ISSN 1881−445X

日本語用 論 学 会
■

第21 回

大会発表論文集
第14号

Proceedings of the 21stConference of the Pragmatics Societyof Japan

2018年12月1日（土）
・2日
（日）
■

於 杏林大学 井の頭キャンパス

PSJ
The Pragmatics Society of Japan

日本語用論学会

2018日本語用論学会（The Pragmatics Society of Japan）
略称：PSJ

日本語用論学会役員
（執
行
部）
会
長 ：
副
会
長 ：
事 務 局 長 ：事務局会計担当 ：（編集部）
編集委員会・委員長 ：副 委 員 長 ：
委
員 ：

加藤重広
滝浦真人、鍋島弘治朗
小山哲春
長友俊一郎
滝浦真人
田中廣明、森 雄一
井出里咲子、小野寺典子、澤田 淳*、柴崎礼士郎*、
首藤佐智子、名嶋義直、松井智子（大 会 運 営 部）
大会企画委員会・委員長 ：副 委 員 長 ：委
員 ：大会発表委員会・委員長 ：副 委 員 長 ：委
員 ：大会運営委員会・委員長 ：副 委 員 長 ：
委
員 ：

北野浩章
井出里咲子
有光奈美、金丸敏幸、山泉 実*
野澤 元
西田光一、岡本雅史
小松原哲太*、杉本 巧*、横森大輔*
山岡政紀
鈴木光代、高木佐知子
井上逸兵、八木橋宏勇*、竹田らら*（事
業部）
事業委員会・委員長 ：副 委 員 長 ：
委
員 ：

小野寺典子
松井智子
堀江 薫

（広
報
部）
広報委員会・委員長 ：副 委 員 長 ：
委
員 ：

尾谷昌則
金丸敏幸
Mark Campana、秦かおり*（2019年4月1日現在）

学会連絡先
日本語用論学会

事務局（The Pragmatics Society of Japan）〒606-0847
京都府京都市左京区下鴨南野々神町1
京都ノートルダム女子大学 人間文化学部
E-mail: secretary@pragmatics.gr.jp

小山哲春 研究室内

学会ホームページ：http://pragmatics.gr.jp/
郵便振替口座 00900-3-130378 口座名: 日本語用論学会
年会費（一般会員：6,000円、学生会員：4,000円、団体会員：7,000円）

PSJ

目 次
研究発表（日本語発表）
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真未

1

モハマド

9

《賞賛》が「マウンティング」に作用する条件 ‥‥‥‥‥‥‥‥‥‥‥‥‥ 市川
社会的迷惑行為の認知と注意行動に対する背景諸要因―社会的合意と日本語学習による逆行転移に着目して―‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 林 炫情・玉岡

賀津雄・ジャミラ

直後の行為を拘束する発話行為― 終助詞ヨ・ネのふるまいの変化を例に ― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 春日悠生

17

メディアなどで見られる拡張的な連体修飾表現の分析：
主観性と間主観性の観点から ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 神澤克徳

25

糖尿病にみる多様な想定に対応した臨床での説明― 関連性理論の観点から ― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 神田千春

33

バラエティ番組の出演者のイメージ構築を図る表現行動の研究―沢尻エリカ氏は本当にいい人になったのか― ‥‥‥‥‥‥‥‥‥‥‥‥ 金載勲

41

断り発話に関する日中対照研究―＜事態解釈＞と＜事態把握＞の観点から ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 高

揚

49

葉明）

57

エカテリーナ65

日中母語話者の「否定的評価」に関する対照研究―談話完成テストの分析を中心に― ‥‥‥‥‥‥‥‥‥‥‥‥ 儲

叶明（儲共同発話に見る日本語母語話者の「言語ホスト性」―接触場面における三者間課題達成談話の分析から― ‥‥‥‥ ツォイ

アメリカ英語の談話におけるlikeの出現 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 塚本亜美

73

発話の中の聞き手指示方法の選択に関する語用論的分析―「あなた」と「固有名詞」との選択を中心に― ‥‥‥‥‥‥‥‥‥‥‥ 都

賢娥

81

光

89

インターネットスラングにおける意味変化―新規表現「耐え」を中心に― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 林

智昭・松浦

＊

会話で諷喩を使う二つの方法―相手を巻き込むか，自ら語るか― ‥‥‥‥ 平川

裕己

97

＊

日本語の自他交替：協調の原理の観点から ‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 前田宏太郎

105

ケド文の多義性の構造：「対比」および「参考情報の提示」を両極とする連続体モデル ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 水田

113

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洋子

PSJ

研究発表（日本語発表）
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英語指示詞の非制限的用法について ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 孟鷹121

ʻ￢p, I（donʼt）{think/believe}ʼにおける挿入節
I（donʼt）{think/believe}の語用論的機能 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 森貞

129

段落末におけるwhich speaking ofの諸特徴と機能 ‥‥‥‥‥‥‥‥‥‥‥‥ 山内昇

137

英語母語話者と日本人英語学習者の要求談話の対照分析―返金、返品・交換をめぐるロールプレイを資料として― ‥‥‥‥‥‥‥ 山本

綾

145

PSJ

研究発表（英語発表）＊＊＊

Please smile when you nod: The use of smile in backchannel sequences‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ Saya IKE and Jean MULDER

153

The Social Construction of the Self Affecting Figure-Ground Reversal‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ Yusuke SUGAYA

161

Rapport Management in Apologizing: From English Speech Acts Corpora‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ Toshihiko SUZUKI and Ami SATO

169

PSJ

ポスターセッション（日本語発表）
Figurative Expressionsは連鎖の中でどう使われるか―話題転換における役割― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 木野

緑179

日本語の雑談における物語の談話構造 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 張

未未

183

日本人はどのようにユーモアを語るか―「わたしのちょっと面白い話コンテスト」からみた語りの構造― ‥‥‥ 張

洋子

187

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人はことばによっていかに傷つくか―ディスコーダンスの観点から ‥‥‥ 中川

佳保

191

＊

プロトタイプ義と語用の意味対称 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 西内

沙恵

195

「虚辞 ＋ COME」存在文の類型論的調査〜動詞にかかる制限と意味上の主語の意味タイプの関連性に関して〜‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 三野 貴志・芝田 思郎・服部

拓哉

199

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PSJ

ワークショップ
セッション1：『相互行為』と語用論：社会的関係の動的性質に関する実践研究と教育への応用『相互行為』と語用論：社会的関係の動的性質に関する実践研究と教育への応用（全体趣旨）‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 竹田

らら

205

＊

三者間会話における参与構造の変化 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 小川

洋介

209

＊

沈黙の解釈に見られる多義性 ―会話参与者と研究者の比較を通して― ‥‥ 種市

瑛

213

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外国人留学生と日本人によるリレー式作文協働作成活動における相互行為と学習効果 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 田辺 和子 217（共同研究者：野口 潔・大須賀 茂・岡田 彩）
英語での会話力向上のためのチャット形式作文の導入と語用論的側面の指導 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 竹田

らら

221

セッション2：発話のはじめと終わり 〜多様化する語用論的機能〜＊

接続詞化した「なので」の発話調整機能について ‥‥‥‥‥‥‥‥‥‥‥ 尾谷

昌則

225

＊

付加型「言いさし文」の語用論的機能―完結させないやり方 ‥‥‥‥‥‥ 大山

隆子

229

＊

接尾辞「〜たん」の文末表現について ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 沈

雪君

233

＊

日本語用論学会規約 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥

239＊『大会論文集』（Proceedings）執筆規定 ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥

243

付録

PSJ

Table of Contents
Lecture Sessions: Presentation in Japanese
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Mami, ICHIKAWA: Investigation of the Conditions of Mounting through Praise ‥‥‥‥‥‥‥‥‥‥‥‥‥ 1
Hyunjung LIM, Katsuo TAMAOKA and Jamila MOHD: Recognition of Social Annoyance andBackground Factors that Influence Attention Behaviors ―With a Focus on RetrogradeTransfer through Social Agreements and Japanese Language Study― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 9
Yuki KASUGA: On the Directive and Commissive Speech Acts
Which Following Acts Occur Immediately ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 17
Katsunori KANZAWA: Analysis of Japanese Adnominal Modification Found in theMedia: From the Perspective of Subjectivity and Intersubjectivity ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 25
Chiharu KANDA: A Cognitive-Pragmatics of Incorrect Assumptions in Patients with Diabetes ‥‥‥‥‥‥ 33
Jae-hun KIM: A Study of the Use of Expressive Behaviour in the Image-Building of Variety
Television Personalities ― Has Erika Sawajiri Really Become a Better Person? ‥‥‥‥‥‥‥‥‥‥ 41
Yang GAO: A Comparative Study of “Refusal” between Japanese and Chinese:
From the Perspective of Construal ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 49
Yeming CHU: A Contrastive Study of Negative Evaluation between Japanese and Chinese
Native Speakers ―Focus on an Analysis of Discourse Completion Test― ‥‥‥‥‥‥‥‥‥‥‥‥‥ 57
Ekaterina TSOY: Joint Utterance Construction in Linguistic Hostsʼ Language Management:
A Discourse Analysis of Task-Solving Conversations among Three Participants ‥‥‥‥‥‥‥‥‥‥ 65
Ami TSUKAMOTO: Like Used in Discourse of American English ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 73
Hyunah TOH: Speech Effects of Japanese Personal Deixis―In Selection of “Anata” and “Proper Noun”― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 81
Tomoaki HAYASHI and Hikaru MATSUURA: Semantic Change of Internet Slang:
Focusing on Novel Expression Tae in Japanese ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 89
Yuki HIRAKAWA: Two Ways of Using Allegory in Conversational Talk-Exchange ‥‥‥‥‥‥‥‥‥‥‥ 97
Kotaro MAEDA: Inchoative/Causative Alternation in Japanese:
From the Perspective of the Cooperative Principle ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 105＊

Yoko MIZUTA: The Structure of the Ambiguity of Japanese Kedo-Sentences ‥‥‥‥‥‥‥‥‥‥‥‥‥ 113＊

Ying MENG: On Nonrestrictive Modification with the English Demonstratives This/That ‥‥‥‥‥‥‥‥ 121

PSJ

Lecture Sessions: Presentation in Japanese＊＊＊

Sadashi MORI: The Pragmatic Functions of Parentheticals ʻI (Donʼt) {Think/Believe}ʼ in “￢p,
I (Donʼt) {Think/Believe}.” ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 129
Noboru YAMAUCHI: Characteristics and Discourse Function of “Which, Speaking of...”in Paragraph-Final Position ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 137
Aya YAMAMOTO: Negotiation in Service Encounters: Refund/Replacement
Requests by Native Speakers of English and Japanese EFL Learners ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 145

PSJ

Lecture Sessions: Presentation in English＊

Saya IKE and Jean MULDER: Please Smile When You Nod: The Use of Smile in Backchannel Sequences＊

Yusuke SUGAYA: The Social Construction of the Self Affecting Figure-Ground Reversal ‥‥‥‥‥‥‥‥ 161＊

153

Toshihiko SUZUKI and Ami SATO: Rapport Management in Apologizing:
From English Speech Acts Corpora ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 169

PSJ

Poster Sessions in Japanese＊Midori KINO: The Use of Figurative Expressions in Japanese Conversation―The Role of Figurative Expressions in Topic Shift― ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 179＊

Weiwei ZHANG: The Discourse Structure of a Narrative in Japanese Free Conversations ‥‥‥‥‥‥‥‥ 183＊

Yangzi ZHANG: How Japanese Narrate Humor ―Based on “My Funny Talk Tournament”― ‥‥‥‥‥‥ 187＊

Kaho NAKAGAWA: What Makes an Utterance Hurt the Hearer: A Case Study Focusing on Discordance ‥‥ 191＊

Sae NISHIUCHI: Symmetry of Prototypical Senses and Meanings that Are Easy to Express ‥‥‥‥‥‥‥ 195＊

Takashi MINO, Shiro SHIBATA and Takuya HATTORI: A Typological Study on
Expletive Constructions with the Verb Come ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 199

PSJ

Workshop Sessions
Session 1: Interaction and Pragmatics: Empirical Research Regarding the Dynamic
Nature of Social Relationships and its Application to Education
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Lala TAKEDA: Interaction and Pragmatics: Empirical Research Regarding the Dynamic Nature of Social
Relationships and its Application to Education (Overview and Objectives)‥‥‥‥‥‥‥‥‥‥‥‥‥ 205
Yosuke OGAWA: Reconfiguration of Participant Constellation in Triadic L2 Interaction ‥‥‥‥‥‥‥‥ 209
Akira TANEICHI: An analysis of Interpretations on Silence from Perspectivesof a Researcher and Participants ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 213
Kazuko TANABE: The Educational Effects of Relay Writing Activities ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 217(Research collaborators: Kiyoshi NOGUCHI, Shigeru OSUKA, Aya OKADA)
Lala TAKEDA: Introducing Chat-Style Writing to Improve Conversation Skills
in English and the Teaching of Pragmatic Aspects ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 221

Session 2: Periphery of Utterances in Japanese: Diversifying Pragmatic Function＊＊＊

Masanori ODANI: On the Utterance Adjustment Function of Japanese Conjunction “Nanode” ‥‥‥‥‥‥ 225
Takako OHYAMA: The Additional Type of Japanese Suspended Sentences “Way for Avoiding Completion of Sentences” ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 229
XueJun SHEN: On the Sentence-final Usage of the Suffix “-tan” ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥ 233

Appendix＊＊

Terms and Conditions of Membership in the Pragmatics Society of Japan (PSJ) ‥‥‥‥‥‥‥‥‥‥‥‥ 239
Instructions for Authors of the Proceedings of the 21st Annual Conference of
the Pragmatics Society of Japan (PSJ) and the Style Sheet of Japanese and English Papers ‥‥‥‥‥‥ 243

PSJ

研究発表
Lecture Sessions

第21回大会発表論文集

Ǧǥ

第14号

wUhS]9Ƅ(LŚŪÒȚĊćƐŘ
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țAbstractȜ
In this paper, I gathered real examples of language that may literally express praise but isactually “mounting”. Utilizing ideas from Leech’s politeness principle (1983) and Culpeper’s
impoliteness strategy (1996) to analyze the situations and choice of language used in theexamples, I determined that “mounting” has the following characteristics: 1. Person B is told
something they do not want to hear 2.Polite verbal behavior is avoided where expected 3.
Praise is ambiguous or uses vocabulary with negative connotations 4. Speech disguised as
explaining common knowledge expresses dominance or person A praises gives unnecessary
positive evaluation to themselves
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ÈŹņſ

Culpeper, J(1996)”Towards an anatomy of impoliteness.”Journal of Pragmatics. 25, 3, p.349367
LeechȖGȗ
Ȕ1983ȕPrinciples of PragmaticsȚLongmanȔǺǌȚŭÙĚůǓǌ(1987)ǕƄǚƣÝĂœďȕ
ŵű{Y}żąƥð(2014) ê<ƝȎ5ŨK:wUhS]êð;÷īƟĿœĲ−7−

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ǠAbstractǢ
The study examined background factors that influence attention behaviors and recognition (the degree ofannoyance) of social annoyance in both first and second language situations by implementing a questionnaireon the four languages used in Japan (J), Korea (K), China (C) and Malaysia (M), and targeting Japanese
language learners who are native speakers of these languages. Cluster analysis and one-way ANOVA anddecision trees analysis found that differences were seen in attention behaviors and recognition of disruptive
behaviors among J, K, C and M, which suggests differing social agreements due to social and culturaldifferences. Furthermore, Japanese language learning experience showed consistent influence in K, partial
influence in C, and no influence in M. The occurrence of retrograde metastasis from second language to first
language in relation to social and cultural norms was clearly found among Koreans. Yet, the influence ofexperience learning the Japanese language cannot be considered as a strong factor in determining degree ofannoyance.
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4.10
4.66
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F(2,2389)=443.567, p<.001

5; 6; 7; 10; 13; 15; 16; 17F(2,1020)=48.787,

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F(1,461)=12.282, p<.01

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F(3,534)=31.873, p<.001

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−14−第21回大会発表論文集

第14号

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M=3.85SD=1.08n=3073%=100.0
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F (1, 3071)=262.253, p< .001

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F(6,2137)=60.237, p<.001

F(3,925)=38.420, p<.001

3; 9

1; 2

4; 5; 8

7; 10; 11; 13

12; 14; 15

6; 16; 1718

92; 3; 18

4; 8; 11; 12;
14; 151; 5; 6;7; 10;13; 16; 17

M=4.38SD=0.79
n=159
%=5.2

M=4.15SD=0.98n=319%=10.4

M=3.95SD=0.89
n=297
%=9.7

M=3.67SD=1.01n=384%=12.5

M=3.46SD=1.06
n=411%=13.4

M=3.20SD=1.08
n=421%=13.7

M=2.94SD=1.17
n=153
%=5.0

M=4.88SD=0.46n=76%=2.5

M=4.65SD=0.63
n=141
%=4.6

M=4.40SD=0.76
n=302
%=9.8

M=4.01
SD=0.99n=410%=13.3









F(1,382)=20.413, p<.001

F(1,419)=11.921, p<.01

F(1,151)=7.126, p<.05

J

CCJ

M=4.04SD=0.90
n=107
%=3.5

M=3.53SD=1.02
n=277
%=9.0

J

CCJ

M=3.51SD=1.10
n=108
%=3.5



CJ

J

CJ

M=2.69SD=1.06
n=78%=2.5

M=4.55SD=0.55
n=74%=2.4

M=4.03
SD=0.94
n=177
%=5.8

CJ

M=3.19SD=1.23n=75%=2.4

M=3.10SD=1.05
n=313%=10.2F(2,407)=18.751, p<.001
C

M=3.74SD=1.10
n=159
%=5.2

À 3. uÁ~.ĖĢƜÍžpǇĖĢƜÍžƀ.ŴǑ-;>ư÷ä-êǊ>Ǝ¾.ıèÀ


M=3.87SD=1.08n=2536%=100.0

M=3.62SD=1.12n=1699%=67.0

M=4.38SD=0.79n=837%=33.0F (1, 2514)=308.088, p< .001




F(3,1695)=70.061, p<.001

F(2,834)=37.525, p<.001

1; 3; 9; 11

2; 4; 5; 7; 8; 10; 13

12; 14; 15; 16;186; 173; 4; 9; 11

1; 2; 5; 8; 10; 12; 13; 15;16; 17

6; 7; 14;18

M=4.25SD=0.89n=272%=10.7

M=3.80SD=1.03n=614%=24.2

M=3.36SD=1.00
n=564%=22.2

M=3.10SD=1.17
n=249
%=9.8

M=4.66
SD=0.66n=312%=12.3

M=4.29SD=0.78n=366%=14.4M=4.06
SD=0.91
n=159
%=6.3







F(1,612)=19.386, p<.001

F(1,247)=26.010, p<.001





F(1,310)=7.893, p<.05

F(1,364)=15.212, p<.001

J

M
 MJ

J

MMJ

MJ

MJ

J

MMJ

M=4.05SD=0.96
n=211
%=8.3

M=3.67SD=1.05
n=403%=15.9

M=3.66SD=1.11n=73%=2.9

M=2.87SD=1.11
n=176
%=6.9

M=4.74SD=0.56
n=197
%=7.8

M=4.52
SD=0.78
n=115
%=4.5

M=4.61
SD=0.52n=71%=2.8

M=4.21
SD=0.81n=295%=11.6F(1,157)=16.371, p<.001
MJ

M=4.27SD=0.78
n=102

MJ

M=3.68SD=1.00
n=57%=2.2

À 4. dmqPD~.ĖĢƜÍžpǇĖĢƜÍžƀ.ŴǑ-;>ư÷ä-êǊ>Ǝ¾.ıèÀ

4ǚA=Ģšū)/2 &.*BĬƖ"ŮǛ-JpMpCpK . 4 OlqaƼ)ţ řư÷ƊŇÕ>ƛş)>ư÷ä*ĽùƊ¥.Ğň-/Đ¦Þ7<?>.)>6ǝOlqa
-&(.rƹź.Ďĥ)/ĖĢ~.Olqa. 3 ƕƜ.Olqa;=9Ğù-ư

−15−社会的迷惑行為の認知と注意行動に対する背景諸要因 ―社会的合意と日本語学習による逆行転移に着目して―÷äǒ%"ĖĢ~ư÷ƊŇ-&(;=Źų)>*ŬA?><-18 ǋŚ.ư÷Çǈ-&(.ǁÚNjRSĥ)/uÁ~*dmqPD~ĖĢ~*ǉÁ~* 2 &.
Olqa-?"Đ¦ÈÒfWlǖSchumann, 1978Ǘ)/Ížƀ.Ù>Ǆ¿*ŚİƕƜǄ
¿.ţřƪǅǖƐŰÞǗË?0?#ŮzƕƜžì/Ƴ6Ʊ-.ƪǅ×

,?0ÍžƳ?>ǖĔōĖĢƜčƁƭ, 2005Ǘ**Ćċ?(>ĖĢ*ǉÁ/ƕƜǎõ(=Ãœř-9Ʈ.)ư÷ƊŇ-ƽ>ţ

ř²ù>ŧäǎ

(>.9ş?,<-ÇǈOlqaĽù.Ğň)ư÷ƜBxŃ>ĻÏĠB
Ɗ%" .ŵħĽùB>+-;%(ư÷äŗ,%(=Ľù>Ç².4Ľù,Ç²;=9ư÷äǒ,%"<-Olqa*Çǈ.Ƶ7<?"
Ů 2 -ÉÁƜ*(.ĖĢƜÍžŴǑǉÁ~uÁ~dmqPD~.ţ řư÷ƊŇÕ>ƛş*ĽùƊ¥-êǊ>BĬƖ"ĖĢƜÍž.ŴǑ/Ľù.Ğň:.Çǈ
-(ƾ<?"Çǈ)êǊ7<?"ǉÁ~-ƾÏ(0ư÷ä/ J>KJ>K *,=ĖĢƜčƁ.ŴǑĖĢ~*ǎ"ư÷äBŢ;-êǊ=ƱƊƫŦǖKecskes & Papp,
2000; ǓpŒÜ, 2015Ǘ.¶ƓÔ?"rĕuÁ~ĖĢƜÍžƀ-9æ9..ĖĢƜÍ
ž.êǊ7<?>ǉÁ~-;-rƤ(/,%"dmqPD~-&(0ǍƇ,ĖĢÍžŴǑ.êǊ/7<?,%"
ơƭťÍšūƥ£þyĭpćÿřƆƄšūư÷ƊŇ-Õ>ƕƜƊ¥: ţĐ¦;1õĪ

ŏõ-ƽ>DQDƠƕƜ.Õŋšū ǖ15K12879; šūƋƀpĦŅöǗ.£þB­"©ſĐŐŠŖǆép³Ŗ»pƉŖƴǃpåÜŤpĒƉ»ñpīwŻÌpÎƉśıp§Ăǀp³òÓ.
2000.ţřư÷-ƽ>šūǖ1Ǘư÷ƛş.ĩĄ-ƽ>ĥƴťÍšūťűƎ

µ¯ØËÍËÍƿčƁŘ

47, 25-33.

ǓƷƈpŒÜƦľǃ. 2015.uÁ~ĖĢƜÍžƀ.£ƕÇǈ->ùƢ*Ɗ¥-êǊ>ƠƎ
¾ƕƜĐ¦*ĖĢƜčƁ 48/49 ²°, 11-21.

đƉ»ñ. 1999.ţ řư÷ƊŇ*ţ Bſý>*łĹÝĐ. 2009.

úşŀíËÍƟǄ

24, 67-77.

uƼƕƜƜŕƟįƟ Ĥ}ǟRkqIq\TXnqN³Ŗ»pÎƉśıp³òÓpƉŖƴǃpåÜŤrpĒƉ»ñpīwŻÌpŠŖǆép§Ăǀ.
1999. ţřư÷-ƽ>šūǖ1Ǘ Bulletin of the School of Education, Nagoya University

(Psychology) 46ǘ53-73.
³Ŗ»pĒƉ»ñp§ĂǀŸ. 2009.
ĖĢƜčƁÍ

Ÿ. 2005.

ţ řư÷.ïœÍ }ƸǟZK[PhōǚĔōĖĢƜčƁƭ Ĥ}ǟËǐĜã

Brown, H. D. 2000. “Principles of Language Learning and Teaching (4th Edition)”, White Plains, NY:
Pearson Education.
Kecskes, I., & Papp, T. 2000. “Foreign Language and Mother Tongue”, Mahwah, NJ: Lawrence Erlbaum
Associates.

−16−第21回大会発表論文集

;'

第14号

+*7AP+ 23.



EN

 1

ĒŻ Ƴķ
°Űŗŗ{ŻƣĐģ³
kasuga0422aie@gmail.com<Abstract> This paper focuses on the directive and commissive speech acts proposed by Searle (1975). These acts
demonstrate the “world-to-words” direction of fit, so they need another following act to get the world tomatch the words. Although there are abundant studies regarding speech act, most of them emphasize on
conditions of success. In contrast, it has not been fully discussed when the following acts should occur. This
paper shows that Japanese sentence-final particles yo and ne function as markers to indicate that the following
acts should occur immediately after those speech acts. Based on the examples, those of which following acts
occur immediately are proposed to be a sub-category of directive and commissive speech acts, which is not
limited to Japanese.



 

3ŻGCÊƽIƼ+::/×vI/+EÊƽIƼ+/×v0)+

3Austin (1962) Į×ũ/ƂǍ (performative) 2ōåIñŨ%-IƉĻD0ƂǍ×vǌ
-+ĸJ0Ç«FEB0/(%Searle (1975, 1979) 3Austin 2ơÑĳIĉÀ/CƂǍ×vǌIƇƃũ0Ƃŭ"İ-Êƽ-22ŪØơÑ(the direction of fit) -žIƼ
+ƂǍ×v2 5 )2ŗƘǆIŧû%
ƣÇ«3Searle 2ž0E İÊƽ 2ŪØơÑIø)×vÊF4Êƽ,ƏÉF%ƫŘ0<(+İ2œĚ,DơƜH(+B/×vIƾª

EFC3Ǎą>3ƚą2Ʀƿ2

E#2Ʀƿ2×v

)×HFE7>2

C2×vIÓŊ

EB/ƂǍ×vI
EB/ƂǍ×v

-ŮCƘĺ×HFE-3

ė/(%ƣÇ«,3ÓŊFEƦƿ2×vŲƂǍ×v2ţÎ0×HFE7>2,E-ıËIø)×v2öǈI®E-,Ʀƿ2×vIÓŊ+(Ǎą@ƚą2) ţÎ2×vIÓŊEƂǍ×v2tƘǆ-E×v ōå E-IûƣÕ3s2B0ĩ=E:! 2 ľ,čƿ2ƂǍ×v0)+2Ç«.2B0ĩ=C
F+%I Eú0 3 ľ,ċĔô^@j ţÎ2×vIÓŊ EƂǍ×v ,-IƎû+EöǈIñŨ
ōå

E:%ŻƣÏ2ċĔô2Ŏ0>ŵƻ2×vIñťE-IñŨ ţÎ2×vIÓŊ

ÊÏũ/×v,DE-Iû

E

EƎÿEƂǍ×v ŻƣÏ0ŷƴ2×v,3/Ť4 ľ3ƣÕ2:-=, E2

−17−直後の行為を拘束する発話行為 ―終助詞ヨ・ネのふるまいの変化を例に―

 6+&!

 AP+O
ƂǍ×v-ž3ŁÊ@ƫƪ-(%#FIƂǍ

E-#2>2#2ƂǍIĥ%C=E B/Į×ũ/ƂǍ2ōå Austin (1962) 0B(+ñŨF%-,ÒśCFE--/(%Austin 3:!ƂǍIöĀũ/>2-Į×ũ/>22 2 )0ŗƘǆłāIĥ¢2ŮCÎāIŪĻĳ2ŮCƘĺE-%2'02¹ƛIŬƀöĀ
ũ/ƂǍ>=+ơÑĳIő'ď

7+2ƂǍI

Eć2×v /H'ƂǍ×vI/+E>2-+qƆ3ƂǍ×vIŗƃťŁÚ¼ (Verdictives)ÆË×í¼ (Exercitives)×vÓŊ¼ (Commissives)ŔűƏƬ¼ (Behabitives)ÊƬĿ¼ (Expositives) 2 5 )0Ƙǆ%
 Searle (1969) 32 Austin 0BEƂǍ×vǌIƇƃũ0ÀĘƂŭ"% 7+2ƂǍI
×v-+ŉEîĲ3ĉÀ))Austin 0BEƂǍ×v2 5 ƘǆI ŤŦ Eē/
-/.IǀƵ0Ƈƃİ-Êƽ-22ŪØơÑ (the direction of fit) -žIƼ+ƂǍ×vIŸü0Ƙǆţ%Searle (1975) 0B(+ŗǎûFŏė2ƼÏ2ĊĶ/.I¿+ŧrF%ƂǍ×v2Ƙǆs2Ə 1 , EƏ 1 ƂǍ×v2Ƙǆ (Vanderveken (1994) I>-0çĴ)

AP+

< 

>,F)

#9N

Ɨö2ğŔIƏû E

Êƽ  İĬŋŚÊ×vñû (directive)ƚą0Ʀƿ2×vIĀ×"EÊƽ  İƫǇř×vÓŊ (commissive)Ǎą2Ʀƿ2×vIÓŊ E

Êƽ  İƱŊĹÊƽ  İ

ƫƪĘŽ

Ʃ

ĂĂæ

~đ 

(assertive)ŁÊ (declarative)

ŲƂǍ0B(+öŔIƂķ"EƏď (expressive)Ǎą2ĢũğŔIƏÉ

E

2B0 Searle 0B(+ŗǎŧûF%ƂǍ×vǌ0+Searle üĨ3 #F$F2
×v/EĞÄIƤ%%ä0ĴǁE -ĴÐĞÄ (conditions of success) 2ŮC2Ç«Iĩ=+(% ,0 Searle (1969) 0+×vÓŊ¼2×v2ŕƏǈ, EƱŊ
2×vĴǁ

E%=2ĞÄI 9 )0Ƙ+ŧû E-×HF+E
Searle and Vanderveken(1985) ,3#F$F2×vĴǁ E%=2ĞÄI½þuƥǌ2¥ǌ-ĵØ"E%=2ŧr
×HF+D×vĴǁ EĞÄ@#2Ņçſĳ0ĎŮŜF+%-HE
Ŏ2ŮC2ƂǍ×vǌ62KaoZ-+3Ballmer and Brennenstuhl (1981) /.®
CFEƆC3Searle 2\[aYMp/ƘǆơƢIƇƃũ0ŉŴô2lW\C2ūŦ
ũ/b\eK[a0BEƂǍ×v2ƘǆIõ;+E 6+&!

CB=$?

Austin CŌƂǍ×vǌ2¥ǌ0+ƂǍ×v2w/D3 /H'Į×Ŵô2w/D0ų,E-Ů£ư0ƑFE-3ė/(%Searle 2Ƙǆ0"B Ballmer and−18−

第21回大会発表論文集

第14号

Brennenstuhl (1981) ,/F%Ƙǆ0"BƘǆ2ơĪ3x(+>Ìƛ0ĳ2w/EĮ×Ŵô
I0ĈƌBƘǆ

E-Ů3²ƴF+E ŻƣÏ2ċĔôHEöǈIè E-Į×Ŵôŵ,(+>C0ĳw/E×vI×(+EĜØ> E-ûßFEs2 (1) 2ǈ3->0ŻƣÏ2ƫ
Ǉ½0BEƫǇ2ƂǍ0ċĔôjļŌ%>2, E3(1)

a. '?J-ġ7GB H      (ġö2 2 ùłġöş)b. '?J-ġ7GB L      (?ġö2 2 ùłġöş)0 (1) 2#F$F2Į×ŴôIƬû E/C4->0 (ó3 /%0) '?J-ġ7E
-IƫǇ E -/D2 )2×v0Į×Ŵô2à-+2ƂǍ×v2àIÈď -3źFC2ǈƙ0ġö2 2 ùł0ƂǍ E-ƙƨ4-ġöş0ƂǍE-ƙƨ

I#F$FƑƸ%ĜØ(1a) 3Ǆơ2ƙƨ,üŃ/ƂǍ-/E20œ+(1b) 3łā2ƙƨ
,3ƐüŃ/ƂǍ-/E2öĀ3Į×Ŵôŵ,EſĳIûß+EFĶ-(+>w/EƂǍ×v×HF+

E-w/E×vIƂǍ×v2x-+¹ƛ

%=03Į×Ŵôs2ŮCƂǍ×vIC0tƘǆ EƍƾEE

ƣÕ3:! Searle 2Ƙǆ02(-D İ! Êƽ 2ŪØơÑIø)×vñû¼×vÓŊ¼2ƂǍ×vIœĚ-EºŒũ03ƫǇƱŊuðƏƬ/.2×vœĚ-/EF

C2ƂǍ×v3Ǎą>3ƚą2Ʀƿ2×vIÓŊ×v,)×HFEE-Iû ;'

E3%CIø)#2Ʀƿ2-Ů×vñû¼×vÓŊ¼2ƂǍ×v2tƘǆ0ƴƼ+*7AP+ƣÕ3×vñû¼×vÓŊ¼2ƂǍ×vƦƿ2)2×vIÓŊE2x0B(+#FC2tƘǆI×(+ƣľ,3Ʀƿ2ÓŊFE×vŲƂǍ×v2v,

Eƅ,ŻƣÏ2ċĔôj^25E:-/EöǈIè

ţÎ2×E/ƣÕ

0E ţÎ 2×v2ť¤3 œǍ@Tdh]RUipIǍą-ƚą0BE×v2ǋ
á-+ŉ%ä2Ǎą2ŲƂǍ×v2ú2Xp0tŜ

E×v-

EF3ŲƂǍ×v2ùũ/ţÎ0×HFE-ŏùũ/ţÎƅ0B(+ť¤F+E
>2,3/-IŚ(+ 23.
ċĔô^3ƕÒƼƢIø'#2zƄũ/ŷŢ*3Ýź,E^2zƄũ/ŷŢ*-

+ŧrF%>2-+3Ħƌ (1990) 0BE ƚą2/HšD0ż(+EĝƠ IƎû
E->2:%ů»·ĭ (1996) 0BE Ų2ƫŘ2ŐŲĳIÁìş, E ->2Ɲµ (1995) 0BE ǍąŲ2ĝƠIƍ!>ĉƹ+/ -IƎû
>2/. E

−19−

E-

直後の行為を拘束する発話行為 ―終助詞ヨ・ネのふるまいの変化を例に―(2) @ (3) 2B/^2ƼƢIœĚ-+Ƙĺ EƂǍ×vƣľ,3Ǎą2uðIƏ

2ŮC2ƼƢI;E-Ǎą2Ʀƿ2×v0)+Ê¨F+D#FI×-I
E%=×vÓŊ¼2ƂǍ×v-+ſ+Eǈ4ƂǍ (3) 0BEƂǍ×v3uǍąƦƿ2EùŮ0+Þħ0× -×vI×-,ĴÐ E(2) 'A(-¸×0×(+: 1                (3) [Þħ0ê?

(yě 1999: 83)

EIƭ(+EǍą3#2Ĝ,×-IÃ=]ó×(+:1

2uðIƏ ƼƢ3íƼ0+ıËIø)2ƼƢ0EǍą2uð3 (3) 2B
0ƚą0-(+2ĤĝƠ,EƍƾE (4) @ (5) 2B0Ǎą2uðƚą0-(+2¬ĝƠ, E (-Ǎąńť+E) ĜØ2^2ƼƢ3ƐüŃ-/E
(4)

A: ?

ó#2aoVNP\2lY@D:1

B: ƣŲ0@EJ&/
A: 3@D:{ Ø??1} (5) [Ǎą3ƚą0Þħ0×-I0Ú+% ×/J, B1? -ƚF]?? ó×(+:1ŷĆ/ƙƨIE-,2ıËFEĜØFEǍą2Ʀƿ2×vŲƂǍ2ţÎ0×HFE>2,-(+2¬ĝƠ,E2ƂǍ×v0B(+ÓŊEĜØ3Ǎą2uðƚą0(%-+> (6) 2B0^2íƼüŃ-/Eŀ×Ç«,®CF+

E (2) 2ƂǍ> Ǎą2ƂǍ2ţÎ0¸×0× -ƙƨIńť

E-,üŃ/ƂǍ-+ƹŽFE(6) [ƚą3ǍąÞħ0×-Iś(+E6Ñţł0]ó×(+:1

sě2¥ǌBDƣľ2Ąš3 (7) 2B0:-=CFEF3ÓŊFEƦƿ2×v ţÎ

2×v,

Eƅ,ċĔô25E:w/E-Iû zöǈ,(7)ƣľ2:-=a.ċĔô^2Ǎą2uðIƏ(+2ĤĝƠ,EƼƢ (×vÓŊũƼƢ) 3Ǎą2uðƚą0-

EĜØ0íƼ,!Ǎą2uðƚą0-(+2¬ĝƠ,EĜØ3ƣũ0^2íƼƐüŃ-/Eb. %&ÓŊFEƦƿ2×vŲƂǍ2ţÎ0×HFE>2,ËĕFE

−20−

EĜØ3ě2ı第21回大会発表論文集第14号

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第21回大会発表論文集(16) a.
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Austin, J. L. 1962. How to Do Things with Words. Oxford: Oxford University Press. (pµtØ. 1978.
×ÜÔª¢G: tQô~.)Ballmer, T. T., and W. Brennenstuhl. 1981. Speech Act Classification. Berlin: Springer–Verlag.
F@R. 1993. ´Ú (2.7=/Î¼ºÎ: iI>Nò,Mm
ÆmÜ¾Ärf105333–360.
F@R. 1997. $$WÇ,Ó)"&: Ë]Ù&,L gX×Ü26(2)62–67.
F@R. 1999. ­¨Û½Ë]Ù: ¦ÐÜu18(9)79–86.
Ázî. 1990. r+'°à¢G: tQô~.
«¥. 1995. Ë]Ù&(xÚÞX×Ü24(11)38–45.
y|j. 1997. Ù.=56?19=
ðs©¾ÄJõÌö
©ðs97–119¢G: * V¬.
·}í . 1991. 83;4-©¢G: * V¬.
Searle, J. R. 1969. Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge
University Press. (pµt>n{OØ. 1986.×ÜÔª¢G: ^Ò.)
Searle, J. R. 1975. A taxonomy of illocutionary acts. In Gunderson, K. (ed.), Language, Mind, andKnowledge. 344–369. Minneapolis: University of Minnesota Press.
Searle, J. R. 1979. Expression and Meaning: Studies in the Theory of Speech Acts. Cambridge: Cambridge
University Press.
Searle, J. R., and D. Vanderveken. 1985. Foundations of Illocutionary Logic. Cambridge: Cambridge
University Press.
ék. 2018.5<0Ü (åbzã -DI ¡Öç±©: V¯±©83;4-?×ÜuJÈ 156 ltJEÃï307–312.
²ÅÔ[>è§. 1996.Õ¶ñq&(ßÚÊ°Û½Âu3(3)59–74.
Vanderveken, D. 1994. Principles of Speech Act Theory (Cahiers d’épistémologie 9402). Montréal:
Université du Québec à Montréal. ( DPäØ. 1995.´ÚÔª°àa°¢G: £¤À.)−24−

第21回大会発表論文集第14号

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kanzawa@kit.ac.jp<Abstract>
Recently, in television programs or social media such as SNS, we sometimes see the Japanese adnominal
modification ‘X mondai,’ which has some features different from ordinary adnominal modifications.
Although many kinds of research on adnominal modifications, Internet slang, and slang among young
people have been conducted, there is no literature on this particular expression. The purpose of this paper is
to show the features of this expression, focusing on the differences from ordinary adnominal modifications.
This paper, for example, demonstrates that (1) this expression is different from the ordinary ones in terms of
prosody, (2) tends to co-occur with the Japanese verb-derived word sugiru, which means ‘exceed’ or ‘toomuch,’ and (3) has frequent particle dropouts. This paper also discusses the motivation for using theexpression in terms of subjectivity and intersubjectivity presented by Traugott (1995, 2003).
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ġƀǟĐ. 1975.Ɍ­·ɷ4`fZb/ōó
%4 1  ŬžȵŬžŧÝ 471-119.

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ġƀǟĐ. 1977b.Ɍ­·ɷ4`fZb/ō

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žǥ25ŬžȵǀȻė¨Ǫ 21 øď¨ɗȨȵė]YP~ (KLC)ʋɗďė /ó %4 3  ŬžȵŬžŧÝ 61-35.
Traugott,

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C.

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“Subjectificationin

6/ȴǗÙĹ¨ʋɗīȔȃǾďė .'(Grammaticalization.” In: D. Stein and S.

']mď2Ľǧ*-I?'Ŭ

Wright (eds.) Subjectivity and SubjectivisationžȵǀȻė¨4ƉȷȈ]mCďĊãȇ2

Linguistic Perspectives, 31-54. Cambridge:

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Traugott, E. C. 2003. "From Subjectification toI

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ǙǦ 7219-236.
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3641-56.
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Grammar,Vol.2:

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Ƅǁºƕɕ. 2006.qimǝ¨/ɪúȵŬžȵė 25(10)25-35ʅ
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ƣŸɥ.

第21回大会発表論文集

第14号

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⢾ᒀ⑓࡟ࡳࡿከᵝ࡞᝿ᐃ࡟ᑐᛂࡋࡓ⮫ᗋ࡛ࡢㄝ᫂ ʊ 㛵㐃ᛶ⌮ㄽࡢほⅬ࠿ࡽ ʊ⚄ ⏣ ༓ ᫓ୖṊ኱Ꮫ⩌㤿኱Ꮫ
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⮫ᗋࡢሙ࡛ࡣࠊᝈ⪅ࡢࡶࡘከᵝ࡞᝿ᐃࡀᛮ࠸㎸ࡳ࡜࡞ࡾࠊ⑌ᝈࡢ⌮ゎࡸ἞⒪ࡢጉࡆ࡜࡞ࡿࡇ࡜
ࡀ࠶ࡿࠋ៏ᛶ⑌ᝈࡣ⑕≧ࡢኚ໬ࡀㄆ㆑ࡉࢀ࡟ࡃ࠸ࡓࡵࠊྛேࡢᢪ࠸࡚࠸ࡿከᵝ࡞᝿ᐃࡀಟṇࡉࢀࡎࠊᙉᅛ࡞ㄗࡗࡓ᝿ᐃ࡜࡞ࡿྍ⬟ᛶࡀ㧗࠸࡜ゝ࠼ࡿࡔࢁ࠺ࠋㄗࡗࡓ᝿ᐃࡀᛮ࠸㎸ࡳ࡜࡞ࡾ἞⒪ࡢ
ጉࡆ࡜࡞ࡗ࡚࠸ࡿ་⒪⏝ㄒ࡟ࠕ⢾ᒀ⑓ࠖࡀ࠶ࡿࠋᛮ࠸㎸ࡳ࡟ࡘ࡞ࡀࡿࠕ⢾ᒀ⑓ࠖ࡟ᑐࡍࡿᵝࠎ࡞ㄗゎࡢෆᐜࡣࠊձ⏑࠸ࡶࡢࡢྲྀࡾ㐣ࡂ࡛㉳ࡁࡿ⑓Ẽ  ࠊղ㣗஦ไ㝈ࡉ࠼ࡍࢀࡤ἞ࡿ  ࠊճ㣗࡭㐣ࡂࡔࡅࡀཎᅉ  ࠊࡑࡢ௚࡟ࡶࠊᒀ࡟⢾ࡀฟࡿ⑓Ẽࡔ࡜ࡔࡅᛮࡗ࡚࠸ࡿ࡞࡝ࡀᣦ᦬ࡉ
ࢀ࡚࠸ࡿ ᅜ❧ᅜㄒ◊✲ᡤ  ࠋ ᖺࡢྠ✀ࡢㄪᰝ࡛ࡶࠊࡇࡢࡼ࠺࡞ㄗゎࡀṤ࡝ᨵၿࡉࢀ࡚࠸
࡞࠸≧ἣࡀሗ࿌ࡉࢀ࡚࠸ࡿ Ꮮࡽ  ࠋࡇࡢࡼ࠺࡞ㄗゎࡢせᅉࡢ  ࡘ࡜ࡋ࡚ࠊ㌟㏆࡞ே≀ࡢᵝࠎ࡞⑓ែࢆぢ⪺ࡁࡋࡓ⤒㦂ࡀࠊಶேࡢ᝿ᐃ࡟ᙳ㡪ࡍࡿࡇ࡜ࡀᣲࡆࡽࢀࡿࠋ
⢾ᒀ⑓ᝈ⪅ࡣ  ୓ே࡜ゝࢃࢀ࡚࠸ࡿ ཌ⏕ປാ┬  ࠋࡑࡢ࿘ᅖࡢேࠎࡀࠊࡑࢀࡒࢀࡢᝈ
⪅ࡢ⑓ែࢆぢ⪺ࡁࡋࡓ⤒㦂ࢆⓒ⛉㎡඾ⓗ▱㆑࡜ࡋ࡚グ㍕ࡍࡿࡇ࡜࡟ࡼࡾࠊ⢾ᒀ⑓࡟ᑐࡍࡿከᵝ࡞᝿ᐃࢆὴ⏕ࡉࡏ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ⢾ᒀ⑓࡜デ᩿ࡉࢀࡓ᫬Ⅼ࡛ㄗࡗࡓ᝿ᐃࡀᙉ࠸࡜ࠊ⑌ᝈ࡟㛵ࡍࡿㄝ᫂ࢆ⮬ศ࡟㒔ྜࡼࡃゎ㔘ࡋ࡚ࡋࡲ࠸ࠊྜే⑕ࢆేⓎࡍࡿྍ⬟ᛶࡀ㧗ࡃ࡞ࡿࠋ⢾ᒀ⑓ࢆᣦ᦬
ࡉࢀࡓࡇ࡜ࡀ࠶ࡿ⪅ࡢ࠺ࡕ ࡀ἞⒪ࢆཷࡅ࡚࠸࡞࠸ࠊ࠶ࡿ࠸ࡣ୰᩿ࡋ࡚࠸ࡿ࡜ࡉࢀ࡚࠸ࡿࡀࠊࡑࡢせᅉ࡜ࡋ࡚ࠊձ௙஦࠶ࡿ࠸ࡣᐙ஦ࡀᛁࡋ࠸࡞࡝᫬㛫ⓗไ⣙ࡀ࠶ࡿࠊղ③ࡳ࡞࡝ࡢ⮬ぬ⑕≧ࡀ࡞࠸ࠊճ་⒪ᶵ㛵ࡲ࡛ࡢ㊥㞳ࡀ㐲࠸ࠊ஺㏻ࡢ౽ࡀᝏ࠸ࠊմ἞⒪ࡍࡿࡢࡀ㠃ಽࡔ࠿ࡽࠊ࡞࡝ࡀᣲࡆ
ࡽࢀ࡚࠸ࡿࠋࡘࡲࡾࠊ⢾ᒀ⑓࡟ᑐࡋࠕࡼࡃ࠶ࡿ⑓Ẽࡔࠖ࡜࠸ࡗࡓㄗࡗࡓ᝿ᐃࡀᙉ࠸ᝈ⪅ࡣࠊྜే
⑕ࢆేⓎࡍࡿ༴ᶵឤࡀᕼⷧ࡞ࡓࡵࠊ἞⒪ࢆࡋ࡞࠸࠶ࡿ࠸ࡣ୰᩿ࡋ࡚ࡋࡲ࠺࡜࠸ࡗࡓ⾜ື࡟ࡘ࡞ࡀ
ࡾࡸࡍ࠸࡜⪃࠼ࡽࢀࡿࡢ࡛࠶ࡿࠋ
⮫ᗋ࡛ࡢ་⒪⪅ࡣࠊ┠ࡢ๓ࡢᝈ⪅ࡢ཯ᛂࢆぢ࡞ࡀࡽࡑࡢ᝿ᐃࢆ᥎ᐹࡋࠊࡑࡢሙ㠃࡛ࡢᝈ⪅ࡢㄆ▱⎔ቃ࡜⌮ゎຊุ࣭᩿ຊࢆᢕᥱࡋࠊࡑࢀ࡟ᑐᛂࡉࡏࡓㄝ᫂ࢆᕤኵࡍࡿ࡞࡝ࠊࡑࢀࡒࢀࡢሙ㠃࡛ດࡵ࡚࠸ࡿࠋࡋ࠿ࡋࠊᙼࡽࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᢏ⾡ࡣࠊ⤒㦂ࡢ୰࡛ぢฟࡋ✚ࡳୖࡆ࡚ࡁࡓ⤒㦂▱࡜┤ឤ࡟๎ࡗࡓࠕ⮫ᗋࡢ▱ぢࠖ࡜ࡋ࡚ࠊඹ᭷ࡉࢀࡎ࡟ಶேࡢ୰࡟ᇙࡶࢀ࡚࠸ࡿ࡜ゝ࠼ࡿࡔࢁ࠺ࠋ
ᮏ✏࡛ࡣࠊ⢾ᒀ⑓ᝈ⪅ࡢ᝿ᐃ࡟╔┠ࡋࠊㄒ⏝ㄽⓗ࡞ほⅬ࡜㛵㐃ᛶ⌮ㄽࡢᯟ⤌ࡳ࡛ᝈ⪅ࡀㄆ▱ຠᯝࢆᚓࡿㄝ᫂࡟ࡘ࠸᳨࡚ウࡍࡿࠋࡲࡓࠊࡑࡢ㐣⛬࡛ࠕ⮫ᗋࡢ▱ぢࠖ࡟ࡘ࠸࡚ࡶᥦ♧ࡋ࡚࠸ࡃࠋ


−33−

糖尿病にみる多様な想定に対応した臨床での説明 ―関連性理論の観点 から―ࠗࠗ⑓㝔ࡢゝⴥࢆศ࠿ࡾࡸࡍࡃ࠘࡜⮫ᗋ࡛ࡢ་⒪⏝ㄒࢆ⏝࠸ࡿㄝ᫂ࡢၥ㢟Ⅼᅜ❧ᅜㄒ◊✲ᡤࡢㄪᰝ⤖ᯝ   ࡛࠶ࡿࠕ ๭ࢆ㉸࠼ࡿᅜẸࡀࠊ་ᖌࡀᝈ⪅࡟ᑐࡋ࡚⾜࠺ㄝ᫂ࡢゝⴥࡢ୰࡟ࠊศ࠿ࡾࡸࡍࡃゝ࠸᥮࠼ࡓࡾㄝ᫂ࢆຍ࠼ࡓࡾࡋ࡚ḧࡋ࠸ゝⴥࡀ࠶ࡿࠖࢆၥ㢟Ⅼ࡜ࡋࠊࠗ⑓㝔ࡢゝⴥࢆศ࠿ࡾࡸࡍࡃ  ࠘ࡀห⾜ࡉࢀࡓࠋࡔࡀࠊᝈ⪅ࡢᚰⓗ≧ἣ࡟ᙳ㡪ࡉࢀࡓ⌮ゎຊุ࣭᩿ຊࠊࡑࡢሙ㠃࡛ࡢᝈ⪅ࡢ᝿ᐃ࡟ᑐᛂࡉࡏࡓㄝ᫂࡟ࡘ࠸࡚ࡣṤ࡝グ㍕ࡉࢀ࡚࠸࡞࠸ࠋࡑࡢࡓࡵࠊ
࠶ࡽ࠿ࡌࡵタᐃࡉࢀࡓሙ࡛ࡢㄝ᫂࡟ࡣຠᯝⓗࡔࡀࠊ⮫ᗋ࡛ከࡃࡳࡽࢀࡿ⮫ᶵᛂኚ࡞ᑐᛂ࡟ࡣྥ࠿
ࡎࠊ༑ศ࡟ά⏝ࡉࢀ࡚࠸ࡿ࡜ࡣゝ࠸㞴࠸ࠋ➹⪅ࡀ⮫ᗋ⤒㦂࠿ࡽぢฟࡋࡓࠊ⮫ᗋ࡟࠾ࡅࡿ་⒪⏝ㄒࢆ⏝࠸ࡓㄝ᫂ࡢၥ㢟Ⅼࡣ   ࡢࡼ࠺࡟࡞ࡿࠋ  ་⒪⏝ㄒࢆ⏝࠸ࡓㄝ᫂ࡢၥ㢟ⅬD ་⒪⏝ㄒࡢ㥆ᰁࡳࡢ↓ࡉ
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G ᝈ⪅ࡢཷಙ⬟ຊ ⌮ゎຊุ࣭᩿ຊ  ࡢ⎔ቃࡸ≧ἣ࡟ࡼࡿኚ໬
H ᪤Ꮡࡢ᝿ᐃࡢṧᏑ㸸 ࡑࡢሙ㠃࡟࠾ࡅࡿᝈ⪅ࡢᚰⓗ≧ἣ࡟  㒔ྜࡼࡃゎ㔘࡛ࡁࡿ᪤Ꮡࡢ᝿ᐃࢆ
࿧ࡧฟࡋ࡚ࠊㄗࡗࡓ᝿ᐃࢆᵓ⠏࠶ࡿ࠸ࡣ᚟ඖࡋ࡚ࡋࡲ࠺
ᮏ✏࡛ࡣ GH  ࢆ୰ᚰ࡟ࠊከᵝ࡞ㄗࡗࡓ᝿ᐃࢆᢪࡃᝈ⪅ࡀࠊ⢾ᒀ⑓἞⒪࡟㛵ࡍࡿㄝ᫂ࢆࠊ࡝ࡢࡼ
࠺࡟ゎ㔘ࡋ⾜ືኚᐜ࡟ࡘ࡞ࡆ࡚࠸ࡃࡢ࠿ࢆࠊⓎヰゎ㔘ࡢ⌮ㄽ࡛࠶ࡿㄒ⏝ㄽ࣭㛵㐃ᛶ⌮ㄽࡢほⅬ࠿ࡽ᳨ウࡍࡿࠋ㛵㐃ᛶ⌮ㄽࢆ⏝࠸ࡿࡇ࡜࡛ࠊ࠶ࡿሙ㠃࡟࠾ࡅࡿ་⒪⪅ࡢᝈ⪅࡬ࡢㄝ᫂ࡀࠊ⪺ࡁᡭ࡛࠶ࡿᝈ⪅࡟࡜ࡗ࡚ศ࠿ࡾࡸࡍ࠸ㄝ࡛᫂࠶ࡗࡓ࠿ྰ࠿ࢆ᳨ウࡍࡿࡇ࡜ࡀྍ⬟࡟࡞ࡿࠋࡑࡢࡓࡵ࡟ࠊ
⢾ᒀ⑓㛵㐃ࡢᩥ⊩࠿ࡽᝈ⪅㸫་⒪⪅㛫ࡢ఍ヰ౛ࡢศᯒࢆヨࡳࡿࠋ ㄒ⏝ㄽ࣭㛵㐃ᛶ⌮ㄽ࡜ࡣ ㄒ⏝ㄽ࣭㛵㐃ᛶ⌮ㄽ࡜⮫ᗋ࡛ࡢⓎヰゎ㔘ㄒ⏝ㄽࡣࠊ➢ྕ໬ࡉࢀࡓゝⴥ௨እࡢព࿡ࢆ⪺ࡁᡭࡀཷࡅྲྀࡿࣉࣟࢭࢫࡢゎ᫂ࢆ┠ⓗ࡜ࡋ࡚࠸ࡿࠋ
ᩥࡢព࿡࡜ヰࡋᡭࡢពᅗࡋࡓព࿡ࡢ㛫࡟Ꮡᅾࡍࡿࢠࣕࢵࣉࢆᇙࡵࡿࡓࡵ࡟ࠊ⪺ࡁᡭࡣࢥࣥࢸࢡࢫ
ࢺࢆ㑅ᢥࡋ࡚ゝእࡢព࿡ࢆㄞࡳྲྀࡗ࡚࠸ࡿࠋࡇࡢసᴗࡀࢥࣥࢸࢡࢫࢺ࡞࡝ࡢドᣐ࠿ࡽព࿡ࢆุ᩿
ࡍࡿ᥎ㄽ࡛࠶ࡾࠊ⚾㐩ࡣ↓ព㆑ࡢ࠺ࡕ࡟▐᫬࡟ࡇࡢసᴗࢆ⾜ࡗ࡚࠸ࡿࠋࢥࣥࢸࢡࢫࢺ࡜ࡣ᝟ሗࢆ
ゎ㔘ࡍࡿ㝿࡟⏝࠸ࡿࡑࡢሙ㠃ࡈ࡜࡟ᵓ⠏ࡉࢀࡿ᝿ᐃࡢ㞟ྜࡢࡇ࡜࡛ࠊṇࡋ࠸ࡶࡢࡸㄗࡗࡓࡶࡢࠊ
᭕᫕࡞ࡶࡢࡶྵࡲࢀࠊࡑࡢ᝿ᐃࡢᙉࡉࡢᗘྜ࠸ࡶேࡸሙ㠃࡟ࡼࡗ࡚␗࡞ࡗ࡚ࡃࡿࠋ
ࠕఏ㐩࡜ㄆ▱࡟㛵ࡍࡿ⌮ㄽ࡛ࠖ࠶ࡾࠊ
6SHUEHU DQG:LOVRQ   ࡀᥦ᱌ࡋࡓ㛵㐃ᛶ⌮ㄽࡣࠊㄆ▱ⓗほⅬࢆࡑࡢ⌮ㄽࡢど㔝࡟⤌ࡳ㎸ࢇ࡛࠸ࡿࠋࡑࡢࡓࡵࠊᚰ⌮ⓗኚ໬࡟ᑐᛂࡋࡓ་⒪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ⌮ㄽⓗ࡞ᇶ┙࡜࡞ࡿ࡜⪃࠼ࡽࢀࡿࠋⓎヰࢆゎ㔘ࡍࡿ㝿࡟࡝ࡢࡼ࠺࡞㐣⛬ࢆ⤒࡚⪺ࡁᡭࡀヰࡋᡭࡢពᅗࡋࡓព࿡ࢆ✺ࡁṆࡵࡿࡢ࠿ࠊࡑࡢゎ㔘ࡢゎ᫂ࢆ┠ᣦࡋࡓ⌮ㄽ࡛࠶ࡾࠊㄆ▱ຠᯝ࡜ฎ⌮ࢥࢫࢺࡢࣂࣛࣥࢫ࡟ࡼࡗ࡚ᐃ⩏ࡉࢀࡿࠋ
࠶ࡿ᫬Ⅼ࡛ࡢಶேࡢㄆ▱⎔ቃ࡜ࡣࠊࡑࡢಶே࡟࡜ࡗ࡚㢧ᅾⓗ࡞᝿ᐃࡢ㞟ྜࡢࡇ࡜࡛࠶ࡿࠋⓎヰࢆ࠶ࡿࢥࣥࢸࢡࢫࢺ࡟࠾࠸࡚ฎ⌮ࡍࡿ㝿ࠊㄆ▱ຠᯝࡀᚓࡽࢀࡿሙྜ࡟ࡑࡢⓎヰࡣࡑࡢࢥࣥࢸࢡࢫ
ࢺ࡟࠾࠸࡚ࠕ㛵㐃ᛶࡀ࠶ࡿࠖ࡜ࡉࢀࡿࠋㄆ▱ຠᯝ࡜ࡣࠊ࠶ࡿேࡀᣢࡘ᝿ᐃࢆࠊ࠶ࡿⓎヰࡀ ձᙉ໬ࡍࡿࠊղᨺᲠࡉࡏࡿࠊճ᪂ࡓ࡞⤖ㄽࢆᑟࡃ࡜࠸࠺  ࡘࡢస⏝ࢆᣦࡍࠋ⪺ࡁᡭࡣฎ⌮ࢥࢫࢺࡀ᭱ᑠ
࡟࡞ࡿゎ㔘࠿ࡽ᳨ドࢆጞࡵࠊࢥࢫࢺ࡟ぢྜࡗࡓ㛵㐃ᛶࡀ࠶ࡿゎ㔘࡟⮳ࡗࡓ࡜ࡇࢁ࡛ࢫࢺࢵࣉࡍࡿ
࡜࠸࠺ࠕゎ㔘ࡢᡭ㡰ࠖ࡟ἢࡗ࡚ࠊᚲせ࡞ࢥࣥࢸࢡࢫࢺࢆ࿧ࡧ㉳ࡇࡋࠊヰࡋᡭࡢពᅗࡋࡓ᫂♧ⓗព࿡ ᫂ព  ࡸ㠀᫂♧ⓗព࿡ ᬯព  ࢆ᥎ㄽ࡟ࡼࡗ࡚᚟ඖࡍࡿࡢ࡛࠶ࡿࠋ
ฎ⌮ࢥࢫࢺ࡜ࡣࠊⓎヰࢆฎ⌮ࡍࡿ㝿࡟ᾘ㈝ࡉࢀࡿᚰⓗປຊ࡛࠶ࡿࠋฎ⌮ࢥࢫࢺ࡟ᙳ㡪ࢆ୚࠼ࡿせᅉ࡜ࡋ࡚ࠊձ᭱㏆౑ࢃࢀࡓ࠿࡝࠺࠿ࠊղ㢖⦾࡟౑ࢃࢀࡿ࠿࡝࠺࠿ࠊճゝㄒⓗ࡟」㞧࠿࡝࠺࠿ࠊ
մㄽ⌮ⓗ࡟」㞧࠿࡝࠺࠿ࡢ  ࡘࡀ࠶ࡿ ௒஭  ࠋᝈ⪅ࡣࠊయㄪ୙Ⰻࡸ೺ᗣデ᩿࡞࡝࡛せཷデ࡜
࡞ࡗࡓ᫬Ⅼ࡛ࠊ␲ࢃࢀࡿ⑌ᝈ࡟㛵㐃ࡍࡿ་⒪⏝ㄒࢆ౑ࡗ࡚⮬ၥ⮬⟅ࢆ㛤ጞࡍࡿ࡜ゝ࠼ࡿࡔࢁ࠺ࠋ
ࡋ࠿ࡋࠊࡑࡢ་⒪⏝ㄒ࡟ࡘ࠸࡚ࡢᝈ⪅ࡢⓒ⛉஦඾ⓗ▱㆑ࡢグ㍕ࡀᑡ࡞࠸ሙྜࡸࠊㄗࡗࡓᴫᛕࡀグ−34−

第21回大会発表論文集

第14号㍕ࡉࢀ࡚࠸ࡿሙྜ࡟ࡣࠊᝈ⪅ࡣㄝ᫂ࢆ⪺࠸࡚࠸ࡿࡑࡢሙ㠃࡟㐺ษ࡞ࢥࣥࢸࢡࢫࢺࢆ࿧ࡧฟࡍࡇ࡜
ࡀᅔ㞴࡟࡞ࡿࠋࡑࡢࡓࡵࠊᝈ⪅ࡣ⮬ศࡢ࿧ࡧฟࡋࡸࡍ࠸ࢥࣥࢸࢡࢫࢺ࡛ㄝ᫂ࢆゎ㔘ࡋࡼ࠺࡜ࡋ࡚ࠊ
᭕᫕࡞⌮ゎࡸㄗゎࢆὴ⏕ࡉࡏࡿࠊ࠶ࡿ࠸ࡣゎ㔘ࡀᅔ㞴࡟࡞ࡾ୰᩿ࡍࡿ࡜࠸࠺⤖ᯝ࡟࡞ࡿ࡜⪃࠼ࡽࢀࡿࠋࡇࡢࡼ࠺࡟ࠊ་⒪⪅ࡀពᅗࡍࡿࢥࣥࢸࢡࢫࢺⓗ᝿ᐃࡀᝈ⪅࡟࡜ࡗ࡚㢧ᅾⓗ࡟࡞ࡽ࡞࠸ࡇ࡜ࡀࠊ་⒪⏝ㄒࢆ⏝࠸ࡓㄝ᫂ࢆᅔ㞴࡟ࡋ࡚࠸ࡿせᅉࡢ  ࡘࡔ࡜ゝ࠼ࡿࡔࢁ࠺ࠋࡲࡓࠊ἞⒪ࡀ⏕ᾭ⥆ࡃ⢾ᒀ⑓࡞࡝ࡢ៏ᛶ⑌ᝈࡢሙྜࠊ἞⒪࡟ᑐࡍࡿᚰ⌮ⓗ೏ᛰឤࡀቑᙉࡍࡿሙ㠃࡛ࠊᝈ⪅ࡣࡑࡢ▐㛫ࡢ⮬㌟ࡢᚰⓗ≧ἣ࡟㒔ྜࡢⰋ࠸᪤Ꮡࡢㄗࡗࡓ᝿ᐃࢆ࿧ࡧฟࡋ࡚ࠊࡑࢀࢆ౑⏝ࡋ࡚ゎ㔘ࢆࡋ࡚ࡋࡲ
࠸ࠊ἞⒪ࡢጉࡆ࡜࡞ࡿ⾜ື࡟ࡘ࡞ࡀࡿࡇ࡜ࡀ㉳ࡇࡾᚓࡿࠋࡇࡢࡼ࠺࡞ㄗࡗࡓ᪤Ꮡࡢ᝿ᐃࡢṧᏑࡶࠊᝈ⪅ࡀ἞⒪ࢆ୰᩿ࡋ࡚ࡋࡲ࠺せᅉࡢ  ࡘ࡟ᣲࡆࡽࢀࡿࡔࢁ࠺ࠋࡇࢀࡲ࡛ぢ࡚ࡁࡓࡇ࡜࠿ࡽࠊᚰⓗ㈇Ⲵࡀᝈ⪅ࡢࢥࣥࢸࢡࢫࢺⓗ᝿ᐃ࡟ᙳ㡪ࡋㄆ▱⎔ቃࢆኚ໬ࡉ
ࡏࡿࡇ࡜ࡀண᝿ࡉࢀࡿࡓࡵࠊ⮫ᗋ࡛ࡣࡑࢀ࡟ᑐᛂࡋࡓㄝ᫂ࡀồࡵࡽࢀࡿࡇ࡜ࡀ⌮ゎ࡛ࡁࡿࡔࢁ࠺ࠋ
 ศᯒ᪉ἲ >ᝈ⪅ࡢㄆ▱⎔ቃ㸸᝿ᐃ࡜ᚰⓗ≧ἣ@⢾ᒀ⑓ࡢࡼ࠺࡞៏ᛶ⑌ᝈࡢᝈ⪅ࡢሙྜࠊ⑕≧ࡀᅛᐃࡉࢀࡺࡗࡃࡾ࡜ࡋࡓ⤒㐣ࢆ㎺ࡿࡓࡵࠊᚰⓗ≧ἣࡢኚ໬ࡣ἞⒪ࢫࢸ࣮ࢪࡀኚ᭦ࡉࢀࡿሙྜ ࢖ࣥࢫࣜࣥὀᑕࡸ㏱ᯒࡢᑟධ᫬࡞࡝  ࡟ぢࡽࢀࡿࡇ࡜ࡀከࡃࠊಶูᛶ࡜ࡋ࡚㛗࠸ࢫࣃ࡛ࣥᑐฎ࡛ࡁࡿ࡜⪃࠼ࡽࢀࡿࠋࡶࡕࢁࢇᝈ⪅඲࡚ࡢྍ⬟ᛶࢆ⪃៖ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡀࠊࡑࢀࡽ඲࡚ࢆ⪃࠼ྜࢃࡏࡿࡢࡣ୙ྍ⬟࡛࠶ࡿࠋࡑࡇ࡛ࠊᝈ⪅ࡢᚰ⌮ⓗഃ㠃ࢆ᳨ウࡍࡿࡓࡵ࡟ࠊᝈ⪅ࡢㄆ▱⎔ቃࢆࠊ᝿ᐃ࡜ᚰⓗ≧ἣࢆᇶ࡟኱ࡲ࠿࡟ > ࡯ࡰ  ᖹᖖᚰ࣭୙Ᏻ࣭ᙉ࠸୙Ᏻ࣭ࣃࢽࢵࢡ@ ࡟ศ㢮ࡋ࡚⪃ᐹࢆ㐍ࡵࡿࠋᝈ⪅ࡢከᵝ࡞᝿ᐃࡣࠊࡑࡢሙ㠃࡛ࡢಶࠎࡢ
ᝈ⪅ࡢ᝿ᐃ࡜ࡑࡢ஋㞳ᛶࠊᚰⓗ≧ἣࡢྍ⬟ᛶ࠿ࡽ   ࡢࡼ࠺࡟ศ㢮࡛ࡁࡿࠋࡑࡇ࡟ࠊ᝿ᐃ࡬ࡢ☜ಙᗘࢆ࠶࡚ࡣࡵࡿࡇ࡜࡟ࡼࡗ࡚ᝈ⪅ࡢㄆ▱⎔ቃࢆᢕᥱࡋ࡚࠸ࡃࠋ  ᝈ⪅ࡢㄆ▱⎔ቃ         ࠙᝿   ᐃࠚ           ࠙ᚰⓗ≧ἣࠚ    ࠙ᚰⓗᴟᛶࠚ  D ṇࡋ࠸᝿ᐃ  ㄗࡗࡓ᝿ᐃ           ࡯ࡰ  ᖹᖖᚰ      SRVLWLYHQHJDWLYH       E ṇࡋ࠸᝿ᐃ  ㄗࡗࡓ᝿ᐃ         ୙ Ᏻ            QHJDWLYH  F ṇࡋ࠸᝿ᐃ  ㄗࡗࡓ᝿ᐃ          ᙉ࠸୙Ᏻ          QHJDWLYH  G ṇࡋ࠸᝿ᐃ  ㄗࡗࡓ᝿ᐃ          ࣃࢽࢵࢡ          QHJDWLYH                      ࠙஋㞳ᛶࠚ ᝿ᐃ࡜⌧ᐇ࡜ࡢࢠࣕࢵࣉ              ࠙ ᝿ᐃ࡬ࡢ  ☜ಙᗘࠚ  ṇ            ㄗ               ᙉ     ᙅ࡝ࡢࣃࢱ࣮ࣥ࡟࠾࠸࡚ࡶࠊᝈ⪅ࡢ᝿ᐃࡀṇࡋ࠸࠿ㄗࡗ࡚࠸ࡿ࠿ࠊᚰⓗᴟᛶࡀ࣏ࢪࢸ࢕ࣈ࡞ࡶࡢ࠿
ࢿ࢞ࢸ࢕ࣈ࡞ࡶࡢ࠿ࡣಶே࡟ࡼࡾ␗࡞ࡿࠋࡋ࠿ࡋࠊ EG  ࡣࢿ࢞ࢸ࢕ࣈ࡟࡞ࡿഴྥࡀᙉ࠸࡜⪃࠼ࡽࢀࡿࡓࡵࢿ࢞ࢸ࢕ࣈ࡞ࡶࡢ࡜ࡋ࡚⪃ᐹࢆ㐍ࡵࡿࠋ᝿ᐃࡢᙉᙅ࡟ࡘ࠸࡚ࡣࠊࡑࡢ᝿ᐃࡀṇࡋ࠸ሙྜ࡟ࡣၥ㢟࡟࡞ࡽ࡞࠸ࠋࡋ࠿ࡋࠊㄗࡗ࡚࠸ࡿሙྜ࡟ࡣࡑࢀࢆᨺᲠࡉࡏṇࡋ࠸᝿ᐃࢆㄆ▱⎔ቃ࡟ຍ࠼ࡉࡏࡿࡓࡵ࡟ࡣࠊᝈ⪅ࡢ᝿ᐃ࡬ࡢ☜ಙᗘ࡜஦ᐇ࡜ࡢ஋㞳≧ែ࡟ᑐᛂࡉࡏࡓẁ㝵ⓗ࡞ゎ㔘ᨭ᥼ࡀᚲせ࡜࡞ࡿࠋࡉࡽ࡟ࠊࣃࢽࢵࢡ࡟㏆࡙ࡃ࡟ࡘࢀ࡚ࠊ㏻ᖖ࡞ࡽࢥࢫࢺࢆ࠿ࡅࡎ࡟࿧ࡧฟࡏࡿࡼ࠺࡞
᝿ᐃࢆᛮ࠸ᾋ࠿࡭ࡿࡇ࡜ࡀᅔ㞴࡟࡞ࡾࠊࡑࢀ࡟せࡍࡿฎ⌮ࢥࢫࢺࡀቑຍࡋ࡚࠸ࡃ࡜⪃࠼ࡽࢀࡿࠋ
ࡇࡢࡼ࠺࡟ࠊㄗࡗࡓᙉ࠸᝿ᐃࢆᨺᲠࡉࡏ᪂ࡓ࡞᝿ᐃࢆᙉ໬ࡋ࡚࠸ࡃ࡟ࡣ኱ࡁ࡞ປຊࡀᚲせ࡜࡞ࡿࡓࡵࠊㄗࡗࡓ᝿ᐃࡣᙉ໬ࡉࡏࡎ࡟᪩࠸ẁ㝵࡛ᨺᲠࡉࡏࡿࡇ࡜ࡀᚲせ࡜࡞ࡿࡢ࡛࠶ࡿࠋࡇࢀࡽࡢࡇ
࡜ࢆ⪃៖ࡋࠊ⢾ᒀ⑓ᝈ⪅ࡢ᝿ᐃ࡜ࡑࢀࡽ࡟ᑐᛂࡉࡏࡓㄝ᫂ࢆ   ࡢࡼ࠺࡟௬ᐃࡋ࡚ศᯒࡋ࡚࠸ࡃࠋ  ⢾ᒀ⑓ᝈ⪅ࡢㄆ▱⎔ቃ࡟ᑐᛂࡋࡓㄝ᫂ࡢ௬ᐃ ࠙᝿ ᐃࠚ                   ࠙ㄝ᫂ࠚ   D ṇࡋ࠸᝿ᐃ          㸸஦ᐇࢆࡑࡢࡲࡲ᫂☜࡟ఏ㐩ࡍࡿ                                E 㛫㐪ࡗ࡚ࡣ࠸࡞࠸ࡀ୙☜࠿࡞᝿ᐃ㸸ᙅ࠸᝿ᐃࢆṇࡋࡃᙉ໬ࡍࡿ
F ㄗࡗࡓ᝿ᐃ          㸸᪤Ꮡࡢ᝿ᐃࢆᨺᲠࡉࡏࠊ᪂ࡓ࡞ࢥࣥࢸࢡࢫࢺⓗ᝿ᐃࢆ   ⋓ᚓࡉࡏࡿ

−35−

糖尿病にみる多様な想定に対応した臨床での説明 ―関連性理論の観点 から―G ㄗࡗࡓᙉ࠸᝿ᐃ        㸸ヰࢆ⪺ࡇ࠺࡜࠸࠺Ẽ࡟࡞ࡿ 㛵㐃ᛶ࡟Ẽ࡙࠿ࡏࡿ  ࡼ   ࠺࡟ࠊᚰⓗ≧ἣࢆᨵኚࡋ࡚࠿ࡽ F  ࡢㄝ᫂ࢆ㛤ጞࡍࡿ ศᯒ ⢾ᒀ⑓  ຠᯝⓗ࡞ゝ࠸᥮࠼࡜ㄝ᫂㸸ㄗࡗࡓ᝿ᐃࢆᣢࡗ࡚࠸ࡿᝈ⪅ࡢሙྜ⏕ά⩦័⑓࡛࠶ࡿ⢾ᒀ⑓࡟ࡘ࠸࡚ࡣࠊ㣗஦ࡸ㐠ື࡞࡝ࡢ᪥ᖖ⏕ά⾜ືࡀ἞⒪࡟┤⤖ࡍࡿࠋࡑࡢ
ࡓࡵ⌮ゎࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸⑌ᝈࡢᶵᗎࡸ἞⒪࡟㛵ࡍࡿ᝟ሗ㔞ࡶከࡃࠊᩍ⫱ධ㝔࡜࠸࠺᪉ἲࡀྲྀ
ࡽࢀࡿࡇ࡜ࡀከ࠸ࠋᝈ⪅ࡣධ㝔ᮇ㛫ࢆ㏻ࡋ࡚἞⒪࡟ᚲせ࡞ㅮ⩏ࢆཷࡅࠊ⾑⢾್࡜ᦤྲྀࡋࡓ㣗஦ࡸ㐠ື㔞࡞࡝࡜ࡢ┦㛵㛵ಀࢆᐇ㝿࡟㌟యឤぬ࡜ࡋ࡚ㄆ㆑ࡍࡿࠋࡇࡢࡼ࠺࡟ྜే⑕ࢆண㜵ࡍࡿయ⣔ⓗ࡞▱㆑ࡢఏ㐩ࢆཷࡅࡓᝈ⪅ࡣṇࡋ࠸ᙉ࠸᝿ᐃࢆᚓࡿࡀࠊཷㅮࡋ࡚࠸࡞࠸ᝈ⪅ࡣከᵝ࡞ㄗࡗࡓ᝿ᐃ
ࢆᢪ࠸࡚࠸ࡿྍ⬟ᛶࡀ㧗࠸ࠋࡇࡢࡼ࠺࡞ᝈ⪅ࡢㄗࡗࡓ᝿ᐃࢆᨺᲠࡉࡏࡿࡓࡵ࡟ࡣ࡝࠺ࡍࢀࡤⰋ࠸
ࡢࡔࢁ࠺࠿ࠋࡲࡎࠊㄗࡗࡓ᝿ᐃࢆᣢࡗ࡚࠸ࡿࡓࡵࠊ⢾ᒀ⑓἞⒪ࡢᚲせᛶࢆ⌮ゎࡋ࡞࠸ᝈ⪅࡟ࡘ࠸࡚ぢ࡚ࡳࡼ࠺ࠋ  ࡢᝈ⪅ࡣࠊ⢾ᒀ⑓ࡔ࡜デ᩿ࡉࢀ࡚ࡶ⮬ぬ⑕≧ࡶ࡞ࡃ⣡ᚓ࡛ࡁࡎ࡟࠸ࡓࠋ෌᳨ᰝ࡛ࡶ⾑⢾್ࡀ㧗࠿ࡗࡓࡢ࡛ᮏேࡀᩍ⫱ධ㝔ࢆ㑅ᢥࠋࡋ࠿ࡋࠊ࡞ࡐධ㝔ࡋࡓࡢ࠿ࢆ⌮ゎ࡛ࡁ࡚࠸࡞࠸ࡼ࠺࡛࠶ࡿࠋ  ࠙⢾ᒀ⑓ᩍᐊ࡟ࡘ࠸࡚ࡢㄝ᫂ࠚ
D'U ⢾ᒀ⑓࡟ࡘ࠸࡚▱ࡾࡓ࠸࡜࠸࠺࠾Ẽᣢࡕ࡟࡞ࢀࡤࠊᙜ᪋タ࡟ࡣ⢾ᒀ⑓࡜ࡑࡢ἞⒪ἲࢆᏛࢇ࡛࠸ࡓࡔࡃࡓࡵࡢ⢾ᒀ⑓ᩍ⫱ධ㝔ࢥ࣮ࢫ ␎  ࡀ࠶ࡾࡲࡍࠋ
࠙⢾ᒀ⑓ࡢᩍ⫱ධ㝔᫬࡟࠾ࡅࡿᝈ⪅ࡢⓎヰࠚ
E3W ࡞ࡐධ㝔ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡢ࠿ศ࠿ࡽ࡞࠸ࠋ
࠙ᩍ⫱ධ㝔ࡢ᭱⤊ẁ㝵ࠚ
F'U ᩍ⫱ࢥ࣮ࢫࡣ࡝࠺࡛ࡋࡓ࠿"
G3W ࠶ࡢࡡࠊ⾑⢾ ⮬ᕫ  ᐃࡀ㠃ⓑ࠿ࡗࡓࠋ⮬ศࡀࡸࡗࡓࡇ࡜࡛ኚࢃࡿ࡛ࡋࡻࠋ㣗࡭ࡓࡶࡢ
࡛ኚࢃࡿࡋࠊ㐠ືࡍࢀࡤୗࡀࡿࡋࠋ ␎ 
H3W ࡑࡢ᫬ࠊ⢾ᒀ⑓࡛࠶ࡿࡇ࡜ࡀࢫࢺࣥ࡜⭊࡟ⴠࡕࡓࠋ         ▼஭  ᚰⓗ≧ἣࡣ࡯ࡰᖹᖖ࡛࠶ࡗ࡚ࡶㄗࡗࡓ᝿ᐃࢆᣢࡗࡓᝈ⪅ࡣࠊධ㝔┠ⓗࡀㄝ᫂ࡉࢀ࡚࠸࡚ࡶࠊㄗࡗ
ࡓ᝿ᐃࢆᨺᲠ࡛ࡁ࡞࠸ྍ⬟ᛶࡀ㧗࠸ࠋࡑࡢࡓࡵ་ᖌࡣࠊᝈ⪅ࡢㄆ▱⎔ቃࡢኚ໬ࡀண ࡉࢀࡿධ㝔ࡢ᭱⤊ẁ㝵ࡲ࡛ᚅࡕ F  ࡢⓎヰࢆࡋ࡚࠸ࡿࡢ࡛࠶ࡿࠋᝈ⪅ࡀ⮬ࡽࡢṇࡋ࠸᝿ᐃࢆ⮬ศࡢゝⴥ࡛⾲⌧ࡋࠊࡑࢀࢆ⮬ศࡢ⪥࡛⪺࠸࡚ᙉ໬ࡉࡏࡿࡇ࡜ࢆពᅗࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ
ධ㝔๓ࡢ D  ࡢㄝ᫂ࡢ᫬Ⅼ࡛ࡣࠊㄗࡗࡓ᝿ᐃࢆᢪ࠸࡚࠸ࡓᝈ⪅ࡀࠊᩍ⫱ධ㝔ࢆ㏻ࡋ࡚ D  ࡟ἢࡗࡓᩍ⫱ⓗㄝ᫂࡟ࡼࡗ࡚ṇࡋ࠸▱㆑ࢆᚓ࡚ࠊࡉࡽ࡟⾑⢾್ࡢኚ໬ࢆయឤࡋࡓࡇ࡜࡟ࡼࡾㄗࡗࡓ
᝿ᐃࢆᨺᲠ࡛ࡁࡓࡇ࡜ࡀ G  ࠿ࡽศ࠿ࡿࠋᝈ⪅ࡢ᝿ᐃࡣࠊ⢾ᒀ⑓࡜デ᩿ࡉࢀࡓ᫬࡟ࠊᝈ⪅ࡀࡑࢀࡲ࡛࡟ぢ⪺ࡁࡋࡓ⤒㦂ࡀグ㍕ࡉࢀࡓⓒ⛉஦඾ⓗ▱㆑࡟ᙳ㡪ࡉࢀ࡚࠸ࡿࡇ࡜ࡀࠊ H  ࠿ࡽ⌮ゎ࡛ࡁࡿࡔࢁ࠺ࠋ
ࡇࡢࡼ࠺࡞ᝈ⪅⮬㌟ࡀయឤࡋࡓ▱㆑ࡣ⢾ᒀ⑓࡟㛵ࡍࡿᙉ࠸᝿ᐃ࡟࡞ࡾࠊ⮬ᕫ⟶⌮ࡢࣔࢳ࣮࣋ࢩ
ࣙࣥ࡜࡞ࡿࡔࢁ࠺ࠋࡑࡢࡓࡵࡢㄝ᫂ࡣࠊලయⓗ࡞ࡶࡢ࡛ẚ㍑ⓗ㛗ࡃ࡞ࡿྍ⬟ᛶࡀ࠶ࡾࠊᝈ⪅࡟࡜ࡗ࡚ࡣฎ⌮ࢥࢫࢺࡀ㧗ࡃ࡞ࡿ࡜⪃࠼ࡽࢀࡿࠋࡋ࠿ࡋࠊṇࡋ࠸▱㆑ࢆᚓ࡚⾑⢾ࢥࣥࢺ࣮ࣟࣝࡢࡓࡵ
ࡢ⮬ᕫ⟶⌮ࢆ⥅⥆ࡋ࡚ྜే⑕ࢆண㜵࡛ࡁࢀࡤࠊ㧗ࡃ࡞ࡗࡓฎ⌮ࢥࢫࢺࢆ༑ศ࡟⿵࠺ࡇ࡜࡟࡞ࡿࡔ
ࢁ࠺ࠋḟ࡟ࠊṇࡋ࠸᝿ᐃࢆࡉࡽ࡟ᙉ໬ࡉࡏࡿㄝ᫂࡟ࡘ࠸࡚ぢ࡚࠸ࡇ࠺ࠋ
 ຠᯝⓗ࡞ゝ࠸᥮࠼࡜ㄝ᫂㸸ṇࡋ࠸᝿ᐃࢆᣢࡗ࡚࠸ࡿᝈ⪅ࡢሙྜ  ࡣࠊᝈ⪅࠿ࡽ㉁ၥࢆཷࡅࡓ┳ㆤᖌࡀࠊ⑌ᝈࡢᶵᗎࢆㄝ᫂ࡋ࡚࠸ࡿሙ㠃࡛࠶ࡿࠋ D1V ࠶ࡿ⛬ᗘ⾑⢾୰ࡢ⢾ศࡀከࡃ࡞ࡿ࡜ࠊ࠾ࡋࡗࡇ୰࡟ࡶࢀ࡚ࡃࡿࡗ࡚ឤࡌ࡞ࢇ࡛ࡍࡼࠋ
E3W ࠶࠶࣮ࠊ࡞ࡿ࡯࡝ࡡࠋ
F1V ௒ࡣࡍࡈࡃ࠸࠸࠿ࡽࠊ⾑ᾮ୰ࡢ⢾ࡢࡶࢀ࡚ࡃࡿࡑࢀࢆ㉸࠼ࡿ⥺ࡲ࡛⾜ࡗ࡚࡞࠸ࢇ࡛ࡍࡡࠋ
ࡔ࠿ࡽࡶࢀ࡚ࡇ࡞࠸ࠋ ␎ −36−

第21回大会発表論文集

第14号

G3W ࡔ࠿ࡽࠊࡍࡈ࠸ࡼࠋ                            ṇᮌ  ᝈ⪅ࡀ┤ࡄ࡟ D  ࡢ┳ㆤᖌࡢㄝ᫂ࢆ⌮ゎࡋࡓࡇ࡜ࡀ E  ࡢⓎヰ࠿ࡽศ࠿ࡿࠋࡇࢀࡣࠊ┳ㆤᖌࡀࠊᝈ⪅ࡀ⌮ゎࡍࡿᚲせࡀ࠶ࡿ᝟ሗࢆࠊ⪥࡛⪺࠸࡚ࡑࡢࡲࡲ⌮ゎ࡛ࡁࡿࡼ࠺࡞᪥ᖖ⏝ㄒ࡟ゝ࠸᥮࠼࡚ㄝ᫂ࡋ࡚࠸ࡿ࠿ࡽ࡛࠶ࢁ࠺ࠋࡇࡢᕤኵ࡟ࡼࡗ࡚ࠊᝈ⪅ࡣవศ࡞ฎ⌮ࢥࢫࢺࢆ࠿ࡅࡎ࡟ṇࡋ࠸▱㆑ࢆᚓ࡚ࠊࡑࢀࢆⓒ⛉஦඾ⓗ▱㆑࡜ࡋ࡚グ㍕࡛ࡁࡓ࡜⪃࠼ࡽࢀࡿࠋ
ࡲࡓࠊ┳ㆤᖌࡣᝈ⪅ࡀ⯆࿡ࢆ♧ࡋࡓࡇ࡜࠿ࡽࠊࡉࡽ࡟▱㆑ࢆᙉ໬࡛ࡁࡿⰋ࠸ᶵ఍࡛࠶ࡿ࡜ุ᩿
ࡋࡓࠋࡑࡇ࡛ࠊ F  ࡢࡼ࠺࡟ᒀ⢾ࡢᶵᗎࢆࠊศ࠿ࡾࡸࡍ࠸᪥ᖖ⏝ㄒ࡟ゝ࠸᥮࠼࡚᫂♧໬ࡍࡿࡔࡅ
࡛࡞ࡃࠊᝈ⪅ࡀ௒ᚋࡢㄝ᫂ࡢ㝿࡟ࢥࣥࢸࢡࢫࢺ࡜ࡋ࡚ά⏝࡛ࡁࡿ᪂ࡓ࡞▱㆑࡜࡞ࡿࡼ࠺࡟ఏ㐩ࡋ࡚࠸ࡿࡢ࡛࠶ࡿࠋ┳ㆤᖌࡢពᅗࡋࡓࡼ࠺࡟ࠊᝈ⪅ࡀṇࡋ࠸▱㆑ࢆᙉ໬ࡋ࡚࠸ࡿࡇ࡜ࡀ G  ࠿ࡽ⌮ゎ࡛ࡁࡿࠋࡘࡲࡾࠊ DE  ࡢㄝ᫂ࡀ㐺ᛂࡉࢀ࡚࠸ࡿࡢ࡛࠶ࡿࠋࡑࢀ࡛ࡣࠊㄆ▱ຠᯝࢆࡶࡓࡽࡋࡓ
F  ࡢⓎヰࡀࠊᝈ⪅࡟ࡼࡗ࡚࡝ࡢࡼ࠺࡟ゎ㔘ࡉࢀࡓ࠿ࢆ   ࡛ヲࡋࡃぢ࡚࠸ࡇ࠺ࠋ D ᫂ព㸸௒ࡣ⾑⢾ࢥࣥࢺ࣮ࣟࣝࡀⰋ࠸࠿ࡽࠊ⢾ศࢆฎ⌮࡛ࡁࡿ⥺ࢆ㉺࠼ࡿࡲ࡛㧗ࡃ࡞ࡗ࡚࠸
࡞࠸ࡓࡵࠊᒀ࡟⢾ࡀฟ࡞࠸ࠋ
E ᬯពࡉࢀࡓ๓ᥦ㸸⾑⢾ࢥࣥࢺ࣮ࣟࣝࡀୖᡭࡃ࠸ࡗ࡚ࠊ⢾ศࢆฎ⌮࡛ࡁࡿ⥺ࢆ㉺࠼࡞࠸࡞ࡽࠊ
ᒀ࡟⢾ࡀฟ࡞࠸ࠋ
F ᬯពࡉࢀࡓ⤖ㄽ㸸⾑⢾ࢥࣥࢺ࣮ࣟࣝࡀᚲせ࡛࠶ࡿࠋ
F  ࡢ┳ㆤᖌࡢⓎヰ࠿ࡽࠊᝈ⪅ࡣ D  ࡢࡼ࠺࡞᫂ពࢆ᚟ඖࡍࡿࠋࡑࡋ࡚ࠊཷㅮࡋࡓㅮ⩏ࡸࠊ┤๓࡟⪺࠸ࡓ D  ࠿ࡽᚓࡓⓒ⛉஦඾ⓗ▱㆑ࢆ⏝࠸࡚ࠊ E  ࡢᬯពࡉࢀࡓ๓ᥦࢆ⿵࠸ࠊ᫂ពࡸࢥࣥࢸࢡ
ࢫࢺ࡜┦஫ㄪᩚࢆࡍࡿࡇ࡜࡛ࠊ┳ㆤᖌࡀពᅗࡋࡓᬯពࡉࢀࡓ⤖ㄽ F  ࡟㎺ࡾ╔ࡃࡇ࡜ࡀ࡛ࡁࡓࡢ
࡛࠶ࡿࠋࡇࡢࡼ࠺࡞ᩍ⫱ⓗ࡞ㄝ᫂ࡢሙྜ࡟ࡣࠊṇ☜࡞᝟ሗࢆࢥࣥࢸࢡࢫࢺ࡜ࡋ࡚௒ᚋࡢ἞⒪ࡢㄝ
᫂ࢆཷࡅࡿሙ㠃࡛ά⏝࡛ࡁࡿࡼ࠺࡟ࠊ DE  ࡟ἢࡗ࡚᫂☜࡟ㄝ᫂ࡍࡿࡇ࡜ࡀồࡵࡽࢀ࡚࠸ࡿࡇ࡜
ࡀ⌮ゎ࡛ࡁࡿࠋḟࡣࠊᝈ⪅࡟ㄗࡗࡓ᝿ᐃࢆᨺᲠࡉࡏ⾜ືኚᐜࢆ㉳ࡇࡉࡏࡿࡓࡵ࡟ FG  ࡀ㐺ᛂࡉࢀࡓẁ㝵ⓗ࡞ᨭ᥼ࢆࡋ࡚࠸ࡿㄝ᫂ࢆࠊ་⒪⪅ࡢどⅬ࡟ࡶ↔Ⅼࢆᙜ࡚࡚ぢ࡚࠸ࡇ࠺ࠋ ຠᯝⓗ࡞ゝ࠸᥮࠼࡜ㄝ᫂㸸ㄗࡗࡓᙉ࠸᝿ᐃࢆᣢࡗ࡚࠸ࡿᝈ⪅ࡢሙྜ  ࡣࠊ⢾ᒀ⑓┳ㆤㄆᐃ┳ㆤᖌ $ ࡉࢇࡢ⑕౛࠿ࡽࠊࣇࢵࢺࢣ࢔እ᮶ ⢾ᒀ⑓ᝈ⪅ࡢ㊊⑓ኚࢆண㜵ࡍࡿࢣ࢔ࡸᣦᑟࢆ⾜࠺  ࡛ࡢⓎヰ㒊ศࢆᢤ⢋ࡋࡓࡶࡢ࡛࠶ࡿࠋᝈ⪅ࡣࠊẕぶࡢ௓ㆤࢆࡋ࡞ࡀࡽ௙
஦ࢆࡋ࡚࠸ࡿ  ௦⏨ᛶࠋ㣗஦⒪ἲ࣭ࣇࢵࢺࢣ࢔ࡀ␯࠿࡟࡞ࡗ࡚࠸࡚ࠊ᫬㛫ⓗ࡞వ⿱ࡀ࡞࠸ᵝᏊࡀ࢝ࣝࢸ࠿ࡽㄞࡳྲྀࢀࡿࠋ㊊ࡣ࠸ࡘឤᰁࢆ࠾ࡇࡋ࡚ࡶ࠾࠿ࡋࡃ࡞࠸ࡦࡧ๭ࢀࡸⓑⓄࡢ࠶ࡿ≧ែࠋ㏻㝔ࢆ⥅⥆ࡋ࡚࠸ࡿࡢ࡛ᇶᮏⓗ࡞▱㆑ࡣᣢࡗ࡚࠸ࡿࡀࠊ⾑⢾ࢥࣥࢺ࣮ࣟࣝࢆ┠ⓗ࡜ࡋࡓ἞⒪࡟ࡘ࡞
ࡀࡿ⒪㣴⾜ືࢆඛᘏࡤࡋ࡟ࡋ࡚࠸ࡿẁ㝵ࠋྜే⑕Ⓨ⑕࡟ᑐࡍࡿ༴ᶵឤࡀᕼ࡛ⷧ࠶ࡾࠊ♫఍ⓗᙺ๭
ࡀ἞⒪ࡼࡾࡶඃඛࡉࢀࡿ࡜࠸ࡗࡓࠊㄗࡗࡓᙉ࠸᝿ᐃࢆᢪ࠸࡚࠸ࡿ࡜᥎ᐹ࡛ࡁࡿࠋ
 ࠙ࣇࢵࢺࢣ࢔እ᮶ࡢ఍ヰࠚ
D1V㸸2 ࡉࢇࠊࡇࡕࡽ࡟࡝࠺ࡒࠋ
E3W㸸 ᫬ࡲ࡛࡟⤊ࢃࡿ࠿࡞㸽
F1V㸸 ᝈ⪅ࡢ㊊ࢆぢ࡚༶ᗙ࡟  ࠸࠼ࠊ↓⌮࡛ࡍࡡࠋ
  G1V㸸ࡇࢇ࡞㊊࡟ࡋ࡚࠾࠸࡚  ศ࡛ᖐࢁ࠺࡞ࢇ࡚ࡲࡉ࠿ᮏẼ࡛ᛮࡗ࡚࠸ࡲࡋࡓ"
H1V㸸ࡇࡢ㊊ࢆᮏẼ࡛ወ㯇࡟ࡋࡓ࠸࡜ᛮ࠺࡞ࡽࠊ௒᪥࠿ࡽࠊ௒ࠊࡇࡢ᫬࠿ࡽࡇࡢࢧࣥࢲࣝࢆ⬺ࡂᤞ࡚ࠊ㠐ୗࢆᒚࡁࠊࢫࢽ࣮࣮࢝ࢆᒚ࠸࡚㊊ࢆປࢃࡾ࡞ࡉ࠸ࠋ
I3W㸸ࡣ࠸ࠋ                                ᯇᮏ   ᝈ⪅࡟ᑐࡍࡿẁ㝵ⓗ࡞ᨭ᥼ 㸸ヰࢆ⪺ࡃẼ࡟ࡉࡏࡿ 㛵㐃ᛶࡀ࠶ࡿ࡜Ẽ࡙࠿ࡏࡿ  Ⓨヰ D  ࡢ┳ㆤᖌࡢ࿧ࡧ࠿ࡅ࡟ᑐࡋ࡚ࠊᝈ⪅ࡣ E  ࡛ࠕ ᫬ࡲ࡛࡟⤊ࢃࡿ࠿࡞ࠖ࡜࠸࠺ࠊពྥࡢ
ఏ㐩ࢆពᅗࡋࡓ␲ၥᩥ࡛㏉⟅ࡋ࡚࠸ࡿࠋ㏻ᖖࡢᑐᛂ࡛࠶ࡿ࡞ࡽࡤࠊ┳ㆤᖌࡣࠕఱ࠿኱ษ࡞ࡈணᐃ
ࡀ࠶ࡿࡢ࡛ࡍ࠿"ࠖ࡞࡝ࡢၥ࠸࠿ࡅࢆࡋ࡚ᝈ⪅ࡢ஦᝟ࢆ☜ㄆࡍࡿࠋࡑࡋ࡚ᚲせ࡛࠶ࢀࡤ࡞ࡿ࡭ࡃᝈ
⪅ࡢពྥࢆᑛ㔜࡛ࡁࡿࡼ࠺࡟ᑐฎࡋࠊ࡛ࡁ࡞࠸ሙྜ࡟ࡣࡑࡢ⌮⏤ࢆᝈ⪅࡟ㄝ᫂ࡋ࡚⣡ᚓࢆᚓࡿࡼ

−37−糖尿病にみる多様な想定に対応した臨床での説明 ―関連性理論の観点 から―࠺࡟ᑐᛂࡍࡿࠋᝈ⪅ࡣࡇࢀࡲ࡛ࡢ⤒㦂࠿ࡽࠊ┳ㆤᖌࡣᝈ⪅ࡢពྥࢆᑛ㔜ࡋ࡚  ᫬ࡲ࡛࡟ࢣ࢔ࢆ⤊ࢃࡽࡏ࡚ࡃࢀࡿࡔࢁ࠺࡜ᛮࡗ࡚࠸ࡿࡇ࡜ࡀ E  ࡢⓎヰ࠿ࡽఛ࠼ࡿࠋ
ࡋ࠿ࡋࠊ┳ㆤᖌࡢ཯ᛂࡣ F  ࡢᙉ࠸᫂ព࡟ࡼࡿྰᐃ࡛࠶ࡗࡓࠋ┳ㆤᖌࡣࡇࡢሙ㠃࡛ࠕྜే⑕࡟
࡞ࡗࡓࡽ 42/ ⏕άࡢ㉁  ࡀୗࡀࡾ⌧ᅾࡢ≧ែ ᪥ᖖ⏕ά  ࡀ⥔ᣢ࡛ࡁ࡞࠸ࠖ࡜࠸࠺ࢥࣥࢸࢡࢫࢺ
ⓗ᝿ᐃࢆࠊᝈ⪅ࡀ࿧ࡧฟࡍᚲせࡀ࠶ࡿ࡜▐᫬࡟ุ᩿ࡋࡓ࡜⪃࠼ࡽࢀࡿࠋ௒ᚋࡢᡂࡾ⾜ࡁ࡟ᑐࡍࡿ
ᝈ⪅ࡢㄗࡗࡓᙉ࠸᝿ᐃࢆ◚Რࡉࡏࡿࡓࡵ࡟ࠊᝈ⪅ࡢ᝿ᐃ࡬ࡢ☜ಙᗘࢆᦂࡿࡀࡍࡇ࡜ࢆពᅗࡋࡓⓎヰ࡛࠶ࢁ࠺ࠋࡇࢀࡣࠊᝈ⪅ࡀࠕࣇࢵࢺࢣ࢔ࡣ≧ἣ࡟ᛂࡌ࡚▷ࡃ῭ࡲࡏࡽࢀࡿࠖ࡜࠸ࡗࡓࠊㄗࡗࡓ
᝿ᐃࢆᙉ໬ࡉࡏࡿࡇ࡜࡟ࡘ࡞ࡀࡿᙅ࠸ᬯពࢆὴ⏕ࡉࡏ࡞࠸ࡼ࠺࡟ࠊᬯព࡜ࡋ࡚ఏ㐩ࡉࢀ࡚ࡋࡲ࠺
ྍ⬟ᛶࡢ࠶ࡿෆᐜࡲ࡛ࢆྰᐃࡍࡿᙉ࠸᫂ព࡛࠶ࡿࠋࡇࡢⓎヰ࡟ࡣ FG  ࡀ㐺ᛂࡉࢀ࡚࠸ࡿ࡜ゝ࠼ࡿࠋࡑࡢ➨  ẁ㝵࡜ࡋ࡚ࠊᝈ⪅࡟ヰࢆ⪺ࡃẼ࡟ࡉࡏࡿᑐᛂࡀ⾜ࢃࢀ࡚࠸ࡿࠋ┳ㆤᖌࡣࠊᝈ⪅ࡀ௚ࡢゎ㔘ࡀ࡛ࡁ࡞࠸ࡼ࠺࡞ᙉ࠸᫂ព࡛ࡢྰᐃࢆ࠶࠼࡚㑅ᢥࡋ࡚ࠊᝈ⪅࡟ࠕ࠶ࢀࡗࠊ࠸ࡘࡶ࡜㐪࠺ࠖ࡜ឤࡌࡉࡏࡿࡇ࡜࡛ࠊḟࡢⓎヰ G  ࡟ᝈ⪅ࡢὀពࢆចࡁࡘࡅࡓ࡜ゝ࠼ࡿࡔࢁ࠺ࠋࡘࡲࡾ F  ࡣࠊḟ࡟⥆ࡃⓎヰࡀᝈ⪅࡟࡜ࡗ࡚㛵㐃ᛶࡀ࠶ࡿ࡜Ẽ࡙࠿ࡏࡿຠᯝࢆᣢࡗࡓⓎヰ࡞ࡢ࡛࠶ࡿࠋ ᝈ⪅࡟ᑐࡍࡿẁ㝵ⓗ࡞ᨭ᥼ 㸸་⒪⪅ࡢពᅗࡋࡓࢥࣥࢸࢡࢫࢺⓗ᝿ᐃࢆ࿧ࡧฟࡍⓎヰ
G  ࡢⓎヰࡢᬯពࡉࢀࡓ๓ᥦࡣࠊࠕ ྜే⑕ࢆண㜵ࡋࡓ࠸࡞ࡽࣇࢵࢺࢣ࢔ࢆࡋ࡚  ࡇࢇ࡞㊊ࡢ≧ែ࡟ࡋ࡚࠸࡞࠸ࡣࡎࡔࠖࡔ࡜⪃࠼ࡽࢀࡿࠋࡋ࠿ࡋࠊ H  ࡢⓎヰࡢᬯពࡉࢀࡓ๓ᥦࡣࠊ
ࠕࣇࢵࢺࢣ࢔
ࢆࡋ࡚ྜే⑕ࢆண㜵ࡍࡿࠖ࡟ኚ໬ࡋ࡚࠸ࡿࠋࡑࡢࡓࡵࠊ I  ࡢࠕࡣ࠸ࠖࡣࠊᬯពࡉࢀࡓ⤖ㄽࠕ௒࠿ࡽࣇࢵࢺࢣ࢔ࢆᐇ⾜ࡋྜే⑕ࢆண㜵ࡍࡿࠖ࡟㎺ࡾ╔࠸ࡓࡢ࠿ࠊ࡜ࡾ࠶࠼ࡎࠕࡣ࠸ࠖ࡜࠶࠸࡙ࡕ
ࢆᡴࡗࡓࡢ࠿࡝࠺࠿ࡢุ᩿ࡀ㞴ࡋ࠸ࠋ➹⪅ࡢ␲ၥ࡟ᑐࡋࠊ$ ࡉࢇ࠿ࡽࡑࡢ⤒⦋ࡢㄝ᫂ࢆཷࡅࡿࡇ
࡜ࡀ࡛ࡁࡓࠋ⤖ㄽ࠿ࡽ㏙࡭ࡿ࡜ࠊࡇࡢ఍ヰ௨㝆ࠊᝈ⪅ࡣࣇࢵࢺࢣ࢔ࢆࡣࡌࡵ࡜ࡍࡿ⒪㣴⾜ື࡟୺యⓗ࡟ྲྀࡾ⤌ࢇࡔࡑ࠺࡛࠶ࡿࠋ
G  ࡢⓎヰ࡟ࡘ࠸࡚ࡣࠊ
ࠕ࠶ࢇࡲࡾ࡞ ≧ែࡢ  ㊊ࡔࡗࡓࡓࡵࠊࡸࡾࡲࡍ࠿" ࡸࡾࡲࡏࢇ࠿" ࡜ࣃࣥࢵ࡜ၥ࠸࠿ࡅࡓࠖ࡜ࡢࡇ࡜࡛࠶ࡿࠋ┳ㆤᖌࡣ G  ࡛ࡢⓎヰ࡟ࠊᙉ࠸༴ᶵឤࢆ཯ᫎࡉࡏࡿࠕࡇ
ࢇ࡞ࠖࠕࡋ࡚࠾࠸࡚ࠖ
ࠕࡲࡉ࠿ࠖ࡜࠸ࡗࡓࠊ
ࠕ᝟ືࠖࢆᬯព࡜ࡋ࡚ఏ㐩ྍ⬟࡟ࡍࡿ⏝ㄒࢆ⏝࠸࡚࠸ࡿࠋ
⮬ࡽྜే⑕ࡢ༴㝤ᛶࢆ㧗ࡃࡋ࡚࠸ࡿᝈ⪅࡟ᑐࡋ࡚་⒪⪅ࡀឤࡌࡿ࡛࠶ࢁ࠺ࠕᅔᝨࠖࡸࠕᛣࡾࠖࠊㄝ
᫂ࢆఱᗘ⪺࠸࡚ࡶ༴ᶵឤࡀⷧ࠸ᝈ⪅࡟ᑐࡋ࡚ឤࡌࡿ࠶ࡿ✀ࡢ↓ຊឤࡸࠊࡑࢀࢆ㏻ࡾ㉺ࡋ࡚ࠕ࠶ࡁ
ࢀࡿࠖ࡜࠸ࡗࡓࠕ᝟ືࠖࢆࠊ࠶࠼࡚⾲⌧ࡋ࡚࠸ࡿࡢ࡛࠶ࡿࠋࡉࡽ࡟཯ㄒ࡜ࡋ࡚ࠕᛮࡗ࡚࠸ࡲࡏࢇ
ࡼࡡࠖ࡜ಟ㎡␲ၥᩥࢆ⏝࠸ࡿࡇ࡜࡛ࠊᝈ⪅ࡢ᝿ᐃࡀㄗࡗ࡚࠸ࡿࡇ࡜ࢆᙉ࠸ᬯព࡜ࡋ࡚ఏ㐩ࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ┳ㆤᖌࡣࠊࡇࡢሙ࡛ࠊ┠ࡢ๓ࡢᝈ⪅ࡢㄗࡗࡓ᝿ᐃࢆᨺᲠࡉࡏ࡞ࡅࢀࡤ࡞ࡽ࡞࠸
࡜┤ឤࡋࠊ▐᫬࡟ᝈ⪅ࡢㄆ▱⎔ቃࡢᨵኚࢆពᅗࡋࡓⓎヰࡔ࡜ゝ࠼ࡿࡔࢁ࠺ࠋ G  ࡢⓎヰࢆࠊ┳ㆤ
ᖌࡢどⅬ࠿ࡽぢ࡚ࡳࡼ࠺ࠋ┳ㆤᖌࡀ▐᫬࡟ḟࠎ࡜⾜ࡗࡓㄆ㆑ࡸุ᩿ࡣ   ࡢࡼ࠺࡟⾲ࡏࡿࠋ D ┳ㆤᖌࡢᙉ࠸☜ಙ㸸ᝈ⪅ࡢࠕࡲࡔ⑕≧ࡀฟ࡚࠸࡞࠸࠿ࡽࠊఱ࡜࠿࡞ࡿࡔࢁ࠺ࠖ࡜࠸ࡗࡓࠊ ྜే⑕࡟ᑐࡍࡿ༴ᶵឤࡀᕼⷧ࡞ཎᅉ࡜࡞ࡗ࡚࠸ࡿ  ㄗࡗࡓ᝿ᐃࢆࠊ௒ࠊࡇࡢሙ࡛ᨺ
Რࡉࡏࡿᚲせࡀ࠶ࡿE ᝈ⪅࡟࿧ࡧฟࡍࡇ࡜ࢆᮇᚅࡍࡿࢥࣥࢸࢡࢫࢺⓗ᝿ᐃ㸸ྜే⑕࡟࡞ࡗࡓࡽ 42/ ⏕άࡢ㉁  ࡀୗࡀࡾࠊ⌧ᅾࡢ≧ែ ᪥ᖖ⏕ά  ࡀ⥔ᣢ࡛ࡁ࡞ࡃ࡞ࡿ
F ᝈ⪅࡟ᮇᚅࡍࡿㄆ▱ຠᯝ㸸௒ࡍࡄ἞⒪ࡸࣇࢵࢺࢣ࢔ࢆᐇ⾜ࡋྜే⑕ࢆண㜵ࡍࡿG ᝟ሗⓗពᅗ㸸ࠕ἞⒪࡟ྲྀࡾ⤌ࢇ࡛ྜే⑕ࢆண㜵ࡍࡿࡢ࠿ࡋ࡞࠸ࡢ࠿ࠊ௒ࠊࡇࡢሙ࡛ᝈ⪅⮬㌟ࡀ
Ỵ᩿ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠖ࡜࠸࠺࣓ࢵࢭ࣮ࢪࢆࠊᝈ⪅࡟ఏ࠼ࡼ࠺࡜ពᅗࡋ࡚࠸ࡿࠋ

H ఏ㐩ⓗពᅗ㸸ᝈ⪅ࡀ┳ㆤᖌࡢ᝟ሗⓗពᅗ࡟Ẽ࡙ࡃࡇ࡜ࢆពᅗࡋ࡚࠸ࡿ
┳ㆤᖌࡣࠊ F  ࡢᙉ࠸ྰᐃ࡛ࠊ D  ࢆࢥࣥࢸࢡࢫࢺ࡟཯ᫎࡉࡏࡿࡇ࡜ࢆពᅗࡋࡓ࡜⪃࠼ࡽࢀࡿࠋ
ࡇࡢពᅗࡀࢥࣥࢸࢡࢫࢺࢆኚ໬ࡉࡏࠊᝈ⪅ࡣ E  ࡢࢥࣥࢸࢡࢫࢺⓗ᝿ᐃࢆ࿧ࡧฟࡋ࡚ࠊ F  ࡢㄆ▱ຠᯝࢆᚓࡿࡇ࡜ࡀྍ⬟࡟࡞ࡗࡓ࡜ゝ࠼ࡿࡔࢁ࠺ࠋࡇࢀࡣࠊ F  ࡢㄝ᫂ࡢ➨  ẁ㝵࡜࡞ࡿⓎヰ࡛࠶ࢁ࠺ࠋࡇࡢẁ㝵࡛ᝈ⪅࡟⾜ືኚᐜࡀ㉳ࡁࡿࡇ࡜ࢆணᮇࡋࡓ┳ㆤᖌࡣࠊ H  ࡢⓎヰ࡛ࠊᝈ⪅ࡀࡍ࡭ࡁࣇࢵࢺࢣ࢔ࢆලయⓗ࡟ิᣲࡋࡓ࿨௧ᙧ࡛ఏ㐩ࡋ࡚࠸ࡿࠋࡇࡢⓎヰࡣࠊవศ࡞ฎ⌮ࢥࢫࢺࡀ−38−

第21回大会発表論文集第14号

࠿࠿ࡽ࡞࠸ࠊ⪥࡛⪺࠸࡚ࡑࡢࡲࡲ⌮ゎ࡛ࡁࡿⓎヰ࡛࠶ࡿࠋᝈ⪅ࡀㄗࡗࡓ᝿ᐃࢆᨺᲠࡋ࡚ㄆ▱ຠᯝࢆᚓࡓࡇ࡜ࡀࠊ I  ࡢⓎヰ࠿ࡽ⌮ゎ࡛ࡁࡿࠋ
ᝈ⪅࡟ࡣࡑࢀࡒࢀ஦᝟ࡀ࠶ࡾࠊ⮫ᗋ࡛ࡢ་⒪ࡣࡑࡢ୰࡛ࡢ᭱ၿࢆ┠ᣦࡍࠋᴟㄽࡍࡿ࡜ࠊ་⒪⪅ࡢㄝ᫂ࡢ┠ⓗࡣࠊᝈ⪅࡟᝟ሗࢆఏ㐩ࡋࠊࡑࡢ᝟ሗࢆゎ㔘ࡍࡿᝈ⪅ࡢពᛮỴᐃ࡜ࡑࢀࢆᐇ⾜ࡍࡿࣉࣟࢭࢫࢆᨭ᥼ࡍࡿࡇ࡜ࡔ࡜ゝ࠺ࡇ࡜࡟࡞ࡿࠋࡑࡢព࿡࡛┳ㆤᖌࡣࡇࡢⓎヰ࡛ࠊ᝟ሗⓗពᅗࡢ㐩ᡂࡀᝈ⪅࡟ࡺࡔࡡࡽࢀ࡚࠸ࡿࡇ࡜ࢆఏ㐩ࡍࡿ࡜࡜ࡶ࡟ࠊ
ࠕ௒ࡍࡄ἞⒪࡟ྲྀࡾ⤌ࡲ࡞࠸࡜ྜే⑕࡟࡞
ࡿࠖ࡜࠸࠺⌧≧ࢆࢥࣥࢸࢡࢫࢺⓗ᝿ᐃ࡜ࡋ࡚┦஫࡟㢧ᅾⓗ࡟ࡍࡿࡇ࡜ࢆពᅗࡋ࡚࠸ࡿࡢ࡛࠶ࡿࠋ
ࡘࡲࡾࠊᝈ⪅ࡀ⮬ࡽࡢពᛮ࡛἞⒪࡟ྲྀࡾ⤌ࡴ⾜ືኚᐜࢆ㉳ࡇࡍࡇ࡜ࢆᮇᚅࡋࡓⓎヰ࡞ࡢ࡛࠶ࡿࠋࡇࢀࡲ࡛ぢ࡚ࡁࡓࡇ࡜࠿ࡽࠊ$ ࡉࢇࡣ⮫ᗋ࡛⾲⌧ࡉࢀࡿࠕ᝟ືࠖ࡟ࡣࠊᝈ⪅ࡢ᝿ᐃࢆᨵኚࡍࡿ
ዎᶵ࡜࡞ࡿሙྜࡀ࠶ࡿ࡜࠸࠺ࠕ⤒㦂▱ࠖࢆᣢࡗ࡚࠸ࡓࡇ࡜ࡀ⌮ゎ࡛ࡁࡿࠋࡶࡕࢁࢇࠊ་⒪⪅࡜ࡋ࡚ࡢ༴ᶵឤࢆࠕ᝟ືࠖࢆ㏻ࡋ࡚ఏ㐩ࡍࡿࡔࡅ࡛ࡣࠊᝈ⪅ࡢ⌮ゎࢆᚓࡿࡇ࡜ࡣ㞴ࡋ࠸ࠋྠ᫬࡟ࠊ་⒪⪅ࡢࠕ᝟ື࡟㎸ࡵࡽࢀࡓඹឤࡸ៧៖ࠖࢆࡶఏ㐩ࡋࠊࠕヰࢆ⪺ࡃẼ࡟ࡉࡏࡿࠖࡇ࡜ࡀồࡵࡽࢀࡿࡢ
࡛࠶ࡿࠋࡇࡢⓎヰࡣࠊࠕ㊊ࢆࡳࡏ࡚㡬࠸ࡓ࠿ࡽ࡟ࡣ㈐௵ࡀ࠶ࡿࠖ࡜ゝ࠺ $ ࡉࢇࡢࠊ་⒪⪅࡜ࡋ࡚ࡢ㈐௵ឤ࡟ᇶ࡙ࡃࠊᝈ⪅࡟ྜే⑕ࢆண㜵ࡍࡿ⾜ືኚᐜࢆ㉳ࡇࡍࡓࡵࡢ୍✀ࡢ㉃ࡅࡢࡼ࠺࡞Ⓨヰࡔࡗࡓࡢ࡛࠶ࢁ࠺ࠋᝈ⪅ࡀ཯Ⓨࡋ࡚ಙ㢗㛵ಀࡀᔂቯࡋࠊ἞⒪ࢆᣄྰࡍࡿࡇ࡜ࡶ⪃࠼ࡽࢀࡿࠋ F G ࡢⓎヰࡣࠊࠕᝈ⪅ࡀ࡝ࡢࡼ࠺࡞཯ᛂࢆ♧ࡋ࡚ࡶࠊࡑࡢሙ࡛ᑐฎ࡛ࡁࡿ࡜ᛮ࠺ࠖ࡜ゝ࠺ $ ࡉࢇࡢࠕ⤒㦂▱ࠖ࠿ࡽࡶࡓࡽࡉࢀࡿࠊᑓ㛛⫋࡜ࡋ࡚ࡢ⤒㦂࡜⮬ಙ࡟⿬௜ࡅࡽࢀࡓⓎヰࡔ࡜ゝ࠼ࡿࡔࢁ࠺ࠋ
 ᝈ⪅࡟ᑐࡍࡿẁ㝵ⓗ࡞ᨭ᥼ 㸸ㄆ▱⎔ቃࡢᨵኚ࡜┦஫ⓗㄆ▱⎔ቃࡢ☜❧ࢆࡶࡓࡽࡍⓎヰ$ ࡉࢇࡣᩥᏐᩘࡢ㛵ಀ࡛ G ̺ H  㛫࡟ࠊ
グ㍕࡛ࡁ࡞࠿ࡗࡓ⤒⦋ࡀ࠶ࡗࡓ࡜ㄝ᫂ࡋ࡚ୗࡉࡗࡓࠋ
ࡇࡢ㛫࡟ࠊࠕࣇࢵࢺࢣ࢔ࢆࡋ࡞ࡀࡽᝈ⪅ࡉࢇࡢࠗ㊊࠿ࡽぢ࠼࡚ࡃࡿࡇ࡜࠘ࢆゝⴥ࡟ࡋ࡚ࠊᝈ⪅ࡉࢇࡢ⫼ᬒࢆḟࠎ࡜ゝ࠸ᙜ࡚࡚࠸ࡃ࠺ࡕ࡟ࠊᝈ⪅ࡉࢇࡀࠕ࠶࡞ࡓࡢ࠸࠺஦࡞ࡽఱ࡛ࡶ⪺ࡃࠖ࡜ゝࡗ࡚ࠊࣇࢵࢺࢣ࢔࡟ྲྀࡾ⤌ࢇ࡛ୗࡉࡗࡓࠖ࡜ࡢࡇ࡜࡛࠶ࡿࠋ   ࡣࡑࡢⓎヰࡢせ᪨࡛࠶ࡿࠋ D ❧ࡕ௙஦ࡀከ࠸࠾௙஦࡞ࢇ࡛ࡍ࠿"E ᬑẁࡣࠊࢧࣥࢲࣝࢆᒚ࠸࡚࠸ࡲࡍࡡࠋ
F ௙஦࡛ࡣᅛ࠸㠐ࢆᒚ࠸࡚࠸ࡿࢇ࡛ࡋࡻ࠺"ᝈ⪅ࡢ㊊ࢆぢ࡚ࠊᝈ⪅ࡢ⫼ᬒࢆṇࡋࡃ᥎ᐹࡍࡿ┳ㆤᖌࡢ☜࠿࡞▱㆑࡜ほᐹຊ࡟ᑐࡍࡿ㦫Ⴣࡀࠊ┠ࡢ๓࡛ࣇࢵࢺࢣ࢔ࢆࡋ࡚࠸ࡿ┳ㆤᖌࡢゝࡗ࡚࠸ࡿ஦ ᣦᑟ  ࢆ㍍どࡋ࡚ࡣ࡞ࡽ࡞࠸࡜ࠊᝈ⪅࡟ㄆ㆑ࡉࡏࡿࡇ࡜࡟ࡘ࡞ࡀࡗࡓࡢ࡛࠶ࢁ࠺ࠋࡇࡢㄆ㆑ࡀࢥࣥࢸࢡࢫࢺࢆኚ໬ࡉࡏࠊᝈ⪅ࡢࡇࢀࡲ࡛
ࡢ᝿ᐃࢆࠕ㛫㐪ࡗ࡚࠸ࡓࠖ࡜ᨺᲠࡉࡏࡿㄆ▱ຠᯝ࡟ࡘ࡞ࡀࡗࡓ࡜⪃࠼ࡽࢀࡿࠋࡇࡢࡼ࠺࡞ࣉࣟࢭ
ࢫࢆ㎺ࡾࠊᝈ⪅ࡣ┳ㆤᖌࡢពᅗࡍࡿࢥࣥࢸࢡࢫࢺⓗ᝿ᐃ E  ࢆ࿧ࡧฟࡍࡇ࡜ࡀྍ⬟࡟࡞ࡾࠊ F ࡢㄆ▱ຠᯝࢆᚓࡓࡇ࡜ࡀ⌮ゎ࡛ࡁࡿࠋࡇࡢࣉࣟࢭࢫࡣ   ࡢࡼ࠺࡟⾲ࡍࡇ࡜ࡀ࡛ࡁࡿࠋ
 D ㄗࡗࡓ๓ᥦ㸸 ⚾ࡢ⢾ᒀ⑓ࡣ  ࡑࢇ࡞࡟ᝏࡃ࡞ࡗ࡚࠸࡞࠸ࠋ௒ࡢࡲࡲ࡛ࡶఱ࡜࠿࡞ࡿࡔࢁ࠺ࠋ
 E ㄗࡗࡓ๓ᥦࡢಟṇ㸸 ࡇࡢ┳ㆤᖌࡢゝ࠺ࡇ࡜ࡣ㛫㐪ࡗ࡚࠸࡞࠸࠿ࡽ  ௒ࡲ࡛ࡢࡼ࠺࡞἞⒪ࡸࢣ
࢔ࢆࡋ࡚࠸ࡓࡽࠊྜే⑕࡟࡞ࡗ࡚ࡋࡲ࠺ࠋ
F ┦஫ⓗㄆ▱⎔ቃࡢ☜❧㸸ྜే⑕ࢆⓎ⑕ࡋ࡚ࡋࡲࡗࡓࡽࠊ⌧ᅾࡢ≧ែ ᪥ᖖ⏕ά  ࡀ⥔ᣢ࡛ࡁ࡞ࡃ࡞ࡿࠋࡇࢀ࠿ࡽࡣࠊゝࢃࢀࡓࡇ࡜ ㄝ᫂ᣦᑟ  ࢆᐇ⾜ࡋ࡚ྜే⑕ࢆ㜵ࡄࠋG ㄆ▱ຠᯝ㸸ࡇࡢ┳ㆤᖌࡢゝ࠺ࡇ࡜ࢆᐇ⾜ࡋ࡚ࠊ௒࠿ࡽྜే⑕ࢆண㜵ࡋ࡚࠸ࡃࠋ
㛵㐃ᛶ⌮ㄽ࡛ࡣࠊ⪺ࡁᡭ࡜ࡢ㛫࡟┦஫ⓗㄆ▱⎔ቃࢆ☜❧ࡋࡓ࠸ሙྜ࡟ࠊఏ㐩⪅ࡀࡋ࡞ࡅࢀࡤ࡞
ࡽ࡞࠸ࡇ࡜ࡣࠊ᝟ሗⓗពᅗࢆ⮬ศࡢಙ⏝ᗘ࡟ྜࢃࡏࡿࡇ࡜ࡔࡅࡔ࡜ࡋ࡚࠸ࡿࠋ   ࡢⓎヰࡣࠊ┳ㆤᖌࡢಙ⏝ᗘࢆ㧗ࡵࡿຠᯝࡀ࠶ࡾࠊᝈ⪅࡜ࡢ㛫࡟἞⒪࡟ྲྀࡾ⤌ࡴ࡜࠸࠺┦஫ⓗㄆ▱⎔ቃࡀ☜❧ࡉࢀࡓࡇ࡜ࢆ♧၀ࡋ࡚࠸ࡿࠋ┳ㆤᖌ࠿ࡽఏ㐩ࡉࢀࡿ᝟ሗࡣṇࡋ࠸᝟ሗ࡛࠶ࡿ࡜ㄆ㆑ࡋࡓࡇ࡜࡛ࠊᝈ⪅࡜┳ㆤᖌࡢ㛫࡟ಙ㢗㛵ಀࡀ☜❧ࡉࢀࡓ࡜ゝ࠼ࡿࡢ࡛࠶ࡿࠋࡑࡢࡓࡵࠊᝈ⪅ࡣ┳ㆤᖌࡢពᅗࡍࡿࢥ
ࣥࢸࢡࢫࢺⓗ᝿ᐃࡢ㢧ᅾᛶࢆ㧗ࡵࡿࡇ࡜ࡀᐜ᫆࡟࡞ࡾࠊ┳ㆤᖌࡢㄝ᫂ ᣦᑟ  ࡸࢣ࢔ࢆཷᐜࡋ࡚
⮬ࡽᐇ⾜ࡍࡿẁ㝵࡟฿㐩ࡋࡓࡓࡵࠊ⾜ືኚᐜ࡟ࡘ࡞ࡀࡿㄆ▱ຠᯝࢆᚓࡓ࡜⪃࠼ࡽࢀࡿࠋࡇࡢࡼ࠺

−39−

糖尿病にみる多様な想定に対応した臨床での説明 ―関連性理論の観点 から―࡟ࠊᝈ⪅ࡢㄆ▱⎔ቃࢆ▐᫬࡟ᢕᥱࡋࠊࡑࡢሙ㠃࡛ᚲせ࡞ࢥࣥࢸࢡࢫࢺࢆᝈ⪅ࡀ࿧ࡧฟࡋࡸࡍ࠸ࡼ
࠺࡟ࠊẁ㝵ⓗ࡞఍ヰᵓᡂࢆ▐᫬࡟⾜ࡗ࡚࠸ࡃ⤒㦂▱ࡀࠕ⮫ᗋࡢ▱ぢࠖࡔ࡜ゝ࠼ࡿࡔࢁ࠺ࠋࡇࢀࡲ࡛ぢ࡚ࡁࡓࡇ࡜࠿ࡽࠊ⮫ᗋ࡛ࡢㄝ᫂࡟ࡼࡿᝈ⪅ࡢ⌮ゎࢆࠊ་⒪⪅ࡣᗈ⠊ᅖ࡟ᤊ࠼࡚࠸ࡿ
ࡇ࡜ࡀ⌮ゎ࡛ࡁࡿࠋ་⒪⪅ࡣࠊᝈ⪅ࡀ⑌ᝈ࡟ᑐࡋ࡚ࡢㄝ᫂ࢆ⌮ゎࡋ࡚ㄆ▱ຠᯝࢆᚓࡓẁ㝵࡛ࡣ࡞ࡃࠊࡑࡢ▱㆑ࢆά⏝ࡋ࡚἞⒪࡟ྲྀࡾ⤌ࡴ⾜ືኚᐜࡀ㉳ࡇࡗࡓẁ㝵࡛ホ౯ࡋ࡚࠸ࡿ࡜ゝ࠼ࡿࡔࢁ࠺ࠋ
ࡘࡲࡾࠊ་⒪⪅ࡀ┠ᣦࡍ࡭ࡁ៏ᛶ⑌ᝈࢆᣢࡘᝈ⪅࡟࡜ࡗ࡚ศ࠿ࡾࡸࡍ࠸ㄝ᫂࡜ࡣࠊᝈ⪅ࡀ⮬ศࡢពᛮ࡛἞⒪࡟ྲྀࡾ⤌ࡵࡿࡼ࠺࡟࡞ࡿㄝ᫂࡞ࡢ࡛࠶ࡿࠋࡑࡢࡼ࠺࡞ㄝ᫂࡟ࡣࠊ   ࡢ௬ᐃ࡟ἢࡗ࡚ࠊ
ᝈ⪅ࡀࡑࡢሙ㠃࡛ᚲせ࡞ࢥࣥࢸࢡࢫࢺⓗ᝿ᐃࢆ㢧ᅾ໬࡛ࡁࡿࡼ࠺࡟ࠊᝈ⪅ࡢㄆ▱⎔ቃ࡟࠶ࡿಟṇࢆࡶࡓࡽࡍࡼ࠺࡞ࠊ㐺ษ࡞ゝⴥ࡜ࢱ࢖࣑ࣥࢢࢆ㑅ᢥࡋ࡞ࡀࡽఏ㐩ࡍࡿࡇ࡜ࡀồࡵࡽࢀࡿࡢ࡛࠶ࡿࠋ
ࡲࡓࠊ⮫ᗋ࡛་⒪⪅ࡀ┠ࡢ๓ࡢᝈ⪅ࡢㄆ▱⎔ቃ࡟ྜࢃࡏ࡚⾜ࡗ࡚࠸ࡿ⮫ᶵᛂኚ࡞ゝㄒⓗᑐᛂࡣࠊㄒ⏝ㄽ࡜㛵㐃ᛶ⌮ㄽࡢᯟ⤌ࡳ࡛ㄝ࡛᫂ࡁࡿࡇ࡜ࢆ♧ࡍࡇ࡜ࡀ࡛ࡁࡓ࡜⪃࠼ࡿࠋࡋ࠿ࡋ௒ᅇࡢศᯒ࡛ࡣࠊタᐃࡋࡓሙ㠃ࡸศᯒ౛ࡀᩥ⊩࡟ࡼࡿࡶࡢࡀከࡃࠊ୍⯡໬ࡍࡿ࡟ࡣ⮳ࡗ࡚࠸࡞࠸ࠋࡲࡓࠊ➹⪅ࡢ⮫ᗋ࡛ࡢ⤒㦂࡟ᇶ࡙ࡃಶேⓗ࡞▱ぢ࡟␃ࡲࡗ࡚࠸ࡿ㒊ศࡀከ࠸ࡓࡵࠊ௚⫋✀ࢆࡩࡃࡵࡓ་⒪⪅ࡢᣢࡘᵝࠎ࡞▱ぢ࡜࡜ࡶ࡟ᮘୖ࡟ᣲࡆࠊ᳨ウࡋ࡚࠸ࡃࡇ࡜ࡀ௒ᚋࡢㄢ㢟࡜࡞ࡿࡔࢁ࠺ࠋ
 ࡲ࡜ࡵ
⮫ᗋ࡛ࡢㄝ᫂࡟ࡣࠊ་⒪⏝ㄒࢆ᪥ᖖ⏝ㄒ࡟ゝ࠸᥮࠼࡚ⓒ⛉㎡඾ⓗ▱㆑࡜ࡋ࡚ṇࡋࡃグ㍕ࡉࢀࡿ
ࡔࡅ࡛࡞ࡃࠊ᪤Ꮡࡢ᝿ᐃࢆ࿧ࡧฟࡋ࡚⮬㌟࡟㒔ྜࡼࡃゎ㔘ࡍࡿࡇ࡜ࢆᢚไࡍࡿㄝ᫂ࡀồࡵࡽࢀࡿࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗࡓࠋࡲࡓࠊᬯព࡜ࡋ࡚ఏ㐩ࡉࢀࡿྍ⬟ᛶࡢ࠶ࡿព࿡ࡲ࡛ࢆᢚไࡍࡿㄝ᫂ࡀồࡵࡽࢀࡿࡇ࡜ࡶ᫂ࡽ࠿࡟࡛ࡁࡓ࡜⪃࠼ࡿࠋࡉࡽ࡟ࠊ៏ᛶ⑌ᝈࢆᣢࡘᝈ⪅࡟ࡣࠊᝈ⪅⮬㌟ࡢពᛮ࡛
἞⒪࡟ྲྀࡾ⤌ࡴពᛮỴᐃࢆಁࡍࡼ࠺࡞ㄝ᫂ࡀồࡵࡽࢀࡿࡇ࡜ࡀ♧၀ࡉࢀࡓࠋࡑࡢࡼ࠺࡞ㄝ᫂࡟ࡣࠊ
ᝈ⪅ࡢㄆ▱⎔ቃ࡟࠶ࡿಟṇࡶࡓࡽࡍࡼ࠺࡞㐺ษ࡞ゝⴥࡸࢱ࢖࣑ࣥࢢࢆ▐᫬࡟㑅ᢥࡋ࡚ࠊࡑࡢሙ࡛
ఏ㐩࡛ࡁࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡀồࡵࡽࢀ࡚࠸ࡿࡢ࡛࠶ࡿࠋ
ཧ⪃ᩥ⊩!
&DUVWRQ5Thoughts and Utterances7KH3UDJPDWLFVRI([SOLFLW&RPPXQLFDWLRQ2[IRUG(QJODQG %ODFNZHOO஭㛛ுࠕከ⩏ㄒࡢศᯒ࡜ㄒ⏝ㄽࠖࠊ୰㔝ᘯ୕ ⦅ ࠗㄒࡣ࡞ࡐከ⩏࡟࡞ࡿࡢ࠿ʊࢥࣥࢸ࢟ࢫࢺ
ࡢస⏝ࢆ⪃࠼ࡿʊ࠘ࠊᮅ಴᭩ᗑ ௒஭㑥ᙪ ⦅  ஭㛛࣭௚ ヂ ࠗ᭱᪂ㄒ⏝ㄽධ㛛  ❶࠘ᮾி㸸኱ಟ㤋᭩ᗑ ௒஭㑥ᙪ ┘  ᒸ⏣࣭௚ ヂ ࠗㄒ⏝ㄽ࣮࢟ࢱ࣮࣒஦඾࠘ᮾி㸸㛤ᣅ♫▼஭ᆒࠗ⢾ᒀ⑓デ⒪ ࡼࢁࡎ┦ㄯ࠘ᮾி㸸࣓ࢪ࢝ࣝࣅ࣮ࣗ♫ᅜ❧ᅜㄒ◊✲ᡤࠕ⑓㝔ࡢゝⴥࢆศ࠿ࡾࡸࡍࡃࠖጤဨ఍ࠗ⑓㝔ࡢゝⴥࢆศ࠿ࡾࡸࡍࡃ㸫ᕤኵࡢᥦ᱌㸫࠘ᮾி㸸ວⲡ᭩ᡣ
ཌ⏕ປാ┬ ᅜẸ೺ᗣ࣭ᰤ㣴ㄪᰝ⤖ᯝࡢᴫせKWWSVZZZPKOZJRMSLQGH[KWPOࠝࠞ
ᯘ㔝࣭௚
ࠕ'$:170 ㄪᰝࡼࡾ⪃ᐹࡍࡿୡ⏺࡟࠾ࡅࡿ⢾ᒀ⑓἞⒪ࡢᚰ⌮ⓗഃ㠃࡜᪥ᮏࡢㄢ㢟ࠖࠊࠗ⢾ᒀ⑓࠘  ࠊ
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ǰȈȣțȜȜǭ ǯǭ ȏȠȟǲǭ ǸǶǷǹǱǴǭ ȐțȜȣǭ ȡȔȡȘȢǭ șȠȖȥȣȘȣǭ Ƞȟǭ Ȕȟǭ ȔȖȤȢȘȣȣǭ ȧțȠǭ Ȝȣǭ ȢȘȚȔȢȗȘȗǭ Ȕȣǭ țȔȦȜȟȚǭ Ȕǭ ȟȘȚȔȤȜȦȘǭ ȜȞȔȚȘǭ ȤȠǭȉȔȡȔȟȘȣȘǭȡȘȠȡȝȘǴǭȏȡȘȖȜșȜȖǭȣȖȘȟȘȣǭȜȟǭȧțȜȖțǭȣțȘǭȔȡȡȘȔȢȣǭȜȟǭȠȟǭȉȔȡȔȟȘȣȘǭȦȔȢȜȘȤȩǭȐȑǭȡȢȠȚȢȔȞȣǭȧȜȝȝǭȕȘǭȘȨȡȝȠȢȘȗǭ
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−46−

第21回大会発表論文集

第14号

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第21回大会発表論文集
第14号

śMƷț:Ɏ*NşčƣǂǑ ɶĽȐɉɸ7ɶĽŃŐɸ<ȏƞLɨŏǗƓúăúăɒ
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The aim of this paper was to distinguish a part of the difference between the Japanese andChinese cognitive mechanism, as well as to try to investigate the refusal speech collected through thediscourse completion test. The analysis of language structure and linguistic expressions was conductedfrom the point of the cognitive action of the construal. It was concluded that one of the reasons why
there existed a difference in speech refusal between Japanese and Chinese was that the cognitive gap
was connected to the gap in the language structure and linguistic expressions.
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2008ɴ57ɹđŻƹȖ 2011ɴ73ɺ
ɭ7ȸB5N ŜƏɬ2011aɴ52ɭ:5=ć:č*Nț(ł<ȟǁƸ9éDRɶĽŃŐɬconstrualɭɸ7ä@ɶĽŃŐɸ=ú ȏƸŃŐɬsubjective construalɭɴțǱ=çɣ<Ľ<:ǺL<ȳRǭ-<Ľ<ĤǱ7(5¢ɧƸ:ĽŃŐR*N7ĈȏƸŃŐɬobjective construalɭɴțǱ=çɣ<Ľ<ø:25¯ȏǱ9(ȏČǱ7(5ĈȏƸ:ĽŃŐR*N<3:¼"5N&L:Əɬ2011bɴ318ɭ=
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ɬ2ɭ$(/ƼɃRƬ)&,/ǶĪ:=8<K9ɶĽȐɉɸ7ɶĽŃŐɸ72/ȟǁƸyZldxɎQ25N<3ɱȥŵŜƒ
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第14号

ɶöɛɸşɠL9/7<Ɏ©Ǽý9²Ƭȿū<ĊĞŗĖ<TnVjR9/:ǣ(C(/9/=8<K:śMC*²Ƭɴȿū:ĊĞŗĖ<TnVjNS6*"8HMC,S9/ɴ                                                                                                                                                  4ɱȥŵǦųÓ@ǰČ4.1ɱɻȒȖɼ<ȒȡƁȽLȋ/şśMƷț<ƼɃɻȒȖɼ:35Ȃżɬ1996ɭ=şŬȡƉȡțǱ=´¢Ƹ:îȡƉȡțǱKMGťŢñ10 RK ¤ƭ(Ʀ:ƻ<HȎ( 9Ƽł:č(5=¸ñƸ:ƭLO5N
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93:KHDP:)J6=Ć25<ǛǫÊ(/Ȅƪ79M·¢Ƹ9ȓȸ79NC/As representation of conventional patterns, schemas
provide the basis for assessing linguistic well-formednessɬc\v=ľǯÊ&O/of<Ȅǅ7(5ƃǷ(ȒȡƸ:Ɇ½6N7Ș§*N/F<ôƺRȌĆ(5NɭɬLangacker
2008ɴ57ɹđŻƹȖ 2011ɴ73ɺ
ɭ/Fƭ25Ć257c\vÊ<ɻȒȖɼ=şŬȡ:ľǯÊ&OĆǀ(5MƠə:¤ƭ&O5N7ǰLON
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4.2ɱ
ɻȒȖɼ<ĺã¹ċLȋ/şśMƷț<ƼɃȉŮɬ2007ɴ95ɭ=ȒȖRɍŌƸśM<ǚƶ7(5 ǭ4"5MśM<ygebRȻM9L-<śMG/L*ÐĉRǪå*N7ȈŘ<ƃǷRų/*ú½9Ȓȡ
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断り発話に関する日中対照研究―＜事態解釈＞と＜事態把握＞の観点から
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第14号

4.3ɱɻȚ@ɼ7ɻļȪɼ<¤ƭLȋ/şśMƷț<ƼɃ
ĊĞŗĖ<TnVjRǣ&OśNöɛ:"N JJJ 7 CCM <ɻȚ@ɼ7ɻļȪɼ<¤
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第14号

Ɣ

1 ²ȃǂǑ<6ȒȖɬȉŮ 2007ɵÜƮ 2010ɵǓŬ 2011ɭƫƯɬǎò 2007ɭğŠɬȂż 1995ɭ98Ƃ9Ȓǿ¤QO5NŬǏ6=:ȉŮɬ2007ɭRÒǰ79N/F
-OR­
ȒȖ7ȒŜ:ǧ(/2 ǕǱȃ2/G<6M-<ȝǢ:35= 3 ǙRÒƣ&O/
3 ¥:"NǨǃǨ=ǕǱ:KNG<6MɻȒȖɼ
ɻȚ@ɼN=ɻļȪɼ:ȜĤ*Nɇ¼6N
4 JJJ =şŬȡƉȡțǱ<Ƴǋ6MĪP<ƴÚ=ȥŵÎÃǱ<ȼ(ƴÚ6NC/CCM =îȡƉȡțǱ<Ƴǋ6N
5 ǻƸ:m[hUqu}Vjmc=Ƽł<ɡóR¨ĉ(9K:*NɈĿubhUq
u}Vjmc=Ƽł:ǐſƸ9Ȏ(&Rǅ*N=Ƽł7<ȱɘRȷ4"K7*NɈĿ7
ĺã6¤QO5N
6 Beebe et al.ɬ1990ɭ=śMȄƪR¼Ų*NÏ 7(5ĺãµĠRǒ55śMȄƪ=ĺãµĠ<Ⱦɋ¢7(5¼Ų*N$76N7ȸB/
7The corresponding labels I will use, for broad classes of construal phenomena, are specificity, focusing,prominence, and perspective (Ŭȧ6=ĽȐɉ<ùƂ9®ɛRȝȸĵɬspecificityɭơƞÊɬfocusingɭɖǒ1ɬprominenceɭoct^hUɬperspectiveɭ:Ì¼*N)
ɬLangacker 2008ɴ
55ɹđŻƹȖ 2011ɴ71ɺɭ
8By schematization ,I mean the process of extracting the commonality in multiple experiences to arrive at
a conception representing a higher level of abstractionɬc\vÊ7=ȈŘ<ǥɧLíũ<¶ȼƞRŅ»(ɨƄ<ŅȬÊ:Àɂ*Nȟǁrec6Nɭ
ɬLangacker 2008ɴ17ɹđŻƹȖ 2011ɴ21ɺ
ɭ-<Ôčȡ=ǛǫÊɬelaborationɭN=¥Êɬinstantiationɭ
6N
9 JJJ =şŬȡƤ< DCT ȥŵǡ:şŬȡ6ëǘ(/C/CCM =şŬȡR´ ǯĬ(59
Ǳ:ɑĆ(îȡƤ< DCT ȥŵǡɬ¹ċ=şŬȡƤ7Ý)ɭ:îȡ6ëǘ(/10ťŢñ7=ţɍöŁƼł98:35ŠǅƸ:ȒÓ(9ɑĆ(9ñ6NşŬȡ<öÛȒë(ĆñÊ(5NG<ù¥ɭɬȎ(Ƽł:ɭ1J27Ĝ<ïŦş=ƭNS0ɬȂż 1996ɴ9,Ǩ=Ȃż:KNɭÒƣŚƨɦöªǹǉƍĻɱ1994ɱ
şȡ<śMȄƪRF!25ËƗɁŗǵúăǝȊ(ǔ 1 ɇ A)
45(1)43-54ɱ
BeebeɯLeslie M., T. Takahashi and R. Uliss-Weltz ɱ1990ɱ “Pragmatic transfer in ESL Refusals.”In R.
Scarcella, E. Anderson and S. Krashen(eds.) Developing communicative competence in a second
language, 55-73ɱNew YorkɴNewbury HouseɱBrownɯPɱand LevinsonɯSɱ1987ɱPolitenessɴ Some Universals in Language Usage. Cambridgeɴ
Cambridge University PressɱȂżġĀɱ1995ɱ
şŬȡăǯǱ:DLONğŠĺãµĠ<ĥĠ7¤ƭɰîɜîăǯ
Ǳ<öÛ
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ȩĝǔ 5 ĕ
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断り発話に関する日中対照研究―＜事態解釈＞と＜事態把握＞の観点から
ƏêĦɱ2011bɱ
şŬȡțǱ:"NɶýCONȒë(ɸ7(5<ɶȏƸŃŐɸēǁǷăȞ26(4)317-322ɱǎòŸɱ2007ɱrVčțK@y:"NśMȄƪɰúăƬ<ƫƯ<ȸBŜRĮ:ăǯɒúăúăɒşŬȡşŬŚă384-62ɱÄǟɔź Ťȁɱ2003ɱşîȡ:"N`w{l_a|]zgr:35<ǰČɰśMȄƪRĮ:Ȓȡ7ŚÊ1519-41.
Langacker, Ronald. Wɱ2008ɱCognitive grammar: A basic introduction. Oxford: Oxford University Press.
ɹđŻƆŠɬƹȖɭɱ2011ɱȟǁŚƒȧěȣǂǑǆɺŭÿɱ1999ɱşɜƉȡțǱ<śMȃƟ<čƣǂǑęŀ 11 ĚĜşŬȡŗǵăǊ
ĂúǏɗ181-186ɱȀɝɱ2010ɱşśM:"Nu}Vjmccj}hb<ǰČşŬǆæ7îǆæ<ƊȴRȼ(5ƵŚÊ`w{l_a|ǂǑ221-28.
ȉŮÙĀɱ2007ɱśM:ƭLONȒȖ<şǾčƣ¼ŲƲ<şŬȡŗǵ1793-112ɱƩƛđŬȆĀɱ2016ɱşŬ7î=öɛ<ŉŜ8<K:Ƶ9NÅȒ:č*NśMȃÇRĮ:şŬȡŗǵǂǑ6282-99ɱ
ƚƌèĀɱ2010ɱȒȡȄƪ:"NȏĵLanguage issues16(1)1-12ɱǓŬǠɱ2011ɱȒQ":DNɈĿ<ȄƪɰśMȦț:DNȒQ"űüĀúăȒȡŚÊǂǑ2057-73ɱ
ƜƖƿɱ2008ɱ
u}Vjmc³ɌűɴǂǑǆɱǴİɓŨáɱ2008ɱ¦ɢ:č*NśMȄƪ:35<şčƣǂǑǈēžúăǂǑǝȊǔɇ38133-140ɱÜƮýǮɱ2010ɱȒȖR¤ƭ(/śMŇĎ<ćȲõâşŬȡŗǵćȲǂǑpY}xõâɬWEB Ƥɭ1-10ɱ





−56−

第21回大会発表論文集第14号

űƝȨȥǽ9êĕǌȢ©7ɚ'KĜƳǔǟ
ȬȥĔŌg`i9ÆƅOļ7                          ¸äŲ                             ǤƤĈĒĈĒɝ
Abstract
The current study compares negative evaluation on the behaviors which considered as adeviation from norm, rule, or common ideas between Chinese and Japanese native speakers.
Chinese native speakers are inclined to use semantic formulas as cuss/abuse, joke/irony/sarcasm,
pronouns of address, plural form of the first-person pronoun, while Japanese prefers using
criticism, confirmation/allusion, preface. As such, Chinese speakers tend to opt positive
politeness strategies as suggested by prior works, while Japanese speakers are assumed to rel y
on on-record strategies instead, from their preference on using criticism. Finally, the usage ofjoke/irony/sarcasm by Chinese speakers implies that one speech act may contains multiple
politeness strategies.

 Y    j   ê ĕ ǌ Ȣ ©

wSim`ƿȭűĜƳÃ Ȭ Ǎ Ȁ  I   
1.  : & D 7  Ȣ © ' K /Ȣ © # L K " 4 :ű ī ǀ Ƨ 3 Ȫ E  ǭ ɳ ' K Ȝ Ȩ Ȑ Ʋ 3  K Ȣ © 7 :   8 /Ǫ ŷ I %   9 H  6 ǒ Ő G ƺ Ƣ O ȁ ĕ ' K E 9 E  L ;  ȋ  6  /ɱ ǐ - 
9 H  6 ê ĕ ' K E 9 E  K ķ ǽ : ê ĕ ǌ Ȣ © ɸ ɚ ĥ 2014ɹ4 ï ; L 2  K  Ȋ
7 ê ĕ ǌ Ȣ © :  w _ g R rq U S ` 4 m X g R rq U S `  Brown & Levinson
19879  ŭ O ȅ  ' ã Ȅ ł   K Ȝ Ȩ ȑ ƾ 4 # L 2  K * % 2

űƀ:mXgRr

w  S i m ` ǘ   û : w _ g R rw  S i m ` ǘ  4   Ă ì   / ,ɸ Ɯ 2002ɹ
*"3

ƀǔǟ3:

Ȭ ȥ Ĕ Ō g ` i ɸ Discourse Completion Test

ǈ :DCTɹ 4 ǯ ȝ ǌ 6

Ő ƛ O ǁ  2 " 9 H  7 w  S i m `` i  g _  9 Ɍ Č  ǉ 6 K  0 9 ǘ  9  3
ű ƀ Ȩ 4  û Ȩ 9 Ɲ Ȩ ȥ ǽɸ  ű ƀ Ȩ Ɲ Ȩ ȥ O JNS  û Ȩ Ɲ Ȩ ȥ ǽ O CNS 4 ' K ɹ7êĕǌȢ©OȐ9OwSim`ƿȭ7ā12Ǽě'K

2.  ƿ ȭ ǌ ƈ Ǭ B 4 ƀ ǔ ǟ 9 ¡ Ƿ 1
ƀ ǔ ǟ : ƿ ȭ ǌ ƈ Ǭ B 4 % 2 Brown & Levinsonɸ 1987ɹ7 H / 2 ŝ ȷ # L , w  S i m` ƿ ȭ O Ş ǁ ' K Brown & Levinsonɸ 1987ɹ: q U S `ɸ faceɹ4   Ǝ ŀɸ Goffman 1967ɹ
7ā1 mXgRrqUS`Ý<w_gRrqUS`4 2 09ƎŀOŝȷ% \y}l[^~7   2 ǒ Ő 9 q U S ` O ȅ  ' Ȑ Ʋ O Face Threatening Act

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−57−

日中母語話者の「否定的評価」に関する対照研究 ―談話完成テストの分析を中心に―

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ǆ 9 Æ ŧ Æ ƅ ɹ7 H / 2 ƍ ȡ % , * 9 Ǯ ƇG.eta^2=.297 4 ž ň 3

ƚ J 24  3 Ĭ ÿ 28.6 Ƙɂ ȇ į 9  Ð ƇɾFɸ 3,150ɹ=58.815, p<.001,

Ð Ƈ ɔ E Ĉ 3  / , û Ǩ 9  Ð Ƈ : Fɸ 1,58ɹ=0.275, p=.602 4 ž

ň 6 Ĩ  Ȗ I L 6  / ,    ¥ ǁ :Fɸ 3,150ɹ =5.790, p=.002, G.eta^2=.040, 4 ž ň 3 / , ű  9 ɂ ȇ į 9 ć ɒ ƞ Ȼ 9 Ǯ Ƈ 7   2 E
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−58−

第21回大会発表論文集

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3K§ ɾ ę Å K Ì 7 Ǖ ȧ % H  6 ɸ JNS ľ L Ƹ  ķ ȼ ɹdɽ  ə Ś Ţ ö ȕ Ơ 5  ɾ ǒ Ő 7 ɂ ȇ % , Ȑ Ʋ O Ţ ö ' K H  ə Ś ǌ 7 ȕ Ơ ' K ǋ ȥ
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日中母語話者の「否定的評価」に関する対照研究 ―談話完成テストの分析を中心に―§ ɾ * L 3 E Ŏ ' 9 : x k  G M ɸ JNS ú Ż ɯ ķ ȼ ɹ Ȑ Ʋ Ǯ Ƈ / Ë ǎ 9 Ĝ ȱ ǽ Ȝ Ý § ɾ * 9 ô ò O v i 7 ƕ % 2  K  E  K  E % L 6   ɸ JNS Ƶ ȴ  ķ ȼ ɹ
Ń ō # ) 2  I & F Ƀ  P -  I ɸ JNS Ɨ  ` x v ķ ȼ ɹǄ%Å§ ɾ ŕ . Ƹ  ` i ¥ / 2  ! K H  ɸ JNS ľ L Ƹ  ķ ȼ ɹ
ȺɔÓ
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 = $ > ɸ * P 6 7 Ŵ ə   I 6   I ɹɸ CNS ú Ż ɯ ķ ȼ ɹeɽ  Ã Ȭ / Ǎ Ȁ /  I    ɾ x S k ` Ȣ © Ȩņ ŉ /Ǹ J 7 ɚ ' K Ȝ ȍ ON(ƨ Ȑ Ȩ Ã Ȭ /Q S  l  /Ĉ ! # 7 Ȝ  6 5 9 ŭ ƣ O ¦ ǁ % , ǋ ȥ 3  K § ɾ     !   ɸ » ȼ Ȳ  3  L K ? ɹɸ CNS Ƶ ȴ  » ȼ ɹ
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−60−

第21回大会発表論文集

第14号

4ɽ Ǯ Ƈ
 ȫƊ9hc7ā12

CNS4 JNS ê ĕ ǌ Ȣ © 9 å ă ɥ 3 ¦ ǁ ' K  ȕ ɏ 4 í Ƚ ɏ

9 å ň î ¾ İ 9 ɫ į 7 0  2 Z  ` ɟ ȝ O Ȑ / ,  Ȧ ǫ :  Ȟ 9 ȑ 17 ǖ ' 
ȑ 1  CNS ɻ JNS 9 ȫ ũ ƫ B ƚ Ĩ 7 H K ǒ ɉň î ¾ İ /û Ǩ

CNS

JNS

ŒÉ

-6.8

6.8

ņ ŉ /Ǹ J

2.4

-2.4

ǑŚŢöȕƠ

1.3-1.3

əŚŢöȕƠ

.4-.4

Ã Ȭ /Ǎ Ȁ / I  

6.6

-6.6

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-3.9

3.9

øɍ

1.3

-1.3

ïǛ

2.3

-2.3

ǳñ

-2.1

2.1

ǛȒŨ

3.8-3.8

WS¯

²=121.616ɻ df=9ɻ p<.001WSƍĕ9ǮƇ:

²=121.616ɻ df=9ɻ p<.0013

Ĩ Æ ƅ O Ȑ / ,   Ȟ ȑ 19 Ǳ Ř

9ɏÆ:³ J : ž ň 83  / ,  * " 3 ƚű9¦ǁɫįžň7ǉ6/,ňî¾İ

3  K  JNS3 :  Œ É   Ǖ ȧ / @ 9 D  %   ǳ ñ  9 ¦ ǁ  ž ň 7 ć  / ,   ŭ
CNS3 :  ņ ŉ / Ǹ J   Ã Ȭ / Ǎ Ȁ /  I     ï Ǜ     Ǜ Ȓ Ũ  9 ň î ¾ İ 9 ¦ǁžň7ć/,
Æƅ9ǮƇIJNS CNS7 ƞ ? 2 V\j3I#A6ŒÉ9ňî¾

İOžň7ćǁ'K"4Æ/,
 Œ É 9 ň î ¾ İ 7 :  9 §ɸ 1ɹ9 H  6 Ȣ©łOŕ0ȨëALKǋȥK
ɸ 1ɹ * P 6 9 d { - H ɸ JNS ú Ż ɯ ķ ȼ ɹ 
*%2 ŒÉ7:ź 7   9 § ɸ 2ɹ 9 H  7  x S k ` Ȣ © Ȩ  O

N(4EǒŐOɤɢ'K4ŗILKǋȥEëALKɸ 2ɹ * L O Ȫ E  ' K H  7 6 / , I 5  6 K 4 Ł  ʁ ɸ JNSú Ż ɯ ķ ȼ ɹ Ȟ9H6ǋȥ: ǒŐ9ɂȇ%,ȐÑ7Ĝ%2xSk`Ȣ©ȨO¦ǁ%2ǑŚ7Œ
É%,JǒŐOõȤD,J'K"43ǿŐ9qUS`OV

 \  j 3   I#A7ȅ'ňî¾İ4%2ŗILK*LIű ƀ  3 :  ǳ ñ   Ǖ ȧ /@ 9 D  %  9 ň î ¾ İ O ž ň 7 ć ǁ ' K " 4

E Ț ƭ # L ,  Ǖ ȧ @ 9 D  %  7 :   9 H  6 ǋ ȥ   / ,  ɸ 3ɹ Ĉ  Ċ 3 '  8  ?ɸ JNS ú Ż ɯ » ȼ ɹ
 ǳ ñ 7 :

  9 §ɸ 4ɹ4 §ɸ 5ɹ9 H  7

ǒŐ9ɂȇ%,ȐƲOȉÆ49¿ɀ
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−61−

日中母語話者の「否定的評価」に関する対照研究 ―談話完成テストの分析を中心に―

9 ǭ ɳ 4 % 2 ǋ ȥ ' K w _ g R rw  S i m ` 4

5'K:ǒŐ9ȉǃ3Jǒ

Ő9ɩĀ7ɐŋ%,mXgRrwSim`9ǝɮ/,
ɸ 4ɹ Ǚ E = 0  J *  7 6 / , " 4  J A '5 ɸ w _ g R r  w  S i m ` ɹɸ JNS Ɨ  ` x v » ȼ ɹ
ɸ 5ɹ  6 , 9 " 4 :  6 , 9 " 4 -5 ɸ m X g R r  w  S i m ` ɹɸ JNS Ƶ ȴ  ķ ȼ ɹ" L A 3 9 ű  Ĝ Ƴ ǔ ǟɸ ( 2002ɹ3 :ǲ&2űƀû7ƞ ?

mXgRr

wSim`Oǁ ǒŐ49ȹɡO¬0`ig_Oćǁ%2K"4Ăì#L2ƀ ǔ ǟ 3 : CNS7 ƞ ?

,JNS  Œ É  4   V

\j3I#A7ê

ĕ ǌ Ȣ © O Ȑ  ` i  g _  G ǳ ñ 9  9 w _ g R rw  S i m `` i  g _ Oćǁ'K"4ŲI76/,
 û  3 :  Ã Ȭ /Ǎ Ȁ / I   9 ¦ ǁ  ű ƀ  7 ƞ ? 2 ž ň 7 ć  / , §ŭ;

9H6ǋȥ/,

ɸ 6ɹ     !   ɸ » ȼ Ȳ  3  L K ?ɹɸ CNS Ƶ ȴ  » ȼ ɹ
ɸ 7ɹ



ɸ  D 3 4  ɹɸ CNS ľ L Ƹ » ȼ ɹ

ɸ 8ɹ  :  !

 %   ɸ ǘ ɗ / Ō ɕų ɤ Þ Ɉ 7 6 / 2  - #  ɹ

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ɸ 9ɹ

22;

6ɸ  Ì * " A 3  Ő  6  2 E   P - H ɹɸ CNS Ɨ  ` x v ķ ȼ ɹ9ǋȥ§93§ 69  9     ɸ Ȳ  ɹ § ɸ 8ɹ 9  9   :  ɸ ǘ ɗ /Ōɕ ɹÝ < ż ķ 9 §ɸ 9ɹ9  9 Ũ Đ 6:

(LEû9Scmfi3Ȍǽ,.

¦ ǁ % 2  K ƨ Ȑ Ȩ 3  K " 9 H  6 ƨ Ȑ Ȩ :ȥ%Ő4ǿŐ7¿ɀ%,ȃ

Ŷ Ǔ Ȯ O ŕ / 2  6  4 ƿ ț 3  6  * 9 , Dǿ  Ő 7 E ȉ Æ 4 ç & H  6 ȃ Ŷ ǓȮ G © ¯ Ț O ŕ / 2  K 4   Ì ŝ 7 ā 1  , ǋ ȥ 3  J
S`Oºȸ'KƔȄEµ2K4ǼILKŭ3 ɸ  D 3 4  ɹ § ɸ 9ɹ Ɨ  ` x v 9 ă ɥ 3 ǿ  Ő 9 w _ g R rq U§ ɸ 7ɹ ľ L Ƹ 9 ă ɥ 3 22;Ő62EP-Hɹ9H6ǋȥ702:

6 ɸ  Ì * " A 3

ĐǺɀJ9ňî3: ľLƸ:D3,"476J Ɨ`xv:ȓDK?"476K"L:ɤīȮ
6țɑ76Jȥ % Ő 4 ǿ  Ő 9 Ű đ 9 Ň ĕ ɸ Sperber & Wilson 1986ɹ 4 Ƕ  I 6 Ɂ ł 9 6  ǋ ȥ 7 6 / 2 % A  * L O ɚ Ɂ ł   K H  7 ƿ ț ' K 7 ::Ė:Ȝ,4ƖßĜ9"4ON$4ȑÅ%ɚ"LI9ǋȥŸ ǖ ł O ĩ < , Ǎ Ȁ /Q S  l  

9ȑƾ3K4țɑ%6I6"9H6ƨȐȨ7ā1,ÃȬ4ǍȀ/
Q S  l  9 ł ȶ   ŭ µ N K ǋ ȥ :w _ g R rw  S i m `V q \  j 4ŭțɑãȄ3K



−62−

第21回大会発表論文集

6
V

第14号

CNS :  ņ ŉ /Ǹ J  4   ň î ¾ İ 9 ¦ ǁ E ć  / ,  ņ ŉ / Ǹ J  : ƀ ƃ \  j 3   I # A 7 ǒ Ő 9 q U S ` O ȅ  ' ň î ¾ İ 3  K   ș %  ə Ɖ 

9 ă æ : q U S ` O ª Ę ' K ń L  Ġ 6  4  Ň # L K Ʊ  Ë ǁ # Lɸ Brown & Levison
1987ɾ328ɹ * "  I ǒ Ő 4 9 ȹ ɡ O ǵ D K Ɣ Ȅ O E ǀ B Å # L K 4 Ǽ  I L K *
9ķ ǛȒŨ4ïǛ9ňî¾İ9ćǁ702:,9:ǒŐ7ENI(Ìǽ:ɂȇ9ȐƲO%ȉ Æ E ë D K Ǚ , . 4     Ǜ Ȓ Ũ O ¦ ǁ ' K " 4 3ǒ Ő 4 ç & Ǵ Ĳ J 7  K " 4 O  Ĳ ' K 4 Ǽ  I L K ķ ǽ 9 ï Ǜ 9 ¦ ǁ :
B6I(

»ȼ9

ķȼ7Ĝ%2E¦ǁ'K"4ƹĺǌ3 əTe3K"4Oǖ'ƑȮɸ Brown & Levinson 1987:144ɹ 4 % 2 Ǽ  I L K  " 9 H  6    Ǜ Ȓ Ũ  4  ï Ǜ 9ćǁE û   w _ g R r  w  S i m ` O Č C ɸ Ɯ 2002ɹ ȡ ħ 4 6 / 2  K 

żķ7 ɚ«4ɂȇį4Ì7ȟĕ%,ȕù7ĸ/2űÁɏ3ňî
JNS : ǐ  7 Ĝ %¾ İ ¦ ǁ ɫ į 7 E ǒ ɉ  Ȗ I L ,    ɚ «  4   ȕ ù 7   2

2 ï Ǜ 9 ¦ ǁ ǐ  7 Ĝ % 2 Ǒ Ś Ţ ö ȕ Ơ 9 ¦ ǁ  ž ň 7 ć  Ȗ I L ,ɸ ²=32.276ɻ
df=8ɻ p<.001ɹ * L 7 Ĝ %CNS : ǐ  7 Ĝ % 2  ï Ǜ  9 ¦ ǁ  ž ň 7 ć  / , ǐ  7 Ĝ % 2 ž ň 7 ć  ¦ ǁ # L , ň î ¾ İ : Ȗ I L 6  / ,ɸ ²=19.583ɻdf=9ɻp=.021ɹɂȇį9ȕù72

JNS : ɂ ȇ į  ɴ  ă æ :  ə Ś Ţ ö ȕ Ơ  ɂ ȇ į  ¢  ă æ:  Ã Ȭ /Ǎ Ȁ / I    Ǖ ȧ /@ 9 D  % 9 ¦ ǁ  ž ň 7 ć  Ȗ I L ,ɸ ²=53.320ɻ
df=8ɻ p<.001ɹ  ŭ

CNS : ɂ ȇ į 9 ɴ ¢ 7 H / 2 ň î ¾ İ 9 ¦ ǁ :é O ǖ % 2  K ɸ ²=37.292ɻ df=9ɻ p<.001ɹ ű ƀ  9 B 6 I (O ň Ȯ % 2  K " 4  Æ  / , 6 2

JNS 4 ç Ɛ 6 ¶ûEɚ«ɂȇį9ɴ¢7HKňî¾İ9¦ǁ9ǒɉ70ɂ ȇ į  ɴ  ă ɥ 3 : ǒ Ő 7 Ţ ö O ȕ Ơ ' K " 4 : ƞ Ȼ ǌ Ɩ ĳ ł   J

Ő > 9 FTA 9 į æ  ğ #  6 K 4 Ǽ  I L K  ŭǒɂȇį¢ăɥ3: ǘǌȹ

ɡ D/ș Ǌ ɚ « G ǒ Ĝ ǌ ƒ Ë P/  ɚ « ɸ Brown & Levison 1987ɹ7 ą ź  6  ăæç & ǋ ȥ 3 E ǒ Ő > 9 FTA 9 į æ  ɴ  6 K 4 Ǽ  I L K  * L  ƿ ǃ 3¢ăɥ3:ɂȇįű  ¿ ɀ % 2 Ã Ȭ /Ǎ Ȁ / I     Ǖ ȧ /@ 9 D  % 4   Ÿ ǖ łOĩ<,ňî¾İO¦ǁ%

FTA 9 į æ O Ⱥ Ƭ # ) H  4 % 2  K 4 Ǽ  I L K 

5ɽ A 4 D
ƀǔǟ3:űīǌ6ăɥ3ɂȇ%,ȐÑO%,ǒŐ7Ĝ% űƀȨ4ûȨ9ƝȨȥǽ 5 9 H  7 ê ĕ ǌ Ȣ © O Ȑ   O Æ ƅ % , * 9 Ǯ Ƈ

JNS: ǳ ñ   Ǖ ȧ / @ 9 D %9ňî¾İOžň7ćǁ'K"4Ǖȧ3,4çŴ7 ŒÉ4V\

 j 3   I # A 6 ` i  g _  4 % 2 Ǽ  I L K ň î ¾ İ 9 ć ǁ E Ǖ ȧ 3  , ƀ ǔ ǟ
O ɀ % 2 ĸ ƃ 9 » Ȑ ǔ ǟ ɸ ( 2002ɹ 4 ǉ 6 JV© O   K ű ƀ  9 ´ ɥ  Ȗ I L , * 9 ƿ ǃ :Ȑ/,E93JŴ9ąɋ44E7

\j3I#A7êĕǌȢƀǔǟ9ȫƊ:20 9 Ȍ ǽ O  ļ 7

ƾý9űƀ9Ȍǽ9ȜȨ¦ǁEąÓ%00

K " 4   0 4 % 2 Ŗ ! I L K 9 3 : 6   4 Ǽ  I L K  ŭ 3 CNS:  ņ ŉ / Ǹ J  Ã Ȭ /Ǎ Ȁ / I     ï Ǜ     Ǜ Ȓ Ũ  9 ň î ¾ İ O ž ň 7 ć ǁ %ûǘ9w _ g R r  w  S i m ` O Ɍ Č ' K 4   Ʊ ɸ ( 2002ɹ O ƍ ȡ % ,  , - %7 4 5 A I (  Ã Ȭ /Ǎ Ȁ / I   4   ň î ¾ İ :*L-w _ g R rw  S i m ` 4


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日中母語話者の「否定的評価」に関する対照研究 ―談話完成テストの分析を中心に―

ǋ ȥ O ƿ ț ' K 9 7  ś ň ɸ implicatureɹɸ Spe rber &Wilson 1995ɻ Ɏ Ƞ ɾ 221ɹ  Ľ ȕ 7
6 / 2  K V q \  j O Ȓ æ ǌ 7 Ʌ ǁ # L 2  K 4 " M  ƥ ǐ ' ?  ǥ ŏ 3  K ç&ǋȥ3EǿŐ9Űđ9ǓȮA,:ǿŐ*9ǋȥ959ɏÆ7ƥǐ'K"47H/2

ǉ 6 K w  S i m `` i  g _  4 % 2 ƿ ț # L K ã Ȅ ł  ǖ # Lû9w

Sim``ig_9¦ǁĖŉ:ćƐ3ƨÑǌ3K4"4OĲ%,
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ā 1  * 9 ĕ Ǻ O ĉ ɓ ɸ 2013ɾ 148ɹ 9 ĕ Ǻ 9  3 Ï ǣ  ­ Ɩ % ,  3ƀ ǔ ǟ 9  ņ ŉ Ǹ J  : ƽ ɸ 2015ɾ 7ɹ ǒ Ő O Ȝ ȍ 3 ţ Š ' K   Ȝ ȍ ţ Š  O Ü Ǽ 7 % ȟ ĕ%,E93K
4
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7
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8 ȫũƫBƚĨ9Ũ¯s`9ăæ:ȚƭįŨſĵįŨHJć"4Oǖ% xSk`9ăæ: Ț ƭ į Ũ  ſ ĵ į Ũ H J Ġ 6  " 4 O ǖ '  W S   ¯ 9 ǰ Ĝ ¯  1.96   9 ă æ ž ň 3
K"4Oǖ'ɺ ƀ Ǟ : ű ƀ Ȩ ǁ ȭ Ē  ǡ 21 ø Ĉ  ɸ Ĭ Ō 30 ĭ 12 Ž 1 ű ɸ ü ɹ Ů  Ƃ Ɔ Ĉ Ē   9 ɪ Y |o`ɹ7 Kǔǟǋȑ7Ïǣ­ƖOÏ,E93KÜƳŪƼɾ
Brown, P., and Levinson, S. C. 1987. Politeness: some universals in language usage. Cambridge:
Cambridge Univ. Press. ɸ  w  S i m `  Ȝ Ȩ ¦ ǁ 7  K  K ŵ Ɇƾ ȱ  ǂ  À ď Ǐ Ƞ ǔ ǟ ǘ 2011ɹ
Goffman,E.1967. Interaction ritual : essays on face to face behavior .Garden City, New Yorkɸ Ʃ ɓ ť Ċ Ƞ  · Ǘ 4 % 2 9 ǒ  Ȑ Ʋ  Ĝ ɥ Ȑ Ñ 9 ǘ  Ē  ƣ Ť Ĉ Ē Å ƶ ġ 2002ɹ
Shea, H.2003. Japanese Complaining in English: A study of Interlanguage Pragmatics.
Columbia University
Sperber, D. & Wilson, D. 1995. Relevance:  communication and cognition
O x f o r d , U . K . ; C a m b r i d g e , M a s s . : B l a c k w e l l ɸ ɚ Ɂ ł ƿ ȭ ɾ  Ɉ 4 ȧ Ǔ Dɽ ` u  t  , D.T S  bȎ ɿ Á ǂ Ǿ  [@  ] Ƞ 1999ɹĉ ɓ Ŷ ď .2013. ű ƀ Ȩ Ɲ Ȩ ȥ ǽ 9 ɲ ɧ ă ɥ 7  K Ţ ö ȕ Ơ :ș Ǌ ɚ « 7 ƥ ǐ % 2  ű ƀ Ȩ  ű ƀ Ū Ó ǔ ǟ  23
pp.142-153
Ɔ č Ņ .2015. ș ñ 9 ɚ « 7  K ê ĕ ǌ Ȣ © 9 ǔ ǟ ɾ ű ɦ Ɲ Ȩ ȥ ǽ 9 Ȝ Ȩ Ȑ Ñ 9 ƞ Ȼ  Ǥ Ƥ ĈĒŪĒǘǚĒǔǟǚ ÙĄĒ¡ȭŪ
ƽ ° .2015. Ȍ ǽ Þ  ə 3 Ȑ    Ʈ ȑ Ų Ȑ Ʋ  9  ű Ĝ Ƴ ǔ ǟ  Ȕ ē Ć û Ȩ Ĉ ĒĈĒɝ űƀȜȨĒĝţ ­ĄĒ¡ȭŪǢ Ħ Ʀ ď .1999. Q _ Q ǘ  7  K ¨ ɬ 9 w  S i m `   ș ñ û Ū  34 pp.154-181
ɚ ĥ Ù ǩ .2010. Ų ǖ ǌ 3 : 6  ê ĕ ǌ Ȣ © 9 ȑ ƾ 9 ŭ ƣ   û ɞ ű ƀ ǔ ǟ  2
pp.3-5ɚ ĥ Ù ǩ .2014. ű ƀ  Ĉ Ē ǀ 9  ȥ 7  K Ȝ Ȩ Ȑ Ñ 4 % 2 9 ê ĕ ǌ Ȣ © 9 ǔ ǟ  Ǥ Ƥ Ĉ Ē  ŪĒǘǚĒǔǟǚ ÙĄĒ¡ȭŪ¸ ä Ų .2018. ű  Ɲ Ȩ ȥ ǽ 9 ê ĕ ǌ Ȣ © 7 ɚ ' K Ĝ Ƴ ǔ ǟ è â Ģ Ĉ Ē û ɞ Ȝ Ȩ Ū Ó ǔ ǟ ǚ  ­ĄĒ¡ȭŪǜ ɖ .2012.  Ʈ ȑ Ų ` i  g R _  7  K ű  Ĝ Ƴ ǔ ǟ  Ƅ Ô Ĉ Ē û ɞ Ū Ó  ƨ ȭĝţ ­ĄĒ¡ȭŪÈ ɵ ɓ ɛ L  ƴ á Ȱ ó Ċ  ȏ ƌ ı ď .1996.  Ʈ ȑ Ų ` i  g _  9 ¦ ǁ ¶ é ɼ ű ƀ Ȩ Ɲ Ȩ ȥ ǽ 4
ű ƀ Ȩ Ē ǻ ǽ 9 ƞ Ȼ   ű ƀ Ȩ Ŧ Ȃ  88 ű ƀ Ȩ Ŧ Ȃ Ē  pp.128-139
Ĭ ɣ .2006. ű  9 w _ g R rw  S i m ` 9 Ĝ ȱ ǔ ǟ  ű ƀ Ȩ 4  û Ȩ 9 Ȭ ȥ Æ ƅ O ɀ % 2   ƞ Ȼ ǘ  Ū Ó ǔ ǟ  20 1ɼ 19
Ɯ Ȃ Ŭ .2002ɽ w _ g R r  w  S i m `  I Ȗ , ű  9 ƞ Ȼ  ű ƀ Ȩ Ŧ Ȃ 9 Ș Ʊ I 9 Ǽ ě   ɶ ư Ē ɞ _ |  k   1ɸ 1ɹ pp.75--85.
Ʒ Û Î .2008.  Ʈ Ţ ö ȕ Ơ 7  K ɐ ŋ Ȑ Ñ  ǹ ɰ Ĉ Ē Ǉ Ē ǀ a c  ȭ ɟ 7 pp.51-60
ģ Ĥ Ť ǩ Ʒ Û Î ğ ɓ Ɩ Ɠɸ 2010ɹ \ y } l [  ^ ~ 4 ɐ ŋ ȑ ƾ  ű ƀ Ȩ Ȩ ǁ ȭ ¼ ɘ  ŲơŻɝ
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−64−

第21回大会発表論文集

第14号

 3> ;)*?-?>9 =?$
&<!E 9D@FC%A> +lh kmŤƁĈđ

<Abstract>
This paper describes the language management of Japanese native speakers who are
linguistic hosts in contact situations. The data used came from triad conversations in which
two participants were Japanese native speakers and the third was a non-native speaker.
Focusing on the co-construction of utterances in task-oriented conversation, the author
analyzed the data both quantitatively and qualitatively. The study’s results showed that native
speakers co-constructed utterances in parts of conversation related to ‘story making’ and ‘work
management’ to establish cooperation as linguistic hosts and express shared perspectives on
their work. Conversely, linguistic hosts were more likely to support a non-native speaker in‘story making’ through utterance co-construction with less overlaps and latching.
$o %ȷǼǲÖťÑóƞǲŊǪĂȩǫǷƼƓǫǷy

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ȊĦŘšI*1`Ćý°ßÍǑ*]OĆý°ƛđƕKĄÝI¼'ŘĤƕƂI*'DŘšǷŸǷǲǑ,ŘšǷȨŸǷǲǑFÑóEÀ^+KƂáIí_ǁWŴº,ć/HAD-D'`ƝŒâsrw,Ǟca`ŊǪĂȩI*'DLĎ²ǫǷKƌǉǑE&`ŸǷǲǑKĮÜ,Ĉ-/ŸǷǲǑKǫǷƼƓdŃA>ƦƴEŇō5aD'`](IǫǷy(linguistic host)
F7DKŸǷǲǑLºǲǇņKȂ¹dȁ'ȨŸǷǲǑKƓǩÆȒ[srwKàƑâdü`F'(šƲELFan(1994) ,ŋƨ7> ǫǷy!F'(ŰĶdÈƖ7ŊǪĂȩI*1`ŘšǷŸǷǲǑóąȡKƣ¬ǞƈFŘšǷŸǷǲǑȨŸǷǲǑȡKƣ¬ǞƈIƒa`ƣȕdǫǷyĸ!F9`5^IŸǷǲǑóąȡKƣ¬ǞƈIȢ7DLŸǷĂȩELH/ȨŸǷǲǑ,ĝòc;>ŊǪĂȩK}dƖ'`H<H^ȨŸǷǲǑ,[_í_IéÝ7H/DYŸǷǲǑóąKºǲI*'D=KĂI'`ȨŸǷǲǑIȚľ7>`Fǐ)`+^E&`3K3F+^šƦƴELó

ǫǷyĸ!,ǥ^aǼǲÓIŘšǷŸǷǲǑóąȡK[_í_*]OŘšǷŸǷǲǑȨŸǷǲǑȡK[_í_,ǨĘïǕH¡ǑȡºǲdƖ'ŘšǷKºǲI]/ǥ^a` Ñóƞǲ!F'(ǫǷƒȀdÖťęȀF9`

−65−

共同発話に見る日本語母語話者の「言語ホスト性」―接触場面における三者間課題達成談話の分析から―IG:45šƲEÖťęȀF9` Ñóƞǲ!FL 2 °¶¢KéÝǑI]ADÁ_¢2^a`ôǰî[ƽçŒǢŒƺ!(viyo 2000, p.44)K3FE&`ŘšǷKºǲƦƴELÑóƞǲI
Ȣ9`YK,ć/ƦƴǑI]ADL3KǫǷƒȀdŇ9ƖǷ,ƝH`=K§EŻǿ(1988)
Lǲ7ł,ŒKİåKĒĿdƣłI\?J`F'(ǲ7ŕdŘšǷIƏĲƟHºǲy}hF7 Ñǲ!FùeE'`U>³IL ÑóűȐűƾ!(ǝ­ 2000) Ī-í_!(¨Ɨ 2002)
ƞǲ!(ǝ­ 2016)F'(ƖǷYƖ'^aD'`ºǲI*1`ÑóƞǲKŴǕIB'DLHayashi(2003)Lǲ7ƣłQKÑĽ[ƓǩÑȎǶǾKǟřŬš(2002)LŊǪĂȩI*1`ȨŸǷǲǑQK

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Kƣȕdř^+I9`
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Öť}LóǼǲÓIŸǷǲǑóąȡK[_í_FŸǷǲǑȨŸǷǲǑȡK[_í_,ǨĘE-`](I¡ǑȡºǲdƖ'>U>ŸǷǲǑIřƧHyļǾdņ>;`>XI
ºǲéÝǑdê°óąKŘš°Ĉđƕ(¶ȤŸǷǲǑ)2 ô*]O«°FL×ęȩE&`Ćý°ƛđƕ(¶ȤȨŸǷǲǑ)1 ôF'(ǁVòc;I7>ºǲKĂȩL12 ŦKǄm d¦RŞ)ydÁ`F'(ǺȭKȔĿE&`šƲELǬ 8 ºǲdÖť}F7DƖ'ñºǲqKĀšĺāLǟ 1 KȎ_E&`ǟ 1 Öť}KĀšĺā
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NM(Native Male)ȷƘĸKŘšǷŸǷǲǑ; NF(Native Female)ȷĊĸKŘšǷŸǷǲǑ;NNM(Non-native Male)ȷƘĸKŘšǷȨŸǷǲǑ; NNF(Non-native Female)ȷĊĸKŘšǷȨŸǷǲǑ

−66−

第21回大会発表論文集

第14号

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ƓE!F NF83 Kƞǲdǌ_ȋ93FI]ADƞǲdĪ-ǅ05^INF83 L ȬeE!(123−68−第21回大会発表論文集

第14号

Ǟơ)F´1Ý)`,NF82 L=aIòc; NF83 F|E

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−69−

共同発話に見る日本語母語話者の「言語ホスト性」―接触場面における三者間課題達成談話の分析から―

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3K[_í_LŸǷǲǑ NF63 K *ǗƵ'>H&''Hǎø7'!(294 Ǟơ)F'(ƞǲ+^čU`,ȍ§+^ȨŸǷǲǑK NNF61 LțǢ7H,^ _e4?::ȯR`
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F NNF61 LȫǊIțǢ[qd7BB íaH'! Ǟơ FG+H'ƥņAD3](! Ǟơ ƉƓ! Ǟơ &A! Ǟơ Þ1DƉƓ!ȹ Ǟơ šĬ?ƉƓ?! ǞơF®¬Iƞǲdǅ.Ȇ7  BK
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ÑóƞǲdÁ_¢2`3F,Ö+`

−70−

第21回大会発表論文集

MG

第14号



šƲEL¡ǑȡǺȭȔĿǼǲI*1`Ñóƞǲdí_¢2 ǼǲI*1`ÑóƞǲKƕȅ½
Ǎ!*]OÏǞƞǲIę9`İǆƞǲKƕȅ½Ǎ!IB'DȜƟÖťdǞA>=7DŸǷǲǑóąȡK[_í_*]OŸǷǲǑȨŸǷǲǑȡK[_í_KǼǲÄdȄƟIÖť7ȜƟ
Öť+^ı^a>ǂŧdÔŮǭ7>=KǂŧdUFX`Fšºǲ}I*1`ŘšǷŸǷ
ǲǑKǫǷyĸ!IB'D¶£K](H3F,ƨú5a`ŸǷǲǑóąȡKÑóƞǲLǺȭȔĿǼǲKÐ¿IƅADǥ^a yÁĿ!
 ÁůƼƓ!KȘÖK':aI*'DYƖ'^aD'>7+7ŸǷǲǑȨŸǷǲǑȡKÑóƞǲLǺȭǩżK©ǤȘÖFH`yÁĿ!KǼǲIȧ§7D'>5^IȨŸǷǲǑKºǲQKéÝħ,¾'SGÑóƞǲI*1`ÏǞƞǲFİǆƞǲKȡIŽȲ,ƕ8`K,ć'3
F,Ö+A>ĔȦKǼǲÄEYǥD->](I yÁ_!KȘÖI*'DLŸǷǲǑLÑóƞǲI]_yĞȠKǸřIǱUA>ȨŸǷǲǑKǡÞdǞ'ȨŸǷǲǑKƞ
ǲÓĖIȢĳ[Ɠǩdƨ7BBYƣłKČ2IH^H'](ƞǲKțǢdȖ1ȨŸǷǲǑ
,ǲ7[9'ƔădÁAD'>

ŕŸǷǲǑóąȡKyÁ_!I*'DLǲǑ,®¬IyKsdǅ.Ȇ7BBȏ'yEƳVŠĩEyĞȠdűƾ7D'>U> ÁůƼƓ!KȘÖELŸǷǲǑóąLÑóƞǲI]_¬'IÑȎǶǾdƨ7BB
ǺȭǩżKÁůȒǞdƼƓ7D'>3K](IŊǪĂȩEKǺȭǩżI*1`ŘšǷŸǷǲ
ǑKǫǷyĸLÁůƼƓI*1`ŸǷǲǑóąȡKȑŌÁ_[yÁ_KÆȒȨŸǷǲǑIę9`Ɠǩǟř[ǡÞF7DKÑóƞǲKÃƖIƒa`KE&`NG šƲEƨú5a>](IºǲéÝǑKŸǷKğĸI]ADǲǑȡKƣ¬Ǟƈ,ƝH`>?7ÑóƞǲKÃƖI*'Dǥ^a>ŸǷǲǑȡKī'æǻĸ[ÑĽLǧ7'ȢÅI]`YKFYǐ)^a`>XŸǷĂȩFKŹȉŮǭ,±İKǺȭF7Dŷ`U>šƲEÄĆF7D
ň2>ºǲȶK}IB'DLȨŸǷǲǑKƃś5KǨƇ+^KŮǭYĴǤFH`/
1

Þ1Ǚ!(¨Ɨ 1999)FLǲ7łKǫǛŉ7Ię7DǓ-ł,ǫǛdǡÎ9`3FE&`0'1
Fan, S. K. 1994. “Contact situations and language management.” Multilingua,13 (3), 237-252.
ǝ­ ǒď. 2000. þŘŘƿx°FŘš°FKŊǪĂȩK ÖťsrwyxÔǐ!ýƷýǷƦƴŁ(ǜ)"ŘšǷFnǷ(2):x°FŘš°FK
ŊǪĂȩ#151-192Ť¯:/b7*ÕƎ.
ǝ­ Ɓď. 2016. Řš°KsrwI*1`ǘĢǨF Ă!ǺȭȔĿǼǲF°ƮǰȇƖKÖť]_!ǝ­Ɓďȱūèď(Ê)"wzŒâFǫǷÃƖȴ srw
K~hz ǘƋƞǲ}+^#1-37Ť¯:NB8ŝŀ.
Hayashi, M. 2003.Joint utterance construction in Japanese conversation. Amsterdam: John−71−

共同発話に見る日本語母語話者の「言語ホスト性」―接触場面における三者間課題達成談話の分析から―

Benjamins.
¨Ɨ ƪª. 1997. |I*1`»ȔF®ĽȷºǲI*1`

ǜÁų!KǮȌdX67D!


ǿƀ(ǈ)"srwKǘƋǵ#249-294 Ť¯: ŔŜƩ.
¨Ɨ ƪª. 1999. Þ1ǙF*ƽ²:ºǲI*1`é¤FmtâIȢ9` ǐĘ!
ċ­Ǡř
ĠƗėƫǣȣ·(ǈ)"ºǲÖťQKŅį#124-147¯ș: ¥ƚķĻƩ.
¨Ɨ ƪª. 2002. ǃǷƟç½KȠŎĸFé¤Kǁǋâ(1):Ī-í_KwpkyƔă!
"ĈȣŏǔĈđǀǤ ƹ II Șȟ:ƩºƬđƕƂƬđ#50(2)37-64.
Żǿ Çď. 1988. &'C@ǽ!
"ŘšǷđ#7(13)4-11Ť¯: řžŝȥ.
Ŭš ȗµ. 2002. ƞǲųKĚțFºǲKȒǞŘšǷŸǷǲǑFȨŸǷǲǑKºǲIǥ^a`
Ī-í_!dX0AD!
"ƣ¬ǞƈKźŗǵƟǮȌ : ƩºƟŒǖǶƤȓưǦÚ#ĥ
Ŀ 11 Ħħ-ĥĿ 13 ĦħƬđƦƴȃǡÞȝ(ĀƠƦƴ(B)(1))ƦƴĿŧā÷ŝ59-78.
"ǫǷĺāƬđ#2ŭƗ ũď. 2004. äģFĹǑFKǯĘĂȩºǲI*1`ÑóƞǲKŴǕ!
15-28.
viyo . 2000. ÑóƞǲI*1`éÝǑKƷĂFǫǷȨǫǷǞáKȢȑIB
'D! "ŘšǷƬđ#744-69.

−72−

第21回大会発表論文集第14号

IuzPơƸ/Ƽƶ-B like /³ŦáŀƖĵöřýŉǬƇòǙëŇ
<Abstract>
This is a content analysis of American English discourse. By listening to conversations, theresearcher found that speakers of American English tend to use like as a discourse marker.
This is a unique way to speak, observed especially in colloquial American English. The
researcher tries to figure out how speakers of American English use like in conversations byanalyzing corpus data, Mister O Corpus, in which they gave a common topic to groups of two
female native speakers of American English. Some utterance samples and statistical data oflike used in the conversations are shown in the article.
R~eƼƶ´ŅcJ[V[sPIuzPơƸƠƘƲƢlike

ǲǱ0:ŀźƂ0ƊƸƼƶ/VbaIfzY[)Fưð("BƆƘ0C7)IuzP*Ĺŀ/ƶBĻ0ĲÐ/hKbJo[mPF¿%"A7"

BĻ0/źƂƘǗǣ"ĸê/ƶc^Fƚ"A,@ơƸƶ/ŤďF´Ņ("¾Fǋ(C@/ƲƸT{p

%"Ř

BŤí/cJ[V[sP(,E$ƸũĤŌ)Fũ

B*£1IuzP0cJ[V[sP*(/ like F¢¨ÑB*Fűƭ

"ƆƘ0äëF³B7)/IuzPŤľ/ƶĶFƙ"*,%"ęÚ/ơƸİƛ)0 like Fæ9?3Ǹ*(B*ĕÔ)İ("/)

CFcJ[

V[sP*(¢ũBî0ƞÔŜűƭ#%"ǫ5*-C7)ƆƘİ
E%"ơƸİþ"$0ƺ*(Ĩŉ-/ũ£FĥB*0,%"IuzPơƸ
/ƶc^F´ŅB*like F¾Ƶ=¹Ƶ*(?A;cJ[V[sP*(¢*/Ķã*-Ŕ'"-ĉĻÇǡ"ƶ£/ǓFƍB(1)  And then we would do like, almost like electives and America you will have like musicor something like, or the arts. We will take an extra class like based on Chinese culture.
$@0ĉĻ 20 /IuzPåđ-?Bƶ/Ǔ) BŹ^/-ǵ&;/like ³Ŧ(Bčå0Ť- like FãũBƶƘ#%"

Câ/IuzPƶƘ;/ƸũĤŌF¢ũ("+=@IuzP0ƲƢ*ƲƢ/ǟǛFÝ:B":- um = ah *
%"nJy#),like ;¢?) B*E%" )ƆƘ0ƊƸ/ƶc^FƚIuzPơƸƶƘ-?B like /¢ũ/ŤďFĪ%(8"/źƂ)0t[^OVk[*Vk[c^Fĩũ"C-&(0ĎǉB

−73−

アメリカ英語の談話における like の出現

2. ªƦźƂ
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1C(Bčå"$0Ÿų,Ř¾?A;nH`Yx=Yx`mT-ƞÔđ"$) Bǅ/A/Ơåđ"$ƶƀ/ƠƘƲƢ)B^Kp/å

B2013 ā/~Ydr[

dƌ-?B*Hz[mS0HzQ{dS*(Ÿ@CBĶƲ)like *Ƹ)%2/dS#*ǉ5(BUnderhill ;/sPFŤ-#"ƶƲƢ)ƠæG)ũB*ǉ5(Băƃ)ż"ƶ£(1);PznN{gI³Ǆ/Ơåđ/]zn) BƆƘ 2012 ā-Ʀ%"ƼƶÇǗ-čå0Æ½(C"čå/^/ƒĲ/$ƋÂĲ)/ like F¢ũ("
3. t[^OVk[t[^OVk[ 1 0 2004 ā@ 2014 ā-(ĹŀƲƸëƘ-?%(ÇǡC"ƷŸƲƸë/Vk[c^)B/p}ZLSd)0&/ƀǨ/ƶÇǗC(B&ŵ0­Ï¡ŉ-?BţƸ/ƪ¡&ŵ0 /­Ï¡ŉ)¡%"ţƸ/ħAǈA&ŵ0@C"dm`S-&(/ƶ(ǫ"*))B ŀźƂ)0ƶ-BcJ[V[sP¢ũ/´Ņ/":-ƅŮŵ/dm`SFǑĞ"t[^OVk[-0/ƲƸ/ƶc^;ÇǗC("ŀźƂ)0 2004 ā-îķC"IuzPơƸ
/c^FǑĞ"c^/5(/Æ½Ƙ0IuzPÎƥÚ)Ũ7Cƛ%"åđ/ƶƘ)BƏ/T{p¬Ǔ) 11 Ə A /°E0İþÂ´)ëŨÂ´)B,E$ÍqI0İþ*ëŨ@ŊĘC(B¬(/ëŨ/āǭù 20 )B/-ñİþ/āǭ07$7$) Bč@/ǜ¤0unfamiliar)B/bo{0îǪ4/Ã¼Ƙ/ēßFĭż(BƶƘ/ǥ-(B E 0Ä- English FĤ((T teacherS  student /ǥĳéF C!Cż(Bbo{ǲ t[^OVk[-Æ½"ƶƘ/ēß
unit
E01

speakeragebirthplace

ES2

21

Pennsylvania

ET1

30

Hawaii

unit
E13

−74−

speakeragebirthplace

ES14

21

Tennessee

ET7

27

Washington

第21回大会発表論文集

E03
E05
E07
E09
E11

ES4

20

OregonET230

FloridaES6

20

Wisconsin

ET3

54

Wisconsin

ES7

unknown

New York

ET427

Massachusetts

ES10

23

California

ET5

27

Washington

ES12

21

Idaho

ET6

30

California

E15
E17
E19
E21

第14号

ES16

21

Virginia

ET8

63

OregonES18

unknown

ET9

30

Iowa

ES20

21

Virginia

ET10

30

Washington

ES22

20

Connecticut

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37

California

Pennsylvania

4. ´ŅƐņ
4.1 ƶƘ/ like /¢ũťƨǲ ·/ like ¢ũť
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around 30

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Tennessee

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Washington

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6.00
5.00
4.00
3.00
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ET8 0 0.29%)

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¾Ƶ(Ê)

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/¸-łB(ÐƵ(Ê)) C1 like ÐƵB0ÐƵÊ/¸-)Ư/?-ÐƵ?3ÐƵÊ-³ŦB£Ľ;ã /ŏ-]zn?3Ėē*Ƒ(Bŀűƨ)07Ľ;ãÐƵ/rZYx-&(ƶ£Fĥ(4.2.1 ÐƵ(2) ES16: Yeah, it's funny to be reminded of like, America(3) ES18: I think, maybe because I have like(..) a really good host family too(4) ET11: It wasn't just our family, but it was actually quite a religious community, so(..) I mean
there was like a grocery store, and so I(.) I wasn't exposed to that(.) much secular lifestyle(5) ES18: Because, um, we, um(.) I go to school in Washington, so it's a city, but kind of like astrange city and everybody leaves on the weekends−76−第21回大会発表論文集

第14号

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(6) ES12: First we came(.) we(.) we came out in Meidigokokuji Temple, and then we walked
down here, and then, “Oh, it’s the wrong direction”, so we went back and asked at the koban,
and we were like “Where’s(.) where’s, you know, XX University?”, he’s like “Oh go that way”,
so we went part of the way and we were like “I don’ know”, so we asked somebody else, andshe was like “No, no that way!”, so we went that way(7) ET1: It was kind of like “Wow … everyone’s kind of large, and loud”(8) ET4: And I was like, “Mesaya just saw me pee!” {laugh}ƶ£(6))ƶƘ0Ń/ Bàě-Ñ%("Ļ/Đ³FƸ%(BǍ-Ǌ%(Ɵ,-ǍF".B=AÈA like F%"ƨŦ)ǉ5@C(Bƶ£(7))űƲ(B/
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−77−

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アメリカ英語の談話における like の出現(9) ET9: And some people really think of it as like fo(.) a third world country or something(10) ET6: I remember that when I was going for my teaching credential, we had to write likefive or six essays on all different topics
 (9)/ũ£)ƶƘ0 fourth *Ʋ(@ third *űƲ(AĲ¦/ŻƨEC(B(10)/ũ£)0ƶƘ&/Ĳ/Ǜ- or *ƇīƑƵFĦ9*-?AM`]
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ET11: I wasn’t exposed to very(.) anyway
ES22: Like an outside
ET11: Yeah, yeah
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4.2.5 &/ŰØĳ/Ǜ- B like(13) ET3: So, I thought maybe the crows thought the cat had killed the bird, ate the bird or
something
ES6: Hmm, yeah, do you think it really ate it? Like have you seen the body?
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第21回大会発表論文集

第14号

-&/ŰØĳ A&ŵ/ŰØĳ/²ǥ- like (BC0ŰØĳ/šŠ*
( like FŝB£)

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À"ABŎƜFģ%(BLike 07"ŰØĳFšŠÀB/-ŝ@CB*; BĎ/źƂűƨ)0bo{ǳ/-B/Ǥŵ¾Ƶ(Ê)=ċïƵ(Ê)/¸- like ³ŦB£,+-&(;ƍ("7"´ŅƐņ)ƍ"£â-;like -0":@FƨŎƜ=ƩĳF¥ǩBŎƜ,+; B/) C@-&(;ƍ("Ŗ
1 Mister O Corpus 0/p}ZLSd-(ÇǡC"c^)BIZI/ĳÀK^ISYxƲƸ/Ŷǜ¤-ǜBîƴųŧƽųźƂǯĀĘ 15-17 āĄſëźƂǀÞŴźƂ BǱNo.15320054ǱźƂƨƘǷ³žèǰ ŒƸƶƘƮŠ -Þ'ƱįųƸũƽ/÷ǚǷƾƲƸ/Ƽƶc^/´ŅFǋ((ĀĘ 20-21 āĄſëźƂǀÞŴźƂ BǱ
No.20320064ǱźƂƨƘǷƤŗè)ŽĳÀųà/­»*ƲƸ¢ũǷŒƸƶƘƮŠ-?BƸũƽŧƽ/ŊƉǯĀĘ 23-25 āĄſëźƂǀÞŴźƂ BǱNo.23320090ǱźƂƨƘǷƤŗèǰÏVk[)¢ũC(BƳÌ{laugh}Ƅ(.)

r\ ǯ&/ŠġFƨe`dã6+Ǜǘǰ
Amiridze, N. and Boyd, H. D. and Maclagan, M. 2010. Fillers, pauses, and placeholders. Philadelphia, PA:
John Benjamins Publishing Company.

−79−

アメリカ英語の談話における like の出現ńõĳèąşŚƫŁŷŪƖ. 2015. ơƸƼƶŌƿũŕǇ¯ 43 /ÞŀcJ[V[sPŃǷźƂŽ.

Brown, G. and Yule, G. 1983. Discourse analysis. Cambridge: Cambridge University Press.
Coulthard, M. 1977. An introduction to discourse analysis. London: Longman.
Dornyei, Z. and Thurrell, S. 1992. Conversation and dialogues. Hertfordshire, UK: Prentice HallInternational.
Eisler, F. G. 1961. “A comparative study of two hesitation phenomena.” Language and Speech 4, 18-26.
Eisler, F. G. 1972. “Pause, clauses, sentences.” Language and Speech 15, 103-113.
Fuller, M. J. 2003. “Use of the discourse marker like in interviews.” Journal of Sociolinguistics 7/3, 365-377.
Goffman, E. 1967. "Interaction ritual: essays on face-to-face behavior. New York: Doubleday.
ō°Ő. 1999. cJ[V[Ƽƶ/ƔA,ūŃǷD³Ţ.

Lallgee, M. G. & Cook, M. 1969. “An experimental investigation of the function of filled pauses in speech.”
Language and Speech 12, 24-28.
The Washington Post. December 5th, 2013. Linguists explain how to tell statements from questions in Valley
Girl talk.
úňļĒ. 2002.

ĹŀƸ/Ƽƶ-BnJy ŃǷD³Ţ.

Underhill, R. 1988. “Like is, like, focus.” American Speech 63, No.3, 234-246.

−80−

第21回大会発表論文集

第14号

ƔǢ..ǁİĶƞňŵ.Ȏĳ,țBǧƊǭƖ³ś+!)âŒÑǡ).ȎĳFĜ,ȑ ǵóÁźȉïøïøȠƉ

ȻAbstractȼ
The purpose of this paper is clarifying the distinguish of speech effects in selection of Japanese personal deixis “anata” & “proper noun” when speaker know hearer’s name. Specifically, each of "anata" & “proper noun” in the speech has hearer & identity properties. And especially in "anata", sin
ce formality is strong, it may consider that there is a function of “Make deference / distance”. This
paper examine these functions make “anata” as an expression of politeness in some cases and ascomplex use.
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第21回大会発表論文集第14号^r|uyof=%UŰĀĞèƞɥɟȁɈY¡š=*ƻ ƪƧˋʑȍġĬ ʴŉçɽŇˌƹǥ ÎˋǍǤĎȩġĬ ʴŉçɽŇˌ<Abstract>
This study deals with the newly-acquired meaning of Japanese tae (“gain credit for class/classes”), unconventional in thatit does not have typical verbal inflection (tae-ru) or co-occurrence with auxiliaries (ni tae-ru, ga tae-ru). We have threeclaims. (i) Data collected from Twitter indicates that it has first been observed around 2011 with related expressions tae-ebeing observed in 2013 and tae-tae/dae observed in 2015. (ii) According to Japanese native speakers (N=11), it is assumed
that tan-i tae is mainly used by young adults, not by older generations. (iii) A novel conceptual metaphor TEST IS AN
RPG-GAME is reflected behind the expression.

czː^r|uyofɫɷĞèƞɥɟȁǊŦr[1. Ŏ ^r|uy9A(1) @R=UȦ@ȞǃȒ<ŘőYN6ɫɷȁʂ ɨĴ(VU®Ƴȧ@½ƝAÐ8 Twitter @ǆȷǎɍ=RTŝSV2N@9UˋƆŔÕAƀȧ@ŋƮƢȿAȭɇ=RUˌ(1) J3ìǈɣ°Ǭ2*8<%;śˎí¶=<52SɈ(2017/09/07)(1) Aí¶Aɚ:*2 ʚȵìǈ<;=Ţɣ<ėǮYǬ2*2YŰĀ,UɈU ¦ǃYóS-Ɉ:ŘőYĞŰĀYƇ58UɈU@ŰĀɭʔ=ʮ*ǯ (2013)

âåũ@ɨǴS

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Ɉ@Ɍś=Uƞģ<r[ <<woyA RPG1 h>> YƐǄ,Uƭś@ 5 ȱYȺɷ:,U

2. ȂɼȒɌƩ Ƴȱ9AƳȝȨ=ʮXUȂɼȒɌƩ:*8ǋƝǊŦr[=68Ǌɨ,U ǋƝ (construction):AǋƝƝǞ (Construction Grammar)=%UǊŦ9UǋƝAÃ@å
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:(VǋƝ0@N@ Ɲ¡@í−89−

インターネットスラングにおける意味変化 ―新規表現「耐え」を中心に―

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and Johnson 1980; Fillmore 1982; ʀõ 2003; ʩł 2011, 2016ˌr[@ȼžA®@İɅ=Ŝ(2) r[A :r[Bawjʮ¿=Uěû ɇAȼžʮ¿=U:J2¶r[ ¶r[@×ÊYŒ!ȼ$':YȼžYô%U: ˋʩł 2011: 96ˌ

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−90−

第21回大会発表論文集

第14号

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−91−

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−92−

第21回大会発表論文集第14号

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第21回大会発表論文集

第14号

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7. ƸéġĬ@ĬȃAí¶Ɉ2=ɴŖ,UǻǝYɟ,:!=í¶Ǧ2:09Uˋhttp://college.nikkei.co.jp/article/98575615.html; 2018/11/29 ðǷˌ
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tell him is that i was admitting defeat and that i had no hope(2018/03/08)(iii) Extra credit assignment for my English class: play my professor in scrabble via iPhone. Defeat her and you will
receive extra credit.

(2013/01/24)(iv) The ring is more of a pride thing for a man. He needs it to be Facebookable, Tweetable, and Instagrammable.
(2015/12/22)

ðǷƝǾFillmore, C. 1982. “Frame Semantics.” In the Linguistic Society of Korea (eds.) Linguistics in the Morning Calm, 111137. Seoul: Hanshin Publishing.
Goldberg, A. E. 1995. Constructions: A Construction Grammar Approach to Argument Structure. Chicago: University of
Chicago Press.ˋǛɶ»ƣǳĹĩʀõɄĘȆËĩˋɮˌ2001.ǋƝƝǞɼ: ɘɷǋƝF@ɵȜɼȒ\tƸ©: ȝȨȡˌ
Goldberg, A. E. 2006. Constructions at Work: The Nature of Generalization in Language. Oxford: Oxford University
Press.
ȢǲÏş. 2012.ɖɇ':B=%UȕUˋNUˌ@ŰĀƅŕƢƳɷȅɼĬ³Ȭ 14 ċġ³ȏɟɼƝʲȬ 7 ù4148.
ƲƵÆÒɝʀŃȇņĩ ¬. 2005.ƞɷǣɜɷġÐ 19452005 ':B@ŸśøƸ©: ɏȇĎǘȡ.
Lakoff, G. and M. Johnson. 1980. Metaphors We Live By. Chicago: University of Chicago Press.ˋǪʣƤǇǳǨʀăŌˋɮˌ1986.yue:ªȃƸ©: ġÁ˂Ƭŏˌʩłœǜư. 2011.ƢƳɷ@r[Ƹ©: #W*ØǸ.
ʩłœǜư. 2016.r[:ʋ¸ũƸ©: C6+ƬŹ.
ɢƵȾğ. 2017. Ɲ¸=%UɦɧȒƝ¸ȶ@Śá: Twitter lYĵʂ:*2Ɲ¸~x]¡@ȻƝĪY½=ɫɷȣĬɼʲȬ 23 ù1938.
ɢƵȾğˈȆŊ. 2018.Ƭ!ɫɛ@ŲŮɟȁ^r|uyof=ɤSVUȫ
ƢƳɷȅɼĬ³Ȭ 20 ċġ³ȏɟɼƝʲȬ 13 ù323326.
ƢƳɷ@ȝȨȬ 7 ŅȬ 2 ù1ʥȆġŤ. 2011.[¬åɱʙȅŘ+Ó¸ýɱ] Ĕɡûýɱ@ŰĀŘŶ16.
ǯȂǚ. 2013.bo:r_@ˁɅɷÙƺâåũ@ɨǴSƢƳɵȜɫɷĬ³ɼƝʲȬ
13 Ņ310322.
ʀõɄ. 2003.ɵȜŰĀɼ@ƞĽʬr[:y{Ƹ©: ȝȨȡ.
Taylor, J. R. 2002. Cognitive Grammar. Oxford: Oxford University Press.
Traugott, E. C. and G. Trousdale. 2013. Constructionalization and Constructional Changes. Oxford: Oxford University
Press.
ĭʥă. 2015.Twitter =%Uƞ*ŘĎƝȬ 123 ù10694.
ʏƬi~o

KOTONOHAȁ­ƢƳɷƬ!ɫɛĒɞi~o(BCCWJ)ĸȴɫ (http://www.kotonoha.gr.jp/shonagon/)ķĬ˂ĎɷʏÔɀʲʣˋɀˌ2006.ȲʡǸ ƢƳĎɷġʏÔ Ȭ¦ŅƸ©: ķĬ˂.
ƹƵƥˋɀˌ2006.ġʏƻȬ 3 ǸƸ©: șę.
ƞƵØˋɀˌ1998.ōʏɕȬ 5 ǸƸ©: ŁǟƬŏ.
ȯǟġĬĎȩĎɷȝȨźLago ɫɷȝȨźNINJAL-LWP for TWC(http://nlt.tsukuba.lagoinst.info/)−96−

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12+/İħ ȿĬǺŚĮĄûəĆēĆēʢ<Abstract>
Previous studies have paid little attention to the use of the rhetorical strategy of allegory inconversational talk-exchange. Given this, this study focuses on conversational scenes in films and novels
as data from a discourse analytic perspective. It thus reveals that allegory can be used in two different
ways in such talk-exchange, and argues that each of them is rooted in a certain aspect of the discourse. The
specific analysis and discussion also serves to demonstrate how productively the analytical heuristics of
discourse analysis can contribute to the study of rhetoric in general.
V}fʽɢõʺ£ɖʺɛņʺəFʺ{eybW43(- Ɛɟ5 (i) £ɖ1,ɢõ (allegory) .{eybWŞƶʀF4BFž-ǠEHG
.ʺ(ii) %HE£ɖ.dP^Z^4Ǖň1Ɯ,G.ʺLƃE1!GƄǣġɛ4£ɖĂʮLƒŻ1ʺɞɖÄƕ4žƶ1DG{eybWǶȂLȺƐɟ5=&ʺ²ɹŞƶɟþÊǠHGʥ4žƶBÑƗ4ɊƃLǮŨ!{eybWǶȂʷWales, 2011: 368-370ʾʐ
À, 1998: 7ʸ1ʺ.6/4D1ªǠHʺªǠ4Ă-¨ɳ),GLȕ1ɈĜ!
G.ɞɖÄƕ4žƶʷGee, 2011: 8-10ʾJohnstone, 2000:126-127ʾPaltridge, 2006: 19-20ʸLŧ(ɺ?ɕ>-AG ɨɟ5Ƨ4D1ʃ?2 ȍ-5ʺ="ɢõ4ĖȥLǸʺ¸ȺǶȂ-5ƃE.0),0ǋLŨų!G3 ȍ-5Ę«4ɈĜ.ÄƕLȺʺ£ɖ1,5ɢõLĘǜ!Gžƶ*
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ʷGʸ5*,ƓʷGʸ .)&ʂ4ʦõȼǜLʂ3G
.-ʺƷđ4ŉŚL.,ʁŁH,Gɢõ54D1ʺʦõ4ʂț1D),GƚLÉ4ƚ1ɯ,ɧGŞƶ-G ¸ȺǶȂ-5ʺGulliver’s Travels B The Pilgrim’s Progress 0/4ǔəʺ¿þǬ0ɢõ4«.,ŭFEH,&ʷRitchie, 2017: ch.4ʾSloane, 2001: 18-20ʾStockwell, 1992ʾWales,
2011: 14ʸÎȩ5»Ƥ0ûLɏHGſȺɎ-ʺſȺ¸4û4ƤđǪȼʷ1726 ıʸŀƅ4ƨĨǹ£LʲÌǬ1ɧ&A4.0),GʷƿƯ, 2006: 8-9ʸńȩ5»Ŷʋ The
City of Destruction E The Celestial City LǮŨ!Áʣɥ-ʺ%4ſ4ʅǿVy^eŸǬǤɈ
1Gŷǀ4ʅǿLɧ&A4.0),GʷCrisp, 2001: 11ʾSemino, 2008: 65-66ʸ1ŅƓ4
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 (2) 5Ƅǣ Mission: Impossible III E4ĻǠ'ȏûɠāȗȡ4^iQ Ethan 5ʺûʥǬ0ƫ÷ó Davian Lɾʺɿ1ŬEEH,=Davian E4ğôȖJG.ʺEthan 4äMusgrave ǜHGĘ5ʺMusgrave 5 Davian .Ⱦ-*0),&4' 5ʺMusgrave 
0$%4D0Ȭ±ȺǌLȺ),&4ʺEthan 1ɛƃ!GĂʮ-G(2)

MUSGRAVE: I thought you could get her back. But I wasn’t gonna let Brassel, of all people,
undo the work I’d done. I took action, Ethan, on behalf of the working families of ourcountry. The Armed Forces, the White House. I’d had enough of Brassel and his
sanctimony. IMF Executive Director. He’s an affirmative action poster boy. (a)You grab
Davian like he wanted, then what? (b)Davian’s a weed. (c)You cut him out, two or more
spring up just like him the next day. (d)Arrest him? Then what? You use him.
Collaborate with him. And it’s Christmas.

Musgrave 5ʺDavian LŬG.:4ǧȥLǸ,E (2a)ʺZjvxź1DGʦõ (copulative
metaphor) 1D),ŃL “a weed” .ĖȥǬ1Ǖň+G (2b)Ƨ-4ĖȥLȐȠÔ0
EʺDavian L weed .í9ƜŤLŰǸ!G (2c)%4ʥʺ“two or more” “the next day” .ȼǜ-ʺDavian ą4çƟȩ47.F1ʅ"ʺŬG­´0.LĿɝ,G%4ńʺƋÈ1Ǹ&ǧȥLȢFɼ (2d)ʺŃLÊǠ!;'.ľ1*0,,ʺMusgrave 5ƐŠ,AȦƁÉ4ʺƐǞG.ʪȶ4Ǖň1ɧG.-ʺDavian Lū,AȦƁÉ4ʺǜHG.ɃɊLǸ,G
 4«-5ʺĖȥǬ0 Ƙȗ>ɐĖ .%4 ɗȕÔ ʷƑƐʔĦ, 2015: 77-79ʸ.Ģʚ-ɢõȗ>EHG 3%,4ɢõ5ʺDavian 4ŝ1ʝ, Ethan Lɛ¡#D
.!G0-ʺMusgrave 7.=.@1ŰǸ&A4.0),G4D1ɖȩɖǰŜ1é,ØǙ-ɢõLȢFÃ!žƶʺǙɖǬžƶ-G ǙɖǬ0ɢõ4ƣȎ15ʺ(2b) 4D0ĖȥǬǕň+Ą4ɰǁAÊǠHG¾§«Lũ

−98−

第21回大会発表論文集

第14号

D 4 (3) 5Ƅǣ Swordfish Eŭ)&ȏʢɨð Reisman 5ʺȾǹ£4c|y^eGabriel .ŜLȗM-ŵĴ4¢ǲɰʒLĊ.L ,GʺŃE4ʝ¯ FBI 1ǄH,G.
4ŔāLŜ1!GReisman 5ɍǣLƂƩɶLʦ!D Gabriel 1ʬɖ-ŨǸ!GʺŃ
5ŢêʺʬɖLžǬ1Å),=áɖ÷Lȣ&ǯńʺReisman 5ǽƊ Kaplan 1əF
G
(3)

REISMAN: Son. (a)Let’s just say you’ve got a 200-pound Rottweiler. (b)Now he loves you. It’s
his job to protect you. (c)But if he ever bites you, even once, you gotta put him down.
(d)You can never tell who he might bite next. You understand?
KAPLAN: Yes, I do understand, Senator.
REISMAN: I think we got a team of the West Coast. Uh, Fort MacArthur. Maybe they should
pay our friend a visit.

Reisman 5 Kaplan ĪĆ0|be}QxLʳ),G.ƙȃ4ǗƴLĠ¹ (3a)4ʺȩ4ʝ¯LȕɐĖ!G (3b)Ƨ-%4ɐĖ1Þ!GA4.Ǖň+**ʷ“But”ʸʺ4ǖö>,&Ăæ4ĞÂƶLɽ;G (3c)%4ʥʺ%4«ĄŐLĿɝ!G.çƅ1ʷ“evenonce”ʸʺȯE4ĞÂƶLŀǏ4A4.¥ȣ+Gʷ“you gotta”ʸÐ,ʺ%4D0ÛĞ
ÂL!GǝǢLɽ;G.-ʺ%4ƪŀÔLľ!G (3d)
 ƃǸǬ1ɽ;EH,GJ-50A44ʺGabriel ÞƀLȧ&ǯń-G..
EʺReisman 4ǖ4ɖ5 Gabriel Lɧ&A4-G.JG*=Fʺĵ-Aö>,&ǖLÂÄ!;-G4.ç D1ʺƠȄ,& Gabriel A Âǝ !;'ʺ.
J-GĘʥʺReisman 5 Kaplan 1 %4Ŝ 4asɁƼĥ1Gʺ.ɽ;,G
Reisman ØǙ-ɧLȗ>ȅ,,Gǋ-ʺ(2) .ç 4ɢõAǙɖǬžƶ1DGA4-
G&'-5ʺʦõ1DGĖȥǬ0Ǖň+EÃǪ!G4-50ʺƙȃ4ǗƴLɐĖʺ%4Ǘƴ40-Ⱥ;ȺǌLǸ!&(-ɧLĢʚ,ʺ.BFž.EH,G
 çƤ4Ģʚ5ʺƧ4« (4) 1AɃ,.HGƄǣ Red Lights 4Ăʮ'ǔǝēȩ Tom 5ʺçǔǝēȩ4 Margaret ..A1ʺɴȭÏȩ4ǽĚLƉL,GGƅʺŸđ4
Sally E%4D0LțG450$ğ3EHG
(4)

SALLY: So why do you do this?
TOM: Do what?
SALLY: Investigate fake paranormal stuff. Don’t you think it’s a bit weird?
TOM: I just try to help Margaret.
SALLY: I mean, what for? (a)If someone claims to have powers and actually don’t, who cares?
Why bother?
TOM: (b)Why bother? (c)If your mom was one of those people who went to see a psychic
because, um, her stomach was bothering her and (d)the psychic told her that it was nothing,that it was just a, a touch of gastritis. (e)But then later on, you find out it was stomach
cancer and it’s too late to treat. (f)Do you think then you’d say “Why bother?”
SALLY: Did, did that happen to you?

ɴȭÏȩ4ĒüLʷcf. “someome” “who cares?”ʸ.ɃG Sally 4ǧȥ (4a) 1ĞʺTom 5çŖLǸ! (4b)%4-ʺSally 4ƭɇɴȭÏȩL±ĉ,FʺȮǩLɒ,AE1
Ⱥ. (4c)ʺ&'4ȫǊ'.ìEHG (4d) .ǗƴLɐĖ!GƧ-ʺɴȭÏȩ4Ƀȅ,.Ğǐ#0Eʷ“But”ʸʺń1Ȯǩ4Ǳ4Úù.ƾÍ0ǨǗǪɅ!G (4e)ʺ.ŘLÐG%4-ʺTom 5 Sally %H-A0Ń41ǧȥLA,Gô (4f)
 Tom 5ȯɶ.ɴȭÏ±ĉȩ4ʝ¯L Sally .ƭɇ4ƙȃ4ʝ¯1ɧG.-ʺǔǝēȩ.

−99−

会話で諷喩を使う二つの方法 ―相手を巻き込むか，自ら語るか―,Ǧȇ4LțG.1Ğ!G Sally 4ǧȥ1Þʵ,G%4ʥʺŃĖ4ǗƴLɐĖʺ%4Ǘƴ:4ĞÂ4žLǎǋÔ!Gʺ.Ģʚ-ɖLʃ@,Gǋ1ƸŖDH5 (3) -Ƀ& Reisman 4BFž.ç -G Ė4ǗƴLɐĖʺ%4Ǘƴ-4ȺǌÃƓLǸ!ʺ.Ģʚ-4dP^Z^ƣȎ
5ʺəF (narrative) .ʏ0GəFAĖ4ĂʮLɐĖ&-ʺ%-4ȺǌÃƓLɽ;,dP^Z^-GʷLabov, 1972: ch.9ʸƙȃ4Àę-5GA44ʺ-Ƀ&*
4ɢõ5ʺəF.ç ɐĖʹȺǌÃƓ.Ģʚ1D),ĘǜH,G1ʺǔə4§ȽLA*Ɗ.64ɢõ4ȇȝɃ,àHG.%  £ɖ1Gɢõ4Ęǜ15ʺǙɖǬžƶ.5Ǧ0GŜ',AĒü!G4ȍ-5ʺ4*Ǯ4žƶ—ĞɖǬžƶ—LɈĜD Ƨ4« (5) 5ʺƄǣ Shallow Hal Eŭ)&ċŐLĄɃ'-ɔ­,& Hal 5ʺȩ4À
ʮɃ&Ǯ1ǜHG¶ǲȻLEHʺȚ4Ȥċ Rosemary .ő1ȷ(GʺĘ5Ńċ
5Ćć),FʺƆƬ4 Hal 0EǮAH0`Qm-)&4ǗƴLɃ3&ɇÝ
Mauricio 5ʺHal 4¶ǲȻLɊ,=Rosemary .4ʝ¯1ƯLīHʺHal 5ǈŎ!G(5)

HAL: You screwed me, man! I had a beautiful, caring, funny, intelligent woman, and you madeher disappear!
MAURICIO: Oh, no, I didn’t. I just made Rosemary appear. There’s a difference. It’s called
reality.
HAL: Hey, (a)if you can see something and hear it and smell it, what keeps it from being real?
MAURICIO: (b)Third-party perspective. Other people agreeing that it’s real.
HAL: (c)OK, let me ask you a question. (d)Who’s the all-time love of your life?
MAURICIO: (e)Wonder Woman.
HAL: (f)OK. Let’s say Wonder Woman falls in love with you, right? (g)Would it bother you if
the rest of the world didn’t find her attractive?
MAURICIO: (h)Not at all. Cos I know they’d be wrong.
HAL: (i)That’s what I had with Rosemary! I saw a knockout! I don’t care what anybody else
saw!
MAURICIO: Jeez, I never thought about it that way. Hey, I guess I really did screw you, huh?

ɈLʏɄ!G Hal (5a) 1ĞʺMauricio 5ȩ4çŖʏɂ'. (5b)4ĞȅLáʺHal 5Îȣ (5c) LŪ>**ʷcf. Schegloff, 1980ʸʺMauricio 4 Ǟƽ4ő Lğ3GŃȌG. (5e)ʺHal 5%HLĀ1 Wonder Woman  Mauricio .ő1ȷ(G.ǗƴLɐĖ!G(5f)%4-ʺŃċ4ʶÏLȩ.½ƌ-0H6ĐLô (5g)!G. Mauricio 5ʺȩ4ɔ­DFAȯÄȯɶ4ŕLʏɄ!G.4ȌLɼ! (5h)Hal 5HLū,ʺ%H
%ȯÄ Rosemary 1Ğ,š,GƮŧ('ʺ.ľLȢFɼ! (5i)
 Hal 5ȯÄ. Rosemary .4ʝ¯LʺMauricio . Wonder Woman 4ʝ¯1ɧ,ɛņ,
G4ɧ4ȗ>ȅ,ʺɛņǰŜ-G Mauricio .4BF.FL.,řʄEH,
G.ǋ1ƸŖDɲô1D),ǰŜ4.6LĻÃ0Eʷ(5d), (5g)ʸɢõLĢʚ,Gǋ-ʺ-Ƀ&ǙɖǬžƶ.5Ǧ0G4D1£ɖ4ǰŜ.BF.F0Eɧ
Lȗ>ȅ,,4ʺƐɟ-ɢõƣȎ4ĞɖǬžƶ.í9A4-G A*«LũD 4 (6) 5ʺDan Brown 4ġɛ Angels and Demons 4Ăʮ-G
haT~ɦɩʤð4 Chartrand 5ʺǺ4ºƈ.ºȭ5ȅ04-50.ǧôLʺTtz{~[ʷ|qŸǭ4ɭŵĕ-ʺŸǭȃ¥ƅ4ȺLÓ@Gʾ ŽȵîĆɹ¿ ȉ¼Ǔ ʸ
19*G

−100−

第21回大会発表論文集

(6)

第14号

Chartrand took a deep breath. “I don’t understand this omnipotent-benevolent thing.”
The camerlengo smiled. “You’ve been reading Scripture.”“I try.”“You are confused because the Bible describes God as an omnipotent and benevolent
deity.”“Exactly.”“Omnipotent-benevolent simply means that God is all-powerful and well-meaning.”“I understand the concept. It’s just…there seems to be a contradiction.”“Yes. The contradiction is pain. Man’s starvation, war, sickness…”“Exactly!” Chartrand knew the camerlengo would understand. “Terrible things happen inthis world. Human tragedy seems like proof that God could not possibly be both all-powerful
and well-meaning. (a)If He loves us and has the Power to change our situation, He would prevent
our pain, wouldn’t He?”
The camerlengo frowned. (b)“Would He?”
Chartrand felt uneasy. Had he overstepped his bounds? Was this one of those religious
questions you just didn’t ask? (c)“Well…if God loves us, and He can protect us, He would haveto. It seems He is either omnipotent and uncaring, or benevolent and powerless to help.”(d)“Do you have children, Lieutenant?”
Chartrand flushed. (e)“No, signore.”(f)“Imagine you had an eight-year-old son… would you love him?”(g)“Of course.”(h)“Would you do everything in your power to prevent pain in his life?”(i)“Of course.”(j)“Would you let him skateboard?”
Chartrand did a double take. The camerlengo always seemed oddly “in touch” for aclergyman. (k)“Yeah, I guess,” Chartrand said. “Sure, I’d let him skateboard, but I’d tell him to
be careful.”(l)“So as this child’s father, you would give him some basic, good advice and then let him
go off and make his own mistakes?”(m)“I wouldn’t run behind him and mollycoddle him if that’s what you mean.”(n)“But what if he fell and skinned his knee?”(o)“He would learn to be more careful.”
The camerlengo smiled. (p)“So although you have the power to interfere and prevent yourchild’s pain, you would choose to show your love by letting him learn his own lessons?”(q)“Of course. Pain is part of growing up. It’s how we learn.”
The camerlengo nodded. “Exactly.”

Chartrand 4ô (6a, c) 5ʺ“love” “power” “pain” 4*Lʖ.,řȅ,GŃ4ô1ǧȥ(6b) Lë!GTtz{~[5ʺµǬ0BF.F (6d-e) 4ńʺChartrand 1œđG.ǗƴLɐĖʺ*4ʖƢōLǠ,4ʝ¯LȐȠÔ!G (6f-i)Ƨ1ʺœđ1^Yeof
L#GLǷɘ,E (6j-m)ʺ%H “pain” LA&E!ãȭŐLŨų!G (6n)Chartrand
5ʺ%4 “pain” œđ4ē8L°!.ɼ! (6o)Ttz{~[5HLá,ʺǑɇ.,4Chartrand 4ȨL=.@G (6p)4=.@5ʺđ/A4áG “pain” Ǒɇ4 “power” .
“love” 4ȅLêĖ0.LǸ!A4.0),GChartrand 5Ń4ɂȒLáęH&-ʺ“pain” 5řʘ4ʊ'.*ÐG(6q)
 Ttz{~[5-ʺǺ.ʜ4ʝ¯LǑɇ.œđ4ʝ¯1ɧ,G%4ʥʺʜ4ȅĂEǺ4ºǴºȭLǧ Chartrand LǑɇ4ȅĂ1ȣʷcf. (6f)ʸ.1D),ʺôʱLǦ0−101−

会話で諷喩を使う二つの方法 ―相手を巻き込むか，自ら語るか―GɉĵEǳ@#,GÐ,ʺChartrand 1ʂ4ɲô (6f, h, j, n) LȺ'-0ʺŃ4ȌL*4ʖƢōLª),ɂȒ!G (6l, p) .-ʺChartrand 4ô:4ȌLŃȯɶ1Ã#
GDĩč1ɛņLʃ@,G(6) 4ɢõʷ1DGɛņʸ5ʺ4ʜ4ǰǬ0BF.F4
ǟǔ1<0E0 4«1ƃE0.FʺĞɖǬžƶ5ʺʿôøȌˀ4ʧůnOʷLevinson, 1983: 303ʸ.
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1992: 250ʸʺĹɟȻ5ǅɛBɟɛź1ɃÃHGɨɟ4þ (topos) 1Ğ!GɟǝēǬ0ʝŉLé
GʷGill & Whedbee, 1997ʾWalton, 1995ʾʴɁ, 2016ʸ*=Fʺ{eybWǶȂ5¤șǬ1ʺŝZ~cW^eLʡĖʺ%4Ƙ40-ŞƶBɟþLɈĜÄƕ,&'ʺ{eybʻʻWŞƶ5ʺŊ"AǕĖ4Z~cW^e-4>ǠEHGJ-50Ęʥʺɢõ5ǔəLȟ?ʥ1ÊǠãȭ-G.çƅ1ʷcf. 2 ȍʸʺ£ɖ40-Ǯ4Î4ǰŜLɛņ!GŜƬ.,A−102−

第21回大会発表論文集

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əâ4ʍȣ.Ⱥǌ4ʂʗʽmxWcP^.,4źƶǒƝŒļǒĤʈČ(ȟ)−103−

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−104−第21回大会発表論文集

第14号

ĞĨƨ1Ə{wĢǤ©ƫ1¬Ś1ƜŏBŞÔÍǃīxÌÑÌÑǏ ªÈðĦƪŬ

ǥAbstractǧ
This study aims to present a pragmatic analysis of inchoative/causative alternation in
Japanese as an alternative to a lexical-semantic analysis. The Cooperative Principle, especially,
the maxims of quantity and quality (Grice 1989) give us a more unified and economical accountthan Lexical Rule employed by lexical semantic theories. The alternation is accounted for by
how speakers describe the situations and the two maxims as constraints. In the following
discussion, I refer to Kageyama (1996) as a representative of lexical semantic theories, pointout their problems, and argue for the pragmatic approach.
NkhkZ

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1. 2=/
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日本語の自他交替：協調の原理の観点から ƨêúºƬ/2ĸ.J`gkWDĨŮ+2¤ƣ1ƀƨŤċDƑHƨ1úºBŸŤ/ƩğA, DƨêĶõķƹǡLexical Conceptual Structure, }n LCSǢHŝDJ`gkWH°Cm*ĳƠ D}n1æŝ+2#1A.ų
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(3) The assumption that the syntactic behavior of verbs is semantically determined gives rise
to a powerful technique for investigating verb meaning that can be exploited in thedevelopment of a theory of lexical knowledge. (Levin 1993: 14)
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ìàǡ1996 Ǣ/AD 2 )1 ƨêƛ Ǝí§ǡdecausativizationǢj¯í§ǡanticausativizationǢĬ+DsƊ2 2 )1ďƵ/Ùó%ƨêƛ,ƉBE*CƎí§2ďƵ-ar-/¯í§2ďƵ-e-/Ùó*D(4) Ǝí§ǤƏ¤ƣ§ďƵ-ar-2íuHúºķƹ+āƀƨķƹ/ĂÛ.,+Ə¤ƣ§HƗǡìà 1996: 184Ǣ-ar-ĶõķƹǤx CONTROL [y BECOME [y BE AT-z]]     
ƀƨķƹǤ

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.Ė+D#1%=úºƝǅm2 y ,21íuÐÀǔ.
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(5) a.ǡ¦ǇǓ=+Ǣǔ.ťĹǟǓ:(%ǡatsum-ar-uǢb.ǡ¡HG"*ą ,Ǣǈ1þ2ǔ.ǌ:(%ǡsim-ar-uǢ(ìà 1996: 185):%(4)1A.ĖH~Õ DįĆ,*íuúºƝǅmÐÀ.ǖÙİ¤ƣǔ. ,Ʋ.,HĊ*D(6) a. *ǔ.wƸvėƲ(%
b. *ǔ.ǐľ+Ŏ(%−106−第21回大会発表論文集

c. *ÁǕ+ǔ.ÁǗĔE%

第14号(ìà 1996: 185)ǔĠƣ2íƗŐBſĭvû1Đū1×Ġ1ãµHƶ9Dƣ+D%=Ī LCS m/íuǡ®5ívƮǢHĈ%.1ŭ1¤ƣ,Ʋ D,2Ī.,ƩğED Ļ/>lĜ1ƨêƛ¯í§/)*ƚ*(7) ¯í§ǤƏ¤ƣ§ďƵ-e-2íu,É§ÙƮH¶Õ
1996: 184Ǣ-e-D,+Ə¤ƣ§HƗǡìàĶõķƹǤ[x CONTROL [y BECOME [y BE AT-z]]]     [x=y CONTROL [y BECOME [y BE AT-z]]](ìà 1996: 145)¯í§2LCS m1íuǡxǢ,É§ÙƮǡyǢH¶ÕſĭŤ/ƀƨķƹ/ĂÛEDǙ y 1;,.DA.Ė+DE2É§ÙƮƏ1÷ư¬¾,.(*É§śDÅµHƘ*C¤u./,úº1¥ÿ/ 1
A.ƣ,Ʋ´ƌ+D,ƩğED
(8) a. °(ÿ¥ÿ/ÊE%ǡhazur-e-ruǢb. Ż¥ÿ/ŨE%ǡyabur-e-taǢc. akR¥ÿ/=E%ǡmekur-e-ruǢ:%(4),(7)1A.ĖH~ÕƲ.,HĊ*DDįĆ,*Ǝí§¤ƣ¥ÿ/(9) a. *¥ÿ/Ŷ/ĨƤ:(%ǡtuma-ar-uǢb. *¥ÿ/ä/ħĲG(%ǡuw-ar-uǢ
c. *^MU1Ɓ¥ÿ/Ç/Ď(%ǡkak-ar-uǢ,(ìà 1996: 189)¥ÿ/ 1A.ƣ2É§ÙƮƏB1÷ư/A(*É§ś!D,Héƫ
D%=Ǝí§¤ƣ1A/ LCS m/É§ÙƮ,21íuÐÀ DA.¤ƣ,2Ʋ+.,ƩğED
2.2. ìàǡ1996Ǣ1¼ǞŏǤďƵ,ƨêƛ1ÙóǍ 1Ýŷ+2m+ƚ%ìà/ADĬ1¼ǞŏHĉĕ Dìàǡ1996Ǣ2Ǝí§2-ar-ďƵ,¯í§2-e-ďƵ,Ùó*D,uè*%#1A
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b. ǔ.źƝ%ǡtok-e-ruǢƤ:D ?6D 2-ar-ďƵ¤ƣ+D%=Ǝí§ƿŝED):Cǔ. ,Ʋ+¥ÿ/ ,2Ʋ+.2!&(10)+2¥ÿ/,1Ʋ´ƌ÷HŪ*DōD ?ƝD 2-e-ďƵ¤ƣ+D%=¯í§ƿŝED):C¥ÿ/ ,Ʋ+ǔ. ,2Ʋ+.
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b. 6D 2Ǥx=y CONTROL [y BECOME [y BE AT-z]]ǡ¯í§Ǣ):Cƨêƛ1&¶ǘšƈƨH~Õ DĜŅ+D1?CĜ
2őǎ/¶ǘšƈƨHÆ?0!fNQPi1žŊ÷1ƜŏBĤ:.
 #E+2ĽE%´ƌ÷,*Ŗń,ƨêƛ1ÙóHĳƠ DòƙD1Ùó,12Ţƥ1Ŗń/A(*ƿŝEDƨêƛš.D,,&+¼Ǟ,.D12Ŗń,ƨêƛÙó D,~Õ%Åµ#1ƨêƛ2Œ,*fNQPiǄ+1;ĺƌ Dƛ.1#E,>
lƒŤ.Ź3©ƫ1¬Ś.-/A(*°(*|GBED9ƛ.1HƉDòƙD°C E3fNQPiÚŝ1ƨêƛ2oƙ+C©ƫ
1¬Ś1A.AClƒŤ.ƨŝƬ1ŹH~Õ D&+Ɠ,ſƬ D
3. ƨŝƬ1J`gkW1ĒıǤ©ƫ1¬Ś1ƜŏB−108−

第21回大会発表論文集

第14号

 :!Ə{wĢHĬ DǑ/¨*9ŏD,öGED#E2
DĬƏ{wĢ D¤ƣ,.¤ƣ1¨ HƩğ D%=1>1wĢ¤ƣ1Ə{ëå-1A/ŃÕED1 HƩğ D%=1>11ƾ
+DĨŮ1Ĭ2ðƊ+CƊ2yð1ƉØÙƮ,%
 ĨŮ1uè2}n1ƸC+D(15) Ə¤ƣĚ2©ƫ1¬Ś®5ǆjư1İŘƾ¯HǂD%=/ŝEDǡŕ/ư1İŘƾ¯HŉĵŤ/ǂDǢ3(16) {¤ƣĚ2©ƫ1¬Ś®5ǆjư1İŘƾ¯HǂD%=/ŝEDǡŕ/ư1İŘƾ¯HůĵŤ/ǂDǢ+2}n1Ýŷ+Ə¤ƣĚŝEDÅµ,{¤ƣĚŝEDÅµ/-1
A/İŘǍG(*DHƚ*
3.1. Ə¤ƣĚ1ǁă Ǚ1ę&ƚ*;D,Ə¤ƣĚ2{¤ƣĚAC>¬¾Ǚ 1 )Þ.1 ŷ+Õƈ%A/Ə¤ƣĚ1Ǚ2{¤ƣĚ+đEDÅµ/2ťŤƨ/.DǙ+Cñ(*Ə¤ƣĚ,2¬¾HğŪ"!ſĭ1;Hđ DƘřëå,ƟDĻ/
#1A/¬¾HğŪ.Åµ.DÅµHƉD+2Ì 2 Ƹ
C1ÅµHùÕ*DƥƊƋÿ/,(*¬¾ğB+D,ě%ÅµƥƊŕÕ1 ¬¾HŦB.Åµ}n1 2 )/)*ǆ1İŘj
ư1İŘ1ƜŏBƉØ*
 1,*Ļ1Ě(17) ǡîŚHA,æ(èD,Ǣǔ.°(ÿ,E%
HĊDćç1øÄƥƊ,Ƌÿ,>/ğB+E3ƥƊGG¬¾ǙHğŪ%{¤ƣĚîǔ.°(ÿH,(% +2.(17)1Ə¤ƣĚHŝD,2ƏŒ&,öGEDE2ǆ1İŘHǀÓ*DÅµ,*ŚƝ+D(18) ǆ1İŘ
1. Make your contribution as informative as is required (for the current purposes of theexchange).
2. Do not make your contribution more informative than is required.
(Grice 1989: 26)
ǆ1İŘ2ēƟ E3ƼoƳ.øÄǆHĒ "A ,Ź+D1
Ź1nŕÕ1¬¾ğB+D(17)+2Ə¤ƣĚǁăED,/.D 11,*(19) ǔ.ħĲG(%−109−日本語の自他交替：協調の原理の観点から

HĊD(19)2(17),2š.CŕÕ1¬¾ƗĚƍ+2ģE*.,>ħĲGD ŖûHD,+DA.íuǡ ƹ¿ĴƊǢrŠŦƭ
BģE*E3ƿ+D4 1ŏ+2(17),¶ĸ¬¾1ģ,ǆ1İŘ/ñ(*Ə¤ƣĚǁăE*D }mƏ¤ƣĚ,ǆ1İŘ1ǍGC/)*ƶ9%Ļ/,ư1İŘ1ǍGCHƚ*,*Ļ1Ě(20) ǡ)>ƸCáÒ*°(ÿ/ƞED,Ǣ¥ÿ/°(ÿ,E%
HĊD(20)2(17),2š.CDŕÕ1ƙ¾H¬¾,*č*D1+2.
°(ÿ/Ǎ DB1¬¾Ƈǡžâ¢§/AD\R1Ƅ;?ǉŵǢ5 ſĭŖûHæƲ%>1,*č*D:%ƥƊ2Ƌÿ1rŠŦƭ1ŖûƥƊƏƴ,¶ŁŌ):C°(ÿ1ŖûÉ§/)*1ŕÕ1¬¾2oğ&B1¬¾Ƈ2ÐÀ*D,ùÕHĈ(*D&F,Ħï*D1Ħï¥ÿ/ ,1Ʋ/řE*D,Ɵ(*A&F¥ÿ/ ,ƣ2ŕÕ1¬¾oğ&B1¬¾ƇÐÀ DŖń1đ/ƿ.Ƙř
&,ƟD
 B1¬¾Ƈ1ÐÀHƧ=D/>ǍGB!¬¾Ƈ/¹:ED¬¾ 1 )H¬¾Ǚ,*ğŪ.Śş2ư1İŘ/A(*ƩğED
(21) ư1İŘ
Try to make your contribution one that is true
1. Do not say what you believe to be false
2. Do not say that for which you lack adequate evidence.

(Grice 1989: 27)B1¬¾ƇǍG(*D,:+2Đŋ+*>DŕÕ1¬¾HŲļ
=D/ƐB.Ŭã1rŠŦƭĈ%.Åµ/2(21)-2 /Ąƞ D,/.D
ñ(*(20)1A/¥ÿ/ Hŝ*đ DŖń+2ư1İŘƾ¯HǂD%=/Ə¤ƣĚǁăE*D,ƟD:%(15)+ŕ/ư1İŘƾ¯2ŉĵŤ/ǂD ,ƶ9%Śş2{¤ƣĚ,ŀ9*Ǚ 1 )øÄǆÞ.Ə¤ƣĚ2#E&ư1İŘƾ¯H DdSO>Þ.,ƟD%=+D6
3.2. {¤ƣĚ1ǁă m1Ýŷ+Ə¤ƣĚǆjư1İŘ1ŹH±* 2 ]Vki1ĜŅ+ǁăE
D1Hƚ%ƗĚƍ+¬¾ģE*E3ǆ1İŘ/ACƏ¤ƣĚŦ(*D¬¾¬¾Ƈ1;.B3ư1İŘ/ACƏ¤ƣĚǁăED1+(%{¤ƣĚ1ǁă21 2 )1]VkiBƏŒ/ÜED):CƗĚƍ+¬¾ģE*.q)ŕÕ1¬¾HŦ(*DÅµ/{¤ƣĚǁăE
D#*Ə¤ƣĚ,¶ĸ#E$Eǆjư1İŘ1ŹH±*D ,*Ļ1Ě(22) a. Íǃ°(ÿH,(%b. îBħHĲ%

−110−第21回大会発表論文集

第14号

HĊD!E>ǆ1İŘǡ(18)-1Ǣ/Ąƞ.AƗĚƍ+ğŪE*.
¬¾Huƨ,*{¤ƣĚHŝ*D:%B1¬¾Ƈ+2.ŕÕ
1¬¾HƥƊŦ(*DÅµ/2ư1İŘǡ(21)Ǣ/>ƾ¯*.#*(16)+ŕ/ư1İŘƾ¯2ůĵŤ/ǂD ,ƶ9%Śş2{¤ƣĚ2Ə¤ƣĚ,ŀ9Ǚ 1 )øÄǆË%=#E&ư1İŘƾ¯1dSO>Ǡ:Dũ/(22a)ƿ.ÅǗ+Ə¤ƣĚ°(ÿ,E% Hŝ*>ư1İŘƾ¯/2.B.7 {¤ƣĚ1ư1İŘǀÓ1zĜ2#1ůĵ÷1ŏ+Ə¤ƣĚ,š.D1ƾ2ŢƥŖń/DƥƊ1rŠŦƭ1ÀCĜ/şĪ D):C¬¾ƇŦB.1ŕÕ1¬¾:+Ŧ(*D1,ƾ+D
4. ƨêƛ/|GD©ƫ1¬Ś
 2 ŷ+ƚ%A/ƨêƛ2Ŗń,Ùó D>1,*1;ÐÀ1ƽĽE%
1&(%#1Åµǔ. Hŝ*đ´ƌ.Ŗń+2Ǝí§¥ÿ/ Hŝ*đ´ƌ.Ŗń+2¯í§fNQPiǄ1¤ƣ1úºƘŪ+1Ė,*śD,ùÕ/.DÖǑ#1A.ùÕn+ƨêúºƬ1ŚƬHŢß"*,2´ƌ&,öGED3 ŷ+Ēı%©ƫ1¬Śu/ǆjư1İŘ1Ɯŏ+1ƨŝƬŤ.Ĭ/A(*>wĢ¤ƣ1ċDƑƩğ
ED1+E3ŚƬ1žŊ÷1ƜŏBƏ{wĢHƩğ Dm+2Ę*fNQPiÚŝ1ƨêƛHơDòƙ2.8 fNQPiǄ1¤ƣ1øÄ,*òƙ.12Þ.,>wĢ¤ƣ1ÅµƏ{ëåsĜHĈ),øÄ&+
Dð2Ŗń/ó*ƨŝƬŤ/Ə{ëåŃÕEƏ¤ƣĚj{¤ƣĚ,*ŢƥED,/.D ĨŮ+2Ə{wĢřƮH 3 ŷ1ǝ+>ƶ9%A/Ə{wĢ D,ũƧE*D¤ƣ/)*-1A/Ə{ëåŃÕ D,Ɯŏ+Ĭ*
CſƬ,*2Ŗń/ó*ǍGDƨŝƬŤŹš.Cſĭ,*ŝBED¤ƣ1ëåš.D,,&(%Ə{wĢřƮ/2> 1 )1ǗC#E2wĢ D¤ƣ,.¤ƣ1¨/)*+D1Ǘ/)*>ƨŝƬŤ.Ĭ´ƌ+D1´ƌ+E3-1Ŭã:+´ƌ+DĳƠ DòƙCyð1ƪǞ,%
ņ1 í{¤ƣ2ƨêŤíǡlexical causativeǢ,>»3ED-(s)ase-HČƨŤíǡproductive causativeǢ,2¨EDǡShibatani 1976ǢDƀ(i) a. Íǃ2ŻH(%ǡƨêŤíǢb. Íǃ2ƔÏ/ŻHB"%ǡƀƨŤíǢ(ii) a. *ƔÏ2ÍǃHƱ(%ǡ*ƨêŤíǢb. ƔÏ2ÍǃHƱB"%ǡƀƨŤíǢ
lƒŤ/ƨêŤí2¤ƣ,/#1ŝŅ1ģőHĉÕ

−111−

DòƙDŏ+日本語の自他交替：協調の原理の観点からoƛ)ǖśŜŤ+Cñ(*fNQPi81ţǊHƙ DlĜƀƨŤí2#1A.¤ƣ,1ĉÕ2òƙ.B@D¤ƣ+śü´ƌ+Dŏ+ƛŤ)śŜŤ+Dñ(*fNQPi81ţǊHƙ.
2 ĨŮ+2lƯ*Ə{ëå H1úº+ŝD
3 ŢƘ®5ĨŮ+2Ə¤ƣĚ/)*ǆ1İŘ1ǍpHuè%ĸû1İŘǡthe maxim of mannerǢ, 9>E.,1>ƗĚƍ+ĝ/ŕÕ1¬¾ģE*D/>ǍGB!ã{¤ƣĚHŢƥ D,+¬¾HğŪ
D12ǋ .1+(*øÄǆ1¼Ǟ+2.B+D(iii)ĸû1İŘ
Be perspicuous.
1. Avoid obscurity of expression.
2. Avoid ambiguity.
3. Be brief.
4. Be orderly.

(Grice 1989: 27)

4 ƹ¿ĴƊ}Ê+>ŖńĻŴ+ƥƊ1rŠŦƭ/1íuùÕED&F:%1ĚƗĚƍ+¬¾ģE%Ŗń+ŢƥED,>´ƌ+D
5 1¬¾Ƈ/)*Rappaport (2014)+2X_LeY¬¾ǡdefault causeǢ,»I+D
6 >ƟG.E3½HƟ´ƌ÷.A/øÄǆÞ.E3#E&Ɩ1øÄHň*:dSO>Þ.2!+D
7 ƥƊ&ŕÕ1¬¾HŦ(**ƋÿŦB.Åµ,.D1+ǆ1İŘǡ(18)-1Ǣƾ¯/.D
8 +2Ə{wĢ/Dƨêƛ1oƙHuè*D1+(*{1řƮHƩğ D%=/òƙ.ƨêƛÐÀ D´ƌ÷H¸Õ*DG+2.
#1Åµ+>ƨŝƬ/á ,+D-1ĳƠ2òǛ,ƉD­œĚŗ
Grice, H.P. 1989. Studies in the Way of Words. Cambridge, Mass.: Harvard University Press.
ìàÍǃ. 1996. ¤ƣúºƬǤƧŦ,Ɵƨ1ďŏ īxǤFŔ.
ìàÍǃ. 2000.Ə{wĢ1úºŤcM[Tb tŞôǒjǛŞlÎǡƃǢ Ğƕ
ƨ1Ə{wĢ 33-70 īx: 4)ġý.
Levin, B. 1993. English Verb Classes and Alternations: A Preliminary Investigation. Chicago:
The University of Chicago Press.
Matsumoto, Y. 2000. “Causative Alternation in English and Japanese: A Closer Look (Taro,
Kageyama, Dooshi Imiron: Gengo to Ninchi no Setten [Verb Semantics: The Interface ofLanguage and Cognition]).” English Linguistics, 17 (1), 160-192.

−112−

第21回大会発表論文集第14号

ɨɴßɁşÁɁāƩʘȗčȘȡɖɆȗXŠÄzɁÜłȘɝÿȼȯəƪś(ʃɲʈďįėǚrƿyľÝʑǘǘǘ

<Abstract>
While Japanese sentences ending with kedo (kedo-sentences) have various meanings
and usages such as contrast, introduction, and sentence-final particle usage, thestructure of their ambiguity remains to be clarified. This paper proposes the hypothesisthat the meanings and usages of kedo-sentences are distributed in a continuum withtwo polar elements, which are ‘contrast’(X) and ‘presentation of relevant information’(Y). The paper established the hypothesis by applying it to example sentences inprevious work and corpus data.
țɦʎʋʎɴȜʘɨɴßȔşÁȔƪś(ʃɲʈȔɩʎɹɬǢǟ ɂȮɐȿǘâóƌɁɨɴȣĮȞɗɚəßǚȔɨɴßǛȿɂȔǚǢǛǂȣƼȷȴɨɴƫL#ɂŵɜɚȴʐƧÙʑȔǚǣǛ'ŴȻȯɨɴãȬɞȞɗȷȭɒȞɍȯȢʐFŝȤʑȔǚǤǛȡŮȣ7ɘɍȭȴɨɴʐŕJƇĹĮĔʑȾȽĂȾÆgĮĔȣŻɗɚəȕȭȢȭȔɨɴßɁşÁɁāƩȿɂ@ȿƓƐɁ*uȣĊȬɚȺȞəȕóŀňȻɂȔȗčȘȡɖɆȗXŠÄzɁÜłȘȼȞȟźŒɝÿȼȯə

ƪś(ʃɲʈɝÜûȭȺɨɴßɁĂȾÆgĮĔȿŚĹȾƍãɝȠȔ6ŵŀňɁ-ßɓɩʎɹɬɁɲʎɯɝĮȞȺȲɁ±Áɝþƅȯəȕǘǘǣǟ 6ŵŀňȼjǉģǘɨɴßɁÆgĮĔȿȸȞȺɁ6ŵŀňȿɂȔȤȦ@ȨȺȔȑ8(ĹȾ@Ǎʐrŉrƌŀň
ÊǝǘǢǪǦǢʙøǝǘǣǡǡǨʑȔȒŕJƇĹĮĔȿȸȞȺɁ@Ǎȼ@öʐĞǝǘǣǡǢǧʙWǝǘǢǪǪǦʙķǝǘ ǢǪǪǧʙ:įǝǘ ǣǡǡǢʙĄýǝǘ ǣǡǡǦʑȔȡɖɆȓĮĔƹɁƺ0ɁƍãʐĐįʍěǝǘ ǣǡǡǢʑȣȝəȕǘȑɂȔƧÙȔčȔFŝȤȔÜǉȔÕ7ȔŕJƇĮĔȔȾȽɝÔȩȺȞəȕȒɂȔŕJƇĹ
ɨɴɁƏƈĆŦȼȭȺȔȗļË$ȞĮĔȘʐWǝǘǢǪǪǦʑȔȗŢȤËȿôɝÜłȯəȪȼȘʐķǝǘǢǪǪǧʑȔȗĶƈɁ2NȘʐĞǝǘǣǡǢǧʑȾȽɝÔȩȺȞəȕǘȗļË$ȞĮĔȘʐWǝǘ ǢǪǪǦʑɂȔȗŢȤËȿȭȔƈȭËɁÆŻɓǌðȔɍȴŢȤËȿȼȷȺŵLɝƚȪȯȤȷȢȨȼȾəɖȟȾÄzɝÜłȭȔȎȽȟȻȯȢȏȎȞȢȣȻȯȢȏǘ ȎȽȟȭɍȭɕȟȢȏŌɁɶʆɟʌɬɝļËȿȠəĮĔȘʐȇǟǩǢʑȻȝɘȔ-ʐǥʑȾȽȻƍãȬɚȺȞəȕǘ
1−113−

ケド文の多義性の構造：「対比」および「参考情報の提示」を両極とする連続体モデル

ǚǥǛ ǖʘǘ ɜȬɆɇɘȢȨʚ^ʘǘ ȟɞȕ³ɘȿȷȺȞȟȪȼȵȷȴɗȬȔȲɚɑåǄ]ȿ>ȭȺɋȭȞɞȵȨȽȾȝȕʐWǝǘǢǪǪǦǝǘȇǟǘǩǢʑǘǘķʐǢǪǪǧʑɂȔǚǦǛɁɖȟȿȗɥʇȘȼȗɨɴȘɝčƞȭȔǚǦǹǛȿɂȗȵȢɗȔʛȭȺȦȵȬȞȘȾȽɁļËȿ)ȢɝȬȱɖȟȼȯəÆqȣÇȮɗɚəȣȔǚǦǺǛȿɂȲɚȣÇȮɗɚȾȞȼƤɊȺȞəȕȗɨɴȘȻôɝÜłȭȴ{`ȔȗșŢȤËȣ)ȢɝȯəȴɐȿXŠȿȾəÄzȼȭȺÜłȭȺȞəȚȿƬȥȾȞȕșùɗȢȾʐëĹȾʑÒȶ×ȨȚȼȞȟɶʆɟʌɬɂȪȪȢɗĭȮəȼŠȠɗɚəȕȘȼ@öȭȺȞəʐȇǟǢǧʑȕǘǘǚǦǛ ǹǟǘ #ƓȣŕɜɘɍȭȴȢɗȕǘ
Ǻǟǘ #ƓȣŕɜɘɍȭȴȨȽȕʐķǝǘǢǪǪǧǝǘȇǟǢǧʑǘǘɍȴȗĶƈɁ2NȘʐĞǝǘ ǣǡǢǧʑɂȔƤɊə:ȣƈȭËɁǇxȿȝəɑɁȼȭȔȗŅɁĎÒȶȼȭȺɂȘȔȗŅɁŠȠȻɂȘȔȗ2ĹȿɂȘȼȞȟÆgɝŷȯɑɁȻȔ-ʐǧʑȾȽȻƍãȬɚȺȞəȕǘǘǚǧǛ ǭǫǘ ȴȵȔ>ȴɘȼȢȻȤȾȞɀȔɑȟȕɍȴéȦȔǮǫǘ ȟʎɞȔȯəȸɑɘȵȨȽȕʐĞǝǘǣǡǢǧǝǘȇǟǘǦǡʑǘǘƂȑȡɖɆȒɂȔɨɴɁĮĔ8(Ɂƺ0ɝÌȷȺȞȾȞȕǘȓɁĐįʍěʐǣǡǡǢʑɂȔȗʐʔʑɨɴɂĶƈɝſƵȯəȪȼȿɖȷȺŢȤËȿǋtNȯəȼÀɜɚəÅɝșeȚȯəĆŦɝÒȸȔʐʕʑɨɴȿɖəșeȚȿɂșüVȚȼșÍEȚȼȞȟȸɁɯɠɿȣȝəȔʐʖʑɨɴɁ_ĮĔȿɂȽɁɖȟȾÅȣȽɁɖȟȿeȬɚəȢʐșüVȚȝ
əȞɂșÍEȚʑȿɖȷȺ@NȯəȼȞȟƪśĹȾɑɁȻȝəȘȼ@öȭȺȞəʐȇǟǧǣʑȕȗɨɴɁF
ȔȝəȞɂFȢɗǋtNȯəÅȼ·ȔȝəȞɂ·ȢɗǋtNȯəÅȼɁƹȿɂàȣàɝeȯəȼȞȟƺ0ȣÈŉȭȺȞəȘʐǰǺȀǼǟǝǘ ȇǟǧǪʑȼȭȔȪɁƺ0ɂȔȗƧÙɓčĮĔȻɂșüVȚȼȞȟ²Ȼ·ȔȝəȞɂ·ȢɗǋtNȯəÅȼFȢɗǋtNȯəÅȼɁƹȿÈŉȭȺȡɘȔFŝȤȔÜǉȔŕJƇĹĮĔȻɂșǋtNɁÍEȚȼȞȟ²ȻFȢɗǋtNȯəÅȼ·ȢɗǋtNȯəÅȼɁƹȿÈŉȭȺȞəȘʐǰǺȀǼǟʑȕȪɁ@öɂłiȿɏȣȔ9(ĹȾ-ɝÌȷȴƍãȣP@ȻȝəȾȽƓƐɁ*uɝĊȯȕɍȴ@öȿĮȞəɲʎɯȣȫȦƽɗɚȺȞəȕȿŻȴɖȟȿȔɨɴßɁşÁɁāƩȿɂ@ȿƓƐɁ*uȣĊȬɚȺȞəȕ
3. @öàĔ
óŀňɁ@öàĔȿȸȞȺƍãȯəȕɲʎɯɂȔ6ŵŀňʐXĥßĩʑȿȡȨə-ßȼŲš
Ɂ+-ȔȡɖɆșŐƀȚȗīâóƌíȤƀűvŶɩʎɹɬǘ ƨ¤ĦȘʐǮǯǯǴǱʑɝĮȞȴȕǘ
2−114−

第21回大会発表論文集第14号

ɍȰŷĹȾ-ßɝɑȼȿɨɴßɁşÁɁƍãʃɲʈɝÜûȭȴȕǘ
ƍʘǘ ɨɴßɁ_ÆgĮĔɂȗčȘʐǵʑȡɖɆȗXŠÄzɁÜłʐXŠɍȻȿ±ƉɁÄzɝÜłȯəʑȘʐǶʑȼȞȟźŒɝĂȖȾɸʇʌɬȻÒȷȺƪśĹȿ@¢ȭȺȞəȕǘȪɁƍɝ6ŵŀňȿȡȨə-ßȡɖɆŲšɁ+-ȿƮĮȭȔćȿɩʎɹɬ ǮǯǯǴǱ ɁɲʎɯȿƮĮȭȺȲɁ±Áɝþƅȭȴȕǘ
ǮǯǯǴǱ ɁɲʎɯɂȔɍȰȔɷɠɭɝĠɗȯȴɐȿȔȗȨȽȔȘȡɖɆȗȨȽȕȘȿŘȷȺþœȭȴȕȗȨȽȔȘȿɖəßBþœɁŗ÷ ǤǢǝǣǪǩ ɁȟȶîCɁ Ǧǡǡ ȔȡɖɆȗȨȽȕȘȿɖəßBþœɁŗ÷ Ǧǝǣǡǣ ɁȟȶîCɁ Ǧǡǡ ɝĮȞȴȕȪɁȟȶȔ,ȠȾȞĮ-ʐ:ĹȿƮAȾɑɁɓȔɾʊɧȾȽȻâóƌȣɚȺȞəɑɁȾȽʑɝƾȤȔȗȨȽȔȘȿȸȞȺɂĈgǥǩǢ ȔȗȨȽȕȘȿȸȞȺɂĈg ǥǨǪ ɝĮȞȴʐšɝ`ɜȱȺĈg Ǫǧǡ ʑȕǘ

4. @öŗ÷
4.16ŵŀňɁ-ßɝ ¹ȼȭȺɍȰȔ6ŵŀňɁ-ßɝ¹ȼȭȴǚǨǛʛǚǢǩǛȿȸȞȺȔÜûʃɲʈɝĮȞȴ@öɝłȯȕ

ʐ°ƎɁȴɐȿȗɨɴȘɝ,ĮȕʑǘǘǚǨǛ 5ɂŤȣǓȞɨɴ­ɂŤȣ&ȞȕʐĐįʍěǝǘǣǡǡǢʑǘǚǩǛ ǬǚǢǛǘ ǂȣƼȷȴɨɴƫL#ɂŵɜɚȴȕʐĐįʍěǝǘǣǡǡǢʑǘǚǪǛ ǬǚǣǛǘ 'ŴȻȯɨɴãȬɞȞɗȷȭɒȞɍȯȢȕǘǚǢǡǛÃȞɨɴȡƷƘȭȺȦɚȾȞʚʐĐįʍěǝǘǣǡǡǢʑǘǚǢǢǛȪɚȔ§Ɂɽʇʌɬů¨ȻƗȷȺȤȴɞȻȯɨɴȔɖȢȷȴɗȽȟȳȕǘǚǢǣǛȪɁFƘȭȴóɝãâȔɑȭĤĬȵȷȴɗã·âȻɑȞȞɞȵɨɴȔƣȭȺȦɚəʚʐĐįʍěǝǘǣǡǡǢʑǘǚǢǤǛǬǚǤǛǘ ȡŮȣ7ɘɍȭȴɨɴȕǘǚǢǥǛȝȴȭȵȷȺŵȤȴȞɞȵɨɴȕʐĞǝǘǣǡǢǧʑǘǚǢǦǛȻɑàȾȞɞȻȯɑɁȕĎȿɂȭȺɍȯɨɴȕʐĞǝǣǡǢǧʑǘǚǢǧǛǷǒƝƭZɁƝɝŻȸȨȴƒȣƢȦɁɝŽȞȺǸǘ ƒǫǘ ŷɁƝȔȡȴȦȴȶɁʚȌÒȶǫǘ ʋɪʌȻȯȢʚȲȟȻȯɨɴȕʐ:įǝǘǣǡǡǢʑǘǚǢǨǛȬȝȕȽɚȧɗȞȢȭɗȕmPĉɂȯȥȺəȼÀȟɨɴȔȝȴȭȼȡȾȞ¦ȧɗȞȿɑŻȠəɜȕʐǮǯǯǴǱʑǘǚǢǩǛ[ɓËɝɇȦɡɢɱɳɵɽɦʌɝÒȷȺȤȺȦɚȴɘȕđȭȺǓǊȾʇʌɰȻɑȾȢȷȴɞȵɨɴȕȲɁ¹Ʋɘȣħ=ȦȭȢȷȴȕʐǮǯǯǴǱʑǘǘǚǨǛɂőŎȾčĮĔȻȝɘȔźŒ ǵ ɁɎȢɗÈəȕǚǩǛɂƧÙĮĔȻȔźŒ ǵ ɝ ¹ȼȭȸȸȔFȣ·ɁXŠÄzʐĨēƃʑȼȾəȪȼȢɗźŒ Ƕ ɝɑÒȸȕǘ
3−115−

ケド文の多義性の構造：「対比」および「参考情報の提示」を両極とする連続体モデル

ǚǪǛǘ ȼǚǢǡǛɂȞɜɔəFŝȤĮĔȻȝəȕǚǪǛɂźŒ Ƕ ɁɎȢɗÈəǚXŠɍȻȿŪ@ɁcF
ɝcȷȺȔĮɝƤɊȺȞəǛȕǘ ǚǢǡǛɑźŒ Ƕ ȣ¹ȻȝəȕȗȡƷƘȭȺȦɚȾȞʚȘȼȞȟ.ǈɝȯəFȿȔȲɁ.ǈȿȯəŪ¡Ɔ/ʐȗļËȿȭȺÃȞȘʑɝğȠȺȞəȕɍȴȔ
ȗ.ǈɝȯəɁɂÃȞȼÀȷȺȞəȘȼȞȟĎÒȶȼƿȿ.ǈɝȯəȪȼʐȗȡƷɝƘȭȺȘʑȼɁƹȿčƺ0ʐǵʑɑȝəȕȾȡȔȗÃȞɨɴȘɂȔ.ǈɝȯəƿȿȬɝłȯŷīȼȭȺßĔNȬɚȺȞəȕǘǚǢǢǛʛǚǢǣǛɂÕ7ĮĔȻȝəȕǚǢǢǛɂȔ±ƉɁħʐȗȪɚȘʑȿȸȞȺɁŹƛÄzɝȠȺȞəǚźŒ ǶǛȕǚǢǣǛɑźŒ Ƕ ȣ¹ȻȔìȿȗãâȘȼȗã·âȘȼɁƹȿčƺ0ʐǵʑȣȝəȕǘǚǢǤǛʛǚǢǧǛɂŕJƇĹĮĔȻȝɘȔȽɚɑźŒ Ƕ ɝÒȸȕǚǢǤǛɁȗɖȢȷȴɗȞȢȣȻȯȢȘȼȞȟȗļË$ȞȘʐWǝǘ ǢǪǪǦʑɁɶʆɟʌɬɂȔȗXŠɍȻȿʛȘȼȞȟźŒ Ƕ ȢɗęĭȭȴɑɁȼȭȺƍãȻȤəȕǚǢǥǛȻɂȔǶ ȿIȠȺȔȗŵȤȴȞȘȼȗŵȦȪȼȣpǁȘȼɁčʐǵʑȣłiȬɚȺȞəȕǚǢǦǛȿɑȔȗàȾȞȘȼȗĎȿȭȺȞəȘȼɁčʐǵʑȣŻɗɚəȕǚǢǥǛǘ ȼǚǢǦǛȿȡȨəȗƀȞAɘɁnƯȘɁɶʆɟʌɬɂȔźŒ Ƕ ȢɗęĭȯəȕǚǢǧǛɂȗȲɚȣȽȟȢȭɍȭȴȢȘȼȞȟɶʆɟʌɬɝÒȸȣȔȪɚɂŢȤËʐƒʑɁĶƈÆqȣɜȢɗȾȞȻƣɝȭȴȪȼɝłiȭȔŢȤËɁĶƈÆqȼƈšɁƣȼɁčʐXʑȿ£ĽȻȤəȕǘǚǢǨǛȡɖɆǚǢǩǛɂɩʎɹɬɲʎɯȢɗɁɑɁȻȝəǚɩʎɹɬɲʎɯȿȸȞȺɁƊŔɂćōɝXĥǛȕǚǢǨǛɂȔǚǨǛȼbĂȿőŎȾčĮĔȻȝɘȔźŒ ǵ ȢɗÈəȕȯȾɜȶȔɁ¦ǗȿȸȞȺʕŇǍɁÛġȣčȬɚȺȞəȕǚǢǩǛɂȔŋʕß:ȻɂŕJƇĹĮĔȻȝəàȔŋʔßȼŋʖßɁƹȿŋʕßȣÕ7ȬɚȴÕ7ĮĔȻȝɘȔȞȰɚȿȡȞȺɑźŒ Ƕ ɝÒȸȕŋʕßɁ%ŝȹȨȿȸȞȺɂʕƨɘɁÖȠàȣȝəȕȯȾɜȶȔŋʔßɁȝȼȿƥIĹȿłȬɚȴȼȼəȪȼɑȻȤəàȔȗȨȽȔȘȼbĂȻŋʖßȼɝȾȯȣĶƈɁOAɘȣŝȢɚȺȗȨȽȕȘȼŷƂȬɚȴȼɑŠȠɗɚəȕìȿȔŋʔßȼŋʖßȿłȬɚəȗ¹ƲɘɁūȬȘȼŋʕßȿłȬɚəȗǓǊȾʇʌɰȻɂȾȢȷȴȘȼȣčȬɚȺȞəʐźŒ ǵʑȕǘǘ Ȕ6ŵŀňɁ-ßȼ+-ȿȸȞȺȔÜûʃɲʈɝĮȞȴ@öɝłȭȴȕ

4.2ɩʎɹɬɲʎɯɁ@öćȿȔǮǯǯǴǱ ɁɲʎɯĈg Ǫǧǡ ʐȗȨȽȔȘǥǩǢ ȔȗȨȽȕȘǥǨǪ ʑȿȸȞȺɁ@öɝłȯȕʐ-ßɁ·ɁÞɂɲʎɯ ID ɝłȯȕʑǥǟǣǟǢ ȗȨȽȔȘɁ@öǘǵ ȡɖɆ Ƕ ɝĮȞȴ@öɁƶĹȾŗ÷ɂȔɁƨɘȼȾȷȴȕǘǵ ɁɎʘǘ ǣǦǦ ʐǦǤǟǡǙʑȔǶ ɁɎʘǘ ǢǡǦ ʐǣǢǟǩǙʑȔǵǜǶǫǘǢǣǢ ʐǣǦǟǣǙʑȔ`Ɓ ǥǩǢ ǘĮ-ȼ@öǘǵ ɁɎȣƺɜəĮ-ȼ@öɝłȯȕǘǘǚǢǪǛɦʄɻɟʘȭɕȷɄȞȕɓɜɗȢɐɁɿɰɿɰȕŬ¥ȾɍȧȬȞȕȨȽȡȞȭȞȻȯȕɽʇʌ
4−116−

第21回大会発表論文集第14号

ɬɂɡɣɱɥɝǐɏȨȽȔɤɬɬʂɂdƴƳȕʐǢǞǢǦǣǡʑǘǚǣǡǛǏɊȺɎəȼȔȼȺɑȡȞȭȢȷȴȕǘ ɥɠʇɂlȤȵȭȴȕȗ¬ȷȢȢȷȴɜɀȕŻȢȨɂȶɕȷȼÃȞȨȽȔȼȺɑȡȞȭȞɜȕ©ȔɜȴȭȣɨʎɦɁ+ɘàɝÝȠȺȝȩəɜɀȘǘ ʁʎɫʎɁťɂǓǕȷȴȕʐǢǞǥǧǥǢǡʑǘǚǣǢǛȭȢȭĊ¾ȾȪȼȿȔȾäıɁƈɂŕɜȷȺȞȴȕȗçċɂ¼ɚȺɞȵȨȽȔæÏɇȷȼ)Ɂ ŧřɑȾȦȔ ȲɁä ıɁȪ ȼÀȞ >ȯɁ ɀ ȕâɑȾɞȻ ÀȞ> ȭȴȢȾȕʐǢǞǣǨǦǨǡʑǘǘǚǢǪǛȻɂȔȗɡɣɱɥɝǐɏȘȼȗdƴƳɝMɐəȘȼȣčƺ0ȿȝɘȔǚǣǡǛȻɂȔŻȢȨȼƿɁgȣčȬɚȺȞəȕǚǣǢǛȻɂȔȗçċ¼ɚȺȞəȘȼȗæÏÀȞ>ȯȘȣčȬɚȺȞəȕǘćȿȔǶ ɁɎȣƺɜəĮ-ȼ@öɝłȯȕǘǘǚǣǣǛªɘȴȦȾȞɁȢɑȭɚȾȞȢɗȔªȷȺȬȞȼS?Ļ7ȿƀȟɁȻɂȾȦȔȗ~ȲȟȻȯȨȽȔȡªɘȿȾɘɍȯȢȕȘȼȔȭȷȢɘļËɁÆ»ɝŁȢɐəȪȼɂºźȻȯɖɀȕʐǥǞǤǪǡǡʑǘǚǣǤǛȲɚɂȎɦʄɸʉʎʂɥɶɥʈɫɟɯʎʍʊʌɴʌȢɗȦɘTħǑȏȵȷȴȕǘ ȢɗȦɘĪ9Ɂłȼɧɱɭȣƕ}ȬɚȺəɞȵȨȽȔȪɚȣɐȶɒȡɑȭɛȞȕǘ âóɁȢɗȦɘȼȞȠɃȔĿƑɁȾȞȝȴȭȣÀȞĜȢɈɁɂȔȶɕȷȼ¿Ȟâó²ȣȔʐǥǞǢǦǢǨǡʑǘǘǚǣǣǛɂȔȞɜɔəFŝȤĮĔȻȝəȕɨɴɁƱ@ȻȔȗȡªɘȿȾɘɍȯȢȘȼɀəĬİȿƀYȭȺȞəȕǚǣǤǛɁɨɴɁƱ@ɂȔŋʔßȻ7ȭȴȗȢɗȦɘTħǑȘȿȸȞȺɁŹƛÄzɝȠȺȞəȕǘ
ćȿȔǵ ȡɖɆ Ƕ ȣƺɜəĮ-ȼ@öɝłȯȕǘǘǚǣǥǛĖȞȴɘŊȷȴɘɁÇÄĚȣȾȢȷȴȻȯɀȕȸúɁȻǏɊȺȺĭĘɝȼɑȿȭȺəȨȽȔĕǎɅȼȸŉȴȾȞŷǅĹȾáȵȷȴȼÀȟȕʐǣǞǥǩǢǡʑǘǚǣǦǛȼɑȝɚȔɼʎɳɂŰȶĽȞȴȕɴʅɁƱȣâQĸ;ȯəȣȔȻHəȢɗȞȦɃȦȻɑȾȞȨȽȔɿʇɠɸɫɠɂȪȷȶɁàȣɂəȢȿȝəȕǘ ɼʎɳɁŭƌĭĘȣɂȮɍȷȴȕʐǥǞǢǢǥǨǡʑǘǚǣǧǛ"èɝưǔȬȱȾȞɜȘȲɚȢɗɍȴȴɐÂɝȸȞȺśȨȴȕȗȞɓȾȪȼɂȪɚƀȞȴȦȾȞȨȽȔ5ȬɞɁǃƈȿʈʎɫʎȢɗĲĳǃƈȣ7ȷȺȞȴɁȘǘ ʐǧǞǥǧǤǩǡʑǘǘǚǣǥǛȻɂȔǵ ȿȸȞȺɂȔǘ ȗȸúɁȻʛȘȢɗñ¶ȬɚəȪȼȼȗŷǅĹȾáȘɁčȣÔȩɗɚəȕǶ ȿȸȞȺɂȔŋʔßȼȗĕǎɅȼȸŉȴȾȞʛȘɁƹȿȗȸúɁȻʛȘȣƺƪÄzȼȭȺÕ7ȬɚȺȞəȪȼȣÔȩɗɚəȕǚǣǦǛȻɂȔǵ ȿȸȞȺɂȔȞƱȼǓȞɿʇɠɸɫɠɁčȣÔȩɗɚəȕǶ ȿȸȞȺɂȔǘ ȗŰȶĽȞȴȘȼȗɿʇɠɸɫɠȣȝəȘ
5−117−

ケド文の多義性の構造：「対比」および「参考情報の提示」を両極とする連続体モデル

ȼɁƹȿƱɁÄzȣÕ7ȬɚȺȞəȪȼȣÔȩɗɚəȕǚǣǧǛȻɂȔǵ ȿȸȞȺɂȔȞɓȾȪȼɝȗƀȞȴȦȾȞȘȣƿȿɂśȨȺȞəȪȼȣÔȩɗɚəȕǶ ȿȸȞȺɂȔȞɜɔəǘ FŝȤĮĔȻȝəȕȯȾɜȶȔɨɴɁ·ȔƈɂļËȿȼȷȺȗȞɓȾȪȼȘɉȼśȞȺȞəȕǘƂɝɍȼɐəȼȔȗȨȽȔȘȿȸȞȺɂȔǵ ɁɎȻ@öȬɚə-ȣRÞȻȔǶ ȿȸȞȺɂFŝȤĮĔɓÕ7ĮĔȣȦŻɗɚȴȕǘǘǥǟǣǟǣ ȗȨȽȕȘǘ Ɂ@öǘǵ ȡɖɆ Ƕ ɝĮȞȴ@öɁƶĹȾŗ÷ɂɁƨɘȼȾȷȴȕǘǵ ɁɎʘǘ ǣǦ ʐǦǟǣǙʑȔǶ ɁɎʘǘ ǣǩǥ ʐǦǪǟǤǙʑȔǵǜǶǫǘǢǨǡ ʐǤǦǟǦǙʑȔ`Ɓ ǥǨǪ ǘĮ-ȼ@öǘɍȰ ǵ ɁɎȣƺɜəĮ-ȼ@öɝłȯȕǘǘǚǣǨǛµȣƄȠȢȨəȪȼȿɂȔŐ¸ɑ>õəȕȲɁȗóƙȘȿɂɀȕȲɁȗËċȘȿɂŐ¸ȻȤȾȞȨȽȕȝȝȔɑȟó±ȿ`ɜȾȞȕʐǢǞǧǥǧǡʑǘǚǣǩǛ±æɂʒʅʁʃʃƠsɁɑʒȲɞȾȿĝČɂȭȺȞȾȢȷȴɁȻȭɕȟɀȕɂʒĝČȭɍȦɘȻȭɕȟȨȽȕȲɚƼʒȲɞȾȿʅʁʃʃɂǏɊɍȱɞȕʐǢǞǣǥǣǡʑǘǘǚǣǨǛȻɂȔȗóƙʐŐ¸ȻȤəʑȘȼȗËċʐŐ¸ȻȤȾȞʑȘȣčȬɚȺȞəȕǚǣǩǛȻɂȔȗ±æʐȲɞȾȿĝČɂȭȺȞȾȢȷȴʑȘȼȗʐĝČȭɍȦɘʑȘȣčȬɚȺȞəȕǘćȿȔǶ ɁɎȣƺɜəĮ-ȼ@öɝłȯȕǘǘǚǣǪǛaįȣȞȷȴȕǘ ȗʅʇɮȼȶɒȟʌȢȔȝɚȘǘ ȗȲȟȻɑȾȞȼÀȟȨȽȕƸɑÓÉšɑȔɎɞȾ¨āȠȺəɿʊȻȯȢɗȕʐǣǞǢǧǣǪǡʑǘǚǤǡǛȗŞȶɒɞɖɘɑȰȷȼ¦ɁȵȨȽɀȘǘ ȗȬɞȼŜȿêɗȭȺəɁʚȘǘ ȗƭȟȨȽȕŞȶɒɞȼƭȷȺȔĎɁ®ȞũĴȾȾɞȵɖȕȞȞ¦ɝȭȺȔ5ƖɝǈȷȺĭȤȺəȕʐǣǞǨǪǡǣǡʑǘǚǤǢǛȾȿɑɇȴɘȻõəȪȼɑȾȞȼÀȷȺȔ6ȿ£ȭȴɞȵȘǘ ȗȲȟȢȞȕȵȷȴɗɖȢȷȴȨȽȕȪɚȔȝȾȫȵɛȟȕ1ȶɒɞȔȡǏɊȘǘ ʐǣǞǢǥǧǩǡʑǘǘǚǣǪǛɁɨɴɂȔÚȠɐȿÆŻɝƀȟĮĔȻȝəȕÚȠɐȾɶʆɟʌɬɂ Ƕ ȢɗęĭȭȺȞəȕǚǤǡǛɁɨɴɂȔƀȞAɘɁnƯɁĮĔȻȝɘȔǶ ȢɗęĭȭȺȞəȕƿȔɂŜȿêɗȭȺɂȞȾȞȣŪ@ȼȸȾȣɘȣȝəȪȼɝƤɊȺȞəȕȾȡȔDɁ@öɑ\ŦȻȝəȕȯȾɜȶȔȗɂȔŜȿêɗȭȺɂȞȾȞȣȔ5ƖɝǈȷȺĭȤȺəȘȼȞȟčɑŻɗɚȔǵ ȣƺȭȺȞə\ŦÁɑȝəȕǚǤǢǛɁɨɴɂȔÚȠɐȿÆŻɓÇÅɝƀȟĮĔȻȝəȕǘćȿȔǵ ȡɖɆ Ƕ ȣƺɜəĮ-ȼ@öɝłȯȕǘ
ǘ
6
−118−

第21回大会発表論文集第14号

ǚǤǣǛįw6ĭȼɦʄɱɰʀʎʈɝȭȾȣɗȔȗ)ȻƋɐȺɑɗȠȾȞɞȻȯȢɀȠȕȞȞƜȵȼÀȟɞȵȨȽȕ)ȻȞȸɑȪȟȔɌɛȦȲȿƀɜɚȾȝȢɞɁȻȭɕȟɀȠȘȼɌɓȤɍȭȴȕȯəȼȔįw6ĭɂȔʐǤǞǢǢǨǢǡʑǘǚǤǤǛȗµɁɂʚǘ ȼɘȯɍȭȴ«Ɣ|ȢȞʚȘǘ ȗɜȴȭȼbȮŅŉØ3ɖȕȾȢɃ¬ƦȭȺəȨȽȕŨɁĒĵȻȭɃɗȦɝ"ɞȻȞȴɁȘʐǤǞǢǦǤǡǡʑǘǚǤǥǛïŸȷȺŪ¡ĢƛȻɖȦȾȞȻȯȢʚʚ<ųŃɂDȻȯȨȽȕŪ@ɁȪȵɜɘɝȿ
ÐȭȨəºźɂȾȞȼÀȟɁȻȯȕʐǥǞǢǤǥǡʑǘǘǚǤǣǛȻɂȔǶ ɁƺɜɘȼȭȺɂȔÚȠɐȿÆŻɝƤɊəĮĔȻȝəȪȼȣÔȩɗɚəȕǵ ȿȸȞȺɂȔȗƋɐȺɑɗȠȾȞȘȼȗȞȞƜȘɁčȣÔȩɗɚəȕǚǤǤǛȻɂȔǶ ɁƺɜɘȼȭȺɂȔŹƛÄzɁÜłȣÔȩɗɚəȕǵ ȿȸȞȺɂȔǘ ȗʐī´ɁʑŅŉØ3ȘȼȗȾȢɃ¬ƦȭȺȞəȘɁčȣÔȩɗɚəȕǚǤǥǛȻɂȔǶ ɁƺɜɘȼȭȺɂȔĻFȿƤɊȴÆŻɉɁŹƛȣÔȩ
ɗɚəȕǵ ȿȸȞȺɂȔĀȭȺɁÆŻʐȗïŸɂŪ¡ĢƛȻɖȞȘʑȼ-ʐ<ųŃɁȼȤɁïŸʑɁčȣÔȩɗɚəȕǘȿŻȴɖȟȿȔȗȨȽȕȘȿȸȞȺɂȔǵ ɁɎȻ@öȬɚə-ɂȾȦȔǶ ɁɎȻ@öȬɚə-ȣ ǧǡʏƢȦɝUɐȴȕ·šɂȔȿƀȞAɘɁnƯʐȝəȞɂÚȠɐȿÆŻɓÇÅɝƀȟĮĔʑɓŹƛÄzɁÜłȻȝəȕƂɁɖȟȿȔ6ŵŀňɁĮ-ȔŲšɁ+-ȔȡɖɆɩʎɹɬɲʎɯȿÜûʃɲʈɝƮĮȭȔ±ÁȣþƅȻȤȴȕ
5. ƓƐ


6ŵŀňȿɖə@ǍȼɁƺɜɘȻɂȔȗȨȽȔȘɂčʓƧÙȡɖɆÕ7ɁĮĔɝȗȨȽȕȘɂŕJƇĹĮĔɝȡɘȔȼȯəȕȗȨȽȔȘȿɑȗȨȽȕȘȿɑ ǵ ȼ Ƕ ɁȼȭȔàȣƺɜȷȺšȻ ǵ ɁɎȔǶ ɁɎȔȡɖɆ ǵǜǶ ȿɖə@öɁ@¢ȿƭȞȣŻɗɚȴȕǘǵ ɁɎȔǶ ɁɎȔǵǜǶȔɁʖȸȿ@ȨȺƍãȭȴȣȔȗǵ ɁɎȘȝəȞɂȗǶ ɁɎȘȼ@ǍȭȴɑɁɁȿɑȔɑȟàɁźŒȣƺɜȷȺȞəȼȞȟ@öɑ\ŦȾɑɁȣŻɗɚȴȕǵ ȼǶ ɂļŹĹȾ@¢ɝÒȸɁȻɂȾȦȔÆɁɸʇʌɬȻƺɜȷȺȞəȕȐǵ ȼ Ƕ ɁƺɜɘàɂĂȻȝəȕɨɴɁĮĔɂȔƪś(ʃɲʈȿɖəƍãȣ±ȻȝəȕǘßòɁɨɴȿɂȔÚȠɐȿÆŻʓÄzɝƤɊəʐƀȞAɘɁnƯʑɁĮĔȣȦŻɗɚȴȕȪɚɂȔǶ ȿƚoȯəɑɁȼȭȺ@öȭȴȣȔŪ@ɁżģȼɁżģɁčʐǵʑȿ£ĽȬȱəȪȼɑ\ŦȼÀɜɚəȕɍȴȔ-ǚǥǦǛȿɂʕȸɁſƵȣ\ŦȻȝəȕǘǘǚǤǦǛǘ ǷǃƝ¶ȶɁBȿHɘơɞȵȿȭȺǸǘ ȶɕȷȼȕȲɞȾȪȼȬɚəȼpəɞȻȯɨɴȕǘǘſƵȑʘȗpəȘȼȞȟƀȞȿȦȞȪȼɝƀȟȴɐȿȔƀȞAɘɁnƯɁĮĔʐǶʑɝ,ȷȺȞəȕǘſƵȒʘÎƓɁɶʆɟʌɬȣȝəȕȪɁÎƓɁɶʆɟʌɬȣȽȪȢɗĭȮəɁȢɝŠȠȴȼȪɛȔ
7−119−

ケド文の多義性の構造：「対比」および「参考情報の提示」を両極とする連続体モデル

ƀȞAɘɁnƯɁĮĔʐǶʑȢɗȔȢȠȷȺ°Ȟ*ǆȣĊə\ŦÁȣȝəȕɍȴȔļËɁŵL
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ɨɴßɁĂȾÆgĮĔȿȭȺȔȗčȘȡɖɆȗXŠÄzɁÜłȘȼȞȟźŒɝÿȼȯə

ƪś(ʃɲʈɝÜûȭȺŚĹȾƍãɝȠȔ6ŵŀňɁ-ßȔ+-ȔȡɖɆɩʎɹɬɲ
ʎɯɝĮȞȺȲɁ±ÁɝþƅȭȴȕóŀňɂȔŭƌɁƏƈăƑɁŀňȼɑƺɜɘɝÒȸȕƪś(ʃɲʈɁɟɠɲɟɂȔŭƌɁƏƈăƑɁŀňȢɗɺʌɳɝ¸ȴȕŭƌɁƏƈăƑɁĂȾÆgĮĔȿȸȞȺɂȔȑ4õɁhǉĹÆgȼȒęĭĹȢȸßĔNȬɚȴƏƈĆŦɁŖ`ȱȼȭȺɁƍãȣÜûȬɚȺȞəʐǭȀȁȄǽȈǝǘ ǣǡǡǣȔǲǽȅȂǝǘ ǢǪǪǩʑȕ-ȠɃȔȅȆȋǘ ʐ-ȔǳȆȋǘ

ȃǽȊȍȉǘ ǺǽǾȀȅʑɁÆgĮĔɂȔȗȘȼȞȟGƇĹȾÆgȼȍȊȆȇȀǻǘ ǻǿǹȅǾǽȈȍȼȞȟƏƈĆŦȼɁŖ`ȱȼȭȺƍãȬɚəʐǭȀȁȄǽȈǝǘ ǣǡǡǣʑȕʕźŒɁŖ`ȱȿɖəƪśĹȾƍãʃɲʈȣâóƌɁJƇȗȨȽȘȿɑ½ĮȻȤəȪȼȣłȬɚȴȕǘ
Xĥßĩ

Aijmer, K. 2002. English Discourse Particles: Evidence from a Corpus. (Studies in Corpus
Linguistics 10). John Benjamins Publishing Company.
Ğǘ ɍȽȢǟǘǣǡǢǧǟǘ ȗȗȨȽȘɁŕJƇĹĮĔɁÆgĆŦȿƺȯəþƅȘȔșrƌŀňȚǦǦȔ
ǥǩǞǦǪǟǘ
rŉrƌŀňÊǟǘǢǪǦǢǟǘ șīƌɁJƇʍJLƇȌĮĔȼ-ȚȔńŭ>Ħǘ ǘ
Lenk, U. 1998. Making Discourse Coherence: Functions of Discourse Markers in Spoken
English. Gunter Narr Verlag Tübingen.
Wǘ kǟǘǢǪǪǦǟǘ ȗÙśJƇɨʉɴʃɁŕJƇĹĮĔȿƺȯəŠǘ ȘȔșĄěrŉ
ĲĭɮʌɯʎŏźȚǣȔǨǪǞǩǪǟǘĐįǘ ūʍěǘ əȞǟǘǣǡǡǢǟǘ ȗÙśJƇɨɴɁĮĔƹɁƺ0ȿȸȞȺǞǞĶƈ{ǅȿĽĺȭȺȘȔșâóƌÝţȚǢǢǡȔǧǣǞǨǢǟǘ
øǟǘǣǡǡǨǟǘ ȗƈȭƀűȿȡȨəȗȣȘȗȨȽȘǍɁĮĔȘȔșąĲĭɮʌɯʎŏźȚǢǡȔǢǢǞǣǨǟǘ
ķ

TǟǘǢǪǪǧǟǘ ȗȗɨɴȘȻƀȞŕɜəßȘȔș§âóƌÝţņŏźȚǧȔǪǞǢǨǟǘ:įǘ !ǟǘǣǡǡǢǟǘ ȗȗȨȽȘȻŕɜəßȿȸȞȺɁŠǘ ǫǘ ƏƈĆŦɁżģȢɗȘȔșâó
ƌÝţȚǢǡǪȔǥǡǞǥǪǟǘĄýǘ Ɵǟǘ ǣǡǡǦǟǘ ȗƧÙŷīɁÑ¯ĮĔȼȲɁƌĮƐĹK÷ȿƺȯəāßßĔĹŠǞǞɨɴɁŕJƇĹĮĔɝ-ȿȘȔșâóƌĮƐ#ŋʗn#ĶŷƐßǀȚȔǢǤǨǞǢǥǥǟǘ
ɩʎɹɬǘǷǢǸǘ șŐ ƀ Ț ȗ ī  â ó ƌ í Ȥ ƀ ű v Ŷ ɩ ʎ ɹ ɬ ǘ ƨ ¤ Ħ Ș ʐ ǮǯǯǴǱ ʑ

http://pj.ninjal.ac.jp/corpus_center/bccwj/ǘǚǢǢǠǢǥǠǣǡǢǩ ȿƻžǛǘ8−120−

第21回大会発表論文集

第14号

"!%$
ŀ
¦

<Abstract>
This paper investigates nonrestrictive modification with English demonstratives this/that (these/those)in their exophoric, anaphoric and recognitional uses (Diessel 1999). It has been noted in previous studies that
this and that modifying proper names or generic nouns nonrestrictively are typically evaluative or emotional(Lakoff 1974, Bowdle & Ward 1995, Potts & Schwarz 2010). Past discussions of English demonstratives cooccurring with proper names have generally focused on recognitional demonstratives. It will be demonstrated
that this generalization also holds true for exophoric demonstratives. Anaphoric demonstratives, on the other
hand, are not required to be emotional or evaluative when one of the interlocutors (the speaker or the hearer)
does not recognize the referent.
CSPSHŃÅöęČĝĸ}ĳñlĽ

1.





 ę'lĽį&(}ĳñ (restrictive) Ĕİ=9#ĸ}ĳñ (non-restrictive) Ĕİ=
99ł#)Ł®¢ę beautiful (Ý' (1) &ñ%Ĕİ=9#Ć

7:9ł

!(}ĳñŁ(2) &!(ĸ}ĳ(1) the beautiful girl(2) beautiful Mary(1) &

9 beautiful (}ĳñlĽį (restrictive modifier) #!Łę td'Åö ¤ġ=beautiful #§· (property) =Ä girl &'1ĳ9o=Ä ('§·=Ä%ö¤ġ7ĵ:9)ł¤!Ł(2) &'<

8&Ł×ę Mary & beautiful #9 beautiful (Åö¤ġ=7&}ĳ9Ûĉ=ÄŁ§·¸=ħ9'1"9 1 ł08Łĸ}ĳñlĽį (non-restrictive modifier) (§·¸=^ñ&X=qć(Å9#&68ŁÅö¤ġ&¤9ĞÕ

9°=ÙŁÅö¤ġ=7&ĳ9Ûĉ=Ã<%(Givón 2001: 10-11)ł

 Čĝ'Åöę thisRthat (theseRthose) ĳę#!ę=lĽ9Ķ&4Łºñ&ĸ}ĳ
ñ%Ĕİ=99 (Lakoff 1974, Bowdle & Ward 1995, Potts & Schwarz 2010 %$)łÝ'(3) "(įÅöñ (exophoric)Ł(4, 5) "(èµñ (anaphoric)Ł(6) "(ĜĠñ (recognitional) %Å
öę (Diessel 1999è) ĸ}ĳñlĽ&í7:!

(3) [in front of a computer] This IBM ThinkPad is amazing!

9ł
(Bowdle & Ward 1995: 33)2

(4) Robert says when they get overseas there won’t be any more Yankees and Southerners, just Americans.
[…] He’s watching out the window and reciting a poem to himself. He’s a great one for poems, this Robert.
He has poems for running and poems for drill and poems for going to sleep, and poems for when the−121−英語指示詞の非制限的用法について

corn-pones start getting him down.
(Corpus of Contemporary American English (_V COCA #îĖ),Harper’s Magazine, 1992 (Dec), vol. 285)(5) The idea of Gramercy Tavern […] was to re-create an American tavern on a grand scale. A year into its
operation, he [=Danny] was still not satisfied with it. […] His relationship with one of his partners was
faltering and, on top of that, Danny was still trying to be in two places at once. He was racing between
USC and Gramercy Tavern […] and running himself into the ground as well. Danny, the perfectionist.
Danny, the stickler for detail. Danny, the quintessential host. That Danny was showing wear and tear for
the first time. “Gramercy Tavern did not feel like enlightened hospitality’ to me, so I became depressed, ”
he says.

(COCA, Town and Country, 1998 (Nov), vol. 152)

(6) That Henry Kissinger sure knows his way around Hollywood!
Øôú"(ŁDiessel (1999) 'ą&²(Lakoff 1974: 352)

ŁÅöę'Åö¤ġ`Ě'ë&9Ł'Å

öę=įÅöñŁ`Ě'ë&(ŁrĎÏĊ&¥s:=èµñŁ`Ě'ë&4%rĎÏĊ&4¥s:ŁğĚ
!ŁUĖ (3-6) &96

ć'uĩóĠ&9=ĜĠñÅöę#Ē%ł&Łĸ}ĳñlĽį#Ē%:9Åöę=ĸ}ĳñÅöę (non-restrictive demonstrative) #,#&9łØôú&9ĸ}ĳñÅöę'{Ðå=_V' (7)&öł(7) ě­ÏĊ&!ŁÅöęí

7:9ętd'Åö¤ġ'ķŁÅöę'lĽ9[

đį'Åö¤ġ'ķ#t"9#ĚÁ¹9Ł'Åöę=ĸ}ĳñ"
(Martin 2014: 383 &

9#Ē%ł

Łýćf¿)Øù"(ŁČĝ'Åöę thisRthat (theseRthose) 'ĸ}ĳñíã'ºñê³&!ÎìŁĆ£

9#=òñ#9ł
2.


rĎôú&

!ŁČĝ'Åöę (thisRthat) ×ę&^7:9ŁĚÁ'Åö¤ġ&¤9»¸RĘjR¼ª=ďŁZüR¡ēñ%ÏĊ&(í7:%#ÅË:!

9 (Lakoff

1974: 353, Bowdle & Ward 1995: 33-34, Potts & Schwarz 2010: 5-7, Wolter 2006: 82 %$)ł08ŁUĖ(6) &9 that 5Ý' (8) &9 this '6¤ġ (Henry Kissinger) &¤9e7
6&ŁÅöę&69ĸ}ĳñ%lĽ(ĚÁ'Åö'»R»¸=ď&&ŁĚÁ'»¸RĘjñ%n=Ä%¢Ĝ:ŁÝ' (9) &öŁZüR¡ēñ%ĖĦ&(í7:%ł(8) I see there’s going to be peace in the mideast.
This Henry Kissing really is something!

(Lakoff 1974: 347)

(9) *That Henry Kissinger is 58 tall.

(ibid.: 353)

%íã=¸ºñíã (affective use)Ł¸ºñíã&í

7:9Å

öę=¸ºñÅöę (affective demonstrative) #,#&9ł%<Łě­ÏĊ&!ŁÅØôú"(ŁÅöę''6−122−

第21回大会発表論文集öęĚÁ'e7:%

第14号'»R»¸RĘj=ď3&í

7:Ł¡ēRZüñ%ÏĊ&(íŁ'Åöę=¸ºñ"9#Ē%łĨ&ŁÅöęŁ'Åöę=ĸ¸ºñ"9#Ē%#&9ł'{Ð&Ĳ!(ŁðĚ&í'1%7ŁĚć'º4Ć½%:)%7%96

7&ŁUĖ (6)Ł(8) '6

=ó7%

Ł
¡ēñRZüñ"9$$)ŁUĖ (9) 'h"4Ł4Åöł#%$ĚÁe7'»¸=Ĥ3!ĕ

Ĺ%7Ł

&%9ł
%ĸ}ĳñÅöę&(4%<ŁÅöę'Åö¤ġğĚ
7:9#

:'Ĺ&4¢Ĝ:9

7:9ĕĝ®«&»¸RĘj%$&Ĳ9[ēñ%º=Ä¤ġ (Henry Kissinger) 'ĢıĿ!Ą0
ĕ

7

ć'

#"9 (Wolter 2006: 83)ł#"(Łĸ}ĳñ% that =í:9Åöę(ğĚć'uĩĖ¾

;ŁrĎę=Ä%
4rĎę=Ä%*#'gí}ĳÅË:!

&6ó7:!

)Ł(10) &ö6&ŁĈÁ' A  John Smith

9#ðĚ(Wċç&%9ł6!Ł'6&í

7Åö¤ġ=ä·93ŁrĎę=´đ#%(Potts & Schwarz 2010: 4)łUĖ (6)Ł(8) &#9ł

9#ĚÁ¹9&ĳ
7
ł2

9Åöę

ŁĜĠñ%íh"9ł(10)A: Who is John Smith?
B: *That John Smith is a really great guy!


(Wolter 2006: 83)Ł'}ĳ(Åö¤ġ`Ě'ë&9Ĺ"(ĭµ"%%9ł08ŁįÅöíã&9ĸ}ĳñÅöę(ĈÁÅö¤ġ=6ó7%

&

!4í

7:9łv

dñ&(Ý' 3.1 "ĞÕ9ł0ŁBowdle & Ward (1995) "(Ł(11) &9 those '6

7:Łø (kind) =ā÷ñ&Åöíã9#ÅË:!
(1995) ('6

&ŁČĝ'Åöęĸ}ĳñ&í
9 ((3)Ł(11)%Åöę=ā÷Åöę (generic demonstrative) #>"è)łBowdle & Ward9ł(11)A: My cousin just returned from Canada with an adorable Labrador retriever puppy.
B: Those Labradors are extremely loyal, you know.
ā÷Åöę( (6)Ł(8) &96

3Łĸ}ĳñ%Ĕİ=9#Ć

(Bowdle & Ward 1995: 34)%#ÚŁę'Åö¤ġ'ìĔ&¯ĺ=X!

%

7:9ł7&ŁBowdle & Ward (1995: 33) "(ŁČĝ'ā÷

Åöę'gí(ĘjñĦĝ=đâ9#ÅË!

9 ((12)è)ł6!Łā÷ñ&í

7:9Å

öę(¸ºñ"9#Ē%#"9ł(12)A: My cousin just returned from Canada with an adorable Labrador retriever puppy.
B: #Those Labradors were first bred in Newfoundland, you know.
Łĸ}ĳñ&í(Bowdle & Ward 1995: 34)

7:9Åöę(´4ĚÁ'»¸R»RĘj&%9Ł¸ºñł#)ŁÝ' (13) "(ŁĚÁ(ĈÁ&68¥s:\é (Dr. Shepherd) &¤!Łtó7%łĚÁ(Åö¤ġ&¤9»¸RĘjñ%n=Ä%IN?QE=ď#(ĳ7%Ł&ĈÁ&Ĉ!

9#Ĕİ9#ĉ"93Ł' this ĸ¸ºñ"9−123−英語指示詞の非制限的用法について#Ē%#"9ł(13) George:[…], Mr. and Mrs. Hayes. […] I’m gonna bring Dr. Shepherd to see you, […]. He’s thebrain specialist.

Mrs. Hayes:

Doctor? Is he good, this Dr. Shepherd?
(Grey’s Anatomy: Season 1 Episode 7: The Self-Destruct Button)!ŁČĝÅöę'ĸ}ĳñíã(¸ºñ%#ĸ¸ºñ%&z7:9#Ć

7:Ł

Ý'ď 1 '6#&ÎìRzļ9#"9łûÜ( 1Ł2 þ&!ě­h%#=º9ł
ď 1. ČĝÅöę'ĸ}ĳñíã
¸ºñ
įÅö

(3)

èµíã

(4)(5)(11)ĜĠíã

(6)(8)

ĸ¸ºñ
(13)

3. 
Øù"(ŁČĝ'ĸ}ĳñÅöę=UĖď 1 &ö6&ŁįÅöRèµRĜĠ' 3 íã&zļŁĆ£łĀÙŁČĝ' thisRthat (theseRthose) 'ĸ}ĳñíã(' 3 íã&ē£:
9ł!ŁįÅöRĜĠ' 2 íã&!Łĸ}ĳñ% thisRthat (rĎôú&ÅË:6&Ł´çñ&¸ºñ%IN?QE=ðĚ&^'1%7Łĸ¸ºñ&í

9'&¤Łèµíã&'1Ł¸ºñ%gí

7:9ĸ}ĳñÅöę (this) 4Ē7:9ł_V' 3.1 þ"(įÅöŁ

3.2 þ"(èµŁ3.3 þ"(ĜĠíã&9ČĝÅöę'ĸ}ĳñíã&!ĞÕ9ł

3.1 įÅö
įÅö&
ë&í!ŁthisRthat 'ĸ}ĳñíã&Ĳ!(Ł×ę=lĽ9

7:9&z!Ć

9ĶŁ´e7w¢&(í7:!

'»ñ%IN?QE=

7:%

ł#

9Ûĉ=Ä!

8Ł(»¸ñ&) ZüR¡ēñ%)ŁUĖ (8) 'ðĚ(rĎôú&!(ĜĠñ%íh#!Æ9ŁÝ' (14) &ö6

&4c6%ĕ

6+ā÷ď

ł0łįÅöñ% thisRthat ×ę=ĸ}ĳñ&lĽ&ŁÅöę'Åö¤ġ (Henry Kissinger) ðĚ'ë&9

Ò"9ł

(14)(seeing Henry Kissinger, the speaker says to his friend){This/That} Henry Kissinger really is something!
%Ł(14) &

4"%

(Lakoff 1974: 347ŁTįÌ)!(ŁĈÁÅö¤ġ (Henry Kissinger) =ó!

9#ĚÁ¹9

4Łĸ}ĳñÅöę'gí¢Ĝ:9 4 ł%<ŁįÅö&ñR¸ºñÅöę(ĈÁ'Åö¤ġ&¤9óĠ'×æ&4
Ġíã ((6)Ł(8)è) #à.9#Ł(14) &

96

−124−

<7í

9ĸ}ĳ

7:9łŁĜ%įÅöñÅöę'ĸ}ĳñ%gí&Ĳ第21回大会発表論文集

!(Ł3 \'@QKASLQG'第14号

Ł¢Ĝª&m\¨Ē7:Ł55¢Ĝªč9#Ć

7:9ł
!Łĸ}ĳñ% thisRthat (theseRthose) ā÷ďë&í

Ý&ŁįÅöíã&Bowdle & Ward (1995) &ÅË:#ø&¤9%>78Ł¸ºñ%Ĺ&'»¸RĘj=ďo=9ł#

7:9Ł

ė¢:ŁĚÁ'Åö¤ġ')ŁÝ' (15) &!Łthis IBM

ThinkPad (ë&9JFDQ=ĩ!ŁIBM ThinkPad #ø=ā÷ñ&Åö!

}ĳñ% this ĚÁ'»RĘj=ď#Ć9 these IBM ThinkPads 4Ú"9łthat/those 46&í

7:9ł(16) &7:9#"9 ((17)Ł(18)(15)[in front of a computer] This IBM ThinkPad is amazing!

9łĸ

è)ł

(Bowdle & Ward 1995: 33Ł(3) xÇ)(16)[in front of a computer] These IBM ThinkPads are amazing!

(ibid.)(17)[far away from a computer] That IBM ThinkPad is amazing!
(18)[far away from a computer] Those IBM ThinkPads are amazing!
Bowdle & Ward (1995: 33) "(Łë'JFDQĚÁ'ĥ&9( this/theseŁ( that/those ĮÂ:9#Ħ.7:!
Á

7àģñĬ

9ł

Ł(17)Ł(18) '6

%Ĺ&

"%
!ŁĚ

À&9JFDQ=Ē! IBM ThinkPad =ā÷ñ&Åö9ĶŁ(18) 'ĐÍ®

those IBM ThinkPads Ļ%¢Ĝ:9TÒŁ(17) 'Í® that IBM ThikPad '¢Ĝª&Ĳ!
(Ê:Ē7:Ł55¢Ĝ:&%9#Ć

7:9ł

3.2 èµíãèµíã&!Łĸ}ĳñ&í:9ł~ć&

7:9 thisRthat (¸ºñ%

!(ŁthisRthat 'YÒí»=ďłTÒŁ±ć&6+ĸ¸ºñ%&z

7:ŁĚÁ'Åö¤ġ&¤9%>7!(Łthis '1¢Ĝ:Łthat 'gí(ė¢:%"(¸ºñ%Ł3.2.2 "(ĸ¸ºñ%&'»¸R

ł_V' 3.2.1!Ħ.9ł

3.2.1 ¸ºñ%
7:9ĸ}ĳñÅöę thisRthat &Ĳ!(Ł0Ł×ę=ĸ}ĳñ&lĽ9¸ºñ&íŁthisRthat ĚÁ'Åö¤ġ&¤9e7' (19) &'»¸R»=ďÛĉ=Äł#)ŁÝ!Łthis ×ę Robert =ĸ}ĳñ&lĽŁĚÁ'Åö¤ġ (Robert) &¤

9»=ď!

9#Ć

7:9ł' this ( that &ăÉ

9#"%ł(19) Robert says when they get overseas there won’t be any more Yankees and Southerners, just Americans.
[…] He’s watching out the window and reciting a poem to himself. He’s a great one for poems, thisRobert.
¤!Łèµíã&(COCA, Harper’s Magazine, 1992 (Dec), vol. 285Ł(4) xÇ)!Łĸ}ĳñ% that (Łthis #6&¸ºñ&í

7:ŁĚÁ'Åö¤ġ-'»¸R»=ď#Ö&Łĸ}ĳĲkþ#ļcÛĉ4Äł(20) &Danny (rĎę (Danny, he) #TÅö=Ď#Ö&Ł(21) &ö6%o=ÙŁ%<ŁDanny &rĎÏĊ&Èö:§·¸=^!

−125−

9 that%ĸ}ĳĲkþ#c6
9#Ć

7:

英語指示詞の非制限的用法について9ł:7'§·±;' showing wear and tear #'w¢#¤à:ŁĀÙŁĚÁ'ľ5Þ¶%áÄď:!

9ł'íã&9 that ( this &ăÉ7:%ł(20) […] Danny was still trying to be in two places at once. He was racing between USC and Gramercy Tavern-only blocks away-and running himself into the ground as well. Danny, the perfectionist. Danny, thestickler for detail. Danny, the quintessential host. That Danny was showing wear and tear for the firsttime.

(COCA, Town and Country, 1998 (Nov), vol. 152Ł(5) xÇ)(21) That Danny = Danny, who is characterized by the previous context [= Danny was still trying to be in twoplaces at once. He was racing between USC and Gramercy Tavern [...] and running himself into theground as well. Danny, the perfectionist. Danny, the stickler for detail. Danny, the quintessential host].
!Łĸ}ĳñ% thisRthat ā÷ďë&íÝ&Łèµíã&:6

7:9Ķ&ŁrĎôú&ÅË&Ł¸ºñ%Ĕİ=9&ĳ7:ŁĚÁ'Åö¤ġ-'»¸R»=ďłÝ'(22) &!( thatŁ(23) &!( this ĸ}ĳñR¸ºñ&í

7:!

9ł

(22)A: My roommate owns an IBM ThinkPad.
B: That IBM ThinkPad is quite popular.

(Bowdle & Ward 1995: 33)(23)My roommate owns an IBM ThinkPad. This IBM ThinkPad is quite popular.
!Ł(22)Ł(23) &ö6&Łèµíã&(ibid.ŁTįÌ)!Łĸ}ĳñÅöęā÷ďë&í

7:9ĶŁ

rĎę´4ā÷ę"(%Łê'md=Åöę=rĎę&Ł'md'§ø=Åö9#"9ł
3.2.2 ĸ¸ºñ%
èµíã&!Łĸ}ĳñRĸ¸ºñ&í

7:9'( this '1"8Łthat (ívdñ&(ŁĚÁ4(ĈÁÅö¤ġ=êW0(&
}ĳñ&í

7:%

ł

Łèµñ% this =ĸ

99łÝ' (24) "(ŁĚÁ (Mrs. Hayes) i=ïĴ&Ī:Łć'

George &Ē!47#ŁGeorge &68Ñ`Ě&¥s: Dr. Shepherd #!Łĸ}ĳñ% this =í!Åö!

!tó7Łê9#"%(24) George:\é&¤9łĚÁ' Mrs. Hayes (Åö¤ġ' Dr. Shepherd &¤ł[…], Mr. and Mrs. Hayes. [...] I’m gonna bring Dr. Shepherd to see you, […] He’s thebrain specialist.

Mrs. Hayes:

Doctor? Is he good, this Dr. Shepherd?
(Grey’s Anatomy: Season 1 Episode 7: The Self-Destruct ButtonŁ(13) xÇ)

0ŁÅö¤ġ&¤!ŁĚÁċĢó!
0(ê&#ĚÁ¹9&

9łÝ' (25) &!

9ŁĈÁ6ó7ŁÅö¤ġ=êWŁ!4Łĸ}ĳñRĸ¸ºñ% this =í9#!ŁĚÁ(ĈÁ&¤!Ñs!p Clair Ming =ÿ]9łĈÁ( Clair Ming =tó7%ł"ŁUĖ (24) #6

−126−

&ŁĚÁ(ĸ}ĳ第21回大会発表論文集ñRĸ¸ºñ% this =í!Ł`Ě&¥s:Ñ

第14号\é=Åö9#"9ł(25)We hired two new employees this year. One is Miguel Sanchez, who you met yesterday. The other is Clair
Ming. This Clair Ming is an IT engineer.
9 this (.! that &(ăÉ

'íã&

7:%

ł

3.3 ĜĠíã
ĜĠíã&!ŁthisRthat 'ĸ}ĳñlĽ(´çñ&ĚÁ'%>79Ł¸ºñ%o=Ùł0Ł×ę=b
ĳñ% thisRthat (¸ºñ&=Ä (2 þèŁ(26-27)

í'»R»¸=aīŁÔ&rĎôú&ÅË:6

7:ŁĚÁ'Åö¤ġ-'e7&Łĸ}'»¸R»=ďÛĉè)ł

(26)That Henry Kissinger sure knows his way around Hollywood!

(Lakoff1974: 352Ł(6) xÇ)(27)This Henry Kissing really is something!

(ibid. : 347Ł(8) xÇ) Ý&Łĸ}ĳñ% thisRthat ā÷ďë&í

7:94Ú&Ł¸ºñ&(28) &!ŁĈÁ&Åö¤ġ'øÓ (Japanese people) =uĩóĠ!ŁĚÁ(ĸ}ĳñÅöę=í
7ä·ŁÅö!

8ŁÅö¤ġ-'»RĘj=ď!

9#Ć

í

7:%

ł

7:9ł

(28) [without any Japanese people in the room, one foreign student says to another foreign student]
I have lived in Japan for many years, you know. {Those/These} Japanese people are really hard-working.
%ŁÝ' (29) &ö6&Łā÷ďë&í

7:9ŁÅöę'ĐÍ®68ŁÍ®&69ĸ}ĳñlĽ55Wċç"9#@QKASLQG&68{Ð:ł(29)[without any computer in the room]

4.

a.

I have worked in IT for many years, you know. Those IBM ThinkPads are really amazing!

b.

?I have worked in IT for many years, you know. That IBM ThinkPad is really amazing!

Øù"(ŁČĝÅöę thisRthat 'ĸ}ĳñíã=įÅöRèµRĜĠ' 3 íã&z!Ć£łĀÙŁČĝ' thisRthat!

8Ł×ę=b2Ł3 &6+'ĐÍ® theseRthose 'ĸ}ĳñíã(' 3 íã&z©íã(Ý'ď 2 Łā÷ďë&í

7:9íã(ď 3 &0#37:9ď9ě­h(.! 3 þ&694'"8ŁûÜ(ĸ}ĳñÅöę (this/these, that/those)'gí¢ĜW"9#=º9ł−127−英語指示詞の非制限的用法について

ď 2. ×ę=bĸ}ĳñÅöę

ď 3. ā÷ďë&í(this, that) 'íã
¸ºñ
įÅö

(this/these, that/those) 'íã

ĸ¸ºñ

¸ºñ

this: (14)įÅö

that: (14)èµíã

this: (19)ĸ¸ºñthis/these: (15)(16)that/those: (17)(18)

this: (24)(25)èµíã

this/these: (23)ĜĠíãthis/these: (28)that: (20)ĜĠíã

7:9ĸ}ĳñÅöę

that/those: (22)this: (27)that: (26)that/those: (28)(29a)#
1. ŁMary #):9\éĐÍ!Ł/' Mary #|93& beautiful =^9Łbeautiful( (1) #ÚŁ}ĳñ%Ĕİ=9#&%9ł
2. Øù"(Łê&ĞÕ%

ĳ8Ł¬íhÏ&9VĂ(.!ýć&69ł

3. “… [T]he traditional intuition behind this notion[= (non)restrictivity] is generally clear: a modifier M restrictively
modifies the head H when the contextual set of objects denoted by the modified head MH is properly included in thecontextual set of objects denoted by H. On the other hand, M nonrestrictively modifies H if the contextual set of objects
denoted by H equals the contextual set of objects denoted by MH.” (Martin 2014: 38)
4. Øù&
!

9fh'¢Ĝ·{Ð&Ĳ!(Ł?MOByĢ'ČĝßĝĚć 3 \'@QKASLQG&õĜ
9ł


Bowdle, B. F. and Ward, G. 1995. “Generic Demonstratives.” In J. Ahlers, L. Bilmes, J. S. Guenter, B. A.
Kaiser, and J. Namkung (eds.) Proceedings of the Twenty-First Annual Meeting of the Berkeley
Linguistics Society, February 17-20, 1995: General Session and Parasession on Historical Issues in
Sociolinguistics/Social Issues in Historical Linguistics, 32-43. Berkeley: Berkeley Linguistics Society.
Diessel, H. 1999. Demonstratives: Form, Function, and Grammaticalization. Amsterdam: John Benjamins.
Givón, T. 2001. Syntax: An Introduction, Volume 1. Amsterdam/Philadelphia: John Benjamins Publish
Company.
Lakoff, R. 1974. “Remarks on ‘This’ and ‘That’.” In M. W. La Galy, R. A. Fox and A. Bruck (eds.) Papers
from the Tenth Regional Meeting, Chicago Linguistics Society, April 19-21, 1974, 344-356. Chicago:
Chicago Linguistics Society.
Martin, F. 2014. “Restrictive vs. Nonrestrictive Modification and Evaluative Predicates. ” Lingua, 149, 34-54.
Potts, C. and Schwarz, F. 2010. “Affective ‘This’.” Linguistic Issues in Language Technology, 3(5), 1-30.
Wolter, L. K. 2006. “That’s That: The Semantics and Pragmatics of Demonstrative Noun Phrases.” PhD
dissertation, University of California, Santa Cruz.


Davies, Mark. (2008-) The Corpus of Contemporary American English (COCA). Available online athttps://corpus.byu.edu/coca/ (ver. December 2017).
Grey’s Anatomy, season 1 episode 7: The Self-Destruct Button. ABC. May 8, 2005.

−128−第21回大会発表論文集

第14号‘űp, I (don’t) {think/believe}’,<Ð{Ĕ I (don’t) {think/believe}-ĿúŃĀìħè   Ņ
ťċa±êŤē¯Ś§æŦAbstract
The purpose of this paper is to clarify the pragmatic functions of parentheticals such as I
{think/believe} and I don’t {think/believe} occurred in ‘űp, I (don’t) {think/believe}’. It is argued
that the former tends to be used to emphasize that űp is the speaker’s opinion while the latteris likely to be used to mitigate the assertion of űp on the basis of the results of a computeraided analysis of large corpora and those of prosodic/phonological analysis of sound data.
CTQTJ ů1 Ð{Ĕ 2 NR ŎĿ 3 ]¸Ğìħ 4 wbĲĶ¹łìħ 5 şäŪũ.6,]Ø©Ø(űp)(<,Ø\<.Øâ,.Ð{Ĕ)'I {think/believe}<. I don’t {think/believe}ùŇħ(<ãĎ(.¢ĳëETKF- KWIC éĖ)şH
TG-ä@Ő'r-ð@ĿúŃĀĵñťó,ĤÈ1-ŘÆ -dÛ-ĵñŦ:Ģ¬<ūũzĭĈď
2.1. ùŇš·Ð{ĔťØŦ.©-Ù©@<7-(%'.+:+ ť°û 1985: 194Ŧ]Ø©Ø(;Ð{ĔI {think/believe}-9+ ŪbČ×]Ŀŧ©Ŋğ;XŎĿ-ĕ÷» -,.hY,Ċ9,©Ŋ@k I don’t {think/believe})'÷=<)ħ(<)='<(1) a. He didn’t leave, I think.

b. He didn’t leave, I don’t think.

c. *He left, I don’t thinkť¨a(ĝ) 1987: 659Ŧ(2) The comment clause may be negative (with I as subject) if the matrix clause is negative:
They aren’t at home, I don’t believe.
ťQuirk et al. 1985: 1114Ŧ
(3) English allows a construction in which a sentence contains a parenthetical with a clausal
gap, as in (i). I will refer to phrases such as I think in (i) as clausal parentheticals. Typically,clausal parentheticals cannot be negative, cf. (ii).
(i) There is beer in the fridge, I think.
(ii) *There is beer in the fridge, I don’t think.
It has been noted that when the clausal parenthetical contains a neg-raising predicate, anapparent doubling of a negation in the main clause is allowed, as in (iii).
(iii) There is no beer in the fridge, I (don’t) think.
(Gajewski 2017)
Ð{Ĕ-©Ŋ not ,ś'.
ªņĀ+©-Ä.+?/-Ø-©ÂÁ(ğ;ō=")Ĳ+'7Ī9+7-(< ť£û 1980: 544Ŧ]Ĕ,'©@]¸<−129−ʻ￢p, I (donʼt) {think/believe}ʼにおける挿入節I (donʼt) {think/believe}の語用論的機能)¿øôÅ,<ĻģENRIĮ÷,7p Ā,!=@Í$ŋA#7-)Ģ:=<ť°û 1985: 195ŦÐ{ĔĨo.©Ŋ@A(<,7?:ÄX.ĥ©Ā(;!-©Ŋ.]Ĕ:-EMT,őõĐ-©-Ä@Í%'<-(.+ ťĬáS¨a(ĝ) 1992: 986Ŧē-ĲĶĊ='<=:-ĲĶí)<)űp -Ð{Ĕ)'.I {think/believe}ùŇš·-ť9;ŦŤĮ÷(;I don’t {think/believe}.ùŇš
·-ť9;ŦnĮ÷)Ĳ+=<),+<
2.2. ìħ
 ] Ø  ĥ © Ø (p) -   .  Ð { Ĕ , . I {think/believe} - 5  ù Ň  ħ (  I don’t{think/believe}.ùŇ(+).(1)(2)(3)(7Ċ");(<I {think/believe}İØ-]Ĕ)'ú:=<)Ð{Ĕ)'ú:=<,.(4)(5),Ċ9+ìħĂœĲ:=<)='<(4) a. I believe that there is a God.
[‘I assert the belief that there is a God’ or ‘There may be a God.’]b. There is a God, I believe.
[‘There may be a God.’](Quirk et al. 1986: 1113)(5) a. I believe that the report is false.
b. The report is false, I believe.
(5a),.
įØ(Į='<Ţ,®<ĻÈ-uÀ@Įŀ5 )įØ(Į='<]¸@Ğ'<ŀ5 -ū);-ŀ5ħ(;(5b),.½ģ-ŀ5+ťĬáS¨a(ĝ) 1992: 986 UŗÕ Ŧ(4)(.epistemic modal - may ,9<ÞÒ:7<9,Ð{Ĕ- I believe .]¸~«-ąªÁ,ś<ĉu-·n) @j'<-úî.ťŢ-ąªÁ,®
<ĉu-·@ĮŦ®ŢĀúî(;(5)(ÎÓ='<]¸Ğìħ.-®Ţ
Āúî@đě)"ťĤÈ1-ŘÆ@ĊŦ®bśtĀúî)'mĠf<)(<4"(6)-ĸŎ@ç<)]Ø©Ø(űp)-,.űp , I {think/believe} 90
űp, I don’t {think/believe}.(7)-9,ĸŎħ(<(6) The matched negative expresses greater tentativeness that the positive. The verbs that
commonly allow the negative are believe, expect, suppose, think.
(Quirk et al. 1986: 1114)(7) a. There is not a God, I {think/believe}. [‘There may not be a God.’]b. There is not a God, I don’t {think/believe}. [There might not be a God.’]ŬũHTGä90Ģ¬
3.1. KWIC éĖ zĭĈď 2.1.(.I {think/believe}.ùŇš·-ť9;ŦŤĮ÷I don’t {think/believe}.
ùŇš·-ť9;ŦnĮ÷)'Ñ:=<ħÁ<)@ĉľ"¢ĳëETKF
@ KWIC éĖ'5<)Į 1 90 Į 2 (Ċ=<9,I {think/ believe}) I don’t{think/believe}-ùŇ´.zĭĈď,<^ÃťĲĶŦ).ŏ-ęå)+%'<−130−第21回大会発表論文集

第14号

Į 1 : Corpus of Contemporary American English (COCA) [Source SPOK]
űp, I thinkűp, I don’t think
117 (27.9%)
303 (72.1%)
űp, I believe
űp, I don’t believe
31 (34.8%)
58 (65.2 %)Į 2 : Corpus of CNN Transcripts (2001-2010) [Category INTERVIEW and DEBATE]
űp, I thinkűp, I don’t think
53 (29.9%)124 (70.1%)
űp, I believe
űp, I don’t believe
1 (5.3%)18 (94.7%)
Xĸ-Į,Ċęå:.I don’t {think/believe}-3ùŇš·-ŤĮ÷(;ùŇš·ŤĮ÷)Ģ:='" I {think/believe}.ùŇš·-nĮ÷)Ñ<-¥º(<
3.2. Ð{Ĕ)'- I (don’t) {think/believe}-ìħ zĭĈď 2.2.(.Ð{Ĕ)'- I {think/believe}) I don’t {think/believe}.)7,]Ø
-]¸@Ğ<ťĉu·-n@ĮĊ<Ŧ ìħ@ß[ģ. tentativeness]Ø~«ąªÁ,®<Ļģ-ĉu-+ťnĉu·Ŧť-ŤnŦ-ĵñ(=<)@ĉľ" ªs@Ľė,ĵ¬<)Ťĉu·@Ċĺ (probably, definitely, clearly,
obviously, certainly ē))-|ŇĲ:=!-.I {think/believe},ĉu·-n@ĮĊ< úî@ľ6<).(+)-7ťĉu·Ť)@Ċ'+:
Ý,ĉu·n)@Ċ)ŦĨ²Ćăù<),+<:(<(8) BROKAW: Gorbachev will never get enough credit, I think, probably, for the man who was
the catalyst for it.
(CNN Larry King Live 2001/02/01)(9) UNIDENTIFIED FEMALE: He was very, very quiet about a lot of things. He didn’t
remember a lot of things probably about that time, I think.
(CNN Larry King Live 2003/07/17)(10) JOHNSON: He’s definitely not taking a lower profile, I think.
(CNN On The Story 2004/09/18)(11) PARKER: I think we’re all responsible for what we say, we’re all responsible for what wedo, but clearly there’s no constructive end, I think, here.
(CNN Reliable Sources 2009/06/07)(12) MCCAI: … then obviously it will not be, I believe, in keeping with the letter and the spiritof the resolution.
(CBS Face Nation 2002/11/17)(13) KOTB: What is that relationship like between you and your mom?
FISHER: Well, it's certainly not, I believe, typical.
(NBC Today 2012/01/26)
 (.-- I {think/believe},fZ=<úîťìħŦ).*-9+7-(>
hY,!-È;)+<ªs@Ï<(14) CORBETT: A senior economist over at Wachovia Bank said, you know, we’re probably notgoing to see the bottom of house prices, I think, until the beginning of next year. And I’m−131−ʻ￢p, I (donʼt) {think/believe}ʼにおける挿入節I (donʼt) {think/believe}の語用論的機能

pretty much a believer in that.

(CNN Larry King Live 2008/07/15)(15) FEINSTEIN: These are not big, complicated state issues, I think. Now that’s just my view.
(CNN Late Edition 2008/09/14)(16) B. MASCHE: Dr. Drew, I think we have a little bit differing opinion. I’m not quite as
worried as Jenny, I think. Our situation is very different.
(CNN Larry King Live 2009/07/24)
Xĸ-ªs(.ºļĮ÷-½,ºļĮ÷-~«.
Ĩ-ĲĶ (<))@ÜĊ"Į÷ťYĜŗŦ÷'<-): I {think/believe},.
ĻÈwb-ĲĶ(<)@¹ł<úî@ľ6<)(<(>!'(¢_+).
Wierzbicka(2006:38)(7ķ='<9, 4(wb-ĲĶť]ĵĀÄĲŦ(;eģ,ľ6:=+'7Ī )ķ¡-Ä@ŀ5<)(eģťó,iĻ-Zģ(<ĤÈŦ,®'ŕÊ-pťĻģ-]¸@{='7{=+'7*$:(7ĪŦ @Z';I {think/believe}-rú.!-Ä,'V­@ĊĮ÷(<)Ĳ+)(9(17) This downtoner has two different interpretations and possibly even two distinct meanings,
depending on the context: one in modally qualified or exclamatory (emotive) sentences,such as “I think we should go” or “I think this is awful,” and another in unqualified
declarative sentences, such as “I think he has left” or “I think Bill wrote it.” In the modally
qualified or exclamatory sentences, the component “I say I think like this, I don’t say more”
implies that what I say is my personal opinion, which doesn’t have to be shared by others.
(Wierzbicka 2006: 38 underline mine)
3.3. şä ĥ©Ø (p) -Ð{Ĕ)'- I {think/believe}.(18)(19),Ċ9,unaccented (ÿş=<) accented (ÿş=<<(18) I have in mind examples like (4)(a)-(b), where smaller print represents this communicative
backgrounding. Phonologically, it corresponds to the phrases in question being unaccented
and lower in pitch.
(4) (a) Victoria would, I think, make a good candidate.
(b) Victoria would make a good candidate, I believe.
(c) I think Victoria would make a good candidate.
In sentence (c) we observe that even a “main clause (i.e. one foregrounded in a structuralsense) can be backgrounded in this manner.
(Langacker 2008: 59)(19) Note that the exact position of the nuclear pitch accent yields differences in interpretation.
If it is realized on the verb, as for instance in examples (9) (Figure 2) and (10) (Figure 3),
speaker uncertainty or doubt is expressed. If, however, the accent is on the pronoun, as inexample (13) (Figure 6) and in example (20) below, the focus is on the speaker's opinion
and may involve a contrast to his/her interlocutors' attitude (cf. the interpretation in (20c)).
(20) a. The rice is marvelous, I think (ICE-GB: sla-022 #92)−132−

第21回大会発表論文集第14号

b. (The rice is marvelous) (I think)
H*L
c. Interpretation:
I don't know if you like it but I think the rice is marvelous. Or: I like it but you
might think differently.
    (Dehé and Wickmann 2010b: 18) (ïÄ2.(19),7Ċ='<9,Iaccented(ÿş=<,.I{think/believe}. p wb-ĲĶ (<)@j<"6,ú:='<)ñ(<(20)(21),Ĳ:=<I think.<BRGLOT,'Ubòÿķ'<7-(<ģ,<Istressed(ÿş='<ťcertainly)|Ň'<ñ,ýÄ 9Ŧ-,®'½ģ-I think.unstressed(ÿş='<(20) EJ: Is this something that, you know, you feel is an important characteristic to be able toa little bit of spite helps create powerful cartooning?
Honeysett: Absolu—absolutely, yeah. A little bit of venom, a little bit of anger. Yeah, mostcertainly, I think.
(English Journal, ALC, The voice of EJ 2007/01, Vol.37 No. 1, p. 26)(21) Honeysett: But maybe it’s the sense of irony, and the American have it in a different way,
I think.
(ibid. p. 28)
 Larry King Live-şHTGťþĘ@řü'Ĩ]qÇ"DVDŦ@ł2'5<)©ØÐ{Ĕ)'ú:='<I {think/believe},<Istressed(ÿş='<ªsÖĲ=<(22) (=14) CORBETT: A senior economist over at Wachovia Bank said, you know, we’re
probably not going to see the bottom of house prices, I think, until the beginning of next
year. And I’m pretty much a believer in that.
(CNN Larry King Live 2008/07/15)(23) SHEINDLIN: I don’t remember a race that was that exciting, I think, since probably the‘60s.
(CNN Larry King Live 2008/11/22)(24) SOPHY: Well, they’re not going to really know, I think, anybody as their mom. So I thinkthat’s probably the female in their life they may know the most, hopefully.
(CNN Larry King Live 2009/07/31)(25) VEDDER: …or the people that worked at the restaurant weren’t even investigated, I
believe.
(CNN Larry King Live 2010/09/01)
-9+Š¼Āó¾.©Ø((űp)@]Ø)<Ð{Ĕ)'ú:=<I {think/believe}.űpwb-ĲĶ (<)@¹ł<ìħ@ß'<)]¸ť3.2ĔŦ@ÔÍ<ĹË)'Ĳ+)(<"#Į3,Ċ9,unaccented-I think-ªs7ĵ¬=';unaccented I {think/believe}@*-9,;É,&'.c½-ŁŢ(<−133−ʻ￢p, I (donʼt) {think/believe}ʼにおける挿入節I (donʼt) {think/believe}の語用論的機能

Į3: űp , I think in Acoustic Data of Larry King Live (2008. 4Ű2010. 10)
Accented I (think)
Unaccented I think33
ŭũÐ{Ĕ)'-I don’t {think/believe} -ío I don’t {think/believe} p .¢'Ţ(p)@ĞĀ,©<ľ Ũdon’t.full(ÿş=<x<)©Ţ(űp) @ĞĀ,]¸<©Ţ]¸ Ũdon’tŗ.reduced(ÿş=<x<-`&-úî@ß<ťģ.Epistemic Control Cycle [Langacker
2002, 2004] ,   < disinclination (tentative negative judgment) ,  ½ ģ . inclination(tentative positive judgment),Ăº<Ŧ(26) CARLSON: Then your argument, as I understand it, is, your argument is that Bush has
been reckless. And I sort of agree with you in some cases. Then isn't it -- isn't it foolish...
TURNER: I don't believe -- I don't think he's been reckless. I think he's been negligent.
(CNN Crossfire, 2004/08/02)(27) GERGEN: The interesting question is whether he was asked to speak this way. I don't
think he was asked to speak in this way, but they did approve it.
(CNN Larry King Live, 2004/09/02)
Mori (2009)(.I don’t {think/believe} p-I don’t {think/believe}-ġ.ģ(;p)ű
p@[đ)<¿øňŞFDTP(1),<profile shiftťűp:-Ŕ -ľń:p1Ō -ľń1-ŉÒ(2)Ŧ@ľćĀā)"ĿúŃĀ¹,9;½ģ-úîÌ¸š·å,9%'I don’t {think/believe}-4)4;(©Ţ(űp)1-inclination@Ċepistemic marker,ìħ "7-(<)]¸='<1: Propositional Attitude and Psychological Distance (Mori 2009: 118)



2: Profile Shift on Psychological Distance Scale (Mori 2009: 120)−134−

第21回大会発表論文集

第14号

-]¸í)<+:/Ð{Ĕ-I don’t {think/believe}Ũdon’t.reduced(ÿş=<x<.©Ţ(űp)1-inclination@Ċepistemic marker(;!=8,ĥ©Ø-Ð{Ĕ)'.ùŇ eÛ©Ø)-ĴÁ-ĵñ(ùŇš·Ť+<ťUĩĀ,ú:=<Į÷)+<Ŧ)Ģ:=<ŮũęŃ hX-Ģ¬:ãĎ-ęŃ.hY-9,4)6:=<(28) űp, I don’t {think/believe},<Ð{Ĕ I don’t {think/believe}. űp -]¸@Ğ< ìħťűp-ąªÁ,®'ĉu·n)@Ċ®ŢĀìħfŜ<Ŧ@ß
'<eÛűp, I {think/believe},<Ð{Ĕ I {think/believe}. űp wbťĻÈŦ-ĲĶ(<)@¹ł< ìħ@ß'<[úîťìħŦ)7ĤÈ1-V­ -ÄńĦ½,¦űp-ÿĻ\<.ÿĻ
½ĤÈ1-ŘÆ)'Őµ.I don’t {think/believe}-rúUĩĀ(<űp-ąªÁ,®'ĉu·n))jŒ=<)@Ŗ")Äńy'<.
Ťĉu·@ĚÍ&&V­@Ċ)(<I {think/believe}ŕÊ=<)^Ã=<]ıĢØö
ĬáUŝS¨a č(ĝ) (1992) ÷gīØîŊ} WĄũ£û à (1980) ©-Ä ¢vţÞ¶ũ°ûl¤ (1985) ĺ)Ð{Ø ťÚīØîŕÞ Ē 9 ³Ŧ¢vţÞ¶ũ¨a č(ĝ) (1987)[sĶ]÷gīØî_} ¢vţÞ¶ũ
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Prosodic evidence for use as main clause, comment clause and discourse marker,” Studies
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Dehé, Nicole and Anne Wickmann (2010b) “The multifunctionality of epistemic parentheticals
in discourse: Prosodic cues to the semantic pragmatic boundary,” Functions of Language
17(1), 1-28.
Gajewski, Jon. (2017) “It’s not syntax, I don’t think: Neg-raising and parentheticals” (Summaryof Talks at Linglang Lunch on April 26, 2017)
Langacker, Ronald W. (2002) “The Control Cycle: Why Grammar is a Matter of Life and Death,”
JCLA 2 (Proceedings of the Eighth Annual Meeting of the Japanese Cognitive Linguistics
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Langacker, Ronald W. (2004) “Aspects of the Grammar of Finite Clauses,” In Michel Achard
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Langacker, Ronald W. (2008) Cognitive Grammar: A Basic Introduction. New York: Oxford
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Quirk, Randolph, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik (1985) A
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Wierzbicka, Anna. (2006) English: Meaning and Culture. New York: Oxford University Press.

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−140−第21回大会発表論文集

第14号

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第21回大会発表論文集第14号

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−143−

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−144−

第21回大会発表論文集

第14号!%%$ :!% <#&$< 3*+4*I C?6AHJFEGDC(:793Ďŧ ǐŞßöûóý 
Making a refund/replacement request in an appropriate way is a strenuous task for second language
learners. This study examines role plays in a corpus to describe and characterize how Americans
and Japanese learners of English manage conflicts with shop staff who are preventing them fromreturning a purchase. A qualitative analysis suggests that Americans tend to argue the legitimacy of
their requests with a conciliatory attitude. The Japanese EFL learners turn out to be more liable toseek for, as well as provide, detailed explanations on their problems with goods/services while
being less cooperative when listening.
R}z}b ɮȓȉǳƁƋřŧǪȎýǛǞy}wkxN

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Dŗ/B'*"1ƫƩIȳĵB,E1 + E

MK- " ȧȾAȧà|ŋIƁ?Eîɒ1ºŪ/2ɅǻȎȎơȔɡInterlanguage Pragmaticsɢ,ƭǮƒ1ƵǻȎýɡInteractional Sociolinguisticsɢ,ɦ(1Lky}]ǝCFE ȧȾAȧà|ŋI?Eā,Ĕá1AD,D2ǳƁI2?ǩĭ¤ɘŕDȖǗ.-Ŵ.ƨȉǮƒ/»DºE,+EFC1ƨȉǮƒ/(*2ɅǻȎȎơȔ1ºȼ+ò1Ȓŭȯ?CF*$Ⱦûɡ2004ɢA Nakabachi (1996)2ǪȎžȎȉǞ,řŧǪȎýǛǞ1−145−

英語母語話者と日本人英語学習者の要求談話の対照分析 ―返金、返品・交換をめぐるロールプレイを資料として―ǳƁAǩĭ1ƬŇī/ƯƫȎĜAųœ.-1ĝėƩƙĥIȽƩ/ºŪ*E$%ƨȉǮƒ1Ʊƻ+2ɥ(1œAɥ\}{,'$ĉ.ųȭIºŪË,*ơE,ò
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ÄǞŃ(ǌɞAưȗǠűǀ1ČīÍÄǞɅ1ĈɆ¦IÍƕ.CċɄIȪ'*F<+1,G /¢/ì)ȡƩ.ºŪIȬ*ǪȎžȎȉǞ,řŧȎžȎȉǞ1ǻȎǮÆ/ɆEƭȴƑŜC/F*E¢3Miller (2000)2Ǡî+1ĸ&ØH IºŪƭķ/ĈEÛÿƩȆ¥1ŗƧ.E,ŗ1ȴȏǺ/(.E,IńŎ*EȾɀ/<(HEľǯ/(*2ĀȅƩ.Ʊƻ<%ɉCF*E"+ŧƱƻ+2ā,*ĔáIȐ Eȁÿ1y}wkxNIȠŔ,*ºŪIȈ=ENK- (:1./- (ŧƱƻ+ơEȠŔ2The NICT JLE Corpus + E1V}fZ/2ǪȎžȎȉǞ 20 ,řŧǪȎýǛǞ 1,281 1ȉ,3ÐɁF*EÐɁF*E`}\2ǪȎN{\gs}_ZaɡStandard Speaking Test; SST
ɢ+1ƨȉI´*ɁɓœüÉ$@1+ E 1N{\gs}_Za2ÒɞǞɥ/ȈɞþɥĈɒEĝė+ǆ 15 ºɅ/H$'*ǮHFEN{\gs}2ɩ(1Z_}Y/B'*ųĵFEŧƱƻ+ºŪE12Z_}Yɧ1y}wkxN+ E
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āȢ³Ģ/ȧȾ<$2ȧà|ŋIƁ?EƑ2ɦXcvO/µȬ*Eãə1Ìå2Ƨ.E
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TravelŘǮƞĔ ā1ƼÓǹ²^L}/ÍÄ$Ă·Ą,Ƨ.EƑ '$1+ŏĹ'$^L}ȾIȧ*@C

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−146−

第21回大会発表論文集

第14号

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lwɥɰɧɮ0 ɨɮ7 ɩɮ26 ɪɮ42 ɫɮ26 ɬɮ15 ɭɮ13 ɢ

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ā/ǫ&ĕ E Shopping XcvOIº*Ǵ*Ź/řŧǪȎýǛǞ1ȠŔ/(*žȎȉǞȠŔ,ÙŴ1ķɕ+ƙĥIŜC/EţĢ/ģCF$ǍūI@,/žȎȉǞ,ýǛǞ1
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OK- :2./- %$ <#&$< ǪȎžȎȉǞ/BEy}wkxNIŰǽ$,Gǲő1žȎȉǞ1Ʌ+āğ,*Ź1(1) (2)(3)16E<ǴCF$(1) Travel XcvOɮ ā2Ĕ,1õǆɡguarantee, contractɢAĖșïɡlawyerɢ/ǻÎE(2) Shopping XcvOɮ ĔƂ?$w}wɡpolicyɢ/(*ā2¢ñƩ.ŉǘIƁ?E(3) TravelShopping XcvOµȬɮ Ĕá1 ę/Ĉā2 I understand Iơ*ĨǁE žȎȉǞ1¢Iƴɩ(1¢F@SST ȈɞþĺEŘǮƞĔAĉðĔ1Ĕá A /Ú'*āğ1 B ȧȾAȧà|ŋIƁ?*EB 1ƨȉ1+Ǿ1 (1) (2) (3)1
¶¢/ $Eȷº/ǒI¢ 1 N_file00010ɡTravel XcvOɢ

01 <B>But the brochure I was given by one of your beautiful representatives had pictures <SC>of luxurious</SC>
02 of a luxurious hotel, fine service, and it was way below that. <OL><CO>And</CO></OL>.</B>
03 <A><OL><F>Well</F></OL> so you understand we can’t control local customs and local culture.</A>
04 <B>But we were guaranteed this in the contract we signed, and you did not deliver it. So we would really like05 our money back.

¢ɥ+2ǮƦÖ 04 Ɉ1 B 1ƨȉ/(1)õǆ81ǻÎǴCFEB 2õǆ/B'*§ȅF*
$21ȡ.ąƆ±,W}gZŊ£F.'$,Iůł,*ȧȾIǳƁE¢ 2 N_file00013ɡTravel XcvOɢ

01 <B><F>Mm-hm</F>. I see. But I think that there is a little discrepancy in what actually happened and what you−147−英語母語話者と日本人英語学習者の要求談話の対照分析 ―返金、返品・交換をめぐるロールプレイを資料として―

02 <F>ur</F> proposed to happen. For instance, <SC>the pool</SC> the <F>ur</F> luxurious swimming pool03 that was guaranteed and the hot tub right next to it was actually a swamp and <R>a</R> <F>ur</F> <R>a04 small</R> a small tub filled with hot water ɡƥɢ<R>I</R> I mean, I think this is just outright lying that you
05 did on your brochure. And I want a full refund. <CO>And I’m very seriously considering calling my lawyer and
06 having him <F>ur</F> talk to <OL>you guys about</OL></CO>.</B>
07 <A><OL>But we don’t</OL> need to go that far, I’m sure, sir.</A>
08 ɡɥɥ\}{Ʈƥɢ
09 <F>ur</F> that’s a bunch of crap. And <F>ur</F> I think I may schedule another appointment <SC>you,
10 like</SC> with you <F>ur</F> <SC>with</SC> and bring my lawyer along with me.</B>¢ɦ+@(1)ǴCFEB 2^L}·Ą1§ȅ/(*ȩ9ɡǮƦÖ 03ɢ
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01 <A><OL><nvs>laughter</nvs></OL> <F>Huh</F> <SC>I wou</SC> you know, I’d love to help you, sir, but
02 <F>ur</F> what can I do? I mean a policy is a policy. I’m sure it would <R>fit</R> fit you in.</A>
03 <B>Does your policy have no room for humanity?</B>¢ɧ2(2)1¢/ȊěEA Ĕ1w}wIƞƢ/ȧà|ŋIŕ'$,GB 2ĪADɡhumanityɢIŃ'*¢ñƩ.Ļ+.,ĸȄEɡǮƦÖ 03ɢ¢ 4 N_file00003ɡTravel XcvOɢ

01 <A><F>Well</F> you have to understand, sir, <F>er</F> <R>a</R> <R>a</R> a five-star hotel in America is
02 different from a five-star hotel in China.</A>
03 <B><F>Er</F> <R>n</R> <SC>nonetheless</SC> <F>erm</F> <R>I</R> <R>I</R> <R>I d</R> I do
04 understand that. But <R>what was</R> what was described <F>er</F> in the travel brochure versus the actual
05 product that was <F>er</F> given to me <F>er</F> <R>were</R> <R>were</R> were two completely
06 opposites. <R>I w</R> I was promised one thing and given another. <R>A</R> <R>an</R> and <R>I</R>
07 <R>I</R> I would like to get some form of,</B>
08 <A><F>Well</F> <OL><SC>in what way</SC> <R>in</R> in what way</OL></A>
09 <B><OL><?>I mean</?> a compensation</OL>.</B>¢ɨ+2(3),(1)ƝF*EA 1ǻº/Ĉ B 2 I do understand ,ĨA 1 ęIƞǺ*E,ĚȒEɡǮƦÖ 03, 04ɢ"1Ģbut Iǘ*CÏȔIɄøEÏȔ+2õǆčǮ
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01 <A>As you know, we have a bargain on at the moment. And during the bargain sale, we have a policy against
02 exchanges.</A>
03 <B><F>Erm</F> <R>I</R> <R>I</R> <R>I</R> I understand that you have <R>a</R> a policy against ex04 changes. But, you know, if you could possibly make an exception <R>in</R> in this one case, <F>er</F> <R>I
05 would</R> I would greatly appreciate.

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against exchangesɢIÏĤA 1 ęI'$JÒź?EɡǮƦÖ 03, 04ɢ
"1+ but Iǘ*¢ñIȍ?EBȃE


−148−

第21回大会発表論文集

第14号

2.0- !% <#&$< řŧǪȎýǛǞ/BEy}wkxN+2ā16E<,*Ź1(4)(5)(6)ǖDȧǴCF$(4) Travel XcvOɮ ā2ãəȣ$ǌǔIȋȐŜɡexplainɢEBĔ/Ɓ?E(5) Shopping XcvOɮ āãə1Ìå/(*ȋȐŜȝIĔ/ȦúE(6) TravelShopping XcvOµȬɮ Ĕá1 ę/Ĉā2 I know A Oh really Iơ*ĨǁE ýǛǞ/BE¢Iɨ(ƴ¢ 6 file01078ɯSST xlw 7ɡTravel XcvOɢ

01 <B>Yeah, but <SC>this</SC> <F>er</F> it didn’t say anything <F>ahm</F> about the relation between the
02 cost <R>and the</R> and <F>ah</F> the meals and <R>the</R> the last night, so <F>ah</F> we were not
03 convinced with <SC>that</SC> <F>ahm</F> <F>erm</F> the reason of the cost.</B>
04 <A><F>Um</F>. I see. <F>Ahm</F>. What should we do for you?</A>
05 <B><F>Ahm</F>. So at least, we would like to <F>ahm</F> explain <R>with</R> <F>ah</F> with
06 <F>ah</F> documents <F>ahm</F> <SC>why</SC> <R>ho</R> how <F>ahm</F> <SC>could ha</SC>
07 could this has happened</B>
08 <A><F>Mh-hmm</F>.</A>
09 <B>and <F>ahm</F> <F>ah</F> maybe you could also offer us some <F>ahm</F> <.></.> coupon</B>¢ɪ+2(4)ǴCFEB 2ɝȾ/(*Ǯȴȣ$ǌǔ/(*œš+ȐŜEB
 A /ȨEɡǮƦÖ 05, 06, 07ɢ"1Ģand /Ǐ*ȾÁ/BEǱ¯IƁ?E¢ 7 file01245ɯSST xlw 9ɡTravel XcvOɢ

01 <B>But the surprisingly I wasn’t able to have breakfast. <SC>Becau</SC> and the hotel employee said that02 breakfast is not included. And the I ended up paying the <R>extra</R> extra fifty or sixty dollars to the
03 hotel.</B>
04 <A><F>Mm-hm</F>.</A>
05 <B><SC>So I’d like you to explain what exactly</SC> I mean <R>I don’t</R> I don’t want to use the word,
06 reimbursement,</B>
07 <A><F>Mhm</F>.</A>
08 <B>but <SC>I’d like to have some</SC> I have to have some kind of explanation from you guys.</B>¢ɫ@ (4)1¢+ EB 2m_w+1ŦɝȾ/(*ǩĭIȩ9EȧȾɡreimbursementɢ/@~ĕǻÎE"FIɅ/2>$&+ȐŜIǳƁ*EɡǮƦÖ 05, 08ɢ¢ 8 file00708ɯSST xlw 5ɡShopping XcvOɢ

01 <B><R>in</R> in this shop. But <F>uum</F> when I <R>put it</R> put it on at home, <F>er</F> I didn’t like02 <R>this</R> this color. So <R>will</R> will you please change another one?</B>
03 <A>But you could have you know, tried it out in my store <OL>yesterday</OL>.</A>
04 <B><OL>O K</OL>. But this store, <F>er</F> the light was <SC>not so light</SC>, dark. And fitting room
05 was very narrow. So <F>er</F> I couldn’t see <SC>the color</SC> if the color matches me or <R>not</R>
06 not.</B>
07 <A><F>Uhu</F>. O K. <F>Well</F>, <SC>it’s our</SC> it’s against our policy</A>
08 <B><F>Um</F>.</B>
09 <A>to give you back the money</A>
10 <B><F>Um</F>.</B>
11 <A>or anything like that.</A>−149−

英語母語話者と日本人英語学習者の要求談話の対照分析 ―返金、返品・交換をめぐるロールプレイを資料として―12 <B><F>Er</F>. I know, I know.</B>¢ɬ2(5),(6)/ȊěEB 2ƕŜ1ŠAȈƯă1ƛ.-Ĕ1¬Iȩ9$*ƀ/³C.âàIȢ³*<'$Ìå2Ĕ/ E,EɡǮƦÖ 04ɰ06ɢ
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01 <A>O K. I’m sorry ma’am <F>er</F> but we have a store policy. <F>er</F> We don’t accept any returned
02 <F>er</F> goods.</A>
03 <B><F>Oh</F> really? <SC>So</SC> but <F>um</F> I didn’t have time to fit yesterday <R>so</R> so <R>I
04 try to</R> <R>I try to <F>mm</F> not to buy</R> I try to not to buy yesterday but <R>the</R> <R>the</R>
05 <R>the</R> <R>the lad</R> <SC>the lady <F>erm</F> tried to</SC> <F>a</F> the lady <.></.> <R>made06 me</R> made me to <R>buy</R> <SC>buy it</SC> buy this <.></.> unless <SC>fitting</SC> <SC>not
07 fit</SC> <R>not try</R> not try it on.</B>
08 <A><F>Oh</F> I’m.</A>
09 <B>So I think it’s <R>your</R> <R>your</R> your fault, I win?<OL><nvs>laughter</nvs></OL></B>¢ɭ+2(6)Ź+(5)16E<ǴCFE<B 2 A 1 ę/Ĉ Oh really?,ǿEB.
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第21回大会発表論文集

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−151−

英語母語話者と日本人英語学習者の要求談話の対照分析 ―返金、返品・交換をめぐるロールプレイを資料として―

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


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Gumperz, J. J. 1982. Discourse Strategies. Cambridge: Cambridge University Press.
ßƅ ǎǙ|·° ƊȞ|Ì ë. 2004. Ɂšȣ|ìŧȓȉ\TQNbuN{ßƅ ǎǙ|·° ƊȞ|Ì ë. (ǓǬ)řŧ 1200 1ǪȎZh}R{TV}fZ 

155-176ũɮLwS.
Ⱦû Ŧû. 2004. řŧǪȎýǛǞ1ǳƁ1ƨȉ1ƨȳßƅ ǎǙ|·° ƊȞ|Ì ëɡǓǬɢ řŧ 1200 1ǪȎZh}R{TV}fZ 113-129LwS.
ĉƅ ¾Ĭ|LwSŐǡǑØƱƻĶ. 2017.

Telephone Standard Speaking Test (TSST)1÷ěīŰȅ

ɡLwSǪȎŐǡĀıxn}a, 10ɢũɮLwS.
èƽƱƻɄƨƇĭíȬ¨Ʊƻŷų. 2004.

The NICT JLE Corpus Version 4.1

https://alaginrc.nict.go.jp/nict_jle/ɡ2019 Ē 3 Ť 24 řɇǸɢƗȼ ĵ~. 1973.
ºE,ưE, understand, know /(* ǪȎŐǡ21(12), 14-17.

Miller, L. 2000. Negative Assessment in Japanese-American Workplace Interaction. In H. Spencer-Oatey(ed.) Culturally Speaking: Culture, Communication and Politeness Theory, 2nd Edition, 227-240.
London: Continuum.
Nakabachi, K. 1996. “Pragmatic Transfer in Complaints: Strategies of Complaining in English andJapanese by Japanese EFL Speakers.” JACET Bulletin 27, 127-142.
National Retail Federation. 2018. 2018 Organized Retail Crime Survey.
https://nrf.com/research/2018-organized-retail-crime-surveyɡ2019 Ē 3 Ť 24 řɇǸɢ
Tannen, D. and C. Wallat. 1993. “Interactive Frames and Knowledge Schemas in Interaction: Examples
from a Medical Examination/Interview.” In D. Tannen (ed.) Framing in Discourse, 57-76. Oxford:
Oxford University Press.
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第21回大会発表論文集第14号

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第21回大会発表論文集

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第21回大会発表論文集

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−159−

Please smile when you nod: The use of smile in backchannel sequences
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第21回大会発表論文集

第14号

The Social Construction of the Self Aﬀecting Figure-Ground Reversal*
Yusuke Sugaya
Mie University
Abstract
The present article addresses cultural or cross-linguistic diﬀerences in the mental phenomena of ﬁctive motion basedon Figure-Ground reversal. One sometimes feels as if a stationary entity could be into motion, because of one’s
movement towards it appearing to be at rest, and one may metaphorically express that in a sentence such as “Shinjuku
is approaching.” This phenomenon is deeply concerned with a variety of cognitive functions such as salience,
attention, perspective, self (other) recognition, and domain mapping, any of which would be aﬀected by culturalvalues. Because Japanese people, in comparison to Americans, are said to tend to take a broad or metacognitive view,
it is theoretically expected that Japanese speakers would posit a stronger constraint (i.e., more idiosyncratic) on thoseexpressions. In fact, the result of the experiment (situation-based sentence acceptance test) supported that hypothesis.

Keywords: Figure-Ground reversal, metaphor, ﬁctive motion, situation-based sentence acceptance test, idiosyncrasy

1Introduction

Over time, everything, without any exception, is changing from moment to moment: states, places, and values. As people understand well, any entity aroundthem came into existence at a time, “moves” (in broad
sense) in the world, and eventually will fade away fromthere. Interestingly, human beings uniquely and egocentrically interpret such metaphorical “movements” ofentities so as to comprehend the world, by means of,for instance, halting the motion of an entity or putting astationary entity in motion in their psychology. This isrelated to a style of construal called “relative motion.”
Consider cases where an entity changes very quickly;
other entities around it that change slowly may appear
to stay immobile completely. More interestingly, people
can even view moving themselves to be at rest and instead their surroundings at rest to be in motion. A wide
variety of such mental interpretations of movement canbe externalized as a linguistic form:(1)

We walked through the night and made it backto Castle Rock a little past ﬁve o’clock on Sunday morning, the day before Labor Day. We’d
only been gone two days. But somehow the
town seemed diﬀerent. Smaller. (“Stand byme.” Dir. Rob Reiner, Act III Productions,1986. Film.)*Correspondence concerning this article should be sent to: Yusuke
Sugaya, Department of Liberal Arts and Sciences, Mie University,
1577 Kurimamachiya-cho, Tsu city, Mie 514-8507, Japan. (E-mail:sugaya@ars.mie-u.ac.jp)(2) My room felt so much smaller to me. I don’t
know. Or perhaps grown quite a bit in thelast few months. (“The O.C.” Second season.
Episode 1, 2005. TV drama.)
These are cases in which the speakers (selves) were notaware of their own values in size, metaphorically or literally, so they felt that the value of a basically stative
object (town or room) was relatively diminished—note
that, from their subjective perspective of selves, the object itself seems to “move” its value to the lower point.
Cognitive semantics has essentially dealt with thiskind of phenomena as a ﬁctive motion based on FigureGround reversal (Talmy 2000); above all, a number ofcognitive linguists have specially focused on movingtime metaphors such as “Spring has come” and “Christmas is approaching” (Lakoﬀ and Johnson 1980, Moore
2014). Sometimes, the same phenomenon has beentreated in spatial domain, where it has been referred
to as frame-relative ﬁctive motion, for example, “TheShinjuku station is approaching” and “I was walking
through the woods and this branch that was sticking out
hit me” (Talmy 2000: 132). Regarding the domain ofvalue, however, it is yet to be discussed, but that should
be a similar issue as long as the metaphor mapping between state and place is validly established (Lakoﬀ andJohnson 1980): for example, “many students around me
seem to become more and more stupid as my mentality
is developed through tough experiences.”
In contrast to this, people can naturally view an object
without any relative motion (i.e., moving-ego):−161−

The Social Construction of the Self Affecting Figure-Ground Reversal(3)This train is heading for Shinjuku. [place](4)

We are coming to the end of the year. [time](5)

I am getting smarter and smarter. [value/state]

That is, neither ﬁctive motion nor F-G reversal functions in these situations, although (4) is concernedwith a metaphorical mapping from place to time (i.e.,
moving-ego metaphor). Note that the domains of theabove examples can be overlapped in some ways because (3) evokes the spatial and temporal domains atonce and (5) evokes the evaluative and temporal domains alike.

2

Cognitive functions

Linguistic expressions like (1) and (2) are complexlycomprised of various cognitive functions: Figure and
Ground assignment, their reversal, metaphorical mapping (from place to value), ﬁctive motion, and self(other) recognition.
First, human cognition endows entities in sight with
diﬀerent statuses of salience, perceptually or conceptually, for eﬃciency of information processing—Figureand Ground (Talmy 1978) or trajector and landmark(Langacker 1987)—which are assumed to aﬀect theway a linguistic expression is formed. For instance, thesentence “a bike is near a house” sounds natural, but“a house is near a bike” does not. Talmy (2003: 312)
discusses “the general conceptualization of Figure and
Ground in language:”(6)

The Figure is a moving or conceptually movable entity whose path, site, or orientation isconceived as a variable, the particular value of
which is the relevant issue. (ibid)(7)

The Ground is a reference entity, one that has astationary setting relative to a reference frame,with respect to which the Figure’s path, site, ororientation is characterized. (ibid)

Initially, the problems here are that (i) this distinction
is too simple to understand multiple layers of salience
in real scenes and that (ii) these descriptions seem to bea stereotype or just a tendency, since one often views astationary setting as a foreground as well (e.g., setting

subject constructions). As shall be stated in the following section, moreover, the psychological custom of seeing a moving entity as a Figure might be unique to Western culture. Such a naive dichotomy based on a bias is
likely to be revised to be sophisticated and realistic, although it is a fact that humans are “inclined” to draw attention to an entity changing its state or place. This twosided relation, nonetheless, suﬃciently explains the linguistic level of expressions like (1) and (2).
Second, based on such an assignment of prominence,
diﬀerently salient entities with diﬀerent values interact
with one another in one’s mind, bringing about a remarkable mental phenomenon—imagine, for example,
that you are driving a car on a highway, around which
there are many cars moving at various speeds, and you
notice a car driving very fast in the opposite lane. You
may then have experienced that, ignoring the speed ofyour car, that car heading for you seemed to be going
about twice as fast as it actually was. If your car is
granted the status of Figure and the target car is granted
that of Ground, then these statuses are replaced witheach other (the so called Figure-Ground reversal), sothat the movement of self (expanded-self) works as if it
was stationary. Note that both entities here (i.e., cars)
are basically seen as moving, so the original assignmentof salience might be problematic.
However, why is it necessary to posit an original situation before the reversal of Figure and Ground. Thisis, of course, because an actually moving entity is at
rest and a stationary entity is in motion. Consider theexample of “Spring has come” as well as the previous
instance, where the self (or ego) is seen moving in time
toward a spring and feeling as if the frame of season(i.e., spring) would arrive at the place of the speaker.
Is this standard analysis plausible without any doubt?
It is certain that the speaker will undergo some seasonal changes—for example, feeling warmer, having
a stronger reaction to pollen, and seeing cherry blossoms start to bloom—based on which he or she will
judge that the spring season is coming. Considering
those changes, it is doubtful that only the ego is traveling in time and the frame (spring) is waiting for hisor her arrival. Although we are so far unsure of how tovalidate the truth, we assume that these two diﬀerent
conceptualizations—the season is stative or active—
would depend on whether the speaker realizes the mind-−162−第21回大会発表論文集

Object X = experiencer (E)(subjective view, I-mode of cognition)

time (t)state (s)metacognitive view
(ojective view, E-mode of cognition)

Y

X
place (p)phenomenological view

Object Y = landmark (L).....

Domains

第14号

p1
t1
s1

p2
t2
s2

pn
tn
sn

object X(experiencer)

self
object X(experiencer)

object Y(landmark)object Y(landmark)self

Figure 1: Movement in three domains.

Figure 2: Phenomenological and metacognitive views.

set that the ego moves around the cycle of seasons over
and over again. If the speaker does think so, the ego
egocentrically moves on these stationary settings fromone (season) to the next.
Third, metaphorical mapping between space (place)and state (value) might not be accepted generally, compared to one between space and time. From the standpoint of localism, however, one’s stative condition is
linguistically (and conceptually) regarded as a locus orcontainer, illustrated in the sentence “He entered a stateof euphoria” (Lakoﬀ and Johnson 1980: 32). As a result, a point of time, place, and value do all refer to an
abstract locus, as their linguistic expressions behave ina grammatically similar way. If so, a change in either
place, time, or state suggests an abstract transition ofloci from one to the other in each domain, as shownin Figure 1. Furthermore, Figure 1 depicts two entities (X, Y) that can possess a value, or be located in a
locus (x1 , x2 , ..., xn ) in any domain, denoting with theright arrow that entity X (obtaining the status of Figure)changes its locus in any domain to gradually approach
entity Y (Ground).
Note that we are never sure that the mapping between
domains like this is universal, which is also diﬃcult
to prove with linguistic expressions or psychologicalexperiments. Even in Japanese, some phrases ﬁnd it
slightly strange to view a state as a place, as in (8); others ﬁnd it relatively natural to do that, as in (9).

concerned with linguistic processing, where a concept
is put into language, rather than conceptualization or
psychological processing before that. It is also unclear
whether any feedback exists from language to one’s
mentality (i.e., linguistic relativity). This should bestudied in further research.

(8)? Kare-wa siawase-na joutai-ni hait-ta.
he-TOP happy
state-to enter-PST“He entered the state of happiness.”(9)

Kare-wa kanashimi-kara nukedasi-ta.
he-TOP sadness-from get.out-PST“He got out of sadness.”

Moreover, it is much more diﬃcult to demonstrate thepsychological reality of this metaphor because this is

Fourth, the recognition of self-others seems to havea profound eﬀect on the expressions in question, because only the entity backgrounded in those cases isself or selves (or expanded-self): I, we, or my X (e.g.,
car and train). In other words, the way of construing
self and others is associated with the degree of acceptance of F-G reversal that requires a speaker to rescindthe movement of self conceptually. Further, this is thus
concerned with perspective or subjectivity (objectivity,
conversely) (e.g., Langacker 1990, Ikegami 2008), suggesting that the weaker self would be inclined to waive
the status of Figure and instead gain the one of Ground,and the stronger self would not. This seems to raise thequestion of whether the possibility or acceptance of F-Greversal varies according to individual or culture.
On a related note, it is controversial whether the status of Figure should be originally assigned to a self
(speaker), despite the self essentially involving the characteristic of background or less salience. Under the situation of phenomenological view, exhibited on the leftof Figure 2, the ﬁrst salience (i.e., Figure) is not provided, not for self but for the object to which he or she
faces (i.e, object Y). On the other hand, it is only under
the condition of metacognitive view, diagramed on theright of Figure 2, that a self as object X can acquire
the status of a Figure, which may descend to that of
Ground by taking the egocentric viewpoint (i.e., phenomenological perspective) to attain an F-G reversal.
However, it is quite doubtful that in order to utter a related linguistic expression, the speaker needs to actuallyshift his or her perspective in mind from the latter to the−163−The Social Construction of the Self Affecting Figure-Ground Reversal

former—there might be no psychological reality—, although the metacognitive view is necessary to analyze
the phenomenon at hand.
Although cognitive linguistic studies prefer this kindof dichotomous categorization (e.g., Ikegami 2008,
Nakamura 2009), there are indeﬁnitely various types
and degrees of metacognition because human beings
can employ so-called “theory of mind,” project a viewpoint, and broaden their visual sight (Sugaya 2017). Because such a metacognition requires a high-level cognitive faculty and imagination unlike the phenomenological view (i.e., the actual view), it must be seen not
as primitive but as secondary, so the F-G reversal frommetacognitive to phenomenological views would be unnatural and even impossible in nature. A psychologicalexperience like (1) and (2) by itself could be an initial,
intuitive feeling, not based on the (objective) perspective of the third person at all. Thus, there is an ontological problem in the F-G reversal regarding self-others.

3

Social construction of cognition

These cognitive functions may be inﬂuenced by cultural values shared in society. Cognitive sciences, including cognitive psychology and linguistics, have long
been so apathetic about the cultural impact on cognition
that they have barely cast skeptical eyes at the putative
universality of human cognition, including perception.
Against such a main current, however, cultural psychology has emerged and discovered a variety of facts toprove the hypothesis that culture can form cognition (cf.
Bruner 1990, Markus and Kitayama 1991). A number of empirical surveys in that ﬁeld have revealed thecultural eﬀects on one’s cognitive abilities or behaviors

linguistic domain
symbol of form and meaning,grammar, lexicon, metaphor,subject, object, verb, adjective, etc.
motivation

feedback (the Sapir-wholf hypothesis)

psychological domain
theory of mind, emotion, decision,interpretation, conception, memory,
perception, empathy, bias, etc.
motivationinternalization
formation

cultural domain
education, religion, social system,
custom, common sense,
way of thinking, etc.

feedback

biological domain
design of human beings, DNA,neurons, brain, evolution, faculty,
body, genes, heredity, protein, etc.

Figure 3: Culture aﬀecting cognition.

such as emotion, inference, decision-making, perception, attention, and self recognition.
Take a look at Figure 3, which indicates that culture
works not directly on language but on psychological
functions that may interact with linguistic production as
well. Traditionally, a lot of linguists have ever dealt with
culture in relation to language and vice versa, assumingthat language is one form of culture—It is well known
that structural linguistics, based on cultural relativism,
has underscored this aspect. However, even though language study as a cognitive science began half a century
ago, the cultural formation of cognition, as has been discovered in cultural psychology, has not been accepted
to apply for its investigation—although left- or rightbranching of syntactic structures might be seen as oneof the cultural constitutions of one’s cognition. Notethat Figure 3 does not mean denying the interplay between culture and language or biology at all, and biological components have to support any psychological
function that form various linguistic expressions.
The Figure-Ground reversal should be one of theschematic cognitive behaviors that would be aﬀected tosome extent by the style of thought formed by culture.
To take a clear approach to this, it is better to begin bycomparing far more distinct cultures than to do so between close societies, as cultural psychology has often
tackled the distinction between Western and East Asian
cultures. Fortunately, these large diﬀerences of mentality seem to be applicable to the linguistic comparisonof English and Japanese too. Conversely, examining
these languages as a clue may hopefully elucidate thediﬀerence in cognition between cultures, but we shouldbe meticulous about the fact that language cannot havea direct relation to mind. Before putting forward ourhypothesis to be proved, we shall introduce an alternative hypothesis, based on cognitive linguistic researchin Japan.
The cognitive phenomenon at issue must be associated, as stated above, with subjectivity or objectivity (aka. I-mode of cognition and E-mode of cognition). Japanese cognitive semantics has been eager toinsist consistently that, for linguistic expressions, theJapanese language tends to make a subjective perception/conception and English tends to make an objective
construal, because the Japanese can grant leeway to express a subject of a sentence (e.g., Ikegami 2008, Naka-−164−第21回大会発表論文集

mura 2009). This means that English speakers are likelier to locate their perspective outside (i.e., metacognitive view) to acquire a broad sight than the Japanese
speakers (see Figure 2 again). Thus, a theoretical forecast from this assumption would be the following:
(10)

(a)

English would posit a stronger constraint
on Figure-Ground reversal than Japanese.

(b)

Because of (a), English (metaphorical)
expressions of Figure-Ground reversal
would be more highly idiosyncratic thanthose of Japanese.

As for (10a), if English normally includes the custom of external view to observe the self from the outside, it is expected to impose a greater constraint on expressing a ﬁctive motion such as “the Shinjuku stationor the Christmas day is approaching” (place, time) and“the town gets smaller” (value), as that phenomenon cannever appear from such the realistic perspective. This is
the reason that, in (10b), which is an alternative working hypothesis for the experiment below, this kind of
linguistic expressions in English would be quite strictly
idiosyncratic. English could admit the sentences for
F-G reversal to a much lesser degree. In contrast, if
Japanese speakers basically have the phenomenologicalview, Japanese would be apt to more regularly permit
the expressions for ﬁctive motion.
Cultural psychology has developed the cognitive basis of cultural diﬀerences in an empirical way, unlike
cognitive linguistics. One of them is concerned withthe fundamental method of attention and perception—
Masuda et al. (2008) have found that the Americans andthe Japanese have a diﬀerent manner in which to perceive and draw attention to the objects, namely, analytic
and holistic attentions, respectively. Moreover, Sugaya(2017) demonstrated the applicability of this distinction
for the psychological basis of linguistic expressions as
well. Hence, we oﬀer the hypothesis about the phenomenon in question such as:
(11)

(a)

English would posit a weaker constraint
on Figure-Ground reversal than Japanese.

(b)

Because of (a), English (metaphorical)
expressions of Figure-Ground reversal
would be less idiosyncratic than those ofJapanese.

第14号

English speakers prefer to take a narrow, analytic perception, putting the self out of sight, while Japanese
speakers are inclined to possess an inclusive, holistic
view, perceptually or conceptually, taking ego into account to make their behaviors or decisions. If so, the former would not feel strange about a wide variety of novel
expressions with Figure and Ground roles reversed, but
the latter would have feelings of resistance toward thoseegocentric, subjective expressions.

4

Experiments

To prove the hypothesis (11) against the null hypothesis (10), we conducted an experiment with Japaneseand English speakers, based on sentence acceptance in agiven situation, to examine the idiosyncrasy of linguistic expressions containing a ﬁctive motion supported by
F-G reversal. Because this experiment asked the participants to imagine a wide variety of situations based on
which to provide a rating judgment for sentences, we
tentatively called it the situation-based sentence acceptance test. For the participants to easily understand situations, we presented some pictures together with contextual sentences.

4.1

MethodParticipants
All of the participants were recruited over the Internet.
Twenty-eight English native speakers who lived in
the United States or Canada (9 women and 19 men;
Mage = 34.41 years, SDage = 12.15), in addition totwenty-eight Japanese native speakers who all lived inJapan (18 women and 10 men; Mage = 38.14 years,
SDage = 8.78), took part in the experiment, receiving
50 cents or 50 yen for participation, respectively.
Materials
The experiment from its design to data-gathering stage
adapted the Qualtrics software,1 which has the advantage of possessing a web version of the platform, so theparticipants could run the trial on their own PC or tablet,
accessing the distributed URL to the experiment. Thus,
1 Version 2016 of Qualtrics. Copyright
c 2016 Qualtrics. Qualtrics

and all other Qualtrics product or service names are registered trademarks or trademarks of Qualtrics, Provo, UT, USA.

−165−

The Social Construction of the Self Affecting Figure-Ground Reversal

Object X(Experiencer)

moving landmark metaphors in space

moving landmark metaphors in time

self

I

わたし

self

I

わたし

self

I

わたし

expanded-self (a)

we

わたしたち

expanded-self (a)

we

わたしたち

expanded-self (a)

we

わたしたち

expanded-self (b)this town

この街

this house

この家

expanded-self (b)Object Y

この電車

city

Chicago大阪

Amusementpark(Six Flags)

遊園地
(USJ)

approach

近づいている

neutralAspect of motion

この車

this train

building(Landmark)Manner of motion

this carget close (to) 近づいてきたreversalget away from 離れていく
direction
slowlyゆっくり
speedlittle by little
少しずつ
rapidly
急速にarrivalhas arrived
has come

着いた来たseasonday

neutralexpanded-self (b)our compnay

会社

this house

この家

slide

滑り台

building

建物

summerwinter

冬

Christmas

クリスマス

Halloween
the last dayof the year

ハロウィーン
年末

other company

他社

approach
get close (to)近づいている

smallerbiggertallershorter小さく

reversalget away fromdirection
slowlyspeed
little by little
rapidlyarrivalmoving landmark metaphors in state

has arrived
has come

夏
thing

people

近づいてきた

size

離れていく

height

ゆっくり
少しずつ
急速に

age

town

街

classmates同級生

younger
older

大きく
高く
低く
若く
老けて

着いた
来た

Figure 4: Components for various patterns of Figure and Ground reversal.

they had to bear a smaller burden to participate in the
research.
In the experiment, there were eleven diﬀerent situations and forty-ﬁve sentences to be judged in terms ofboth naturalness and acceptance—in total, the participants were asked to make ninety rating assessments. To
examine the degree of idiosyncrasy, or restrictions of
F-G reversal, we needed to prepare for non-default situations or sentences and presented diﬀerent entities forexperiencers (Object X) and landmarks (Object Y) as
well as manners, as shown in Figure 4. For example, we
compared the acceptance of the sentence “Chicago (orOsaka) is slowly approaching” in English and Japanesewith the one of the default sentence “Chicago (or Osaka) is approaching” (2 × 2).
All situations behind these sentences concern eithera movement or a change of state. Concerning a spatial
movement, we basically oﬀered the case of journey
to work with a colleague: for instance, “Situation:
You live in New York. You have to go to Chicago
for your business. You are riding on a bus bound for
Chicago, together with your coworkers. It would takeforty minutes to arrive at Chicago.” To more easily
understand the scene, we presented a picture ﬁtted with
that, as shown in Figure 5. As for the scene of changeof state, moreover, we asked the participants to imagine
some imaginary situations: for example, “Situation:
Imagine that you were an elementary-school student
and had forty classmates. For the last three years, yousuddenly grew in height. Finally, your height got to
the tallest in the class.” Based on those situations andsentences, as shown in Figure 5, participants were told

Figure 5: Example.

to give a rating in terms of naturalness and acceptancealike.
Procedure
After every participant acknowledged the prior explanation about the experiment, he or she accessed the URL
to start. First, all participants had to oﬀer personal information on age, gender, the ﬁrst language, and area ofresidence. After they answered all of the questions, they
were assigned a participant code for the right to gain areward. For any of the questions, they were required toevaluate each sentence on a six-point scale (i.e., 0-5), as
illustrated in Figure 5, without time pressure.

4.2

Results

Because the purpose of the experiment was to reveal
the distinction between Japanese and English or between default and extension (non-default), we used (unpaired) Welch’s t-test for test of statistical signiﬁcance.
First, there is almost no diﬀerence between the two standards, acceptance and naturalness (their means are 2.56
and 2.58, respectively, in Japanese and 3.18 and 3.15,
respectively, in English), so this section shall indicate
only the results of acceptance due to space limitations.
Take a look at Figure 6, which shows the results of all
the sentences presented in the experiment and their distinctions between languages (note that the expressions
compared in Japanese and English do not completely
correspond). More important, Figure 6 indicates theresult of cross-language diﬀerences (i.e., Japanese andEnglish) of distinctions between two expressions (i.e.,−166−第21回大会発表論文集

Japanese

第14号

M

SD

English

M

SD

J-E

p-value



2.964

1.274

This car is heading for Chicago.

4.068

0.827

***

0.0004051

2) 9/>< 3) 9/>< 4) 9/>  
5)
'%/>< 

3.714

0.902

We are getting close to Chicago.

4.31

0.792

*

0.01301

J [a] ***0.0002482

3.464
1.964

1.343
1.483

We are approaching Chicago.
We are coming to Chicago.

4.034
3.137

1.033
1.251

0.081440.003517

E [a'] 0.5017

**

3.75
3.107
1.714

0.974
1.133
1.225

[a]

This bus is getting close to Chicago.
This bus is approaching Chicago.
This bus is coming to Chicago.

3.862
3.758
2.62

1.195
1.222
1.243

[a']
*
*

0.7056
0.04334
0.01269

J [b] **0.005049
E [b'] 0.1171

2.607
3.071
0.678

1.159
1.051
0.816

[a]

Chicago is getting close.
Chicago is getting close to us.
Chicago is approaching.

3.655
2.655
3.137

1.091
1.514
1.166

[a']

0.001015
0.238
3.20E-12

J [c] *0.0411
E [c'] 0.2414

***

0.821
0.285

0.818
0.456

Chicago is approaching us.
Chicago is coming to us.

2.206
2.413

1.562
1.497

***
***

0.0001544
2.95E-08

J [d] ***1.857e-06
E [d'] *0.01865

2.785
2.214
1.607

1.011
0.916
1.134

[b]
[c]
[c]

We are rapidly getting close to Chicago.
We are rapidly approaching Chicago.
Chicago is rapidly approaching.

3.206
3.586
3.172

1.094
1.273
1.34

[b']
[c']
[c']

***
***

0.1568
2.63E-05
2.96E-05

J [e] ***7.653e-10
E [e'] 0.2741

1.857
3.428

1.248
1.159

[b]
[d]

Chicago is rapidly getting close.
I am slowly getting close to Chicago.

2.655
3.448

1.468
1.036

[b']
[d']

2.142
1.321
1.678

1.133
1.241
1.162

[d]

I am slowly approaching Chicago.
Chicago is slowly approaching.
Chicago is slowly getting close.

3.655
2.551
2.689

1.059
1.588
1.289

3.607
3.714

1.227
1.217

[e]

We are getting away from Chicago.
This bus is getting away from Chicago.

3.068
2.689

1.574
1.416

1.571
1.321
4.392

1.067
1.133
1.258

[e]
[f]

Chicago is getting away.
Chicago is getting away from us.
We are approaching Fun Time square.

2
2.206
4.068

3.535
3
2.928

1.018
1.235
1.617

[g]
[f']
[g']

We are getting close to Fun Time square.
Fun Time square is getting close.
Fun Time square is approaching.

4.241
3.62
3.172

4.857
4.714

0.355
0.531

[h]
[i]

We have arrived at Fun Time square.
We have come to Fun Time square.

0.392
0.107
4.357

0.608
0.261
0.608

[i]
[h]
[j]

Fun Time square has come.
Fun Time square has arrived at us.
This slide feels smaller.

4.285
2.392

0.926
1.162

[j]

I feel like the slide getting smaller.
This slide gets smaller with time.

2.172
3.172

1.44
1.598

1.607
4.678
2.607

1.162
0.544
1.133

This slide has become smaller with age.
I am getting taller and taller.
My classmates are getting shorter and shorter.

2.931
3.896
3.241

1.659
1.155
1.249

1.035
2.821

0.942
1.155

[k]

I feel like my classmates getting shorter and shorter.
My classmate feels shorter.

2.62
3.103

4.607
4.357
1.285

0.561
0.816
0.965

[l]

Our company is getting bigger and bigger.
Our company is rapidly getting bigger and bigger.
Other companies in FAL feel smaller and smaller.

3.931
3.758
2.793

0.785
2

0.656
1.184

Other companies in FAL feel rapidly smaller and smaller.
Other companies in FAL feel rapidly smaller and smaller.

2.344
2.344

1.707
1.645

1)

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42) 9,83=/ 
43) 162+,8##0  4 44) 162+,8##0  45) 162+,80   

[k]

[l]

**

*

0.033930.9478
3.98E-06
0.002189
0.004277

E [f'] 0.2041

[d']

***
**
**
**

0.16340.005731

E [g'] **0.002013

[e']

1.701
1.826
1.142

[e']
[f']

*

0.26910.03530.2472J [h] ***2.2e-16
E [h'] ***6.288e-07

1.005
1.448
1.415

[g']
[f']
[g']

*

0.02869
0.091440.5528J [i] ***2.2e-16
E [I'] **0.002765

4.172
3.413

1.052
1.099

[h']
[i']

**
***

0.002517
1.51E-06

J [j] ***9.719e-10
E [j'] **0.00245

2.241
1.827
4.103

1.632
1.858
0.994

[i']
[h']
[j']

***
***

2.66E-06
3.88E-05
0.2582J [k] ***2.2e-16
E [k'] ***0.0003652****

4.23E-08
0.04213

J [l] ***2.2e-16

[j']
[k']

**
**

0.001134
0.002433
0.05464

1.349
1.493

[k']

***

5.97E-06
0.4331

1.257
1.355
1.398

[l']

*

[l']

***

0.01332
0.05201
2.27E-05* < .05

8.33E-05
0.381** < .01*** < .001***

J [f] ***1.706e-05

J [g] 0.1318

E [l'] **0.00227

Figure 6: Results of the experiment

default and non-default). For example, consider [a] and[a’], which means that the sentence “this bus is getting
close to Chicago (Osaka)” was more well-formed (acceptable) than the sentence “Chicago (Osaka) is getting close” in both Japanese and English, but only theJapanese case had a signiﬁcant diﬀerence between these
two types of expressions (p < .001), suggesting that it
was less possible for the Japanese that a stationary location could move in the situation.
Interestingly, most such comparisons from [a] to[l] have shown in common the fact that extensive
expressions—for instance, the case of inserting the adverbs such as “rapidly” and “slowly” (see [b] and [c])—were less permitted in Japanese than in English, as indicated by the fact that p-values in Japanese were much
lower in all types of expressions except for [g]. Thus,
even in the same category of statistical diﬀerence, thedata showed great distinctions between two languages.
For example, consider [j], [k], and [l], all of which concern F-G reversal in the domain of state or value. Although the expressions containing an F-G reversal wereless natural in any type, the extent of that remarkably
diﬀered between Japanese and English. Because of thespace limitations, refer to Figure 6 for the remainingcases.

4.3

Discussion

Against hypothesis (10), the current experiment supported the following hypothesis (= (11)):
(12)

(a)

English would posit a weaker constraint
on Figure-Ground reversal than Japanese.

(b)

Because of (a), English (metaphorical)
expressions of Figure-Ground reversal
would be less idiosyncratic than those ofJapanese.

Note that we need some replication studies, partly because the present experiment was designed with limited
linguistic expressions and conducted for a small volumeof participants. Moreover, the hypothesis is associatedwith the cognitive or perceptual operation of FigureGround reversal and must require some psychologicalmethod of experiment—language is merely one symptom of that. More critically, we cannot deny the possibility that the found diﬀerence in idiosyncrasy might−167−

The Social Construction of the Self Affecting Figure-Ground Reversal

not be speciﬁc with the current topic (i.e., F-G reversal)
and instead could be general and applicable for any kindof linguistic phenomenon. That is, the Japanese language basically could, regardless of F-G reversal, lessadmit novel expressions than English because of thoselanguages’ propensity. We thus might need to compare
the idiosyncrasies of other types of linguistic expressions as well in order to accentuate the specialty of thedata obtained here.

5

linguistics 60: 227–250. Amsterdam: John Benjamins.
Lakoﬀ, George and Mark Johnson. 1980. Metaphors
We live by. Chicago: University of Chicago Press.
Langacker, Ronald W. 1987. Foundations of Cognitive
Grammar, vol. 1: Theoretical Prerequisite. Stanford:
Stanford University Press.
Langacker, Ronald W. 1990. Subjectiﬁcation. Cognitive
Linguistics 1: 5–38.
Markus, Hazel R. and Shinobu Kitayama. 1991. Culture
and the self: Implications for cognition, emotion, andmotivation. Psychological Review 98: 224–253.

ConclusionYour time, place, and state are always changing moment by moment, and those of any other things are so
as well. The relation between them seems to be significant and even central in his or her mind, because heor she is inclined to, whether consciously or not, compare with other people in various domains like smartness and beautifulness to deﬁne self. Thus, it is signiﬁcant to investigate the relative movement (of values)
and its method or bias unique to humans in psychological and linguistic ﬁelds. At least, this article suggests
not only that three basic spheres (time, place, and state)would conceptually and schematically employ the same
system but also that cultural values could aﬀect that system.
Cultural psychology has demonstrated the fundamental distinction in perception and attention between
Western and East Asian societies: Japanese like to takea broader view, instead of a local attention, compared toAmericans. This research also suggests the possibility
that the Japanese metacognitive view would not accept
egocentric sight of expressions based on F-G reversal,
while English speakers would do so. Moreover, we suspect that such linguistic diﬀerences can contribute backto their psychological states as well (i.e., linguistic relativity).

References
Bruner, Jarome. 1990. Acts of Meaning. Cambridge,
MA: Harvard University Press.

Masuda, Takahiko, Phoebe C. Ellsworth, Batja
Mesquita, Janxin Leu, Shigehito Tanida, and Ellen
Van de Veerdonk. 2008. Placing the face in context:
Cultural diﬀerences in the perception of facial emotion. Journal of Personality and Social Psychology
94(3): 365–381.
Moore, Kevin E. 2014. The spatial metaphor of time:
Metaphor, metonymy, and frames of reference. Amsterdam, Philadelphia: John Benjamins.
Nakamura, Yoshihisa. 2009. The range of cognivemodes [Ninchi modo no shatei]. In A. Tsubomoto,
N. Hayase, and N. Wada (eds.). Linguistics about”inside” and ”outside” [Uchi to soto no gengogaku]: 353–393. Tokyo: Kaitakusha.
Sugaya, Yusuke. 2017. The cognitive process of objectivization in diﬀerent cultures: A Japanese / English
comparison. Papers in Linguistic Science 23: 83–
105.
Talmy, Leonard. 1978. Figure and ground in complex
sentences. In J. H. Greenberg, ed., Universals of Human Language, pages 625–649. Stanford: Stanford
University Press.
Talmy, Leonard. 2000. Toward a Cognitive Semantics:
Concept Structuring Systems, vol. 1. Cambridge,
MA: MIT Press.
Talmy, Leonard. 2003. Toward a Cognitive Semantics:
Typology and Process in Concept Structuring, vol. 2.
Cambridge, MA: MIT Press.

Ikegami, Yoshihiko. 2008. Subjective construal as a‘fashion of speaking’ in Japanese. In M. GomesGonzalez (ed.). Studies in functional and structural−168−第21回大会発表論文集

第14号

Rapport Management in Apologizing: From English Speech Acts CorporaSUZUKI Toshihiko (Waseda University)
SATO Ami (Otaru University of Commerce)

Abstract
This study aims to demonstrate how “rapport management” (Spencer-Oatey, 2008) isrepresented by discourse politeness strategies for the speech event of “apologising” in English.
The written and audio-visual conversation materials in this study were collected in the U.K. in
August 2017 and March 2018 as part of the linguistic data for the corpus study of eight different
English speech acts. The presenters maintain that rapport management strategies arefunctioning as an integral part in the exchanges of apologies and their replies: (1) sociality rights
and obligations were managed in S’s apologies by using a common strategy such as IFIDs,
explanations and intensifiers (e.g., so, really), and (2) H tended to employ discourse politenessstrategies to save S’s face when H was replying positively to S’s apologies.
Keywords
Speech Act, Apologising, Rapport management, Politeness, Corpus Linguistics
1. Background
The present study is part of the research project“The Compilation and Expansion of English
Speech-acts Corpora and Their Application in English Language Teaching and International
Exchanges” directed by one of the researchers. The project investigates the discourse politenessstrategies employed by speakers of English in eight different speech acts. The written and audiovisual conversation data were collected in the U.K. in August 2017 and March 2018 for the
project. Further, 29 participants in total were asked to work on either questionnaire A, for four
speech acts, or B, for the other four speech acts, or both to provide written and audio data.
Regarding the video research, the total number of participants was 18 and they were requested
to make pairs (i.e. 9 pairs) and engage in role-playing. All of the informants were residents of
the London area at the time of the data collection. They received education in English speaking
countries up to the secondary or higher level and speak English as their first language in their
daily life. Based on these written, audio, and audio-visual materials, the present study focuseson one of the eight speech acts, “apologising,” aiming to demonstrate how “rapport
management” (Spencer-Oatey, 2008) is represented by discourse politeness strategies in
apologising.
2. Theoretical Framework“Rapport management” (Spencer-Oatey, 2008) refers to the language use for building,



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enhancing and threatening harmonious social relationships. Spencer-Oatey first proposed theframework of rapport management in 2000, drawing on politeness theories including Brown
and Levinson’s politeness model (1987). Yet, while the Brown and Levinson’s politeness modelis based on the management of face, the rapport management framework concerns the
management of face, sociality rights and obligations and interactional goals.
Spencer-Oatey (2008) defines “face” as people’s desire for others to evaluate their selfimage positively as individual, as a group member and in relationship with others. Thus, sheconceptualises face by associating it with multiple dimensions of identities rather thandistinguishing between positive face and negative face. “Sociality rights and obligations” arepeople’s behavioural expectations to others. Our evaluation of appropriate behaviours are notalways arbitrary, and there are two interactional principles that can influence our behaviouralexpectations. One is equity, which refers to “a fundamental belief that we are entitled to personalconsideration from others, so that we are treated fairly” (Spencer-Oatey, 2008, p.16). For
example, we want others not to violate our equity rights by exploiting or controlling. The otherinteractional principle is association, which refers to “a fundamental belief that we are entitledto social involvement with others, in keeping with the type of relationship that we have withthem” (Spencer-Oatey, 2008, p.16). For example, we want others not to violate our associationrights by ignoring us or sharing excessive personal feelings. “Interactional goals” are related topeople’s wants to achieve specific goals in interactions. The underlying assumption is that if
people have different interactional goals and fail to achieve their goals, then they are more likely
to feel annoyed and it can affect their harmonious relationships. These three components are
considered to mutually influence each other.
In relation to how rapport is managed in speech acts, Spencer-Oatey (2008) argues that
rapport is constructed through different linguistic domains: “all use of language [...] can affectpeople’s interpretations of how appropriately face, sociality rights and obligations andinteractional goals are managed, and can therefore affect rapport” (p.20). Apology is, according
to this publication, one domain of illocutionary acts that are of interest for rapport management
research.
3. Data Collection
For the present study, we focused on the linguistic data provided by 10 of the 29 research
participants, who joined both the questionnaire research and video research in this project.
In the questionnaire research, these 10 participants first completed a questionnaire for four
selected speech acts including apologising. They were asked to think of situations in which anapology is required and answer how they would apologise in such situations and how theywould respond positively and negatively. They were also asked to answer what they believed
were the linguistic features of their apologies and of their positive and negative responses. This



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questionnaire section was designed this way to elicit data concerning the ‘lay’ persons’ concepts
about what linguistic features contribute to im/politeness (i.e. politeness1, 2) (cf. Eelen, 2001;
Watts, 2003) and rapport management. We collected 20 apologies and 40 responses from theparticipants and they were recorded as written scripts and audio recordings.
In the video research, the participants were asked to pair up with their partners and performrole-play scenarios in which one side makes an apology and the other side responds to it. Unlike
the questionnaire research, they were not asked to provide both positive and negative responses;
they could decide how to respond to the interlocutors’ apology according to their preference.
We collected 10 apologies and 10 responses from the participants through the role-playing, andthese data were recorded as written scripts as well as audio-visual recordings.
In total, we collected 30 samples of apologies and 50 samples of responses to the apologies
through the video research and questionnaire research (Table 1).
Table 1 Data for Analysis
Type of Research

Linguistic samples
Apologies

Responses

Video Research in March 201810

10

Questionnaire Research inAugust 2017 and March 2018

20

40*

30

50

Total=*20 positive replies and 20 negative replies

4. Analysis
4.1 Findings of the video research
By looking at the semantic components of the 10 apologies, we have confirmed that thecommon strategy consists of IFID (illocutionary force indicating device) and explanation or
acknowledgement of responsibility1. The participants’ preferred responses to the 10 apologies
were positive and they saved the interlocutors’ face by minimizing the offence. In the following,
we present three examples to illustrate how the participants in pairs managed rapport with eachother through apologies and responses in scenarios.
Example 1 is an interaction supposedly between friends, Participant A (male) and B (male).
Example 1 Interaction supposedly between friends
A: I’m so sorry, I hit your car whilst reversing.
B: Not to worry, it can be fixed.
A: (phew)[VideoResearch_UK1803_PairNo.2]
Participant A says, “I’m so sorry, I hit your car whilst reversing.” which can be seen as an



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apology for infringing Participant B’s equity right through the cost of damaging his car. So,
Participant A manages sociality rights and obligations by apology, using IFID, Intensifier andExplanation or Acknowledgement of responsibility as linguistic strategies for his apology. In
return, Participant B responds, “Not to worry, it can be fixed,” which indicates forgiveness. The
apology is inherently face threatening to the speaker. So, Participant B’s response thatminimizes the seriousness of the offence can save Participant A’s face. Also, forgiving can be away of managing association rights. If Participant B does not accept Participant A’s apology, it
would affect their long-term friendship.
Example 2 is an interaction supposedly between friends or fellow workers, Participant C(female) and D (male).
Example 2 Interaction supposedly between friends/ fellow workers
C: I’m really sorry, I’ve accidentally deleted your email. Would it be possible to send it
again?
D: No problem. I’ll do that right away.
[VideoResearch_UK1803_PairNo.9]
Participant C says, “I’m really sorry, I’ve accidentally deleted your email,” which can beseen as an apology for infringing Participant D’s equity right through the cost of sending an email. So, Participant C manages sociality rights and obligations by apology, using IFID,
Intensifier and Explanation or Acknowledgement of responsibility as linguistic strategies forher apology. She also asks him to send the same e-mail again by using a formal expression of“Would it be possible...?” Participant D responds, “No problem. I’ll do that right away,” whichindicates forgiveness and acceptance of her request. Like the previous example, Participant D’s
response can save Participant C’s face and association right.
Example 3 is an interaction supposedly between acquaintances or friends, Participant E(female) and F (male) in a formal setting.
Example 3 Interaction supposedly between acquaintances / friends in a formal setting
E: I stand here before you today to offer my sincerest apologies for my behaviour. It
was inexcusable but I do hope with time you can forgive me.
F: I appreciate your honesty and thank you for your apology. You did cause significant
distress, but I think with time I will be able to forgive you.
[VideoResearch_UK1803_PairNo.8]
Although Participant E does not explicitly indicate what the cause of offending is, we canassume that her behaviour might damage Participant F’s face or violate Participant F’s sociality
rights, which caused “significant distress” for Participant F and thereby she manages face orsociality rights by apologising. She uses a formal apology with an intensifier, (“I stand here
before you today to offer my sincerest apologies for my behaviour”), acknowledgement of her
responsibility (“It was inexcusable”) and a request to be forgiven (“I do hope with time you can



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forgive me”) as linguistic strategies for her apology. Participant F appreciates Participant E’s
apology and expresses criticism by saying “You did cause significant distress,” which canthreaten Participant E’s face. Yet, after all, Participant F accepts Participant E’s apology andmanages her face and association rights.
4.2 Findings of the questionnaire research
In questionnaire research, we studied how rapport could be maintained, enhanced orchallenged in this speech event through the inspection of apologies and positive and negative
replies. We observed that the 20 negative responses to apologising could threaten theinterlocutors’ face and violate their sociality rights in terms of the association principle. To
address this point, in this section, we discuss two scenarios provided by two participants,
comparing positive responses and negative responses regarding their linguistic strategies.
Example 4-1 and 4-2 are interactions between two friends in a casual setting, created byParticipant B2. S (Speaker) is getting late and telling it to H (Hearer) while apologising.
Example 4-1 shows an example of a positive response to the apology.
Example 4-1 Being late for a catch-up with a friend (Casual)
S: Sorry I’m running late mate.
H: Nah don’t worry, tube’s a nightmare!
*S = Speaker; H = Hearer[QuestionnaireResearch_UK1803_QP01_No.2]
S uses IFID, Explanation or Acknowledgement of responsibility, an address term “mate” aslinguistic strategies for his apology. From the perspective of rapport management, being late
can infringe H’s equity right through the cost of wasting H’s time. So, S’s apology manages
sociality rights in terms of equity. Another linguistic feature of S’s apology is the usage of“mate3”, which indicates a bond or friendship and can be seen as a linguistic strategy for
managing association rights.
In the positive response to S’s apology (Example 4-1), H accepts S’s apology (“Nah don’t
worry”) and shows sympathy (“tube’s a nightmare!”). By doing so H saves S’s face andassociation rights as a friend. Choosing an informal way of saying “no” or “Nah” is anotherlinguistic strategy for managing association rights if the use of informal expressions isappropriate for them as friends4.
On the other hand, in the negative response (Example 4-2), H shouts S’s name, showing his
irritation, and criticises him by saying “You’re always late to meet me!”




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Example 4-2

Being late for a catch-up with a friend (Casual)

S: Sorry I’m running late mate.
H: Greg! You’re always late to meet me!
*S = Speaker; H = Hearer[QuestionnaireResearch_UK1803_ QP01_No.2]
A negative characteristic (i.e., being always late to meet H) is associated with S’s self-image,and by doing so H’s criticism can threaten S’s face. Additionally, H rejects S’s apology, which
can infringe S’s association rights if S expects to be forgiven because they are friends and beinglate is a forgivable mistake for them.
Example 5-1 and 5-2 are interactions between participants at a casual party, created byParticipant F5. S (Speaker) knocked over H (Hearer)’s drink and spilled it onto their clothes.
Example 5-1 A party. I have knocked over someone's drink and spilled it onto theirclothes. (Casual)
S: Oh mate, I’m so sorry I didn’t see that there at all, let me help you clean it up!
H: Ah, no worries dude. It is all good!
*S = Speaker; H = Hearer[QuestionnaireResearch_UK1803_QP07_No.2]
S apologises for his carelessness by saying “Oh mate, I’m so sorry I didn’t see that there atall, let me help you clean it up!” He uses IFID, Explanation, Offer of repair as linguistic
strategies for his apology6. S’s behaviour infringes H’s equity rights through the cost of wasting
H’s drink and damaging his clothes, and therefore S manages sociality rights and obligations
by apologising. In the positive response to S’s apology in Example 5-1, H accepts S’s apology(“Ah, no worries dude”) and minimises the seriousness of the offence (“It is all good!”)7. By
doing so, H saves S’s face and association rights. Like Example 4-1, using an informal address
term “dude” is another linguistic strategy for managing association rights if the use of informal
expressions is appropriate register for them at the party.
On the other hand, in the negative response in Example 5-2, H expresses his anger (“Argh!”),insults S (“You moron”)8, and criticizes S’s fault (“I can’t believe you did that!”).
Example 5-2 A party. I have knocked over someone’s drink and spilled it onto theirclothes. (Casual)
S: Oh mate, I’m so sorry I didn’t see that there at all, let me help you clean it up!
H: Argh! You moron I can’t believe you did that!
*S = Speaker; H = Hearer[QuestionnaireResearch_UK1803_QP07_No.2]
Insulting and criticizing are impoliteness strategies (Culpeper, 1996, 2011), and theserapport-challenging strategies can damage not only S’s face but also infringe S’s associationrights. Additionally, H’s rejection of S’s apology can also infringe S’s association rights as well.



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5. Summary of Findings
So far, we have examined and discussed the selected examples of apologies from the data
and demonstrated how they can be analysed with the rapport management framework. Basedon the analysis, we have observed the following key findings. The first main finding is thatwhen we looked at the linguistic strategies of apologies by the 10 research participants from theperspective of rapport management, sociality rights and obligations were managed in theirapologies. The second finding was that in the video research in which the research participants
freely decided the ways of responding to apologies, they tended to choose positive responses
and take politeness strategies to save their interlocutors’ face by accepting apologies. On theother hand, the research participants employed impoliteness strategies in their negative
responses in the questionnaire research. This means that they did not always necessarily holdthe desire to maintain their harmonious relationships or rapport maintenance orientation in
responding to apologies.
6. Conclusion
According to the video and questionnaire data, we were able to observe that the participantsin this study who are speakers of English were expected to manage their sociality rights andobligations in maintaining a social relationship. Also, we found that the hearer could threaten
rapport with the speaker by negative responses, for example by making a complaint and using
offensive expressions. In other words, the participants recognised what linguistic aspects could
make their responses negative. The data of positive and negative responses and the participants’comments on their language use provided us with the insight into what linguistic strategies aremarked as positive or negative by lay persons.
The database of the English speech acts surveyed this time has proven to be a useful
linguistic material for the study of im/politeness strategies (Culpeper, 1996; 2011) employed by“lay” persons (politeness1) in view of the theoretical framework of rapport management(politeness2) (cf. Eelen, 2001; Watts, 2003). The investigation of the written, audio, and audiovisual materials has provided examples of what such “lay” persons are performing in rapport
management. Future research should examine longer sequences of apologising and responding
in order to provide more evidence of how apologisers and apologisees successfully manage
rapport by linguistic and non-linguistic strategies.
Acknowledgements
The presenters would like to express their sincere gratitude to JSPS (Japan Society for the
Promotion of Science) for the award of Grant-in-Aid for Scientific Research (C) [17K02693]
and Waseda University for the Waseda Special Research Project Grant [2017K-145].


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Rapport Management in Apologizing: From English Speech Acts Corpora

Notes
1. We referred to the coding manual of the CCSARP (cf. Blum-Kulka et al. 1989) in order toclassify the linguistic strategies employed by the participants of this research.
2. This participant’s video research data was used and analysed in Example 1 above. Therefore,
this participant is labelled as ‘Participant B’.
3. This participant indeed pointed out “mate” as a “notable linguistic feature”. This description
allowed the researchers to understand what linguistic elements and strategies “lay” persons
are employing for rapport management and to control the level of politeness.
4. This participant also pointed out the use of a “slang utterance (‘Nah’)” as a “notablelinguistic feature” in his positive reply.
5. This participant’s video research data was used and analysed in Example 3 above. Therefore,
this participant is labelled as ‘Participant F’.
6. This participant pointed out “mate” as a “notable linguistic feature”.
7. This participant pointed out “No worries” and “All good” as “notable linguistic features” inhis positive reply.
8. This participant also pointed out “moron” as a “notable linguistic feature”. This description
allowed the researchers to understand what linguistic elements and strategies “lay” persons
are employing for rapport management and to control the level of impoliteness.
References
Blum-Kulka, S., House, J. & Kasper, G. (Eds.). 1989. Cross-cultural pragmatics: Requests andapologies. New Jersey: Ablex Publishing Corporation.
Brown, P., & Levinson, S. C. 1987. Politeness: Some universals in language usage. Cambridge:
Cambridge University Press.
Culpeper, J. 1996. “Towards an anatomy of impoliteness”. Journal of pragmatics, 25(3), 349367.
Culpeper, J. 2011. Impoliteness: Using Language to Cause Offence. Cambridge: Cambridge
University Press.
Eelen, G. 2001. A Critique of Politeness Theories. Manchester: St Jerome.
Spencer-Oatey, H. 2008. Face, (Im)politeness and Rapport. In H. Spencer-Oatey (Ed.),
Culturally speaking: Culture, communication and politeness theory (2nd ed., pp.11-47).
London/New York: Continuum.
Watts, R. J. 2003. Politeness. Cambridge: Cambridge University Press.



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ポスターセッション
Poster Sessions

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Figurative Expressions 2ǃǍ1+-IGF
ǥƫǜƺě/Fù±ǥ įǌ ƋħŲŝÛâ
<Abstract>
My aim is to uncover how figurative expressions (FEs) are used in talk-in-interaction in association with topic
shift by using the methodology of conversation analysis. FEs which constitute words (such as ‘kanzume’) areroutinely used and distinctively recognised in ordinary conversation and it is observed that they may act assummary assessments and may be used by speakers as a pivot in shifting or expanding the topical talk. It is
indicated that the pragmatic generality of FEs enable speakers not only to impart their understanding but toaccomplish speakers’ projection to turn the talk to a non-serious topic.

T|y|c figurative expressions, ŨƝŒ, ƫ¬Ĵ, ƫǜƺěǧǦ2</
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2ŅÏƞŘ1+=ÒåŤ.ċŜƞŘǣNaMQnǤ,CEK)</.F.-1ĥòŤ
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 FEs ,3àƐŤ.ĉÊƞŘ (literal expressions),êŅGŅÏƞŘ,*ƭūƧƮâ?ƭ
ūÿřâ1¬ǌ+/#1řƦǅű/ŪŦ$ŬŴ.G*$ (Lakoff and Kovecses, 1987;
Kovecses, 2004)#1ģŉ,*2ÿřçǠ?V|fZƱķ.- (Gibbs and Colston, 2012; ïı,
2000; §ō, 2002)ÿ+ǃƉ FŨƝŒ1+ƫĐ,ƔĐ FEs J(ǇĔFEs J1C/'*ŦŤJǆč*F1#1ƨƿ28,K-.G*. ƫ¬Ĵ1ĐŉJ'$ÔÉ,*ƙƮƫ+2 Drew and Holt (1998)? Holt and Drew (2005)
 FDrew and Holt (1998)2 FEs 1ŁƗ,*ơƀ?Ʃ (summary assessments)JėƫĐ2 FEs J'*ƫǜ (topic)1ƃƆ/āÇƫǜƺěǆč+F,$}ģHolt and Drew
(2005)2¢1ŬŴƆĵ/³ƫĐ2 FEs J4,(1gj_b (pivot),*1ƫǜ6,ńǔŤ/ŰƝ"*F (stepwise topic shift: Sacks, 1992; Jefferson, 1984a) ,JÔÉ*F:$ÔÉ+2ƫĐ/CF FEs 1ŜėDG*EƔĐ/CFŜ/(*2ŕ/ĖĜG*.
ǩǦ¬Ĵ Ƥ¾ÅÖ1Ǘƫƫ1DÒåŤ.ċŜƞŘ (NaMQn),CEĥòŤ/IG*
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Figurative Expressions は連鎖の中でどう使われるか ―話題転換における役割―

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第21回大会発表論文集

第14号

 3ǣÛâǓ1âŚÅÖ1ƫǤ
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Figurative Expressions は連鎖の中でどう使われるか ―話題転換における役割―

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#1$<]|zľčơƁ1ǚŠ/ŊŦ F, FEs 2]|z1ħĪĮ/ŜG
#1ú81ơƁ³DGF,=ƥéG$]|zǃǍƉƝ1$</©Ǜ/°]|z/ƌFb|Uz?ƞŘJ'$ú FEs IG*E]|z1ľčơƁ,*ơƀl|R|?ÛƟƠ
.ƞŘ.-,Ƅ;Ƽ:GF,/CE FEs 1µĵCEǡ<DGF,ƒDGF:$ŸÄǑ/FǃǍ/*2 FEs 1Zg|aM/IF,ĄƸJŋƫƓD2Ŏ¯.ƫǜ=r|pL
1 FǃǍ,*ý F,+ƘñºƞŘ/=êĂ F,+FàƐŤƞŘ,ŅÏŤƞŘ]|z,/`zkC¬DG*F=ƥéG$ú2ƫĐ,ƔĐ/CFūƳ1¥ĭĭǑ/=ŊŦ.DƱķJƉ$¼ƒĠŗ
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第21回大会発表論文集

第14号

ÛæŅ.Ţň-:þŅ.ňńíŒ
¾ ååÝēąª®ª®Şă
tyoumimi@fuji.waseda.jpűAbstractŲ
 This study investigates the Discourse Structure of a narrative in Japanese free conversations based on an
analysis of the relationship between a narrative’s ‘wadankei’ and its prior context. The data for this study
come from 10 recorded spontaneous free conversations by close friends, which last about 30 minutes each.
The results show that Japanese Native Speakers tend to show the most important evaluation at the end of anarrative. In contrast, Advanced Chinese Learners of the Japanese language mostly show it guided by
Japanese Native Speakers and they are more likely to show evaluation positively at the start of a narrative.
GYUYM þŅ Ţň Ńs òŅ¦Ť*ÓĽ¦Ť ÛæŅ®ĩī1ů/3 þŅ(narrative) */ßŜĉ-ć,: 2 ú4/ ;i[.ú8Ì9ė%(9±ş-Ō"cj(ŕ.Ģū)> .cj.Ō"ßŜĉĢŕXŦ¸-Å%(ľŅĴā:
* (Labov 1972 2005Ű138 Ł)):Û·kń._)þŅ.7,ń>Ïţ:*(RBNYM 1993Ű33)>Ò¦4: æčĕ/ÛæŅ.Ţň-:ÛæŅòŅńīŬi\NS *đ:ŭ*_¢f[ĞÛæŅ®ĩīŬi\CNS *đ:ŭ.þŅ.ňńíŒ>ÛæŅ.ØĘXňńŉ-:ńñ£*_ÈĈń ŬnaŜ2003ŭ.ĺú8Ńs >_È-Ī²"4.):
2ů{ĳčĕ
 Labov & Waletzky(1967)XLabov(1972)/¯},þŅ-/þŅ.QBVL>Ķĝ:a.ĶÜ
(abstract) ßŜX¦ÍXfþXøX¦Ť>ÿ°:b.ŀ°(orientation) oĉ,çc>ďc.çc(complicating action) þŅ.QBVL>ďd.Ńs(evaluation) çc.
ģé>ďe.ģé(result) þŅ.Ġb>ďf.ĠģŘ(coda) * 6 &.Ķğ1;:*`¾(: ._)Ņ9Î.ĺú5óÑ$>ĴŃs â4řĶ)af .Ř)qĄ;:*Peterson & McCabe(1983)4Ņ9Î.ĺú5óÑ$):QBVL(point) >þŅ._È*ķ,(:.7-Ńs/þŅ._È*(řĶĸ;(" ÛæŅÖĭ.ė¦-:þŅ.íŒ-ŝ:čĕ4Ńs-ûú>À(:4.©Û·kń-:þŅ.Ńs/Ņ9Î*ĬÎ.ČdpĄ-7:4.):(Maynard1989)±łĉčĕ._)NS /ŃsþŅ.ĠģŘ-(Ĕìĉ-ľŅ;:(nä2010)ÓĽ¦Ť. CNS /ŃsĬÎ. NS *.z-7%(ÁÌ;:(Śä2006)*¥

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日本語の雑談における物語の談話構造(:þŅ._.Ńsā:mħ1" ;{ĳØİ8+.7-Ãť>(:.-&(/1#Þ8-;(, æčĕ)/Ńs.āmħ*{ĳØİ*.ŝt>Ū£(1)ÛæŅòŅ¦Ť(i\òŅ¦Ť*đ:).Ţň-: NS .þŅ.íŒĉÿÇ(2)Û_ÓĽ¦Ť(i\ÓĽ¦Ť*đ:).Ţň-: NS .þŅ.íŒĉÿÇ(3)ÓĽ¦Ť.Ţň-: CNS .þŅ.íŒĉÿ
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ŋÙ>ŇêŋÙ*"Ňêī/} 20 h«Ê)P@Ŝ/Ĺf§.ŝt)
:1"CNS /N1 >Æ"_¢f[ĞÛæŅ®ĩī>ŗ°" Ţň-:þŅ.íŒĉÿÇ>Ńs.āmħ* .{ĳØİ*.ŝt8ļÞ:æčĕ)/þŅ >œĥ: 2 &i[.Ě8,:ŕ.çc>ā:Ņ9 *°Ĩ
 .ńŨ.1*19>þŅ.ńñ *đ:1"Labov(1972)*RBNYM(1993)-7:þŅ.íÌ>Ī-þŅ.ńñ >ħ Įà ĶÜ Ńs 8,:.
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−184−

第21回大会発表論文集 
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−185−

日本語の雑談における物語の談話構造

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Labov, W. & Waletzky, J. 1967. Narrative analysis: Oral versions of personal experience. In J. Helm (ed.) Essays
 on the verbal and visual arts, 105-120. Seattle: University of Washington Press.
Labov, W. 1972. The transformation of experience in narrative syntax. In Language in the inner city, 354-396.
Philadelphia: University of Pennsylvania Press.
Maynard, S.K. 1989. Causal Narrative in Conversation. In Japanese Conversation: self-contextualization
through Structure and Interactional Management, 98-133. Ablex.
Peterson, C. & McCabe, A. 1983. Developmental psycholinguistics: Three ways of looking at a child’s narrative. New York: Plenum Press.
šÂ. 2005.ÛæŅ®ĩī.NSKAO  ľŅ®*ÛæŅÖĭ IV137-150<ý
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−186−

第21回大会発表論文集第14号

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Abstract
The purpose of this study to focus on common Japanese people’s humor and find out 1) What is consideredfunny about the submitted pieces of humor 2) In what forms are the humorous contents put into words 3)
What kinds of narrative structures can be observed. The research results show that: 1) Nearly half of thepieces of humor analyzed make fun of other people. 2) The overwhelming majority turned out to be taking
the form of a ‘narrative’ (mainly about personal experiences) 3) By analyzing the sixty-two pieces taking theform of a narrative, it was found that only four of them have joke-like structures ending with a punch line
while all the others provide some further information even after the punch line.
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第21回大会発表論文集第14号

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−189−

日本人はどのようにユーモアを語るか ―「わたしのちょっと面白い話コンテスト」からみた語りの構造―ŲzjȲƨ~o|ļcG

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−190−

P

第21回大会発表論文集

第14号

Ř[CU\XiPS9=XńQ@=,s}{+}ZÇƐ=j
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5Abstract6
The aim of this research is to investigate what makes an utterance hurt the hearer even though the speaker
does not intend to do so. Under a hypothetical formula that an utterance hurts the hearer if it gives him/her any
negative evaluation, a case taken from a movie film is analyzed with a concept of “discordance”. Based on theanalysis, this paper proposes that an utterance hurt the hearer against the speaker’s intention if it is interpreted indifferent contexts between the participants and the hearer’s context is the one which evokes any negativeevaluation.
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−191−

ƂgƿƇǳpǌÊ

人はことばによっていかに傷つくか―ディスコーダンスの観点から

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−192−第21回大会発表論文集

第14号

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Als}{,},ó÷ŘǮÁ=jcMƿ Ƃ(ƿƇǳ(ǻƛ2&  & ƘÜ)cHIłǏǁĄǓÒė  /÷ǡUFSZs}{+},ş½ƗZ/ƗUƣƀ0Zƿ Ƃpŀl{ z+|ĬŦ0&ǁĄǓÒė-ǉ.
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Mƿ Ƃ(ƿƇǳ(ǻƛ2&    & ƘÜ)cHIłǏ
Vangelisti, L. A. 1994. “Messages That Hurt.” In W. R. Cupach and B. H. Spitzberg (eds.), The
Dark Side of Interpersonal Communication (1st edition), 53-82. New Jersey and London:
Lawrence Erlbaum.
Vangelisti, L. A. and Crumley, P. L. 1998. “Reactions to Messages That Hurt: the Influence ofRelational Contexts.” Communications Monographs 65(3), 173-196.
Vangelisti, L. A., Young, S. L., Carpenter, K. and Alexander, A. L. 2005. “Why Does It Hurt?: thePerceived Causes of Hurt Feelings.” Communication Research 32, 443-477.

−194−第21回大会発表論文集第14号

プロトタイプ義と語用の意味対称ƗĹûǣÄŭÄƧšŬą ŐƮjØŉšŬǙÇ
]gPEIWǗà©šŬÀǤsnishiuchi@ninjal.ac.jp<Abstract>
Under what conditions are polysemous words interpreted uniquely? In this study, I analyzed
examples of 47 adjectives extracted from BCCWJ, which were annotated with etymological informationfrom the Complete Japanese-Language Dictionary (Nihon kokugo daijiten) and the words’ polysemous
senses according to the Word List by Semantic Principle Vocabulary List (Bunrui Goihyo). I studied thedifferences between (A) their linguistic prototypical sense and (B) those meanings that were easy to express
using an exclamatory sentence. I show that (1) not all polysemous meanings can be interpreted equally and(2) even a derivative sense holds a specific superiority because of the property of the apparent meanings of
the word in an exclamatory sentence that does not contain the co-occurrence word.
HkhkXǯÍƁƧǥïÕơǥ]gWSD]Ɓǥƶú

１．この研究の目的 ÍƁƧ.þ¿/ǥ+.:,Ĥ)Ɣ(=.ÍƁƧ.þ¿ŌÓ-/ǥÔǒ.ǂŔ(ǥĖƉüÊ.4ǥĖĻŜ,ƘŸ8".Đł-ÎÖq=*>=ǣÄå 1982 ,+Ǥ
5#ǥ]gWSD]Ɓ*ĿŒƁ.Ǐú-:&(8ǥĞĝúƝŁ.]gRQ/ř,=ǣKlein andMurphy2001ǤÍƁŜïÕơ.þ¿ŌÓ)/ǥĖĻŜ-/ǥǝǏ-=¼ơ.üÊ¯ŉ>=*ýÓ>=ĢšŬ)/ǥÍƁŜïÕơAǛģ-ǥƞ.,ï)œ>=ÿ§Ė=þ¿.ŏ>Ě;ǥþ¿.ŌÓ*]gWSD]ú*.ǏǀAď=

２．この研究の背景 ¦Ƒ4ǣ2018Ǥ)ǥ ŏ~ěĢƧğƞƐÅƓLkZQ ;Č# 35 mƧUHQW- ǜƧîƔ.þ¿üÊzĆ)}q>#.üÊAĒŔǥÍƁƧ)ǥƖĔ.þ¿.ŔǬo= 47 .ÍƁŜïÕơAǅ #ïÕơ/ǎ#IcQ)<ǥ".ÍÈĢƧ)
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−195−

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ずれナシ（９）

優しい・厳しい・親しい・冷たい・固い・弱い・強い・明るい・汚い・温かい・ あどけない・きつい・さ
濃い・細かい・重い・鋭い・険しい・可笑しい・寂しい・恐ろしい・煩い・つり気無い・偉い・熱い・

らい・面白い・大きい・小さい・近い・長い・高い・厚い・薄い・若い・早い・ 甘い・臭い・荒々しい・
遅い・不味い・凄い・好ましい・旨い・激しい・素晴らしい・酷い

遠い

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−196−

第21回大会発表論文集

第14号

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発話の連鎖
対話
独話

知識・経験

情報伝達の方向性と発話タイプ
要求 → 質問

非共有

提供 → 報告

感動文の意味表出
身体性の高い意味

共有

要求・提供 →

共有

身体性の低い意味

非共有

方向なし →

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参考文献
Carston, R. 2002. Thoughts and Utterances: The Pragmatics of Explicit Communication. Oxford:
Blackwell.
Dixon, R.M.W. 1977. Where have all adjectives gone?, Studies of Language. 1, 19-80
Klein, Deborah E and Murphy, Gregory L. 2001. “The Representation of Polysemous Words.” Journal of
Memory and Language 45, 259-282.
Lakoff, G. P. 1970. “A note on vagueness and ambiguity.” Linguistic Inquiry 1(3), 357-359.
o®Ɔǧ2002. ěĢƧ-=ƧîGUMdkª-'(ǯïÕơ*ïÕ§ơ.Þ-'( ÎÉÙÏ(ž) ƦŠƞƧÑ IIǯGUMdkª 81-013ĥyǯĥyÎÑŋ¦Ƒťjŀ®ĲãjÜÝƨǧ2018. ŏ~ěĢƧğƞƐÅƓLkZQ .ęƅjğŴjǔƥV
kS-Ø=ǜƧîƔŘ¸}q  ěĢƧÑ 2018 âçŧÐÎuŪǓÄåÁëǧ1982. þ¿Ʈ.ĚĻ ĥyǯÎǞğæ.
ŏ~ěĢƧšŬžǧ2016. ƭƣƲė ěàŒľ.*0 ĥyǯ1'ğĄ.
{ǉêŮǧ2012. DƏ%ĮĖǯþ¿*ï.DiSk\EDQ.ƜŅ;  ƞƧšŬ 141531.
ƗĹûǧ2018. ïÕơÿ§Ė-=ĞĝúÂǆ.Ĥ  ƞƧƲŃľŔhkIObT]2018 śƔƮĖǓ
ŵÜĽ|ǧ1993. ÍƁƧĦ.ĚĻǦÍƁŜ Ɓ.ƦÓA7&(Ǧ  ¼µÚÎÑěĢƧj
ěĢĖªƮǓ 135-57.
ÎĸƱǧ2017. ïÕơ±óśƣ .ĖĻǦ øø / ø *ǃǦ  ěĢƧÑ 2017 âçŧÐÎuŪǓ
ůxǟǧ2006. ŏ~Ƨ.ÿ§Ė.Įƿ: ,B* Æÿ§Ė.ĮƿA7&(  ěĢƧ.šŬ 2(1)18-34.
Óè¡tǧ2002. DiScIObi.ĖĻ -½(Ǧŏ~ěĢƧ.ēF[ViOaeǦ  yǇÎÑƞƧÑšŬ 21147-185.
ŕrƎųǧ1990. ƦŠþ¿ƮǦƍƧ§ơ.ÍƁ.ĮƿǦ ĥyǯn°Ťŋ.
űx~ǧ2012. ǔƭ.ĮƿĦ ĥyǯ?ŋ.
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This study investigates expletive constructions in six languages (English, French, Norwegian,Swedish, Dutch and German) and reveals a relationship between a semantic restriction on verbs andselection of subject nouns. Based on results that are gained from web corpora, it is concluded that theexpletive constructions which follow a severe semantic restriction on verbs in English and French tend
to express subjective motion by taking abstract nouns, especially time-class-nouns, as their subjects. In
contrast, the other languages without severe restrictions -- Norwegian, Swedish, Dutch and German -can use a wide variety of nouns for their subjects.  SNªNTÏĂæŞIŸÖżI¯ŌŌüIæŞŞť 

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This workshop was planned under the presupposition that mismanipulation of pragmatic strategies is
considered to lead to communication breakdowns between interlocutors, especially in case of second
language (L2) interactions (cf. Gass and Selinker 2008). The four contributors provided the audience withthe chance to consider how the instructors should apply the findings of pragmatic research to foreign
language education. Through research on the pragmatic behaviors in Japanese and English educationalsettings and the findings in conversation analysis and discourse analysis, each paper brought up someissues on how to deal with pragmatic aspects in production activities in educational settings.
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−207−

『相互行為』と語用論：社会的関係の動的性質に関する実践研究と教育への応用

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1F
čöǍÜ
Capone, A. 2005. Pragmemes (a study with reference to English and Italian). Journal of Pragmatics, 37(9),1355-1371.
Clark, H. 1996. Using Language. Cambridge: Cambridge University Press.
Gass, S. and L. Selinker. 2008. Second Language Acquisition: An Introductory Course. New York:
Routledge.
Goffman, E. 1981. Forms of Talk. Philadelphia. University of Pennsylvania Press.
Goodwin, C. 1981. Conversational Organization: Interaction between Speakers and Hearers. London.
Academic Press.
Greer, T. 2015. Appealing to a broker: Initiating third-person repair in mundane second language
interaction. Novitas ROYAL 9(1), 1-14.
Hindmarsh, J. 2010. Peripherality, participation and communities in practice: Examining the patients indental training. In Llewellyn, N. and J. Hindmarsh (Eds.) Organisation, Interaction and Practice:Studies in Ethnomethodology and Conversation Analysis, 218-240. Cambridge: Cambridge University
Press.
LoCastro, V. 2012. Pragmatics for Language Educators: A Sociolinguistic Perspective. New York:
Routledge.
Mey, J. 1995. Pragmatics: An Introduction. Oxford: Wiley-Blackwell.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of
Sociolinguistics, 20(3), 336-366.

−208−

第21回大会発表論文集





第14号



ÉÌĒsƉĭà½ÀƊ

<Abstract>
This paper uses Conversation Analysis to examine naturally-occurring triadic L2 (Japanese/English) interaction
recorded in hairdressing settings. The data is a multiple involvement interaction in which talk does not always
directly associate to the ongoing physical activity (haircut). The focus is particularly on the triadic interactional
constellation constantly reconfigured by speaker selection and recipiency within the ratified active participants.
The findings suggest that interactional peripherality can momentarily shift according the preceding recipient
selection, and the peripheral interactant can play an important mediatory role in maintaining intersubjectivity.
The study offers insight to language teachers regarding how L2 interaction is managed in real-life situations
beyond the walls of the classroom.
@d`dOwŘăfŇŷwŘ©ŨÛ fŇŷwŘ &ġŇƉŘâƊ
!ŇƉňâƊ
po$5ý74nŇŷwŘ!Ġ#3ňâ/håř%Āĕ0ġŘ¦25 4§ ƉGoffman 1981ƊCaLAFNÜ¶%ĀĕƉGoodwin 1981Ɗ#"$13%ÔĹ5%Őž#ĆŮ&wŘů-Ď$Ľ
º  %º&hŇ%ĥoŏĔş&ĥoŏĔ %hĆŮ%/%
hĆŮ8ŔÆĩĲ&#hŇ%ŏĔkwŘăĩĲ&Ɖe.g. Greer 2015Ɗ+/Çş&ĴeŖśƉL1ƊŘŇ¤¹%ĥoŏĔ

Hindmarsh 2010ƊL2 ĥoŏĔ%ăď.25

4āı&#2$%j2Ñţ54.Ę³+ %ĩĲÇ
4/%¼Ɖe.g.

3gńÅź

%ĥoŏĔ8äĴnŖś%}Ĝ8ä/%&ƁÎ$Ê#(Oshima 2009, Garzaniti et al. 2011, Greer 2013) 1āı &ńÅź %ĴnŖś8Ĝ

fŇ

ŷwŘ$

%h

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4Ň5ý74!

ŷåřÛ8xParticipation framework(Goffman 1981) %ņÆ &#håř5 4fŇŷ(Ratified active participants) %hĆŮ(Constellation)8Çş! 4+Hindmarsh (2010) PeripheralityƉ©ŨÛƊ!5ąÚ!
%Ç%ąÚ!%ParticipationƉhÛƊ835fŇŷwŘ %k#Řâňâ/#©ŨĢhŇ%ġě!ĊŊ8hĆŮ%j$ú2/k#$42$ġŘ%,%ņÆ$Ğ+2 Visual turn (Mondada 2016)8¨.ĥoŏĔ% Lamination (Goodwin 2013)!ë ƀĢ#Footing %Ýª &#Ĭwôęŝ!%oï8(Hauser 2011)eō!āŢ8x7#(Schegloff 1991, 1992, Hutchby & Wooffitt 1998)hĆŮ%º8Ñţő¯!#4ĥoŏĔ!
åřhŇ %ºŚġőĸ% Intersubjectivity8ú2 $4 āı &ńÅź %S:>KNZM] (JB)cJdQFH<\FN (Miku)c:EFHaN (Taku)$
14W]J:AL;PL;% L2 fŇŷwŘ8wŘă%âđ ăhĆŮ%Ģº8ņÆ
4Miku ! Taku &ùāśčśŘŇ i¥!/#ŎśŊ8é

4!&Ŗ # ųĝ5

·Ƃ& Taku %S:>KN^KFa%eűƉMdH& Taku >KNÕ% Miku %âĤ%·ƂƊ −209−

三者間会話における参与構造の変化

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2005, Mondada 2009)L2 }Ĝû%ġŘ!|%Ÿ

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4

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çķ 1

01

JB

an:|
|
---|point T|
|you
guys?
|
|point M------point T||>shumi?<||>point M-point T-point M<||ahr::| >hobby?<=|---->|
Taku |gaze M|
Miku =un.
Taku hobby (.) [a::: ]Miku[nan’ka]|(.)|
Taku|gaze M|
Miku 5((inaudible))tte naino5(.6)
Taku >hobby< |eh:::||lean R||---RH to forehead|-(1.2)->>
Miku |nain| chaun.(.)
Taku |rise RH, gaze off->back to M|gaze off
Miku |shopping ka|
Taku |gaze M|Taku sho[pp|ing |]|point|JB[shoppi ]ng oh: shopping?=

02
03
04
05
06
07
08
09
10
11
12
13
14


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ņ

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8

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Miku $14

ùāś %ġŘ Taku $¦25 4Å& Taku % JB $Ç4Ūĵ8â 4!/ŒTaku / Miku $œĿ8¦

3 Miku !

Taku % 2 ¥$14ĥoŏĔ¿+ 4%ŷŘƅî~Ň 3Ţ¬Ň 4 JB &% Miku ! Taku %ĥoŏĔ%©Ũ$Ń 5khŇ ´y8¾ 4%ÕŪĵshopping!eŌÕ$ñ. Taku ! JB%wŘ¿+


38
39
40
41
42
43
44
45

4%ĥoŏĔ/ąŔ

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wŘ!#4XA_ă2Ƅł$º4

46


−210−

çķ 2
|:::
|bould- mou=|climbing gesture-Miku =(h)e:: sounan.
Taku saikin hajimemas(hi)ta.
Miku he:::Taku [sugoi ssuyo.
]|(climbing gesture)->|
Miku [shigoto see] shigoto=
JB=|ev- ev|ery week?
||twist RI twice & pause|
Taku |pause, smile & gaze J|
Taku e|:::|:|gaze off|
JB
|RI move and pause|

JB
ah
Taku

第21回大会発表論文集第14号

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Participant framework ľ!ŘƅcÅ$/ĥoŏĔ%hÛÓƃºÅ4!ņ 4! 4 þÕ$fŇŷwŘ$

©Ũ
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çķ 3

57 JB|is it expensive?
Taku |((gaze to Miku))-58 JB[a::]
59 Miku [dorekurai dekin’no]
Taku ((gaze to Miku))-->|
60 JB
is it-|[|rise LH|]
61 Taku[|a::n|]|tilt/shake head|62 Miku itsu hajimetan.
63 Taku |ts- saikin desuyo||-----------------|RH to forehead
64 JB
how much is it
65 Taku suu [kagetsu]mae
66 Miku[how |much|]|||gaze mirror|-(1.0)-|-face T|-->>
Taku|gaze M |67 JB[|wall climbing |]-->>|climbing gesture|%Q;[d& Miku %Ţ¬ (59 ŏģ)!Ų#3+ Taku %œĿ/ Miku $¦25ľ.JB &60 ŏģ

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ŋ)%Ūĵĕ
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4

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Ţ¬j$ Miku 3ũ91$Œ

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œē

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# ƊŢ¬8ĄĉJB ! Taku %vsÔŋ2©Ũ$# 4 āı &ńÅź%W]J:AL;PL; L2 fŇŷwŘ8wŘă%âđ8Ĝ ăĥoŏĔ%©ŨÛ!hÛ%Ŕē 2wŘ·Ƃ %hĆŮ%Ģº!Śġő¯8ĖęĢŏĔ
/¨.ņÆhĆŮ0 Footing ºÅ5'5$x Řƅ0ĥoŏĔøğºÅ 
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2$XA_ă 2fŇŷwŘ$

4·Ƃ8úħû$º4nŇŷwŘ Ćß5 4!8œāĩĲ Ĝ wŘă%âđ &Ŕ%# ŔÆ8k!(Psathas 1995)hŇ%ØĢĚ¸8ä7#(Mortensen & Wagner 2013, Kasper 2009)rÕØĢĚ¸%ŔÆ8¨.ŜŘă

2%:R_dJ8¨.5'ü$èĢ#ă Ŋ$#46 Garzaniti, I., G. Pearce, & J. Stanton, (2011). Building friendships and relationships: the role of conversation in hairdressing
service encounters. Managing Service Quality. 21. 6. 667-687
Goffman, E. (1981). Forms of Talk. University of Pennsylvania. Pennsylvania.
Goodwin, C. (1981). Conversational Organization: Interaction between Speakers and Hearers, London, Academic Press.
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics,
46(1), 8-23.
Greer, T. (2013). Establishing a pattern of dual-receptive language alternation: Insights from a series of successive haircuts.
Australian Journal of Communication. 40 (2), 47-61.
Greer, T. (2015). Appealing to a broker: Initiating third-person repair in mundane second language interaction. Novitas ROYAL
9(1), 1-14.
Hauser, E. (2011). On the Danger of Exogenous Theory in CA-for-SLA: A Response to Hellermann and Cole (2009). Applied
Linguistics, 32, 348-352.
Hindmarsh, J. (2010). Peripherality, participation and communities in practice: Examining the patients in dental training. In N.
Llewellyn & J. Hindmarsh. (Eds.), Organisation, Interaction and practice: Studies in ethnomethodology and conversation
analysis. (pp.218-240.) Cambridge. Cambridge University Press.
Hutchby, I. and Wooffitt, R. (1998). Conversation analysis. Cambridge: Polity
Jefferson, G. (2005). A sketch of some orderly aspects of overlap in natural conversation. In G. Lerner, (Ed.) Conversation
Analysis: Studies from the First Generation, (pp.43-59). Amsterdam: John Benjamins.
Kasper, G. (2009). Locating cognition in second language interaction and learning: Inside the skull or in public view?
International Review of Applied Linguistics, 47, 11–36.
Mondada, L. (2009). The methodical organization of talking and eating: Assessments in dinner conversations. Food Quality
and Preference. 20(8). 558–571.
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics 20(3), 336-366.
Mortensen, K. & J. Wagner. (2013). Conversation analysis: Overview. In C. A. Chapelle, (Ed.) The encyclopedia of applied
linguistics. Blackwell Publishing Ltd.
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Ph.D. Thesis, The University of Texas at Austin.
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CA: Sage Publications.
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(pp.44–70.) Cambridge, Polity Press,
Schegloff, E.A. (1992). Repair after next turn: The last structurally provided defense of intersubjectivity in conversation,
American Journal of Sociology 97: 1295-345
Seedhouse, P. (2005). Conversation analysis as research methodology. In K. Richards, & P. Seedhouse, (Eds.), Applying
Conversation Analysis. (pp.251-266). New York: Palgrave Macmillan.

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This paper aims to discuss the ambiguous nature of silence using a theoretical approach based on the“pragmatic act” (Mey, 2001). Previous studies, such as “speech act theories” and “politeness research,” haveattempted to identify silence, with a focus on the “speaker’s intention.” This paper argues the necessity ofreconsidering silence as “interactions between interlocutors.” A detailed analysis on talk and retrospective
interview reveal the functions and actors of silence from different perspectives of a researcher and participants.
0=;=5 _ĺǅĄËƉƮƒŏÞƞƁŅÒŵÿ

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tv}k?E¾~ƐŸDŕƐƳBŎ2XƐŸ>EA#BUXĺǅ\Ɗ$M7`uhqEœAXƐŸDŕƐƳBNVYXƐŸĤD7PDƔBQè0A#ĺǅ>"X0VBy|_}?Eĺǅ¨DŕƐŸBUXĺǅ\ĄÄ3XDBá1
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1

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2 Levinsonǆ1983ǇEQ?Q?ĄƘŖǈƷÝŖĺǅ?š1=#7ĄƘŖǈƷÝŖĺǅEĺǅ¨DƐ1Ċ(ĳDƐ1Ċ\ƬĎ1ƬFY7ƐŸ(Ɛ0A#7PBŎ2XƁŅ?1=ċ[Y=)71'1A(Vr}zEĄƘŖǈƷÝŖĺǅ?
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4 kx|eayqkDƌ¼EJeffersonǆ2004ǇBQ?<*ƌ¼?ĄÄEDƧW>"X ƽÐ(Ʀů%=#XŠĚ\] ^ Bŝ3 ŕƐDep}l(ÃÊDŕƐUWƨ*A:=#X.?\ŝ3
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5 ^|gov}>DŕƐŸEAǆśŤ±ªŸ AǇBǆśŤ±ªŸ BǇśŤŸǆIǇ?ŝ3

COGP
Austin, J. L. 1962. How to Do Things with Words. Cambridge: Harvard University Press.
Brown, P., & Levinson, S. C. 1987. Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.
Jefferson, G. 2004. “Glossary of Transcript Symbols with an Introduction.” In G. H. Lerner (ed.), Conversation Analysis: Studies from theFirst Generation, 13-31. Amsterdam: John Benjamins.
Levinson, S. C. 1983. Pragmatics. Cambridge: Cambridge University Press.
Mey, J. L. 2001. Pragmatics: An Introduction (2nd edition). Cambridge: Blackwell.
Nakane, I. 2007. Silence in Intercultural Communication. Amsterdam: John Benjamins.
Sacks, H., Schegloff, E. A., & Jefferson, G. 1974. “A Simplest Systematic for the Organization of Turn-Taking for Conversation.” Language,50(4), 696-735.
Searle, J. R. 1969. Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.

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<Abstract>
Relay writing is a kind of writing activity in which the aim is to complete a story
by adding one paragraph to the previous paragraphs, written by different writers.
The purpose of this study is to illustrate how relay writing activities can serve as a Peerlearning method.
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−218−

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Ł(A第21回大会発表論文集

第14号

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1xÚHČ*,D wĔĜŒ3ĒŠ-4ĚƯH±*,CęƸŏ1=ŝ−219−

外国人留学生と日本人によるリレー式作文協働作成活動における相互行為と学習効果

Ƹŏ1=prvĒāŃÅBƽE,:*''<Ē3ŮĆ83ƴÿĪ,:*,D Ē.,3wƢö43ĒŠ3Ĕǋ. ē,A(F ýø3ƂŃ Ňƫ 3 ·Ǐ2017ǐ1DprvéĒ3ƾŎ3Ģ-4 =F .ƑHðDĒ4}3ýøƂŃŐCƬ:E,D.Ê0ƄÀ.0*,D3-40.ƘHð,D 3ƆĻB+3ĝũįž3ĒŠH N-vivo -ıƪ!D.3Ʒ43ĒŠ3Ĕŕcv` ýø3ƂŃ 1,3ĒŠ
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Hî10*,ĜŒ'ĒŠ.HıƪĒŠƂŃ.,3ƲHĥƍ' ŏ1Ē
Š3ƂŃ?ūĠö4ĜŒ'ĒŠ3ĔE,DĖğ.wů1Ĝ'ĒŠ3Ĕœƀļ3ūģ.,ñøƂŃ3Ɵý BEDĒŠ.0*,D :'ĝ3ĒŠ3ĔĒŬwE,D3=Żºķūģ-D ¬Ħ.,3prvéĒ3+0C 3¨ģƕ<BE'¯ŲĒł

Cohen, A. (2015)ÉĒªńƉ3ƖÑĎŵ Ŗ®ŧÏŰŗŜřĨğƻ. (2017)

ĿƖƝ ƞƜř

Hyland, K. (2016) Teaching and Researching Writing
áŇì, Ƶ´ĺ, ÊǂƤż, Ň ƫ»Ï. (2018)

Routledge

Incorporative Story Maps into Relay

Writing Activities in an introductory course. SEATJ annual conference.
Ross, S. & Kasper, G. (Eds). (2013) Assessing Second Language Pragmatics. Palgrave
Macmillan.
Ňƫ»Ï, áŇì, ÊǂƤż, Ƶ´ĺ. (2017)

prvéZ_vpvuoL]KtU

Ţ 23 ¿hptZ_tÊÑĖğƖĎŵfOvol~śƼ p.59~73.

−220−

  

第21回大会発表論文集

第14号}Ï/5ƸƲÒĠ5(A5XhY\»ăìƌ5ŭų0ÏƫƶŜŀƞ5øŭ*ŏšEEŧ¬Ţ¡Ň

Abstract
This paper proposes a teaching method that introduces a chat-style composition to Japanese EFL learners inorder to encourage conversation based on context, as well as to consider how best to teach the pragmatic
aspects of interaction. It focuses on the usage of repetitions in English conversation and chat-style English
compositions to examine their influence on interactions. The analysis shows that an instruction that
introduces chat-style compositions can contribute to improving the learners’ conversational skills. In
addition, the author suggests how to teach pragmatic aspects based on differences that depend on
sociocultural situations and an individual’s unique choice of expression.
Po]Ƹ"ÊƬęÊƬXhY\»ăìƌÏƫƶŜŀƞŻƈƃÉ16#A3H>/ĈÊÏ (Fujii 2012, Takeda

 Ƙ×/6ƌƛ3#.DFāŹŜ/®ŕ
Ŝ2ƸKÙxĚ0".ŲƘĨ}Ïđ2017) CőÏƫƶ (Rose and Kasper [eds.]

ĉQkV/5}Ƹ0XhY\»ă}ìƌ3
ŐƠ"ŻƈƃÉ5óJHƔKŘ".Ƹ
0XhY\»ăìƌ/5CF0F5ħÙKƋ

2001, Kecskes and Assimakopoulos [eds.] 2017)21Ʃ2áű5Ãª3.Ų}5ōƸÖľ5vCƸ5ƻƚ2îÙJH}Ï
3DGCF0FK~3ħAGƲ ƸƲ

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5ƭķKƙ"(B50".Ƹ5~!3

ş/6Ůź7/G >(ƁƒÏƸĉ3DGTei^SUj

2ĴÙÃªp/ÏƺCƃÉűƨG6ġ3#(ƃÉ/ƸK~3ŝ!&GÏƫƶŜŀ Ś (2014) Cŉz (2014) 6Ƹ"ÊƬ0ęÊƬ3,.ōƸÏƫƶŜŀƞE

ƞ (Ross and Kasper 2013) :5đĔťÝ
2ġß'5Ĩ(*5CF0FKÙƲK
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2 ,5ńƱą3ŐƠ".Øî"( >(}Ï¯w3Gìƌ0Ƹ5¸Ā".FƸ5øŭ/ìƌūKèFų
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0KĀ"(xƔŉz (2014) 6ŲƘÏ5Ƹ"ÊƬ0ę−221−英語での会話力向上のためのチャット形式作文の導入と語用論的側面の指導

2016, Iijima et al. 2017) 05ƓàsŻƈ2

10 B: Snow.

1ŰŚ5ƃÉ3ŐƠ".ìƌ¯w0Ƹø

11 A: Snow? How about you?
12 B: I like summer.

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r3$GƶØ6Ä5ËFÄEH2
3. [W0ƋĮƔƕ [W6ưÔ½Ň5}ÏQkV ėő«mbl 3Ęł$GŲƘĨ}ÏđĉŬõ13 A: Oh. Why?
14 B: I like summer vacation.
 Ġ¦5 1-5 ÙƠ6Ó2Ɗ6-14 ÙƠ6

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3ćù 0 őûÅ3,. 2018 ŵ 10

>HG2 ÙƠ5Îź“How about you?”
11 ÙƠ3æ9ĕ..Ľċ5Ó2£ıKÀ3ćù KZd3"(B5KƋĮ"(ƍĕ"13 ÙƠsÛ/'5ưƥK·FƐ$
0+(Ƹ_Wp5ŻƈÄEHG4. ƋĮ ƋĮ5¿Ƹ/6 2 ,5u2GWOa ÿ3Ƴ 2 /-*0ÿŹƸ:5,25ŻƈÄEH(XhY\»ăìƌ/6
Żƈ5ƄťÇFĆơCũ3āƋ5ĻCtÄKG¹Ò>(ƸKĿħ!&GĆơCōƸƂĄKŞGƳÄEH( sćê5Ƴ0­3Ƹ0XhY\»orange.”0 7 ÙƠ5“I like winter.”Ũ$G

5ƣKý,·FƐ"5ƸƳKĀ$Ƴ 2 (Salmon)
01 C: What is your favorite food?
02 D: My favorite food is wataame,ah, [cotton candy.

ăìƌ5¿KĀ$

03 C: [Wataame.
04 D: Cotton candy.

4.1. Ƹ 6#A3Ƴ 1 /Ƹ_WpKŻƈ!

05 C: Cotton [candy.
06 D:[Yes. I, If I went to festival, I would&GŲƘĨ}ÏđĉŬõ5ƸƳKĀ$

buy it.
07 C: Un, oh.

Ƴ 1 (Fruits-Season) 3
01 A: What fruits do you like?
02 B: I like orange. How about you?

08 D: How about you? How about you?
09 C: Um, I like sushi.
10 D: Sushi.

03 A: Hm, I like nashi.
04 B: Nashi. JL2.

11 C: Sushi.
12 D: Sushi Ĥ;(. Sushi, what sushi, what05 A: It’s very delicious.
06 B: 2L)+, Which, do you, whichkind of sushi do you like?
13 C: I like, um, salmon.

season do you like?
07 A: I like winter.

14 D: Salmon.
15 C: Un, Salmon.

08 B: Why?
09 A: I like cold. , 0)+, ĳ.

16 D: Salmon is Maguro in Japanese. Are, magu,
no, no, no Maguro.

−222−

第21回大会発表論文集

第14号+(Ƹň/B 6 ÙƠ5“How about you?”K+ Ƴ 2 /62 ÙƠ5“wataame”C“cotton
candy”3-5 ÙƠ/·FƐ!H.G%3ţġ"( 7-10 ÙƠ5|3$GƸň
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ŝ02G 12 ÙƠ5“what kind of sushi do youĥKŠDF~/ƴĪ5ÝCF0F

like?”3,2.GCF0F0ÊG

5

 !E3Ƴ 4 /āE5ĻCtÄKƆD2·FƐ"KŘ".ÿŹƸ:5,2K
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.CF0FKŝ!&GìƌƳKĀ$

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BD 5Ćơ3ń$G C 5ũEö>GCF0F/G“salmon”K·Ƴ 4 (Listening)FƐ$

0/' E15D3ƸňKŝ

!&G'5,2FKƟí".G0
ƋĮ/G

:0ŭ.G

0òG

01 A: How is your exam. I have no confidence.
02 B: Me neither, what part did you fell difficult.
Listenning Part 3. I can’t understand.
03 A: Yes, it was difficult. Talking was first andunclear. How about reading section.

4.2. XhY\»ăìƌ xƔ/XhY\»ăìƌ5Ƴ

Ƴ3

04 B: Last section. I can’t understand any part.
05 A: Bocabulaly was difficult

K

Ä.?D
Ƴ 3 (Nagano & Movie)/6Ľċ3ĩ4(FĆơ3ũ(F$G)/2“I have no confidence.” 1 Ù

401 A: Hello. What are you going to do thissummer vacation?

Ơ “Listenning Part 3. I can’t understand.” 2ÙƠ “Talking was first and unclear.” 3 Ù

02 B: I’m going to go to Nagano!
03 A: What will you do!?

Ơ “I can’t understand any part.” 4 ÙƠ 5
D3āƋ5ĻCtÄEH.

04 B: I will correct a beetle!
05 A: Beetle!? I don’t like it.

GB*ILƸƳ3BĻCtÄ2
+(J/62'HKĆơCũ3Ş

06 B: Oh! My! God!!!! It is very fantastic game!
<A: Really!?>

.CF0FKŝ!&.G56 5X
hY\»ăìƌ35?ÄEH(ŰŔ/G

OK! How about you?
07 A: I will stay my friends house. So I’m goingto watch the movie!

5. ØîJF3ņ.
 sĠ5¿EƸKƌü08 B: It’s good! What kind of movie will you
watch?

\»ăìƌ6CF0FK ú $G ø
ŭƕ/FƸƲ5ÒĠ0ÏƫƶŜŀƞ509 A: It’s movie of animation! We plane to stayøŭ3xŚ5ƣK($0ÊD
 '5xƔ/Ĉƌ Ŝģ±CÌĨ5ƃÉ

up late watching movie. Oh! What kindmovie do you like?
10 B: I like horror movie!! Vooooo!!!
 ĶÜ5ƸƳ0v1-6 ÙƠ5ŖƢ3ÙĵŊKŶŪ3Ŏ0$GXhY

5XhY\»ăìƌ/5CF0FK'5>>ÏƫƶŜŀƞ5ø
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and Cohen 2010, McConachy and Hata 2013,
Kosaki and Takeda 2018) K¯wÉġ3ÕA.
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'5>>¼é".GðØƌÂ
Fujii, Y. 2012. Differences of situating self in theplace/ba of interaction between the Japaneseand American English speakers. Journal of
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Convention, Tokyo.
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Kecskes, I., and Assimakopoulos, S. (eds.) 2017.
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and S. Ballinger (eds.) Peer Interaction andSecond Language Learning: PedagogicalPotential and Research Agenda, 185-208.
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ŚƯŷ. 2014. Ƹ"ÊƬÓ@Ɖï2ÖľB*¾ƖğKőĥ3 įâº°ƘÙƪ (Ə). Ƹ"ÊƬ0ęÊƬ5İş, 13-36. 8,#ęƗ.
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ŉzĦĨ. 2014. Ƹ"ÊƬ0ęÊƬ5Ïƫƶ ŲƘÏ5ġß įâº°ƘÙƪ(Ə). Ƹ"ÊƬ0ęÊƬ5İş, 7592. 8,#ęƗ.
ŦƢƥ¤Ƈ. 2018. CEFR 3 -CFĊF0Źƃ5v }Ï¯w1 ÀÞ, 10-12.

−224−

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<Abstract>
This paper argues that Japanese conjunction nanode derived from the subordinate conjunction –(na)node
in 1960s in order to make the pragmatic adjustment necessary for claiming for something or asking a favorof the hearer. It also argues that nanode at the early stage had a function of discourse marker, whichindicated the rightfulness of a request or a claim made by the speaker.
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Cǒ!.-uƏH¼ĥ1ƋCƻ,Ŧ!D.-D.¡ŕD.ƟD'!
Higashiizumi, Y. 2015. “Periphery of utterances (inter)subjectification in Moderen Japanese: A Case Study ofCompeting Causal Conjunctions and Connective Particles.” In Andrew D. M. Smith, G. Trousdale, and R.
Waltereit (eds.) New Directions in Grammaticalization Research, 135-156. Amsterdam: John Benjamins.
ä Õǜ. 2013. đƇƤ 03- 3ħƟƔ1DŦ1+,Ǥ ŢġĭƨħƟƔÌƗR

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ŧvſ×. 1984. đƇƤ3ƮÄǚǢ%3Ćž.łƑǢ  ŵŽƳěġĭĚŌ ƀ 4 í 81123. İ}Ǥ
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−228−

第21回大会発表論文集第14号

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In this paper, the author analyzes the pragmatic function of Japanese suspended sentences such as "naitenaishi" that is recently observed in usage mainly by younger generation. This new type of suspended sentences
is different from the euphemism found in previous research, and it is a " way for avoiding completionsentences" by daringly adding "shi", that can be thought to strong communication attitude of the speaker ortrying to secure initiative and superiority in conversation. (75 words)*jt+Ǥ&;'Ơ.:;ĦǕĄöÁ½ÛƧŠƭŨŅƎǠ O<ZL  Ɣ.eĈLƞð:ba&ō.GK.;#'N^/K&Ơ.:;Ħ'eË`8a#ĠƇ¾
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−229−

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第21回大会発表論文集

第14号

 
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9IL^`"Ƥ;ĖO"ŦƤeƇ7a9I["A9HŦƤeǌ<a9I[ÍƎH-a#9N^/KŚŋHO"ƤNÞL17aóńOƤ;Ė©L-aIƠEG[Ɠ.#ĶìƅL=a9IL^`"ìƅ:?K.]`Ī3ĜFƧŠƭŨŅƎeƤ;Ė3¿ļŨL¹Š;G.a[NI[Ƌ0_ba#ǣ WIZIăNƪǘ ½Û&Ơ.:;Ħ'OÕǘ±ïeƠ.õ5;G.aL[22d_>"-0GĠƇ¾ƣe½




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付加型「言いさし文」の語用論的機能̶完結させないやり方;"ƆƧŨLOĶìƅNĂL=a&Ơ.:;Ħ'H-a#&,;#'e¥Š;BƠ.:;ĦNƧŠ
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第21回大会発表論文集第14号

ŸłȗJPgKtſƎǻƽrkRm                                           Ƨ ȱĚ                                          ƫżĲĶĲĶȪ                  
The affix –tan is traditionally served as a suffix, only attached to a proper noun like Mitan. However, there are various otherword type options among young people it could apply to, such as tsuratan and ganbarutan. Furthermore, –tan is also used at
the end of a sentence. Therefore, in this paper, I investigate the syntactic structures and pragmatic function of suffix –tan usedat the end of a sentence. In this paper, I claim that –tan has become an interpersonal modality expression in this usage, which
implies a cute personality and softens negative expressions of the speaker.
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−233−

接尾辞「〜たん」の文末表現について

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−234−

第21回大会発表論文集

第14号

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−235−

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−236−

付

録

第21回大会発表論文集

第14号

日本語用論学会規約
第１章 総則第１条

本会は「日本語用論学会」（The Pragmatics Society of Japan）と称する。

第２条

本会は語用論ならびに関連諸分野の研究に寄与することを目的とする。

第３条

本会は次の事業を行う。
１．大会その他の研究集会。
２．機関誌の発行。
３．その他必要な事業。

第４条

本会は諸事業を推進するため運営委員会および事務局を置く。

第５条

運営委員会の承認を経て、支部を各地区に置くことができる。

第２章

会員

第６条

本会の会員は一般会員、学生会員、団体会員の３種類とする。

第７条

会員は、本会の趣旨に賛同し所定の手続きを経て本会に登録された個人及び団
体とする。

第８条

会員は諸種の会合及び事業の通知を受け、事業に参加することができる。また、所定の手続きを経て、研究集会で研究発表し、機関誌に投稿することができる。

第３章
第９条

役員

本会に次の役員を置く。任期は２年とし、再選を妨げない。
会

長

１名

長

１名

事 務 局 長１名

運 営 委 員

若干名

会計監査委員

１名

副会

また、顧問を置くことがある。理事は、会長、副会長経験者、又は65歳以上の運営委員で原則10年以上運営委員を務めたものとし、運営委員を兼ねる。運営
委は４月１日現在で70歳以下とする。
第10条

運営委員会は、会長、副会長、事務局長および運営委員から構成される。

第11条

会長、副会長、および事務局長は運営委員会で選出され、運営委員は会員より選出される。
第12条

運営委員会は次の任務を遂行する。
１．機関誌および会報誌等の編集・刊行にかかわる事項の決定。

−239−

２．大会および研究集会等にかかわる事項の決定。
３．予算案および収支決算案の作成。
４．その他運営委員会が必要と認めた事項。
第13条

運営委員会の中に次の部と委員を置く。各部の委員は運営委員会の議を経て会長が委嘱し、兼任することができる。各部は業務を遂行するために、運営委員会の承認を得て有給の事務助手を置くことができる。
１．執行部
２．編集部
３．大会運営部
４．国際・事業部
５．広報部

第14条

各委員会の業務を調整するために代表連絡会議を開く。代表連絡会議は、会長、副会長、事務局長、編集委員長、大会運営委員長、事業委員長、広報委員長から構成される。

第15条

本会の会則は、会員総会で承認を得るものとする。

第16条

会員の中から会計監査委員を１名選出する。任期は２年とし、１期に限る。

第４章
第17条

会議

定例会員総会は、年１回会長がこれを招集する。また、必要な場合、臨時会員
総会を招集することができる。

第18条

定例運営委員会は、必要に応じて、年１回以上招集される。

第５章

会計

第19条

本会の運営経費は、会費、寄付金等を以てこれに当てる。

第20条

事務局は、予算案および収支決算書を作成し、運営委員会の議を経て、会員総会で承認を得るものとする。ただし、収支決算書は会計監査委員の監査を受けなければならない。

第21条

本会の会計年度は、毎年４月１日に始まり、翌年３月31日に終わる。

第６章 事務局
第22条

事務局を事務局長もしくは運営委員の所属する大学に置く。

第７章

事務局および委員会に関する細則

１．執行部は、事務局長、事務局長補佐、会計、会計補佐から構成され、対外折衝、運営委員会・総会の企画・運営、会員名簿の管理、会費の徴収、会計、機関誌・大会−240−第21回大会発表論文集

第14号

予稿集等の販売、会員への連絡など、学会の運営にかかわる諸々の業務を担当する。
事務局は、業務を遂行するために、運営委員会の承認を得て有給の事務助手を置くことができる。
２．編集部は、委員長、副委員長、委員から構成され、機関誌『語用論研究』の編集と刊行に関わる業務を担当する。
３．大会運営部は、委員長、副委員長、委員から構成され、委員長の元に以下の４部門に分かれて業務を担当する。
●

大会企画担当： 大会プログラムの計画と作成。研究発表、シンポジウム、ワー
クショップ、講演など、大会全般の大枠を企画・提案すると共に、発表者決定
後に司会割振を含む詳細を決定する。

●

大会発表担当：

応募の受付・管理，査読割り当てと評価の集計と報告の他、大会発表者決定後のアブストラクト集などの作成と大会に必要な、種々の印刷物作成の業務を行う。
●

大会実行担当：大会開催校委員と協力して、会場の部屋割、アルバイトの手配、当日の受付運営など、大会の会場運営に関わる業務を行う。
●

大会プロシーディングス担当：

当該年度の発表者への原稿執筆依頼、原稿の受付、編集・入稿など、その刊行に関わる業務を行う。
４．国際・事業部は、委員長、副委員長、委員から構成され、講演会、セミナー等の企
画、運営、実行にあたる。
５．広報部は、委員長、副委員長、委員から構成され、メーリングリスト・ホームペー
ジ等による連絡、Newsletterの編集と発行に関わる業務を担当する。

第８章 会長選出に関する細則
１．この細則は、会則第９条と第11条のうち、会長の選出方法と任期について定める。
２．会長は、会員の中から、就任時に65歳以下のものを運営委員の投票によって選出する。投票は郵送による無記名とする。
３．投票の結果、過半数の得票を得た者を会長とする。過半数を得た者がない場合、得票上位者２名についての決選投票を行う。尚、得票数が同数の場合は、最年長者を会長とする。
４．前条によって決定された会長は、改選の前年度の定例総会において承認を得るものとする。
５．会長の任期は２年とし、２期までとする。
６．会長選挙管理委員は、現会長が運営委員会の中から必要数を選出する。

−241−

附則：この細則は、平成17年10月５日から実施する。
平成24年12月１日（改正）平成17年10月５日（改正）平成15年12月６日（改正）平成10年12月５日（制定）−242−第21回大会発表論文集

第14号『大会発表論文集』（Proceedings）執筆規定（日本語による発表をされた方用）
第 21 回『大会発表論文集』（Proceedings）（第 14 号）
日本語用論学会では、2005 年度より、毎年の大会で発表された論文をとりまとめ、大会後に、『大会発表論文集』を発行しています。つきまして
は、大会の「研究発表」、「ワークショップ発表」、「ポスター発表」にて発表されました皆様でご投稿を希望される方々は、以下の要領で原稿をご提出ください。なお、投稿を希望されない方は提出不要です。
１．執筆規定１．用紙・枚数：
A4 用紙、横書き。「研究発表」は 8 ページ以内、「ワークショップ発表」、「ポスター発表」は 4 ページ以内（注：要旨、参考文献を含む）。字数は自由。
２．書式：
a．余白は上下 30mm、左右 25mm とする。1 行文字数、行数、段組などは自由（ただし、文字のサイズは極端に小さくしないこと）。
b．原稿の 1 ページ目には、タイトル、氏名、所属（E-mail アドレスは任意）を記し、そのあと 2 行空けて要旨、本文を続ける。
c．「はじめに」または「序論」の節は「0．」からではなく、「1．」から始めること。
d．例文の前後は 1 行、各節の前は 1 行空ける。
e．注を付ける場合は巻末とし、本文と参考文献の間にまとめて入れる。
f．参考文献のフォーマットは『語用論研究』の執筆要領に従うこと（本学会のホームページ

http://www.pragmatics.gr.jp/publications.html 参照）。

３．要旨：
a．要旨は（日本語での論文も含め）全て英語によるものとし、約 100 語で書く。
b．要旨は＜ Abstract ＞とページの左上に記し、原稿の 1 ページ目には、タイトル・
氏名・所属と要旨を記す。

−243−

４．キーワード
a．要旨の下に「【キーワード】：」と明記して、日本語で 5 個以内を添えること。
b．キーワードと本文との間は 2 行空ける。

タイトル○○○
氏名○○所属○○＜Abstract＞
・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・【キーワード】：1、 2、 3、２．その他の注意事項
a．内容は、大会発表に沿ったものとする（但し、必要な修正を施すこと）。
b．使用言語は、発表言語に合わせて、日本語とする。
c．『プロシーディングズ』に掲載した内容は、さらに発展させて、『語用論研究』に投稿することができる。その場合は、必ず十分な加筆・修正を施すこと。

３．原稿の提出方法
a．「原稿ファイル」を、本学会のホームページにある「会員専用ページ（マイページ）」の発表論文投稿画面（2019 年 2 月にオープン予定）にて Word ファイルにて投稿する。但し、ワークショップの場合、代表者が全員分を取りまとめて投稿のこと。
b．投稿者の連絡先などの個人情報については、投稿ページの画面に記載された指示に従い、入力すること。

−244−

第21回大会発表論文集

第14号

４．原稿の提出期限2019 年 3 月 31 日（日）23:59（日本時間）（この時刻までに投稿を完了すること）＊上記の締切日時を過ぎますと投稿ページが閉鎖され、投稿できなくなります。その時点で未提出のものは投稿を希望されないと判断しますので、ご了承ください。
【問い合わせ先】
日本語用論学会 大会運営部 プロシーディングズ担当

竹田 らら

proceedings@pragmatics.gr.jp＊投稿に関するお問い合わせは、2019 年 3 月 25 日（月）までにお願いいたします。

−245−

Request for submitting manuscripts for the Proceedings ofthe 21st Annual Conference of the Pragmatics Society ofJapan（PSJ）（Vol. 14）[For participants who presented papers in English]
Since 2005, the Pragmatics Society of Japan has been publishing presentations
given at its Annual Conference for publication in a volume of proceedings.
The following are instructions for use in preparation of manuscripts by those
who have presented their work at the Conference as lecture presentations
presentations, inworkshops, or poster sessions and are willing to submit your manuscripts toworkshops
the proceedings. It is not necessary to submit your manuscript if you are notconsidering contributing to the proceedings.
Instructions for Preparing Manuscripts
1. Writing requirements
1. Paper and length:
All manuscripts should be submitted on A4 size. Manuscripts for lecture presentations
should be no more than eight pages, and for workshops or poster sessions should be
no more than four pages in length. Please note that these length restrictions include theabstract and the reference list. There is no restriction on the number of words or charactersper page.
2. Format:
a. Margins: top and bottom, 3 cm; right and left, 2.5 cm. Number of lines per page, numberof characters per line, and line spacing are not restricted（however, extremely small
characters should not be used）.
b. The first page of the manuscript should begin with the title, the authorʼs name, and theauthorʼs affiliation（e-mail address optional）, followed, after two blank lines, by theabstract and the main text.
c. The introductory section or prefatory remarks should be numbered from 1, not 0.
d. Examples should be preceded and followed by one blank line. Each new section should
be preceded by one blank line.
e. If notes are included, they should be placed at the end, between the main text and thereference list.
f. References should follow the style sheet of Goyoron Kenkyu（Studies in Pragmatics）（see
the homepage of PSJ http://www.pragmatics.gr.jp/publications.html）−246−

第21回大会発表論文集

第14号

3. Abstracts:
a. All abstracts should be written in English and should be about 100 words in length.
b. The abstract should appear on the first page of the manuscript, after the title, authorʼsname, and authorʼs affiliation. The abstract should begin with the word ʻ<Abstract>ʼ inthe upper left corner.
4. Keywords:
a. A maximum of 5 keywords should be given below the abstract, preceded by【Keywords】
ʻ
ʼ. [Refer to the figure below.]b. Main text should be preceded by two blank lines.

Title
Authorʼs nameAuthorʼs affiliation＜Abstract＞
・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・【Keywords】：1, 2, 3,

2. Other important points
a. Aside from necessary corrections, manuscript contents should be faithful to the content of
the presentation actually given at the Annual Meeting.
b. Manuscripts should be written in English（the same language you used at thepresentation）.
c. Papers on the proceedings can be submitted to Goyoron Kenkyu（Studies in Pragmatics [S/P]）with an appropriate revision.

3. Method of submission
a. Your manuscript（Microsoft Word [doc /docx]）should be uploaded through “LOG IN（Mypage）”, which will be open in February, 2019, on the conference homepage. In case−247−you are an organizer of a workshop, you are required to collect and submit manuscripts ofall the contributors.
b. According to the instruction of submission on “Mypage”, you are asked to give informationon the manuscript as well as authorʼs name and e-mail address.

4. Deadline of submission
Due no later than 23:59（JST）on March 31st, Sunday, 2019
＊Please note that the submission page will be closed after the above deadline and you cannot
submit any paper after that. The Conference Division Committee will consider that not
submitting your manuscript by the deadline is equal to you not willing to contribute to theproceedings. We appreciate your kind understanding.
＊If you have any inquiries or concerns, please contact us at the following address by no later
than March 25th, Monday, 2019:
proceedings@pragmatics.gr.jp（Lala Uchida TAKEDA）−248−

Proceedings of the 21st Conference of the Pragmatics Society of Japan

編集後記『日本語用論学会

第21回大会発表論文集』第14号をお届けいたします。日本語用論学会

では、2005年度より年次大会でのご発表内容を論文集としてとりまとめ、大会後に発行しております。今号では、研究発表22件（日本語発表19件、英語発表3件）、ワーク

ショップ発

表8件（日本語発表8件）、ポスターセッション6件（日本語発表6件）、合計36件のご寄稿をいただきました。なお本論文集は創刊号からすべて国立国会図書館（東西）に保存されており
ま す。第22回大会後は『日本語用論学会

第22回大会発表論文集』第15号を発行する予定

でございますので、どうぞご期待ください。

（『大会発表論文集』編集担当

日本語用論学会

第21回大会発表論文集

竹田らら、鈴木光代、高木佐知子）

第14号（2018）（Proceedings of the 21st Conference of the Pragmatics Society of Japan）
発

行日

2019年6月30日

代

表

者

加藤

編集・発行

重広

日本語用論学会

事務局（The Pragmatics Society of Japan）〒606-0847 京都府京都市左京区下鴨南野々神町1
京都ノートルダム女子大学 人間文化学部 小山 哲春 研究室内

E-mail:印

secretary@pragmatics.gr.jp

刷 （株）田中プリント〒600-8047 京都市下京区松原通麸屋町東入ル677-2

TEL：075-343-0006

FAX：075-341-4476

PSJⓒ日本語用論学会