᪥ᮏேⱥㄒᏛ⩦⪅ᑐࡍࡿ᫂♧ⓗᣦᑟ
Focus on Form
ࡼࡿ㛵ಀ௦ྡモࡢᣦᑟࡑࡢຠᯝࡢ᳨ド
ୖཎ ᓅ
ᑓಟᏛᏛ㝔༤ኈᚋᮇㄢ⛬
Gaku UEHARA
Doctoral Course, Senshu University
Abstract
The purpose of this study is to investigate the effects that an instructional method which combines
explicit grammar instruction and Focus on Form has on Japanese students’ learning of relative
pronouns. The method was designed by referring to the three-dimensional grammar framework
(Larsen-Freeman, 2001), which is composed of form, meaning, and use. Twenty-two Japanese
university EFL students participated in the study. Japanese-English translation tests were conducted
as pre- and post-tests to measure the effects of the new instructional method. In analyzing the result
of the tests, relative pronouns were divided into twelve types depending on (1) whether they were
used as subjects or objects of verbs and (2) whether antecedents were subjects, objects, or
complements in sentences. Analysis of the results revealed that the students scored higher on the
post-test regardless of the types of relative pronouns. The results also revealed, however, that it was
difficult for the students to embed relative clauses in sentences when the antecedents were subjects.
Therefore, it is necessary for teacher to spend more time providing the students with explicit
instruction for this type of relative pronouns.
࢟
࣮࣮࢟࣡ࢻ㸸᫂♧ⓗᣦᑟࠊFocus on Formࠊ3 せ⣲
1. ࡣ
ࡣࡌࡵ
㏆ᖺ㸪᪥ᮏࢆゼࢀࡿእᅜேࡀቑຍࡋ㸪ࡑࢀకࡗ࡚ⱥㄒࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡣ௨๓ࡶቑࡋ࡚ ᚲせࡉࢀ࡚࠸ࡿࠋࡑࡢࡼ࠺࡞≧ἣ࡛ࡣ㸪Ꮫᰯ࡛⩦ࡗࡓⱥㄒࢆ᭱㝈ά⏝ࡋ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ ⾜࠺ࡇࡀồࡵࡽࢀࡿࠋࡇࢁࡀ㸪㛗ᖺΏࡾⱥㄒᩍ⫱ࡀ⾜ࢃࢀ࡚࠸ࡿࡶ㛵ࢃࡽࡎ㸪౫↛ࡋ࡚᪥ ᮏேࡢⱥㄒࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࢆ㣴ᡂࡍࡿࡇࡀ㸪ࡁ࡞ㄢ㢟ࡢ୍ࡘࡋ࡚ྲྀࡾୖࡆࡽࢀࡿࠋࡑ ࡢ⌮⏤ࡋ࡚ࡣ㸪ከࡃࡢ᪥ᮏேࡀᩥἲヂㄞἲࡼࡾⱥㄒࢆᩍࢃࡗࡓࡓࡵ㸪ࡑࡢᩥἲ㡯┠ࡀࡢࡼ࠺సࡽࢀ࡚㸦ᙧᘧ㸧㸪ࡢࡼ࠺࡞ពࢆᡂࡍࡢ㸦ព㸧࠸࠺ࡇࡢ⌮ゎࡲࡗ࡚࠸ࡿࡇࡀᣲ ࡆࡽࢀࡿࠋ୍᪉㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࢆ⫱ᡂࡍࡿሙྜ㸪ࡑࡢᩥἲ㡯┠ࡀ࠸ࡘ㸪ࡢࡼ࠺ࢃࢀ
ࡿࡢ㸦ᶵ⬟㸧࠸࠺ࡇࡘ࠸࡚ࡶ⌮ゎࡉࡏࡿᚲせࡀ࠶ࡿ1ࠋࡇࢀࡽ3 ࡘࡢせ⣲㸦ᙧᘧ࣭ព࣭ᶵ
⬟㸧ࢆ㸪ゝㄒ⩦ᚓࡢ3 せ⣲㸦Larsen-Freeman, 2001㸧ࡪࠋ
ࡇࢀࡽࡢ3 せ⣲ࢆᣦᑟࡍࡿ㝿ຠᯝⓗࡔࡉࢀ࡚࠸ࡿᣦᑟἲࡋ࡚㸪Focus on Form ࡀᣲࡆࡽࢀࡿࠋ
Long and Robinson㸦2011㸧ࡼࡿ Focus on Form ࡣ㸪ព୰ᚰࡢᤵᴗࡢ୰࡛ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥୖ ࡢၥ㢟ࡀⓎ⏕ࡋࡓ㝿㸪Ꮫ⩦⪅ࡢὀពࡀ୍ⓗᙧᘧྥࡅࡽࢀࡿࡇࢆゝ࠺ࠋࡲࡓ㸪ᮧ㔝㸦2009㸧 ࡣFocus on Form ࡢ≉ᚩࡋ࡚㸪ࠕព㔜どࡢάືࡢ୰࡛Ꮫ⩦⪅ゝㄒᙧᘧ㸦form㸧ព㸦meaning㸧 ᶵ⬟㸦function/use㸧ࢆྠฎ⌮ࡉࡏࡿࡇࠖ㸦p. 113㸧ࡋ࡚࠸ࡿࠋࡘࡲࡾ㸪Focus on Form ࡣ㸪 ព㔜どࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆయࡋࡓᤵᴗࡢ୰࡛㸪୍ⓗᏛ⩦⪅ࡢὀពࢆᙧᘧྥࡅࡉࡏࡿ ࡇࡼࡾ3 せ⣲ࢆ⩦ᚓࡉࡏࡿᣦᑟἲ࡛࠶ࡿࠋ୍᪉ Loewen㸦2018㸧ࡣ㸪Focus on Form ࡢ➨୍ࡢ┠ⓗ ࡣࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆྲྀࡿࡇ࡛࠶ࡿࡋ㸪ࡑࢀࡀ≉ᐃࡢᩥἲ㡯┠ࡸㄒᙡࡢᣦᑟ࡞ࡗࡓሙྜࡣ Focus on Forms㸦ゝㄒᙧᘧ㔜どᣦᑟ㸧ศ㢮ࡉࢀࡿࡋ࡚࠸ࡿࠋࡋࡋ࡞ࡀࡽ㸪ࠕ᪥ᮏࡢࡼ࠺࡞ EFL ⎔
ቃ࡛ࡣ㸪ᇶ♏࣭ᇶᮏࡽⓎᒎⓗ࡞Ꮫ⩦ࡸάື㐍⾜ࡍࡿࡇࡀ᭱ࡶ⮬↛ࠖ㸦㧘ᓥ㸪2013㸪p. 46㸧࡛࠶ࡿ ࡇࢆ㋃ࡲ࠼ࡿ㸪Focus on Form ࢆࡑࡢࡲࡲࡢᙧ࡛⏝࠸ࡿࡇࡀᮃࡲࡋ࠸ࡣゝ࠼࡞࠸ࠋࡲࡓ㸪ᮧ㔝 㸦2006㸧ࡀࠕᬯ♧ⓗ㸪᫂♧ⓗᩥἲᣦᑟࡣ㸪ࣂࣛࣥࢫࡼࡃ⤌ࡳྜࢃࡉࢀࡿࡇࡀ㔜せࠖ㸦p. 92㸧࡛࠶ࡿ ࡋ࡚࠸ࡿࡇࢆ⪃៖ࡍࡿ㸪Focus on Form ࢆᇶ┙ࡋࡓୖ࡛㸪᫂♧ⓗᣦᑟ⤌ࡳྜࢃࡏࡓᣦᑟࢆ⾜ ࠺ࡇࡀᮃࡲࡋ࠸ࠋࡑࡇ࡛ᮏ◊✲࡛ࡣ㸪᪥ᮏࡢⱥㄒᩍ⫱࠾࠸࡚Ꮫ⩦⪅┠ᶆᩥἲ㡯┠ࡢ3 せ⣲ࢆ⩦ ᚓࡉࡏࡿࡓࡵ㸪Focus on Form ᫂♧ⓗᣦᑟࢆ⤌ࡳྜࢃࡏࡓᣦᑟἲࢆ⪃ࡍࡿࠋࡲࡓ㸪᪥ᮏேⱥㄒᏛ ⩦⪅ࡀⱞᡭࡍࡿ㛵ಀ௦ྡモࢆ┠ᶆᩥἲ㡯┠ࡋ࡚タᐃࡋ㸪ᩥⱥヂࢸࢫࢺࢆ๓ࢸࢫࢺཬࡧᚋࢸ ࢫࢺࡋ࡚⾜࠺ࡇ࡛ࡑࡢຠᯝࢆ᳨ドࡍࡿࠋ
2. ඛ
ඛ⾜◊✲
2.1 㛵
㛵ಀ௦ྡモ
㛵ಀ௦ྡモࡣ㸪᪥ᮏேⱥㄒᏛ⩦⪅ࡗ࡚⩦ᚓࡍࡿࡢࡀ㞴ࡋ࠸ᩥἲ㡯┠࡛࠶ࡿࠋKamimura㸦2016㸧 ࡣ㸪㧗ᰯ1 ᖺ⏕Ꮫ 1 ᖺ⏕ࢆᑐ㇟㸪ᩥἲ⩦⇍ᗘࡢㄪᰝࢆ⾜ࡗࡓࠋㄪᰝࡢ⤖ᯝ㸪┠ⓗ᱁ࡢ㛵ಀ௦ྡ モࢆၥ࠺ၥ㢟࠾ࡅࡿṇ⟅⋡ࡀ㸪㧗ᰯ1 ᖺ⏕࡛ࡣ 23.33%㸪Ꮫ 1 ᖺ⏕࡛ࡣ 65.00%࡛࠶ࡾ㸪⩦ᚓࡀ༑ศ࡛࠶ࡿࡣゝ࠼࡞࠸⤖ᯝ࡛࠶ࡗࡓࠋฟ㢟ࡉࢀࡓၥ㢟ࡣ㸪The temple which she wanted to visit was closed. ࡀṇ⟅࡞ࡿᩚᗎၥ㢟࡛࠶ࡗࡓࡀ㸪She wanted to visit the temple which was closed.ࡸ㸪The temple was closed which she wanted to visit.࡞ࡢㄗ⟅ࡀ┠❧ࡗࡓࠋ
᪥ᮏேⱥㄒᏛ⩦⪅ࡀ㛵ಀ௦ྡモࢆⱞᡭࡍࡿ⌮⏤ࡋ࡚㸪Norris㸦2000㸧ࡣࠕᯞศࢀࠖࡢ᪉ྥࡢ㐪
࠸ࢆୖࡆ࡚࠸ࡿࠋࠕᙼዪࡀ⾜ࡁࡓࡗࡓᑎࠖࡢሙྜ㸪᪥ᮏㄒ࡛ࡣࠕᑎࠖࢆㄝ᫂ࡋ࡚࠸ࡿ㒊ศࡣࠕᙼዪࡀ
⾜ࡁࡓࡗࡓ࡛ࠖ࠶ࡾ㸪๓ࡽಟ㣭ࡋ࡚࠸ࡿ㸦๓⨨ಟ㣭㸧ࠋ୍᪉㸪The temple which she wanted to visit ࡢ ሙྜ㸪The temple ࢆㄝ᫂ࡋ࡚࠸ࡿࡢࡣ which she wanted to visit ࡛࠶ࡾ㸪ᚋࢁࡽಟ㣭ࡋ࡚࠸ࡿ㸦ᚋ⨨ಟ
㣭㸧ࠋࡋࡓࡀࡗ࡚㸪᪥ᮏேⱥㄒᏛ⩦⪅ࡣ㛵ಀ௦ྡモࢆ⏝࠸ࡓⱥᩥࢆฎ⌮ࡍࡿ㝿㸪ẕㄒࡢሙྜࡣ㏫ࡢฎ
⌮ࢆࡋ࡞ࡅࢀࡤ࡞ࡽ࡞ࡃ࡞ࡿࠋ
ࢀࡿሙྜࡢ᪉ࡀ⩦ᚓࡋࡸࡍ࠸ࡋ࡚࠸ࡿࠋࡘࡲࡾ㸪᪥ᮏேⱥㄒᏛ⩦⪅ࡗ࡚ࡣ㸪I met a man who has a small cat.ࡼࡾࡶ㸪The man who has the small cat likes the woman.㸦p. 246㸧ࡢ᪉ࡀ㞴ࡋ࠸ࡇࡀண ࡉࢀࡿࠋࡋࡓࡀࡗ࡚ᮏ◊✲࡛ࡣ㸪᱁ࡸ┠ⓗ᱁࠸࠺㛵ಀ௦ྡモࡢศ㢮ຍ࠼㸪ᩥ୰࠾ࡅࡿ㛵ಀモ ⠇ࡢ⨨ࢆ⪃៖࠸ࢀ࡚ศᯒࢆ⾜࠺ࠋ
2.2 Focus on Form
Focus on Form ࢆ⏝࠸ࡓᣦᑟࡢຠᯝࢆ᳨ドࡋࡓ◊✲ࡣከࡃᏑᅾࡍࡿࠋSamuda㸦2001㸧ࡣ㸪⊂⮬㛤Ⓨ ࡋࡓ“precast”ࡤࢀࡿᣦᑟἲࡢຠᯝࢆ᳨ドࡋ࡚࠸ࡿࠋ“Precast”ࡣ㸪┠ᶆᩥἲ㡯┠ࡢពࢆ⾲ࡍㄒࢆ
࠶ࡽࡌࡵ input ࡋ࡚Ꮫ⩦⪅࠼࡚࠾ࡃࡇ࡛㸪ព୰ᚰࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ㏻ࡋ࡚┠ᶆᩥ
ἲ㡯┠ࢆᣦᑟࡍࡿᡭἲ࡛࠶ࡿࠋࡇࡢᐇ㦂࡛ࡣ㸪ྍ⬟ᛶࢆ⾲ࡍἲຓືモ㸦must, might, may, could㸧ࡀ┠ᶆ ᩥἲ㡯┠ࡋ࡚タᐃࡉࢀ㸪“precast”ࡋ࡚ࡣ certain ࡸ probable㸪possible ࡞ࡀ࠼ࡽࢀࡓࠋᏛ⩦⪅ࡣ ࡇࢀࡽࡢㄒࢆ⏝࠸㸪ⴠࡋ≀ࡢᡤ᭷⪅ࢆ᥎ ࡍࡿάືࢆ⾜ࡗࡓࠋࡲࡓᩍᖌࡣ㸪άືࡢෆᐜࡀ῝ࡲࡗ࡚ ࡁࡓࡇࢁ࡛┠ᶆᩥἲ㡯┠ࢆ⏝࠸࡚ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⾜࠸㸪ࡑࢀࡽࢆຠᯝⓗᑟධࡋࡓࠋࡉࡽ㸪 άືࡢ㐍⾜ྜࢃࡏ㸪᫂♧ⓗᏛ⩦⪅ࡢὀពࢆ┠ᶆᩥἲ㡯┠ྥࡅࡉࡏ࡚࠸ࡗࡓࠋㄪᰝࡢ⤖ᯝ㸪“precast” ࡋ࡚࠼ࡽࢀ࡚࠸ࡓㄒࡢ⏝ᩘࡣᣦᑟᚋࡣῶᑡࡋ㸪┠ᶆᩥἲ㡯┠ࡢ⏝ᩘࡀᖜቑຍࡋࡓࡇ ࡀ♧ࡉࢀࡓࠋࡇࢀࡼࡾ㸪“precast”ࢆ⾜࠺ࡇ࡛㸪ព୰ᚰࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ⾜࠸࡞ࡀࡽᏛ⩦⪅ ࡢὀពࢆ┠ᶆᩥἲ㡯┠ྥࡅࡉࡏࡽࢀࡿࡇࡀ♧ࡉࢀࡓࠋ ୍᪉White㸦2011㸧ࡣ㸪┠ᶆᩥἲ㡯┠࡛࠶ࡿᡤ᭷㝈ᐃモࢆᩳయࡸኴᏐ㸪ཬࡧᩥᏐࢆࡁࡃࡍࡿ➼ࡼ ࡾ㸪ཧຍ⪅ࡢὀពࢆ┠ᶆᩥἲ㡯┠ྥࡅࡉࡏࡿᣦᑟ㸦input enhancement㸧ࡢຠᯝࡢ᳨ドࢆ⾜ࡗࡓࠋᐇ㦂 ࡢཧຍ⪅ࡣࣇࣛࣥࢫㄒࢆẕㄒࡍࡿᑠᏛ6 ᖺ⏕࡛࠶ࡿࠋⱥㄒࡢᡤ᭷㝈ᐃモࡣ㸪ࣇࣛࣥࢫㄒࢆẕㄒࡍ ࡿᏛ⩦⪅ࡗ࡚⩦ᚓࡍࡿࡢࡀ㞴ࡋ࠸ᩥἲ㡯┠ࡋ࡚▱ࡽࢀ࡚࠸ࡿࠋᐇ㦂ࡢ⤖ᯝ㸪ᐇ㦂⩌⤫ไ⩌ࡢ 㛫࡛㸪ṇ☜ࡉ࠾࠸࡚᭷ពᕪࡣ↓ࡃ㸪ཧຍ⪅ࡀᡤ᭷㝈ᐃモࢆ⩦ᚓࡍࡿୖ࡛㸪input enhancement ࡔࡅ࡛ ࡣ༑ศ࡛࠶ࡿࡇࡀ♧ࡉࢀࡓࠋࡇࡢ⤖ᯝࢆཷࡅWhite㸦2011㸧ࡣ㸪ẕㄒ␗࡞ࡗࡓつ๎ࡀ࠶ࡾ㸪ࡉࡽ ࣥࣉࢵࢺࡔࡅ࡛ࡣࡑࡢ㐪࠸ࢆ᫂ࡽࡍࡿࡇࡀ㞴ࡋ࠸ᩥἲ㡯┠㛵ࡋ࡚ࡣ㸪Ꮫ⩦⪅ᑐࡋ᫂♧ ⓗࡑࡢ㐪࠸ࢆ᫂ࡽࡍࡿࡇࡀᚲせ࡛࠶ࡿࡋ࡚࠸ࡿࠋ White㸦2011㸧ࡼࡗ࡚᫂♧ⓗᣦᑟࡢᚲせᛶࡀ♧ࡉࢀࡓ୍᪉㸪Ώ㑔㸦2017㸧ࡣ㸪᫂♧ⓗ࡞ᣦᑟࡔࡅ࡛ ࡞ࡃ㸪Ẽ࡙ࡁࢆಁࡍᑟධ㸪᫂♧ⓗᣦᑟࡢᚋ⾜ࢃࢀࡿάືࡀᚲせ࡛࠶ࡿࡋ࡚࠸ࡿࠋΏ㑔ࡣ㸪᪥ᮏ ࡛ⱥㄒࢆᏛࡪ୰Ꮫ1 ᖺ⏕㸪ᐃモࡢྡモⓗ⏝ἲࢆ┠ᶆᩥἲ㡯┠ࡋ࡚ᐇ㦂ࢆ⾜ࡗࡓࠋᐇ㦂⩌࡛ࡣ㸪 ᩍᖌࡀཧຍ⪅┦ὶࢆ⾜࠸࡞ࡀࡽ㸪Ẽ࡙ࡁࢆಁࡍࡼ࠺┠ᶆᩥἲ㡯┠ࢆᑟධࡋࡓᚋ㸪᫂♧ⓗ࡞ᩥ ἲㄝ᫂ࢆ࠼ࡓࠋࡉࡽ㸪ᩥ⬦ࡀక࠺ࡼ࠺సᡂࡉࢀࡓ⦎⩦άືࢆ⥆ࡅ࡚⾜ࡗࡓࠋ୍᪉⤫ไ⩌ࡣ㸪 ᫂♧ⓗᑟධࢆ⾜ࡗࡓ࠶㸪ᐇ㦂⩌ྠࡌᩥἲㄝ᫂ࢆࡋ㸪ᙧᘧࡢࡳ↔Ⅼࢆ⨨࠸ࡓ⦎⩦ࢆヨࡳࡓࠋᐇ 㦂⩌⤫ไ⩌ࢆẚ㍑ࡋࡓ⤖ᯝ㸪┤ᚋࢸࢫࢺࡢᚓⅬ࡛ࡣ᭷ពᕪࡣ⏕ࡌ࡞ࡗࡓࡶࡢࡢ㸪7 㐌㛫ᚋᐇ ࡉࢀࡓ㐜ᘏࢸࢫࢺ࠾࠸࡚㸪ᐇ㦂⩌ࡀ᭷ព㧗࠸ᚓⅬࢆ⋓ᚓࡋࡓࠋࡇࡢ⤖ᯝࢆཷࡅΏ㑔ࡣ㸪ᑟධ࠾ ࠸࡚ཧຍ⪅ࡢẼ࡙ࡁࢆಁࡋࡓୖ㸪⦎⩦㸪ཬࡧάື࠾࠸࡚ᩥ⬦ࡀకࡗ࡚࠸ࡓࡓࡵᙧᘧ㸪ព㸪ᶵ ⬟࠸࠺3 せ⣲ࡢ⩦ᚓࡀ㐍ࢇࡔࡋ࡚࠸ࡿࠋ ௨ୖࡢ◊✲ࡽ㸪Focus on Form ࢆࡑࡢࡲࡲ⏝࠸ࡿࡢ࡛ࡣ࡞ࡃ㸪Ẽ࡙ࡁࢆಁࡍᑟධ᫂♧ⓗᣦᑟࢆ Focus on Form ⤌ࡳྜࢃࡏࡿࡇࡀຠᯝⓗ࡛࠶ࡿணࡉࢀࡿࠋࡇࢀࢆཷࡅᮏ◊✲࡛ࡣ㸪௨ୗ♧ࡍ 2 Ⅼࢆ◊✲ㄢ㢟ࡋ࡚タᐃࡍࡿࠋ
㛵ಀ
௦ྡモ ✀㢮 ᪥ᮏㄒ ⱥㄒ
SS ᪥ᮏࡢᩥࢆዲࡁ࡞ᑡዪࡀࣇࣛࣥࢫఫࢇ࡛࠸ࡿࠋA girl who likes Japanese culture lives in France. SO ⚾ࡀࣃ࣮ࢸ࣮࡛ࡗࡓ⏨ᛶࡣࢪࣙࣥࡔࠋ The man who(m) I met at the party is John. OS ⚾ࡣ࠶ࡑࡇ࡛ヰࡋ࡚࠸ࡿዪࡢᏊࢆ▱ࡗ࡚࠸ࡿࠋ I know that girl who is talking over there. OO ⚾ࡣ࠶࡞ࡓࡀឡࡋ࡚࠸ࡿ⏨ᛶࢆ▱ࡗ࡚࠸ࡿࠋ I know the man who(m) you love. CS ᙼࡀ㸪᪥බᅬ࠸ࡓ⏨ᛶࡔࠋ He is the man who was in the park yesterday. CO ᙼዪࡣ⚾ࡀ࠸ࡕࡤࢇዲࡁ࡞ඛ⏕ࡔࠋ She is the teacher who(m) I like most.
SS ᭱ࡶ㏿ࡃ㉮ࡿື≀ࡣࢳ࣮ࢱ࣮ࡔࠋ The animal which runs the fastest is the cheetah. SO ᙼࡀ᪥ᒚ࠸࡚࠸ࡿ㠐ࡣ᪂ࡋ࠸ࠋ The shoes which he is wearing today are new.
OS ᙼዪࡣ㸪᪥ᮏࡢ᫇ヰᇶ࡙࠸ࡓᑠㄝࢆ᭩࠸ࡓࠋ She wrote a novel which was based on an old Japanese story. OO ⚾ࡣ㸪ᙼࡀࡃࢀࡓࢻࣂࢫࢆཷࡅධࢀࡓࠋ I accepted the advice which he gave me.
CS ࡇࢀࡣ᪥࢝ࢼࢲࡽ᮶ࡓᡭ⣬ࡔࠋ This is the letter which came from Canada yesterday.
CO ⱥㄒࡣ㸪ୡ⏺୰࡛ࡓࡃࡉࢇࡢேࠎࡀヰࡍゝㄒࡔࠋ English is a language which many people speak all over the world. who(m) which (1) ᫂♧ⓗᣦᑟ Focus on Form ࢆ⤌ࡳྜࢃࡏ࡚㛵ಀ௦ྡモࢆᣦᑟࡋࡓሙྜ㸪㛵ಀ௦ྡモࢆṇࡋ ࡃ⏝࠸࡚ྡモྃࡢពࢆ≉ᐃ࡛ࡁࡿࡼ࠺࡞ࡿࠋ (2) 㛵ಀ௦ྡモࡢ✀㢮ᛂࡌ࡚ᣦᑟࡢຠᯝ㐪࠸ࡣ࠶ࡿࠋ ௨ୗ࡛ࡣ㸪ᮏ◊✲ࡢㄪᰝ᪉ἲࢆヲࡋࡃ♧ࡍࠋ
3. ㄪ
ㄪᰝࡢ
ࡢ᪉ἲ
3.1 ཧ
ཧຍ⪅
ᮏ◊✲ࡢཧຍ⪅ࡣ㸪᪥ᮏࡢ4 ᖺไ⚾❧Ꮫ㏻࠺Ꮫ 1 ᖺ⏕ 22 ྡ㸦⏨ᛶ 7 ྡ㸪ዪᛶ 15 ྡ㸧࡛࠶ࡿࠋᏛධᏛཷ㦂ࡋࡓTOEIC® Listening & Reading Test ࡢᖹᆒⅬࡣ 414 Ⅼ࡛࠶ࡾ㸪್᭱ࡣ 430 Ⅼ㸪᭱
ᑠ್ࡣ400 Ⅼ࡛࠶ࡗࡓࠋࡲࡓ㸪ᶆ‽೫ᕪࡣ 10.2 ࡛࠶ࡗࡓࠋ
3.2 ᩥ
ᩥἲࢸࢫࢺ
๓ࢸࢫࢺ㸪ཬࡧᚋࢸࢫࢺࡋ࡚㸪ᩥⱥヂࢸࢫࢺࢆ࠼ࡓ2ࠋᩥⱥヂࢸࢫࢺ⏝࠸ࡓၥ㢟ࡣ ࡚㸪㧗➼Ꮫᰯⱥㄒ⛉᳨ᐃᩍ⛉᭩ཬࡧᏳ㸦2015㸧グ㍕ࡉࢀ࡚࠸ࡿⱥᩥࡽᘬ⏝ࡋࡓࠋࡓࡔࡋ㸪┠ᶆ ᩥἲ㡯┠࡛࠶ࡿ㛵ಀ௦ྡモ࠾ࡅࡿᣦᑟࡢຠᯝࢆㄪᰝࡍࡿࡓࡵ㸪ᚲせᛂࡌ࡚ၥ㢟ᩥࢆ⡆␎ࡋࡓࠋ ࡲࡓ㸪ᩥἲࢸࢫࢺࡢಙ㢗ᛶ㸦Cronbach’s Ș㸧ࢆ⟬ฟࡋࡓ⤖ᯝ㸪Ș = 0.81 ࡛࠶ࡾ㸪ಙ㢗ᛶࡢ㧗࠸ࢸࢫࢺ ࡛࠶ࡿࡇࡀࢃࡗࡓࠋ࡞࠾㸪ᐇ㦂࡛⏝࠸ࡓᩥἲࢸࢫࢺࡢၥ㢟ࡣ㘓グ㍕ࡋ࡚࠸ࡿࠋ3.3 㛵
㛵ಀ௦ྡモࡢศ㢮
ᮏ◊✲࡛ࡣ㸪బ⸨㸦2011㸧ࡀ㸪ඛ⾜モࡢ✀㢮㛵ࢃࡽࡎ whose ࡛ࡣ࡞ࡃูࡢ⾲⌧ࢆ⏝࠸ࡿࡇࡀᮃ ࡲࡋ࠸ࡋ࡚࠸ࡿࡇࢆཷࡅ㸪who which ࡢࡳࢆᣦᑟࡢᑐ㇟ࡋࡓࠋࡲࡓ㸪ࡑࢀࡒࢀࢆձ᱁㸭┠ ⓗ᱁㸪ཬࡧղᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡾ6 ✀㢮ศ㢮ࡋࡓࠋࡋࡓࡀࡗ࡚㸪who which ࡀࡑࢀࡒ ࢀ6 ✀㢮ศ㢮ࡉࢀࡿࡓࡵ㸪య࡛ࡣ 12 ✀㢮ศ㢮ࡉࢀࡓࡇ࡞ࡿࠋ⾲ 1 ࡣ㸪ศ㢮ࡉࢀࡓ㛵ಀ௦ ྡモࡢ✀㢮ࡑࡢᩥࡀ♧ࡉࢀ࡚࠸ࡿࠋ ⾲1 㛵ಀ௦ྡモࡢศ㢮ᩥᣦᑟἲ
࠼ࡤ㸪A girl who likes Japanese culture lives in France.࡛ࡣ㸪ඛ⾜モࡀᩥ୰࡛ࡣㄒ࡛࠶ࡿࡓࡵ S ศ㢮ࡉࢀࡿࠋࡲࡓ㸪⏝࠸ࡽࢀ࡚࠸ࡿ㛵ಀ௦ྡモࡀ᱁࡛࠶ࡿࡓࡵ㸪ྠᵝ S ศ㢮ࡉࢀࡿࠋࡼࡗ࡚㸪 ࡇࡢᩥࡣ㸪who/SS ࠸࠺✀㢮ศ㢮ࢆࡉࢀࡿࡇ࡞ࡿࠋ
3.4 ᣦ
ᣦᑟἲ
Focus on Form ᫂♧ⓗᣦᑟࢆྲྀࡾධࢀࡓᣦᑟἲࡢ⪃㝿ࡋ㸪㧘ᓥ㸦2013㸧࠾࠸࡚ᥦၐࡉࢀࡓࠕࣇ ࢛࣮࢝ࢫ࣭࣭࢜ࣥࣇ࢛࣮࣒ࠖࣉ࣮ࣟࢳࢆཧ⪃ࡋࡓࠋᅗ1 ࡣ㸪ࠕࣇ࢛࣮࢝ࢫ࣭࣭࢜ࣥࣇ࢛࣮࣒ࠖࣉ ࣮ࣟࢳࡢ࣓࣮ࢪࢆ⾲ࡍᅗ࡛࠶ࡿࠋ ᅗ1 ࠕࣇ࢛࣮࢝ࢫ࣭࣭࢜ࣥࣇ࢛࣮࣒ࠖࣉ࣮ࣟࢳࡢ࣓࣮ࢪᅗ㸦㧘ᓥ, 2013, p. 11㸧ࡇࡢࣉ࣮ࣟࢳࡣ㸪ᩥἲㄝ᫂ࣉࣛࢡࢸࢫ࡛Focus on Form άື㸦௨ୗ㸪FonF άື㸧ࢆᣳࡳ㎸ࡴ
ࡇ࡛㸪┠ᶆᩥἲ㡯┠ࡢ3 せ⣲ࡢ⩦ᚓࢆ┠ᣦࡍࡶࡢ࡛࠶ࡿࠋ࡞࠾㸪FonF άືࡣ㸪ࠕఱࡽᩥἲᣦᑟ ࢆពᅗࡋࡓゝㄒάືࠖ㸦㧘ᓥ, 2013, p. 9㸧ࢆࡲࡵࡓ⥲⛠࡛࠶ࡿࠋࡇࡢࣉ࣮ࣟࢳࡢᯟ⤌ࡳ࡛⪃ࡋࡓ ᣦᑟἲࡣ㸪ୗグࡢࡼ࠺࡞ὶࢀ࡛࠶ࡿࠋ Oral introduction㸩ᩥἲㄝ᫂㸩ࣉࣛࢡࢸࢫ㸩FonF άື㸩ࣇ࣮ࢻࣂࢵࢡ ࡲࡎoral introduction ࡛ࡣ㸪┠ᶆᩥἲ㡯┠࡛࠶ࡿ㛵ಀ௦ྡモࢆ㢖⦾࠺ࡇ࡛㸪ཧຍ⪅ࡀᙧᘧẼ ࡙ࡃࡼ࠺ಁࡍྠ㸪EFL ⎔ቃ࠾࠸࡚㊊ࡋࡀࡕ࡞ input ࡢ㔞ࢆ☜ಖࡋࡓࠋࡉࡽ㸪┿ࢆᥦ♧ࡋ ࡞ࡀࡽ⾜࠺ࡇ࡛㸪㛵ಀ௦ྡモࡢពᶵ⬟ࡢẼ࡙ࡁࢆಁࡋࡓࠋ⥆ࡃᩥἲㄝ࡛᫂ࡣ㸪㛵ಀ௦ྡモࡢ ᙧᘧពࡢㄝ᫂ຍ࠼㸪ࠕヲࡋ࠸ㄝ᫂ࡸ᮲௳ࢆࡅຍ࠼ࡿࡇࡼࡗ࡚㸪ྡモྃࡢពࢆ≉ᐃࠖࡍࡿ 㸦Ἠ, 2016, p. 25㸧࠸࠺ᶵ⬟ࡘ࠸࡚ㄝ᫂ࢆࡋࡓࠋࣉࣛࢡࢸࢫ࡛ࡣ㸪✵ᡤ⿵ࡸᩚᗎၥ㢟➼㸪ᙧ ᘧព↔Ⅼࢆᙜ࡚ࡓ⦎⩦ࢆ⾜ࡗࡓࠋ FonF άື࠾࠸࡚ࡣ㸪యࢆ㏻ࡋ࡚㛵ಀ௦ྡモࡀ⮬↛⏝ࡉࢀࡿࢥࣥࢸࢡࢫࢺࡀタᐃࡉࢀࡓࠋࡇ ࢀࡣᐇ㝿ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆᐃࡋࡓࡶࡢ࡛࠶ࡾ㸪㧘ᓥ㸦2013㸧ࡀ♧ࡍࠕࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ ➨୍⩏ࡋ࡞ࡀࡽㄒᙡࡸᩥἲ࡞ࡢゝㄒᙧᘧᏛ⩦⪅ࡀព㆑ࢆྥࡅ㸪ᐇ㝿ࡗ࡚ࡳࡿࡇ࡛ࡑࡢゝ ㄒᙧᘧࡀࢥ࣑ࣗࢽࢣ࣮ࢩ࡛ࣙࣥᯝࡓࡍᶵ⬟ࢆᐇឤࡍࡿࡇࠖ㸦p. 53㸧࠸࠺ Focus on Form ࡢᐃ⩏ᇶ
࡙࠸ࡓࡶࡢ࡛࠶ࡿࠋࡲࡓᮏ◊✲࡛⪃ࡋࡓᣦᑟἲ࠾࠸࡚ࡣ㸪ࡇࡢFonF άືࢆࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ ࡢ⮬⏤ᗘᛂࡌ࡚controlled activity, directed activity, guided activity ࡢ 3 ࡘศ㢮ࡋࡓࠋ࡞࠾㸪ࡇࡢศ㢮 ࡣGorman㸦1979㸧ࢆཧ↷ࡋ࡚⾜ࡗࡓࠋControlled activity ࡛ࡣ㸪ࠕ᪥ᮏࢆⱥㄒ࡛⾲⌧ࡍࡿࠖ࠸࠺ࢥࣥ ࢸࢡࢫࢺࢆタࡅࡓୖ࡛㸪✵ᡤ⿵ၥ㢟ࡸᩚᗎၥ㢟࡞ࡢᙧᘧព㔜ࡁࢆ⨨࠸ࡓάືࢆ⾜ࡗࡓࠋࡇ
ࢀࡣ㸪ព㔜どࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື࡛ࡣ࡞࠸ࡶࡢࡢ㸪᪥ᮏேⱥㄒᏛ⩦⪅3 せ⣲ࢆ⌮ゎࡉࡏࡿ
ࡓࡵࡣḞࡏ࡞࠸άື࡛࠶ࡿࠋ≉㛵ಀ௦ྡモࡢࡼ࠺」㞧࡞ᙧᘧࢆᣢࡘᩥἲ㡯┠ࢆᣦᑟࡍࡿ㝿 ࡣ㸪㐺ษ࡞ࢥࣥࢸࢡࢫࢺࡢ୰࡛ᙧᘧព↔Ⅼࢆᙜ࡚ࡓάືࢆ⾜࠺ࡇ࡛㸪3 せ⣲ࢆࣂࣛࣥࢫࡼࡃ ⩦ᚓࡉࡏࡿࡇࡀ࡛ࡁࡿࠋ⥆ࡃdirected activity ࡛ࡣ㸪Kitano Takeshi ࡸ Mt.Fuji ࡞ࡘ࠸࡚㸪㛵ಀ௦ ྡモࢆ⏝࠸ࡓㄝ᫂ᩥࢆసᡂࡉࡏࡓࠋࡇࡇ࡛ࡣ㸪㛵ಀ௦ྡモࢆ⏝ࡍࡿࡇࢆᣦᐃࡋࡓࡶࡢࡢ㸪ཧຍ⪅ ࡀ⮬⏤ᩥࢆసࢀࡿⅬ࡛㸪ࡼࡾࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆព㆑ࡋࡓάື࡞ࡗ࡚࠸ࡿࠋࡇࡢάື࡛ࡣ㸪⮬ ࡽࡀసᡂࡋࡓᩥᑐࡋ࡚࣌ࡸᩍᖌࡽࣇ࣮ࢻࣂࢵࢡࡀ࠼ࡽࢀࡿࡇ࡛ࠊ௬ㄝ᳨ドࡀ⾜ࢃࢀࡿࠋ ࡇࡢ௬ㄝ᳨ドࡣ➨ゝㄒ⩦ᚓḞࡏ࡞࠸ࣉࣟࢭࢫ࡛࠶ࡾ㸪Focus on Form ࡢᇶ┙ࡋ࡚ࡶ㔜せ࡞ᙺ ࢆᢸࡗ࡚࠸ࡿ㸦⡿ᒣ, 2011㸧ࠋࡑࡋ࡚ guided activity ࡛ࡣ㸪ᮾி࢜ࣜࣥࣆࢵࢡࡢ㛤ᘧࢆ⪃࠼ࡿ࠸࠺ሙ 㠃タᐃࡢࡶ㸪࣮࣌࣡ࢡ㸪ཬࡧࢢ࣮ࣝࣉ࣮࣡ࢡࢆ⾜ࡗࡓࠋලయⓗࡣ㸪ࡲࡎᮾி࢜ࣜࣥࣆࢵࢡࡢ㛤 ᘧฟ₇ࡋ࡚ḧࡋ࠸ே≀ࢆㄒ⩌ࡽ୍ே㑅ࡧ㸪ࡑࡢ⌮⏤ࢆ⪃࠼ࡿࠋࡑࡋ࡚㸪࡛࣌ពぢࢆᣢࡕྜ࠸㸪 ୍ேࡢே≀ࢆỴᐃࡍࡿࠋྠᵝࡢసᴗࢆ㸪≀㸦ࡇ㸧࠾࠸࡚ࡶ⾜࠺ࠋࡑࡢᚋࢢ࣮ࣝࣉ࡞ࡾ㸪ヰࡋྜ ࡗࡓୖ୍࡛ேࡢே≀୍ࡘࡢ≀㸦ࡇ㸧ࢆỴᐃࡍࡿࠋࡑࡋ࡚᭱ᚋࡑࢀࡒࢀࡢࢢ࣮ࣝࣉࡢពぢࢆᯈ᭩ ࡋ㸪ࣇ࣮ࢻࣂࢵࢡࢆ࠼ࡿ࠸࠺ὶࢀ࡞ࡗ࡚࠸ࡿࠋ ࡇࡢGuided activity ࡛ࡣ㸪᪥ᮏࢆ௦⾲ࡍࡿே≀≀㸦ࡇ㸧ࡘ࠸࡚㸪࣌ࢢ࣮ࣝࣉ࡛ヰࡋྜ࠸ࢆ ㏻ࡌ࡚Ỵᐃࡋ࡚࠸࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋࡑࡢࡓࡵ㸪Ⓨヰ⪅ࡢゝࡗࡓࡇࡀ⌮ゎ࡛ࡁ࡞࠸ሙྜࡸ⣡ᚓ࡛ ࡁ࡞࠸ሙྜࡣព΅㸦negotiation of meaning㸧ࡀ⾜ࢃࢀ㸪Ꮫ⩦⪅ࡢὀពࡀ୍ⓗᙧᘧྥࡅࡽࢀ
ࡿࡼ࠺࡞ࡿࠋࡘࡲࡾ㸪FonF άືࡢ୰࡛ᮏ᮶ࡢ Focus on Form ࡢ⪃࠼᪉᭱ࡶ㏆࠸άື࡞ࡗ࡚࠸ࡿࠋ
ࡲࡓ㸪࣌ࡸࢢ࣮ࣝࣉ࡛ࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡣ㊊ሙࡅ㸦scaffolding㸧ࡋ࡚ᶵ⬟ࡋ㸪༠ྠᏛ⩦ࢆ㏻
ࡌ࡚ゝㄒ⩦ᚓࡀಁ㐍ࡉࢀࡿࡼ࠺ᕤኵࡉࢀ࡚࠸ࡿࠋ௨ୖࡢࡼ࠺㸪㐺ษ࡞ࢥࣥࢸࢡࢫࢺࢆタࡅࡓୖ࡛㸪
ᙧᘧព↔Ⅼࢆ⨨࠸ࡓάືࡽẁ㝵ⓗFocus on Form ࢆ⾜࠺ࡇ࡛㸪᪥ᮏࡢࡼ࠺࡞ EFL ⎔ቃ
࠾࠸࡚ࡶ3 せ⣲ࡢ⩦ᚓࢆಁࡍࡇࡀ࡛ࡁࡿࡼ࠺࡞ࡿࠋ
4. ⤖
⤖ᯝ
⪃
⪃ᐹ
4.1 㔞
㔞ⓗศᯒ
ᩥἲࢸࢫࢺ࠾ࡅࡿ㔞ⓗศᯒ࡛ࡣ㸪ୗグࡢ3 ࡘࡘ࠸࡚ẚ㍑ࢆ⾜ࡗࡓࠋ (1) యࡢṇ⟅ᩘ (2) ᱁ཬࡧ┠ⓗ᱁࠾ࡅࡿṇ⟅ᩘ (3) ᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡿṇ⟅ᩘ ௨ୗ࡛㸪ࡑࢀࡒࢀࡢ⤖ᯝࢆ♧ࡍࠋୗ㝈 ୖ㝈 ᚋ๓ 3.045 2.751 .587 1.826 4.265 5.192 21 .000 ᑐᛂࢧࣥࣉࣝࡢᕪ t df ᭷ព☜⋡ 㸦୧ഃ㸧 ᖹᆒ್ ᶆ‽೫ᕪ ᖹᆒ್ࡢ ᶆ‽ㄗᕪ ᕪࡢ ಙ㢗༊㛫 ᖹᆒ ᶆ‽೫ᕪ &, ᖹᆒ ᶆ‽೫ᕪ &, 6.50 3.24 ʨ5.05, 7.95ʩ 9.55 2.04 ʨ8.64, 10.45ʩ య ๓ࢸࢫࢺ ᚋࢸࢫࢺ
4.1.1
యࡢṇ
ṇ
⟅ᩘ
యࡢṇ⟅ᩘࡢኚࢆㄪᰝࡍࡿࡓࡵ㸪ᑐᛂ࠶ࡾt ᳨ᐃࢆ⾜ࡗࡓࠋ⾲ 2 ࡣグ㏙⤫ィ㔞㸪ᅗ 2 ࡣᖹᆒ Ⅼࡢ᥎⛣㸪⾲3 ࡣᑐᛂ࠶ࡾ t ᳨ᐃࡢ⤖ᯝࢆ⾲ࡋ࡚࠸ࡿࠋ ⾲2 య࠾ࡅࡿグ㏙⤫ィ㔞 ᅗ2 యࡢ㛵ಀ௦ྡモ࠾ࡅࡿ๓ࢸࢫࢺᚋࢸࢫࢺࡢᖹᆒⅬࡢ᥎⛣ ⾲3 య࠾ࡅࡿᑐᛂ࠶ࡾ t ᳨ᐃࡢ⤖ᯝ ⾲3 ♧ࡉࢀ࡚࠸ࡿࡼ࠺㸪t(21) = 5.192, p < .001, 95%CI[1.826, 4.265]࡛᭷ពᕪࡀ࠶ࡗࡓࠋࡲࡓ㸪ຠ ᯝ㔞㸦Cohen’s d㸧ࢆ⟬ฟࡋࡓ⤖ᯝ㸪d = 1.12 ࡛࠶ࡾ࡛࠶ࡗࡓࠋࡋࡓࡀࡗ࡚㸪యࡋ࡚ᣦᑟࡢຠᯝࡀ ㄆࡵࡽࢀ㸪3 せ⣲ࢆ⩦ᚓࡉࡏࡿࡇࡀ࡛ࡁࡓゝ࠺ࡇࡀ࡛ࡁࡿࠋ4.1.2
᱁ཬࡧ┠ⓗ᱁࠾ࡅࡿṇ⟅ᩘ
᱁ཬࡧ┠ⓗ᱁࠾ࡅࡿṇ⟅ᩘࡢẚ㍑ࢆ㸪ᑐᛂ࠶ࡾt ᳨ᐃࡼࡾ⾜ࡗࡓࠋグ㏙⤫ィ㔞ࡣ⾲ 4㸪ᖹᆒ Ⅼࡢ᥎⛣ࡣᅗ3㸪ᑐᛂ࠶ࡾ t ᳨ᐃࡢ⤖ᯝࡣ⾲ 5 ♧ࡋ࡚࠸ࡿࠋୗ㝈 ୖ㝈 ᱁㸦ᚋ㸧᱁㸦๓㸧 1.318 2.079 .443 .396 2.24 2.974 21 .007 ┠ⓗ᱁㸦ᚋ㸧┠ⓗ᱁㸦๓㸧 1.727 1.453 .310 1.083 2.372 5.574 21 .000 ᖹᆒ್ ᑐᛂࢧࣥࣉࣝࡢᕪ ᭷ព☜⋡ 㸦୧ഃ㸧 df t ᕪࡢ ಙ㢗༊㛫 ᖹᆒ್ࡢ ᶆ‽ㄗᕪ ᶆ‽೫ᕪ ᖹᆒ ᶆ‽೫ᕪ &, ᖹᆒ ᶆ‽೫ᕪ &, ᱁ 3.64 1.97 䠷2.77, 4.51䠹 4.95 1.13 䠷4.45, 5.46䠹 ┠ⓗ᱁ 2.86 1.86 ʨ2.04, 3.69ʩ 4.59 1.18 ʨ4.07, 5.11ʩ ๓ࢸࢫࢺ ᚋࢸࢫࢺ 㛵ಀ௦ྡモ ᩥἲࢸࢫࢺ ⾲4 ᱁ཬࡧ┠ⓗ᱁࠾ࡅࡿグ㏙⤫ィ㔞 ᅗ3 ᱁㸭┠ⓗ᱁ࡢ㛵ಀ௦ྡモ࠾ࡅࡿ๓ࢸࢫࢺᚋࢸࢫࢺࡢᖹᆒⅬࡢ᥎⛣ ⾲5 ᱁ཬࡧ┠ⓗ᱁࠾ࡅࡿᑐᛂ࠶ࡾ t ᳨ᐃࡢ⤖ᯝ ⾲5 ♧ࡉࢀ࡚࠸ࡿ㏻ࡾ㸪᱁࠾࠸࡚ࡣ t(21) = 2.974, p < .01, 95%CI[.396, 2.240]㸪┠ⓗ᱁࠾࠸࡚ ࡣ t(21) = 5.574, p < .001, 95%CI[1.083, 2.372]࡛㸪ඹ᭷ពᕪࡀ⏕ࡌࡓ3ࠋࡲࡓຠᯝ㔞ࡣ㸪᱁࠾࠸࡚ ࡣd = 0.82㸪┠ⓗ᱁࡛ࡣ d = 1.11 ࡛࠶ࡾඹ࡛࠶ࡗࡓࠋࡇࡢ⤖ᯝࡽ㸪ᮏ◊✲࡛⾜ࡗࡓᣦᑟἲࡀ㸪 ᱁ࡢ㛵ಀ௦ྡモࡔࡅ࡛࡞ࡃ㸪᪥ᮏேⱥㄒᏛ⩦⪅ࡀⱞᡭࡍࡿ┠ⓗ᱁ࡢ㛵ಀ௦ྡモ࠾࠸࡚ࡶຠᯝⓗ࡛ ࠶ࡿࡇࡀࢃࡿࠋࡇࡢ⤖ᯝࢆᇶ㸪㉁ⓗศᯒ࠾࠸࡚┠ⓗ᱁ࡢ㛵ಀ௦ྡモぢࡽࢀࡓᨵၿⅬࢆ♧ࡍࠋ
4.1.3
ᩥ
ᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡿṇ⟅ᩘ
ᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡿṇ⟅ᩘࡢẚ㍑ࢆ㸪ᑐᛂ࠶ࡾt ᳨ᐃࡼࡾẚ㍑ࡋࡓࠋグ㏙⤫ィ㔞ᖹ ᆒⅬࡢ᥎⛣ࢆࡑࢀࡒࢀ⾲6 ᅗ 4 㸪ᑐᛂ࠶ࡾ t ᳨ᐃࡢ⤖ᯝࢆ⾲ 7 ♧ࡍࠋୗ㝈 ୖ㝈 6ᚋ6๓ 1.091 1.601 .341 .381 1.801 3.196 21 .004 2ᚋ2๓ 1.045 1.327 .283 .457 1.634 3.697 21 .001 &ᚋ&๓ .909 1.231 .262 .363 1.455 3.464 21 .002 ᑐᛂࢧࣥࣉࣝࡢᕪ t df ᭷ព☜⋡ 㸦୧ഃ㸧 ᖹᆒ್ ᶆ‽೫ᕪ ᖹᆒ್ࡢ ᶆ‽ㄗᕪ ᕪࡢ ಙ㢗༊㛫 ᖹᆒ ᶆ‽೫ᕪ &, ᖹᆒ ᶆ‽೫ᕪ &, S 1.68 1.43 䠷1.05, 2.31䠹 2.77 1.60 䠷2.06, 3.48䠹 O 2.77 1.23 ʨ2.23, 3.32ʩ 3.82 0.40 ʨ3.64, 3.99ʩ C 2.05 1.25 ʨ1.49, 2.60ʩ 2.95 0.65 ʨ2.67, 3.24ʩ ᩥἲࢸࢫࢺ ๓ࢸࢫࢺ ᚋࢸࢫࢺ ඛ⾜モ ⾲6 ᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡿグ㏙⤫ィ㔞 ᅗ4 ᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡿ㸪๓ࢸࢫࢺᚋࢸࢫࢺ࠾ࡅࡿᖹᆒⅬࡢ᥎⛣ ⾲7 ᩥ࠾ࡅࡿඛ⾜モࡢせ⣲ࡼࡿᑐᛂ࠶ࡾ t ᳨ᐃࡢ⤖ᯝ ⾲7 ♧ࡉࢀ࡚࠸ࡿ㏻ࡾ㸪ඛ⾜モࡀ S ࡢሙྜࡣ t(21) = 3.196, p <.01, 95%CI[.381, 1.801]㸪ඛ⾜モࡀ O ࡢሙྜࡣt(21) = 3.697, p = .001, 95%CI[.457, 1.634]㸪ඛ⾜モࡀ C ࡢሙྜࡣ t(21) = 3.464, p < .01, 95%CI[.363, 1.455]࡛࠶ࡾ㸪࡚࠾࠸࡚᭷ពᕪࡀࡳࡽࢀࡓ4ࠋࡲࡓ㸪ຠᯝ㔞ࡣඛ⾜モࡀS ࡢሙྜ࡛ࡣ d = 0.72 ࡛୰ ࡛࠶ࡗࡓࠋࡲࡓ㸪ඛ⾜モࡀO ࡢሙྜࡣ d = 1.14㸪ඛ⾜モࡀ C ࡢሙྜ࡛ d = 0.91 ࡛ඹ࡛࠶ࡗࡓࠋ ඛ⾜モࡀS ࡞ࡿሙྜ࠾࠸࡚ຠᯝ㔞ࡀప࠸⌮⏤ࡋ࡚ࡣ㸪⾲ 6 ♧ࡉࢀ࡚࠸ࡿࡼ࠺㸪ᚋࢸࢫ ࢺ࠾࠸࡚ẚ㍑ࡋ࡚ᶆ‽೫ᕪࡀ㧗࠸ࡇࡀᣲࡆࡽࢀࡿࠋࡘࡲࡾ㸪ඛ⾜モࡀS ࡞ࡿࡣ㛵ಀモ⠇ ࡀᩥ୰ᇙࡵ㎸ࡲࢀࡿࡓࡵ㸪㞴᫆ᗘࡀ㧗࠸ࠋࡑࡢࡓࡵ㸪ⱥㄒຊࡢ㧗࠸ཧຍ⪅ࡢᚓⅬࡣఙࡧࡓࡶࡢࡢ㸪 ࡑ࠺࡛࡞࠸ཧຍ⪅ࡢᚓⅬࡢୖ᪼ࡣ࠶ࡲࡾぢࡽࢀ࡞ࡗࡓࡇࡀ⪃࠼ࡽࢀࡿࠋࡑࡇ࡛㸪ᚋࢸࢫࢺ࠾ ࠸࡚ࡶከࡃࡳࡽࢀࡓㄗࡾࡘ࠸࡚㸪㉁ⓗศᯒ࡛ヲࡋࡃྲྀࡾୖࡆࡿࠋ
㛵ಀ௦ྡモࡢ
✀㢮 ᪥ᮏㄒ ゎ⟅ࠉ
๓ࢸࢫࢺI know the man who you love him
ᚋࢸࢫࢺI know the man who you are loving.
๓ࢸࢫࢺI accepted advice what he gave me it
ᚋࢸࢫࢺI accepted advice which he gave.
๓ࢸࢫࢺThe man is John who I met him in the party.
ᚋࢸࢫࢺThe man who I met the party is John.
ཧຍ⪅ࡢゎ⟅
which/OO ⚾ࡣࠊᙼࡀࡃࢀࡓࢻࣂࢫࢆཷࡅධࢀࡓࠋ I accepted the advice which he gave me.
who/SO ⚾ࡀࣃ࣮ࢸ࣮࡛ࡗࡓ⏨ᛶࡣ ࢪࣙࣥࡔࠋ
The man who(m) I met at the party is John.
who(m)/OO⚾ࡣ࠶࡞ࡓࡀឡࡋ࡚࠸ࡿ⏨ᛶࢆ▱ࡗ࡚࠸ࡿࠋ I know the man who(m) you love.
4.2 ㉁
㉁ⓗศᯒ
ᩥἲࢸࢫࢺ࠾ࡅࡿ㉁ⓗศᯒ࡛ࡣ㸪௨ୗࡢ2 ࡘࡘ࠸࡚ྲྀࡾୖࡆࡿࠋ (1) ┠ⓗ᱁ࡢ㛵ಀ௦ྡモ࠾ࡅࡿᨵၿⅬ (2) ඛ⾜モࡀ S ࡞ࡿሙྜࡢㄗࡾ4.2.1 ┠
┠ⓗ᱁ࡢ㛵ಀ௦ྡモ࠾ࡅࡿᨵၿⅬ
┠ⓗ᱁ࡢ㛵ಀ௦ྡモࡣ㸪᱁ࡢ㛵ಀ௦ྡモẚ࡚㞴᫆ᗘࡀ㧗࠸ࡇ࡛▱ࡽࢀ࡚࠸ࡿࠋࡑࡢ୍᪉࡛㸪 4.1.2 ࡛♧ࡋࡓ㏻ࡾ㸪ᚋࢸࢫࢺ࠾࠸࡚᭷ព࡞ఙࡧࡀぢࡽࢀ㸪ᣦᑟࡢຠᯝࡀㄆࡵࡽࢀࡓࠋࡑࡇ࡛㸪ࡇ ࡇ࡛ࡣ┠ⓗ᱁ࡢ㛵ಀ௦ྡモ࠾࠸࡚ぢࡽࢀࡓᨵၿⅬࢆྲྀࡾୖࡆࡿࠋ௨ୗࡢ⾲8 ࡣ㸪ཧຍ⪅ࡢゎ⟅ࢆ ♧ࡋ࡚࠸ࡿࠋ ⾲8 ┠ⓗ᱁ࡢ㛵ಀ௦ྡモ࠾ࡅࡿཧຍ⪅ࡢゎ⟅⾲8 ࠾ࡅࡿ๓ࢸࢫࢺࡢゎ⟅࡛ࡣ㸪I know the man who you love him.ࡢࡼ࠺㸪ືモࡢᚋ┠ⓗ ㄒࢆṧࡋ࡚࠸ࡿࠋ୍᪉࡛㸪ᚋࢸࢫࢺ࠾࠸࡚I know the man who you are loving.ࡢࡼ࠺せ࡞┠ⓗ
ㄒࢆ┬␎ࡋ㸪ṇࡋࡃ┠ⓗ᱁ࡢ㛵ಀ௦ྡモࢆ⏝࠸ࡿࡇࡀ࡛ࡁ࡚࠸ࡿࠋྠᵝ㸪๓ࢸࢫࢺ࡛ࡣI accepted
advice what he gave me it.㸪┠ⓗㄒࢆ┬␎࡛ࡁ࡚࠸࡞࠸ୖ what ࢆ⏝࠸࡚ࡋࡲࡗ࡚࠸ࡓࡶࡢࡀ㸪ᚋ ࢸࢫࢺ࡛ࡣI accepted advice which he gave.ᨵၿࡉࢀࡓࠋࡉࡽ㸪๓ࢸࢫࢺ࡛ࡣ The man is John who I met him in the party.᭩ࢀ࡚࠸ࡓࡶࡢࡀ㸪ᚋࢸࢫࢺ࡛ࡣ The man who I met the party is John.ᨵࡵ
ࡽࢀࡓࠋ๓ࢸࢫࢺ࡛ぢࡽࢀࡓࡇࢀࡽࡢㄗࡾࡣ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥᨭ㞀ࢆ᮶ࡍㄗࡾ࡛ࡣ࡞࠸ࡓࡵ㸪
ཧຍ⪅ྠኈࡢࣥࢱࣛࢡࢩࣙࣥࡢࡳ࡛ᨵၿࡉࡏࡿྍ⬟ᛶࡣప࠸ࠋࡘࡲࡾ㸪ᮏ◊✲࡛⏝࠸ࡓᣦᑟἲ࡛ࡣ㸪
᭱ึ᫂♧ⓗᣦᑟࢆࡋ㸪ࡉࡽẁ㝵ⓗࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື⛣⾜ࡋ࡚࠸ࡗࡓࡓࡵ㸪ୖグࡢࡼ ࠺࡞ᨵၿࡀぢࡽࢀࡓࡢ࡛࠶ࡿࠋࡇࡢ⤖ᯝࡽ㸪ᮏ◊✲࡛⏝࠸ࡓᣦᑟἲࡣ㸪᪥ᮏேⱥㄒᏛ⩦⪅ࡀⱞᡭ ࡍࡿ┠ⓗ᱁ࡢ㛵ಀ௦ྡモࡢᣦᑟࢆࡍࡿ㝿ࡶ᭷ຠ࡛࠶ࡿ࠸࠺ࡇࡀ࡛ࡁࡿࠋ
㛵ಀ௦ྡモ
ࡢ✀㢮 ᪥ᮏㄒ ゎ⟅ࠉ ㄗ⟅ࡢ
who/SS ᪥ᮏࡢᩥࢆዲࡁ࡞ᑡዪࡀ
ࣇࣛࣥࢫఫࢇ࡛࠸ࡿࠋ
A girl who likes Japanese culture lives in France.
The girl live in France who likes Japanese culture.
who/SO ⚾ࡀࣃ࣮ࢸ࣮࡛ࡗࡓ⏨
ᛶࡣࢪࣙࣥࡔࠋ
The man who(m) I met at the party is John.
The man is John who I met at the party.
which/SO ᙼࡀ᪥ᒚ࠸࡚࠸ࡿ㠐ࡣ᪂ࡋ࠸ࠋ The shoes which he is wearing today are new.
His shoes are new which he is wearing today.
4.2.2 ඛ
ඛ⾜モࡀ
S
࡞
࡞ࡿሙྜࡢㄗࡾ
ඛ⾜モࡀS ࡞ࡿሙྜࡣ㸪㛵ಀモ⠇ࡀᩥ୰ᇙࡵ㎸ࡲࢀࡿࡓࡵ㸪㛵ಀモ⠇ࡀᩥᮎ⨨ࢀࡿࡶࡢࡼ ࡾ㞴᫆ᗘࡀ㧗࠸ࠋࡑࡢࡓࡵ㸪4.1.3 ࡛♧ࡋࡓࡼ࠺㸪ⱥㄒຊࡢప࠸ཧຍ⪅ᨵၿࡀぢࡽࢀ࡞ࡗࡓࡓࡵ 㸪ࡢ2 ✀㢮ẚ㍑ࡋ࡚ࡶᶆ‽೫ᕪࡀࡁࡃ࡞ࡗࡓᛮࢃࢀࡿࠋࡑࡇ࡛㸪ᚋࢸࢫࢺ࠾࠸࡚┠❧ ࡗࡓㄗࡾࡢࢆ⾲9 ♧ࡍࠋ ⾲9 ඛ⾜モࡀ S ࡞ࡿሙྜ࠾ࡅࡿㄗࡾࡢ⾲9 ࡢㄗ⟅ࡢ࡛ࡣ㸪The girl live in France who likes Japanese culture.ࡢࡼ࠺㸪㛵ಀモ⠇ࢆᩥᮎ⨨ ࠸࡚࠸ࡿࡶࡢࡀ┠❧ࡘࠋྠᵝ㸪The man is John who I met at the party.ཬࡧ His shoes are new which he is wearing today.࠾࠸࡚ࡶ㸪┠ⓗ᱁ࡢ㛵ಀ௦ྡモ⮬యࡢㄗࡾࡣぢࡽࢀ࡞࠸ࡀ㸪㛵ಀモ⠇ࢆᩥᮎ⨨࠸࡚ ࡋࡲࡗ࡚࠸ࡿࠋࡋࡓࡀࡗ࡚㸪┠ⓗ᱁ࡢ㛵ಀ௦ྡモࢆ⏝࡛ࡁࡿཧຍ⪅࠾࠸࡚ࡶ㸪㛵ಀモ⠇ࢆᩥ୰ ᇙࡵ㎸ࡴࡇࡀᅔ㞴࡛࠶ࡗࡓࡓࡵ㸪ㄗࡗࡓゎ⟅ࢆࡋ࡚ࡋࡲࡗࡓࡇࡀ❚࠼ࡿࠋࡇࡢ⤖ᯝࡽ㸪᪥ᮏே ⱥㄒᏛ⩦⪅ࡗ࡚᭱ࡶ㞴᫆ᗘࡢ㧗࠸ࡢࡣ㸪㛵ಀモ⠇ࢆᩥ୰ᇙࡵ㎸ࡴሙྜ㸦ඛ⾜モࡀS ࡛࠶ࡿሙྜ㸧 ࡛࠶ࡿゝ࠺ࡇࡀ࡛ࡁࡿࠋ ௨ୖࡢࡼ࠺㸪ඛ⾜モࡀS ࡞ࡿሙྜࡣ㞴᫆ᗘࡀ㧗࠸ࡓࡵ㸪ࡢ✀㢮ࡼࡾࡶ㔜Ⅼⓗ᫂♧ⓗᣦᑟ ࢆ⾜࠺ࡇࡀᚲせ࡛࠶ࡿࠋࡲࡓ㸪ཧຍ⪅ࡣࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ࠾࠸࡚ࡶඛ⾜モࡀS ࡞ࡿሙྜࡢ ⏝ࢆ㑊ࡅࡿࡇࡀணࡉࢀࡿࠋࡋࡓࡀࡗ࡚㸪άືࡢ⮬⏤ᗘࢆㄪ⠇ࡋࡓୖ࡛㸪άືෆ࡛㢖⦾⏝ࡉࢀ ࡿࡼ࠺ᕤኵࢆࡍࡿࡇࡀᚲせ࡛࠶ࡿࠋᚋࡣ㸪᫂♧ⓗᣦᑟFonF άືࡢࣂࣛࣥࢫ㸪ཬࡧࡑࢀࡒࢀࡢ ෆᐜࡘ࠸࡚㸪┠ᶆᩥἲ㡯┠ࡢ㞴᫆ᗘ↷ࡽࡋྜࢃࡏ࡚◊✲ࢆ㐍ࡵ࡚࠸ࡃࡇࡀồࡵࡽࢀࡿࠋ
5. ⤖
⤖ㄽ
ᮏ◊✲࡛ࡣ㸪Focus on Form ᫂♧ⓗᣦᑟࢆྲྀࡾධࢀࡓᣦᑟἲࢆ⪃ࡋ㸪ᩥⱥヂࢸࢫࢺࢆ⏝࠸࡚ᣦ ᑟἲࡢຠᯝࢆ᳨ドࡋࡓࠋᣦᑟἲࡢ⪃㝿ࡋ࡚ࡣ㸪Focus on Form ࡢ⪃࠼᪉ࢆᇶ┙ࡋ࡞ࡀࡽࡶ㸪᪥ᮏ ࠾ࡅࡿ୍⯡ⓗ࡞ⱥㄒᩍ⫱ࡢ⌧≧㐺ᛂࡉࡏࡓ FonF άືࢆ⏝࠸ࡓࠋࡲࡓ㸪ᣦᑟἲࡢຠᯝࡢ᳨ド㝿 ࡋ࡚ࡣ㸪㛵ಀ௦ྡモࡢwho which ࢆ 12 ✀㢮㸦ྛ 6 ✀㢮㸧ศ㢮ࡋࡓࠋ ㄪᰝᙜࡓࡾ㸪௨ୗࡢ2 Ⅼࢆ◊✲ㄢ㢟ࡋ࡚タᐃࡋࡓࠋ (1) ᫂♧ⓗᣦᑟ Focus on Form ࢆ⤌ࡳྜࢃࡏ࡚㛵ಀ௦ྡモࢆᣦᑟࡋࡓሙྜ㸪㛵ಀ௦ྡモࢆṇࡋ ࡃ⏝࠸࡚ྡモྃࡢពࢆ≉ᐃ࡛ࡁࡿࡼ࠺࡞ࡿࠋ (2) 㛵ಀ௦ྡモࡢ✀㢮ᛂࡌ࡚ᣦᑟࡢຠᯝ㐪࠸ࡣ࠶ࡿࠋศᯒࡢ⤖ᯝ㸪ᮏ◊✲࡛⪃ࡋࡓᣦᑟἲࢆ⏝࠸ࢀࡤ㸪᪥ᮏேⱥㄒᏛ⩦⪅ࡀ㛵ಀ௦ྡモࢆṇࡋࡃ⏝࠸࡚ ྡモྃࡢពࢆ≉ᐃ࡛ࡁࡿࡼ࠺࡞ࡿࡇࡀ᫂ࡽ࡞ࡗࡓࠋ୍᪉࡛㸪㛵ಀモ⠇ࢆᩥᮎ⧅ࡆࡿഴྥ ࡀ࠶ࡾ㸪㛵ಀモ⠇ࢆᩥ୰ᇙࡵ㎸ࡴሙྜ࠾ࡅࡿㄗࡾࡀ࠶ࡿࡇࡀ♧ࡉࢀࡓࠋࡑࡢࡇࡽ㸪㛵ಀ௦ ྡモࡢ✀㢮ᛂࡌ࡚ᣦᑟࡢຠᯝ㐪࠸ࡀ࠶ࡿࡇࡀ᫂ࡽ࡞ࡗࡓࠋ ௨ୖࡢ⤖ᯝࡽᚓࡽࢀࡓᩍ⫱ⓗ♧၀ࡋ࡚ࡣ㸪ࡲࡎ᫂♧ⓗᣦᑟFocus on Form ࢆ⤌ࡳྜࢃࡏࡿࡇ ࡛ຠᯝⓗ㛵ಀ௦ྡモࢆᣦᑟ࡛ࡁࡿ࠸࠺ࡇ࡛࠶ࡿࠋFocus on Form ࡣ㸪ព୰ᚰࡢᤵᴗ࠾࠸ ࡚Ⓨ⏕ࡍࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥୖࡢၥ㢟ࢆࡁࡗࡅࡋ࡚㸪Ꮫ⩦⪅ࡢὀពࡀ୍ⓗᙧᘧྥࡅࡽࢀ ࡿࡇࢆゝ࠺ࠋࡇࢀࡣព୰ᚰࡢࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ㏻ࡋ࡚ᙧᘧࢆᣦᑟࡍࡿࡇࢆ┠ᣦࡋ࡚࠾ࡾ㸪 ᙧᘧ࣭ព࣭ᶵ⬟ࡢ3 せ⣲ࢆྠฎ⌮ࡉࡏࡿࡇࢆ≉ᚩࡋ࡚࠸ࡿࠋ୍᪉㸪᪥ᮏேⱥㄒᏛ⩦⪅ᑐ ࡋ࡚㞴᫆ᗘࡢ㧗࠸㛵ಀ௦ྡモࢆᣦᑟࡍࡿ㝿ࡣ㸪᫂♧ⓗᣦᑟຍ࠼࡚FonF άືࢆ⾜࠺ࡇ࡛ 3 せ⣲ ࡀ⩦ᚓࡉࢀࡿࠋ≉㸪άືࡢ⮬⏤ᗘᛂࡌ࡚FonF άືࢆ 3 ศࡍࡿࡇ࡛㸪ࡼࡾຠᯝⓗ Focus on Form ࢆά⏝ࡋࡓᣦᑟࢆ⾜࠺ࡇࡀ࡛ࡁࡿࠋ ࡲࡓ㸪㛵ಀ௦ྡモࡢ✀㢮ᛂࡌ㸪ᣦᑟࡅࡿ㛫㓄ศࢆㄪ⠇ࡍࡿࡁ࡛࠶ࡿࡇࡶ᫂ࡽ࡞ࡗ ࡓࠋ4.1.2 ࡛♧ࡉࢀࡓࡼ࠺㸪┠ⓗ᱁ࡢ㛵ಀ௦ྡモࡢ᪉ࡀ㸪᱁ࡢ㛵ಀ௦ྡモࡼࡾࡶ㞴᫆ᗘࡀ㧗࠸ࠋࡲ ࡓ㸪4.1.3 ཬࡧ 4.2.2 ࠶ࡿࡼ࠺㸪㛵ಀモ⠇ࡀᩥ୰ᇙࡵ㎸ࡲࢀࡿሙྜ㸦ඛ⾜モࡀ S ࡞ࡿሙྜ㸧ࡢ ᪉ࡀ㸪㛵ಀモ⠇ࡀᩥᮎ⨨ࢀࡿሙྜ㸦ඛ⾜モࡀO/C ࡞ࡿሙྜ㸧ࡼࡾࡶ㞴᫆ᗘࡀ㧗࠸ࠋࡇࢀࢆᇶ㸪 㞴᫆ᗘࡀప࠸᱁ࡢ㛵ಀ௦ྡモ㸪㛵ಀモ⠇ࡀᩥᮎ⨨ࢀࡿሙྜࢆᣦᑟࡍࡿ㝿ࡢ㛫ࢆᴟຊ๐ῶࡍ ࡿࡇ࡛㸪వࡗࡓ㛫ࢆ FonF άື࠺ࡇࡀྍ⬟࡞ࡿࠋྠᵝ㸪㞴᫆ᗘࡢ㧗࠸┠ⓗ᱁ࡢ㛵ಀ௦ ྡモ㸪㛵ಀモ⠇ࡀᩥ୰ᇙࡵ㎸ࡲࢀࡿሙྜ࠾࠸࡚ࡣ㸪㔜Ⅼⓗ᫂♧ⓗᣦᑟࢆ⾜࠺ᚲせࡀ࠶ࡿࠋᮏ ◊✲࡛ࡣ㸪ྠࡌ㛫㓄ศ࡛࡚ࡢ✀㢮ࡢᣦᑟࢆ⾜ࡗࡓࡓࡵ㸪㞴᫆ᗘࡢ㧗࠸㛵ಀ௦ྡモࡢᚓⅬࡀపࡃฟ ࡚ࡋࡲࡗࡓᛮࢃࢀࡿࠋࡲࡓ㸪ࡑࢀࡽ㞴᫆ᗘࡢ㧗࠸㛵ಀ௦ྡモ࠾࠸࡚ࡣ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື ࡛ࡢ⏝ᅇ㑊ࡀணࡉࢀࡿࡓࡵ㸪⮬⏤ᗘࢆไ㝈ࡋࡓάື࠾࠸࡚ࡑࢀࡽࢆ⏝ࡍࡿ㢖ᗘࢆቑࡸࡋ㸪ࢥ ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື࠾ࡅࡿ⏝ࢆಁࡍࡇࡀᚲせ࡞ࡿࠋ ᭱ᚋᚋࡢㄢ㢟ࢆ㏙ࡿࠋ➨୍㸪ᮏ◊✲࡛ࡣཧຍ⪅ࡀᏛ⏕࡛࠶ࡗࡓࡓࡵ㸪᪤㛵ಀ௦ྡモࢆ Ꮫ⩦ࡋࡓ⤒㦂ࡀ࠶ࡿࠋࡋࡓࡀࡗ࡚㸪ึࡵ࡚㛵ಀ௦ྡモゐࢀࡿ୰Ꮫ⏕ࡸ㸪Ⓨ㐩ẁ㝵࠶ࡿ㧗ᰯ⏕࡛ࡣ ࡢࡼ࠺ᮏ◊✲ࡢ⤖ᯝ␗࡞ࡿࡢࢆㄪᰝࡍࡿᚲせࡀ࠶ࡿࠋ➨㸪ᮏ◊✲࡛ࡣ㛵ಀ௦ྡモࢆ┠ᶆ ᩥἲ㡯┠ࡋ࡚ᢅࡗࡓࡀ㸪㞴᫆ᗘࡢ␗࡞ࡿࡢᩥἲ㡯┠࡛ࡣࡢࡼ࠺⤖ᯝࡀ␗࡞ࡿࡢࢆㄪᰝࡋ࡞ ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ≉㸪ᩥἲ㡯┠ᛂࡌ࡚㸪ࡢࡼ࠺࡞᫂♧ⓗᣦᑟFonF άືࢆ⏝࠸ࡿࡁ࡞ࡢ㸪 ࡲࡓ୧⪅ࡢࣂࣛࣥࢫࢆࡢࡼ࠺ㄪ⠇ࡍࡁ࡞ࡢ᫂ࡽࡋ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ➨୕㸪ᮏ◊✲࡛ ࡣᩥⱥヂࢸࢫࢺࢆ⏝࠸࡚ᣦᑟἲࡢຠᯝࢆ᳨ドࡋࡓࡀ㸪ࡑࢀຍ࠼࡚ࡼࡾࢥ࣑ࣗࢽ࢝ࢸࣈ࡞ഃ㠃ࢆ ᐃࡍࡿࡇࡀ࡛ࡁࡿࢸࢫࢺࢆ⏝࠸ࡿᚲせࡀ࠶ࡿࠋ௨ୖࡢࡇࡶ㋃ࡲ࠼㸪ᚋࡶࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ ⬟ຊࢆ⫱ᡂࡉࡏࡿᣦᑟἲࡢ㛤Ⓨࡀ㐍ࡴࡇࢆ㢪ࡗ࡚Ṇࡲ࡞࠸ࠋ
ὀ
ὀ
㸨ᮏ✏ࡣ㸪ᾏ㐨ⱥㄒᩍ⫱Ꮫ➨18 ᅇ㸦2017 ᖺ 10 ᭶ 8 ᪥㸪㸸ᾏᏛᅬᏛ㸧࠾ࡅࡿཱྀ㢌Ⓨ ⾲㸪ຍ➹ಟṇࢆຍ࠼ࡓࡶࡢ࡛࠶ࡿࠋ 1. Use ࡢヂࡘ࠸࡚ࡣࠕᶵ⬟ࠖࠕ⏝ࠖࡢ 2 ࡘࡀ⪃࠼ࡽࢀࡿࡀࠊᮧ㔝㸦2006㸧ཬࡧἨ㸦2016㸧ࡀࠕᶵ⬟ࠖࢆ⏝࠸࡚࠸ࡿࡇᚑ࠸ࠊᮏ✏࡛ࡶࠕᶵ⬟ࠖ⤫୍ࡍࡿࠋ 2. ᩥἲࢸࢫࢺࡢホ౯ࡣᮏ✏ࡢ➹⪅ຍ࠼㸪⌧ᅾᏛ࡛ࣛࢸࣥࢢᣦᑟࢆ⾜ࡗ࡚࠸ࡿᩍဨࡢ 2 ྡ࡛ ⾜ࢃࢀࡓࠋ࡞࠾㸪2 ྡࡢ㛫࡛␗࡞ࡿホ౯ࡀ࡞ࡉࢀࡓࡶࡢ㛵ࡋ࡚ࡣ㸪༠㆟ࢆ㔜ࡡࡓୖ࡛㐺ษ࡞ホ ౯ࢆୗࡋࡓࠋ 3. ᳨ᐃࡢከ㔜ᛶࢆ㑊ࡅࡿࡓࡵ㸪యࡢ᭷ពỈ‽ࢆẚ㍑ࡍࡿᩘ࡛ࡗࡓ್ࢆ᭷ពỈ‽ࡋ࡚⏝࠸ࡓࠋ ࡇࡇ࡛ࡣ㸪ẚ㍑ࡍࡿᩘࡀ2 ಶ㸦᱁㸭┠ⓗ᱁㸧࡛࠶ࡿࡓࡵ㸪0.25 ࢆ᭷ពỈ‽ࡋ࡚᭷ពᕪࡢุ᩿ ࢆ⾜ࡗ࡚࠸ࡿࠋ 4. ὀ 3 ཧ↷ࠋࡇࡇ࡛ࡣ㸪ẚ㍑ࡍࡿᩘࡀ 3 ಶ㸦S/O/C㸧࡛࠶ࡿࡓࡵ㸪0.17 ࢆ᭷ពỈ‽ࡋ࡚タᐃࡋ㸪᭷ ពᕪࡢุ᩿ࢆ⾜ࡗ࡚࠸ࡿࠋ
ཧ
ཧ⪃ᩥ⊩
Gorman, T. P. (1979). The teaching of composition. In M. Celce-Murcia & L. Mclntosh (Eds.), Teaching English as a second or foreign language (pp. 189-202). Rowley, MA: Newbury House.
Kamimura, T. (2016). An investigation of the developmental pattern of Japanese EFL students’ grammatical competence. Senshu Journal of Foreign Language Education, 44, 65-88.
Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language. (3rd ed.) (pp. 251-266). Boston: Heinle & Heinle.
Loewen, S. (2018). Focus on form versus focus on forms. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 2750-2755). Hoboken, NJ: John Wiley & Sons.
Long, M. H., & Robinson, P. (2011). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). New York: Cambridge University Press.
Norris, R. W. (2000). Learning to think backwards: Japanese students and the acquisition of English relative clauses. Bulletin of Fukuoka International University, 4, 41-46.
Samuda, V. (2001). Guiding relationship between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan & M. Swain (Eds.). Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 119-140). Harlow: Pearson Education.
White, J. (2011). Getting the learners’ attention: A typographical input enhancement study. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 85-113). New York: Cambridge University Press.
Yule, G. (1998). Explaining English grammar. Oxford: Oxford University Press.
Ἠఙ୍. (2016). ࠗࣇ࢛࣮࢝ࢫ࣭࣭࢜ࣥࣇ࢛࣮࣒ CLIL ࡢⱥㄒᤵᴗ࠘ᮾி: ࣝࢡ. బ⸨ㄔྖ. (2011, 7 ᭶). ࠕᩥἲᣦᑟ࡛࠼ࡿᩥ࣭࠼࡞࠸ᩥ 㛵ಀ௦ྡモࠖࠗⱥㄒᩍ⫱࠘60(4), 50-51. 㧘ᓥⱥᖾ. (2013). ࠗⱥᩥἲᑟධࡢࡓࡵࡢࠕࣇ࢛࣮࢝ࢫ࣭࣭࢜ࣥࣇ࢛࣮࣒ࠖࣉ࣮ࣟࢳ࠘ᮾி: ಟ㤋᭩ᗑ. ᮧ㔝ோ. (2006). ࠗ➨ゝㄒ⩦ᚓ◊✲ࡽぢࡓຠᯝⓗ࡞ⱥㄒᏛ⩦ἲ࣭ᣦᑟἲ࠘ᮾி: ಟ㤋᭩ᗑ. ᮧ㔝ோ. (2009). ࠕᩍᐊ➨ゝㄒ⩦ᚓ◊✲እᅜㄒᩍ⫱ࠖᑠụ⏕ኵ(⦅). ࠗ➨ゝㄒ⩦ᚓ◊✲ࡢ⌧ᅾ̿
ࡇࢀࡽࡢእᅜㄒᩍ⫱ࡢどⅬ̿࠘(pp. 103-122) ᮾி: ಟ㤋᭩ᗑ. Ᏻ⛱. (2015). ࠗⱥᩥἲ⥲ぴ࠘ᮾி: 㛤ᣅ♫. ⡿ᒣᮅ. (2011). ࠗ᪂⦅ ⱥㄒᩍ⫱ᣦᑟἲ㎡࠘ᮾி: ◊✲♫. Ώ㑔㔛Ꮚ. (2017). ࠕࣇ࢛࣮࢝ࢫ࣭࣭࢜ࣥࣇ࢛࣮࣒ࡼࡿᐃモᑟධࡢຠᯝ̿ึฟࡢᩥ⬦࡛ࡢゝㄒά ືࢆ㔜どࡋ࡚̿ࠖKATE Journal, 31, 85-98. 㧗➼Ꮫᰯⱥㄒ⛉᳨ᐃᩍ⛉᭩:
ὸぢ㐨᫂ (⦅ⴭ). (2013). Power On Communication EnglishϨ. ᮾி: ᮾி᭩⡠. ᕷᕝὈ⏨ (⦅ⴭ). (2013). UNICORN English Communication1. ி㒔: ᩥⱥᇽ. 㟖ᓮᐿ (⦅ⴭ). (2013). CROWN English CommunicationϨ. ᮾி: ୕┬ᇽ.
⏣୰ⱱ⠊ (⦅ⴭ). (2013). PRO-VISION English CommunicationϨ. ᮾி: ᱒ཎ᭩ᗑ. ⏣㎶ṇ⨾ (⦅ⴭ). (2013). PROMINENCE Communication EnglishϨ. ᮾி: ᮾி᭩⡠. ⠏㐨᫂ (⦅ⴭ). (2013). Vivid English CommunicationϨ. ᗈᓥ: ➨୍Ꮫ⩦♫. 㔝ᮧᜨ㐀 (⦅ⴭ). (2013). Vision Quest English ExpressionϨStandard. 㜰: ၨᯘ㤋. 㔝ᮧᜨ㐀 (⦅ⴭ). (2013). Vision Quest English Expressionϩ. 㜰: ၨᯘ㤋. ␊ᒣ୍ (⦅ⴭ). (2013). BIG DIPPER English CommunicationϨ. ᮾி: ᩘ◊ฟ∧. ᮃ᭶ṇ㐨 (⦅ⴭ). (2009). WORLD TREK English CommunicationϨ. ᮾி: ᱒ཎ᭩ᗑ. ᳃⏣ᙲ (⦅ⴭ). (2013). Perspective English ExpressionϨ. ᗈᓥ: ➨୍Ꮫ⩦♫.
Ꮫ⡠␒ྕ Ặྡ ௨ୗࡢ᪥ᮏㄒࢆࠊ㛵ಀモࢆ┬␎ࡏࡎⱥㄒヂࡋ࡞ࡉ࠸ࠋ 1. ᙼዪࡣ⚾ࡀ࠸ࡕࡤࢇዲࡁ࡞ඛ⏕ࡔࠋ 2. ᪥ᮏࡢᩥࢆዲࡁ࡞ᑡዪࡀࣇࣛࣥࢫఫࢇ࡛࠸ࡿࠋ 3. ᙼዪࡣࠊ᪥ᮏࡢ᫇ヰᇶ࡙࠸ࡓᑠㄝࢆ᭩࠸ࡓࠋ 4. ⱥㄒࡣࠊୡ⏺୰࡛ࡓࡃࡉࢇࡢேࠎࡀヰࡍゝㄒࡔࠋ 5. ᙼࡀ᪥ᒚ࠸࡚࠸ࡿ㠐ࡣ᪂ࡋ࠸ࠋ 6. ⚾ࡣࠊᙼࡀࡃࢀࡓࢻࣂࢫࢆཷࡅධࢀࡓࠋ 7. ᙼࡀࠊ᪥බᅬ࠸ࡓ⏨ᛶࡔࠋ 8. ⚾ࡀࣃ࣮ࢸ࣮࡛ࡗࡓ⏨ᛶࡣࢪࣙࣥࡔࠋ 9. ࡇࢀࡣ᪥࢝ࢼࢲࡽ᮶ࡓᡭ⣬ࡔࠋ 10. ⚾ࡣ࠶ࡑࡇ࡛ヰࡋ࡚࠸ࡿዪࡢᏊࢆ▱ࡗ࡚࠸ࡿࠋ 11. ᭱ࡶ㏿ࡃ㉮ࡿື≀ࡣࢳ࣮ࢱ࣮ࡔࠋ 12. ⚾ࡣ࠶࡞ࡓࡀឡࡋ࡚࠸ࡿ⏨ᛶࢆ▱ࡗ࡚࠸ࡿࠋ
