞࡳ㐍ࡵࡿ᪉ᘧ࡟័ࡽࡉࢀ࡚࠸ࡿࡼ࠺࡛࠶ࡿࠋ཯ᑐ࡟ࠊⱥㄒࡢࡲࡲ⌮ゎࡋࠊࢺࣆࢵࢡ
ࢆ㢮᥎ࡋࡓࡾࠊᮏᩥෆᐜ࡬ࡢ᥎
ࡢ࡛ࡣ࡞࠿ࢁ࠺࠿ࠋ

ຊࢆ⏕࠿ࡋࡓࡾࡍࡿ㏿ㄞࡢカ⦎ࡣ࠶ࡲࡾ࡞ࡉࢀ࡚࠸࡞࠸

⾲ 1 ዲࡳࡢㄞゎ᪉ἲ㸦」ᩘᅇ⟅㸧          㹌㸻55㸦ᅇ⟅⥲ᩘ㸻155㸧㸭ேᩘẚ㸻55 ே୰ࡢ%            ձ୍ᩥ୍ᩥࢆ᪥ᮏㄒ࡟ヂࡋ࡚ㄞࡴճẁⴠࡈ࡜࡟᪥ᮏㄒ࡛せ⣙ࡋ࡚ㄞࡴյ඲యࡢ୺᪨ࢆ᪥ᮏㄒ࡛ᢕᥱࡍࡿ
շᩥἲ࡟↔Ⅼࢆᙜ࡚࡚ㄞࡴ
չ㡢ㄞࡍࡿջ㎡᭩ࢆᘬࡁព࿡ࢆ☜ㄆࡋ࡞ࡀࡽㄞࡴ

㹌 ேᩘẚ
31 56.36%
11 20.00%
16 29.09%
5
9.09%
7 12.73%
34 61.82%ղ୍ᩥ୍ᩥࢆⱥㄒࡢࡲࡲ⌮ゎࡍࡿմẁⴠࡈ࡜࡟ⱥㄒࡢࡲࡲ⌮ゎࡍࡿն඲యࡢ୺᪨ࢆⱥㄒ࡛ᢕᥱࡍࡿ
ո༢ㄒ࡟↔Ⅼࢆᙜ࡚࡚ㄞࡴ
պ㯲ㄞࡍࡿռ㎡᭩ࡣᘬ࠿ࡎ࡟᥎ ࡋ࡞ࡀࡽㄞࡴ

㹌
5
2
1
18
17
8

ேᩘẚ
9.09%
3.64%
1.82%
32.73%
30.91%
14.55%

3.2 ࢺࣆࢵࢡ㑅ᐃࡢ㔜せᛶ
⾲ 2 ࡣࠊ஦๓࣭஦ᚋࡢ୧᪉ࡢㄪᰝ࡛ࠊᏛ⩦⪅ࡢࢺࣆࢵࢡ࡬ࡢ⯆࿡ࡀ࡝ࡢࡼ࠺࡟ኚ໬ࡋ࡚
࠸ࡿ࠿ࢆ♧ࡋࡓࡶࡢ࡛࠶ࡿࠋࡇࡇ࡛ࡢᅇ⟅᪉ἲ࡟ࡘ࠸࡚ゐࢀࡿ࡜ࠊࢸ࢟ࢫࢺ Lesson1-20 ࡢ୰࠿ࡽ≉࡟⯆࿡ࡢ࠶ࡿ 7 ࡘࢆᏛ⏕⮬ࡽࡀ㑅ᢥࡋࠊࡇࡢ࢔ࣥࢣ࣮ࢺ⤖ᯝ࡟ᇶ࡙࠸࡚ᤵᴗ࡛ᢅ
࠺ࢺࣆࢵࢡࢆỴᐃࡋࡓࠋ⾲ 2 ࠿ࡽࡶศ࠿ࡿࡼ࠺࡟ࠊࡇࡢࢸ࢟ࢫࢺࡢࢸ࣮࣐ࡣᏛ⏕ࡢᑓ㛛ศ㔝ࡢ⏕࿨⛉Ꮫ࡟㛵ࢃࡿࡶࡢࢆࡣࡌࡵ࡜ࡋࠊ᭱᪂ࡢ⛉Ꮫࡢෆᐜࢆከࡃྵࢇ࡛࠸ࡿࠋࡑࡋ࡚Ꮫ
ᮇᮎ࡟ࡣࠊᤵᴗ࡛ᐇ㝿࡟ᢅࡗࡓࢺࣆࢵࢡࡢ୰࠿ࡽࠊ≉࡟⯆࿡ࢆᣢࡗ࡚ⱥㄒᏛ⩦ࡀ࡛ࡁࡓࢺ
ࣆࢵࢡࢆ 4 ࡘ㑅ᢥࡋ࡚ࡶࡽࡗࡓࠋ⯆࿡῝࠸ࡢࡣࠊᏛᮇ๓ࡢㄪᰝ࡛ࡢୖ఩ 3 ࡘ㸦L1ࠊL4ࠊ
L9㸧ࡣᏛᮇᮎࡢㄪᰝ࡛ࡶ᏶඲࡟୍⮴ࡋ࡚࠾ࡾࠊࡇࡢ 3 ࡘࡣ඲࡚⏕࿨⛉Ꮫࡢศ㔝࡛ࡶ࠶ࡿ⾲ 2 ࢺࣆࢵࢡ࡟ᑐࡍࡿ⯆࿡㸦」ᩘᅇ⟅㸧㸸Ꮫᮇ๓ N㸻55㸦⥲ᩘ㸻276㸧ࠊᏛᮇᮎ N㸻52㸦⥲ᩘ㸻208㸧

L1  ᚤ⏕≀ࡢⓎᒎʊᚤ⏕≀࡜⑓Ẽࡢ㐍໬
L2 㑇ఏᏊࢻ࣮ࣆࣥࢢʊࢫ࣏࣮ࢶ࡬ࡢ᭱᪂ࡢᣮᡓ
L4 ᖿ⣽⬊◊✲ʊᮇᚅ࡜ၥ㢟
L5 ὠἼ࣭ࣁࣜࢣ࣮࣭ࣥ ᬮ໬ʊᆅ⌫ࡢྉࡧ
L6 ୡ⏺ࡢேཱྀʊከࡍࡂࡿࠊᑡ࡞ࡍࡂࡿ
L9 ࢼࣀࢸࢡࣀࣟࢪ࣮ʊே࿨ࢆᩆ࠺ᴟᑠᶵჾ
L11 ࢧ࢖࣮࣎ࢢʊே㛫࣭ᶵᲔ࣭⮬↛ࡢቃ⏺ࢆ᥈ࡿ
L14 ᙟ࣭ᫍὶ࣭ᫍᑠᝨᫍʊᏱᐂࡢ෌⏕L16 ᆅ⌫እࡢ⏕࿨ʊᏱᐂே࠿ࠊே㛫࠿
L17 㐍໬ㄽதʊ▱⬟ࢹࢨ࢖ࣥࢆࡵࡄࡿ㆟ㄽ
L18 ⮬↛ࡢ෌⏕ʊಖᏑ⏕≀Ꮫ࡜⏕ែ⣔ࡢᅇ᚟

70

Ꮫᮇ๓
ேᩘẚ
Ꮫᮇᮎ
ேᩘẚ
38
69.09%
27
51.92%
27
49.09%
26
50.00%
31
56.36%
32
61.54%
24
43.64%
24
46.15%
1730.91%
917.31%
35
63.64%
33
63.46%
19
34.55%
16
30.77%
22
40.00%
15
28.85%
24
43.64%
8
15.38%
12
21.82%
6
11.54%
27
49.09%
12
23.08%ከ㔜▱⬟࡜⛉Ꮫศ㔝ࡢࢺࣆࢵࢡࢆ⏕࠿ࡍㄞゎࢆ୰ᚰ࡜ࡋࡓⱥㄒᣦᑟἲ

Ⅼ࡛࠶ࡿࠋᣦᑟࡢᙳ㡪ࡸᏛ⏕⮬㌟ࡢࢺࣆࢵࢡ㑅ᢥࡀᏛ⩦ពḧࢆႏ㉳ࡉࡏࡓྍ⬟ᛶࢆᕪࡋᘬ
࠸࡚ࡶࠊᏛ⏕ࡢᑓ㛛ศ㔝ࢆ⏕࠿ࡍࢺࣆࢵࢡ㑅ᢥࡣⱥㄒᏛ⩦࡬ࡢ⯆࿡ࢆᣢ⥆ࡉࡏࡿព࿡࡛㔜せ࡛࠶ࡿ࡜࠸࠼ࡿࠋᑡ࡞ࡃ࡜ࡶືᶵ࡙ࡅࡢどⅬ࠿ࡽࡍࡿ࡜ࠊGardner ࡢ࠸࠺㨩ຊ࠶ࡿࢺࣆ
ࢵࢡࡢ㑅ᢥࡇࡑࡀⱥㄒᩍဨࡢ኱ࡁ࡞ᙺ๭ࡢ㸯ࡘ࡛࠶ࢁ࠺ࠋ
3.3 ⌮ゎᗘࡢどⅬẖᅇࡢᤵᴗ࡟࠾ࡅࡿ⮬ᕫホ౯⾲ࡢศᯒ࡟ᇶ࡙ࡁࠊከ㔜▱⬟ࢆ฼⏝ࡍࡿࢺࣆࢵࢡᥦ♧ࢆ⾜ࡗࡓᚋࡢ㏿ㄞ࠾ࡼࡧ⢭ㄞ࡟ࡘ࠸࡚ࠊ᭱ึ࡟ࠊᏛ⏕⮬㌟ࡀᐇឤࡋ࡚࠸ࡿ⌮ゎᗘࢆ⪃ᐹࡍࡿࠋ⾲ 3 ࡟ࡼࢀࡤࠊࡣࡌࡵ࡚㏿ㄞࢆᐇ᪋ࡋࡓ L1 ࡛ࡣࠊᮏᩥࢆ⌮ゎ࡛ࡁࡓ࡜ឤࡌࡿᏛ⩦⪅ࡣᴟ➃࡟ᑡ࡞࠿ࡗࡓࡀࠊ㏿ㄞᢏἲࡢᑟධࢆቑࡸࡋ࡚࠸ࡗࡓ L2 ௨㝆ࡣࠊᚎࠎ࡟⌮ゎᗘࡢᨵၿഴྥࡀぢࡽࢀࡓࠋึᅇ࡜᭱⤊ᅇࡢᖹᆒ್ࢆẚ㍑ࡋ࡚ࡳࡿ࡜ࠊ1 ࣏࢖ࣥࢺ㏆࠸⌮ゎᗘࡢୖ᪼ࡀ
࠶ࡗࡓࠋࡑࡢ୍᪉࡛ࠊ⾲ 4 ࡢ⢭ㄞࡢ⌮ゎᗘ࡟࠾࠸࡚ࡣࠊ඲యࢆ㏻ࡌ࡚ࠕࡲ࠶ࡲ࠶ࠖࡀከࡃࠊ
኱ࡁ࡞ኚືࡣぢࡽࢀ࡞࠿ࡗࡓࠋࡇࡇ࡛࠸࠺⌮ゎᗘࡣᏛ⏕ࡢᐇឤ࡛࠶ࡿ࠿ࡽࠊ㏿ㄞ࡬ࡢ័ࢀ
ࡸࢺࣆࢵࢡ࡬ࡢ⯆࿡௨እ࡟ࡶࠊㄒᙡࡢせ⣲ࡀ኱ࡁࡃᙳ㡪ࡋ࡚࠸ࡿࡼ࠺࡟ᛮࢃࢀࡿࠋ୍⯡ⓗ࡞ヰ㢟ࢆᢅ࠺ࢸ࢟ࢫࢺ࡜ࡣ␗࡞ࡗ࡚ࠊ᭱᪂ࡢ⛉Ꮫࢆᢅ࠺ࢸ࢟ࢫࢺࡣ࠿࡞ࡾㄒᙡࡢࣞ࣋ࣝࡀ
㧗࠸ࡢࡀ≉ᚩ࡛࠶ࡿࠋ๓㏙ࡋࡓᖿ⣽⬊ࡢᤵᴗ౛ࡢࡼ࠺࡟ࠊࡍ࡭࡚ࡢᤵᴗ࡛ከ㔜▱⬟ࢆ⏕࠿ࡋࡓࢺࣆࢵࢡࡢᥦ♧ࢆࡋ࡚ࡣ࠸ࡿࡶࡢࡢࠊ㞴ゎ࡞ㄒᙡࡀࡓࡃࡉࢇฟ࡚ࡃࡿࡼ࠺࡞ࢸ࢟ࢫࢺ
ࡢሙྜࠊ⯆࿡ࡣ࠶ࡗ࡚ࡶ㏿ㄞࡔࡅ࡛⌮ゎࡍࡿࡢࡣ㞴ࡋ࠸࡜ឤࡌࡿᏛ⩦⪅ࡀከ࠸ࡼ࠺࡛࠶ࡿࠋ
ࡑࡢ㏫ࡢドᣐ࡜ࡋ࡚ࠊ㏿ㄞ L5 ࡢ⌮ゎᗘࡀ㧗࠸ࡢࡣࠊᚤ⏕≀ࡸᖿ⣽⬊࡜ẚ࡭ࡸࡸㄒᙡࡀᖹ
᫆࡞⎔ቃၥ㢟࡜࠸࠺ࡇ࡜࡜ࡶ㛵㐃ࡀ࠶ࡿ࡜⪃࠼ࡽࢀࡿࠋ

⾲ 3 ㏿ㄞ㸦1 ᅇ┠㸧ࡢ⌮ゎᗘ㸦㹌㸧 ⾲ 4 ⢭ㄞ㸦2 ᅇ┠㸧ࡢ⌮ゎᗘ㸦N㸧



L1
L2
L4
L5
L6
L9
L11
L14
L16
L17
L18

1
1
0
0
4
2
1
0
0
1
1
3

2
1
17
19
21
19
15
14
19
13
14
17

3
17
10
16
15
19
12
16
15
16
18
21

4
27
14
16
12
12
16
18
12
18
15
12

5
9
7
3
0
1
4
2
4
2
2
1

ィ
55
48
54
52
53
48
50
50
50
50
54

ᖹᆒ
3.76
3.23
3.06
2.67
2.83
3.15
3.16
3.02
3.14
3.06
2.83

೫ᕪ
0.82
1.10
0.94
0.92
0.89
1.03
0.89
0.98
0.93
0.91
0.91

L1
L2
L4
L5
L6
L9
L11
L14
L16
L17
L18

1
7
11
7
16
7
7
3
3
6
3
7

2
28
28
32
23
31
27
26
25
29
27
29

3
16
7
13
12
11
11
18
18
11
16
17

4
4
2
2
1
4
3
3
4
4
3
1

5
0
0
0
0
0
0
0
0
0
1
0

ィ
55
48
54
52
53
48
50
50
50
50
54

ᖹᆒ
2.31
2.00
2.19
1.96
2.23
2.21
2.42
2.46
2.26
2.44
2.22

೫ᕪ
0.79
0.74
0.70
0.79
0.78
0.77
0.70
0.73
0.78
0.79
0.69

඲య

13

169 175

172

35

564

3.08

0.97

඲య

77

305 150

31

1

564

2.24

0.76

㸦࡜࡚ࡶ ࡲ࠶ࡲ࠶ ࡩࡘ࠺ ࠶ࡲࡾ ඲ࡃ㸧௨ୖࡢࡇ࡜࠿ࡽࠊᏛ⏕ࡢᑓ㛛ศ㔝ࢆ⏕࠿ࡋࡓࢺࣆࢵࢡ㔜どࡢᣦᑟࢆᑟධࡍࡿ࡜ࡁࠊ≉࡟⏕࿨⛉Ꮫࡢࡼ࠺࡞Ꮫ⏕ࡢᑓ㛛ศ㔝࡟ከࡃࡢ㞴ゎ࡞ㄒᙡࡀྵࡲࢀࡿሙྜ࡟ࡣࠊከ㔜▱⬟࡟ࡼࡿࢺࣆࢵࢡࡢᥦ♧࡜㏿ㄞࡔࡅ࡛ࡣ⌮ゎᗘࡢ㠃࡛ࡣ༑ศ࡜ࡣ࠸࠼࡞࠸࡛࠶ࢁ࠺ࠋ⾲ 3 ࠿ࡽࡶ㏿ㄞࡢࡳࡔ࡜ࠊከࡃࡢᏛ⏕ࡀᐇឤ࡜ࡋ࡚ᮏᩥࡢ⌮ゎ࡟㛵ࡋᾘ໬୙Ⰻ࡟㝗ࡿࡇ࡜ࡀ♧ࡉࢀ࡚
71





஧஬ ⩏༤

࠸ࡿࠋࡉࡽ࡟Ꮫ⩦⪅ࡢ⌮ゎᗘࡢྥୖࢆᅗࡿ࡟ࡣࠊ༢ㄒࡸࢺࣆࢵࢡ࡬ࡢ᥎ຊࢆカ⦎ࡍࡿࡇ

࡜࡟ຍ࠼ࠊ᭱⤊ⓗ࡟ࡣ⢭ㄞࡶྲྀࡾධࢀࡿࡇ࡜ࡀᚲせ࡜⪃࠼ࡿࠋ㏿ㄞ࡜⢭ㄞࡢᏛᮇ඲యࡢᖹ
ᆒ್ࢆẚ㍑ࡍࡿ࡜㸦⾲ 3࣭4㸧ࠊ๓⪅࠿ࡽᚋ⪅࡬ 0.84 ࡢఙࡧࡀぢࡽࢀࡿࡢ࡛ࠊ⢭ㄞࡶ୍㐃ࡢᑓ㛛ศ㔝ࢆ⏕࠿ࡍᏛ⩦άື࡟ྲྀࡾධࢀࡓ᪉ࡀࡼࡾຠᯝⓗ࡜࠸࠼ࡼ࠺ࠋ ከࡃࡢᏛ⏕ࡀ㏿ㄞࢆ㞴ࡋ࠸࡜ឤࡌ࡚࠸ࡿ࡟ࡶ㛵ࢃࡽࡎࠊḟ࡟ࠊᮏᩥෆᐜ⌮ゎၥ㢟ࡢᚓⅬ⤖ᯝ࡟ᇶ࡙࠸ࡓሙྜࠊ⾲ 5 ࡣᏛ⩦⪅ࡢᐇ㝿ࡢ⌮ゎᗘ㸦඲య࠾ࡼࡧヲ⣽ࡢᢕᥱ㸧࡟࠾ࡅࡿ୍
ᐃࡢఙࡧࢆ♧ࡋ࡚࠸ࡿࠋ≉࡟ࠊ⾲ 5A ࡢ㏿ㄞࡢᚓⅬ⤖ᯝࡣ L5 ௨㝆࡛ࠊ᫬㛫ᙜࡓࡾࡢㄞゎㄒᩘࡣ L2 ௨㝆࡟࠾࠸࡚㢧ⴭ࡞ᩘ್ࡢୖ᪼ࡀぢࡽࢀࡓࠋ㏿ㄞࡢ⌮ゎᗘࢆᅗࡿᣦᶆ࡜࡞ࡿྜ
ィⅬ㸦඲యീ࣭ヲ⣽㸧࡛ࡢẚ㍑ࢆࡍࡿ࡜ࠊL1 ࡜ L5 ࡛ 2.17 ⅬࠊL1 ࡜ L18 ࡛ 1.32 Ⅼࡢఙࡧࡀぢࡽࢀࠊࠕ1 ศ࠶ࡓࡾࡢㄞゎㄒᩘ࡛ࠖࡣࠊึᅇ࡟ẚ࡭ࡿ࡜ᑡ࡞ࡃ࡜ࡶᖹᆒࡋ࡚ 5㹼10 ㄒ⛬ᗘࡢቑຍࡀぢࡽࢀࡿࠋ㏿ㄞࡢྜィⅬୖ᪼࡟ࡘ࠸࡚ࡣࠊ࣓࢖ࣥ࢔࢖ࢹ࢕࢔ࢆᤊ࠼ࡿࠕ඲య
ീࠖࡢၥ㢟ࡼࡾࡶࠊ㒊ศⓗ࡞༢ㄒࡸᩥࡢ⌮ゎࡀၥࢃࢀࡿࠕヲ⣽ࠖࡢၥ㢟࡟㛵ࡍࡿᚓⅬࡢఙࡧ࡟ࡼࡿ࡜ࡇࢁࡀ኱ࡁ࠸ࠋ๓⪅ࡢࠕ඲యീࠖࡢ⌮ゎᗘࡀࡣࡌࡵ࠿ࡽẚ㍑ⓗ㧗࠸ࡢࡣࠊㄞゎ๓ࡢࢺࣆࢵࢡண ࡸᥦ♧࡟༑ศ᫬㛫ࢆ࡜ࡗ࡚࠸ࡿࡇ࡜ࡀᙳ㡪ࡋ࡚࠸ࡿ࡜ᛮࢃࢀࡿࠋከ㔜▱⬟ࢆ฼⏝ࡋࡓࢺࣆࢵࢡ㔜どࡢㄞゎ๓άື࡟ࡼࡾࠊᏛ⩦⪅ࡢከࡃࡣᮏᩥࡢ࣮࣮࢟࣡ࢻࢆ⌮ゎࡋ඲యീࡣ࠶ࡿ⛬ᗘᢕᥱ࡛ࡁ࡚࠸ࡿࡢ࡛࠶ࢁ࠺ࠋ௚᪉࡛ࠊࠕヲ⣽ࠖࡢ⌮ゎᗘࡀྥୖࡋࡓࡢ
ࡣࠊ≉࡟ᑓ㛛ᛶࡢ㧗࠸ࢸ࢟ࢫࢺ࡛ࡣࢺࣆࢵࢡண άືࡔࡅ࡛ㄒᙡࢆ඲࡚⥙⨶ࡍࡿࡇ࡜ࡣ࡛
ࡁ࡞࠸ࡢ࡛ࠊ㏿ㄞ⮬యࡢカ⦎࡟ࡼࡿ࡜ࡇࢁࡀ኱ࡁ࠸࡜⪃࠼ࡿࠋࡘࡲࡾࠊ㏿ㄞࡢሙྜࡣ㏉ࡾㄞࡳࢆࡋ࡞࠸ࡢ࡛ࠊカ⦎ࡍࢀࡤࡍࡿ࡯࡝⣽࠿࠸㒊ศࡢグ᠈ࡢಖᣢࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡾࠊ༢ㄒࡢ᥎ ຊࡶ㌟࡟௜࠸࡚࠸ࡃࡓࡵ࡛࠶ࡿࠋ
⾲ 5B ࡟ࡼࢀࡤࠊ⢭ㄞ࡛ࡶ㏿ㄞࡢሙྜ࡜ྠᵝ࡟ࠊᚓⅬ⤖ᯝ࡛ࠕヲ⣽ࠖၥ㢟ࢆ୰ᚰ࡜ࡍࡿ
ᚓⅬࡢ࢔ࢵࣉࡀぢࡽࢀࡓࠋࡲࡓࠊྜィⅬࡢᏛᮇ඲యࡢᖹᆒ࡟ࡼࡿẚ㍑ࢆࡋ࡚ࡳࡿ࡜ࠊ⢭ㄞ
ࡢ᪉ࡀ㏿ᗘࡼࡾࡶ 10 Ⅼ‶Ⅼ࡛ 1.55 Ⅼࡼࡃࠊࡇࡇ࡛ࡶࡉࡽ࡞ࡿ⌮ゎᗘࡢྥୖࢆᅗࡿ࡟ࡣࠊ
ᑓ㛛ᛶࡢ㧗࠸ෆᐜ࡛ⱥㄒᏛ⩦ࡍࡿሙྜࡣ⢭ㄞࡶᚲせ࡛࠶ࢁ࠺ࡇ࡜ࡀ♧ࡉࢀࡓࡇ࡜࡟࡞ࡿࠋ
⾲ 5 ᮏᩥෆᐜ⌮ゎၥ㢟ࡢᚓⅬ⤖ᯝ㸦ᖹᆒⅬ㸧࡜ㄞゎᡤせ᫬㛫㸦ᖹᆒ㸧A㸬㏿ㄞ㸦1 ᅇ┠㸧ࡢሙྜ                   B㸬⢭ㄞ㸦2 ᅇ┠㸧ࡢሙྜ
ே
ᩘ
L1
L2
L4
L5
L6
L9
L11
L14
L16
L17
L18
ᖹᆒ

54
48
53
52
53
48
50
49
50
50
52
50.8

඲య
ീ/5
Ⅼ
3.41
3.39
3.55
4.00
3.74
3.49
3.34
3.77
3.72
3.74
3.66
3.62

ヲ⣽
/5 Ⅼ
2.65
3.21
3.00
4.23
3.72
3.53
3.80
3.64
3.60
3.66
3.72
3.52

ྜィ
Ⅼ/10
Ⅼ
6.06
6.60
6.55
8.23
7.46
7.02
7.14
7.41
7.32
7.40
7.38
7.14

ᡤせ᫬㛫

ᮏᩥ
ㄒᩘ

6 ศ 22 ⛊5 ศ 36 ⛊5 ศ 30 ⛊5 ศ 51 ⛊5 ศ 44 ⛊6 ศ 03 ⛊5 ศ 46 ⛊5 ศ 41 ⛊5 ศ 46 ⛊5 ศ 41 ⛊5 ศ 37 ⛊5 ศ 47 ⛊

438
434
421
507
448
432
430
457
460
418
430
443.2

72

ㄞゎ
ㄒᩘ
/1 ศ
68.80
77.50
76.55
86.67
78.14
71.40
74.57
80.41
79.77
73.55
76.56
76.63

ே
ᩘ
L1
L2
L4
L5
L6
L9
L11
L14
L16
L17
L18
ᖹᆒ

52
48
54
51
52
48
49
48
50
50
53
50.5

඲య
ീ/5
Ⅼ
4.33
4.33
4.44
4.41
4.35
4.34
4.13
4.28
4.39
4.62
4.35
4.36

ヲ⣽
/5 Ⅼ
3.86
4.11
4.09
4.67
4.47
4.37
4.57
4.36
4.35
4.50
4.29
4.33

ྜィ
Ⅼ/10
Ⅼ
8.19
8.44
8.53
9.08
8.82
8.71
8.70
8.64
8.74
9.12
8.64
8.69




ከ㔜▱⬟࡜⛉Ꮫศ㔝ࡢࢺࣆࢵࢡࢆ⏕࠿ࡍㄞゎࢆ୰ᚰ࡜ࡋࡓⱥㄒᣦᑟἲ

3.4 ࢺࣆࢵࢡ࡬ࡢ⯆࿡ࡸᤵᴗ࡬ࡢ‶㊊ᗘࡢどⅬ ẖᅇࡢᤵᴗࡢ⤊ࢃࡾ࡟ᐇ᪋ࡋࡓ⮬ᕫホ౯⾲ࡢศᯒ࠿ࡽࠊࠕࢺࣆࢵࢡ࡬ࡢ⯆࿡ࠖ㸦⾲ 6㸧࡜ࠕᤵᴗ࡬ࡢ‶㊊ᗘࠖ㸦⾲ 7㸧ࡣࠊ඲యࡢᖹᆒ್ࡀ 2 Ⅼྎ๓༙㸦5 Ⅼἲ࡛ࠕ࡜࡚ࡶࠖࡀ 1Ⅼ㸧࡛ẚ㍑ⓗ㧗࠸ᩘ್ࡀᚓࡽࢀࠊᏛ⩦⪅ࡣ඲⯡ⓗ࡟ࢺࣆࢵࢡ࡟⯆࿡ࢆᣢࡕᤵᴗ࡟ࡶ‶㊊ࡋ
࡚࠸ࡿࡇ࡜ࡀศ࠿ࡗࡓࠋࡲࡓࠊ⾲ 6 ࡜⾲ 7 ࢆᖹᆒ್࡛ẚ㍑ศᯒࢆࡍࡿ࡜ࠊᖿ⣽⬊ࢆࢸ࣮࣐࡜ࡋࡓ L4 ࡸ⏕≀Ꮫ࡜⏕ែ⣔ࢆࢸ࣮࣐࡜ࡋࡓ L18 ࡟ࡶぢࡽࢀࡿࡼ࠺࡟ࠊࢺࣆࢵࢡ࡬ࡢ⯆࿡ࡀ㧗࠸࡯࡝ᤵᴗෆᐜ࡬ࡢ‶㊊ᗘࡶ㧗࠸ഴྥ࡟࠶ࡾࠊ⯆࿡࡜‶㊊ᗘ࡟ࡣ࠶ࡿ⛬ᗘࡢ㛵㐃ᛶࡀㄆࡵࡽࢀࡓࠋࡑࡢ୍᪉࡛ࠊࢺࣆࢵࢡ࡬ࡢ⯆࿡࡜⌮ゎᗘࡢ㛵㐃ᛶࢆ⾲ 6 ࡜⾲ 3 ࡢᖹᆒ್ࡢẚ㍑࡛ࡳࡿ࡜ࠊL4 ࡸ L9 ࡟௦⾲ࡉࢀࡿࡼ࠺࡟ࢺࣆࢵࢡ࡬ࡢ⯆࿡ࡀ㧗ࡃ࡚ࡶᚲࡎࡋࡶ࣮ࣜࢹ࢕
ࣥࢢ㸦≉࡟㏿ㄞ㸧ࡢ⌮ゎᗘࡀ㧗࠸࡜ࡣ࠸࠼࡞࠸ࡇ࡜ࡀࢃ࠿ࡗࡓࠋ
⾲ 6 ࢺࣆࢵࢡ࡟ᑐࡍࡿ⯆࿡㸦N㸧         
L1
L2
L4
L5
L6
L9
L11
L14
L16
L17
L18
඲య

1
12
11
24
3
4
14
7
8
5
6
9
103

2
27
24
22
33
25
23
24
22
24
25
28
277

3
16
13
6
13
14
11
17
18
16
17
15
156

4
0
0
2
3
10
0
2
2
5
2
2
28

5
0
0
0
0
0
0
0
0
0
0
0
0

ィ
55
48
54
52
53
48
50
50
50
50
54
564

ᖹᆒ
2.07
2.04
1.74
2.31
2.57
1.94
2.28
2.28
2.42
2.30
2.19
2.19

೫ᕪ
0.72
0.71
0.81
0.67
0.89
0.73
0.76
0.78
0.81
0.74
0.75
0.79

⾲ 7 ᤵᴗෆᐜ࡬ࡢ‶㊊ᗘ㸦N㸧
L1
L2
L4
L5
L6
L9
L11
L14
L16
L17
L18
඲య

1
2
7
8
3
2
5
3
8
4
6
5
53

2
25
22
30
26
23
25
26
22
22
24
34
279

3
26
16
14
23
25
16
20
18
23
19
15
215

4
2
3
2
0
3
2
1
1
1
1
0
16

5
0
0
0
0
0
0
0
1
0
0
0
1

ィ
55
48
54
52
53
48
50
50
50
50
54
564

ᖹᆒ
2.51
2.31
2.19
2.38
2.55
2.31
2.38
2.30
2.42
2.30
2.19
2.35

೫ᕪ
0.63
0.80
0.73
0.60
0.67
0.72
0.64
0.84
0.67
0.71
0.59
0.70

㸦1. ࡜࡚ࡶ 2. ࡲ࠶ࡲ࠶ 3. ࡩࡘ࠺ 4. ࠶ࡲࡾ 5. ඲ࡃ㸧௨ୖࡢࡼ࠺࡟ࠊᏛᮇ඲య࡛ぢࡿ࡞ࡽࡤࠊ㏿ㄞ࡜⢭ㄞࡢ୧᪉࡟࠾࠸࡚࠶ࡿ⛬ᗘࡢㄞゎຊࡢྥୖࡀㄆࡵࡽࢀࡿࠋࡋ࠿ࡋ࡞ࡀࡽࠊᐇ㝿ࡢᚓⅬ⤖ᯝ࡟ᇶ࡙ࡃᏛ⩦⪅ࡢ⌮ゎᗘࢆㄽࡎࡿ࡜ࡁ
࡟ࡣࠕ඲యࠖ࡜ࠕ㒊ศࠖࢆศࡅ࡚⪃࠼࡞ࡃ࡚ࡣ࡞ࡽ࡞࠸ࠋࠕ඲యࠖࡢ⌮ゎ࡟ࡘ࠸࡚ࡣࠊከ
㔜▱⬟ࢆ⏕࠿ࡋࡓࢺࣆࢵࢡ㔜どࡢண άືࡢᙳ㡪ࡀ኱ࡁ࠸࡜࠸࠼ࡿࡀࠊࠕ㒊ศࠖࡢ⌮ゎ࡟ࡘ࠸࡚ࡣグ᠈ࡢカ⦎ࡸㄒᙡࣞ࣋ࣝࡢ㠃ࡢᙳ㡪ࡀ኱ࡁ࠸࡜࠸࠼ࡿࠋࡋࡓࡀࡗ࡚ࠊ≉࡟ㄒᙡࡀ㞴ゎ࡞ࢸ࢟ࢫࢺࡢሙྜࡣࠊಶࠎࡢࢺࣆࢵࢡࡢ㐪࠸ࡢࡳࡀࠊ࣮ࣜࢹ࢕ࣥࢢෆᐜ⌮ゎၥ㢟ࡢṇ⟅⋡ࡸㄞゎࢫࣆ࣮ࢻࡢᕪ࡟⤖ࡧࡘ࠸࡚࠸ࡿ࡜ࡲ࡛ࡣ࠸࠼࡞࠸ࠋ
3.5 ஦ᚋㄪᰝࡢศᯒ
 ⾲ 8 ࡢ⥲ྜホ౯࠿ࡽࠊࡲࡎࠊ㏿ㄞࡸ⢭ㄞࡢ⌮ゎᗘ࡟ࡘ࠸࡚ࡣ⮬ᕫホ౯⾲ࡢศᯒ࡜࡯ࡰྠ
ࡌഴྥ࡛ࠊࡇࡇ࡛ࡶ㏿ㄞ࡜⢭ㄞࡢ⤌ࡳ࠶ࢃࡏ࡛ෆᐜࡢ⌮ゎࢆ῝ࡵࡿᚲせᛶࡀᣦ᦬ࡉࢀࡿࠋ
ࡲࡓࠊ4 ศࡢ 3 ࡢᏛ⏕ࡣࢺࣆࢵࢡ࡟⯆࿡ࢆᣢࡗ࡚ⱥㄒᏛ⩦࡛ࡁࡓࡀ㸦ࠕ࡜࡚ࡶࠖࠕࡲ࠶ࡲ
࠶ࠖィ 76.9%㸧ࠊࢺࣆࢵࢡࡢ㐪࠸࡛Ꮫ⩦ពḧ࡟ᕪࡀฟࡓᏛ⏕ࡶẚ㍑ⓗከࡃ㸦ࠕ࡜࡚ࡶࠖ
ࠕࡲ࠶ࡲ࠶ࠖィ 63.4%㸧ࠊࡇࡇ࡛ࡣ෌ࡧಶேᕪࡸࢺࣆࢵࢡ㑅ᐃࡢ㔜せᛶࡀ♧ࡉࢀ࡚࠸ࡿࠋ
73





஧஬ ⩏༤

ḟ࡟ࠊᤵᴗෆᐜ࡬ࡢ‶㊊ᗘ࡛ࡣࠊࠕ࡜࡚ࡶࠖ࡜ࠕࡲ࠶ࡲ࠶ࠖࡢྜィ࡛ 69.2%࡜࡞ࡾࠊ
ࠕ࠶ࡲࡾࠖࠕ඲ࡃࠖࡢྰᐃⓗᅇ⟅ࢆࡋࡓᏛ⩦⪅ࡣ 7.7%࡟࡜࡝ࡲࡗࡓࠋඛ࡟ࡶ㏙࡭ࡓ࡜࠾ࡾࠊᏛ⩦⪅ࡢᑓ㛛ศ㔝࡟㛵ࢃࡿࢺࣆࢵࢡ࡬ࡢ㛵ᚰᗘ࠾ࡼࡧከ㔜▱⬟ࢆ⏕࠿ࡋࡓࢺࣆࢵࢡ㔜どࡢᣦᑟἲࡀࠊᤵᴗෆᐜ࡬ࡢ‶㊊ᗘ࡟ࡶ࠶ࡿ⛬ᗘࡘ࡞ࡀࡗ࡚࠸ࡿࡼ࠺࡛࠶ࡿࠋ
᭱ᚋ࡟ࠊ౑⏝ࢸ࢟ࢫࢺ࡜ᤵᴗෆᐜࡢ㞴᫆ᗘ࡟ࡘ࠸࡚⪃ᐹࡍࡿࠋ๓⪅࡛ࡣࠊࠕࡸࡸ㞴ࡋ࠸ࠖ࡜ࡢᅇ⟅ࡀࠕࡕࡻ࠺࡝ࠖ࡜ྠࡌ 44.2%࡛࠶ࡗࡓࠋࢸ࢟ࢫࢺ⮬యࡣࠕࡸࡸ㞴ࡋ࠸ࠖ࡜ឤ
ࡌࡿᏛ⏕ࡀከ࠿ࡗࡓ࡜࠸࠼ࡿࡀࠊᤵᴗෆᐜࡣࠕࡕࡻ࠺࡝ࡼ࠸ࠖ࡜ឤࡌࡓᏛ⏕ࡣ 73.1%࡜ᅽ
ಽⓗ࡟ከ࠿ࡗࡓࠋࡇࡇ࠿ࡽゝ࠼ࡿࡇ࡜ࡣࠊⱥㄒ⮬యࡣࡸࡸ㞴ࡋ࠸ᩍᮦ࡛ࡶࠊᏛ⏕ࡢഃࡣᑓ㛛ศ㔝࡟㏆ࡅࢀࡤࡑࡢ㡿ᇦ࡛ࡍ࡛࡟ᣢࡗ࡚࠸ࡿ⫼ᬒ▱㆑ࢆά⏝࡛ࡁࡿࡋࠊᣦᑟ⪅ഃࡶࡑࡢ⫼ᬒ▱㆑ࢆᘬࡁฟࡏࡿࡼ࠺࡞ከ㔜▱⬟ࢆ฼⏝ࡍࡿࢺࣆࢵࢡᥦ♧࡞࡝࡟ࡼࡗ࡚ࠊᤵᴗෆᐜ඲
య࡟ᑐࡍࡿ⌮ゎᗘࢆྥୖࡉࡏࡿࡇ࡜ࡣྍ⬟࡞ࡢ࡛࠶ࡿࠋ
⾲ 8  ⥲ྜホ౯                              㹌㸻52㸦52 ே୰ࡢ㸣㸧ձ㏿ㄞ㸦㸯ᅇ┠㸧ࡢ⌮ゎᗘղ⢭ㄞ㸦㸰ᅇ┠㸧ࡢ⌮ゎᗘճࢺࣆࢵࢡ࡟ᑐࡍࡿ⯆࿡մࢺࣆࢵࢡࡈ࡜ࡢᏛ⩦ពḧࡢᕪյᤵᴗෆᐜ࡬ࡢ‶㊊ᗘ
ն౑⏝ࢸ࢟ࢫࢺࡢ㞴᫆ᗘշᤵᴗෆᐜࡢ㞴᫆ᗘ

1.࡜࡚ࡶ

2.ࡲ࠶ࡲ࠶

3.ࡩࡘ࠺

4.࠶ࡲࡾ

5.඲ࡃ

ேᩘィ

ᖹᆒ

೫ᕪ

0(0)
5(9.6)
5(9.6)
6(11.5)4(7.7)

8(15.4)39(75.0)35(67.3)
27(51.9)32(61.5)

19(36.5)8(15.4)12(23.1)
9(17.3)12(23.1)

24(46.2)0(0)0(0)
8(15.4)3(5.8)

1(1.9)0(0)0(0)
2(3.8)
1(1.9)

52(100)52(100)52(100)52(100)52(100)

3.35
2.06
2.13
2.48
2.33

0.76
0.50
0.56
1.02
0.79

1.࡜࡚ࡶ㞴

2.ࡸࡸ㞴

3.ࡕࡻ࠺࡝

4.ࡸࡸ᫆

5.࡜࡚ࡶ᫆

ேᩘィ

3(5.8)
2(3.8)

23(44.2)8(15.4)23(44.2)
38(73.1)

3(5.8)
3(5.8)0(0)1(1.9)

52(100)52(100)

2.50
2.87

0.70
0.66

 ஦ᚋㄪᰝࡢ࢔ࣥࢣ࣮ࢺ⤖ᯝࡢ 2 ࡘ┠࡜ࡋ࡚ࠊ⾲ 9 ࡣࠊྛᏛ⩦⪅ࡀᤵᴗ࡛⩦ᚓ࡛ࡁࡓ࡜ᛮ
࠺Ꮫ⩦㡯┠࡟ࡘ࠸࡚♧ࡋ࡚࠸ࡿࠋ࠸ࡃࡘ࠿㔜せ࡞Ⅼࢆᣦ᦬ࡍࡿ࡜ࠊ➨ 1 ࡣࠊ஦๓ㄪᰝ࡛ࡣࠊ
ࠕ୍ᩥ୍ᩥࢆ᪥ᮏㄒ࡟ヂࡋ࡚ㄞࡴࠖࡀከ࠿ࡗࡓࡀࠊᮏᤵᴗ࡛㏿ㄞࢆྲྀࡾධࢀࡓࡇ࡜࡟ࡼࡾࠊ
ẁⴠࡈ࡜࡟୺᪨ࢆ࡜ࡾ࡞ࡀࡽㄞࡵࡿࡼ࠺࡟࡞ࡗࡓᏛ⏕ࡀቑ࠼ࡓࡇ࡜࡛࠶ࡿࠋ➨ 2 ࡣࠊࠕㄞࡴࠖࢆ୰ᚰ࡟ࣜࢫࢽࣥࢢࡸࢫࣆ࣮࢟ࣥࢢࡶྵࡵࡓⱥㄒࡢㅖᢏ⬟ࡀࣂࣛࣥࢫⰋࡃ㌟࡟௜࠸࡚࠸ࡿⅬ࡛࠶ࡿࠋከ㔜▱⬟ࢆ⏕࠿ࡋࡓࢺࣆࢵࢡ㔜どࡢᣦᑟࡣࠊᵝࠎ࡞άືࡢሙ㠃ࢆᥦ౪ࡍࡿ
ࡇ࡜࡟ࡼࡾࠊᢏ⬟ࢆ⤫ྜⓗ࡟⩦ᚓࡉࡏࡿࡇ࡜ࡀྍ⬟࡞ࡢ࡛࠶ࡿࠋ➨ 3 ࡣㄒᙡࡢ㠃࡛ࡢᡂᯝ࡛ࠊ⛉Ꮫ⏝ㄒࡀᤵᴗ࡛⩦ᚓ࡛ࡁࡓ࡜⟅࠼ࡓࡶࡢࡣࠊࠕ࡜࡚ࡶࠖ࡜ࠕࡲ࠶ࡲ࠶ࠖࢆྜࢃࡏ࡚
80.7%ࡶ࠸ࡓⅬ࡛࠶ࡿࠋ㞴ゎ࡞ᑓ㛛⏝ㄒࡣ⌮ゎࡢጉࡆ࡟࡞ࡿྍ⬟ᛶࡀ࠶ࡿ཯㠃ࠊ࠺ࡲࡃ⩦ᚓࡍࡿࡇ࡜ࡀ࡛ࡁࢀࡤᑗ᮶ࠊᐇ㊶ⓗ࡟ᙺ❧ࡘㄒᙡ࡜࡞ࢁ࠺ࠋ➨ 4 ࡣࠊࡇࡢ⛉Ꮫ⏝ㄒࡢ⩦ᚓ࡜௜㝶ࡍࡿᙧ࡛ࠊ⛉Ꮫ▱㆑ࢆᚓࡓࡾᑓ㛛ศ㔝࡟㛵ࡍࡿពぢࡢཱྀ㢌Ⓨ⾲ࢆࡋࡓࡾࡋ࡞ࡀࡽࠊ
ᩍ⛉ᶓ᩿ⓗ࡟ゝㄒᏛ⩦࡜ෆᐜᏛ⩦ࢆຠ⋡ࡼࡃྠ᫬࡟࡛ࡁࡓⅬࡀ㧗ࡃホ౯࡛ࡁࡿࠋ
௨ୖࡢ 2 ࡘࡢ஦ᚋㄪᰝ࡟ຍ࠼ࠊᏛᮇ๓࡟⾜ࡗࡓ Pre-test ࡜㐃ືࡍࡿᙧ࡛ࠊᏛᮇᚋ࡟ࡶㄞ
ゎࡢ Post-test ࢆᐇ᪋ࡋࡓࠋC㸫Test 1 ࠾ࡼࡧ 2 ࡢᏛᮇ๓࣭Ꮫᮇᚋࡢẚ㍑ࢆࡋ࡚ࡳࡿ࡜㸦⾲
10㸧ࠊ඲యࡢᖹᆒⅬ࡛ࡣ⣙ 15 Ⅼࡶࡢఙࡧࡀ࠶ࡾㄞゎຊࡸㄒᙡຊࡢ኱ᖜ࡞ྥୖࡀぢࡽࢀࡓࠋ≉࡟ࠊᡂ⦼ୗ఩ᒙ࡟ 20 Ⅼ௨ୖᚓⅬࢆఙࡤࡍ⪅ࡀከᩘ࠾ࡾࠊⱥㄒࡢⱞᡭ࡞Ꮫ⏕ࡢⱥㄒຊࡢ
ఙ㛗࡟ࡇࡢᑓ㛛ࢺࣆࢵࢡ࡜ከ㔜▱⬟ࢆ⼥ྜࡋࡓᣦᑟἲࡀࡼࡾຠᯝⓗ࡜ศ࠿ࡗࡓࠋ
74




ከ㔜▱⬟࡜⛉Ꮫศ㔝ࡢࢺࣆࢵࢡࢆ⏕࠿ࡍㄞゎࢆ୰ᚰ࡜ࡋࡓⱥㄒᣦᑟἲ

⾲ 9 ᤵᴗ࡛㌟࡟ࡘ࠸ࡓᏛ⩦㡯┠                      N㸻52㸦52 ே୰ࡢ%㸧             

1.࡜࡚ࡶ

2.ࡲ࠶ࡲ࠶

3.ࡩࡘ࠺

4.࠶ࡲࡾ

5.඲ࡃ

ேᩘィ

ᖹᆒ

೫ᕪ

ձ㏿ㄞ㏿ゎࡢࡓࡵࡢㄞゎᢏἲ

12 (23.1)

23 (44.2)

15(28.8)0(0)2 (3.8)52 (100)

2.17

0.92

ղไ㝈᫬㛫ෆ࡟㏿ࡃㄞࡴࡇ࡜

7(13.5)24 (46.2)

16(30.8)3(5.8)

2 (3.8)52 (100)

2.40

0.93

ճㄒᙡ㸦୍⯡ㄒ㸧

8(15.4)22 (42.3)

18(34.6)3(5.8)

1 (1.9)52 (100)

2.37

0.89

մㄒᙡ㸦⛉Ꮫ⏝ㄒ㸧

19 (36.5)

23 (44.2)8(15.4)2(3.8)0(0)52 (100)

1.87

0.82

յᮏᩥࡢ඲యീࡢᢕᥱ

7(13.5)31 (59.6)

12(23.1)

2(3.8)0(0)52 (100)

2.17

0.71

նᮏᩥࡢヲ⣽ࡢᢕᥱ2(3.8)

21 (40.4)24(46.2)4(7.7)

1 (1.9)52 (100)

2.63

0.77

շẁⴠࡈ࡜ࡢせ⣙23 (44.2)

20 (38.5)

8(15.4)1(1.9)0(0)52 (100)

1.75

0.79

ո㏿ㄞ࡟ᚲせ࡞ᩥἲ5(9.6)

20 (38.5)20(38.5)

7 (13.5)0(0)52 (100)

2.56

0.85

չᮏᩥ୺᪨ࡢࣜࢫࢽࣥࢢ

6(11.5)14 (26.9)22(42.3)

9 (17.3)

1 (1.9)52 (100)

2.71

0.96

պ᭱᪂ࡢ⛉Ꮫ▱㆑

14 (26.9)

19 (36.5)17(32.7)2(3.8)0(0)52 (100)

2.13

0.86

ջពぢࡢཱྀ㢌Ⓨ⾲

6(11.5)22 (42.3)

22(42.3)

1(1.9)

1 (1.9)52 (100)

2.40

0.80


 ⾲ 10 Pre-test ࡜ Post-test ࡢᚓⅬẚ㍑
ࢡࣛࢫ
A
B
඲య

ேᩘ
27
28
55

C㸫Test 1㸦Ꮫᮇ๓㸧
ᖹᆒ
೫ᕪ
᭱㧗
41.59
12.35
64
41.04
13.25
62
41.31
12.70
64

᭱ప
12
11
11

ேᩘ
25
27
52

C㸫Test 2㸦Ꮫᮇᮎ㸧
ᖹᆒ
೫ᕪ
᭱㧗
55.56
13.94
77
56.37
16.66
89
55.98
15.27
89

᭱ప
26
23
23

3.6 Ꮫ⩦⪅ࡢឤ᝿Ꮫᮇᮎ࢔ࣥࢣ࣮ࢺࡢ⮬⏤グ㏙ࡼࡾࠊᏛ⏕ࡢᤵᴗ࡟ᑐࡍࡿឤ᝿ࡢ௦⾲ⓗ࡞ࡶࡢ࡜ࡋ࡚ࡣࠊ
௨ୗࡢࡼ࠺࡞ࡶࡢࡀ࠶ࡗࡓࠋ
࣭ㄞࡴ๓࡟ẖᅇ࠸ࢁ࠸ࢁ࡞άືࡀ࠶ࡗࡓ࠿ࡽᮏᩥࢆ⌮ゎࡋࡸࡍ࠿ࡗࡓࠋ
࣭࠸ࡲࡲ࡛࠸ࡁ࡞ࡾㄞࢇ࡛࠸ࡓࡢ࡛ࠊࢺࣆࢵࢡࢆண᝿ࡋࡓࡾࡍࡿࡢࡀ࠶ࡗࡓࡢࡣศ࠿ࡾ
ࡸࡍࡃ࡞ࡗ࡚Ⰻ࠿ࡗࡓ࡜ᛮ࠺ࠋ
࣭ẁⴠࡢせ⣙ࢆࡍࡿ஦࡛඲యീࡀᢕᥱࡋࡸࡍࡃ࡞ࡗࡓࠋ
࣭ఱᅇࡶ㏿ㄞࡍࡿ࠺ࡕ࡟ࠊ⮬↛࡟ᚲせ࡞࡜ࡇࢁࡔࡅࢆᣠࡗ࡚ㄞࡵࡿࡼ࠺࡟࡞ࡗࡓࠋ
࣭ⱥㄒࡔࡅ࡛࡞ࡃ࠸ࢁࢇ࡞⛉Ꮫࡢ▱㆑ࢆ▱ࢀ࡚ࡓࡵ࡟࡞ࡗࡓࠋ࣭ពぢࡢཱྀ㢌Ⓨ⾲ࡣ᎘ࡔࡗࡓࡅ࡝ࠊ࠸࠸య㦂ࡔࡗࡓ࡜ᛮ࠺ࠋ
࣭ẖᅇ⯆࿡࠶ࡿࢺࣆࢵࢡࡔࡗࡓࡢ࡛ⱥㄒࡣ⮬↛࡟Ꮫࡪ஦ࡀ࡛ࡁࡓࠋ
࣭᫬㛫ࡨࡗࡓࡾ࡟㐍ࡳࠊẖᅇ㸯ࡘࡢ⛉Ꮫࡢࢸ࣮࣐ࡀᏛ࡭࡚Ⰻ࠿ࡗࡓࠋ
࣭㸯᫬㛫࡛㸯ㄢࢆ㐍ࡴࡢࡣ㏿ࡍࡂࡿࠋ㏿ㄞࡢ኱ษࡉࡶศ࠿ࡗࡓࡀᩥἲࢆヲࡋࡃࡋ࡚࡯ࡋ
࠿ࡗࡓࠋ௨ୖࡢᏛ⏕ࡢឤ᝿ࢆせ⣙ࡍࡿ࡜ࠊ୍㒊࡟㏿ㄞࡢ㔜ど࡟ࡼࡾᩥἲࡀ㍍どࡉࢀ࡚࠸ࡿࡢ࡛ࡣ
࡞࠸࠿࡜࠸࠺ྰᐃⓗ཯ᛂࡸពぢࡢཱྀ㢌Ⓨ⾲࡟ᑐࡍࡿ᎘ᝏឤࡣぢࡽࢀࡓࡶࡢࡢࠊከ㔜▱⬟ࢆ฼⏝ࡋࡓࠊᑓ㛛ศ㔝ࡢࢺࣆࢵࢡࢆ㔜どࡍࡿᣦᑟࢆྲྀࡾධࢀࡓࡇ࡜࡛ࠊࡑࡢ฼Ⅼࢆᣦ᦬ࡍࡿ
ឤ᝿ࡀከࡃᐤࡏࡽࢀࡓࠋ౛࠼ࡤࠊᏛ⩦ෆᐜ࡬ࡢ⯆࿡࣭㛵ᚰࡀ㧗ࡲࡾࠊᮏᩥࡢ඲యീ࡟ࡶ⌮ゎࡀ῝ࡲࡾࠊⱥㄒࡔࡅ࡛࡞ࡃ⛉ᏛࡢෆᐜᏛ⩦࡟ࡶ࡞ࡗࡓ࡜ࡢ⫯ᐃⓗ཯ᛂࡀከࡃࡳࡽࢀࡓࠋ
75





஧஬ ⩏༤

4. ࠾ࢃࡾ࡟ ᮏ◊✲࠿ࡽࢃ࠿ࡗࡓࡇ࡜ࢆ௨ୗࡢ 3 Ⅼ࡟ࡲ࡜ࡵࡓ࠸ࠋ
ձ஦๓ࡢ࢔ࣥࢣ࣮ࢺㄪᰝ⤖ᯝ࡟࠾࠸࡚ࡣࠊㄪᰝᑐ㇟⪅ࡣⱥㄒࡀዲࡁ࡜ࡣゝ࠼࡞࠸ࠊᚲಟ࡜
ࡋ࡚ⱥㄒࢆຮᙉࡋ࡚࠸ࡿேࡀ኱༙࡛࠶ࡿࡇ࡜ࡀࢃ࠿ࡗࡓࠋࡋ࠿ࡋ࡞ࡀࡽࠊẖᅇࡢ⮬ᕫホ౯⾲ࡸ஦ᚋ࢔ࣥࢣ࣮ࢺࡢศᯒࢆࡋࡓ⤖ᯝࠊᏛ⏕ࡢᑓ㛛ศ㔝࡟ྜࢃࡏࡓࢺࣆࢵࢡࢆៅ㔜࡟㑅ᢥࡋࠊᏛၥࢺࣆࢵࢡࢆ㍈࡟ᤵᴗᒎ㛤ࡋ࡚࠸ࡅࡤࠊᤵᴗ࡟ᑐࡍࡿ㛵ᚰᗘࠊ⌮ゎᗘࡸ‶㊊ᗘࡣ࠿࡞ࡾࡢ⛬ᗘ㧗ࡲࡿࡇ࡜ࡀࢃ࠿ࡗࡓࠋ
ղẖᅇࡢ⮬ᕫホ౯⾲࡟グධࡉࢀࡓᚓⅬ⤖ᯝࡸㄞゎㄒᩘࡢศᯒ࡟ࡼࡾࠊࢺࣆࢵࢡࢆ㔜どࡋࡓⱥㄒᏛ⩦ࡣࠊ㏿ㄞ࠾ࡼࡧ⢭ㄞࡢ୧⪅࡟࠾࠸࡚㸦≉࡟㏿ㄞ㸧ࠊᏛᮇ඲యࢆ㏻ࡌ࡚࣮ࣜࢹ࢕
ࣥࢢຊࢆ㢧ⴭ࡟ఙࡤࡋ࡚࠸ࡃ஦ࡀド᫂ࡉࢀࡓࠋࡲࡓᏛᮇ๓࠾ࡼࡧᏛᮇᚋ࡟ᐇ᪋ࡋࡓ CTest ࡟࠾࠸࡚ࡶㄞゎ࠾ࡼࡧㄒᙡຊࡢ኱ᖜ࡞ᨵၿࡀ᫂☜࡟♧ࡉࢀࡓࠋࡓࡔࡋࠊಶࠎࡢࢺࣆ
ࢵࢡࡢ㐪࠸࡟ࡼࡿࠊ࣮ࣜࢹ࢕ࣥࢢෆᐜ⌮ゎၥ㢟ࡢṇ⟅⋡ࡸㄞゎࢫࣆ࣮ࢻ࡟ᕪࡣㄆࡵࡽࢀ
࡞࠿ࡗࡓࠋճᏛၥⓗ࡞ࢺࣆࢵࢡࢆ㍈࡜ࡋࠊ⌮ゎࡋࡸࡍࡃࡍࡿࡓࡵࡢከ㔜▱⬟ࢆ⏕࠿ࡋࡓᏛ⩦άືࢆྲྀࡾධࢀࠊࡲࡓ⢭ㄞࡶ⤌ࡳྜࢃࡏࡿࡇ࡜࡟ࡼࡗ࡚ࠊᏛ⩦⪅ࡣෆᐜࡸⱥㄒࡢ 4 ᢏ⬟ࢆຠᯝⓗ࡟⩦ᚓ࡛ࡁࡓ࡜ឤࡌ࡚࠸ࡿࡇ࡜ࡀࠊ࢔ࣥࢣ࣮ࢺࡸ⮬ᕫホ౯⾲ࡢศᯒ࡟ࡼࡾ♧ࡉࢀࡓࠋከ
㔜▱⬟ࢆ⏕࠿ࡍᑓ㛛ศ㔝ࢆྲྀࡾධࢀࡓࢺࣆࢵࢡ㔜どࡢⱥㄒᣦᑟࡣࠊᏛ⩦⪅ࡢෆᐜ࡜ゝㄒࡢ⩦ᚓࡢ୧㠃࡛ຠᯝⓗ࡛࠶ࡿ࡜࠸࠼ࡿࠋᘬ⏝ᩥ⊩῝ᒣᬗᏊ (⦅) (2000).ࠗESP ࡢ⌮ㄽ࡜ᐇ㊶ʊࡇࢀ࡛᪥ᮏࡢⱥㄒᩍ⫱ࡀኚࢃࡿ࠘ᮾி㸸୕ಟ♫㸬ᯘ᱇Ꮚ (2006).ࠕከ㔜▱⬟⌮ㄽࡢどⅬ࠿ࡽ⪃࠼ࡿ༠ྠᏛ⩦࡟ࡼࡿࣛ࢖ࢸ࢕ࣥࢢᣦᑟࠖࠗᗈ
ᓥዪᏛ㝔኱Ꮫⱥㄒⱥ⡿ᩥᏛ◊✲࠘➨ 14 ྕ.
ᯘ᱇Ꮚ (2007).ࠕከ㔜▱⬟⌮ㄽࢆᛂ⏝ࡋࡓⱥㄒᩍ⫱ἲࡢ㛤Ⓨࠖࠗᖹᡂ 18 ᖺᗘᩥ㒊⛉Ꮫ┬⛉Ꮫ◊✲㈝⿵ຓ㔠(ⴌⱆ◊✲)◊✲ᡂᯝሗ࿌᭩࠘.
஧஬⩏༤ (2010). ࠕࢺࣆࢵࢡண ࢆ୰ᚰ࡜ࡍࡿከ㔜▱⬟ࢆ⏕࠿ࡋࡓάືࡢᑟධࡀㄞゎຊ࡟୚࠼ࡿᙳ㡪ࠖࠗJACET 㛵す⣖せ࠘➨ 12 ྕΏ㒊Ⰻ඾࣭ụ⏣┿࣭࿴Ἠఙ୍ (2011).ࠗCLIL(ࢡࣜࣝ) ෆᐜゝㄒ⤫ྜᆺᏛ⩦ ୖᬛ኱Ꮫእᅜㄒ
ᩍ⫱ࡢ᪂ࡓ࡞ࡿᣮᡓ ➨ 1 ᕳ ཎ⌮࡜᪉ἲ࠘ᮾி㸸ୖᬛ኱Ꮫฟ∧ᒁ㸬
Briton, D., Snow, M., & Wesche, M. (1989). Content-based second language instruction. New
York: Heinle and Heinle.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning.
Cambridge: Cambridge University Press.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York:
Basic Books. ᯇᮧᬸ㝯ヂ (2001).ࠗMI㸸ಶᛶࢆ⏕࠿ࡍከ㔜▱⬟ࡢ⌮ㄽ࠘ᮾி㸸᪂᭙♫.
Gardner, H. (2006). Multiple intelligences : New Horizons. New York: Basic Books.
Mohan, B. (1986). Content-based language instruction, Reading, MA: Addison-Wesley.
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JACET ⪃
᫛࿴ 46 ᖺࡢ኱Ꮫ⣮தࡢࡉ࡞࠿࡟ࠊ㛵すࡢ JACET ᭷ᚿࡀி㒔࡜኱㜰࡛ィ 4 ᅇࡢ⮬୺ⓗ࡞◊✲఍ࢆ㛤࠸ࡓࠋࡑࡢཧຍ⪅ࡓࡕࡢⓎ㆟࡟ࡼࡗ࡚ࠊ⩣᫛࿴ 47 ᖺ 6 ᭶ࠊி㒔࡛ JACET ᭱ึࡢᨭ㒊࡜࡞ࡿ㛵すᨭ㒊ࢆⓎ㊊ࡉࡏࡿ㐠ࡧ࡟࡞ࡗࡓࠋ㛵すᨭ㒊ࡣࠊ࠸ࢃࡤ኱Ꮫࡢᩍ⫱࣭◊✲ࡢ࠶ࡾ᪉ࡀཝࡋࡃၥࢃࢀࡓ኱Ꮫ⣮தࡢవ⇻ࡢ࡞࠿࠿ࡽㄌ⏕ࡋࡓࠋึ௦ᨭ㒊㛗 ࡣ኱ᾆᖾ⏨ி㒔኱Ꮫᩍᤵ㸦᫛࿴ 47 ᖺࠥ56 ᖺ㸧ࠊ➨ 2 ௦ᨭ㒊㛗ࡣᏳ⸨᫛୍ி
㒔኱Ꮫᩍᤵ㸦᫛࿴ 56 ᖺࠥᖹᡂ 2 ᖺ㸧࡛࠶ࡗࡓࡀࠊࡑࡢ 2 ௦࡟ࢃࡓࡿィ 19 ᖺ㛫ࡢᖿ஦ࡣࠊ
ከ⏣⛱ி㒔ᕤⱁ⧄⥔኱Ꮫ㸦ᚋ࡟኱㇂኱Ꮫ㸧ᩍᤵࡀࡓࡔ 1 ே࡛ࡘ࡜ࡵ࠶ࡆࡓࠋ᫛࿴ࡶ 50 ᖺ௦ࡢᚋ༙࡟࡞ࡿ࡜ࠊ㛵すᨭ㒊ࡢ఍ဨᩘࡣࠊࡍ࡛࡟ 400 ேࢆ㉸࠼࡚࠸ࡓ࠿ࡽࠊࡲࡔᐄྡ༳ๅ
ᶵࡶ࡞࠸᫬௦࡟ࠊ఍ဨ࡬ࡢ㢖⦾࡞㒑౽≀ࡢᐄྡ᭩ࡁࡢᡭసᴗࡔࡅ࡛ࡶࠊࡓࡗࡓ 1 ேࡢᖿ஦ࡣ኱ኚ࡞᫬㛫࡜ປຊࢆせࡋࡓࡣࡎ࡛࠶ࡿࠋ㛵すᨭ㒊 40 ᖺ࡟ཬࡪṔྐࡢ๓༙ศࡣࠊᙜ᫬ࡢ
ᖿ஦ࡢࡇࡢࡼ࠺࡞㝜ࡢຊ࡟ᨭ࠼ࡽࢀ࡚࠸ࡓࠋ
⥆ࡃ➨ 3 ௦ᨭ㒊㛗ࢆ➹⪅㸦኱㜰኱Ꮫ㸧ࡀࡘ࡜ࡵࡿ⩚┠࡟࡞ࡗࡓࠋඛࡎࠊᨭ㒊఍ဨࡢቑຍ
࡟࡜ࡶ࡞࠸ࠊ఍ဨࡢ㛫࠿ࡽࡶせᮃࡀฟጞࡵࡓᨭ㒊⤌⧊ࡢᩚഛ࡟╔ᡭࡋࡓࠋ᫂ᩥ໬ࡋࡓṇᘧࡢ㛵すᨭ㒊つ⣙ࢆࡘࡃࡾࠊࡑࢀࢆᖹᡂ 2 ᖺ 7 ᭶ 20 ᪥࠿ࡽ᪋⾜ࡋࡓࠋᙺဨࡢ௵ᮇࢆ 2 ᖺ࡜ࡋࠊ෌㑅ࡣ 1 ᅇ㝈ࡾ࡜ᐃࡵࡓࠋ◊✲᫬㛫ࢆዣࢃࢀࡿᏛ఍ࡢ௙஦ࡀࠊ≉ᐃࡢ఍ဨ࡟㐣ᗘ࡟㞟୰ࡍࡿࡇ࡜ࢆ㑊ࡅࠊ࡛ࡁࡿࡔࡅከࡃࡢ᭷⬟࡞఍ဨ࡟Ꮫ఍ࡢ㐠Ⴀ࡟ཧຍࡋ࡚ࡶࡽ࠺ࡓࡵ࡛࠶
ࡗࡓࠋᖿ஦ࢆ」ᩘ໬ࡋ࡚ࠊᛁࡋ࠸௙஦ࡢศᢸࢆࡣ࠿ࡗࡓࠋẖᖺ 1 ᅇࠊ఍ဨ⥲఍ࢆ㛤ദࡍࡿࡇ࡜ࡶỴࡵࡓࠋᨭ㒊఍ဨࡢពぢࢆᗈࡃỮࡳྲྀࡾࠊ࡛ࡁࡿࡔࡅከࡃࡢ఍ဨࡀ✚ᴟⓗ࡟Ꮫ఍άື࡟ཧຍࡍࡿࡇ࡜ࢆᮇᚅࡋ࡚ࡢࡇ࡜࡛࠶ࡗࡓࠋ
᫛࿴ 61 ᖺ࡟Ⓨ㊊ࡋࡓᑓ㛛ูࡢ◊✲ࢢ࣮ࣝࣉ㸦➨ 1 ḟࠋ13 ࢢ࣮ࣝࣉ㸧ࡀࠊ୺࡜ࡋ࡚ᨭ㒊㐠Ⴀጤဨࡢ᭷ᚿࢆ࣓ࣥࣂ࣮࡜ࡋࡓࡶࡢ࡛࠶ࡗࡓࡀࠊᖹᡂ 3 ᖺ࠿ࡽࡣࠊࡑࢀࢆ඲ᨭ㒊఍ဨ࡟㛤࠿ࢀࡓ◊✲ࢢ࣮ࣝࣉ࡟෌⦅ࡋࡓࠋ఍ဨࡢᕼᮃࢆເࡗ࡚ 10 ◊✲ࢢ࣮ࣝࣉࢆタࡅࠊࡇࡢ➨2 ḟ◊✲ࢢ࣮ࣝࣉࡣ 148 ேࡢ఍ဨࡀཧຍࡋ࡚᪂ࡓ࡟ࢫࢱ࣮ࢺࡋࡓࠋྛ◊✲ࢢ࣮ࣝࣉࡣࠊ◊✲┠ᶆࢆ᫂☜࡟ᥖࡆࠊࡑࡢάືᮇ㛫ࡶ 2 ᖺ࡜ࡋ࡚ࠊ2 ᖺࡈ࡜࡟୍ᛂࡢ༊ษࡾࢆࡘࡅࡿࡇ࡜
࡟࡞ࡗࡓࠋᚑ᮶ࡣࠊᖺ 2 ᅇࡢᨭ㒊኱఍ࡀ఍ဨࡢ၏୍ࡢ◊✲Ⓨ⾲ࡢሙ࡛࠶ࡗࡓࡀࠊࡇࡢ᪂ࡓ
࡞◊✲ࢢ࣮ࣝࣉࡢⓎ㊊ࡣࠊᏛ఍ࡢ◊✲άືࢆ኱఍ᆺ࠿ࡽ᪥ᖖᆺ࡬ࠊ༢Ⓨᆺ࠿ࡽ⥅⥆ᆺ࡬ࠊಶே◊✲ᆺ࠿ࡽ㞟ᅋ◊✲ᆺ࡬࡜㌿᥮ࡍࡿ㐨ࢆ㛤ࡃࡶࡢ࡜࡞ࡗࡓࠋࡑࡢᚋࠊࡑࢀࡽࡢࢢ࣮ࣝ
ࣉ࠿ࡽࡣࠊᜥࡢ㛗࠸ඹྠ◊✲ࡢᡂᯝࡀḟࠎ࡜⏕ࡳฟࡉࢀࡿࡇ࡜࡟࡞ࡿࠋࡉࡽ࡟ࠊࡇࡢ◊✲ࢢ࣮ࣝࣉࡢ࠶ࡾ᪉ࡣࠊ᪂ࡋࡃ࡛ࡁࡓ඲ᅜࡢ௚ࡢᨭ㒊࡟ࡶᗈࡃᙳ㡪ࢆཬࡰࡍࡇ࡜࡟࡞ࡗࡓࠋ
◊✲ࢢ࣮ࣝࣉࡢ◊✲ᡂᯝࢆࠊࢢ࣮ࣝࣉࡢ࣓ࣥࣂ࣮ࡔࡅ࡛࡞ࡃࠊ㛵すᨭ㒊ࡢ඲఍ဨ࡜ࠊࡉ
ࡽ࡟ࡣᗈࡃ JACET ඲఍ဨ࡜ඹ᭷ࡍࡿࡓࡵ࡟ࡣࠊࡑࡢࡓࡵࡢ㛵すᨭ㒊⊂⮬ࡢ⣖せࡢⓎ⾜ࡀ
77

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኱㇂ Ὀ↷ᚲせ࡜࡞ࡗࡓࠋᖹᡂ 4 ᖺ 6 ᭶࡟๰หࡉࢀࡓࠗ㛵すᨭ㒊⣖せ࠘➨ 1 ྕࡣࠊࠕ㛵すᨭ㒊 20 ᖺࡢグ㘓ࠖ࡜㢟ࡋ࡚ࠊᨭ㒊タ❧௨᮶ 20 ᖺ࡟ࢃࡓࡿᨭ㒊ࡢ◊✲άືࢆヲ⣽࡟グ㘓ࡋࡓࠋࢃࢀ
ࢃࢀࡢࡇࢀࡲ࡛ࡢṌࡳࢆ࠶ࡽࡓࡵ࡚᣺ࡾ㏉ࡿࡇ࡜࡟ࡼࡾࠊ௒ᚋࡢࢃࢀࢃࢀࡢᏛ఍άືࡢᒎ
ᮃࡶ㛤ࡅࡿࡣࡎ࡛࠶ࡿ࠿ࡽ࡛࠶ࡿࠋ20 ᖺࡢグ㘓ࡣࠊࢃࡀᅜࡢ⤒῭ᡂ㛗ᮇ࠿ࡽࣂࣈࣝ⤒῭ᮇ࡟࠿ࡅ࡚ࡢⱥㄒᩍ⫱ࡢືྥࢆࡼࡃ♧ࡋ࡚࠸ࡿࠋࡑࢀ௨ᚋ࡟ࡘ࠸࡚ࡣࠊ2 ᖺࡈ࡜࡟ห⾜ࡍࡿᨭ㒊⣖せࡀࠊྛ◊✲ࢢ࣮ࣝࣉࡢ 2 ᖺࡈ࡜ࡢ◊✲ᡂᯝࢆグ㘓࣭ᗈሗࡍࡿࡇ࡜࡟࡞ࡗࡓࠋ
࡞࠾ࠊᨭ㒊⣖せࡣᨭ㒊⊂⮬ࡢ◊✲άືࡢࡓࡵࡢᶵ㛵ㄅ࡜ࡋ࡚Ⓨหࡋࡓࡶࡢ࡛ࠊᨭ㒊఍ဨࡢ୍⯡ࡢ◊✲ㄽᩥࡢᥖ㍕ࡣ᭱ึ࠿ࡽ⪃࠼࡚࠸࡞࠿ࡗࡓࠋ୍⯡ࡢ◊✲ㄽᩥࡢࡓࡵ࡟ࡣࠊࡍ࡛
࡟ㄞ⪅ᩘࡢࡣࡿ࠿࡟ከ࠸඲ᅜ∧ࠗJACET ⣖せ࠘ࡀ࠶ࡾࠊࡋ࠿ࡶࠊࡑࡢᛂເㄽᩥࡢᩘࡣỴࡋ࡚ከࡃࡣ࡞࠿ࡗࡓࠋ୍ᐃࣞ࣋ࣝࡢㄽᩥ࡛࠶ࢀࡤࠊᖺ 1 ᅇࡢห⾜ࢆ 2 ᅇ࡟ቑࡸࡋ࡚ࡶ᥇⏝ࡋࡓ࠸࡜⪃࠼ࡽࢀ࡚࠸ࡓ᫬ᮇ࡛࠶ࡗࡓࠋࡑࢇ࡞≧ἣ࡛ࠊᒇୖᒇࢆᯫࡋ࡚ㄞ⪅ᩘࡢ㝈ࡽࢀࡓᨭ㒊⣖せࢆࠊஈࡋ࠸ᨭ㒊఍ィࡢ୰࠿ࡽࠊ࠶࠼࡚Ⓨ⾜ࡍࡿព࿡ࡣㄆࡵࡽࢀ࡞࠿ࡗࡓࠋᨭ㒊⣖せࡀࠊ ࠎ࡟ࡋ࡚ぢࡽࢀࡿࡼ࠺࡟ࠊᮏ㒊⣖せ࡟୙᥇⏝࡜࡞ࡗࡓㄽᩥࡢཷࡅ─࡟ለࡍࡿࡇ࡜
ࡣ㑊ࡅࡓ࠸࡜⪃࠼࡚࠸ࡓࠋ
ᨭ㒊㛗ࡢ௵ᮇࢆ⮬ࡽᐃࡵࡓᨭ㒊㛗ࡣࠊ෌௵ࡶ㎡㏥ࡋ࡚ࠊつᐃ࡝࠾ࡾࡢ௵ᮇࢆ 1 ᮇ㝈ࡾ࡛
㏥௵ࡉࡏ࡚࠸ࡓࡔ࠸ࡓ㸦ࡶࡗ࡜ࡶࠊᚋ௵ࡢ㑅ฟࡀ㞴⯟ࡋࠊᅾ⫋ᮇ㛫ࡣ 3 ࠿᭶ࡶᘏ㛗࡟࡞ࡗࡓ㸧ࡀࠊࡑࡢ 2 ᖺࡢ௵ᮇ୰࡟ఱ࡜࠿ᐇ⌧࡛ࡁࡓࡢࡣࠊ࡯ࡰୖグࡢࡼ࠺࡞ᨭ㒊⤌⧊ࡸ◊✲యไࡢᡭ┤ࡋ࡛࠶ࡗࡓࠋ
ᙜ᫬࠿ࡽ௒᪥࡟⮳ࡿࡲ࡛ࠊ࠸ࡘࡶᚰࡢ∦㝮࡟ࡦࡗ࠿࠿ࡗ࡚࠸ࡿࡇ࡜ࡀ࠶ࡿࠋJACET(Japan Association of College English Teachers) ࡢᏛ఍ྡࡀ఍ဨࡢጼໃࢆṍࡵ࡚ࡋࡲࡗࡓࡢ࠿ࠊ
ࡑࢀ࡜ࡶࠊ఍ဨࡢᮏ᮶ࡢጼໃࡀࡑࢇ࡞Ꮫ఍ྡࢆ㑅ࡤࡏࡓࡢ࠿ࠊ࡜࠸࠺ᛮ࠸࡛࠶ࡿࠋ
‘Japan’ ࡟ࡘ࠸࡚ࡣࠊࡇࢇ࡞⤒㦂ࡀ࠶ࡿࠋ᫛࿴ 40 ᖺ௦ࡢ JACET ࡢ࠶ࡿ◊✲఍࡛ࠊ㡑ᅜࡢ␗ゝㄒᩍ⫱࡟ࡘ࠸࡚Ⓨ⾲ࡋࡓࡇ࡜ࡀ࠶ࡿࠋ࡜ࡇࢁࡀࠊᏛ఍ࡢ㛗⪁ࡢ 1 ே࠿ࡽࠊ㡑ᅜࡢᩍ⫱࡞࡝ࢆྲྀࡾୖࡆ࡚ఱࡢ࢖࣑ࡀ࠶ࡿࡢ࠿࡜ワၥࡉࢀ࡚㦫࠸ࡓࠋࡓࡋ࠿࡟ࠊᙜ᫬ࡢ㡑ᅜࡣࠊ໭ᮅ㩭ࡼࡾࡶࡉࡽ࡟㈋ࡋ࠸ࠕୡ⏺ࡢ᭱㈋ᅜ࡛ࠖ࠶ࡗࡓࡀࠊࡑࡢ㡭ࡢ JACET ࡛ࡣࠊࡑࢇ࡞㈋ࡋ࠸㞄ᅜࡢゝㄒᩍ⫱࡞࡝ࡣࠊ◊✲ࢸ࣮࣐࡜ࡋ࡚ྲྀࡾୖࡆࡿ࡟್ࡋ࡞࠸࡜⪃࠼ࡽࢀ࡚࠸ࡓࡼ
࠺࡛࠶ࡿࠋᩥᏐ㏻ࡾ‘Japan’ ௨እ࡟ࡣ↓㛵ᚰ࡞Ꮫ఍ࡢᅜ㝿ឤぬࢆࡼࡃ♧ࡋ࡚࠸ࡓࠋ ᫛࿴ 56 ᖺࠊ୰Ꮫࡢⱥㄒࡢᤵᴗ᫬㛫ࡣࠊᡓᚋ᭱పࡢ㐌 3 ᫬㛫࡟ࡲ࡛๐ῶࡉࢀ࡚ࡋࡲࡗࡓࠋ
඲ᅜࡢ୰Ꮫࡢⱥㄒᩍᖌࡸ∗ẕ࠿ࡽⱥㄒ㐌 3 ᫬㛫཯ᑐ㐠ືࡀᕳࡁ㉳ࡇࡗࡓࠋ≉ᐃ⛉┠ࡢᤵᴗ᫬㛫ᩘ࡟ࡘ࠸࡚ࠊࡇࢀ࡯࡝኱ࡁ࡞཯ᑐ㐠ືࡀ㉳ࡇࡗࡓࡇ࡜ࡣࠊ࠿ࡘ࡚࡞࠿ࡗࡓࠋࡋ࠿ࡋࠊ
ࡇࢇ࡞ືࡁ࡟ᑐࡋ࡚⤊ጞࠊࡁࢃࡵ࡚෭ῐ࡛࠶ࡗࡓࡢࡣ JACET ࡟௦⾲ࡉࢀࡿ኱Ꮫࡢⱥㄒᩍ
ᖌ࡛࠶ࡗࡓࠋ࡜ࡇࢁࡀࠊࡑࡢ୰Ꮫ⏕ࡓࡕࡀ኱Ꮫ࡬㐍Ꮫࡋ࡚ࡃࡿ࡟ཬࢇ࡛ࠊᙼࡽࡢⱥㄒᏛຊ
ࡢపୗࡪࡾࢆㄡࡼࡾࡶ࠶ࡆࡘࡽࡗࡓࡢࡶࡲࡓࠊ኱Ꮫࡢⱥㄒᩍᖌ࡛࠶ࡗࡓࠋ‘College’ ௨እࡢᩍ⫱࡟ࡣ↓㛵ᚰ࡞኱Ꮫⱥㄒᩍᖌࡢ⊃㔞ࡪࡾࡀࠊࡣ࠿ࡽࡎࡶ㟢࿊ࡋࡓฟ᮶஦࡛࠶ࡗࡓࠋ ᙜ᫬ࡢ JACET ࡛ࡣࠊࢻ࢖ࢶㄒࡸࣇࣛࣥࢫㄒ࡞࡝ࠊ௚ࡢእᅜㄒᩍ⫱㛵ಀ⪅࡜ࡢ஺ὶࡸඹ
ྠ◊✲ࢆᥦ᱌ࡋ࡚ࡶࠊᚲࡎ࡜࠸ࡗ࡚ࡼ࠸࡯࡝ఱࡽ࠿ࡢ཯ᑐ࡟఍ࡗࡓࠋࢃࡀୡࡢ᫓ࢆㅻḷࡋ࡚࠸ࡓⱥㄒᩍᖌ࡟ẚ࡭࡚ࠊ♫఍ⓗ࡞せㄳࡶᏛ⏕ࡢ㛵ᚰࡶஈࡋ࠸࠸ࢃࡺࡿࠕ➨ 2 እᅜㄒࠖࡢ
78

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JACET ⪃
ᢸᙜ⪅ࡓࡕࡣࠊᢸᙜእᅜㄒᩍ⫱ࡢᏑᗫࢆ࠿ࡅ࡚ࠊࡣࡿ࠿࡟┿๢࡟኱Ꮫᩍ⫱ࡢ࠶ࡾ᪉ࢆၥ࠸
⥆ࡅ࡚ࡁࡓࠋࡋ࠿ࡋࠊ‘English’ ࡟ࡇࡔࢃࡿࢃࢀࢃࢀࡣࠊᅜ㝿஺ὶ࡝ࡇࢁ࠿ࠊࡑࢇ࡞㞄᥋እᅜㄒᢸᙜ⪅࡜ࡢ஺ὶࡉ࠼ࡶࠊࡣ࡞ࡣࡔᾘᴟⓗ࡛࠶ࡗࡓ஦ᐇࡣㄆࡵ࡞࠸ࢃࡅ࡟ࡣ࠸࠿࡞࠸ࠋ
 JACET ⮬యࡣ 50 ᖺࠊ㛵すᨭ㒊ࡶ 40 ᖺࡢṔྐࢆ㜀ࡋ࡚ࠊࡇࢇ࡞ࢃࢀࢃࢀⱥㄒᩍᖌࡢጼໃ
ࡀࠊࡑࡢ㛫࡟࡝ࡢࡼ࠺࡟ኚㇺࡋࡓࡢ࠿ࢆࠊ࠶ࡽࡓࡵ࡚⪃࠼࡚ࡳ࡚ࡣ࡝࠺࡛࠶ࢁ࠺ࠋ ᭱㏆ࡢ JACET ࡛ࡣࠊ࡝ࡕࡽࢆྥ࠸࡚ࡶ CEFR ࡀ኱ࡁ࡞ヰ㢟࡛࠶ࡿࠋࡓࡋ࠿࡟ࠊࢃࢀࢃ
ࢀࡢ㛵ᚰࡣࠊ୍ぢࠊ௨๓ࡢෆྥࡁࡢ ‘Japan’ ࠿ࡽ㐲ࡃ࣮ࣚࣟࢵࣃ࡟ࡶᗈࡀࡗࡓ࠿࡟ぢ࠼ࡿࠋࡋ࠿ࡋࠊࡼࡃ⪃࠼࡚ࡳࡿ࡜ࠊࡑࡢ CEFR ࡬ࡢ㛵ᚰࡶࠊ࡯࡜ࢇ࡝ࡀඹ㏻ཧ↷ࣞ࣋ࣝࡸࠊCanDo Statement ࡸࠊLanguage Portfolio ࡞࡝ࡢᢏ⾡㠃࡝ࡲࡾ࡛ࠊࡑࡢ⫼ᚋ࡟࠶ࡿ⫢ᚰせࡢ࣮ࣚࣟࢵࣃேࡢゝㄒព㆑ࡑࡢࡶࡢ࡟ࡘ࠸࡚ࡣ┦ࡶኚࡽࡎ↓㛵ᚰࡢࡲࡲ࡛࠶ࡿࠋࠕⱥㄒࡀ౑࠼ࡿ
᪥ᮏேࠖࡢ⫱ᡂࡢࡓࡵࡢ⾜ືィ⏬ࢆಙࡌ࡚␲࠺ࡇ࡜ࡶ࡞࠸ࢃࢀࢃࢀࡢࠊ࠸ࢃࡤᴟ➃࡞ࡲ࡛
ࡢⱥㄒ୍㎶ಽࡪࡾࡀࠊࡑࢀࢆఱࡼࡾࡶࡼࡃ♧ࡋ࡚࠸ࡿࠋ ࠗⱥㄒᖺ㚷 2010࠘ ࡟ࠕᅇ㢳࡜ᒎᮃࠖḍࡀ࠶ࡿࠋᇳ➹⪅ࡣྛศ㔝ࡢ➨୍ே⪅࡜࠸ࢃࢀࡿ
ᑓ㛛ᐙ࡛࠶ࡾࠊࠕⱥㄒᩍ⫱ࠖࡢ㒊ࡢᢸᙜ⪅ࡶࠊ᭷ྡ࡞࠶ࡿ኱Ꮫྡ㄃ᩍᤵ࡛࠶ࡿࠋࡋ࠿ࡋࠊ
ᇳ➹⪅ࡣࡑࡢᩥ❶ࡢෑ㢌࡛ࠊࡇࡢᖺࡢⱥㄒᩍ⫱⏺ࡢ᭱኱ࡢヰ㢟࡛࠶ࡿࡣࡎࡢᑠᏛᰯࡢࠕⱥㄒࠖ ࠕእᅜㄒάືࠖ ࢆྲྀࡾୖࡆ࡚ࠊ㦫ࡃ࡭ࡁࡇ࡜࡟ࠊࡑࢀࡀࠕ2012 ᖺᗘ࠿ࡽ඲㠃ᐇ᪋ࡉࢀࡿࠖ࡜᭩࠸࡚࠸ࡿࠋࡇࢀࡀ༢࡞ࡿㄗ᳜࡛࡞࠸ࡇ࡜ࡣࠊᩥ⬦࠿ࡽࡶ᫂ࡽ࠿࡛࠶ࡿࠋᇳ➹⪅ࡀࠊࡶࡋࡶᑠᏛᰯࡢᩍㅍ࡛࠶ࢀࡤࠊᙼ➼࡟࡜ࡗ࡚ࡣ┠๓࡟㏕ࡗࡓࠕ኱஦௳࡛ࠖ࠶ࡿࡇࡢၥ
㢟࡟ࡘ࠸࡚ࠊࡇࢇ࡞ᇶ♏ⓗ࡞࣑ࢫࢆ≢ࡍࡇ࡜࡞࡝⪃࠼ࡽࢀ࡞࠸ࠋ‘College’ ẁ㝵ࡢⱥㄒᩍᖌ
࡟ࡣࠊᑠᏛᰯࡢⱥㄒ࡞࡝ࠊࡑࡢ⛬ᗘࡢၥ㢟࡜ࡋ࠿ᫎࡽ࡞࠿ࡗࡓࡢ࠿ࡶࡋࢀ࡞࠸ࠋ
 1+. ࡛ࡣࠊࡍ࡛࡟ࢸࣞࣅࡢㄒᏛ␒⤌ࡢᨺ㏦᫬㛫ࢆ኱ᖜ࡟⦰ᑠࡋ࡚ࡋࡲࡗࡓࡀࠊࡉࡽ࡟
ࡑࡢୖࠊ㛗ᖺ⥆ࡅ࡚ࡁࡓࣛࢪ࢜ࡢእᅜㄒㅮᗙࡲ࡛ࠊⱥㄒ௨እࡢゝㄒ࡟ࡘ࠸࡚ࡣ⦰ᑠ࡞࠸ࡋ
ᗫṆࡍࡿࡇ࡜ࢆ᳨ウࡋጞࡵࡓࠋࡇࢀ࡟ᑐࡋ࡚ࠊࡘ࠸࡟ᖹᡂ 19 ᖺ 4 ᭶ࠊ᪥ᮏ⊂ᩥᏛ఍ࠊ᪥
ᮏࣇࣛࣥࢫㄒࣇࣛࣥࢫᩥᏛ఍ࠊ࢖ࢱࣜ࢔Ꮫ఍࡞࡝ࠊ᪥ᮏࢆ௦⾲ࡍࡿእᅜㄒእᅜᩥᏛ఍ 13Ꮫ఍ࡀ୍⮴ࡋ࡚❧ࡕୖࡀࡾࠊእᅜㄒㅮᗙ⦰ᑠ࣭ᗫṆ࡟཯ᑐࡍࡿࠕせᮃ᭩ࠖࢆ NHK ࡟ࡘࡁ
ࡘࡅࡓࠋ5 ᭶࡟ࡣࠊ9 Ꮫ఍ࡢ௦⾲ࡣᶫᮏඖ୍఍㛗ࡽ NHK ᖿ㒊࡜ࡢ⭸࡙ࡵㄯุࢆ⾜࠸ࠊࡑࡢ⤖ᯝࠊࡂࡾࡂࡾࡢᅵቭሙ࡛ࠊ࠿ࢁ࠺ࡌ࡚ NHK ࡢᭀᣲࢆᛮ࠸࡜࡝ࡲࡽࡏࡿࡇ࡜ࡀ࡛ࡁࡓࠋ
ࡋ࠿ࡋࠊࡇࡢࡼ࠺࡞ࠊ࠸ࢃࡤእᅜㄒᩍ⫱࡟ᇶᮏⓗ࡟ඹ㏻ࡍࡿ༴ᶵⓗ࡞ሙ㠃࡟࠾࠸࡚ࡶࠊ
JACET ࢆࡣࡌࡵࠊ᪥ᮏⱥᩥᏛ఍ࠊ᪥ᮏⱥㄒᏛ఍࡞࡝ࡢⱥㄒᩍᖌࡔࡅࡣࠊ࡜ࡶ࡟␗㆟ࡢ⏦ࡋ❧࡚ࢆ⾜࠾࠺࡜ࡶࡏࡎࠊ࡯ࡰ᏶඲࡟↓㛵ᚰ࡞ጼໃࢆ࡜ࡾ⥆ࡅࡓࠋࢃࢀࢃࢀࡣࠊ
‘English̓௨እࡢゝㄒࡢၥ㢟࡟ࡘ࠸࡚ࡣࠊ࠸ࡲࡶ࡞࠾ࠊࡇࢀ࡯࡝ࡲ࡛࡟↓㛵ᚰ࡛࠶ࡿࠋ ࢃࢀࢃࢀࡣ᪥ᖖࠊࠕᅜ㝿⌮ゎࡢࡓࡵࡢⱥㄒᩍ⫱ࠖ࡞࡝࡜⮑㠃ࡶ࡞ࡃཱྀ࡟ࡍࡿࠋࡋ࠿ࡋᐇ
ࡣࠊࢃࡀ Japan Association of College English Teachers ࡜࠸࠺ྡࡢᏛ఍࡟ࡣࠊࠕᅜ㝿⌮ゎࠖ࡝ࡇࢁ࠿ࠊ‘Japan’ ࡟ࡇࡔࢃࡾࠊ‘College’ ࡟ࡇࡔࢃࡾࠊ‘English’ ࡟ࡇࡔࢃࡿ࠶ࡲࡾࠊࡑࢀ௨
እࡢୡ⏺࡟ᑐࡍࡿ㛵ᚰࢆẅࡂࠊど㔝⊃✽࡟㝗ࡽࡏࡿ୙ᛮ㆟࡞㨱ຊࡀ₯ࢇ࡛࠸ࡿࡢ࡛ࡣ࡞࠸
࠿ࠋࡇࢇ࡞㢼࡟⮬ࡽࡢ┠ࢆ␲ࡗ࡚ࡳࡿࡢࡶࠊ᫬࡟ࡣ↓㥏࡞ࡇ࡜࡛ࡣ࡞࠿ࢁ࠺ࠋ

79
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Invited Article
1994 ᖺ 4 ᭶㹼1998 ᖺ 3 ᭶ᨭ㒊㛗  ከ⏣ ⛱ ⚾ࡀ㛵すᨭ㒊㛗ࢆົࡵࡓࡢࡣࠊ1994 ᖺ 4 ᭶࠿ࡽ 1998 ᖺ 3 ᭶ࡲ࡛ࡢ 4 ᖺ㛫࡛࠶ࡗࡓ࡜ᛮ࠺ࡀࠊ㛵すᨭ㒊ࡢᨭ㒊㛗࡜࠸࠺࡜ࡁ࡟ࡣࠊ࡝࠺ࡋ࡚ࡶᨭ㒊Ⓨ㊊ࡢ୰ᚰ࡟࡞ࡗ࡚࠸ࡓࡔ࠸ࡓ
ᙜ᫬ி㒔኱Ꮫᩍ㣴㒊ⱥㄒᩍᐊ࡟ᡤᒓࡋ࡚࠾ࡽࢀࡓึ௦㛵すᨭ㒊㛗࡛௒ࡣஸࡁ኱ᾆᖾ⏨ඛ⏕ࡢࡇ࡜࡜ࠊࡑࡢ࠶࡜ࢆ⥅࠸࡛ 2 ௦┠ࡢᨭ㒊㛗ࢆົࡵࡽࢀࡓ௒ࡣஸࡁᏳ⸨᫛୍ඛ⏕ࡢࡇ࡜࡟ࡘ࠸୍࡚ゝࡩࢀ࡚࠾ࡁࡓ࠸࡜ᛮ࠺ࠋ
 ࡍ࡛࡟ JACET ๰❧ 20 ࿘ᖺグᛕㄅࠊ30 ࿘ᖺグᛕㄅࠊ40 ࿘ᖺグᛕㄅ࡟࠾࠸࡚ࡶ㏺⯡ࡢᾘᜥࡣఏ࠼ࡽࢀ࡚࠸ࡿࡀࠊJACET ࡢ➨ 1 ྕᨭ㒊࡜ࡋ࡚Ⓨ㊊ࡋࡓ㛵すᨭ㒊ࡢタ❧ᙜ᫬ࡢ⇕ពࡔࡅࡣグࡋ࡚࠾ࡁࡓ࠸ࠋ1967 ᖺࠊึ௦఍㛗ᮒ∹⏣ኟ㞝ඛ⏕ࡢୗ࡛➨ 1 ᅇඵ⋤Ꮚࢭ࣑ࢼ࣮ࡀ኱
ᡂຌ⿹࡟⤊ࢃࡗࡓࡢࡕࠊ⩣ 68 ᖺࠊᙜ᫬ࡢ኱Ꮫ⣮தࡢࣆ࣮ࢡ࡜ࡶ࠸࠺࡭ࡁᮾ኱ᑒ㙐ࢆᶓ┠࡟ぢ࡞ࡀࡽࠊ➨ 2 ᅇඵ⋤Ꮚࢭ࣑ࢼ࣮ࡀ⾜ࢃࢀࡓࠋ኱Ꮫ࡜ࡣఱ࠿ࠊ኱Ꮫࡢ౑࿨ࠊࡑࡋ࡚Ꮫၥ
ࡢ࠶ࡾ᪉ࡀၥࢃࢀࠊࢃࢀࢃࢀ࡟࡜ࡗ࡚ࡣⱥㄒᩍ⫱ࡢ࠶ࡾ᪉ࡀ᰿ᮏⓗ࡟ၥࢃࢀ࡚࠸ࡓࠋࡑ࠺
ࡋࡓ᫬௦ࡢὶࢀࡢ୰࡟࠶ࡗ࡚ࠊ➨ 2 ௦఍㛗ᑠᕝⰾ⏨ඛ⏕ࡣࡌࡵࠊᮏ㒊⌮஦ࡢ᪉ࠎࠊࡑࡋ࡚
➨ 2 ᅇࢭ࣑ࢼ࣮ࡢ஦ົᒁࢆᢸᙜࡋࡓᙜ᫬ࡲࡔⱝ࠿ࡗࡓᮏ㒊ᙺဨࡢᑠụࡉࢇࠊᯇᒣࡉࢇࡓࡕ
࡜࡜ࡶ࡟ࠊ➨ 2 ᅇࢭ࣑ࢼ࣮࡟ཧຍࡋࡓ⚾ࢆྵࡵ࡚ࠊ㛵すᆅ༊ࡢ኱Ꮫࡢ༑ᩘྡࡢⱥㄒᩍᖌࡢ
᪉ࠎࡢ࠶࠸ࡔ࡛㛵すᨭ㒊タ❧ࡢヰࡀ⦎ࡽࢀ࡚࠸ࡗࡓࠋ㛵すᨭ㒊タ❧ࡢ᭱ᚋࡢせㄳࡣࠊ1970ᖺࠊࡓࡋ࠿Ꮫ⩦㝔኱Ꮫ࡛ JACET ඲ᅜ኱఍ࡀ⾜ࢃࢀࡓᚋ࡟ࠊி㒔኱Ꮫᩍ㣴㒊࡛ⱥㄒࡢ㐠⏝⬟ຊࢆຊㄝࡋ࡚࠾ࡽࢀࡓ኱ᾆᖾ⏨ඛ⏕࡟ࡓ࠸ࡋ࡚ࠊᑠᕝⰾ⏨ඛ⏕࠿ࡽ࡞ࡉࢀࡓ࡜グ᠈ࡋ࡚࠸ࡿࠋࡋ࠿ࡋ࡞ࡀࡽࠊ㛵すࣜ࢔ࣜࢬ࣒ࢆᶆᴶࡋ࡚࠸ࡓᙜ᫬ࡢタ❧ጤဨ఍㸦㛵すᆅ༊኱Ꮫ࠿ࡽࡢホ㆟ဨࠊ◊✲௻⏬ጤဨ࡛ᵓᡂ㸧ࡣࠊᨭ㒊Ⓨ㊊ࡲ࡛࡟ 1 ᖺ㛫ࡢ‽ഛᮇ㛫ࢆ⨨ࡁࠊࡑࡢ㛫࡟᫓࣭⛅ࡢᨭ㒊኱఍ࠊ࡞ࡽࡧ࡟ఱᅇ࠿ࡢㅮ₇఍ࢆ⾜ࡗ࡚ࠊཧຍ⪅ࡢேᩘࡸ⇕ពࢆㄪᰝࡋࡓ
ࡾࠊྛ኱ᏛࡢᏛ㒊㛗࡟ᑠᕝඛ⏕࠿ࡽࡢ࣓ࢵࢭ࣮ࢪࢆ┤᥋ᣢཧࡍࡿ࡜࠸ࡗࡓᡭ⥆ࡁࡶ㋃ࢇࡔࠋ
ࡇࢀࡽࡣࡍ࡭࡚ᨭ㒊఍ဨࡢ⤖᮰ࢆᅛࡵࡿࡓࡵࡢヨ㔠▼࡜࡞ࡗࡓ࡜ᛮࢃࢀࡿࠋࡇࡢࡼ࠺࡟ࡋ
࡚ 1972 ᖺࠊ㛵すᨭ㒊ࡣ஦ົᒁࢆᖿ஦ࡢከ⏣ࡀ໅ົࡍࡿி㒔ᕤⱁ⧄⥔኱ᏛᕤⱁᏛ㒊ேᩥᩍᐊ࡟⨨࠸࡚Ⓨ㊊ࡋࡓࠋ ኱Ꮫࡢⱥㄒᩍ⫱ࢆಋୖ࡟⨨ࡃᏛ఍࡜࠸࠺ᛶ㉁ୖࠊⱥㄒ࡟㛵ࡍࡿ᪤ᡂࡢࡉࡲࡊࡲ࡞Ꮫ఍࡜
ࡢ㐃ᦠࢆ࡜ࡾࠊඹദࡢᏛ఍ࢆ㛤ࡃሙྜࡶከ࠿ࡗࡓࠋᙜ᫬ࡣࡲࡔⴭྡ࡞እᅜேࡢᏛ⪅ࡢ᮶᪥ࡣ⌋ࡋ࠿ࡗࡓ࡜ࡣ࠸࠼࡞࠸ࡀࠊẚ㍑ⓗᑡ࡞࠿ࡗࡓࠋᮾி࡟ᣍ࠿ࢀࡓᏛ⪅ࡓࡕࡣᚲࡎ࡜࠸ࡗ
࡚ࡶ࠸࠸ࡃࡽ࠸ࠊ㛵す᥈ゼࢆᕼᮃࡉࢀࡓࠋᖺ㛫 10 ᅇࡃࡽ࠸ࡢㅮ₇఍ࢆ⤌ࡴࡇ࡜ࡀ࡛ࡁࡓࠋ
ᮏ㒊ࡀ୺ദࡍࡿᏛ఍ࡢ඲ᅜ኱఍ࡶࠊ༙ศࡣ㛵すࡢㅖ኱Ꮫࡀ⫪௦ࢃࡾࢆࡋ࡚㛤࠿ࢀ࡚࠸ࡓࠋ
ඵ⋤Ꮚࡢኟࡢࢭ࣑ࢼ࣮࡟࡜ࡗ࡚௦ࢃࡾࠊி㒔ࡢᅜᐙබົဨᐟ⯋ࢆ೉ࡾ࡚࢔࣓ࣜ࢝ࠊࢽ࣮ࣗ
࣓࢟ࢩࢥ኱Ꮫࡢ John Oller ᩍᤵ࡜ࠊࣁ࣡࢖኱Ꮫࡢ Derek Bikerton ᩍᤵࢆ୰ᚰ࡜ࡋࡓ Testing
80

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࡜ࠊᙜ᫬ி㒔኱Ꮫ࡛㛤Ⓨ୰ࡔࡗࡓ⮬ື⩻ヂᶵࡢ◊✲⪅ࡓࡕࠊࡲࡓ࢔࣓ࣜ࢝ࡢ AJT㸦The
Association of Japanese Teachers㸧ࡢ఍㛗ࢆ⤊࠼ࡓࢩ࢝ࢦ኱Ꮫࡢ㥖஭᫂ᩍᤵࠊᙜ᫬ி㒔኱ᏛᩥᏛ㒊ࡢ㇏⏣ᫀ೔ᩍᤵࡽࢆㅮᖌ࡜ࡍࡿࢭ࣑ࢼ࣮ࡣ┒఍ࡔࡗࡓࠋᏳ⸨᫛୍ඛ⏕᫬௦࡟ࡣࠊ⌧ᅾࡶࡑࡢከࡃࡀᏑ⥆ࡋ࡚࠸ࡿⱥㄒᩍ⫱ࡢ 13 ศ㔝࡟ࢃࡓࡿᨭ㒊◊✲఍ࡀ⤌⧊ࡉࢀࡓࠋࡇࡢ
ࡼ࠺࡟ࡋ࡚ 1990 ᖺ௦࡟ࡣ㛵すᨭ㒊ࡢ఍ဨᩘࡶ 600 ே࡟㐩ࡋ࡚࠸ࡓࠋ ࡉ࠿ࡢࡰࡗ࡚ 1987 ᖺࠊி㒔⏘ᴗ኱Ꮫ࡛඲ᅜ኱఍ࡀ⾜ࢃࢀࡓ࡜ࡁ࡟ࠊ㛵すᨭ㒊ࡢ୍㒊఍ဨ࠿ࡽࠊᏛ఍඲యࡢつ⣙ࠊ࠾ࡼࡧ⤌⧊ࡢ඘ᐇࢆࡣ࠿ࡿࡼ࠺ࠊᙉ࠸せㄳࡀฟࡓࠋ๰タ௨᮶ࠊࡍ࡛࡟඲ᅜ⤌⧊ࡢᏛ఍࡜࡞ࡗ࡚࠸ࡓ JACET ࡜ࡋ࡚ࡣᙜ↛࡛࠶ࡗࡓ࡛࠶ࢁ࠺ࠋඖ᮶ࠊ
JACET ࡣ⡆༢࡞つ⣙࡛Ⓨ㊊ࡋࠊ఍㛗ࡢ⿢㔞ᖜࡀ኱ࡁࡃࠊࡲࡓᮾி୰ᚰࡢᏛ఍࡛ࡶ࠶ࡗࡓࠋ
⤌⧊ࡀ኱ࡁࡃ࡞ࢀࡤ኱ࡁࡃ࡞ࡿ࡯࡝ࠊ࡝ࢇ࡞࡟⇕ᚰ࡞ᵓᡂဨ࠿ࡽᡂࡾ❧ࡗ࡚࠸ࡼ࠺࡜ࠊ࠶
ࡿ᫬Ⅼ࡛ࡣ⮬ᕫᨵ㠉ࢆࡣ࠿ࡽࡡࡤ࡞ࡿࡲ࠸ࠋ௒᣺ࡾ㏉ࡗ࡚ࡳࢀࡤࠊ1960 ᖺ௦ࠊ1970 ᖺ௦࡟࠾ࡅࡿ♫఍ᶵᵓࡢ኱ኚ㠉ࢆ⤒࡚ࠊࡲࡓࠊ⃭ࡋ࠿ࡗࡓ኱Ꮫ⣮தࢆ⤒࡚ࠊ1980 ᖺ௦ࡣ⾲㠃ࡢᖹ㟼ࡉ࡜ࡣ⿬⭡ࡢΰἁ࡜ࡋࡓ᫬௦࡛࠶ࡗࡓࠋ⮬↛⛉ᏛࡢⓎ㐩ࡢᡂᯝࡀᙉࡃ๓㠃࡟ฟ࡚ࠊࡑࢀࢆᨭ࠼ࡿ⤒῭ⓗⓎᒎࡸࡍ࡭࡚ࡢ㠃࡟࠾ࡅࡿ኱⾗໬ࡀ㐍ࢇࡔ᫬௦࡛࠶ࡗࡓࠋᡓᚋ⥆࠸ࡓࡉࡲࡊࡲ࡞ⱥㄒᩍ⫱ࡢ࢔ࣉ࣮ࣟࢳࡶ 80 ᖺ௦࠿ࡽࡣ communicative approach ࡀኌ㧗࡟ၐ࠼ࡽࢀࡿࡼ࠺࡟࡞ࡗࡓࠋࡑࡋ࡚ information ࡜࠸࠺ㄒࡀ㔜どࡉࢀࡿࡼ࠺࡟࡞ࡗࡓࠋᅜ❧኱Ꮫࡢᩍ㣴㒊ࡣ࡯࡜ࢇ࡝ࡍ࡭࡚ゎయࡉࢀࠊᶵ⬟໬ࠊᑓ㛛໬࡟ྥ࠿ࡗ࡚࠸ࡗࡓࠋ࠿ࡃࡋ࡚ 1991 ᖺ࡟᪥ᮏࡢ኱Ꮫ࡛ࡣ࣒࢝ࣜ࢟ࣗࣛࡢ኱⥘໬ࡀᐇ᪋ࡉࢀࡿ࡟⮳ࡗࡓࠋ௨ୖࠊ㛵すᨭ㒊ࡢタ❧௨᮶ࠊ➨ 3 ௦኱㇂Ὀ↷ᨭ㒊㛗࡟⮳ࡿࡲ࡛ࡢ⤒㐣ࢆ␎㏙ࡉࡏ࡚࠸ࡓࡔ࠸ࡓࠋ 㛵すᨭ㒊࡟࠾࠸࡚ࡶᮏ㒊ࡢつ⣙ᨵṇ࡟࡜ࡶ࡞࠸ࠊ⣽๎ࡀᐃࡵࡽࢀࡓࠋᨭ㒊㛗ࡢ௵ᮇࡣ 1ᮇ 2 ᖺࠊ෌௵ࡢሙྜࡣࡶ࠺ 2 ᖺ࡜࡞ࡗࡓࠋᖿ஦ࡣ」ᩘไ࡜ࡋ࡚஦࡟ᙜࡓࡿ࡜࠸ࡗࡓ⡆༢࡞ᨵṇ࡛࠶ࡗࡓࠋ኱㇂ᨭ㒊㛗᫬௦ࡢ JACET 㛵すᨭ㒊ࡢከᙬ࡞άືࡣࠊ௒ᅇࡢᨭ㒊 40 ࿘ᖺグᛕㄅ࡟࠾࠸࡚ࡶㄒࡗ࡚࠸ࡓࡔࡅࡿ࡛࠶ࢁ࠺ࠋࡑࡢᚋࢆᘬࡁ⥅ࡀࢀࡓᨾᑠ⏣ᖾಙᨭ㒊㛗࡟ࡣࠊṧᛕ࡞ࡀࡽ┤᥋᭩࠸࡚࠸ࡓࡔࡅ࡞࠸ࡀࠊᅾ௵୰ࠊඛ⏕ࡢ⏕ᾭࢆ࠿ࡅࡓⱥㄒᩍ⫱ࡢࡓࡲࡶࡢ
ࢆఏ࠼࡚࠸ࡓࡔ࠸ࡓ࡜ᛮࡗ࡚࠸ࡿࠋ
 1994 ᖺ 4 ᭶࠿ࡽ 2 ᮇ 4 ᖺ࡟ࢃࡓࡗ࡚ࠊከ⏣ࡀᨭ㒊㛗ࢆົࡵࡓࠋࡇࡢ㛫ࡢ࣮ࣝࢸ࢕࣮ࣥ࡜
࡞ࡗ࡚࠸ࡓᨭ㒊ࡢ⾜஦ࢆ㝖࠸ࡓ⾜஦ࡣ௨ୗࡢ 3 ௳࡛࠶ࢁ࠺ࠋ
1. 1995 ᖺ 1 ᭶ 17 ᪥ࡢ㜰⚄࣭ῐ㊰኱㟈⅏࡟ࡼࡿᨭ㒊఍ဨ⨯⅏⪅࡬ࡢᑐᛂࠋ
2. 1996 ᖺࠊᙜ᫬ࠊከ⏣ࡢ໅ົࡍࡿ኱㇂኱Ꮫ࡛ࡢ➨ 35 ᅇ඲ᅜ኱఍ࡢ㛤ദ㸦ࢸ࣮࣐ࠕ␗ᩥ໬⌮ゎ࡜ⱥㄒᩍ⫱࡛ࠖึࡵ࡚ཧຍ⪅ࡀ 1,000 ྡࢆ㉸࠼ࡓ㸧ࠋ
3. 1999 ᖺࠊAILA'99㸦᪩✄⏣኱Ꮫ㸧࡟ྥࡅ࡚ࡢ‽ഛ࡜ເ㔠άືࠋ
ヲ⣽ࡣࠊ40 ࿘ᖺグᛕㄅࠗJACET 1992 - 2002࠘ࢆࡈぴ࠸ࡓࡔࡁࡓ࠸ࠋ ࡈᢎ▱ࡢ㏻ࡾࠊAILA'99 ࡣ኱┒఍࡜࡞ࡾࠊ࢔ࢪ࢔࡛ึࡵ࡚㛤࠿ࢀࡓ AILA ࡣⶑ಴఍㤋࡛ࡢ⳹ࡸ࠿࡞ࣃ࣮ࢸ࢕࣮࡛⤊ࢃࡗࡓࠋ2002 ᖺ 4 ᭶௨᮶ࠊ6 ᖺ࡟ࢃࡓࡗ࡚⚾ࡣ໭ᾏ㐨ࡢᖏᗈ኱㇂▷኱ࡢᏛ㛗ࢆົࡵࡓࡓࡵࠊ㛵すᨭ㒊࠿ࡽ୍᫬㞳ࢀࡓࠋࡑࡢ㛫ࠊ໭ᾏ㐨ᨭ㒊࡟ᣍ࠿ࢀࠊᨭ
81
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࠸ࡿࠋ఍ဨࡢୡ௦ࡶࡍࡗ࠿ࡾኚࢃࡗ࡚ࡋࡲࡗࡓ௒ࡢ JACET ࡟㛵ࡋ࡚ࡘࡼࡃッ࠼ࠊᮇᚅࡋ
ࡓ࠸ࡇ࡜ࡣࠊ௨ୗࡢࡇ࡜࡛࠶ࡿࠋ ఍ဨྡ⡙ࢆぢ࡞ࡀࡽᛮ࠺ࡇ࡜ࡣࠊ఍ဨࡢ᪉ࠎࡀࠊᡤᒓࡍࡿ኱Ꮫࡢᑓ௵ᩍဨ࡛࠶ࡿࡼࡾࡣ
㠀ᖖ໅ࡢᩍဨ࡛࠶ࡿࢣ࣮ࢫࡀከ࠸࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋ୍᪉ࠊࡑࡢᑡ࡞࠸ᑓ௵ᩍဨࡣࠊ࢔࣓
ࣜ࢝ࡢሙྜ➼࡜ࡣ␗࡞ࡾࠊᏛ⏕ເ㞟ࡸධヨၥ㢟➼ࡢసᡂ࡟ࡶᦠࢃࡗ࡚࠸࡚ࠊ◊✲ᴗ⦼ࢆ࠶ࡆࡿ࡜࡜ࡶ࡟ࡇ࠺ࡋࡓ௙஦ࡶᚲ㡲࡜࡞ࡗ࡚࠸ࡿሙྜࡀከ࠸ࠋᑓ௵ᩍဨࡣ◊✲࣭ᩍ⫱࣭ᰯົ࡟ࡣࡉࡲࢀ࡚ከᛁᴟࡲࡿࡢ࡛ࡣ࡞࠸࠿ࠋࡇ࠺ࡋࡓ≧ἣࡢᨵၿࡣᛴົ࡛࠶ࢁ࠺ࠋࡑࢀ࡜ྠ᫬
࡟ࠊࠗⱥㄒᩍ⫱Ꮫయ⣔࠘ࡢ 1 ෉ࠗⱥㄒᩍᖌࡢᡂ㛗㸦ồࡵࡽࢀࡿᑓ㛛ᛶ㸧࠘࡟࠾࠸࡚ㄝ࠿ࢀ
࡚࠸ࡿࡼ࠺࡟ࠊⱥㄒᑓ௵ᩍဨ࡟ồࡵࡽࢀࡿᑓ㛛ᛶࡢ඘ᐇ࡞ࡽࡧ࡟ᖜᗈ࠸Ꮫ㆑ࡀᚲせ࡜࡞ࡿ࡛࠶ࢁ࠺ࠋⱥᩥᏛ࡜ⱥㄒᩍ⫱ࡢ 2 ㊊ࡢࢃࡽࡌࢆᒚ࠸࡚ࡁࡓ⚾࡟࡜ࡗ࡚ࡇࢀ࠿ࡽࡶᏛࡤࡡࡤ
࡞ࡽࡠࡇ࡜ࡣ࠸ࡃࡽ࡛ࡶ࠶ࡿࠋ2011 ᖺࠊ3.11 ௨᮶ࡢ᪥ᮏࡢ⌧≧ࢆぢࡿ࡟ࡘࡅ࡚ࡶࠊࡍ࡭࡚
ࡢ㠃࡟࠾ࡅࡿᨵ㠉࡜άᛶ໬ࡀ௒ࡘࡼࡃồࡵࡽࢀ࡚࠸ࡿࠋࡑ࠺ࡋࡓព㆑ࢆษᐇ࡟ඹ᭷ࡋࠊ
JACET ࡢ఍ဨࡢⓙࡉࢇ࡜㐃ᖏࡋ࡚࠸ࡁࡓ࠸࡜③ឤࡍࡿḟ➨࡛࠶ࡿࠋ82

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ⱥリࡢ➨୍ே⪅ࠊ኱ᾆᖾ⏨ඛ⏕ࡀ JACET 㛵すᨭ㒊ࡢ࣮ࣜࢲ࣮࡜ࡣ࠸ࡉࡉ࠿ពእ࡟ᛮࢃࢀ
ࡓࡀࠊி㒔኱Ꮫᩍ㣴㒊࡛ LL ᩍᐊࡢᑟධ࡜㐠Ⴀ࡟ຊࢆᑾࡃࡉࢀࡓࡇ࡜࡛ࡶ࠶ࡾࠊ㧗ྡ࡞ᩥᏛ◊✲ᐙ࡛࠶ࡿ࡜ྠ᫬࡟ⱥㄒᩍᖌ࡜ࡋ࡚ࡶຊࢆᑾࡃࡉࢀ࡚࠸ࡿࡇ࡜ࢆ▱ࡾ⣡ᚓࡋࡓࠋ࠸ࡘ
ࡶࣃ࢖ࣉࢆࡃࢃ࠼࡚ᝆᥭࡏࡲࡽࡠ኱ᾆඛ⏕࡜ࡣᑐ↷ⓗ࡟ࠊᏳ⸨᫛୍ඛ⏕ࡢ⁄ࢀࡿ࢚ࢿࣝࢠ
࣮࡟ࡶᅽಽࡉࢀࡓࠋᏳ⸨ඛ⏕ࡶᩥᏛ◊✲ࢆ୺ࡓࡿࡈᑓ㛛࡟ࡉࢀࠊ࡜ࡃ࡟࢔࣓ࣜ࢝ࡢసᐙࢩ
࢜ࢻ࢔࣭ࢻࣛ࢖ࢧ࣮࡟㛵ࡍࡿඃࢀࡓᴗ⦼࡛▱ࡽࢀ࡚࠸ࡓࡀࠊⱥㄒᩍ⫱࡟ࡶ࠶ࡃ࡞ࡁ᝟⇕ࢆഴࡅࡽࢀ࡚࠸ࡓࠋ⚾ࡀᩍ㣴㒊࡟㉱௵ࡋࡓ࡜ࡁࠊࠕJapanese English ࡢ≉ᚩࠖࢆࢸ࣮࣐࡜ࡍࡿ⛉Ꮫ◊✲㈝ࡢࢳ࣮࣒࡟ධࢀ࡚࠸ࡓࡔࡁࠊඛ⏕ࢆ୰ᚰ࡟ࡋ࡚ Japanese English ࡢ㡢㡩ࡸᩥἲୖࡢ≉ᚩ࡟㛵ࡋ࡚㆟ㄽࢆ㔜ࡡࡓࡢࢆぬ࠼࡚࠸ࡿࠋ
኱㇂Ὀ↷ඛ⏕ࡀ⌧ᙺ࡜ࡋ࡚ⱥㄒᩍ⫱⏺ࢆ࣮ࣜࢻࡉࢀ࡚࠸ࡿࡇ࡜ࡣࠊࡈᏑࡌࡢ࡜࠾ࡾ࡛࠶
ࡿࠋ᪥ᮏ࡟࠾ࡅࡿⱥㄒᩍ⫱ࡸᩍ⫱ᨻ⟇ࡢᮏ㉁࡟㛵ࡍࡿඛ⏕ࡢ❧ㄽࡣࢫࣜࣜࣥࢢ࡛ࡉ࠼࠶ࡿࠋ
ᢈุⓗ࡞┠ࢆ㣴࠺ࡇ࡜ࡇࡑࠊᏛၥࡢ┿㧊࡛࠶ࡿ࡜ᡃࠎࡶẼ࡙࠿ࡉࢀࡿࠋ᫖ᖺ⛅࡟㛤࠿ࢀࡓ㛵すᨭ㒊኱఍ࡢࢩ࣏ࣥࢪ࣒࡛࢘ࡶඛ⏕ࡢ⇕࠸ᛮ࠸࡟ゐࢀࡿࡇ࡜ࡀ࡛ࡁࡓࠋᑠ⏣ᖾಙඛ⏕࡛ᛮ࠸ฟࡉࢀࡿࡢࡣࠊᙜ᫬ࠊⓒ୓㐢㏆ࡃࡢ㛵⏣⏫࡟࠶ࡗࡓி㒔ࣈࣜࢸ࢕ࢵࢩ࣭ࣗ࢝࢘ࣥࢩࣝࠋ
እᅜ࠿ࡽࡢ◊✲⪅ࢆᣍ࠸࡚⾜ࢃࢀࡿㅮ₇఍ࡢ᭱๓ิ࡟ᗙࡽࢀ࡚ࠊㅮ₇ᚋ࡟ࡣỴࡲࡗ࡚᱁ㄪ
㧗࠸ⱥㄒ࡛㉁ၥࢆࡉࢀࡓࠋᗈࡃⱥㄒ࣭ⱥㄒᩍ⫱࡟㛵ᚰࢆ࠾ᣢࡕ࡛ࠊዲወᚰ࡟࠶ࡩࢀࡿⱝࠎ
ࡋ࠸ඛ⏕࡛࠶ࡗࡓࠋ᭱ᚋ࡟࡞ࡗࡓࡀࠊከ⏣⛱ඛ⏕࡟ࡘ࠸࡚ࡣඵ⋤Ꮚࡢ JACET ኟᏘࢭ࣑ࢼ
࣮ᢤࡁ࡛ㄒࡿࡇ࡜ࡣ࡛ࡁ࡞࠸ࠋ
JACET ࡢཎⅬ
1973 ᖺࡢኟࠊ⚾ࡣ➨ 7 ᅇࡢ JACET ኟᏘࢭ࣑ࢼ࣮࡟ཧຍࢆチࡉࢀࡓࠋᮾி࣭ඵ⋤Ꮚࡢ኱Ꮫࢭ࣑ࢼ࣮ࣁ࢘ࢫ࡛⾜ࢃࢀࡓࢭ࣑ࢼ࣮ࡢ୺௵ㅮᖌࡣࠊ࢔࣓ࣜ࢝࠿ࡽᣍ⪸ࡉࢀࡓ Owen
Thomas ࡜ Leon A. Jakobovits ࡢ࠾஧ேࠋ Thomas ᩍᤵࡢ㐃⥆ㅮ⩏ࡣ⏕ᡂᩥἲࢆ㐺⏝ࡋࡓ࣓ࢱࣇ࢓ࡢศᯒἲ࡛ࠊࢸࢡࢫࢺࡢ୰࡛࣓ࢱࣇ࢓ࡀࡁࡽࡵࡃࡉࡲࢆ ‘shimmering’ ࡜࠸࠺ㄒࢆ⏝࠸࡚㩭ࡸ࠿࡟ㄽࡌࡽࢀࡓࠋJakobovits ᩍᤵ࠿ࡽࡣ Goffman ࡢ♫఍Ꮫⓗ࡞࢔ࣉ࣮ࣟࢳࡸᚰ⌮ゝㄒᏛࡢ୍➃ࢆᏛࡧࠊゝㄒᏛࡢ᪂㡿ᇦ࡬࡜ᑟධࡋ࡚࠸ࡓࡔ࠸ࡓࠋࢭ࣑ࢼ࣮࡟ࡣྛᆅ࠿ࡽⱥㄒᩍ
ဨࡀཧ㞟ࡋࠊከࡃࡢ▱ᕫࢆᚓ࡚ᴦࡋࡃ㐣ࡈࡋࡓࡢࢆᛮ࠸ฟࡍࠋ࢔ࣝࢥ࣮ࣝ⚗Ṇࡢࡣࡎࡀࠊ
ኪ࡟࡞ࡿ࡜࡝ࡇ࠿ࡽ࡜ࡶ࡞ࡃࣅ࣮ࣝࡀฟ⌧ࡋࠊ᫬ࢆᛀࢀ࡚ヰࡀᙎࢇࡔࠋඹ㏻ࡢ┠ⓗࢆᣢࡘ
83

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㇏⏣ ᫀ೔

ࢢ࣮ࣝࣉ࣮࣡ࢡ࡟┠ࡢ㛤࠿ࢀࡿᛮ࠸ࡀࡋࡓࠋ
1978 ᖺࡢ➨ 12 ᅇኟᏘࢭ࣑ࢼ࣮࡟ࡶཧຍࡍࡿࡇ࡜ࡀ࡛ࡁࡓࠋᣍ⪸ࡉࢀࡓࡢࡣⱥㄒᏛ⪅ࡢ
Randolph Quirk ᩍᤵ࡜㡢ኌᏛ⪅ࡢ Clifford H Prator ᩍᤵࠋⱥ⡿ࢆ௦⾲ࡍࡿ୧ᩍᤵ࡟ࡼࡿ㐃⥆ㅮ⩏ࡣᛀࢀࡀࡓ࠸ࠋ
➨୍⥺࡛ά㌍ࡋୡ⏺ࡢᏛ఍࡛ᣦᑟⓗ࡞❧ሙ࡟࠶ࡿᏛ⪅ࢆ᪥ᮏ࡟ᣍᚅࡋ࡚ࠊⱝᡭᩍဨࡢ෌
ᩍ⫱ࢆ┠ᣦࡍ JACET ᮏ㒊ࡢ௻⏬࡜ࡑࡢᐇ᪋ࡣ≉➹࡟್ࡍࡿࠋࡉࡽ࡟ࢭ࣑ࢼ࣮ཧຍ⪅࡟࡜ࡗ࡚༳㇟࡟ṧࡗࡓࡢࡣࠊඹྠ⏕ά࡛ࡢ ‘janitors’ ࡢ᪉ࠎ࡛࠶ࡿࠋᛮ࠸ࡘࡃࡲࡲ࡟ᩘྡࡢ࠾ྡ๓
ࢆグࡍ࡞ࡽࡤࠊᑠụ⏕ኵࠊᯇᒣṇ⏨ࠊ⏣୰᫓⨾ࠊከ⏣⛱ࠊ℩ᕝಇ୍ࡢㅖẶ࡛࠶ࡾࠊㅮᖌࡸ
ཧຍ⪅ࡢࡓࡵ࡟⊩㌟ⓗ࡟ᑾࡃࡉࢀࡓࠋࡲࡉ࡟ ‘Service and Sacrifice’ ࡢᚰពẼࠋࡇࢀࡇࡑ
JACET ⢭⚄ࠊ࡜㥑ࡅฟࡋࡢᩍᖌࡣឤ⃭ࡋࡓࡶࡢࡔࡗࡓࠋᚲࡎࡋࡶᩍ⫱⇕ᚰ࡜ࡣ࠸࠼࡞࠸⚾ࡀࠊ௒࡞࠾ JACET ࡢ఍ဨࢆ⥆ࡅࡽࢀࡿཎⅬࡣࠊࡇࡢ JACET ኟᏘࢭ࣑ࢼ࣮࡟࠶ࡿࠋ
ඵ⋤Ꮚ࡛ࡣࡌࡵ࡚࠾఍࠸ࡋࡓከ⏣⛱ඛ⏕࡟ࡣࠊ࠾࡞ࡌ㛵す JACET ࡢ఍ဨ࡜࠸࠺ࡇ࡜ࡶ࠶
ࡗ࡚ࠊࡑࡢᚋⱥㄒᩍ⫱ࡸᏛ఍ࡢ࠶ࡾ࠿ࡓ࡞࡝ࠊ࠾ᩍ࠼࠸ࡓࡔࡃࡇ࡜ࡀከ࠿ࡗࡓࠋከ⏣ඛ⏕ࡢࡈᑓ㛛ࡣ 19-20 ୡ⣖ࡢⱥᩥᏛ࡛࠶ࡿࡀࠊ࢔࣓ࣜ࢝␃Ꮫࡢࡈ⤒㦂ࢆࡩࡲ࠼࡚ࡢᗈ࠸ど㔝࠿ࡽࡢⱥㄒᩍ⫱ほࡣᰂ㌾࡛ࠊㄒᏛ࡜ᩥᏛࠊࡉࡽ࡟ࡣᩥ໬࡜࠸ࡗࡓ」ྜⓗ࡞どⅬࢆഛ࠼࡚࠾ࡽ
ࢀࡿࡇ࡜ࡣࠊ࿘▱ࡢ࡜࠾ࡾ࡛࠶ࡿࠋࡣ࠿ࡽࡎࡶࠊࡑࡢከ⏣ඛ⏕ࡢᚋࢆཷࡅ࡚⚾ࡀ㛵すᨭ㒊㛗ࢆ௮ࡏࡘ࠿ࡿࡇ࡜࡟࡞ࡿࡀࠊᑵ௵࡟࠶ࡓࡗ࡚ ࡵ࡚࠸ࡓ࢔࢖ࢹ࢔ࡀࡦ࡜ࡘࡔࡅ࠶ࡗࡓࠋ
ࠕJACET ி㒔ࢭ࣑ࢼ࣮ࠖࡢᥦ᱌࡛࠶ࡿࠋ
JACET ி㒔ࢭ࣑ࢼ࣮
JACET ࡀ௚ࡢᏛ఍ࡢ㏣ᚑࢆチࡉ࡞࠸ࡢࡣࠊᾏእ࠿ࡽࡢ◊✲⪅ࡢᣍ⪸࡛࠶ࢁ࠺ࠋ⚾ࡀฟᖍ
ࡋࡓㅮ₇࡟㝈ࡗ࡚ࡶࠊGeoffrey Leech, David Crystal, Henry Widdowson, John Wells, Ronald
Carter, Michael McCarthy ࡞࡝ࡢㅖẶࡀ㛵す࡛ㅮ₇ࢆ⾜ࡗࡓࠋⴭస࡛ࡼࡃ▱ࡽࢀࡿ㧗ྡ࡞Ꮫ⪅ࡢ㢦ࢆぢࡿࡔࡅ࡛⬚ࡀ㌍ࡗࡓࠋࡣࡌࡵ࡚ྡ๓ࢆぬ࠼ࡓㅮ₇⪅ࡶ࠶ࡿࠋࡓ࡜࠼ࡤࠊRonald
Carter ᩍᤵࠋṇ☜࡞㛤ദᖺ᭶᪥ࡣኻᛕࡋ࡚ࡋࡲࡗࡓࡀࠊAlan Maley Ặ࡜࡜ࡶ࡟ி㒔࣭ᚚ㌴఍㤋࡛㛤ദࡉࢀࡓࠕゝㄒ࡜ᩥᏛࠖࡢ࣮࣡ࢡࢩࣙࢵࣉࡣ᩾᪂࠿ࡘ่⃭ⓗ࡛࠶ࡾࠊྖ఍ࡢᏳ⸨
᫛୍ඛ⏕ࡶ⤯㈶ࡉࢀࡓࡼ࠺࡟ࠊCarter ᩍᤵࡢ᩾᪂࡞ศᯒ࡜ㄒࡾཱྀ࡟⬚ࡢࡍࡃᛮ࠸ࡀࡋࡓࠋ
ⱝ࠸◊✲⪅ࡸᏛ⏕࡟࡜ࡗ࡚ඃࢀࡓ◊✲⪅࡜ࡢฟ఍࠸࡟຾ࡿࡶࡢࡣ࡞࠸ࠋ↓ᙧࡢ㈈⏘࡜ࡋ࡚࠸ࡎࢀఱࡽ࠿ࡢᙧ࡛⤖ᐇࡍࡿࡣࡎࡔ̿̿ࠋኟᏘࢭ࣑ࢼ࣮ࢆࡣࡌࡵ JACET ఍ဨ࡜ࡋ࡚ாཷ
ࡋࡓᜠᜨࢆḟࡢୡ௦࡟ࡶఏ࠼ࡡࡤ࡜⪃࠼࡚࠸ࡓ⚾ࡣࠊൗ㉺࡞ࡀࡽ㛵すᨭ㒊୺ദࡢࠕி㒔ࢭ࣑ࢼ࣮ࠖࢆᥦ᱌ࡋ࡚ࠊ㐠Ⴀጤဨ఍ࡢࡈ஢ᢎࢆ࠸ࡓࡔ࠸ࡓࠋ఍ሙ࡟ࡣᐆࡀụࡢᅜ❧ி㒔ᅜ㝿఍㤋ࢆ㑅ࡧࠊ2 ᪥㛫ࡢࢭ࣑ࢼ࣮ࢆィ⏬࣭ᐇ᪋ࡋࡓࠋඵ⋤Ꮚࢭ࣑ࢼ࣮ࣁ࢘ࢫ࡯࡝ࡢࢫࢣ࣮ࣝ
ࡣ࡞࠸ࡀࠊⓑ㫽ࡢᾋ࠿ࡪụࡸᗈ࠸᪥ᮏᗞᅬࢆഛ࠼ࡓࠕ㢼ග᫂፽࡞ࠖᅜ❧ி㒔ᅜ㝿఍㤋ࡶࠊ఍ሙ࡜ࡋ࡚⏦ࡋศ࡞࠿ࡗࡓࠋ
1999 ᖺ 8 ᭶࡟ࡣ Lancaster ኱Ꮫࡢ Geoffrey Leech ᩍᤵࠊᮾி኱Ꮫࡢụୖ჆ᙪᩍᤵࢆ୰ᚰ࡟
ࡋࡓ ‘English Grammars for the New Millennium’ࠊ2000 ᖺ 10 ᭶࡟ࡣ Oxford Advanced Learner’s
Dictionary ࠾ࡼࡧ Longman Dictionary of Contemporary English ࡢ⦅㞟⪅ࢆᅖࢇ࡛ࡢ ‘English
84

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Dictionaries: Today and Tomorrow’ࠊ2001 ᖺ 11 ᭶࡟ࡣ Lancaster ኱Ꮫࡢ Mick Short ᩍᤵ࡜
Bristol ኱Ꮫࡢ஭ୖ඾ᏊẶࢆᣍ࠸࡚ ‘The Language of Literature’࡞࡝ࡢࢭ࣑ࢼ࣮ࢆ௻⏬ࡋࠊࡲ
ࡓ 2000 ᖺ 6 ᭶࡟ࡣ London ኱Ꮫࡢ John Wells ᩍᤵ࡜ Hong Kong ኱Ꮫࡢ Jane Setter ༤ኈࢆ≉ูㅮᖌ࡜ࡍࡿ 2 ᪥㛫ࡢⱥㄒ㡢ኌᏛ࣮࣡ࢡࢩࣙࢵࣉࢆ㛤ദࡋࡓࠋฟᖍ⪅ࡣᖹᆒࡋ࡚⣙ 70 ྡࠋ࡜ࡃ࡟๓ᨭ㒊㛗ࡢከ⏣ඛ⏕ࡣࡌࡵ㐠Ⴀጤဨ࠾ࡼࡧ఍ဨࡢ᪉ࠎࡢࡈᑾຊࠊࡉࡽ࡟ி㒔ࣈࣜࢸ࢕ࢩ࣭ࣗ࢝࢘ࣥࢩࣝࡢ඲㠃ⓗ࡞༠ຊࢆᚓ࡚ࠊᑠつᶍ࡞ࡀࡽᛕ㢪ࡢࢭ࣑ࢼ࣮ࢆ⾜࠺ࡇ࡜ࡀ࡛
ࡁࡓࠋ2 ᪥㛫ࡢദࡋ࡛ࡣᾘ໬୙Ⰻ࡟࡞ࡿ࠾ࡑࢀࡀ࠶ࡾࠊ㆟ㄽࡀୖ⁥ࡾ࡟࡞ࡿഴྥࡣྰᐃ࡛
ࡁ࡞࠸ࠋ⌮᝿ࡣ 1 㐌㛫⛬ᗘࡢࢭ࣑ࢼ࣮ࠋࡑࢀ࡟ࡋ࡚ࡶࠊඃ⚽࡞◊✲⪅ࡢ㞟✚࡜⤌⧊ຊࡢ࠶ࡿ㛵すᨭ㒊ࡣࠊ⊂⮬ࡢ௻⏬ࢆ❧᱌ᐇ⾜ࡍࡿຊࡀ࠶ࡿ࡜☜ಙࡋࡓࠋ
JACET ࡬ࡢᮇᚅ⚾ࡢ㏥௵ᚋࡣᒸ⏣ఙኵࠊᮌᮧ༤᫝ࠊ㔝ཱྀࢪࣗࢹ࢕࣮ࡢㅖẶࡀࠊᨭ㒊㛗࡜ࡋ࡚᪂ࡋ࠸άຊ
ࢆὀධࡋ࡚㛵すᨭ㒊ࡢࡉࡽ࡞ࡿⓎᒎ࡟ᐤ୚ࡉࢀ௒᪥࡟⮳ࡗࡓࡇ࡜ࠊࡈྠ៞ࡢ࠸ࡓࡾ࡛࠶ࡿࠋ
௒ᚋࠊ21 ୡ⣖ࡢ JACET ࡣ࡝ࡇ࡟ྥ࠿࠺ࡢࡔࢁ࠺࠿ࠋ᭱ᚋ࡟ಶேⓗ࡞ᕼᮃࢆ㏙࡭࡚࠾ࡇ࠺ࠋ
ࡲࡎࠊⱝ࠸᪂఍ဨࡢຍධಁ㐍࡛࠶ࡿࠋ⚾ࡀ JACET ࡟ຍධࡋࡓ࡜ࡁ࡟ࡣࠊࡍ࡭࡚ࡢⱥㄒᩍ
ᖌࡣ JACET ࡢ఍ဨ࡟࡞ࡿ࡭ࡁࡔࠊ࡜ఛࡗࡓࡇ࡜ࡀ࠶ࡿࠋᑓᨷࡀⱥ⡿ᩥᏛ࡛࠶ࢁ࠺࡜ࠊⱥㄒ
Ꮫࠊ࠶ࡿ࠸ࡣⱥㄒᩍ⫱࡛࠶ࢁ࠺࡜ࠊ኱Ꮫ࡛ⱥㄒࢆᩍ࠼࡚࠸ࡿࡍ࡭࡚ࡢᩍဨࢆ JACET ࡣḼ㏄ࡍࡿࠊ࡜࠸࠺ព࿡࡛࠶ࡾࠊᐇ㝿࡟⚾ࡢࡲࢃࡾ࡛ࡶⱥ⡿ᩥᏛࡸⱥㄒᏛᑓᨷࡢ఍ဨࡀᑡ࡞ࡃ࡞
࠿ࡗࡓࠋࡓࡔ᭱㏆ࠊ▱ேࡸ኱Ꮫ㝔⏕࡟ JACET ࢆ⤂௓ࡋ࡚ࡶࠊJACET ࡣⱥㄒᩍ⫱ᏛࡢᏛ఍࡛ࡋࡻ
࠺ࠊ࡜ࡢ཯ᛂࡀ㏉ࡗ࡚ࡃࡿࠋࡶࡕࢁࢇࠊⱥㄒᩍ⫱Ꮫࡣ Ꮫ఍ࡢ㔜せ࡞ᰕ࡛࠶ࡾࠊ᭱㏆࡛ࡣࡑ
ࡢẚ㔜ࡀ㧗ࡲࡗ࡚ࡁࡓࡢ࠿ࡶࡋࢀ࡞࠸ࠋࡋ࠿ࡋࠊࠕ๰タࡢ⢭⚄ࢆ☜ㄆࠖ㸦ࠕ኱Ꮫⱥㄒᩍ⫱Ꮫ఍⥘㡿ࠖ㸧ࡋ࡚ࠊᑓ㛛㡿ᇦࢆ࠶ࡲࡾ㝈ᐃࡍࡿࡇ࡜࡞ࡃࠊࡼࡾከࡃࡢⱥㄒᩍᖌࡀຍධࡋ࡚
◊✲άືࡢ࡛ࡁࡿᏛ఍࡟࡞ࡗ࡚࡯ࡋ࠸࡜ᛮ࠺ࠋ
ࡶ࠺ࡦ࡜ࡘࡣࠊ௚Ꮫ఍࡜ࡢ㐃ᦠ࡛࠶ࡿࠋ୍౛ࢆ࠶ࡆࡿ࡞ࡽࡤࠊ2005 ᖺ࡟᪥ᮏⱥᩥᏛ఍㛵すᨭ㒊ࡀㄌ⏕ࡋࡓࠋᏛ఍ࡢつ⣙࡟ࡣࠕⱥᩥᏛࠊ࢔࣓ࣜ࢝ᩥᏛࠊⱥㄒᏛࠊ࠾ࡼࡧⱥㄒᩍ⫱࡟㛵ࢃࡿࡑࡢ௚㛵㐃ศ㔝ࡢ◊✲ࢆಁ㐍ࡍࡿࠖ࡜࠶ࡿࡀࠊⱥㄒᩍ⫱ศ㔝ࡢ◊✲άືࡣఇ╀≧ែࡢࡼ࠺࡛࠶ࡿࠋࡓ࡜࠼ࡤࠊᩥᏛᩍ⫱ࡸᩥἲᩍ⫱ࢆ࡝ࡢࡼ࠺࡟ຠᯝⓗ࡟⾜࠺࠿࡞࡝ࠊ-$&(7ࡢ▱ぢࢆ⏕࠿ࡋ࡚ඹྠࡢ◊✲఍ࡸ◊✲άືࡢᥦ᱌ࡀ࡛ࡁࡿࡢ࡛ࡣ࡞࠸࠿ࠋ࠶ࡿ࠸ࡣࠊእᅜ
ࡢ㛵㐃Ꮫ఍࡜ࡢࡉࡽ࡞ࡿ㐃ᦠࡶ⪃࠼ࡽࢀࡿࡀࠊࡇࢀࡣᅜ㝿ὴ࡜ࡋ࡚▱ࡽࢀࡿ㔝ཱྀᨭ㒊㛗ࡢᵓ᝿࡟ධࡗ࡚࠸ࡿࡢ࡛ࡣ࡞࠸ࡔࢁ࠺࠿ࠋ
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2002 ᖺ 4 ᭶㹼2006 ᖺ 3 ᭶ᨭ㒊㛗  ᒸ⏣ ఙኵ㛵すᨭ㒊࡜⚾ ᮏ✏࡛ࡣࠊ⚾ࡀᨭ㒊㛗ࢆົࡵ࡚࠸ࡓ᫬ࡢᨭ㒊ࡢ⤌⧊࣭άືࢆ᣺ࡾ㏉ࡿ࡜࡜ࡶ࡟ࠊᨭ㒊ࡢᑗ᮶࡟ᑐࡍࡿᕼᮃࢆ㏙࡭ࡿࠋ
1. ᨭ㒊ࡢ⤌⧊࣭άື࡟ࡘ࠸࡚⚾ࡣ㛵すᨭ㒊㛗ࢆ 2 ᮇົࡵࡓࡀࠊࡑࢀࡣ 2002 ᖺᗘ࠿ࡽ 2005 ᖺᗘ࡟࠿ࡅ࡚ࡢ 4 ᖺ㛫ࡔࡗࡓࠋࡼࡾṇ☜࡟ゝ࠺࡜ࠊ➨ 1 ᮇࡀ 2002 ᖺᗘ㹼2003 ᖺᗘࠊ➨ 2 ᮇࡀ 2004 ᖺᗘ㹼2005 ᖺᗘࡔࡗࡓࠋ⚾ࡀ㛵すᨭ㒊ࡢ఍ဨ࡟࡞ࡗࡓᙜ᫬ࡢᨭ㒊㛗ࡣᏳ⸨᫛୍ඛ⏕࡛ࠊࡑࡢᚋࠊ኱㇂Ὀ↷ඛ⏕ࠊᑠ⏣ᖾಙඛ⏕ࠊከ⏣⛱ඛ⏕ࠊ㇏⏣ᫀ೔ඛ⏕ࡀࠊ㡰ḟࠊᨭ㒊㛗ࢆົࡵ࡚ࡇࡽࢀࡓࡀࠊ
⚾ࡣ㇏⏣ඛ⏕࠿ࡽࣂࢺࣥࢆཷࡅྲྀࡾࠊᮌᮧ༤᫝ඛ⏕࡟࠾Ώࡋࡋࡓࠋ ⚾ࡣ JACET-Kansai Newsletter, No.16㸦2002 ᖺ 9 ᭶ 10 ᪥Ⓨ⾜㸧࡟ᥖ㍕ࡉࢀࡓࠕᨭ㒊㛗ᑵ௵࡟࠶ࡓࡾࠖ࡜࠸࠺࢚ࢵࢭ࢖ࡢ୰࡛ḟࡢ୕ࡘࡢ┠ᶆࢆ♧ࡋࡓࠋ (1) ᩍဨࡣ᝟ሗࡸ࢔࢖ࢹ࢕࢔ࢆ஺᥮ࡍࡿࡇ࡜࡟ࡼࡾࠊ⮬ࡽࡢᤵᴗຊࡢྥୖ࡟ດࡵࡿ࡭ࡁ
࡛࠶ࡿࠋ㛵すᨭ㒊ࢆࠊḟࡢࢡࣛࢫ࡛࡝ࡢࡼ࠺࡞ᤵᴗࢆࡋࡓࡽ࠸࠸࠿࡜▱ᜨࢆ⤠ࡗ࡚࠸ࡿᩍဨࡀ୍ྠ࡟఍ࡋ࡚ࠊၥ㢟ゎỴࢆ᥈ࡿሙ (agora) ࡜ࡍࡿࠋ (2) ኱Ꮫⱥㄒᩍ⫱ࡢᨵၿ࡜ྥୖ࡟ࡘ࡞ࡀࡿㅖ㡿ᇦࡢ◊✲ࢆ῝ࡵ࡚࠸ࡃࡇ࡜ࡣᏛ఍ࡢ⏕࿨⥺࡛࠶ࡿࠋ᫓Ꮨ࣭⛅Ꮨ኱఍ࠊㅮ₇఍ࠊࢭ࣑ࢼ࣮➼ࡢᐇ᪋࡜ࠗJACET 㛵す⣖せ࠘ࡢห
⾜ࢆ㏻ࡋ࡚㛵すᨭ㒊ࡢ◊✲άືࢆ୍ᒙάᛶ໬ࡍࡿࠋ
 (3) JACET ࡣ኱Ꮫⱥㄒᩍ⫱ࡢࣉࣟ㞟ᅋ࡛࠶ࡿࠋ᪥㡭ࡢ◊✲άືࡢ୰࡛ᡭ࡟ධࢀࡓ▱ぢࡸὝᐹ࡟ᇶ࡙ࡁࠊ᪥ᮏࡢ኱Ꮫⱥㄒᩍ⫱ࡢ࠶ࡿ࡭ࡁጼࡣఱ࠿࡜࠸࠺ၥ㢟࡟㛵ࡍࡿᑓ㛛ᐙ࡜ࡋ࡚ࡢ࢔࢖ࢹ࢕࢔ࢆ♫఍࡟ྥ࠿ࡗ࡚✚ᴟⓗ࡟Ⓨಙࡍࡿࡇ࡜࡟ࡼࡾࠊ♫఍ࡢᮇᚅࡸ
᫬௦ࡢࢽ࣮ࢬ࡟ᛂ࠼ࡿࠋ
ᨭ㒊㛗ᅾ௵୰ࠊᖿ஦࡜ࡋ࡚ࡈᑾຊࡃࡔࡉࡗࡓࡢࡣࠊᱵဏᩔᏊඛ⏕ࠊ┦ᕝ┿బኵඛ⏕ࠊ⸨ᯘᐩ㑻ඛ⏕ࠊᮡ᳃┤ᶞඛ⏕ࠊᑠᰩ⿱Ꮚඛ⏕ࠊ▼ᕝៅ୍㑻ඛ⏕ࠊబ⸨ᜤᏊඛ⏕ࡔࡗࡓࠋ஦ົ
ᒁࡢ㔜㈐ࢆᢸࡗ࡚ࡃࡔࡉࡗࡓࡢࡣࠊᨭ㒊㛗 1 ᮇ┠ࡣᱵဏඛ⏕ࠊ2 ᮇ┠ࡣ┦ᕝඛ⏕ࡔࡗࡓࠋ⚾ࡀᥖࡆࡓ୕ࡘࡢ┠ᶆࡢ୰࡛ࠊከᑡ࡜ࡶᐇ⌧࡛ࡁࡓ㒊ศࡀ࠶ࡗࡓ࡜ࡍࢀࡤࠊࡑࢀࡣࡦ࡜
࠼࡟ᨭ㒊఍ဨࡢඛ⏕᪉ࡢ✚ᴟⓗ࡞ཧຍ࡜ᖿ஦ࡢඛ⏕᪉ࡢ࠾ຊῧ࠼࡟ࡼࡿࡶࡢ࡛࠶ࡿࠋᐇ⌧࡛ࡁ࡞࠿ࡗࡓ㒊ศࡣࠊ⚾ࡢຊ㔞୙㊊࡟ࡼࡿࡶࡢ࡛࠶ࡾࠊࡈᐶᜑࢆㄳ࠺ࠋ ᖺ㸰ᅇ㛤ദࡉࢀ࡚࠸ࡓᨭ㒊኱఍ࡢ௻⏬࣭㐠Ⴀࡣ◊✲௻⏬ጤဨ఍ࡀᡤᤸࡋ࡚࠸ࡓࠋ◊✲௻⏬ጤဨ఍ࡣᨭ㒊ࡢ୰ሀ࣭ⱝᡭࡢ఍ဨࡀ୰᰾࡜࡞ࡾᵓᡂࡉࢀࠊጤဨࡢ௵ᮇࡣ1ᮇ2ᖺ࡛᭱㛗2ᮇࡲ࡛࡛࠶ࡗࡓࠋேᩘࡣ2002ᖺᗘ࡜2003ᖺᗘࡀ15ྡࠊ2004ᖺᗘ࡜2005ᖺᗘࡀ16ྡࡔࡗࡓࠋ
௵ᮇࢆ᭱㛗4ᖺ࡟㝈ᐃࡋࡓ⫼ᬒ࡟ࡣࠊ◊✲௻⏬ጤဨࡢே஦ࢆάᛶ໬ࡍࡿࡇ࡜࡟ࡼࡾࠊ࡛ࡁ
86

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ᨭ㒊఍ဨ⥲ᩘ࡟ᑐࡍࡿ◊✲௻⏬ጤဨᩘࡢ๭ྜࡀᑡ࡞࠸ࡇ࡜ࡢ⫼ᬒ࡟ࡣࠊࡍ࡭࡚ࡢ◊✲௻⏬
ጤဨࡀ➼ࡋࡃ୍ᐃࡢᙺ๭ࢆᢸ࠺࡜࠸࠺ࢥࣥࢭࣉࢺࡀ࠶ࡗࡓࠋ ἲே໬௨๓ࡢJACET࡟ࡣホ㆟ဨ࡜࠸࠺ᙺ⫋ࡀ࠶ࡾࠊᮏ㒊࡜ᨭ㒊ࡀ୍ᐃᩘࡢホ㆟ဨࢆ㑅ฟࡋ࡚࠸ࡓࠋ㛵すᨭ㒊ࡣࠊ2002ᖺᗘ࡟ࡣ28ྡࠊ2003ᖺᗘ࡟ࡣ21ྡࠊ2004ᖺᗘ࡟ࡣ20ྡࠊ2005
ᖺᗘ࡟ࡣ11ྡࡢホ㆟ဨࢆ㑅ฟࡋࡓࠋ࡯࡜ࢇ࡝ࡢホ㆟ဨࡀ◊✲௻⏬ጤဨ⤒㦂⪅࡛࠶ࡾࠊᖺ㱋ࡣࠊ኱యࠊ◊✲௻⏬ጤဨࡼࡾୖࡔࡗࡓࠋ
◊✲௻⏬ጤဨ࡜ホ㆟ဨࡀ㐠Ⴀጤဨ఍ࢆᵓᡂࡋࠊ㐠Ⴀጤဨ఍ࡀࠊᨭ㒊ࡢ㐍ࡴ࡭ࡁ᪉ྥࡢ᳨ウࠊ኱఍➼ࡢᨭ㒊⾜஦ࡢィ⏬࣭ᐇ᪋࡟࠶ࡓࡗ࡚࠸ࡓࠋ
ᨭ㒊኱఍ࡢ࡯࠿࡟ᖺ3ᅇࡢㄯヰ఍࡜ᖺ1ᅇࡢㅮ₇఍ࡀ㛤ദࡉࢀ࡚࠸ࡓࡀࠊࡇࢀࡽࡢ௻⏬࣭❧᱌ࡣᇳ⾜㒊ࡀᡤᤸࡋ࡚࠸ࡓࠋㄯヰ఍࡜ㅮ₇఍ࡢ㨩ຊࡢ୍ࡘࡣࠊ㛵すᨭ㒊௨እࡢᨭ㒊ࡢ᪉ࡸ㠀఍ဨࡢ᪉ࡶㅮᖌ࡜ࡋ࡚࠾ᣍࡁࡍࡿࡇ࡜ࡀ࡛ࡁࡿࡇ࡜ࡔࡗࡓࠋㅮ₇఍࡛ࡣࠊ2002ᖺ11᭶࡟⟃Ἴ኱Ꮫࡢ୰ྑᐇඛ⏕ࠊ2003ᖺ11᭶࡟ⱥᅜ࢚ࢹ࢕ࣥࣂࣛ኱Ꮫ≉௵ᐈဨᩍᤵࡢᅧᘯṇ㞝ඛ⏕ࠊ2004ᖺ3᭶࡟⋊༠኱Ꮫࡢ㜿㒊୍ඛ⏕ࠊ2004ᖺ10᭶࡟JACET≉ู㢳ၥࡢᑠụ⏕ኵඛ⏕ࠊ
2005ᖺ7᭶࡟JACET఍㛗ࡢ᳃ఫ⾨ඛ⏕࡟ࡈㅮ₇࠸ࡓࡔ࠸ࡓࡇ࡜ࡀ༳㇟࡟ṧࡗ࡚࠸ࡿࠋ
➨45ᅇ㸦2006ᖺᗘ㸧඲ᅜ኱఍ࡢ㛤ദࡣ㛵すᨭ㒊࡟࡜ࡗ୍࡚኱⾜஦࡛࠶ࡗࡓࠋ㛵すᨭ㒊ࡀ➨45ᅇ඲ᅜ኱఍ࡢ㛤ദࢆᘬࡁཷࡅࡿࡇ࡜ࡣࠊ⚾ࡢᨭ㒊㛗ᑵ௵๓࠿ࡽỴࡲࡗ࡚࠸ࡓࡀࠊ2004
ᖺ7᭶ࡢᮏ㒊㐠Ⴀ఍㆟࡛ࠊ➨45ᅇ㸦2006ᖺᗘ㸧඲ᅜ኱఍ࢆ㛵すእᅜㄒ኱Ꮫ࡛㛤ദࡍࡿࡇ࡜
ࡀỴࡲࡗࡓࠋ⚾ࡀ኱఍ጤဨ㛗࡟ᑵࡁࠊ๓ᨭ㒊㛗࡛㛵すእᅜㄒ኱Ꮫᩍᤵࡢ㇏⏣ඛ⏕ࡀ኱఍ᐇ⾜ጤဨ఍ጤဨ㛗ࢆᘬࡁཷࡅ࡚ࡃࡔࡉࡗࡓࠋᐇ⾜ጤဨࡢே㑅࡟㛵ࡋ࡚ࡣࠊ࣎ࣛࣥࢸ࢕࢔࣮࣋
ࢫ࡛ⱝ࠸ඛ⏕᪉ࢆເࡿࠊᑡᩘ⢭㗦ࢳ࣮࣒࡜ࡍࡿ࡜࠸࠺஧ࡘࡢ᪉㔪ࢆㄆࡵ࡚࠸ࡓࡔࡁࠊᨭ㒊ࡢࢽ࣮ࣗࢫࣞࢱ࣮࡛බເࡋࡓࠋ┦ᕝ┿బኵඛ⏕ࠊỤᖹⱥ୍ඛ⏕ࠊ❑⏣ග⏨ඛ⏕ࠊẶᮌ㐨ேඛ⏕ࠊ㧗ᮌ⨾ஓᏊඛ⏕ࠊ᪥ᮌࡃࡿࡳඛ⏕ࠊᯇᐑ᪂࿃ඛ⏕ࠊᮧୖ⿱⨾ඛ⏕ࠊᒣᓮࡢࡒࡳඛ⏕ࠊ⚄㔝㞞௦ඛ⏕ࠊ➲஭ᝋᏊඛ⏕ࠊ㧗ᮌబ▱Ꮚඛ⏕ࠊ⏣ᮧ᭸Ꮚඛ⏕ࠊᮾ㒓ከὠඛ⏕ࠊᖹ஭ឡඛ
⏕ࠊ⸨಴࡞࠾ࡇඛ⏕ࠊ⸨ᯘᐩ㑻ඛ⏕ࠊ୕Ꮿᘯ᫭ඛ⏕ࡀᛂເࡋ࡚ࡃࡔࡉࡾࠊᐇ⾜ጤဨ఍ࡀ❧ࡕୖࡀࡗࡓࠋࡑࡢ୰ࡢከࡃࡢ᪉ࡀࠊ⌧ᅾࠊ㛵すᨭ㒊ࡢᙺဨ࡜ࡋ࡚ࡶά㌍୰࡛࠶ࡿࠋ
ẖᖺ㛤ദࡉࢀ࡚࠸ࡓᨭ㒊኱఍࡟ࡘ࠸࡚ࡶᛮ࠸ฟࡣᑾࡁ࡞࠸ࡀࠊ≉࡟༳㇟࡟ṧࡗ࡚࠸ࡿࡢ
ࡣ2005ᖺ6᭶4᪥࡟࿴ḷᒣ኱Ꮫ࡛㛤ദࡉࢀࡓ᫓Ꮨ኱఍࡛࠶ࡿࠋ㛵すᨭ㒊࡟ࡣࠊᨭ㒊኱఍ࡣ⁠㈡┴ࠊி㒔ᗓࠊ኱㜰ᗓࠊරᗜ┴ࠊዉⰋ┴ࠊ࿴ḷᒣ┴ࡢභᗓ┴࡛ᣢࡕᅇࡾ࡟ࡍࡿ࡜࠸࠺ᖹ➼ࡢཎ๎ࡀ࠶ࡗࡓࠋཎ๎࡟ἢࡗ࡚࿴ḷᒣ┴࡛㛤ദࡍࡿࡇ࡜࡟࡞ࡗࡓࡀࠊ஺㏻ࡀ୙౽࡞ࡢ࡛ࠊ
ཧຍ⪅ࡀᑡᩘ࡟࡜࡝ࡲࡿࡢ࡛ࡣ࡞࠸࠿࡜࠸࠺ᠱᛕࡀ࠶ࡗࡓࠋࡋ࠿ࡋࠊ఍ဨࡢ౽ᐅࢆᅗࡿࡓ
ࡵ࡟ࠊᑠᰩඛ⏕࡜┦ᕝඛ⏕ࡀ୰ᚰ࡟࡞ࡾࠊࣂࢫࢆࢳ࣮ࣕࢱ࣮ࡋࠊ఍ဨࢆ኱㜰㥐࠿ࡽ࿴ḷᒣ኱Ꮫ࡟㐠ࡪ࡜࠸࠺ィ⏬ࢆ❧࡚ࠊᐇ⾜ࡋࡓࠋ⵹ࢆ㛤ࡅ࡚ࡳࡿ࡜ࠊ኱఍ཧຍ⪅ࡣ150ྡࢆ㉸࠼ࠊ኱఍ࡣ኱ᡂຌ࡛࠶ࡗࡓࠋ
ᨭ㒊㛗ࡣᨭ㒊ࡢࡲ࡜ࡵᙺ࡛࠶ࡿ࡜ྠ᫬࡟ࠊ⌮஦࡜ࡋ࡚ᮏ㒊࡜ᨭ㒊ࡢ࢚ࣜࢰࣥࡢᙺ┠ࡶᢸ࠺ࠋ⚾ࡀᨭ㒊㛗࡟ᑵ௵ࡋࡓᖺࡢ 7 ᭶ 12 ᪥࡟ᩥ㒊⛉Ꮫ┬ࡀࠕࠗⱥㄒࡀ౑࠼ࡿ᪥ᮏே࠘ࡢ⫱ᡂࡢࡓࡵࡢᡓ␎ᵓ᝿ࡢ⟇ᐃ࡟ࡘ࠸࡚ࠖࢆⓎ⾲ࡋࡓࠋJACET ᮏ㒊ࡣࠊᡓ␎ᵓ᝿࡟ࡘ࠸᳨࡚ウࡋࠊᩥ⛉┬࡟ᑐࡋ࡚ྠᖺ 12 ᭶࡟ලయ⟇ࢆᥦゝࡍࡿ࡜࠸࠺᪉㔪ࢆᅛࡵࡓࠋ⏣㎶ὒ஧఍㛗
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㛵すᨭ㒊࡜⚾ࡢ࣮ࣜࢲ࣮ࢩࢵࣉࡢࡶ࡜ࠊྛᨭ㒊࡟ᴗົࡀ๭ࡾ᣺ࡽࢀࠊ㛵すᨭ㒊ࡣࠊ(1) ⱥㄒᩍဨᣦᶆ㒊఍㸦㒊఍㛗㸸➉ෆ⌮ඛ⏕㸧ࠊ(2) ኱Ꮫ⏕ᣦᶆ㒊఍㸦㒊఍㛗㸸▼ᕝಖⱱඛ⏕㸧ࠊ(3) ኱Ꮫ㝔⏕ᣦᶆ㒊఍㸦㒊఍㛗㸸⸨ᯘᐩ㑻ඛ⏕㸧ࠊ(4) ௻ᴗேᣦᶆ㒊఍㸦㒊఍㛗㸸ྜྷ⏣ಙ௓ඛ⏕㸧࡜࠸
࠺ 4 ࡘࡢ㒊఍ࢆ❧ࡕୖࡆࠊࡑࢀࡒࢀࡢ㒊఍ࡀᥦゝࢆྲྀࡾࡲ࡜ࡵࡓࠋ඲యࡢୡヰᙺࡣ┦ᕝඛ⏕ࡀᘬࡁཷࡅ࡚ࡃࡔࡉࡗࡓࠋᡓ␎ᵓ᝿ࡀⓎ⾲ࡉࢀࡓࡢࡀ 7 ᭶࡛࠶ࡿ࠿ࡽࠊᥦゝࢆྲྀࡾࡲ࡜
ࡵࡿ᫬㛫ࡣ 5 ࠿᭶ࡋ࠿࡞࠿ࡗࡓࠋࡑࢀ࡟ࡶ࠿࠿ࢃࡽࡎࠊᅄ㒊఍࡜ࡶࠊ࢔ࣥࢣ࣮ࢺࢆࡋࡓࡾࠊ
ከ㔞ࡢ㈨ᩱࢆศᯒࡋࡓࡾࡍࡿ࡞࡝ࠊᐇドⓗ࡞సᴗࢆ⢭ຊⓗ࡟ࡇ࡞ࡋࡓࠋ▷ᮇ㛫࡟୰㌟ࡢ࠶
ࡿᥦゝࢆࡲ࡜ࡵࡿࡇ࡜ࡀ࡛ࡁࡓࡇ࡜ࡣࠊᨭ㒊ࡢᐇຊࢆవࡍ࡜ࡇࢁ࡞ࡃ♧ࡍࡶࡢ࡛࠶ࡾࠊ⏣㎶఍㛗࠿ࡽࡶ㧗࠸ホ౯ࢆ࠸ࡓࡔࡃࡇ࡜࡟࡞ࡗࡓࠋ ⚾ࡀᨭ㒊㛗࡟ᑵ௵ࡋࡓ᫬࡟ࡣࠊ఍㛗ࠊ๪఍㛗ࠊࡑࡢ௚ࡢᮏ㒊ᙺဨ࡜඲ᅜࡢᨭ㒊㛗࠿ࡽ࡞ࡿᑗ᮶ᵓ᝿ጤဨ఍࡜࠸࠺≉ูጤဨ఍ࡀ࠶ࡗࡓࠋ2003 ᖺᗘࡢᑗ᮶ᵓ᝿ጤဨ఍࡛ࡣࠊᙺဨᐃ
ᖺไࡢᑟධࠊ㑅ᣲ࡟ࡼࡿ఍㛗ࡢ㑅ฟࠊᨭ㒊㈝㓄ᙜᇶ‽ࡢぢ┤ࡋࠊᏛ఍ࡢἲே໬➼ࡢၥ㢟ࢆ᳨ウࡋࡓࠋᨭ㒊㈝ࡣࠊ2004 ᖺᗘ࠿ࡽࠊ⌧ᅾࡶ౑ࢃࢀ࡚࠸ࡿ᪂᪉ᘧ࡛㓄ศࡉࢀࡿࡇ࡜࡟࡞
ࡗࡓࠋᙺဨࡢ 70 ṓᐃᖺไࡶᐇ᪋ࡉࢀࡿࡇ࡜࡟࡞ࡗࡓࠋࡉࡽ࡟ࠊ2004 ᖺ 4 ᭶࡟㛵ᮾ⏥㉺ᆅ༊ࡀタ❧ࡉࢀࠊ2006 ᖺ 4 ᭶࡟㛵ᮾᨭ㒊ࡀⓎ㊊ࡍࡿࡇ࡜࡟࡞ࡗࡓࠋ
2003ᖺᗘᮎ࡟ᑗ᮶ᵓ᝿ጤဨ఍ࡀゎᩓࡋࠊ2004ᖺᗘ࡟⤌⧊ᵓᡂጤဨ఍ࡀ᪂タࡉࢀࡓࠋ࣓ࣥ
ࣂ࣮ࡣᑗ᮶ᵓ᝿ጤဨ఍࡜ྠࡌ࡛࠶ࡗࡓࠋ఍㛗㑅ฟせ㡿ࡀᐃࡵࡽࢀࠊ2005ᖺ࡟ࡣ඲఍ဨࡢᢞ
⚊࡟ᇶ࡙ࡃึࡵ࡚ࡢ఍㛗㑅ᣲࡀᐇ᪋ࡉࢀࡓࠋࡲࡓࠊJACETࡢἲே໬ࡢ᪉ྥࡀṇᘧ࡟Ỵࡲࡾࠊ
2008ᖺ8᭶15᪥ࠊ௵ពᅋయ࠿ࡽ♫ᅋἲே࡬ࡢ⛣⾜ࡀᐇ⌧ࡋࡓࠋ
2. ᨭ㒊ࡢᑗ᮶࡟ᑐࡍࡿᕼᮃ
JACET๰タ᫬࡟ࡣⱥㄒᩍ⫱Ꮫ࡜࠸࠺◊✲ศ㔝ࡢ☜❧ࠊ≉࡟ࠊⱥ⡿ᩥᏛ࡜ⱥㄒᏛ࠿ࡽࡢ⊂❧࡜࠸࠺ࡇ࡜ࡀႚ⥭ࡢㄢ㢟࡛࠶ࡗࡓࠋࡑࡢࡇ࡜ࡣ᫬௦ࡢせㄳ࡛ࡶ࠶ࡾࠊࡑࡢ᪉ྥ࡟ྥ࠿࠺
࡟ࡣࡑࢀ࡞ࡾࡢព⩏ࡀ࠶ࡗࡓࡀࠊ௒ࡣࠊேࡢᩍ⫱࡜࠸࠺ཎⅬ࡟ᡠࡾࠊⱥㄒᩍ⫱Ꮫ࡜ⱥ⡿ᩥᏛ࣭ⱥㄒᏛࠊࡉࡽ࡟ࠊࡑࡢ௚ࡢᏛၥ◊✲࡜ࡢ⤫ྜ࣭༠ㄪࢆᅗࡿ᫬࡛ࡣ࡞࠸࠿࡜ᛮ࠺ࠋ
ⱥㄒᩍ⫱Ꮫࡢ◊✲ࡣࠊ୺࡜ࡋ࡚⛉Ꮫⓗࠊ⤫ィⓗ࡞ᡭἲ࡛㐍ࢇ࡛ࡁࡓࠋㄽᩥᩘࡶ௨๓࡟ẚ࡭ࡿ࡜㣕㌍ⓗ࡟ቑ࠼࡚ࡁࡓࠋࡋ࠿ࡋࠊᩍ⫱ࡢࡼ࠺࡞ከࡃࡢせᅉ࡟ᨭ㓄ࡉࢀࡿ」㞧࡞Ⴀࡳ࡟ྲྀࡾ⤌ࡴ࡟ࡣࠊ୍ࡘࡢせᅉࡔࡅ࡟ⓗࢆ⤠ࡗࡓ⛉Ꮫⓗ◊✲ࡔࡅ࡛ࡣ༑ศ࡛ࡣ࡞࠸ࠋᩍ⫱ࢆ⪃࠼ࡿ࡟ࡣࡍ࡭࡚ࡢせᅉࢆྠ᫬࡟⪃៖ࡍࡿࡇ࡜ࡀᮃࡲࡋ࠸ࠋከࡃࡢせᅉࢆேⅭⓗ࡟᤼ࡋࡓ୍
ࡘࡢᐇ㦂࣭ㄪᰝ⤖ᯝࡔࡅ࡟ᇶ࡙࠸࡚ᤵᴗࢆ⤌ࡳ❧࡚ࡿࡇ࡜ࡣ༢⣧࡟㐣ࡂࡿ࡜࠸࠺ࡇ࡜ࢆ࠸ࡘࡶ⮬ぬࡋ࡚࠸࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡜ᛮ࠺ࠋ
ࡶ࠺୍ࡘᕼᮃࢆ㏙࡭ࡿࠋᏛ఍ࡣேࡢ㞟ࡲࡾ࡛࠶ࡿࠋ኱఍࡛ࡣฟࡋ≀ࡀ㨩ຊⓗ࡛࠶ࡿࡇ࡜
ࡀ୍␒኱஦࡛࠶ࢁ࠺ࡀࠊࡑࢀ࡟ຎࡽࡎ኱஦࡞ࡇ࡜ࡣࠊ఍ဨ┦஫ࡢ࣏࣮ࣛࢺ࡛࠶ࡿࠋ࠸࠸ே
㛫㛵ಀࡀ࠶ࢀࡤࠊ࡝ࡢ㞟ࡲࡾ࡟ࡶேࡣ࠾ࡢࡎ࡜㞟ࡲࡗ࡚ࡃࡿࠋ2011ᖺ11᭶ࡢᨭ㒊኱఍࡟ࡣ
169ྡࡶࡢ᪉ࡀཧຍࡉࢀࡓࠋ኱఍ࡢฟࡋ≀ࡀ㨩ຊⓗ࡛࠶ࡾࠊཧຍ⪅ࡢ㛫࡟࠸࠸ே㛫㛵ಀࡀ࠶ࡗࡓࡇ࡜ࡀぢ࡚ྲྀࢀࡿᩘᏐ࡛࠶ࡿࠋ㛵すᨭ㒊ࡣࠊ௒ᚋࡶ㨩ຊⓗ࡞ฟࡋ≀ࢆᥦ౪ࡍࡿ࡜࡜
ࡶ࡟ࠊ఍ဨ┦஫ࡢே㛫㛵ಀࢆ኱஦࡟ࡍࡿ ࠿࠸ᨭ㒊࡛࠶ࡾ⥆ࡅ࡚࡯ࡋ࠸࡜ᛮ࠺ࠋ

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2006 ᖺ 4 ᭶㹼2010 ᖺ 3 ᭶ᨭ㒊㛗  ᮌᮧ ༤᫝㍤ࡃఏ⤫࡜ᮍ᮶࡟ྥࡅ࡚
JACET 㛵すᨭ㒊ࡀタ❧ 40 ࿘ᖺࢆ㏄࠼ࡓࡇ࡜ࡣ㸪ࡲࡇ࡜࡟៞㈡ࡍ࡭ࡁࡇ࡜࡛ࡍࠋ1972 ᖺࡢ㛵すᨭ㒊タ❧࡟ྥࡅ࡚ࡢ⥥ᐦ࡞‽ഛࡣ㸪ከ⏣⛱ඛ⏕ࡀࠕJACET 㛵すᨭ㒊ࡢཎⅬࠖ㸦ࠗ㛵すᨭ㒊⣖せ➨ 1 ྕ࠘, 1992㸧࡛ヲࡋࡃ㏙࡭ࡽࢀ࡚࠸ࡲࡍࠋࡑࢀࡀ㛵すᨭ㒊ࡢ㍤࠿ࡋ࠸ఏ⤫ࡢ➨ 1 Ṍ࡛ࡋࡓࠋ
1. ᪥ᖖ࠿ࡽࡢ⬺ฟᏛ఍࡜ࡣఱ࡛ࡋࡻ࠺࠿ࠋఱ࠿ࢆࡍࡿ࡜ࡁ㸪Ṍࢆ๓࡟㐍ࡵࢀࡤ㐨ࡣ㛤ࡅࡲࡍࠋᏛ఍࡛ఱ࠿
ᚰ࡟㡪ࡃࡶࡢ㸪ఱ࠿ឤືࡍࡿࡶࡢ࡟ฟ఍࠺࡜㸪㐪ࡗࡓどⅬ࠿ࡽࡶࡢࡈ࡜ࢆぢࡿࡇ࡜ࡀ࡛ࡁ
ࡲࡍࠋ⾜ࡁṆࡲࡾ࡟࡞ࡗࡓࡽ㸪ู࡞࣮ࣞࣝࢆ㉮ࡗ࡚ࡳࡿ࡜㸪ᚲࡎ⬺ฟࡢ⣒ཱྀ࡜࡞ࡿࠕࡁࡗ
࠿ࡅࠖࡀᚓࡽࢀࡿ࡛ࡋࡻ࠺ࠋ 
 She haunted many a low resort
 Near the grimy road of Tottenham Court; She flitted about the No Man’s Land
 From The Rising Sun to The Friend at Hand.
 And the postman sighed as he scratched his head: “You’d really ha’ thought she’d ought to be dead.
 And who would ever suppose that that
 Was Grizabella, the Glamour Cat!”ከࡃࡢᏳࡗࡱ࠸┒ࡾሙ࡬ࡼࡃ⾜ࡗࡓࢺࢸࢼ࣒࣭ࢥ࣮ࢺࡢởࢀࡓ㊰ୖ㏆ࡃࠕࣛ࢖ࢪ
ࣥࢢ㺃ࢧࣥࠖ࠿ࡽࠕࣇࣞࣥࢻ㺃࢔ࢺ࣭ࣁࣥࢻࠖ
ࡲ࡛⿬⾤ࢆࡩࡽࡗ࡜㸪ࡉ㏞ࡗࡓࠋ 㒑౽ᒇࡉࢇࡀ㸪㢌ࢆᥙ࠸࡚ࡓࡵᜥࢆࡘ࠸ࡓ ࠕஸࡃ࡞ࡗࡓࡶࡢ࡜㸪ࡍࡗ࠿ࡾᛮࡗ࡚࠸ࡓࠋ
࠶ࡢேࡀࢢ࣐࣮࣭ࣛ࢟ࣕࢵࢺࡢࢢࣜࢨ࣋ࣛࡔ
࡜ࡣ㸪ㄡࡀᛮ࠺࡛ࡋࡻ࠺ࠖ

ࡇࢀࡣ࣑࣮ࣗࢪ࢝ࣝࠗ࢟ࣕࢵࢶ࠘ㄌ⏕ࡢࠕࡁࡗ࠿ࡅࠖࢆ୚࠼ࡓリ࡛ࡍࠋ1972 ᖺ㸪࢔ࣥࢻ࣮࣭ࣜࣗࣟ࢖ࢻ㸻࢙࢘ࣂ࣮ࡣ㸪リே T.S.࢚ࣜ࢜ࢵࢺࡀ᭩࠸ࡓᏊ౪ྥࡅࡢリ㞟 Old Possum’sBook of Practical Cats (1939) ࢆㄞࢇ࡛࠸ࡿ࡜ࡁ㸪ᗂ࠸ࡇࢁ࡟ẕࡀㄞࢇ࡛ࡃࢀࡓࡢࢆᛮ࠸ฟ
ࡋ㸪Ꮚ౪ࡢࡓࡵࡢ࢔ࣝࣂ࣒ࡀసࢀࡿ࠿ࡶࡋࢀ࡞࠸࡜ᛮ࠸ࡲࡋࡓࠋ10 ᖺᚋ㸪₇ฟᐙࢺࣞࣂ
࣮࣭ࢼࣥ࡜࣑࣮ࣗࢪ࢝ࣝࢆ๰సࡍࡿ࡜ࡁ㸪๻ᵓᡂࢆ⤫୍ࡍࡿၥ㢟࡛⾜ࡁワࡲࡗ࡚࠸ࡲࡋࡓࠋ
ࡑࡢ࡜ࡁ࢚ࣜ࢜ࢵࢺࡢᮍஸேࣦ࢓࣮ࣞࣜࡀ㸪࢙࢘ࣂ࣮࡟ᮍⓎ⾲ࡢ 1 ⠍ࡢリࢆぢࡏࡓࡢ࡛ࡍࠋ
⪁࠸ࡓ፛፬⊧ࢢࣜࢨ࣋ࣛࡢጼ࡟ࡣ㸪┒ࡾࢆࡍࡂࡓᏙ⊂ࡸယࡋࡳࡀ⁻ࡗ࡚࠸ࡲࡍࠋࠕᏊ౪
ࡀㄞࡴ࡟ࡣ࠶ࡲࡾ࡟ࡶᝒࡋࡍࡂࡿࠖ࡜࢚ࣜ࢜ࢵࢺࡀⓎ⾲ࡋ࡞࠿ࡗࡓࡶࡢ࡛ࡍࠋࡋ࠿ࡋࡇࡢ
リࡀ࢙࢘ࣂ࣮࡟ࠕࡁࡗ࠿ࡅࠖࢆ୚࠼㸪ࢢࣜࢨ࣋ࣛࢆ୺ேබ࡟ࡋ࡚๻ⓗᵓᡂࢆᣢࡘ࣑࣮ࣗࢪ
࢝ࣝࡀ᏶ᡂࡋࡓࡢ࡛ࡍࠋ࡯ࢇࡢ 8 ⾜ࡢリࡀࠗ࢟ࣕࢵࢶ࠘࡟࿨ࢆὀධࡋࡓࡢ࡛ࡍࠋ
ክࢆᢪࡁ㸪ࡑࡢክࢆᐇ⌧ࡍࡿࡢ࡟㸪୍▐ࡢࠕࡁࡗ࠿ࡅࠖࡀ኱ࡁ࡞ᐇࢆ⤖ࡪ࡜ࡁࡀ࠶ࡾࡲ
ࡍࠋࠕࡁࡗ࠿ࡅࠖࢆᚓࡿࡇ࡜࡛㸪ᮍ▱ࡢୡ⏺ࡢ࣮࢝ࢸࣥࢆ㛤ࡁ㸪ࡑࡢྥࡇ࠺࡟࠶ࡿ⣲ᬕࡽࡋ࠸ୡ⏺ࡢ㍤ࡁࢆぢࡿࡇ࡜ࡀ࡛ࡁࡿࡢ࡛ࡍࠋ
Ꮫ఍࡜ࡣ᪥ᖖ࠿ࡽࡢ⬺ฟ࡛࠶ࡿ࡜⚾ࡣᛮ࠸ࡲࡍࠋ᪥ᖖࡢᩍᐊ࠿ࡽ㞳ࢀ࡚እࡢ㢼ᬒࢆࡵ࡛
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࡞ࡀࡽẼᣢࡕࢆࣜࢭࢵࢺࡍࢀࡤ㸪ࡼࡾ᪂㩭࡞Ẽศ࡛ᩍᐊ࡟ᡠࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋᨭ㒊኱఍ࡸ◊✲఍࡟ཧຍࡍࡿࡇ࡜࡛᪥ᖖ࠿ࡽ⬺ฟࡋ࡚ᬑẁ࡜ࡣ␗࡞ࡿ✵㛫࡟㌟ࢆ⨨ࡅࡤ㸪ᚲࡎࠕࡁࡗ࠿ࡅࠖ࡟ฟ఍࠼ࡿࡣࡎ࡛ࡍࠋ
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2. άືࡢ᪉ྥ࡙ࡅ
άືࡢ᪉ྥ࡙ࡅ
⚾ࡣ 2006 ᖺ 6 ᭶ࡢ᫓Ꮨ኱఍㸦❧࿨㤋኱Ꮫ⾰➟࢟ࣕࣥࣃࢫ㸧ࡢ⥲఍࡛ᢎㄆࢆཷࡅ㸪ᨭ㒊㛗࡟ᑵࡁࡲࡋࡓࠋࡑࡋ࡚ 2010 ᖺ 3 ᭶ᮎ᪥ࡲ࡛ 2 ᮇ 4 ᖺ㛫ࢆ୙⫝̸࡞ࡀࡽㄔᚰㄔពົࡵࡉࡏ
࡚࠸ࡓࡔࡁࡲࡋࡓࠋ௒᝿࠸㉳ࡇࡍ࡜㸪஦ົᒁࢆົࡵ࡚࠸ࡓࡔ࠸ࡓᑠᰩ⿱Ꮚඛ⏕ (20062007)㸪▼ᕝៅ୍㑻ඛ⏕ (2008)㸪㛗㇂ᑦᘺඛ⏕ (2009)ࠋ◊✲௻⏬ጤဨ㛗࡜ࡋ࡚኱఍ࢆ௻
⏬࣭ᐇ᪋ࡋ࡚࠸ࡓࡔ࠸ࡓᯘ᱇Ꮚඛ⏕ (2006-2007)㸪ᮾ┾㡲⨾ඛ⏕ (2008-2009)ࠋ⣖せ⦅㞟ጤဨ㛗࡜ࡋ࡚⣖せࡢⓎ⾜࡟ಀࡗ࡚࠸ࡓࡔ࠸ࡓⳢᒣㅬṇඛ⏕ (2006-2007)㸪㔝ཱྀࢪࣗࢹ࢕࣮ὠ
ከỤඛ⏕ (2008-2009) ࢆࡣࡌࡵ㸪ᖿ஦㸪◊✲௻⏬ጤဨ㸪⣖せ⦅㞟ጤဨ㸪♫ဨ࡞࡝ᨭ㒊ᙺဨࡢ᪉ࠎࡢ⊩㌟ⓗ࡞ࡈᑾຊ࡟ᑐࡋ㸪ᨵࡵ࡚῝ࡃឤㅰ࡜ᩗពࢆ⾲ࡋࡓ࠸࡜ᛮ࠸ࡲࡍࠋࡑࡋ࡚ࡑ
ࡢ㛫㸪ࡈᨭ᥼㸪ࡈ༠ຊࢆ࠸ࡓࡔࡁࡲࡋࡓ఍ဨࡢⓙࡉࡲ࡟࠾♩⏦ࡋୖࡆࡲࡍࠋ
⚾ࡀᨭ㒊㛗࡜ࡋ࡚ᚰ᥃ࡅࡓࡇ࡜ࡣ㸪ᨭ㒊ࡢ୺࡞஦ᴗ࡛࠶ࡿ ձᨭ㒊኱఍㸪ㅮ₇఍ ղ
ࠗJACET 㛵す⣖せ࠘ ճ◊✲఍㸪ࡢ 3 ࡘ࡟㛵㐃ᛶࢆᣢࡓࡏࡿࡇ࡜࡛ࡋࡓࠋࡑࡋ࡚ 3 ࡘࡢศ㔝ࢆࡑࢀࡒࢀάᛶ໬ࡉࡏ㸪ඃࢀࡓᡂᯝࢆⓎಙࡍࡿࡇ࡜㸪ࡲࡓ఍ဨࡢቑຍࡸⱝ࠸ᩍ⫱࣭◊✲⪅⫱ᡂࡢᨭ᥼⟇࡜ࡋ࡚Ꮫ఍ࡀேᮦ⫱ᡂࡢሙ࡜࡞ࡿࡼ࠺࡟ດࡵࡿࡇ࡜࡛ࡋࡓࠋ
ࡑࡢ୍⎔࡜ࡋ࡚㸪㝸ᖺหࡔࡗࡓࠗJACET 㛵す⣖せ࠘ࢆ㸪2007 ᖺࡢ➨ 10 ྕࡼࡾᖺห࡜ࡋ
ࡲࡋࡓࠋࡲࡓྛ◊✲఍ࡢάືෆᐜࢆ▱ࡗ࡚࠸ࡓࡔࡃࡓࡵ㸪ᖺ 3 ᅇࡢㅮ₇఍ࡢ࠺ࡕ 2 ᅇࡣ◊✲఍ࡢࢩ࣏ࣥࢪ࣒࢘࡟ኚ᭦ࡋࡲࡋࡓࠋᨭ㒊఍ဨ 618 ྡ(2009 ᖺ)ࡢⓙࡉࡲࡢ‶㊊ᗘࢆ㧗ࡵࡿࡇ࡜ࢆᖖ࡟ᛕ㢌࡟⨨࠸࡚㐠Ⴀࡉࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋ
ࡋ࠿ࡋ㸪ࡇࡢᨵ㠉ࢆᐃ╔ࡉࡏ㸪኱ࡁࡃ㛤ⰼࡉࡏࡽࢀࡿ࠿࡝࠺࠿ࡣ㸪఍ဨ୍ேࡦ࡜ࡾࡢ✚ᴟⓗ࡞ᨭ㒊άື࡬ࡢཧຍḟ➨࡛ࡍࠋ࡝࠺࠿ⓙࡉࡲࡢຊ࡛᥎㐍ࡉࡏ࡚ࡃࡔࡉࡿࡼ࠺࠾㢪࠸ࡋࡲࡍࠋ
3. ᨭ㒊኱఍ᨭ㒊኱఍ 㛵すᨭ㒊ࡣᖺ 2 ᅇࡢᨭ㒊኱఍ࢆ㛤ദࡋ࡚࠸ࡲࡍࠋࡇࡢఏ⤫ࡣ 40 ᖺ㛫⥆࠸࡚࠸ࡲࡍࠋ኱
఍ࢸ࣮࣐ࡣ㸪ࡑࡢᖺࢆᫎࡍ㙾࡛ࡍࠋ2006㹼2009 ᖺࡣḟࡢࡼ࠺࡞ࢸ࣮࣐࡛㛤ദࡉࢀࡲࡋࡓࠋ
2006 ᖺ᫓Ꮨ኱఍㸸㺀ⱥㄒᩍ⫱ࡢᨵ㠉㸫௒ồࡵࡽࢀࡿࡑࡢࢽ࣮ࢬ࡜ᐇ㊶㸫ࠖ
JACET ඲ᅜ኱఍㸸ࠕᤵᴗຊ㸫኱Ꮫ඲ධ᫬௦ࡢ኱Ꮫⱥㄒᩍᖌ㸫ࠖ
2007 ᖺ᫓Ꮨ኱఍㸸㺀እᅜㄒᏛ⩦ࢆ⛉Ꮫࡍࡿࠖ
⛅Ꮨ኱఍㸸ࠕ᪥ᮏ࡟࠾ࡅࡿⱥㄒᩍ⫱ࡢㄢ㢟࡜ᒎᮃࠖ
2008 ᖺ ᫓Ꮨ኱఍㸸 㺀ኚࢃࡾࡺࡃⱥㄒᩍ⫱㸫ⱥㄒᩍ⫱෌⪃㸫ࠖ⛅Ꮨ኱఍㸸ࠕ኱Ꮫ⏕ࡢⱥㄒຊࡢ⌧≧࡟࡝࠺ᑐᛂࡍࡿ࠿ࠖ
2009 ᖺ ᫓Ꮨ኱఍㸸㺀኱Ꮫ⏕ࡢⱥㄒຊࡢ⌧≧࡟࡝࠺ᑐᛂࡍࡿ࠿ ϩ ࠖ⛅Ꮨ኱఍㸸㺀ⱥㄒᩍ⫱ࢆᏛ㝿ⓗどⅬ࠿ࡽ࡜ࡽ࠼ࡿ㸫ㄆ▱࣭ᚰ⌮࣭♫఍ゝㄒᏛ࠿ࡽࡢ࢔ࣉ࣮ࣟࢳ㸫ࠖᨭ㒊኱఍ࡣ◊✲௻⏬ጤဨࡀ௻⏬࣭ᐇ᪋ࡋ㸪3 ᆅ༊㸦ி㒔࣭⁠㈡ᆅ༊㸪රᗜᆅ༊㸪኱㜰࣭࿴
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㍤ࡃఏ⤫࡜ᮍ᮶࡟ྥࡅ࡚
ḷᒣ࣭ዉⰋᆅ༊㸧࡛㡰ḟ㛤ദࡋ࡚࠸ࡲࡍࠋࡑࡢ㒔ᗘ㸪఍ሙᰯ࡜࡞ࡗࡓ኱Ꮫ࡛ࡣ㸪఍ሙᰯࡢ఍ဨ࠾ࡼࡧ኱Ꮫ㛵ಀ⪅ࡢከ኱࡞ࡈᑾຊ㸪ࡈ༠ຊࡀ࠶ࡗࡓࡇ࡜࡟ឤㅰ࠸ࡓࡋࡲࡍࠋࡑࡋ࡚㸪࡝ࡢ኱఍ࡶከࡃࡢ఍ဨࡢཧຍࡀ࠶ࡾ㸪ᡂຌ⿬࡟⾜ࢃࢀࡲࡋࡓࠋ
 2009 ᖺᗘ࠿ࡽⓎ⾲࡟᪂ᙧែࡀ㏣ຍࡉࢀ㸪ᚑ᮶ࡢཱྀ㢌Ⓨ⾲㸦◊✲Ⓨ⾲࣭ᐇ㊶ሗ࿌㸧㸪ࢩ࣏ࣥࢪ࣒࢘㸪࣮࣡ࢡࢩࣙࢵࣉ࡟ຍ࠼㸪ࢥࣟ࢟࢔࣒㸪࣏ࢫࢱ࣮Ⓨ⾲ࡀᑟධࡉࢀࡲࡋࡓࠋ
4. ᖺหࡢᨭ㒊⣖せᖺหࡢᨭ㒊⣖せ㛵すᨭ㒊⣖せࡣᨭ㒊タ❧ 20 ࿘ᖺࢆグᛕࡋ࡚ 1992 ᖺ࡟➨ 1 ྕࡀห⾜ࡉࢀࡲࡋࡓࠋ௨ᚋ㝸ᖺ࡛ห⾜ࡉࢀ㸪୺࡟◊✲఍ࡢάືሗ࿌ࡀグ㍕ࡉࢀ࡚࠸ࡲࡋࡓࠋ2002 ᖺ㸦➨ 7 ྕ㸧࠿ࡽ⣖せ⦅㞟ጤဨ㛗ࡢ℩ᕝಇ୍ඛ⏕ࡢࡈᥦ᱌࡛ࠗ㛵すᨭ㒊⣖せ࠘ࡣࠗJACET 㛵す⣖せ࠘࡜ྡ⛠ࢆኚ࠼㸪⣖せ࡟◊✲ㄽᩥࢆᥖ㍕ࡍࡿࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ
2007 ᖺ➨ 10 ྕ㸦2008 ᖺ 3 ᭶Ⓨ⾜㸧࠿ࡽ⣖せ⦅㞟ጤဨ㛗ࡢⳢᒣㅬṇඛ⏕ࡢࡈᑾຊ࡛㸪㝸ᖺห⾜࠿ࡽᖺห⾜࡟࡞ࡾࡲࡋࡓࠋࡲࡓ⣖せࡢ⾲⣬ࡶࠗJACET 㛵す⣖せ࠘࠿ࡽ JACETKANSAI JOURNAL ࡜ࡋ㸪ᅗ᯶ࡶ୍᪂ࡋࡲࡋࡓࠋᖺห࡟ࡋࡓ⌮⏤ࡣ㸪ᨭ㒊఍ဨ࡟◊✲Ⓨ⾲ࡢᶵ఍ࢆᥦ౪ࡋ㸪ᨭ㒊ࡢ◊✲άືࢆάᛶ໬ࡍࡿࡓࡵ࡛ࡍࠋ
 2008 ᖺ࠿ࡽᨭ㒊࡟๪ᨭ㒊㛗ࢆ⨨ࡁ㸪⣖せ⦅㞟ጤဨ㛗ࡣ๪ᨭ㒊㛗ࡀවົࡋ࡚࠸ࡲࡍࠋ⣖せࡣ◊✲ㄽᩥ㸪ᐇ㊶ሗ࿌㸪◊✲ࣀ࣮ࢺࡢ࡯࠿㸪ጤკཎ✏㸪඲ᅜ኱఍ࡸᨭ㒊኱఍ཱྀ࡛㢌Ⓨ⾲࡟ᇶ࡙ࡃㄽᩥᯟࢆຍ࠼㸪◊✲άືࡢ୍ᒙࡢάᛶ໬ࢆᅗࡗ࡚࠸ࡲࡍࠋᢞ✏ㄽᩥࡣ」ᩘࡢᰝㄞ
⪅ࡀㄞࡳ㸪ࡑࡢࢥ࣓ࣥࢺࢆࡶ࡜࡟ಟṇࢆຍ࠼࡚࠸ࡓࡔࡁ㸪㉁ࡢ㧗࠸ㄽᩥ࡟௙ୖࡆࡿ࡜࠸࠺
ࢩࢫࢸ࣒ࢆ࡜ࡗ࡚࠸ࡲࡍࠋࡘࡲࡾᨭ㒊఍ဨࢆ◊✲ࡢ㠃࡛ࢧ࣏࣮ࢺࡋ㸪ⱝ࠸◊✲⪅ࢆ⫱࡚ࡿࡇ࡜ࢆᇶᮏ᪉㔪࡜ࡋ࡚࠸ࡿࡢ࡛ࡍࠋ
5. ㍤ࡃᮍ᮶࡬
 JACET ࡣ 2008 ᖺ 8 ᭶ 15 ᪥ࢆࡶࡗ࡚௵ពᅋయ࠿ࡽ♫ᅋἲே࡜ࡋ࡚ฟⓎࡋࡲࡋࡓࠋࡕࡻ࠺
࡝⚾ࡀᨭ㒊㛗ࡢ࡜ࡁ㸪ࡑࡢㄆྍ࡟ྥࡅ࡚ࠕᐃḰࠖసᡂࡢ᭱⤊ẁ㝵࡛ࡋࡓࠋ♫ᅋἲே࡬ࡢ⛣⾜ᮇ㛫࡛㸪࡜࡟࠿ࡃࡵࡲࡄࡿࡋ࠸᫬࡛ࡋࡓࠋࡑࡋ࡚♫ᅋἲே࡟࡞ࡾ㸪㐠Ⴀࡢ㠃࡛ኚ᭦ࡋࡓ
ࡇ࡜ࡀ࠶ࡾࡲࡍࠋձᚑ᮶ࡢホ㆟ဨ࡟௦ࢃࡗ࡚㸪♫ဨ࣭♫ဨ⥲఍ࢆタࡅࡿࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ㛵すᨭ㒊ࡢ♫ဨࡣ 26 ྡ࡛ࡍࠋ♫ဨࡣ୍⯡఍ဨࢆ௦⾲ࡋ࡚♫ဨ⥲఍࡟ฟᖍࡋᑂ㆟஦㡯ࡢ㆟Ỵ࡟ཧຍࡋࡲࡍࠋղᨭ㒊࡛ࡢ఍ィ┘ᰝࡀ࡞ࡃ࡞ࡾ㸪ᮏ㒊୍࡛ᣓࡋ࡚⾜࠺ࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ
ճᨭ㒊άືィ⏬࣭ண⟬࣭ே஦ࡢỴᐃ᫬ᮇࡀ᪩ࡃ࡞ࡾ㸪ᙜヱᖺᗘࡀጞࡲࡿ๓㸦3 ᭶㸧࡟Ỵᐃࡋ㸪6 ᭶ࡢ♫ဨ⥲఍࡛ᢎㄆࡍࡿࡇ࡜࡟࡞ࡾࡲࡋࡓࠋ 㛵すᨭ㒊ࡣ 1972 ᖺ࡟タ❧ࡉࢀࡓ JACET ึࡢᨭ㒊࡛㸪◊✲఍ࡢⓎ㊊࡞࡝ᖖ࡟௚ᨭ㒊࡟ඛ㥑ࡅ࡚Ṍࢇ࡛ࡁࡲࡋࡓࠋࡇࢀ࠿ࡽࡶ 40 ᖺ࡛ᇵࡗ࡚ࡁࡓ㍤࠿ࡋ࠸ఏ⤫ࢆᑛ㔜ࡋ㸪600 ྡࢆ㉸ࡍ఍ဨ୍ேࡦ࡜ࡾࡢᛮ࠸ࢆ኱ษ࡟ࡋ࡚㸪ᮍ᮶࡟ྥࡅ࡚άືࢆ᥎㐍ࡋ࡚࠸ࡓࡔࡁࡓ࠸࡜ᛮ࠸
ࡲࡍࠋࡑࡢ୰࡟ࡣ ձᨭ㒊኱఍࡟ከࡃࡢ఍ဨࡀཧຍࡋ࡚ࡃࢀࡿࡼ࠺࡞௻⏬ ղ఍ဨᩘࡢቑᙉ㸪≉࡟ࢿ࢖ࢸ࢕ࣈࡸ኱Ꮫ㝔⏕࡞࡝ࡢⱝ࠸఍ဨࡢຍධ ճ኱Ꮫ⏕⏝ࡢⱥㄒ㐠⏝⬟ຊヨ㦂ࡢ㛤Ⓨ࡞࡝ࡶ㸪ᙜ↛ྵࡵ࡞ࡅࢀࡤ࡞ࡽ࡞࠸࡛ࡋࡻ࠺ࠋ௒ఱࢆ࡞ࡍ࡭ࡁ࠿ࢆ⪃࠼㸪㍤ࡃᮍ᮶࡬㛵すᨭ㒊ࡀ㣕㌍ࡍࡿࡇ࡜ࢆ♳ᛕࡋࡲࡍࠋ
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Invited Article
2010ᖺ4᭶㹼⌧ᅾᨭ㒊㛗  㔝ཱྀࢪࣗࢹ࢕࣮ὠከỤ
JACET Kansai Chapter Today and Tomorrow
1. Valuing individuality with a spirit of cooperation
The JACET Kansai Chapter 2011 40th Anniversary Conference featured a symposium of five
past presidents of Kansai Chapter, which was moderated by the current president. What was veryclear from the short presentations given by each person was the unique personality and viewpoint ofeach speaker. For the past 40 years, Kansai Chapter members have placed a high value on
respecting individuality and yet have nurtured the development and growth of the Chapter with asense of cooperation and collaboration toward a common goal of bettering the level of English
language education in Japan.
2. Moving forward as an incorporated association
JACET became formally recognized as an incorporated association on August 15, 2008. In
preparing for this change from a voluntary organization, much work went into the planning ofarticles of incorporation that would ensure the continuing development and progress of JACET.
One important feature was limiting the length of office in order to have different members assume
office and contribute fresh ideas. These concepts had already been part of the Kansai Chapter
tradition and each year, we welcome new committee members joining the Kansai Chapter team.
Before assuming the role of president of the Kansai Chapter, I spent a year as vice president
supporting President Hiroshi Kimura. During that time, I was also editor of the JACET Kansai
Journal and was asked to have the Journal serve a springboard for the Chapter members to prepare
for publication to reach wider audiences. The Editorial Committee therefore established a review
process to allow for revision and resubmission in keeping with procedures adopted by mostinternational journals. This places a greater burden on those involved in the reviewing process but,
we trust, has raised the quality of the Journal and benefitted all those involved in the process.
3. Collaborating and learning together
Since April 2010, the very capable members of the Kansai Chapter Secretariat, standing
committee members, other officers and myself have been working to offer Chapter members a
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stimulating range of symposia and conference programs in addition to publishing the Journal andnewsletters and supporting the active Special Interest Groups. Of the three symposia offered eachyear, two are organized and presented by SIGs and one features invited lecturers.
The lecture meeting with invited speakers for the 2010 academic year was held at Kwansei
Gakuin University Umeda Campus on March 12, 2011, the day after the terrible Great East Japan
Earthquake. The meeting featured Associate Professor Tom Gally of the University of Tokyo, who
had arrived just before the earthquake hit, and Professor Akira Tajino of Kyoto University. They
candidly talked about the problems and issues that they faced in initiating changes in their language
education programs, offering encouragement for those of us encountering challenges with the workthat we do.
For the 2011 academic year, the lecture meeting with invited speakers was held at Doshisha
University Imadegawa Campus on June 18th, 2011.

Professor Osamu Takeuchi of Kansai

University and Associate Professor Shin’ichiro Ishikawa of Kobe University reported on recent
developments in brain imaging based on NIRS (near infra-red spectroscopy) and MRI (magnetic
resonance imaging) studies and how such data can illuminate EFL (English as a foreign language)
research and L1/L2 processing.
The Kansai Chapter has two Chapter conferences a year, except when it hosts the national
conference or when there is a special event, such as the 40th Anniversary Conference which washeld on November 27, 2011 at Mukogawa Women’s University. For details about past conferences,refer to the Past Events section of the Kansai Chapter website at http://www.jacetkansai.org/kako.html#kako
The 40th Anniversary Conference featured a plenary lecture by Professor Susan Hunston of the
University of Birmingham and a symposium of five past Chapter Presidents. There were also
invited papers and workshops, colloquia, research papers and reports on classroom activities. The
stimulating plenary lecture entitled “Motivated; Self-Directed; Informed: The Model Language
Learner in the 21st Century” has been transcribed for inclusion in this special commemorative issueof JACET Kansai Journal. The Past Presidents’ Symposium also was a forward-looking event
rather than one of reminiscence and thus had the title “New Horizons in English Language
Education: Based on 40 years of JACET Kansai.” This symposium was indeed a showcase for theindividualism and creativity of JACET.
4. Looking ahead
JACET Kansai has been working toward having more English instructors become involved in
its activities and also becoming more open to non-Japanese speakers by sending out notices in both
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Japanese and English. We hope to build a truly open-minded and supportive community with input
from research and work in related disciplines.

This is why we have proposed the theme of“Collaboration and Relativization in English Language Education” for the 2013 JACET 52nd
National Conference which will be hosted by Kyoto University.

It will be an international

conference including scholars from abroad contributing to the discussions and presentations.
5. Concluding message
This year 2011 has been a trying one in many ways. The March 11th earthquake, tsunami andnuclear power plant disaster has deeply affected us all. The forces of nature did not stop there—
there were strong earthquakes in Nagano prefecture on March 12 and torrential rains causing greatdamage in Nara and Wakayama prefectures in September. Japan is not the only country suffering—
there were also a devastating earthquake in Christchurch, New Zealand in February, deadly summer
heat waves in the United States, and the recent flooding in Thailand. We have also been beset withfinancial crises in Europe causing unstable stock markets and fluctuating currency levels around theworld, government upheavals in the Middle East and Northern Africa, and maritime disputes in
Asian seas.
In the face of such bleakness, what can we do? Fortunately, we humans are resilient andoptimistic. The 15th September issue of Nature carried a research report entitled “The evolution of
overconfidence.” Johnson and Fowler (2011) conclude that even if overconfidence can lead toproblems, “the fact that overconfident populations are evolutionarily stable in a wide range ofenvironments may help to explain why overconfidence remains prevalent today.” We need toremain confident that we can conquer these challenges and work together to make this world abetter place.
In a Nature Comment article, Harvard University Professor Steven Pinker (2011) stated that theworld is becoming a more peaceful place as people become smarter, or more knowledgeable. In thisworld of more than 70 billion people, the key to resolving the issues of global interdependence islanguage. We need to be able to talk with other people, explain our actions, argue our stance, andpersuade others in this globally connected world. English has become essential for professional
communication. Our work as English teachers is now more important than ever before.
References
Pinker, Steven (2011). Taming the devil within us. Nature. 309-311.
Johnson, Dominic D.P. & Fowler, James, H. (2011). The evolution of overconfidence. Nature. 371320.
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