۵ঢѠ࠮ႌঢ୳Ѡનຍѝࠖыѽ‫ڲ‬ৡੱȹ̵ໟඎॶঢ޸Ѡ઻฼нѻ̵ȹࢰȹ ႌȹ ȹ ྔȹ ࠬȹ උȹȹȹȹɚȹɬʍʎɽʒȹʈɿȹɭɾɺɼʁʂʇʀȹɞʇʀʅʂʌʁȹɰʈʋɽȹɨʋɽɾʋȹʍʈȹɣɺʉɺʇɾʌɾȹɬʍʎɽɾʇʍʌȹʍʁʋʈʎʀʁȹɺȹɜʈʀʇʂʍʂʏɾȹɥʂʇʀʎʂʌʍʂɼʌȹɚʉʉʋʈɺɼʁȹȹȹɡɚɬɡɢɦɨɭɨɅȹɦʂʄʂʈȹȹȹȹȹȹȹȹȹȹȹȹȹȹȹȹ൉࿾൉޸ࢯ‫گ‬࿳ળ‫޸݌‬࿨ड़ࢂࡆᅃȹ ൊ 34 ߪൊ 1 ৺2012 ໧ 4 ॆȹ သੰ
Reprinted From
THE RESEARCH BULLETIN OF THE FACULTY OFEDUCATION AND WELFARE SCIENCE,OITA UNIVERSITY
Vol. 34, No. 1̜April 2012
OITA, JAPAN!

኱ศ኱Ꮫᩍ⫱⚟♴⛉Ꮫ㒊◊✲⣖せ㸦Res. Bull. Fac. Educ.䠃Welf. Sci., Oita Univ.䠅

101ⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹ̿ㄆ▱ゝㄒᏛࡢどⅬ࠿ࡽ̿ᶫᮏ ⨾႐⏨㸨࠙せ ᪨ࠚ  ୰Ꮫࡢ⌧ሙ࡛ࡣ௒࡛ࡶఏ⤫ⓗ࡞ 5 ᩥᆺࡀ౑⏝ࡉࢀ࡚࠸ࡿࠋᮏㄽࡢ┠ⓗࡣ㸪5 ᩥᆺࢆㄆ▱ゝㄒᏛࡢᯟ⤌ࡳ࡛ά⏝ࡋ㸪ⱥㄒࡢึ⣭Ꮫ⩦⪅࡟࠾࠸࡚㸪ⱥㄒࡢㄒ㡰ࡢ⌮ゎࢆಁ㐍ࡉࡏࡿ᪉ἲࢆ⪃ᐹࡍࡿࡇ࡜࡛࠶ࡿࠋ5 ᩥᆺࢆά⏝ࡍࡿࡢࡣ㸪⌧ሙࡢᩍဨ࡟࡜ࡗ࡚࡞ࡌࡳࡀ࠶ࡾ౑࠸ࡸࡍ࠸ࡓࡵ࡛࠶ࡾ㸪ㄆ▱ゝㄒᏛࡢᯟ⤌ࡳࢆ౑⏝ࡍࡿࡢࡣ㸪ࣉ࣑ࣟࢿࣥࢫ➼ࡢㄆ▱ⓗືᶵ௜ࡅ࡟ᇶ࡙ࡁ㸪᪥ᮏㄒヂࢆ㏻ࡋࡓᩥᆺ⌮ゎ࠿ࡽ⏕ࡌࡿၥ㢟ࢆゎỴࡋ㸪ⱥㄒࡢᩥᆺࡢ⌮ゎࢆ῝ࡵࡿࡓࡵ࡛࠶ࡿࠋⱥㄒࡢᩥᆺࡢ⌮ゎࢆಁࡍࡓࡵ࡟ࡣ㸪୺ㄒ࡜┠ⓗㄒࡢᴫᛕࡢᤊ࠼┤ࡋ࡜ᅗᘧ໬ࡀ᭷ຠ࡛࠶ࡿࡇ࡜ࢆ♧ࡍࠋ࣮࣮࠙࢟࣡ࢻࠚ  5 ᩥᆺ ᐈほⓗᢕᥱ ୺ほⓗᢕᥱ ༟❧ᛶ ᅗᘧ໬0 ࡣࡌࡵ࡟ゝㄒ⌮ㄽ࡟ࡣ㸪ᵓ㐀୺⩏ゝㄒᏛ㸪⏕ᡂᩥἲࡑࡋ࡚ㄆ▱ゝㄒᏛ࡞࡝ᵝࠎ࡞⪃࠼᪉ࡀ⌧ࢀ㸪ඃࢀࡓゝㄒ◊✲ࡀከࡃᏑᅾࡋ࡚࠸ࡿࠋࡋ࠿ࡋ࡞ࡀࡽ㸪10 ᖺᩍ⫋⤒㦂⪅◊ಟ(ᩍ⛉◊✲)ࡢㅮᖌࢆࡍࡿᶵ఍࡟⌧ሙࡢᩍဨࡢヰࢆ⪺ࡁ㸪ࡲࡓᩍဨචチ᭦᪂ㅮ⩦࡟࠾࠸࡚ᤵᴗࡢ᪉ἲ➼ࢆᑜࡡࡿ࡜㸪ㄆ▱ゝㄒᏛ࡜࠸࠺ゝⴥࢆ⪺࠸ࡓࡇ࡜ࡉ࠼࡞ࡃ㸪᫇࡞ࡀࡽࡢᏛᰯᩥἲ࡟ᇶ࡙࠸࡚ⱥㄒࢆᩍ࠼࡚࠸ࡿᩍဨࡀ࡯࡜ࢇ࡝࡛㸪ᑡᩘࡢ౛እࢆ㝖࠸࡚㸪ゝㄒ◊✲ࡢඃࢀࡓ▱ぢࢆά⏝ࡋࡓᤵᴗࡣ࡯࡜ࢇ࡝⾜ࢃࢀ࡚࠸࡞࠸ࡢ࡛ࡣ࡞࠸࠿࡜ᛮࢃࢀࡿࠋ ᮏㄽࡢ┠ⓗࡣ㸪ㄆ▱ゝㄒᏛࡢ▱ぢ࡜ఏ⤫ⓗ࡞ 5 ᩥᆺࢆ⤌ࡳྜࢃࡏࡿࡇ࡜࡟ࡼࡗ࡚⌧ሙࡢᩍဨ࡟ࡶᢅ࠸ࡸࡍࡃࡍࡿ࡜࡜ࡶ࡟㸪⏕ᚐ࡟ᑐࡋ࡚ࡣⱥㄒࡢㄒ㡰ࡢ⌮ゎࢆಁ㐍ࡍࡿࡇ࡜ࡀྍ⬟࡛࠶ࡿ᪉ἲࢆᥦ᱌ࡍࡿࡇ࡜࡛࠶ࡿࠋ➨୍⠇࡟࠾࠸࡚ࡣ㸪୰Ꮫᩍ⛉᭩ࡢᩍ⛉᭩࢞࢖ࢻ㸦ࢽ࣮ࣗࢡࣛ࢘ࣥᩍ⛉᭩࢞࢖ࢻ㸪୕┬ᇽฟ∧㸧
࡜ 3 ᖺ㛫 3 ᗘ࡟ࢃࡓࡿᩍဨචチ᭦᪂ㅮ⩦࡟࠾ࡅࡿ⌧ሙࡢᩍဨ࠿ࡽࡢࢥ࣓ࣥࢺ࡞࡝ࢆཧ⪃࡟ࡋ࡞ࡀࡽ㸪ㄒ㡰ᣦᑟ࡟㛵ࡋ࡚┤㠃ࡋ࡚࠸ࡿၥ㢟Ⅼࢆ⪃ᐹࡍࡿࠋ➨஧⠇࡟࠾࠸࡚ࡣ㸪ࡇࡢᑠㄽ࡛㛵ಀࡍࡿㄆ▱ゝㄒᏛࡢᴫᛕ➼࡟⡆₩࡟ゐࢀ࡞ࡀࡽ㸪ㄒ㡰ᣦᑟ࡟᭷ຠࡔ࡜ᛮࢃࢀࡿ᪉⟇ࢆ⪃ᐹࡍࡿࠋ⤖ㄽ࡟࠾࠸࡚ࡣ㸪୺ㄒ࡜┠ⓗㄒࡢᤊ࠼┤ࡋ࡜ᅗᘧ໬ࢆ㏻ࡋ࡚㸪ⱥㄒࡢㄒ㡰ࡢ⌮ゎࡀಁ㐍ࡉࢀࡿࡇ࡜ࢆ♧ࡍࠋ

ᖹᡂ 23 ᖺ 10 ᭶ 25 ᪥ཷ⌮㸨ࡣࡋࡶ࡜࣭ࡳࡁ࠾ ኱ศ኱Ꮫᩍ⫱⚟♴⛉Ꮫ㒊 ⚟♴⛉Ꮫᩍ⫱㸦ⱥㄒᏛ㸧102ᶫ  ᮏ1 ㄒ㡰ᣦᑟࡢ⌧≧࡟ࡘ࠸࡚➨୍⠇࡟࠾࠸࡚ࡣ㸪୰Ꮫᰯ࡛ㄒ㡰ࡀ࡝ࡢࡼ࠺࡟ᩍ࠼ࡽࢀ࡚࠸ࡿࡢ࠿ࢆ⪃ᐹࡍࡿࠋ୰Ꮫᰯ࡛౑⏝ࡉࢀࡿⱥㄒᩍ⛉᭩➼ࢆㄪ࡭࡚ࡳࡿ࡜㸪౫↛࡜ࡋ࡚౛(1)࡛♧ࡋ࡚࠸ࡿࡼ࠺࡞ Onions ௨᮶ࡢఏ⤫ⓗ࡞ 5 ᩥᆺࡀ౑⏝ࡉࢀ࡚࠸ࡿࠋ
(1)a.  ➨ 1 ᩥᆺ S + V

The sun rose.

b.  ➨ 2 ᩥᆺ S + V + C

John is a teacher.

c.  ➨ 3 ᩥᆺI like apples.

S+V+Od.  ➨ 4 ᩥᆺ S + V + O + O

Bill gave Sally a book.

e.  ➨ 5 ᩥᆺ S + V + O + C

They named the baby Kate.
(Ᏻ⸨ 2005: 16)ࡇࡢఏ⤫ⓗ࡞ 5 ᩥᆺ࡟ᑐࡋ࡚㸪๪モ㢮ࢆᩥᆺせ⣲࠿ࡽ᤼㝖ࡋ࡚࠸ࡿḞⅬࢆ⿵࠺ࡓࡵ㸪Quirk et al.
(1985)ࡣ adjuncts(௜ຍㄒ)ࢆ᥇⏝ࡋ SVA ࡜ SVOA ࢆຍ࠼࡚ 7 ᩥᆺ࡟㸪Ᏻ⸨(2005)ࡣ SVCA ࢆࡉࡽ࡟ຍ࠼࡚ 8 ᩥᆺ࡟ࡍࡿಟṇࢆ᪋ࡋ࡚࠸ࡿࠋHornby(1958)ࡣືモࣃࢱ࣮ࣥ(verb patterns)࡜ࡋ࡚ᤊ࠼࡞࠾ࡋ㸪ࡉࡽ࡟ከࡃࡢࣃࢱ࣮ࣥࢆ♧ࡋ࡚࠸ࡿࠋ ࡇࡢࡼ࠺࡟ 5 ᩥᆺ࡟ࡣ࠸ࡃࡘ࠿ࡢḞ㝗ࡀᏑᅾࡍࡿ࡟ࡶ࠿࠿ࢃࡽࡎ㸪Ꮫᰯᩥἲࡢ୰࡛ࡶࡗ࡜ࡶ㔜せ࡞ᩥἲつ๎ࡢ୍ࡘ࡜ࡋ࡚௒࡛ࡶ౑ࢃࢀ࡚࠸ࡿࡢࡣ㸪㦫ࡃ࡭ࡁࡇ࡜࡛࠶ࡿࠋࡇࢀࡣ⌧ሙࡢᩍဨ࡟࡜ࡗ࡚౑࠸຾ᡭࡢⰋ࠸ᩥἲつ๎࡛࠶ࡿࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࡢ࡛࠶ࢁ࠺ࠋ ࡛ࡣ㸪ලయⓗ࡟୕┬ᇽࡢᩍ⛉᭩࢞࢖ࢻ㸦௨ୗ࢞࢖ࢻ(Ꮫᖺ)㸧࡟ᇶ࡙࠸࡚㸪≉࡟➨ 3 ᩥᆺ 1)࡜
➨ 4 ᩥᆺ 2)ࢆ㏻ࡋ࡚㸪ᩥᆺࢆ⌮ゎࡍࡿࡢ࡟㔜せ࡞ࠕ୺ㄒࠖ࡜ࠕ┠ⓗㄒࠖࡀ࡝ࡢࡼ࠺࡟ᩍ࠼ࡽࢀ
࡚࠸ࡿࡢ࠿ࢆ⪃ᐹࡋࡓ࠸ࠋ ࡲࡎ㸪࢞࢖ࢻ࠿ࡽ୺ㄒ࡜┠ⓗㄒ࡟㛵㐃ࡍࡿグ㏙ࢆᘬ⏝ࡍࡿࠋ(2)

I like music.
I ࡣࠕࢃࡓࡋࡣࠖ࡜࠸࠺ព࿡࡛ࡍࠋ᪥ᮏㄒ࡛ࡣ㸪⏨ࡢᏊࡀゝ࠺࡜ࠕࡰࡃࡣࠖ࡟࡞ࡾࡲࡍࡡࠋ࡛ࡶ㸪ⱥㄒ࡛ࡣ⏨ᛶ࡛ࡶዪᛶ࡛ࡶྠࡌ I ࢆ౑࠸ࡲࡍࠋlike ࡣࠕ㹼ࢆዲࡴ㸪㹼ࡀዲࡁ࡛ࡍࠖ࡜࠸࠺ព࿡࡛ࡍࠋ
I have a question.
I have㹼.ࡣࠕࢃࡓࡋࡣ㹼ࢆᣢࡗ࡚࠸ࡲࡍࠖ࡜࠸࠺ព࿡࡛ࡍࠋ(࢞࢖ࢻ (1 ᖺ⏕): 18-19)ୖグࡢᘬ⏝࠿ࡽࢃ࠿ࡿࡇ࡜ࡣ㸪᪥ᮏㄒࡢຓモࢆ㏻ࡋ࡚ⱥㄒࡢ୺ㄒ࡜┠ⓗㄒࡢᴫᛕࢆ⌮ゎࡉࡏࡼ࠺࡜ࡋ࡚࠸ࡿࡇ࡜࡛࠶ࡿࠋࡉࡽ࡟ Lesson 1 ࡟࠾ࡅࡿ୺᱁ࢆ⾲ࡍ௦ྡモ I ࡜ you ࡢㄝ᫂ࡣ௨ୗ
ࡢ㏻ࡾ࡛࠶ࡿࠋ
(3)

Iࢃࡓࡋࡣ㹙ࡀ㹛㸪ࡰࡃࡣ[ࡀ]you࠶࡞ࡓࡣ㹙ࡀ㹛㸪࠶࡞ࡓࡓࡕࡣ[ࡀ](࢞࢖ࢻ(1 ᖺ⏕): 21)(3)ࡢグ㏙࡛ࡣ㸪ࡉࡽ࡟᱁ຓモࡢࠕࡀࠖࡀ୺ㄒࢆ⾲ࡍࡇ࡜ࡀ௜ࡅຍ࠼ࡽࢀ࡚࠸ࡿࠋࡲࡓ㸪┠ⓗㄒ103ⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹ࡟㛵ࡍࡿグ㏙࡟㛵ࡋ࡚ࡣ㸪௨ୗࡢࡶࡢࡀ࠶ࡿࠋ
(4)

I have a ball.

⚾ࡣ࣮࣎ࣝࢆᣢࡗ࡚࠸ࡲࡍࠋ┠ⓗㄒ㸸 ືモࡢ࠶࡜࡟᮶ࡿㄒ࡛㸪ࠕ㹼ࢆ㸪㹼࡟ࠖ࡟࠶ࡓࡿㄒࢆࠕ┠ⓗㄒࠖ࡜࠸࠸ࡲࡍࠋ
(࢞࢖ࢻ(1 ᖺ⏕): 43)┠ⓗㄒࡢᴫᛕࡶ᪥ᮏㄒࡢຓモࢆ㏻ࡋ࡚ᩍ࠼ࡽࢀ࡚࠸ࡿࠋࡲࡓ㸪኱ศ኱Ꮫᩍ⫱⚟♴⛉Ꮫ㒊࡛㛤ㅮࡉࢀ࡚࠸ࡿ㸪➹⪅ࡀᢸᙜࡍࡿࠕ⥲ྜⱥㄒࠖࡢᏛ⏕࡟ࠕ୺ㄒࠖ࡜ࠕ┠ⓗㄒࠖࡢᴫᛕ࡟ࡘ࠸࡚㐣ཤ
3 ᖺ㛫ᑜࡡࡓࡇ࡜ࡀ࠶ࡿࡀ㸪Ꮫ⏕ࡀ⟅࠼ࡓࡶࡢࢆࡲ࡜ࡵࡿ࡜ḟࡢ㸲ࡘ࡟࡯ࡰศ㢮ࡍࡿࡇ࡜ࡀ࡛
ࡁࡓࠋ(5)୺ㄒࡣ㸪ࠕ㹼ࡣ㸪㹼ࡀࠖࡢ㹼࡟᮶ࡿㄒ࡛࠶ࡿࠋ
┠ⓗㄒࡣ㸪ࠕ㹼ࢆ㸪㹼࡟ࠖ࡟᮶ࡿㄒ࡛࠶ࡿࠋ୺ㄒ࡜࠿┠ⓗㄒࡢព࿡ࡀࡼࡃࢃ࠿ࡽ࡞࠸ࠋ
┠ⓗㄒ࡜⿵ㄒࡢ༊ูࡀࡼࡃࢃ࠿ࡽ࡞࠸ࠋୖࡢ⤖ᯝ࠿ࡽ㸪୰Ꮫ࠿ࡽ㧗ᰯࢆ㏻ࡋ࡚㸪࢞࢖ࢻ࡟᭩࠸࡚࠶ࡿࡼ࠺࡞ᣦᑟࢆᏛ⏕ࡓࡕࡀཷࡅ࡚ࡁ࡚࠸ࡿࡇ࡜࡜୺ㄒࡸ┠ⓗㄒࡸ⿵ㄒࡢᴫᛕࡀ࠶ࡸࡩࡸ࡞ࡇ࡜ࡀ࠺࠿ࡀ࠼ࡿࠋ
௨ୖࢆࡲ࡜ࡵࡿ࡜㸪௨ୗࡢࡼ࠺࡟ⱥㄒࡢ୺ㄒ࡜┠ⓗㄒࡣᩍ࠼ࡽࢀ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ
(6)ⱥㄒࡢ୺ㄒ࡟┦ᙜࡍࡿࡶࡢࡣ㸪᪥ᮏㄒࡢࠕ㹼ࡣ㸪㹼ࡀࠖࡢ㹼࡟ධࡿㄒ࡛࠶ࡿࠋ
ⱥㄒࡢ┠ⓗㄒ࡟┦ᙜࡍࡿࡶࡢࡣ㸪᪥ᮏㄒࡢࠕ㹼ࢆ㸪㹼࡟ࠖࡢ㹼࡟ධࡿㄒ࡛࠶ࡿࠋୖグࡢグ㏙ࡢࡼ࠺࡟᪥ᮏㄒࡢຓモ࡜ⱥㄒࡢ୺ㄒ࣭┠ⓗㄒࡀᑐᛂࡋ࡚࠸ࡿሙྜࡣ㸪(6)ࡢグ㏙ࡣ⏕ᚐ࡟࡜ࡗ࡚⌮ゎྍ⬟࠿ࡶࡋࢀ࡞࠸ࡀ㸪(2)࡟࠾ࡅࡿ like ࡢࡼ࠺࡟ࠕ㹼ࢆዲࡴࠖ࡜↓⌮࡟ヂㄒࢆᙜ࡚࡚㸪᪥ᮏㄒ࡜ⱥㄒࡢᑐᛂ㛵ಀࢆྜࢃࡏ࡚࠸ࡿ౛ࡶ࠶ࡿࠋࡋ࠿ࡶ㸪௨ୗࡢᘬ⏝ࡀ♧ࡍࡼ࠺࡟㸪ࠕ㹼ࡀࠖࢆ┠ⓗㄒᢅ࠸࡟ࡋ࡚࠸ࡿグ㏙ࡶ࠶ࡿࠋ
(7)

I like football very much.
like㹼ࡣࠕ㹼ࡀዲࡁ࡛ࡍࠖ࡜࠸࠺ព࿡ࡢືモ࡛ࡍࠋhave ࡜ྠࡌࡼ࠺࡟㸪㹼࡟᮶ࡿㄒࢆ┠ⓗㄒ࡜࠸࠸ࡲࡍࡀ㸪ࡇࡢᩥ࡛ࡣ football ࡀ┠ⓗㄒ࡟࡞ࡗ࡚࠸ࡲࡍࠋ(࢞࢖ࢻ(1 ᖺ⏕): 43-44 Ἴ⥺ࡣ➹⪅ ௨ୗྠᵝ)(8)

I like her.
like㹼ࡣ㹼ࡢ㒊ศ࡟ࠕ㹼ࢆ㸪㹼࡟ࠖ࡟࠶ࡓࡿ┠ⓗㄒࡀ᮶ࡲࡍࠋࡋࡓࡀࡗ࡚㸪ࡇࡇࡢ herࡣࠕᙼዪࡢࠖ࡜࠸࠺ព࿡࡛ࡣ࡞ࡃ㸪ࠕᙼዪࢆࠖ࡜࠸࠺ព࿡࡛ࡍࠋࡘࡲࡾ㸪ࠕᙼዪࡣࠖ࡜
࠸࠺ព࿡࡛ࡣ she ࡛⾲ࡋࡲࡍࡀ㸪ࠕᙼዪࢆ㸪ᙼዪ࡟ࠖ࡜࠸࠺ព࿡࡛ࡣ her ࡟࡞ࡾࡲࡍࠋ(࢞࢖ࢻ(1 ᖺ⏕): 81-82)

୍᪉ࡢグ㏙࡛ࡣ㸪ⱥㄒࡢ┠ⓗㄒ࡟ᑐᛂࡍࡿຓモࡣࠕ㹼ࢆ㸪㹼࡟ࠖ࡜࠸࠸࡞ࡀࡽ㸪௚᪉࡛ࡣ㸪ⱥㄒࡢ┠ⓗㄒ࡟ᑐᛂࡍࡿຓモࡣࠕ㹼ࡀࠖ࡜᭩࠸࡚࠶ࡿࠋ᪥ᮏㄒࡢຓモࢆᡭࡀ࠿ࡾ࡟ⱥㄒࡢ୺ㄒࡸ

104

ᶫ  ᮏ┠ⓗㄒࢆ⌮ゎࡋࡼ࠺࡜ࡍࡿ⏕ᚐࡣ㸪ୖグࡢㄝ࡛᫂ΰ஘ࡍࡿࡇ࡜࡛࠶ࢁ࠺ࠋࡉࡽ࡟㸪1 ᖺ⏕ࡢLesson 4 ࡛ࡣ like ࡢࡼ࠺࡟┠ⓗㄒ࡟ࠕ㹼ࢆࠖࡀ᮶ࡿࡼ࠺࡟ヂㄒࢆྜࢃࡏࡿࡇ࡜ࡀ࡛ࡁ࡞࠸౛
ࡀฟ࡚ࡁ࡚ࡋࡲ࠺ࠋ
(9)a.  I see six birds.

6 ⩚ࡢ㫽ࡀぢ࠼ࡿࢃࠋb.  I see some plastic bags too.

ࣅࢽ࣮ࣝ⿄ࡶ࠸ࡃࡘ࠿ぢ࠼ࡿࡼࠋ(࢞࢖ࢻ(1 ᖺ⏕): 61)(9a)ࡢⱥᩥࢆ㸪
㸦6㸧ࡢグ㏙࡟ྜ࠺ࡼ࠺࡟᪥ᮏㄒ࡟ࡍࡿ࡜㸪ࠕࢃࡓࡋࡣ 6 ⩚ࡢ㫽ࢆぢࡿࠋࠖ࡜࡞ࡾ㸪ពᅗⓗ࡟㫽ࢆぢ࡚࠸ࡿゎ㔘࡟࡞ࡿྍ⬟ᛶࡀ࠶ࡾ㸪౛࠼ࡤ look at ࡜ࡢ༊ูࡀᅔ㞴࡟࡞ࡗ࡚ࡋࡲ࠺࡛࠶ࢁ࠺ࠋ ḟ࡟➨ 4 ᩥᆺࡢᢅ࠸ࢆぢ࡚ࡳࡓ࠸ࠋ஧㔜┠ⓗㄒᵓᩥ࡛࠶ࡿ➨ 4 ᩥᆺࡣ㸪2 ᖺ⏕ࡢ Lesson 6࡛௨ୗࡢᩥ࡛Ⓩሙࡍࡿࠋ
(10)

I will give you some examples.

(࢞࢖ࢻ(2 ᖺ⏕): 102)ࡉࡽ࡟㸪3 ᖺ⏕࡛ࡣ௨ୗࡢᩥࡀᑟධࡉࢀ࡚࠸ࡿ 3)ࠋ
(11)a.  I’ll show you a trick.

(࢞࢖ࢻ(3 ᖺ⏕): 6)b.  People all over the world make sembazuru and send them to Hiroshima.
(࢞࢖ࢻ (3 ᖺ⏕): 57)c.  He would not teach her the traditions of the village.
(࢞࢖ࢻ (3 ᖺ⏕): 68)ୖグࡢ౛ᩥ࠿ࡽ㸪ࡇࡢᩍ⛉᭩࡛஧㔜┠ⓗㄒᵓᩥ࡟౑⏝࡛ࡁࡿືモ࡜ࡋ࡚㸪give, show, send,teach ➼ࡀྲྀࡾୖࡆࡽࢀ࡚࠸ࡿࡇ࡜ࡀࢃ࠿ࡿࠋືモࡢ࠶࡜࡟୪ࡪ 2 ࡘࡢ┠ⓗㄒࡢ㡰␒ࡶ௨ୗࡢㄝ᫂ࢆぢ࡚ࢃ࠿ࡿࡼ࠺࡟㸪㛫᥋┠ⓗㄒ࡟┦ᙜࡍࡿㄒ࡟ࡣࠕ㹼࡟ࠖࡀ㸪┤᥋┠ⓗㄒ࡟┦ᙜࡍࡿㄒ࡟ࡣࠕ㹼ࢆࠖࡀ౑ࢃࢀࡿࡇ࡜ࡀ♧ࡉࢀ࡚࠸ࡿࠋࡉࡽ࡟㸪ࠕேࠖ࡜ࠕࡶࡢࠖࡢ༊ู࡟ᇶ࡙࠸࡚㸪ࠕேࠖ࡟ࠕ࡟ࠖ᱁ࡀࠕࡶࡢࠖ࡟ࠕࢆࠖ᱁ࡀ௜ࡃࡇ࡜࡛㛫᥋┠ⓗㄒ࡜┤᥋┠ⓗㄒࢆ༊ูࡋࡼ࠺࡜ࡋ࡚࠸ࡿࠋ(12) I will give you a card.

(⚾ࡣ࠶࡞ࡓ࡟࣮࢝ࢻࢆ࠶ࡆࡲࡋࡻ࠺)ࠕA ࡟ B ࢆ㹼ࡍࡿࠖ࡜ゝ࠺࡜ࡁ࡟ࡣ㸪㸺ືモ㸩A㸩B㸼ࡢᙧ࡛⾲ࡍࡇ࡜ࡀ࡛ࡁࡲࡍࠋ
ࡩࡘ࠺㸪A ࡟ࡣࠕேࠖ㸪B ࡟ࡣࠕࡶࡢࠖࡀ᮶ࡲࡍࠋ࡝ࡕࡽࡶືモࡢ┠ⓗㄒ࡟࡞ࡾࡲࡍࠋࡇࡢࡼ࠺࡟┠ⓗㄒࢆ 2 ࡘ࡜ࡿࡇ࡜ࡀ࡛ࡁࡿືモ࡟ࡣ give ࡢ࡯࠿࡟ teach, tell, ask ࡞࡝ࡀ࠶ࡾࡲࡍࠋ
(࢞࢖ࢻ(2 ᖺ⏕): 103)ࡋ࠿ࡋ㸪(4)ࡢᘬ⏝࠿ࡽศ࠿ࡿࡼ࠺࡟㸪ⱥㄒࡢ┠ⓗㄒࡣືモࡢ࠶࡜࡟᮶ࡿㄒ࡛ࠕ㹼ࢆ㸪㹼࡟ࠖ࡟࠶ࡓࡿㄒ࡜ࡋ࡚࠾ࡾ㸪≉࡟ࠕ㹼ࢆࠖ࡜ࠕ㹼࡟ࠖࢆ༊ูࡋ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࠋࠕ㹼ࢆࠖࡀࠕࡶࡢࠖ105ⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹ࡟௜ࡁ㸪ࠕ㹼࡟ࠖࡀࠕேࠖ࡟௜ࡃ࡜࠸࠺グ㏙ࡣࡇࡇ࡛᪂ࡋࡃ஧㔜┠ⓗㄒᵓᩥࡢ┠ⓗㄒࡢ㡰␒ࢆㄝ᫂ࡍࡿࡓࡵࡔࡅ࡟౑ࢃࢀࡿࡑࡢሙࡋࡢࡂࡢㄝ࡛᫂࠶ࡿࠋࡲࡓ㸪ࡇࡢㄝ࡛᫂࠺ࡲࡃ࠸࠿࡞࠸౛ࡀ
࠶ࡿࡇ࡜ࡣ࠶࡜࡛ゐࢀࡓ࠸ࠋࡉࡽ࡟㸪஧㔜┠ⓗㄒᵓᩥ࡜ᑐᛂ㛵ಀ࡟࠶ࡿ࡜ࡉࢀࡿ୚᱁ᵓᩥ࡜ࡢ㛵ಀࡣ௨ୗࡢࡼ࠺࡟ㄝ᫂ࡉ
ࢀ࡚࠸ࡿࠋ
(13)

ࡲࡓ㸪<give㸩A(ே)㸩B(ࡶࡢ)>ࢆ๓⨨モ to ࢆ౑ࡗ࡚<give㸩B(ࡶࡢ)㸩to㸩A(ே)>࡜ゝ࠸࠿࠼ࡿࡇ࡜ࡶ࡛ࡁࡲࡍࠋ
ࠕA ࡟ B ࢆ㹼ࡍࡿࠖ࡜࠸࠺ᩥࡢసࡾ᪉
I will givea cardto you.

(⚾ࡣ࠶࡞ࡓ࡟࣮࢝ࢻࢆ࠶ࡆࡲࡋࡻ࠺)   Ń    Ń<┠ⓗㄒ>ࠕࡶࡢࠖ <๓⨨モ㸩ࠕேࠖ>I will giveyoua card.

ŃŃ(⚾ࡣ࠶࡞ࡓ࡟࣮࢝ࢻࢆ࠶ࡆࡲࡋࡻ࠺)<┠ⓗㄒ>ࠕேࠖ <┠ⓗㄒ>ࠕࡶࡢࠖ
(࢞࢖ࢻ(2 ᖺ⏕): 103)ୖࡢㄝ᫂࡟ࡣᑡ࡞ࡃ࡜ࡶ 2 ࡘࡢၥ㢟Ⅼࡀ࠶ࡿ࡜ᛮࢃࢀࡿࠋ୍ࡘࡣ㸪୚᱁ᵓᩥ࡜஧㔜┠ⓗㄒᵓᩥࡣ㸪࢞࢖ࢻࡢㄝ᫂㏻ࡾ࡟ྠࡌព࿡࡜ࡋ࡚ᢅࡗ࡚Ⰻ࠸ࡢ࠿࡜࠸࠺ၥ㢟࡛࠶ࡿࠋ࡞ࡐ࡞ࡽ㸪ᚲࡎࡋࡶ஧㔜┠ⓗㄒᵓᩥ࠿ࡽ୚᱁ᵓᩥ࡟࠸ࡘࡶ᭩ࡁ᥮࠼ࡀ࡛ࡁࡿࢃࡅ࡛ࡣ࡞࠸࠿ࡽ࡛࠶ࡿࠋ
(14)a.  She always gives me a headache.
b. *  She always gives a headache to me.
(௒஭ 2010: 202)(* ࡣᩥࡀᐜㄆྍ⬟࡛ࡣ࡞࠸ࡇ࡜ࢆ♧ࡍグྕ ௨ୗྠᵝ)(14a)ࡢ஧㔜┠ⓗㄒᵓᩥ࡛ࡣ㸪㛫᥋┠ⓗㄒ࡟࠶ࡓࡿ఩⨨࡟ࠕேࠖࡀ㸪┤᥋┠ⓗㄒ࡟ᙜࡓࡿ఩⨨࡟ࠕࡶࡢࠖࡀ᮶࡚࠸ࡿࡀ㸪᭩ࡁ᥮࠼ࡽࢀࡓ୚᱁ᵓᩥࡣ㠀ᩥ࡛࠶ࡿࠋࡲࡓ㸪୚᱁ᵓᩥ࠿ࡽ஧㔜┠ⓗㄒᵓᩥ࡟ᚲࡎࡋࡶ᭩ࡁ᥮࠼ࡽࢀࡿࢃࡅ࡛ࡣ࡞࠸ࠋ
(15)a.  I sent the letter to Boston.
b. *  I sent Boston the letter.
(ஂ㔝࡯࠿ 2005: 108)(15b)ࡢ౛ᩥ࡟࠾࠸࡚㸪㛫᥋┠ⓗㄒ࡟࠶ࡓࡿ఩⨨࡟ࠕே࡛ࠖࡣ࡞ࡃࠕᆅྡࠖࡀ᮶࡚࠸ࡿࡢ࡛㠀ᩥ࡛࠶ࡿ࡜࢞࢖ࢻ࡟ᚑࡗ࡚ㄝ࡛᫂ࡁࡿࡀ㸪ࠕ㹼࡟ࠖ࠶ࡓࡿ఩⨨࡟ࠕே࡛ࠖࡣ࡞ࡃࠕᆅྡࠖࡀ᮶࡚࠸
ࡿࡢ࡟࠿࠿ࢃࡽࡎ(15a)ࡢ౛ᩥࡀᩥἲᩥ࡛࠶ࡿࡇ࡜ࡀㄝ࡛᫂ࡁ࡞࠸ࠋ࡞ࡐ࡞ࡽ 2 ࡘࡢᵓᩥࢆྠࡌ
ព࿡࡜ࡋ࡚ᤊ࠼࡚࠸ࡿ࠿ࡽ࡛࠶ࡿࠋ
2 ࡘ┠ࡢၥ㢟ࡣ㸪࢞࢖ࢻࡢㄝ࡛᫂ࡣ㸪ḟࡢ౛ࡀ♧ࡍࡼ࠺࡟஧㔜┠ⓗㄒᵓᩥࡢ 2 ࡘࡢ┠ⓗㄒࡢ㡰␒ࢆΰྠࡋ࡚ࡋࡲ࠺㸪ࡶࡋࡃࡣ๓⨨モࡢ to ࢆⴠ࡜ࡋ࡚ࡋࡲ࠺ㄗࡾࢆ⏕ᚐࡀ≢ࡋࡸࡍ࠸ࡇ࡜࡛106ᶫ  ᮏ࠶ࡿࠋ(16)a.

ஂ⨾ࡣ೺࡟ㄌ⏕᪥ࣉࣞࢮࣥࢺࢆ࠶ࡆࡓࠋb.

Kumi gave a birthday present to Ken.

c.Kumi gave Ken a birthday present.

d.*Kumi gave a birthday present Ken.

ୖグࡢ౛ࡣ⌧ሙࡢᩍဨ࠿ࡽᥦ౪ࡋ࡚ࡶࡽࡗࡓ౛࡛㸪୰Ꮫ 3 ᖺ⏕ࡢᶍヨࡢⱥసᩥၥ㢟࡜⪺࠸࡚࠸ࡿࠋ(16b,c)ࡢ 2 ࡘⱥᩥࡣ㸪ࡇࡢၥ㢟࡟࠾࠸࡚ṇゎ౛࡜ࡉࢀ࡚࠸ࡿⱥᩥ࡛࠶ࡿࠋ(16d)࡛♧ࡉࢀ࡚࠸ࡿㄗࡗࡓⱥᩥࢆ᭩ࡃ⏕ᚐࡀᏑᅾࡍࡿࡇ࡜ࡣ㸪➨ 4 ᩥᆺࡢㄒ㡰㸪≉࡟ࠕேࠖ࡜ࠕࡶࡢࠖࡢṇࡋ࠸㡰␒ࢆ㌟࡟ࡘࡅࡿࡇ࡜ࡀ㞴ࡋ࠸ࡇ࡜ࢆ♧၀ࡋ࡚࠸ࡿࠋ ࡇࡢᑠ⠇࡛ࡣ㸪➨ 3 ᩥᆺ࡜➨ 4 ᩥᆺࢆ୰ᚰ࡟㸪࡝ࡢࡼ࠺࡟୺ㄒ࡜┠ⓗㄒࡢᴫᛕࡀ࢞࢖ࢻ࡟࠾
࠸࡚ㄝ᫂ࡉࢀ࡚࠸ࡿࡢ࠿ࢆ୺࡟ᴫほࡋ㸪௨ୗࡢၥ㢟Ⅼࢆᣦ᦬ࡋࡓࠋ(17)a.  ⱥㄒࡢ୺ㄒ࡜┠ⓗㄒࡢᴫᛕࢆ᪥ᮏㄒࡢຓモࢆ㏻ࡋ࡚ㄝ᫂ࡋ࡚࠸ࡿࡢ࡛㸪ⱥㄒ࡜᪥ᮏㄒ࡛ᑐᛂࡋ࡚࠸࡞࠸ሙྜ㸪ࡑࡢሙࡋࡢࡂࡢㄝ᫂࡟࡞ࡗ࡚࠸ࡿࠋb.  ஧㔜┠ⓗㄒᵓᩥࡢ 2 ࡘࡢ┠ⓗㄒࡢព࿡㛵ಀࢆ᫂☜࡟ᢕᥱ࡛ࡁ࡚࠸࡞࠸ࡓࡵ㸪ㄗࡗࡓⱥᩥࢆ᭩࠸࡚ࡋࡲ࠺⏕ᚐࡀ࠸ࡿࠋ ḟࡢ⠇࡟࠾࠸࡚㸪ୖ࡛ᣦ᦬ࡋࡓၥ㢟ࢆゎỴࡍࡿࡓࡵ࡟㸪ㄆ▱ゝㄒᏛࡢ▱ぢࢆྲྀࡾධࢀࡓㄝ᫂
ࢆᥦ᱌ࡍࡿࠋ

2 ㄆ▱ゝㄒᏛࡢほⅬ࠿ࡽࡢㄒ㡰ᣦᑟᮏ⠇࡛ࡣ㸪➨୍⠇࡛ᣦ᦬ࡋࡓၥ㢟ⅬࢆゎỴࡍࡿ᪉⟇ࢆ⪃ᐹࡍࡿࠋ᭱ึ࡟㸪௨ୗࡢ౛ࡀ♧ࡍࡼ࠺࡟㸪ⱥㄒࡢ┠ⓗㄒ࡜᪥ᮏㄒ࡛㏻ᖖ┠ⓗㄒ࡟౑ࢃࢀࡿຓモ࡜ᑐᛂࡋ࡚࠸࡞࠸ၥ㢟ࢆ⪃࠼ࡿࠋ(18)a.  I like music.
b.  㸦ࢃࡓࡋࡣ㸧㡢ᴦࡀዲࡁ࡛ࡍࠋⱥㄒ࡛┠ⓗㄒࡢ఩⨨࡟࠶ࡿ music ࡣ㸪᪥ᮏㄒ࡛ࡣࠕ㡢ᴦࡀࠖ࡜ࠕࡀࠖ᱁ࡀ௜୚ࡉࢀ࡚࠾ࡾ㸪ᑐᛂ㛵ಀࡀࡎࢀ࡚࠸ࡿࠋࡇࡢࡎࢀࡀ⏕ࡌ࡚ࡋࡲ࠺ၥ㢟ࡀ㉳ࡁࡿࡢࡣ㸪ⱥㄒࡢᩥἲ㛵ಀࢆ᪥ᮏㄒࡢຓモ࡛ᤊ࠼ࡼ࠺࡜ࡋ࡚࠸ࡿࡇ࡜࡟࠶ࡿࡢࡣ᫂ࡽ࠿࡛࠶ࡿࠋ࡞ࡐ㸪ୖࡢ౛ࡢࡼ࠺࡟ࢬࣞࡀ⏕ࡌࡿࡢ࡛࠶ࢁ࠺࠿ࠋ 㔠㇂(2003)࡟ࡼࢀࡤ㸪௨ୗࡢ౛ࡀ♧ࡍࡼ࠺࡟㸪ྠࡌ≧ἣࢆ㸪ⱥㄒ࡛ࡣ୺ㄒ࡜┠ⓗㄒࡀࡑࢁࡗࡓ௚ືモᩥ࡛㸪᪥ᮏㄒ࡛ࡣᑐ㇟ࢆࠕࡀࠖ᱁࡛⾲ࡍ⮬ືモᩥ࡛⾲ࡍࡇ࡜ࡀከ࠸ࡇ࡜ࢆᣦ᦬ࡋ࡚࠸
ࡿࠋ
(19)

௚ືモᩥ

⮬ືモᩥ

ᡤ᭷

I have time.

᫬㛫ࡀ࠶ࡿࠋ

ᡤ᭷I have a son.

ᜥᏊࡀ࠸ࡿࠋ107ⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹḧồI want this house.

ࡇࡢᐙࡀ࡯ࡋ࠸ࠋ⌮ゎI understand Chinese.

୰ᅜㄒࡀࢃ࠿ࡿࠋ

ᚲせI need time.

᫬㛫ࡀᚲせࡔࠋ

▱ぬI see Mt. Fuji.

ᐩኈᒣࡀぢ࠼ࡿࠋ

▱ぬI hear a voice.

ኌࡀ⪺ࡇ࠼ࡿࠋዲࡁ

I like this city.

ࡇࡢ⾤ࡀዲࡁࡔࠋ

᎘࠸I hate cigarettes.

ࡓࡤࡇࡀ᎘࠸ࡔࠋ⤒㦂I have seen it.

ぢࡓࡇ࡜ࡀ࠶ࡿࠋ
(㔠㇂ 2003: 55)

ୖグࡢⱥᩥࢆぢ࡚ศ࠿ࡿࡼ࠺࡟㸪ࡍ࡭࡚୰Ꮫ࡛ࣞ࣋ࣝᏛࡪࠕ⡆༢ࠖ࡞ⱥᩥ࡛࠶ࡾ㸪ⱥㄒ࡜᪥ᮏㄒ࡟࠾ࡅࡿ୺ㄒ࡜┠ⓗㄒࡢᤊ࠼᪉ࡢ㐪࠸ࢆ⡆₩࡟ㄝ᫂ࡍࡿࡇ࡜ࡀ㔜せ࡛࠶ࡿࡇ࡜ࡀゝ࠼ࡼ࠺ࠋ࡛ࡣ㸪ⱥㄒ࡛ࡣ௚ືモ⾲⌧ࢆዲࡴࡢ࡟ᑐࡋ㸪᪥ᮏㄒ࡛ࡣ⮬ືモ⾲⌧ࢆዲࡴࡢࡣ࡞ࡐ࠿ࠋụୖ
(2006)࡟ࡼࢀࡤ㸪ࠕⱥㄒࡢヰࡋᡭࡣ⮬ศ⮬㌟ࢆᐈయ໬ࡋ㸪௚⪅࡜ࡋ࡚ᤊ࠼࡚ࡳࡿ࡜࠸࠺ᚰ⌮ⓗ࡞᧯స࡟㛵ࡋ࡚ࡣ㸪᪥ᮏㄒࡢヰࡋᡭ࡜㍑࡭ࡿ࡜㸪ࡣࡿ࠿࡟᢬ᢠឤ࡞ࡃࡸࡗ࡚ࡢࡅࡿ୍ࠖ᪉㸪ࠕ᪥ᮏㄒࡢヰࡋᡭ࡟࡜ࡗ࡚ࡣ⮬ᕫࡣ⮬ᕫ࡛࠶ࡾ㸪⮬ᕫࢆᐜ᫆࡟௚⪅໬ࡍࡿࡇ࡜࡟ࡣ࠿࡞ࡾࡢᚰ⌮ⓗ᢬ᢠࡀឤࡌࡽࢀࡿࠖ࡜ᣦ᦬ࡋ࡚࠸ࡿࠋࡇࡢᚰ⌮ⓗ᧯సࡢࡇ࡜ࢆࡑࢀࡒࢀࠕ⮬ᕫࡢ௚⪅໬ࠖ࡜ࠕࢮࣟ໬ࡉࢀࡿ୺యࠖ࡜࿧ࢇ࡛࠸ࡿࠋ ḟࡢ౛ࢆ⏝࠸࡚㸪ࠕ⮬ᕫࡢ௚⪅໬ࠖ࡜ࠕࢮࣟ໬ࡉࢀࡿ୺యࠖࢆ⡆༢࡟ụୖ(2006)࡟ᇶ࡙࠸࡚ㄝ
᫂ࡋࡓ࠸ࠋ
(20)

a.  እ࡟ฟࡿ࡜᭶ࡀ᫂ࡿࡃ㍤࠸࡚࠸ࡓࠋ
b.  When I went out, the moon was shining.
c.  When I went out, I saw the moon shining.
(ụୖ 2006: 192-193)

᪥ᮏㄒࡢⓎヰ࡛ࡣ㸪⮬ศࡀ┤᥋య㦂ࡋࡓ≧ἣ࡜ࡋ࡚ᤊ࠼㸪ヰࡋᡭࡣほᐹࡢཎⅬ࡛࠶ࡿࡓࡵほᐹࡢᑐ㇟࡟ධࡽࡎ㸪ࡋࡓࡀࡗ࡚ゝㄒ⾲⌧࡜ࡋ࡚⌧ࢀࡎࢮࣟ໬ࡉࢀ࡚࠸ࡿࠋ୍᪉㸪ྠࡌ≧ἣࡀⱥㄒࡢヰࡋᡭ࡟ࡼࡗ࡚ㄒࡽࢀࡿ࡜㸪ⱥㄒࡢヰࡋᡭࡣᅽಽⓗ࡟(20b)ࡼࡾ(20c)ࡢⱥᩥࢆ㑅ᢥࡍࡿࠋࡘࡲࡾ㸪ࠕ⮬ᕫࡢ௚⪅໬ࠖ࡜ࡣ㸪Ⓨヰ࡛⾲⌧ࡉࢀࡿ≧ἣ࡟㸪Ⓨヰ⪅࡜ࡣู࡟ࡑࡢ≧ἣ࡟ࡶ࠺୍ேࡢᐈయ໬ࡉࢀࡓⓎヰ⪅ࡢ⮬ᕫࡀᏑᅾࡍࡿࡇ࡜ࢆព࿡ࡍࡿ࡜ᛮࢃࢀࡿ 4)ࠋḟࡢ౛ࡶྠᵝ࡛࠶ࡿࠋ(21)a.  ࡇࡇࡣ࡝ࡇࠋb.  Where am I?
c.* (ụୖ 2006: 163, 184)

Where is here?

᪥ᮏㄒ࡛ࡣ⮬ᕫࡀ⫼ᬒ࡟ᇙἐࡋゝㄒ⾲⌧ࡉࢀ࡞࠸ࡢ࡟ᑐࡋ㸪ⱥㄒ࡛ࡣᐈయ໬ࡉࢀࡓ⮬ᕫࡀၥ㢟ࡢ≧ἣ࡟Ꮡᅾࡍࡿࡢ࡛㸪I ࡜⾲⌧ࡉࢀࡿࠋࡇࡢࡼ࠺࡟᪥ᮏㄒ࡜ⱥㄒ࡛ࡣఱࢆ୺ㄒ࡜ࡋ࡚㑅ᢥࡍࡿࡢ࠿ࡀ␗࡞ࡗ࡚࠸ࡿࠋࡇࡢࡇ࡜ࡀศ࠿ࡗ࡚࠸࡞࠸࡜㸪(21a)ࢆⱥヂࡍࡿሙྜ(21c)ࡢᐜㄆࡉࢀ
࡞࠸ⱥᩥࢆࡘࡃࡾฟࡋ࡚ࡋࡲ࠺ࠋఱࢆ୺ㄒ࡜ࡋ࡚ᤊ࠼ࡿࡢ࠿ࡀ㔜せ࡞ၥ㢟࡛࠶ࡿࡇ࡜ࡣ㸪⏣୰108ᶫ  ᮏ࡯࠿(2006: 241)ࡶ᪥ᮏேⱥㄒᏛ⩦⪅ࡢၥ㢟Ⅼ࡜ࡋ࡚ḟࡢࡼ࠺࡟ᣦ᦬ࡋ࡚࠸ࡿࠋ
(22)ࠗ୺ㄒࢆ❧࡚ࡿ࠘࡜࠸࠺ᇶᮏཎ๎ࢆ౑࠸ࡇ࡞ࡏ࡞࠸࡜ࡇࢁ࡟㸪ࠗⱥㄒ࡛⪃࠼ࡽࢀ࡞࠸࠘኱ࡁ࡞ཎᅉࡀ࠶ࡿࠋ᭦࡟ゝ࠼ࡤ㸪୺ㄒࢆ❧࡚ࡿカ⦎ࢆᚭᗏⓗ࡟ࡸࢀࡤ㸪ⱥㄒⓗ࡞Ⓨ᝿ࢆ㌟࡟ࡘࡅࡿࡇ࡜࡟ࡘ࡞ࡀࡿࡔࡅ࡛࡞ࡃ㸪ⱥㄒ࡛⾲⌧ࡍࡿ࡜࠸࠺ࡇ࡜ࡀᴦ࡟࡞ࡿࡣࡎ࡛࠶ࡿࠋ᪥ᮏㄒ࡜ⱥㄒ࡛ࡣ୺ㄒ㑅ᢥ࡟㛵ࡍࡿᚰ⌮ⓗ᧯సࡀ␗࡞ࡾ㸪ࡑࡢࡓࡵ㸪⏣୰࡯࠿(2006)ࡀᣦ᦬ࡍ
ࡿࡼ࠺࡟㸪ࠕⱥㄒ࡛⪃࠼ࡽࢀ࡞࠸ࠖ኱ࡁ࡞ཎᅉ࡟࡞ࡗ࡚࠸ࡿ࡜ゝ࠼ࡿ࡛࠶ࢁ࠺ࠋ࡛ࡣ㸪࡝ࡢࡼ࠺࡟ⱥㄒࡢ୺ㄒࡢ㑅ᢥࡀ⾜ࢃࢀ࡚࠸ࡿࡢ࠿ࢆ⏕ᚐ࡟ᩍ࠼ࢀࡤࡼ࠸ࡢ࡛࠶ࢁ࠺࠿ࠋ⏣୰࡯࠿(2006)ࡀ㏙࡭࡚࠸ࡿࡼ࠺࡟㸪୺ㄒࢆࡓ࡚ࡿカ⦎ࢆᚭᗏⓗ࡟ࡸࢀࡤ࠸࠸ࡢ࡛࠶ࢁ࠺࠿ࠋᑠㄽ࡛ࡣ㸪௬࡟ᚭᗏⓗ࡞カ⦎ࡀᚲせࡔ࡜ࡋ࡚ࡶ㸪ࡲࡎ⾜ࢃ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࡇ࡜ࡣ㸪ᚰ⌮ⓗ᧯సࡀ᪥ᮏㄒ࡜ⱥㄒ࡛ࡣ␗࡞ࡿࡢ࡛㸪ࡑࡢ᧯సࡀ␗࡞ࡿࡇ࡜ࢆࡲࡎព㆑ࡉࡏࡿࡇ࡜ࡀᚲせ࡛࠶ࡿ࡜⪃࠼ࡿࠋࡑࡢࡓࡵ࡟㸪ㄆ▱ゝㄒᏛ࡛౑ࢃࢀ࡚࠸ࡿࠕprominence(༟❧ᛶ)ࠖ࡜࠸࠺ᴫᛕࢆ౑
⏝ࡋ㸪ᅗᘧ໬ࡍࡿࡇ࡜ࢆ㏻ࡋ࡚㸪⏕ᚐ࡟᪥ⱥㄒ㛫࡟࠶ࡿ㐪࠸ࢆ⌮ゎࡉࡏ㸪ࠕⱥㄒⓗ࡞Ⓨ᝿ࢆ㌟࡟ࡘࡅࡿࠖࡇ࡜ࢆಁ㐍ࡍࡿࡇ࡜ࡀ㔜せࡔ࡜ᛮࢃࢀࡿࠋ ࡑࢀ࡛ࡣ㸪᪥ᮏㄒ࡜ⱥㄒ࡟࠾ࡅࡿ୺ㄒ㑅ᢥ࡟㛵ࡍࡿᚰ⌮ⓗ᧯సࡀ␗࡞ࡿࡇ࡜ࢆ࡝ࡢࡼ࠺࡟ᤊ
࠼ࡿ࡜࠸࠸ࡢ࡛࠶ࢁ࠺࠿ࠋ୍ࡘࡢ᪉⟇ࡣ㸪Langacker(1987)ࡀヰࡋᡭࡢᐈయ໬(objectification ofthe speaker)࡜࿧ࢇ࡛࠸ࡿᢕᥱࡢ௙᪉ࡸụୖ(2003, 2004)࡛㏙࡭࡚࠸ࡿࠕᐈほⓗᢕᥱࠖ࡜ࠕ୺ほⓗᢕᥱࠖࢆ฼⏝ࡋ࡚㸪᪥ᮏㄒ࡜ⱥㄒࡢ୺ㄒ㑅ᢥࡢ㐪࠸ࢆᅗᘧ໬ࢆ㏻ࡋ࡚᫂ࡽ࠿࡟ࡍࡿࡇ࡜࡛࠶
ࡿࠋⱥㄒࡣ୺࡟ࠕᐈほⓗᢕᥱࠖࢆዲࡴゝㄒ࡛࠶ࡾ㸪ヰࡋᡭ࡛࠶ࡿㄆ▱୺యࡀࠕ࣭࢜ࣥࢫࢸ࣮ࢪࠖ࡟఩⨨ࡋ࡚࠸ࡿࠋ
ࠕ࣭࢜ࣥࢫࢸ࣮ࢪࠖ࡟఩⨨ࡋ࡚࠸ࡿ࡜ࡣ㸪ㄆ▱୺యࡀゝㄒ໬ࡢᑐ㇟࡜࡞ࡿ஦㇟ࡢ⠊ᅖ࡟ධࡗ࡚࠸ࡿࡇ࡜ࢆព࿡ࡍࡿࠋ୍᪉㸪᪥ᮏㄒ࡛ࡣ㸪ㄆ▱୺యࡣࠕ࢜ࣇ࣭ࢫࢸ࣮ࢪࠖ࡟఩⨨ࡋ㸪ㄆ▱୺య࡛࠶ࡿヰࡋᡭࡣ㸪ゝㄒ໬ࡢᑐ㇟࡜࡞ࡿ஦㇟ࡢ⠊ᅖ࡟ྵࡲࢀ࡚࠸࡞࠸ࠋ(23)ࡢ౛
ᩥ࡟ᇶ࡙࠸࡚㸪ࠕᐈほⓗᢕᥱࠖ࡜ࠕ୺ほⓗᢕᥱࠖࢆᅗ࡟⾲ࡍ࡜㸪௨ୗࡢࡼ࠺࡟࡞ࡿ࡜ᛮࢃࢀࡿࠋ
ᅗ 1a. ᐈほⓗᢕᥱb. ୺ほⓗᢕᥱ

music

I(23)

㡢I

⚾

(speaker)(ヰࡋᡭ)a.  I like music.

109ⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹb.  㡢ᴦࡀዲࡁ࡛ࡍࠋ
ᅗ 1a ࡣⱥㄒࡢᤊ࠼᪉ࢆᅗᘧ໬ࡋࡓࡶࡢ࡛࠶ࡾ㸪ᅗ 1b ࡣ᪥ᮏㄒࡢᤊ࠼᪉ࢆᅗᘧ໬ࡋࡓࡶࡢ࡛࠶ࡿࠋ㛗᪉ᙧࡢእ࡟࠶ࡿ෇ࡣヰࡋᡭࢆ⾲ࡍࠋ㛗᪉ᙧ࡛ᅖࡲࢀࡓ㒊ศࡣࠕࢫࢸ࣮ࢪࠖࢆ⾲ࡋ㸪ヰࡋᡭࡀゝㄒ໬ࡍࡿ≧ἣࢆᣦࡍࠋᐈほⓗᢕᥱࢆ♧ࡍᅗ 1a ࡢࢫࢸ࣮ࢪෆ࡟࠶ࡿ I ࢆᅖࢇ࡛࠸ࡿ෇ࡣ㸪ᐈయ໬ࡉࢀࡓヰࡋᡭࡢ⮬ᕫࢆ⾲ࡋ㸪music ࢆᅖࢇ࡛࠸ࡿ෇ࡣᑐ㇟ࢆ⾲ࡍࠋ୍᪉㸪୺ほⓗᢕᥱࢆ⾲ࡍᅗ 1b ࡛ࡣ㸪ࢫࢸ࣮ࢪෆ࡟ࡣ㸪ᐈయ໬ࡉࢀࡓヰࡋᡭࡢ⮬ᕫࡣᏑᅾࡏࡎ㸪ᑐ㇟ࡢࡳࡀᏑᅾࡋ࡚࠸ࡿࠋ୧᪉ࡢᅗ࡟࠶ࡿⅬ⥺ࡢ▮༳ࡣࣉࣟࢭࢫࢆ⾲ࡋ㸪ᅗ 1a ࡛ࡣᐈయ໬ࡉࢀࡓ⮬ᕫࡀ㸪ᑐ㇟࡛࠶ࡿ music ࡟ᑐࡋ࡚ࠕዲࡁ࡛࠶ࡿࠖ㛵ಀࡀ࠶ࡿࡇ࡜ࢆ♧ࡍࠋ୍᪉㸪ᅗ 1b ࡛ࠕ࢜ࣇ࣭ࢫࢸ࣮ࢪࠖ࡟࠶ࡿ⮬ᕫ㸪࠸ࢃࡺࡿ࢚ࢥࣟࢪ࣭࢝ࣝࢭࣝࣇࡀ㸪ᑐ㇟࡛࠶ࡿࠕ㡢ᴦࠖ࡟ᑐࡋ࡚ࠕዲࡁ࡛࠶ࡿࠖ㛵ಀ࡛࠶ࡿࡇ࡜ࢆ⾲ࡍࠋୖグࡢࡼ࠺࡟㸪᪥ᮏㄒ࡜ⱥㄒ࡛ࡣ≧ἣࡢᤊ࠼᪉ࡀ␗࡞ࡿࡢ࡛㸪౛ᩥ(23a)࡜(23b)࡛ぢࡽࢀࡿ୺ㄒ㑅ᢥࡢ㐪࠸ࡀ⏕ࡌࡿ࡜⪃࠼ࡽࢀࡿࠋ
 I like music ࡢࡼ࠺࡞➨ 3 ᩥᆺࢆᑟධࡍࡿ࡜ࡁ࡟ࡣ㸪ᅗ 1a ࡟࠾࠸࡚༢࡟෇࡛⾲ࡋ࡚࠸ࡿᐈయ
໬ࡉࢀࡓ⮬ᕫࢆேࡢᙧ࡟ࡋࡓࡾ㸪music ࢆᴦ㆕ࡢグྕ࡟⨨ࡁ᥮࠼ࡓࡾࡍࡿ࡞࡝㸪ලయⓗ࡟ᅗᘧ໬ࡋ⏕ᚐ࡟♧ࡏࡤ㸪I like music ࡢㄒ㡰ࡀ⌮ゎࡋࡸࡍ࠸࡜ᛮࢃࢀࡿࠋᅗ 1a ࡢᕥഃ࠿ࡽぢࡿ࡜㸪ᅗࡢ୰ࡢ㓄⨨ࡀⱥㄒࡢㄒ㡰࡜୍⮴ࡋ࡚࠸ࡿ࠿ࡽ࡛࠶ࡿࠋ
ࡋ࠿ࡋ㸪ࡇࡇ࡛ၥ㢟࡟࡞ࡿࡢࡣ㸪ᅗ 1a ࡛ I ࡛ࡣ࡞ࡃ music ࡀ࡞ࡐ୺ㄒ࡜ࡋ࡚㑅ࡤࢀ࡞࠸ࡢ
ࡔࢁ࠺࠿࡜࠸࠺ࡇ࡜࡛࠶ࡿࠋMusic ࡛ࡣ࡞ࡃ I ࡀ୺ㄒ࡜ࡋ࡚㑅ࡤࢀࡿ⌮⏤ࢆ⪃࠼ࡿᚲせࡀ࠶ࡿࠋࡇࡢၥ㢟ࢆ⪃࠼ࡿࡓࡵ࡟㸪ㄆ▱ⓗ࡞༟❧ᛶ(prominence)࡟ᇶ࡙࠸࡚ᩥἲ㛵ಀࢆᤊ࠼ࡼ࠺࡜ࡋ࡚
࠸ࡿ Langacker (1987)ࡢ⪃࠼ࢆ᥇⏝ࡍࡿࠋ୍␒༟❧ᛶࡀ࠶ࡿࠕࡶࡢࠖࢆ trajector ࡜࿧ࡧ㸪୺ㄒ࡟ᙜࡓࡿാࡁࢆࡋ㸪஧␒┠࡟༟❧ᛶࡀ࠶ࡿࠕࡶࡢࠖࢆ landmark ࡜࿧ࡧ㸪┠ⓗㄒ࡟ᙜࡓࡿാ
ࡁࢆࡍࡿࠋTrajector ࡜ landmark ࡣ௨ୗࡢࡼ࠺࡟グ㏙ࡉࢀ࡚࠸ࡿࠋ
(24)[T]he most prominent participant, called the trajector (tr), is the entity construed
as being located, evaluated, or described.

Impressionistically, it can becharacterized as the primary focus within the profiled relationship.
other participant is made prominent as a secondary focus.

Often some

If so, this is called alandmark (lm).
(Langacker 2008: 70)༟❧ᛶࡢᴫᛕࢆྲྀࡾධࢀࢀࡤ㸪ᅗ 1a ࡟࠾࠸࡚ I ࡀ primary focus ࡜ࡋ࡚㸪music ࡀ secondaryfocus ࡜ࡋ࡚ⱥㄒࡢヰࡋᡭࡀᚰ⌮ⓗ࡟ゎ㔘ࡋ࡚࠸ࡿࡢ࡛㸪I ࡀ୺ㄒ࡜ࡋ࡚㑅ᢥࡉࢀ㸪music ࡀ┠ⓗㄒ࡜ࡋ࡚㑅ᢥࡉࢀࡓ࡜⪃࠼ࡽࢀࡿ 5)ࠋⱥㄒ࡛ࡣ㸪ᐈయ໬ࡉࢀࡓ⮬ᕫࡢ༟❧ᛶࡀ୍␒㧗࠸(せࡍࡿ࡟㸪⮬ศࡀ୍␒㔜せࡔ࡜ᤊ࠼࡚࠸ࡿ)ࡢ࡛㸪౛(19)ࡢࡼ࠺࡟ I ࡀ୺ㄒ࡟㑅ᢥࡉࢀ࡚࠸ࡿ࡜⪃࠼ࡿ࡜ࢃ࠿ࡾࡸࡍ࠸࠿ࡶࡋࢀ࡞࠸ࠋⱥㄒ࡛ࡣ⮬ᕫࡣࠕ௚⪅໬ࠖࡉࢀ࡚࠸ࡿࡢ࡛㸪I ࡢ௦ࢃࡾ࡟ 2ே⛠ࡸ 3 ே⛠ࡢ୺ㄒࡀ❧ࡘࡢࡶ⮬↛࡛࠶ࢁ࠺ࠋゝ࠸᥮࠼ࡿ࡜㸪ึ⣭ẁ㝵࡛ࡣ᪥ᮏㄒ࡛⮬ືモ⾲⌧࡜ࡋ࡚⾲ࡍ≧ἣࢆ㸪ⱥㄒ࡟࠾࠸࡚ I ࢆ୺ㄒ࡟❧࡚࡚⏕ᚐࡀ⾲⌧࡛ࡁࡿࡼ࠺࡟࡞ࢀࡤ㸪௚ࡢே⛠ࡢሙྜ࡟࠾࠸࡚ࡶ㸪ᛂ⏝ࡀࡁࡁ㸪ຠ⋡ⓗ࡟୺ㄒࡢ㑅ᢥࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡿ࡜ᛮࢃࢀࡿࠋ ࡇࡇࡲ࡛ࢆࡲ࡜ࡵࡿ࡜㸪᪥ᮏㄒࡢຓモࢆ౑ࡗ࡚ⱥㄒࡢ୺ㄒࡸ┠ⓗㄒࢆᩍ࠼ࡿ௦ࢃࡾ࡟㸪༟❧ᛶࡢ㧗࠸ I ࢆ୺ㄒ࡟❧࡚ࡿࡇ࡜ࡀ࡛ࡁࡿࡼ࠺࡟ᅗᘧ໬ࢆ㏻ࡋ࡚ᩍ࠼ࡿ࡜࠸࠺ࢩࣥࣉࣝ࡞ㄝ᫂ࢆ

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ᶫ  ᮏ

♧ࡋࡓࠋ௚ࡢே⛠࡞࡝ࡣ㸪ࠕ௚⪅໬ࠖࡉࢀࡓ⮬ᕫࡢ௦ࢃࡾ࡟౑⏝ࡉࢀ࡚࠸ࡿ࡜⪃࠼ࢀࡤࡼ࠸ࠋ ḟ࡟➨ 4 ᩥᆺ࡛࠶ࡿ஧㔜┠ⓗㄒᵓᩥ࡜ࡑࢀ࡟ᑐᛂࡍࡿ࡜⪃࠼ࡽࢀ࡚࠸ࡿ➨ 3 ᩥᆺ࡛࠶ࡿ୚᱁
ᵓᩥࢆ⪃࠼ࡿࠋ
(25)a.  I will give a card to you.

(➨ 3 ᩥᆺ ୚᱁ᵓᩥ)b.  I will give you a card.

(➨ 4 ᩥᆺ ஧㔜┠ⓗㄒᵓᩥ)➨୍⠇࡛ᣦ᦬ࡋࡓࡼ࠺࡟㸪௨ୗࡢ 2 ࡘࡢၥ㢟ࡀ࠶ࡿࠋ(26)

a.  ࢞࢖ࢻ࡛ࡣ୚᱁ᵓᩥ࡜஧㔜┠ⓗㄒᵓᩥࡣྠࡌព࿡ࢆࡶࡗ࡚࠸ࡿࡇ࡜࡟࡞ࡗ࡚࠸
ࡿࡀ㸪౛ᩥ(14)࡜(15)࠿ࡽศ࠿ࡿࡼ࠺࡟㸪ྠࡌព࿡ࢆᣢࡗ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࠋb.  ஧㔜┠ⓗㄒᵓᩥࡢ 2 ࡘ࠶ࡿ┠ⓗㄒࡢ㡰␒ࢆ㛫㐪࠼ࡿ㸪ࡶࡋࡃࡣ๓⨨モࡢ to ࢆⴠ࡜ࡋ࡚ࡋࡲ࠺⏕ᚐࡀ࠸ࡿࠋ୚᱁ᵓᩥ࡜஧㔜┠ⓗㄒᵓᩥࡣ௨ୗࡢࡼ࠺࡟ᅗᘧ໬࡛ࡁࡿ࡜⪃࠼ࡽࢀࡿࠋ௨ୗࡢᅗࡣ Langacker(1987)➼ࢆཧ⪃࡟ࡋ㸪༢⣧໬ࡋࡓࡶࡢ࡛࠶ࡿࠋ
ᅗ 2 a.  ୚᱁ᵓᩥ(➨ 3 ᩥᆺ)   b.  ஧㔜┠ⓗㄒᵓᩥ(➨ 4 ᩥᆺ)

Iyou

Iyoua carda carda carda cardspeakerspeakerᅗࡢ୰ࡢ㛗᪉ᙧࡣゝㄒ໬ࡉࢀࡿ≧ἣ඲యࢆ♧ࡍࢫࢸ࣮ࢪࢆ⾲ࡍࠋࢫࢸ࣮ࢪࡢእ࡟࠶ࡿᴃ෇ࡣ㸪ၥ㢟ࡢᩥࢆⓎヰࡍࡿヰࡋᡭࢆᣦࡋ࡚࠸ࡿࠋヰࡋᡭࡢᐈయ໬ࡉࢀࡓ⮬ᕫ࡛࠶ࡿ I ࡜ a card ࢆᅖࢇ࡛࠸ࡿᴃ෇ࡣ I ࡢᨭ㓄㡿ᇦ(dominance)ࢆ⾲ࡋ㸪you ࡜ a card ࢆᅖࢇ࡛࠸ࡿᴃ෇ࡣ you ࡢᨭ㓄㡿ᇦࢆ⾲ࡍࠋⅬ⥺ࡢ▮༳ࡣࣉࣟࢭࢫࢆ⾲ࡋ㸪ࡇࡢሙྜࡣ(will) give ࡟࡞ࡿࠋᐇ⥺ࡢ▮༳ࡣ a card
ࡀ I ࡢ㡿ᇦ࠿ࡽ you ࡢ㡿ᇦ࡟⛣ືࡋࡓࡇ࡜ࢆ⾲ࡋ࡚࠸ࡿࠋࡇࢀࡲ࡛㏙࡭ࡓࡇ࡜ࡣᅗ 2a ࡜ᅗ 2bࡢ୧᪉࡟ᙜ࡚ࡣࡲࡾ㸪(25a, b)ࡢ 2 ࡘࡢᩥࡢඹ㏻ࡢព࿡ࢆ⾲ࡋ࡚࠸ࡿࠋࡋ࠿ࡋ㸪␗࡞ࡿⅬࡶ࠶
ࡿࠋᅗ 2a ࡛ࡣᐇ⥺ࡢ▮༳ࡀኴ⥺࡟࡞ࡗ࡚࠾ࡾ㸪ࡇࢀࡣ a card ࡀ I ࡢ㡿ᇦ࠿ࡽ you ࡢ㡿ᇦ࡟⛣ືࡋࡓࡇ࡜࡟༟❧ᛶࢆ୚࠼࡚࠸ࡿࡇ࡜ࢆ♧ࡋ࡚࠸ࡿࠋヰࡋᡭࡣ㸪a card ࡢ⛣ື࡟ࡼࡾὀពࢆྥࡅ࡚࠸ࡿࡇ࡜ࢆព࿡ࡍࡿࠋ୍᪉㸪ᅗ 2b ࡛ࡣ㸪you ࡢᨭ㓄㡿ᇦࢆ♧ࡍ⥺ࡀኴ⥺࡟࡞ࡗ࡚࠸ࡿࠋⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹ111

ࡇࢀࡣ㸪you ࡀ a card ࢆࠕᡤ᭷ࠖࡋ࡚࠸ࡿ஦ែ࡟ヰࡋᡭࡣ༟❧ᛶࢆ୚࠼࡚࠸ࡿࡇ࡜ࢆ⾲ࡋ࡚࠸ࡿࠋࡘࡲࡾ㸪௒ᢅࡗ࡚࠸ࡿࢱ࢖ࣉࡢ୚᱁ᵓᩥࡣࠕ⛣ືࠖ࡟↔Ⅼࢆ࠶࡚ࡿ୍᪉㸪ࡇࡢࢱ࢖ࣉࡢ஧㔜┠ⓗㄒᵓᩥࡣࠕᡤ᭷ࠖ࡟↔Ⅼࢆ࠶࡚࡚࠸ࡿࡇ࡜࡟࡞ࡿࠋ ࡇࡢࡇ࡜ࢆ㋃ࡲ࠼࡚㸪࡝ࡢࡼ࠺࡟⏕ᚐ࡟ࡇࡢᵓᩥࡢㄒ㡰ࢆㄝ᫂ࡍࢀࡤࡼ࠸ࡢ࡛࠶ࢁ࠺࠿ࠋ➨3 ᩥᆺࡢㄒ㡰ࢆᩍ࠼ࡿ᫬Ⅼ࡛㸪ᐈయ໬ࡉࢀࡓ⮬ᕫ࡛࠶ࡿ I ࡀ୺ㄒ࡟㸪ࡑࡋ࡚Ⅼ⥺ࡢ▮༳࡛⾲ࡉࢀࡿࣉࣟࢭࢫ࡛࠶ࡿ will give ࡀࡑࡢ࠶࡜࡟᮶ࡿࡇ࡜ࢆ⏕ᚐࡣ⌮ゎࡋ࡚࠸ࡿࡢ࡛㸪ṧࡾࡢၥ㢟ࡣyou ࡜ a card ࡢ㡰␒ࢆ࡝ࡢࡼ࠺࡟ࢃ࠿ࡾࡸࡍࡃᩍ࠼ࡿ࠿࡛࠶ࡿࠋࡇࡢၥ㢟ࡶࠕ༟❧ᛶࠖࡢᴫᛕࢆ⏝࠸ࡿࡇ࡜࡛ゎỴ࡛ࡁࡿ࡛࠶ࢁ࠺ࠋ୚᱁ᵓᩥࡢሙྜ㸪a card ࡢ⛣ື࡟↔Ⅼࡀ࠶ࡿࡢ࡛㸪youࡼࡾࡶ a card ࡢ࡯࠺ࡀ┠❧ࡘࡇ࡜࡟࡞ࡾ㸪a card ࡀࡲࡎ┠ⓗㄒ࡟㑅ࡤࢀࡿࠋ⛣ືࡍࡿࡇ࡜ࡣ⛣ືඛࡀ࠶ࡿࡇ࡜ࢆព࿡ࡍࡿࡢ࡛㸪๓⨨モ to ࢆᚲせ࡜ࡋࡑࡢᚋ࡟ you ࡀ᮶ࡿࡇ࡜࡟࡞ࡿࠋ୚᱁ᵓᩥࡢㄒ㡰ࡣ⮬↛࡟⏕ᚐ࡟ㄝ᫂ྍ⬟࡟࡞ࡿࠋ ஧㔜┠ⓗㄒᵓᩥ࡟࠾࠸࡚ࡣ㸪you ࡢࠕᡤ᭷ࠖ࡟↔Ⅼࡀᙜࡓࡗ࡚࠸ࡿࡢ࡛㸪a card ࡼࡾࡶ youࡢ࡯࠺ࡀ┠❧ࡘࡇ࡜࡟࡞ࡾ㸪give ࡢᚋࢁ࡟ you ࡀ᮶ࡿࡇ࡜࡟࡞ࡿࠋࠕ⛣ືࠖࡣ⫼ᬒ࡟㞃ࢀ࡚࠸ࡿࡢ࡛๓⨨モ to ࡣ୙せ࡛࠶ࡾ㸪ࡑࡢࡲࡲ a card ࡀ⥆ࡃࡇ࡜࡟࡞ࡿࠋ ୖグࡢㄝ᫂࡟ࡣ௨ୗ 3 ࡘࡢ࣓ࣜࢵࢺࡀ࠶ࡿࠋ୍ࡘࡣẚ㍑ⓗ༢⣧࡞ᅗᘧ໬࡜ㄆ▱ⓗືᶵ௜ࡅ࡛࠶ࡿࠕ༟❧ᛶࠖࢆ౑࠺ࡇ࡜࡟ࡼࡾ㸪┤ឤⓗ࡛ศ࠿ࡾࡸࡍ࠸ㄝ᫂ࢆ⏕ᚐ࡟ᥦ♧࡛ࡁࡿࡇ࡜࡛࠶ࡿࠋ
2 ࡘ┠ࡣ㸪஧㔜┠ⓗㄒᵓᩥ࡛࡞ࡐ㛫᥋┠ⓗㄒ࡟ࠕேࠖࡀ౑⏝ࡉࢀࡿࡢ࠿࡜࠸࠺ࡇ࡜ࢆ㸪࢞࢖ࢻࡢࡼ࠺࡟ᬯグࡉࡏࡿࡢ࡛ࡣ࡞ࡃ㸪ࠕᡤ᭷ࠖࡢᴫᛕࡀ㛵ࢃࡗ࡚࠸ࡿࡇ࡜ࢆ♧ࡍࡇ࡜࡛㸪ࡉࡽ࡟஧㔜┠ⓗㄒᵓᩥࡢ⌮ゎࡀ㐍ࡴࡇ࡜࡛࠶ࡿࠋ3 ࡘ┠ࡣ㸪஧㔜┠ⓗㄒࢆ඾ᆺⓗ࡟࡜ࡿ give ࡜ࡣ␗࡞ࡾ㸪௨ୗࡢ౛ࡀ♧ࡍࡼ࠺࡟඾ᆺⓗ࡟ࡣ➨ 3 ᩥᆺ࡛౑⏝ࡉࢀࡿ kick ࡢࡼ࠺࡞ືモࡀ㸪୚᱁ᵓᩥ࡜஧㔜┠ⓗㄒᵓᩥࢆ࡜ࡿሙྜࡶ㸪ᅗ 2 ࡟ᇶ࡙࠸ࡓ⌮ゎࢆ㏻ࡋ࡚㸪⏕ᚐࡣẚ㍑ⓗࡓࡸࡍࡃ⌮ゎࡍࡿ࡛࠶
ࢁ࠺ࠋ
(27)

a.  Joe kicked Bill the ball.
   (ࢪ࣮ࣙࡣࣅࣝ࡟࣮࣎ࣝࢆ㋾ࡗࡓࠋ)b.  Joe kicked the ball to Bill.
   (ࢪ࣮ࣙࡣ࣮࣎ࣝࢆࣅࣝ࡟ྥࡅ࡚㋾ࡗࡓࠋ)c.  Joe kicked the ball.
   (ࢪ࣮ࣙࡣ࣮࣎ࣝࢆ㋾ࡗࡓࠋ)  㸦ᏳṊ 2007: 155㸧

3 ࡲ࡜ࡵ࡜௒ᚋࡢㄢ㢟 ᮏㄽ࡟࠾࠸࡚ࡣḟࡢ 2 Ⅼࢆ㏙࡭ࡓࠋ1 ࡘࡣ㸪᪥ᮏㄒࢆ㏻ࡋ࡚୺ㄒࡸ┠ⓗㄒࡢᴫᛕࢆᩍ࠼ࡿࡇ
࡜࡟࠾ࡅࡿၥ㢟Ⅼࢆᣦ᦬ࡋࡓࠋ2 ࡘ┠ࡣ㸪᪥ᮏㄒ࡜ⱥㄒ࡟࠾ࡅࡿ୺ㄒ㑅ᢥࡢᚰ⌮ⓗ᧯సࡀ␗࡞ࡿࡇ࡜ࢆ♧ࡋ㸪୺ㄒ➼ࡢ㑅ᢥࡣ༟❧ᛶ࡟ᇶ࡙࠸࡚࠾ࡾ㸪ⱥㄒ࡛ࡣ I ࡀ୍␒༟❧ᛶࡀ㧗࠸ࡇ࡜ࢆ
ᅗᘧ໬ࢆ㏻ࡋ࡚⏕ᚐ࡟⌮ゎࡉࡏࡿࡇ࡜࡛㸪➨ 3 ᩥᆺ࡜➨ 4 ᩥᆺࡢㄒ㡰ࡢၥ㢟➼ࢆゎỴ࡛ࡁࡿࡇ࡜ࢆ♧ࡋࡓࠋ௒ᚋࡢㄢ㢟࡜ࡋ࡚ࡣ㸪1 ࡘࡣ➨ 3 ᩥᆺ࡜➨ 4 ᩥᆺࡢ୺࡞ୗ఩ࢱ࢖ࣉࢆ࡝ࡢࡼ࠺࡟ᢅ࠺࠿㸪2ࡘ┠ࡣ➨ 1 ᩥᆺ㸪➨ 2 ᩥᆺ㸪➨ 5 ᩥᆺࡑࡋ࡚㐍⾜ᙧࡸཷືែ㸪᫬ไࡸ┦࡞࡝ࢆ࡝ࡢࡼ࠺࡟ᅗᘧ໬ࡍࢀࡤ⏕ᚐ࡟ࢃ࠿ࡾࡸࡍࡃ࡞ࡿࡢ࠿ࢆ௒ᚋ⪃ᐹࡋࡓ࠸ࠋㄆ▱ゝㄒᏛ࡛౑⏝ࡉࢀࡿᅗᘧࡣ」㞧

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ᶫ  ᮏ࡛㸪ᩍ⫱⌧ሙ࡟ࡣࡑࡢࡲࡲࡢᙧ࡛ࡣ౑࠼ࡎ㸪࡝ࡇ࠿ࢆ༢⣧໬ࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࡋ࠿ࡋ㸪࡝ࡢ㒊ศࢆṧࡋ㸪࡝ࡢ㒊ศࢆ༢⣧໬ࡍࢀࡤࡼ࠸ࡢ࠿ࡣ㞴ࡋ࠸ㄢ㢟࡛࠶ࡿࠋ3 ࡘ┠ࡣᑠㄽ࡛ᥦ᱌ࡋ
ࡓ᪉ἲࢆ౑ࡗ࡚⏕ᚐࡸᏛ⏕࡟ᩍ࠼ࡿࡇ࡜ࢆ㏻ࡋ࡚㸪ᐇド◊✲ࢆ⾜࠸ࡓ࠸ࠋト1) Ᏻ⸨(2005)࡟ࡼࢀࡤ㸪௨ୗࡢ(i)ࡢ㸳ࡘࡢᩥࡣ 5 ᩥᆺ࡛ࡣ࠸ࡎࢀࡶ➨ 3 ᩥᆺ࡟࡞ࡿࠋࡋ࠿ࡋ㸪ືモᆺ࡛ࡣ㸪(ii)ࡢࡼ࠺࡟㸪┠ⓗㄒࡢᵓ㐀ࡈ࡜࡟␗࡞ࡿᆺࢆタᐃࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ
ia.  We all had a good time.
b.  I couldn’t help laughing.
c.  Do you know how to do it?
d.  Do you think it’ll rain?
e.  I don’t know who she is.
iia.  noun/pronounb.  gerund (phrase)c.  interrogative adverb + to - infinitive (phrase)d.  that - clausee.  dependent clause/questionᑠㄽ࡛ࡣ㸪඾ᆺⓗ࡞➨ 3 ᩥᆺ࡛࠶ࡿ㸪┠ⓗㄒࡢ఩⨨࡟ྡモࡶࡋࡃࡣ௦ྡモࡀ᮶ࡿືモᆺࢆᢅ࠺ࠋ
୰Ꮫⱥㄒࡢẁ㝵࡛ࡣࡇࡢືモᆺࢆᣢࡘ➨ 3 ᩥᆺࡀ୰ᚰ࡟ᢅࢃࢀ࡚࠸ࡿ࠿ࡽ࡛࠶ࡿࠋ2) Evans, E. and M. Green (2006)࡛ࡣ㸪௨ୗࡢࡼ࠺࡟஧㔜┠ⓗㄒᵓᩥࢆព࿡࡟ᇶ࡙࠸࡚㸴ࡘࡢୗ఩ࢱ࢖ࣉ࡟ศࡅ࡚࠸ࡿࠋ
Sense 1:  agent successfully causes recipient to receive patient
instantiated by: verbs that inherently signify acts of giving(e.g. give, pass, hand, serve,feed)
Sense 2:  conditions of satisfaction imply that agent causes recipient to receive patient
Instantiated by: verbs of giving with associated satisfaction conditions (e.g. guarantee,promise, owe)
Sense 3: agent causes recipient not to receive patient
Instantiated by: verbs of refusal (e.g. refuse, deny)
Sense 4: agent acts to cause recipient to receive patient at some future point in time
Instantiated by: verbs of future transfer (e.g. leave, bequeath, allocate, reserve, grant)
Sense 5: agent enables recipient to receive patient
Instantiated by: verbs of permission (e.g. permit, allow)
Sense 6: agent intends to cause recipient to receive patient
Instantiated by: verbs involved in scenes of creation (e.g. bake, make, build, cook, sew, knit)ᮏㄽ࡛ࡣ㸪Evans et al.(2006)࡛ Sense 1 ࡜ゝཬࡉࢀ࡚࠸ࡿࢱ࢖ࣉࡢࡳࢆ⪃ᐹࡍࡿࠋ୰Ꮫ࡛ࣞ࣋ࣝᢅࢃࢀࡿࢱ࢖ࣉࡣ㸪ㄪ࡭ࡓ⠊ᅖ࡛ࡣ㸪Sense 1 ࡜ Sense 6 ࡔ࡜ᛮࢃࢀࡿࡓࡵ࡛࠶ࡿࠋSense 6 ࡟㛵ࡋ࡚ࡣูࡢᶵ఍࡟⪃ᐹࡋࡓ࠸ࠋ3) ᩍ⛉᭩࡟㍕ࡗ࡚࠸ࡿࡍ࡭࡚ࡢ஧㔜┠ⓗㄒᵓᩥࢆ(11)࡛ᣲࡆ࡚࠸ࡿࢃࡅ࡛ࡣ࡞࠸ࠋ
4) ᮏከ(2005: 25-26)ࡣ௨ୗࡢࡼ࠺࡟㏙࡭࡚࠸ࡿࠋ
a. ゝㄒ࡟࠾࠸࡚㸪㡢ᙧࢆࡶࡗࡓᙧᘧ࡟ࡼࡗ࡚⾲⌧࡛ࡁࡿࡢࡣ㸪ヰࡋᡭࡢど㔝ࡢ୰࡟ྵࡲࢀࡿࡶࡢ࡟㝈ࡽࢀࡿࠋb. ▱ぬ࡟࠾ࡅࡿ┤᥋▱ぬࡉࢀࡿ⮬ᕫࡣど㔝ࡢ୰࡟࠶ࡿࡶࡢ࡛ࡣ࡞࠸ࠋࡋࡓࡀࡗ࡚㸪㡢ᙧࡢ࠶ࡿゝㄒᙧᘧ࡟ࡼࡗ࡚᫂♧ⓗ࡟ᣦ♧ࡍࡿࡇ࡜ࡣ࡛ࡁ࡞࠸ࠋࡍ࡞ࢃࡕ▱ぬ࡟࠾ࡅࡿ┤᥋▱ぬࡉࢀࡿ⮬ᕫ࡟┦ᙜࡍࡿゝㄒ⾲⌧ࡢᙧᘧࡣࢮࣟᙧ࡛࠶ࡿࠋ  ⱥㄒࡢᇶᮏㄒ㡰ࡢᣦᑟ࡟㛵ࡍࡿ୍⪃ᐹ1135) ᅗ࡜ᆅࡢ཯㌿ࡀ㉳ࡇࡾ primary focus ࡜ secondary focus ࡀධࢀ᭰ࢃࡿ࡜㸪௨ୗࡢ౛ࡢࡼ࠺࡟୺ㄒ࡜┠ⓗㄒࡀධࢀ᭰ࢃࡿࡇ࡜࡟࡞ࡿࠋi.
Music pleases me.

ཧ⪃ᩥ⊩Ᏻ⸨㈆㞝 (2005) ࠗ⌧௦ⱥᩥἲㅮ⩏࠘ 㛤ᣅ♫㸪ᮾி.
Evans, E. and M. Green (2006) Cognitive Linguistics, Edinburgh University Press.
ụୖ჆ᙪ (1981) ࠗࠕࡍࡿࠖ࡜ࠕ࡞ࡿࠖࡢゝㄒᏛ࠘ ኱ಟ㤋᭩ᗑ㸪ᮾி.
ụୖ჆ᙪ (2003) ࠕゝㄒ࡟࠾ࡅࡿ㸺୺ほᛶ㸼࡜㸺୺ほᛶ㸼ࡢゝㄒⓗᣦᶆ (1) ࠗㄆ▱ゝㄒᏛㄽ⪃࠘
3 ྕ㸪1-49.
ụୖ჆ᙪ (2004) ࠕゝㄒ࡟࠾ࡅࡿ㸺୺ほᛶ㸼࡜㸺୺ほᛶ㸼ࡢゝㄒⓗᣦᶆ (2) ࠗㄆ▱ゝㄒᏛㄽ⪃࠘4 ྕ㸪1-60.
ụୖ჆ᙪ (2006) ࠗⱥㄒࡢឤぬ࣭᪥ᮏㄒࡢឤぬ࠘ ᪥ᮏᨺ㏦ฟ∧༠఍㸪 ᮾி.
௒஭㝯ኵ (2010) ࠗ࢖࣓࣮ࢪ࡛ᤊ࠼ࡿឤぬⱥᩥἲ࠘ 㛤ᣅ♫㸪 ᮾி.
㔠㇂Ṋὒ (2002) ࠗ᪥ᮏㄒ࡟୺ㄒࡣ࠸ࡽ࡞࠸࠘ ㅮㄯ♫㸪 ᮾி.
㔠㇂Ṋὒ (2003) ࠗ᪥ᮏㄒᩥἲࡢㅦࢆゎࡃ࠘ ⟃ᦶ᭩ᡣ㸪 ᮾி.
㔠㇂Ṋὒ (2004) ࠗⱥㄒ࡟ࡶ୺ㄒࡣ࡞࠿ࡗࡓ࠘ ㅮㄯ♫㸪 ᮾி.
ஂ㔝ᬿ࣭㧗ぢ೺୍(2005) ࠗㅦゎࡁࡢⱥᩥἲ ᩥࡢព࿡࠘ ࡃࢁࡋ࠾ฟ∧㸪ᮾி.
␊ᒣ㞝஧(⦅) (2011) ࠗ኱Ꮫ࡛ᩍ࠼ࡿⱥᩥἲ࠘ ࡃࢁࡋ࠾ฟ∧㸪 ᮾி.
᪩℩ᑦᏊ (2002) ࠗⱥㄒᵓᩥࡢ࢝ࢸࢦ࣮ࣜᙧᡂ࠘ ວⲡ᭩ᡣ㸪 ᮾி.
ᮏከၨ (2005) ࠗ࢔ࣇ࢛࣮ࢲࣥࢫࡢㄆ▱ព࿡ㄽ࠘ ᮾி኱Ꮫฟ∧఍.
῝⏣ᬛ㺃௰ᮏᗣ୍㑻 (2008) ࠗᴫᛕ໬࡜ព࿡ࡢୡ⏺࠘◊✲♫㸪 ᮾி.
Langacker, R.W. (1987) Foundations of Cognitive Grammar, vol. 1, Stanford University Press.
Langacker, R.W. (1990) Concept, Image, and Symbol, Mouton de Gruyter, Berlin.
Langacker, R.W. (1991) Foundations of Cognitive Grammar, vol. 2, Stanford University Press.
Langacker, R.W. (1999) Grammar and Conceptualization, Mouton de Gruyter, Berlin.
Langacker, R. W. (2009) Investigations in Cognitive Grammar, Mouton de Gruyter, Berlin.
Littlemore, J. (2009) Applying Cognitive Linguistics to Second Language Learning andTeaching, Palgrave Macmillan, Basingstoke.
஧ᯞ⨾ὠᏊ (2007) ࠗ᱁࡜ែࡢㄆ▱ゝㄒᏛ࠘ ୡ⏺ᛮ᝿♫㸪 ி㒔.
Quirk, R., S. Greenbaum, G. Leech and J. Svartvik (1985) A Comprehensive Grammar of theEnglish Language, Longman, London.
Radden, G. and R. Dirven (2007) Cognitive English Grammar, John Benjamins, Amsterdam.
⏣୰ⱱ⠊࣭బ⸨ⰾ࣭᫂㜿㒊୍ (2006) ࠗⱥㄒឤぬࡀ㌟࡟ࡘࡃᐇ㊶ⓗᣦᑟἲ࠘ ኱ಟ㤋᭩ᗑ㸪ᮾி.
ୖ㔝⩏࿴ (2007) ࠗⱥㄒᩍ⫱࡟࠾ࡅࡿ⌮ㄽ࡜ᐇ㊶࠘ ⱥᐆ♫㸪 ᮾி.
ᏳṊ▱Ꮚ (2007) ࠗゝㄒ⌧㇟࡜ࡇ࡜ࡤࡢ࣓࢝ࢽࢬ࣒࠘ 㛤ᣅ♫㸪 ᮾி.
ᒣ᲍ṇ᫂ (2009) ࠗㄆ▱ᵓᩥㄽ࠘ ኱ಟ㤋᭩ᗑ㸪 ᮾி.

ࡑࡢ௚ࠕࢽ࣮ࣗࢡࣛ࢘ࣥࠖ⦅㞟ጤဨ఍ (2006) ࢽ࣮ࣗࢡࣛ࢘ࣥ ᩍ⛉᭩࢞࢖ࢻ 1 ୕┬ᇽ, ᮾி.
ࠕࢽ࣮ࣗࢡࣛ࢘ࣥࠖ⦅㞟ጤဨ఍ (2006) ࢽ࣮ࣗࢡࣛ࢘ࣥ ᩍ⛉᭩࢞࢖ࢻ 2 ୕┬ᇽ, ᮾி.
ࠕࢽ࣮ࣗࢡࣛ࢘ࣥࠖ⦅㞟ጤဨ఍ (2006) ࢽ࣮ࣗࢡࣛ࢘ࣥ ᩍ⛉᭩࢞࢖ࢻ 3 ୕┬ᇽ, ᮾி.

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ᶫ  ᮏ

A Study of Teaching English Word Order to JapaneseStudents through a Cognitive Linguistics Approach
HASHIMOTO, Mikio

Abstract
In this paper, I will attempt to illustrate the merits of applying
insights from Cognitive Linguistics to pedagogical grammar.

I do so by

examining English basic sentence patterns treated in textbooks for juniorhigh schools, long assumed to be one of the most difficult areas of learning
for Japanese students, and by showing some possible teaching solutions.
The solutions offer the following insights: 1) the grammatical relations (i.
e. subject and object) in English and Japanese are cognitively motivatedin nature (i. e. prominence): 2) the visualization of speaker objectification
may enable students to select appropriate subjects, which means thatthey will be able to produce English sentences more fluently.

I conclude

that a Cognitive Linguistics approach to basic sentence patterns inEnglish provides a more accurate, systematic account that, in turn, offers
the basis for a more coherent, learnable presentation of English grammar.
䛆Key wordsࠚ  basic word order, prominence, objectfication