学位授与番号 33912甲第8号

早期 L2 英語教室のオーラル・コミュニケーション 活動 −談話における理論と実践の統合を探る−

著者 関 きみ子

学位名 博士(英語学)

学位授与機関 名古屋学院大学 大学院 学位授与年度 2015

学位授与番号 33912甲第8号

URL http://doi.org/10.15012/00000675

༤ኈㄽᩥ

᪩ᮇ / ⱥㄒᩍᐊࡢ࣮࣭࢜ࣛࣝࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື

̿ ㄯヰ࡟࠾ࡅࡿ⌮ㄽ࡜ᐇ㊶ࡢ⤫ྜࢆ᥈ࡿ ̿

ྡྂᒇᏛ㝔኱Ꮫ኱Ꮫ㝔

㛵 ࡁࡳᏊ

ᖺ ᭶

┠ ḟ / Table of Contents

➨୍㒊 ◊✲ࡢ┠ⓗ࡜⌮ㄽⓗ⫼ᬒ

➨1❶ᗎㄽ

1.1 ᮏ◊✲ࡢ┠ⓗyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy1 1.2ᮏ◊✲ࡢ⫼ᬒ࡜どⅬyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy1 1.3ྛ❶ࡢᴫせyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy5

➨2❶⌮ㄽⓗ⫼ᬒ

2.1඲యฎ⌮ㄽ࡜ࡑࡢㄢ㢟yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy6 2.1.1 ඲యฎ⌮ㄽࡢㄢ㢟㏣ồyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy7 2.1.2 ⮬↛⎔ቃୗ࡛ࡢྍ⬟ᛶyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy7 2.1.3 እᅜㄒ⎔ቃୗ࡛ࡢྍ⬟ᛶyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy9 2.1.4 ᪩ᮇL2ᩍᐊ࡛ࡢྍ⬟ᛶyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy13 2.1.5 ඲యฎ⌮ㄽࡢࡲ࡜ࡵyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy18 2.2CLT (Communicative Language Teaching)ᨵၿㄽyyyyyyyyyyyyyyy19

2.2.1 ఏ⤫ࡢ෌⦅yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy19 2.2.1.1 Rivers ࡢࢫ࢟ࣝ⋓ᚓ࣭౑⏝カ⦎yyyyyyyyyyyyyyyyyyyyyyyyyyyy19 2.2.1.1.1 ࢫ࢟ࣝ⋓ᚓカ⦎yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy20 2.2.1.1.2 ࢫ࢟ࣝ౑⏝カ⦎yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy21 2.2.1.1.3 ࢫ࢟ࣝ⋓ᚓ㺃౑⏝カ⦎ࡢㄢ㢟yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy22 2.2.1.2Curtain and Dahlberg ࡢព࿡㔜どㄽyyyyyyyyyyyyyyyyyyyyyyyyyyy23 2.2.1.2.1 ᶵ⬟ⓗࢳࣕࣥࢡ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy23 2.2.1.2.2 practice ࡢ෌⦅ (revision)yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy23 2.2.1.2.3 ࢔ࢡࢩࣙࣥࡢά⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy24 2.2.1.2.4 ព࿡㔜どㄽࡢㄢ㢟yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy24 2.2.2ㄆ▱ฎ⌮ࡢどⅬyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy25 2.2.2.1 TAP ⌮ㄽyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy25 2.2.2.2 processing flexibility (closed versus open skills) ࡟㛵ࡍࡿ⌮ㄽyyyy25 2.2.2.3 ACCESS ࡢ≉Ⰽyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy26 2.2.2.4 ACCESS ࡢㄢ㢟yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy27 2.2.3ㄯヰศᯒࡢどⅬyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy27 2.2.3.1

2.2.4CLT ᨵၿㄽࡢࡲ࡜ࡵyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy31 2.2.5 ඛ⾜◊✲ࡢㄢ㢟࡜ᥦ᱌yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy32

➨஧㒊 ┦஫஺ὶᆺࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື࡟࠾ࡅࡿㄒᙡ࣭ࣇ࣮ࣞࢬ㸪᪉␎㸪ศ⠇໬ࡢ᥎

⛣᳨ド

➨3❶ㄪᰝ◊✲

3.1┠ⓗyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy33 3.2ࣜࢧ࣮ࢳ㺃ࢡ࢚ࢫࢳࣙࣥ(RQs)yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy33 3.3◊✲ࡢ᪉ἲyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy3 4 3.3.1 ㄪᰝᑐ㇟ᰯ࡜ᤵᴗᙧែyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy34 3.3.2 ࢹ࣮ࢱ཰㞟࣭ศᯒyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy39 3.3.2.1 ᩍᮦᩥࡢࢥ࣮ࣃࢫ໬yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy39 3.3.2.2 ᪉␎ࡢ࢝ࢸࢦ࣮ࣜyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy40 3.3.2.3 Ꮫ⩦⪅ࡢⓎヰグ㘓ࡢࢥ࣮ࣃࢫ໬yyyyyyyyyyyyyyyyyyyyyyyyyyy41 3.3.2.4 ศ⠇໬ࡢ࢝ࢸࢦ࣮ࣜyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy42

➨4❶ศᯒ㺃⤖ᯝ

4.1ရモࡢ᥎⛣yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy46 4.2᪉␎ࡢ᥎⛣yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy52 4.3ศ⠇໬ࡢ᥎⛣yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy52

4.3.15ẁ㝵ูࣞ࣋ࣝ㸪Ꮫᖺู␲ၥᩥ౑⏝㢖ᗘ

ᩍᮦࢥ࣮ࣃࢫyyyyyyyyyyyyyyyyyyyyyyyyyy52

4.3.25ẁ㝵ูࣞ࣋ࣝ㸪Ꮫᖺู␲ၥᩥࡢ⧞ࡾ㏉ࡋ࡜⨨ࡁ᥮࠼ࡢ౑⏝ᐇែㄪᰝ

ᩍᮦࢥ࣮ࣃࢫyyyyyyyyyyyyyyyyyyyyyyyyyy54 4.3.2.1 ࣞ࣋ࣝϨࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy54 4.3.2.2 ࣞ࣋ࣝϩࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy54 4.3.2.3 ࣞ࣋ࣝϪࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy55 4.3.2.4 ࣞ࣋ࣝϫࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy55 4.3.2.5 ࣞ࣋ࣝϬࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy56

4.3.3

Ꮫ⩦⪅ࢥ࣮ࣃࢫ㸧yyyyyyyyyyyyyyyyyyyyyyyyyyyyy58

4.3.4

Ꮫ⩦⪅ࢥ࣮ࣃࢫ㸧yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy59 4.3.4.1 ࣞ࣋ࣝϨࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy59 4.3.4.2 ࣞ࣋ࣝϪࡢ౑⏝yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy60 4 . 3 . 5 ᩍ ᮦ ࣭ Ꮫ ⩦ ୧ ࢥ ࣮ ࣃ ࢫ ࡢ 㛵 ಀ ᛶ ㄪ ᰝ y y y y y y y y y y y y y y y y y y y y y6 1

4.3.5.1 what ࡢ౑⏝ᐇែㄪᰝyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy63 4.3.5.2 Ꮫ⩦⪅ࡢ⮬Ⓨⓗ఍ヰ࡟࠾ࡅࡿⱥㄒ⾲⌧ࡢㄪᰝyyyyyyyyyyyyyyyyyyyy65 4.3.5.3 ศ⠇໬ࡢ᥎⛣ㄪᰝyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy67

➨୕㒊 ⥲ྜⓗ⪃ᐹ

➨5❶⪃ᐹ

5.1 RQ 1yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy71 5.2 RQ 2yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy72 5.3 RQ 3yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy73

➨ᅄ㒊 ⤖ㄽ

➨6❶⤖ㄽ࡜௒ᚋࡢㄢ㢟

6.1 ⤖ㄽyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy75 6.2 ௒ᚋࡢㄢ㢟yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy76

ὀ y y yy y y yy y y y y yy y yy y y y y yy y yy y y y y yy y yy y y y y yy y yy y y y y yy y yy y y y y yy y yy y y y7 8

㈨ᩱ1 እᅜㄒάືᣦᑟ␎᱌㸦౛㸧yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy81

㈨ᩱ2 ᇶᮏㄒᙡࣜࢫࢺyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy82

㈨ᩱ3 5ẁ㝵ูࣞ࣋ࣝ␲ၥᩥࡢᏛᖺู࣭ࢺࣆࢵࢡ୍ูぴ⾲㸦ᩍᮦࢥ࣮ࣃࢫyyyyyyyyyy84

㈨ᩱ4 5ẁ㝵ูࣞ࣋ࣝ␲ၥᩥࡢᏛᖺู࣭ࢺࣆࢵࢡู⧞ࡾ㏉ࡋ࡜⨨ࡁ᥮࠼㸦ᩍᮦࢥ࣮ࣃࢫ85

㈨ᩱ5 5ẁ㝵ูࣞ࣋ࣝ␲ၥᩥࡢ⧞ࡾ㏉ࡋ࡜⨨ࡁ᥮࠼㸦3ᖺᏛ⩦⪅ࢥ࣮ࣃࢫyyyyyyyyy102

㈨ᩱ65ẁ㝵ูࣞ࣋ࣝ␲ၥᩥࡢ⧞ࡾ㏉ࡋ࡜⨨ࡁ᥮࠼㸦6ᖺᏛ⩦⪅ࢥ࣮ࣃࢫyyyyyyyyy105

ㅰ㎡yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy109

➨୍㒊 ◊✲ࡢ┠ⓗ࡜⌮ㄽⓗ⫼ᬒ

➨1❶㸸ᗎㄽ 1.1 ᮏ◊✲ࡢ┠ⓗ

ᮏㄽᩥࡣ㸪⌧௦᪩ᮇⱥㄒᩍ⫱࡟㛵ࡍࡿඛ⾜◊✲࡜㸪᪩ᮇ L2 ⱥㄒᩍᐊࡢᐇ㊶◊✲࡜ࢆᇶ࡟㸪

᪩ᮇL2ⱥㄒᩍᐊࡢ࣮࢜ࣛࣝ㺃ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࡢ࠶ࡾ᪉ࢆ᥈ࡿࡶࡢ࡛࠶ࡿࠋ

ඛ⾜◊✲࡟࠾࠸࡚ࡣ㸪඲యฎ⌮ㄽ㸪࠾ࡼࡧCLT (Communicative Language Teaching) ᨵ ၿㄽࢆ㏻ࡋ࡚᪩ᮇL2ⱥㄒᩍᐊ࡬ྥࡅࡓㄢ㢟㸪ᥦ᱌㸪ᨵၿ⟇ࢆྲྀࡾୖࡆ࡚㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙ

ࣥάືࡢ࠶ࡾ᪉࡟᪂ࡓ࡞᪉ྥᛶࢆᚓࡿࡇ࡜ࢆ┠ⓗ࡜ࡍࡿࠋ

᪩ᮇL2ⱥㄒᩍᐊࡢᐇ㊶◊✲࡟࠾࠸࡚ࡣ㸪඲యⓗࢳࣕࣥࢡฎ⌮࡛ㄯヰࢆ㔜どࡋࡓ┦஫஺ὶᆺ ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື࡟ࡼࡗ࡚ゝㄒ⬟ຊ࡜ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢ㐩ᡂࢆ┠ᣦࡍබ❧ᑠ Ꮫᰯࡢᐇ㊶ࢆㄒᙡ࣭ࣇ࣮ࣞࢬ㸪᪉␎㸪࠾ࡼࡧศ⠇໬ࡢ᥎⛣࡟↔Ⅼࢆᙜ࡚࡚ྛᏛᖺࡢ୰㛫ゝㄒ ࢹ࣮ࢱ࣮࣋ࢫࢆㄪᰝ㺃ศᯒࡍࡿࠋ

ࡑࡢ⤖ᯝ㸪᪩ᮇ L2 ⱥㄒᩍᐊࡢ࣮࢜ࣛࣝ㺃ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࡣ㸪ఏ⤫࡜᭱᪂ࡢᩍᤵ⌮

ㄽࡀ࡝ࡢࡼ࠺࡟ᩍᖌࡢᩍ⫱ⓗពᅗ࣭๰ព࣭ᕤኵ࡜⤫ྜࡉࢀ㸪෌ᵓᡂࡉࢀࡿ୰࡛⾜ࢃࢀ࡚࠸ࡿ

࠿ࢆ♧ࡍ࡜ྠ᫬࡟㸪ㄒᙡ࣭ࣇ࣮ࣞࢬ࡜᪉␎ࡢⓎᒎⓗ౑⏝ࢆ⏕ࡌࡉࡏ㸪Ꮫ⩦⪅ࡢ⮬Ⓨⓗ఍ヰ࡟

࠾࠸࡚ศ⠇໬ࡢึᮇᙧែࢆࡶࡓࡽࡍྍ⬟ᛶࡀ࠶ࡿࡇ࡜ࢆᐇドࡍࡿࡶࡢ࡛࠶ࡿࠋ 1.2 ᮏ◊✲ࡢ⫼ᬒ࡜どⅬ

ᩥ㒊⛉Ꮫ┬ (2013) ࡣ2020ᖺࢆ┠ᣦࡋ࡚ࢢ࣮ࣟࣂࣝ໬࡟ᑐᛂࡍࡿ᪂ࡓ࡞ࠕⱥㄒᩍ⫱ᵓ᝿ࠖ

ࢆᥦ᱌ࡋࡓࠋࡑࢀ࡟ࡼࡿ࡜2020ᖺᗘ࠿ࡽࡣᑠᏛᰯ୰Ꮫᖺ࠿ࡽእᅜㄒάືࢆ㛤ጞࡋ㸪㧗Ꮫᖺ࡛

ࡣᩍ⛉࡜ࡋ࡚ࠕⱥㄒࠖࢆᑟධ㸪୰Ꮫᰯ㺃㧗➼Ꮫᰯ࡛ࡣࡉࡽ࡟㧗ᗘ࡞ⱥㄒຊࢆᵓ᝿ࡋ࡚࠾ࡾ㸪ᑠ

୰㧗ࢆ㏻ࡌ୍࡚㈏ࡋࡓᏛ⩦฿㐩┠ᶆࢆタᐃࡍࡿ࡜ࡋ࡚࠸ࡿࠋ

ヨ᱌࡛ࡣ㸪ձ ᑠᏛᰯ୰Ꮫᖺ࠿ࡽእᅜㄒάືࢆ㛤ጞࡋ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢ⣲ᆅࢆ㣴

࠺ࡇ࡜㸪ղ ᑠᏛᰯ㧗Ꮫᖺ࡟࠾࠸࡚ࡣᩍ⛉࡜ࡋ࡚ㄞࡳ㺃᭩ࡁࢆྵࡵࡓึṌⓗ㐠⏝⬟ຊࢆ㣴࠺ࡇ

࡜㸪ճ ୰Ꮫᰯ࡟࠾࠸࡚ࡣⱥㄒ࡛⾜ࢃࢀࡿᤵᴗ࡛㸪ෆᐜ࡟㋃ࡳ㎸ࢇࡔゝㄒάືࢆ㔜どࡋ㸪㌟㏆

࡞஦᯶࡟ࡘ࠸࡚ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆᅗࡿࡇ࡜ࡀ࡛ࡁࡿ⬟ຊࢆ㣴࠺ࡇ࡜㸪մ 㧗➼Ꮫᰯ࡟࠾࠸

࡚ࡣⱥㄒ࡛⾜ࢃࢀࡿᤵᴗ࡛ゝㄒάື 㸦Ⓨ⾲㸪ウㄽ㸪஺΅➼࡟࠾ࡅࡿ᝟ሗ஺᥮㸧 ࡢ⬟ຊࢆ㣴

࠺ࡇ࡜࡜ࡋ࡚࠸ࡿࠋࡇࡢࡼ࠺࡟᪂ࡓ࡞┠ᶆ㸪ෆᐜ࡟㛵ࡍࡿ᱌ࡣ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࢆ

ࡇࢀࡲ࡛ࡼࡾ࠸ࡗࡑ࠺඘ᐇࡋࡓࡶࡢ࡜ࡋ㸪ᑠᏛᰯ㺃୰Ꮫᰯ㺃㧗➼Ꮫᰯࡢ㐃ᦠࡋࡓᣦᑟࡢᚲせᛶ

ࢆᙉㄪࡋ࡚࠸ࡿࠋ

ࢢ࣮ࣟࣂࣝ໬࡟ᑐᛂࡍࡿ᪂ࡓ࡞ⱥㄒᩍ⫱ࡀࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢆ㔜どࡍࢀࡤ㸪ࡑࡢᐇ᪋࡟

࠶ࡓࡗ࡚ᚑ᮶ㄢ㢟࡜ࡉࢀ࡚࠸ࡿࡶࡢࢆ᰿ᮏⓗ࡟ぢ┤ࡍດຊࡀ࠸ࡿࠋ⌧᫬Ⅼ࡛ࡣᏛᰯ㛫ࡢ᥋⥆

ࡀ඘ศ࡜ࡣゝ࠼ࡎ㐍Ꮫᚋ࡟ࡑࢀࡲ࡛ࡢᏛ⩦ෆᐜࢆ⏕࠿ࡍࡇ࡜ࡀ࡛ࡁ࡚࠸࡞࠸≧ἣࡸ㸪୰Ꮫᰯ㺃 㧗➼Ꮫᰯ࡟࠾ࡅࡿⓎಙຊ㸪ࡍ࡞ࢃࡕࠕヰࡍ࣭᭩ࡃࠖຊ࡟ㄢ㢟ࡀ࠶ࡿ࡜ࡉࢀ࡚࠸ࡿࠋ୰Ꮫ⏕ࢆ

ᑐ㇟࡜ࡋࡓㄪᰝ࡟ࡼࢀࡤ㸪ࠕヰࡍࠖ࡟ࡘ࠸࡚ࡣ㸪ࢹ࢕࣮࣋ࢺࡸࢹ࢕ࢫ࢝ࢵࢩࣙࣥࡀ࡛ࡁ࡚࠸ࡿ㸪

࡯ࡰ࡛ࡁ࡚࠸ࡿ࡜ࡍࡿ୰Ꮫ2ᖺ⏕ࡢᅇ⟅ࡣࢃࡎ࠿20.7%࡛࠶ࡿࠋࠕ᭩ࡃࠖ࡟ࡘ࠸࡚ࡣ㸪࢚ࢵࢭ

࢖࡞࡝ࡲ࡜ࡲࡾࡢ࠶ࡿᩥࢆࠕ࡛ࡁ࡚࠸ࡿࠖ㸪ࠕ࡯ࡰ࡛ࡁ࡚࠸ࡿࠖ࡜ࡍࡿ୰Ꮫ 2 ᖺ⏕ࡢᅇ⟅ࡣ 33.67%࡛࠶ࡿࠋࡇࡢࡇ࡜ࡣ⮬ศࡢពぢࢆヰࡋࡓࡾ᭩࠸ࡓࡾࡍࡿࡇ࡜ࡀ࡛ࡁ࡚࠸ࡿ࡜⪃࠼ࡿ⏕

ᚐࡢ๭ྜࡀపࡃ㸪ࡲࡓࡑࡢࡼ࠺࡞ᣦᑟࢆࡋ࡚࠸ࡿ࡜⪃࠼ࡿᩍဨࡢ๭ྜࡶప࠸࡜࠸࠺ࡇ࡜ࢆ᫂

ࡽ࠿࡟ࡋ࡚࠸ࡿ ࠗᩍ⫱ㄢ⛬௻⏬≉ู㒊఍ㄽⅬᩚ⌮࠘, 2015, pp. 42-43;⿵㊊㈨ᩱ (3) p. 103;

p. 150ࠋ

ࡉࡽ࡟㧗ᰯ 3 ᖺ⏕ࢆᑐ㇟࡟ࡋࡓㄪᰝ࡟ࡼࢀࡤ㸪ⱥㄒ࡛ࢫࣆ࣮ࢳࡸࣉࣞࢮࣥࢸ࣮ࢩࣙࣥࢆࡋ ࡓ⤒㦂㸪⪺࠸ࡓࡾㄞࢇࡔࡾࡋࡓࡇ࡜࡟ࡘ࠸࡚ⱥㄒ࡛ヰࡋྜࡗࡓࡾពぢ஺᥮ࢆࡋࡓ⤒㦂ࡀᑡ࡞

࠸࡜࠸࠺⤖ᯝࡀ♧ࡉࢀ࡚࠸ࡿࠋ⏕ᚐ඲యࡢⱥㄒຊࡢഴྥ࡜ࡋ࡚㸪CEFR࣮ࣚࣟࢵࣃゝㄒඹ㏻

ཧ↷ᯟ ࡟↷ࡽࡋྜࢃࡏࡿ࡜ࠕㄞࡴ࣭⪺ࡃࠖࡣA1ୖ఩࠿ࡽA2ୗ఩࡟㞟୰ࡍࡿࠋࡋ࠿ࡋ࡞ࡀ

ࡽ㸪ࠕヰࡍ࣭᭩ࡃࠖࡣ㸪཮᪉࡜ࡶA1ࣞ࣋ࣝࢆ༨ࡵࡿ⋡ࡀ㧗ࡃ㸪ᚓⅬ⪅ࡣࡀࡑࢀࡒࢀ඲యࡢ70%

↓ᅇ⟅29.2%, 85% ↓ᅇ⟅13.3% ࡜࡞ࡗ࡚࠾ࡾ㸪ㄢ㢟ࡀ኱ࡁ࠸ࠗᩍ⫱ㄢ⛬௻⏬≉ู㒊఍

ㄽⅬᩚ⌮࠘, ⿵㊊㈨ᩱ (3), pp.153-154㸧ࠋ

୍᪉㸪ᑠᏛᰯࡣࡇࢀࡲ࡛ࡢእᅜㄒάື࡛ࡣࠕ▱㆑࣭ᢏ⬟ࡢ⵳✚ࠖࡣồࡵࡽࢀ࡚᮶࡞࠿ࡗࡓ ࡀ㸪᪂ࡓ࡞ࠕⱥㄒᩍ⫱ᵓ᝿ࠖࡢୗ࡛ࡢᩍ⫱ㄢ⛬ࡣ㸪ᑠᏛᰯ㧗Ꮫᖺ࡟࠾࠸࡚ⱥㄒࡢᢏ⬟㠃ࢆᢤ ࡁ࡟ࡋ࡚⪃࠼ࡿࡇ࡜ࡣ࡛ࡁ࡞࠸࡜ࡉࢀࡿ 㧗ᶫ࣭ᰗ, 2015, p. 4ࠋࡍ࡞ࢃࡕᑠᏛᰯ୰Ꮫᖺ࡛ᇵ ࡗࡓࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥ⬟ຊࡢ⣲ᆅࢆᇶ࡟㸪㧗Ꮫᖺ࡛ࡣึṌⓗ㐠⏝⬟ຊࢆ㣴࠺ࡇ࡜ࢆ┠ᣦࡍ

࡞ࡽࡤ㸪ᑠᏛᰯ㧗Ꮫᖺ࡟࠾࠸࡚ࡣ㸪୰㧗࡬࡜㐃ᦠࡍࡿ▱㆑ᢏ⬟ࢆ↷‽࡟ධࢀࡓᣦᑟࡀᚲせ࡜

࡞ࡿࠋࡑࡢࡓࡵ࡟ࡣ㸪ୖグࡢሗ࿌࡟♧ࡉࢀ࡚࠸ࡿࡇ࡜ࡢලయⓗ࡞ศᯒࢆᢤࡁ࡟ࡋ࡚ࡣᑠ୰㧗 㐃ᦠࡢ඘ᐇࡣᅔ㞴࡛࠶ࡿ࡜⪃࠼ࡿࠋࡍ࡞ࢃࡕࡇࡢ୰㧗࡟࠾ࡅࡿࠕヰࡍ࣭᭩ࡃࠖࡢࡘࡲࡎࡁ࡟

ࡘ࠸࡚㸪࡝ࡢ᫬Ⅼ࠿ࡽ࡝ࡢࡼ࠺࡟⏕ࡌ࡚࠸ࡿ࠿᭦࡞ࡿᐇែゎ᫂ࢆࡍࡿࡇ࡜ࡀၥ㢟ゎỴ࡬ࡢ⣒

ཱྀ࡜࡞ࡾ࠺ࡿ࡜⪃࠼ࡿࠋ

ࠕヰࡍ࣭᭩ࡃࠖࡢࡘࡲࡎࡁࡣ㸪9᭶࠿ࡽ10᭶࡟࠿ࡅ࡚70%ࡢ୰Ꮫ㸯ᖺ⏕࡟㉳ࡁጞࡵࡿ࡜ࡉ

ࢀ࡚࠸ࡿᒣ⏣, 1986;ᒣ⏣௚, 1988; ᩧ⏣, 2003; ᑠụ, 2004; ᮧ㔝஭, 2006; ᑠ㔝௚, 2009ࠋ ᑠ㔝௚, (2009) ࠾ࡼࡧᒣ⏣௚, (1988) ࡣ㸪ࡇࡢཎᅉࢆᑠᏛᰯ࡜୰Ꮫᰯ࡬⛣⾜ࡍࡿ㝿ࡢᏛ⩦ෆᐜ

࡜Ꮫ⩦᪉ἲࡢ┦㐪࡟࠶ࡿ࡜ࡋ࡚࠸ࡿࠋᑠᏛᰯ㸪࠾ࡼࡧ୰ᏛᰯධᏛ᫬ࡣ▱ⓗศᯒࢆᚲせ࡜ࡋ࡞

࠸ 㛢 ࡌ ࡓ య ⣔ (closed system) ࡢ Ꮫ ⩦ ࡛ ࠶ ࡾ 㸪 ඲ య ⓗ ࢳ ࣕ ࣥ ࢡ ฎ ⌮ 㸦holistic chunk

processing: ෆ㒊ᵓᡂせ⣲࡟ὀពࢆᡶࢃࡎᩥࢆࡦ࡜ࡲ࡜ࡲࡾ࡜ࡋ࡚ฎ⌮ࡍࡿ᪉ἲ㸧࡛ᑐฎࡋ࡚

ࡁ࡚࠸ࡿࠋࡋ࠿ࡋ࡞ࡀࡽ㸪୰Ꮫᰯ 1ᖺᚋᮇ࠿ࡽࡣᩥἲࡢศᯒⓗせ⣲ࡀ 1 ᗘ࡟ὀධࡉࢀࡿ㛤࠿

ࢀࡓయ⣔ (open system) ࡢᏛ⩦࡛࠶ࡿࠋᏛ⩦⪅ࡣࡇࡢࡇ࡜࡟ᑐฎࡍࡿࡓࡵ࡟ศᯒฎ⌮

(analytic rule-governed processing: ᇶᮏᩥࢆศᯒࡋ㸪ᩥἲ࣮ࣝࣝࢆぢࡘࡅ࡚ࡑࢀࢆᛂ⏝ࡋ࡚

ᩥࢆฎ⌮ࡍࡿ᪉ἲ㸧ࡀᚲせ࡜࡞ࡿࠋࡑࡢࡓࡵࡢศᯒ࣭⤫ྜ⬟ຊࡀᏛ⩦⪅࡟୙㊊ࡋ࡚࠸ࡿ⤖ᯝ㸪 ࠕヰࡍ࣭᭩ࡃࠖࡢ⏘ฟάື࡟ࡘࡲࡎࡁࡀ⏕ࡌࡿ࡜㏙࡭࡚࠸ࡿࠋ

࡜ࡾࢃࡅ㸪␲ၥᩥ࠾ࡼࡧ Wh ␲ၥᩥࡣ㸪Ꮫ⩦⪅࡟࡜ࡗ࡚᭱ࡶᅔ㞴࡞ㄆ▱ⓗ᧯సࢆక࠺࡜ࡉ

ࢀ࡚࠾ࡾ඲యฎ⌮࠿ࡽ㸪ศᯒⓗฎ⌮࡬ࡢ⛣⾜ᮇࡢᅔ㞴ࡉࢆ ࡿ⛗࡜ࡉࢀ࡚࠸ࡿࠋ␲ၥᩥ࠾ࡼ

ࡧ Wh ␲ၥᩥࡢࠕヰࡍ࣭᭩ࡃࠖ࡟࠾ࡅࡿࡘࡲࡎࡁ࡜ࡑࢀ࡟⏕ࡌࡿᏛຊᕪࢆ㏣ồࡋࡓᩥ⊩࡟ඹ

㏻ࡍࡿⅬࡣ㸪୰Ꮫᰯ➨ 1 Ꮫᖺ༙ࡤ㸪ㄒྃࡢᣦ♧ᑐ㇟ࡀᑠᏛᰯࡢ඲యⓗࢳࣕࣥࢡฎ⌮ࢆ㉸࠼࡚

ศᯒฎ⌮ࡀᚲせ࡜ࡉࢀࡿẁ㝵࡟⌧ࢀࡿࡘࡲࡎࡁࢆᑐ㇟࡟ࡋ࡚࠸ࡿࡇ࡜࡛࠶ࡿࠋᒣ⏣௚, 1988;

Pieneman, Johnston & Brindley, 1988; Myles, Hooper & Mitchell, 1998; Myles, Mitchell &

Hooper, 1999; Weinert, 1995; Dekeyser, 1998; ኱஭, 2009; 㛵, 2011ࠋ

኱஭ (2009, pp. 31-42) ࡣ୰Ꮫ⏕100ྡࢆᑐ㇟࡟ࡋࡓ◊✲࡛㸪1ᖺḟࡢ⤊஢ẁ㝵࡛⩦⇍ᅔ㞴

࡞ࡶࡢ࡜ࡋ࡚㸪Wh␲ၥᩥࢆᣲࡆ࡚࠾ࡾ㸪␲ၥモࡀ࠶ࡿ࡜␲ၥᙧࡀ࠺ࡲࡃసࢀ࡞࠸ᐇែࢆ᫂ࡽ

࠿࡟ࡋ࡚࠸ࡿࠋ␲ၥᩥ “Do you 㹼 ?” ࡣࡲ࡜ࡲࡾ࡜ࡋ࡚⩦ᚓ῭ࡳࡔࡀ㸪Wh␲ၥᩥ࡜࡞ࡿ࡜㸪 ㄒ㡰࡜ᩥᵓ㐀ᢕᥱ࡟ၥ㢟ࡀ࠶ࡿ࡜ࡍࡿศᯒ⤖ᯝࢆ♧ࡋ࡚࠸ࡿࠋ

Wh ␲ၥᩥ࡟⩦⇍ࡍࡿࡇ࡜ࡢᅔ㞴ࡉࡣḟࡢᤵᴗグ㘓࡛ㄝ᫂ࡉࢀࡿ 㛵㸪2011, pp. 10-19ࠋ ࠕヰࡍ࣭᭩ࡃࠖࡢࡘࡲࡎࡁࡢᛴቑࡣ1ᖺ⏕10᭶ୗ᪪㸪୺ㄒࡢ1㸪2ே⛠࡟ຍ࠼࡚㸪᪂ࡋࡃ3

ே⛠༢ᩘࡀ⌧ࢀࡓ᫬࡟ጞࡲࡗ࡚࠸ࡿ (౑⏝ᩍ⛉᭩: New Horizon English Course 1, 2002,

Unit 6, pp. 50-53)ࠋ3ே⛠༢ᩘ࡟కࡗ࡚⌧ࢀࡿᩥἲつ๎࡟ᑐฎ࡛ࡁ࡞࠸ࡇ࡜ࡀ୺࡞⌮⏤࡛࠶ࡿࠋ

ືモ࡟ࡘ࠸࡚ゝ࠺࡜㸪ࡑࢀࡲ࡛ࡣhaveࢆ୰ᚰ࡟3㹼4✀࡟㝈ࡽࢀ࡚࠸ࡓࠋࡋ࠿ࡋ㸪ࡇࡢ᫬Ⅼ

࡛⮬ືモ࣭௚ືモྜࢃࡏ࡚ 10 ✀௨ୖ࡟ቑຍࡍࡿࡇ࡜࡛㸪Ꮫ⩦⪅ࡣḟࡢࡼ࠺࡞ᅔ㞴࡟ฟ఍࠺ࠋ 1) ࡲࡎࡇࡢ10✀௨ୖࡢືモࢆືモ࡜ࡋ࡚ㄆ㆑ࡍࡿࡇ࡜㸪2) S-V Agreementࡢ࣮ࣝࣝࡀక࠺

ືモࡢᙧែኚ໬࡟ὀពࢆᡶ࠺ࡇ࡜㸪3) ࡉࡽ࡟Does he speak㹼? Does he usually speak㹼?

What language does he speak㹼? ࡜ẁ㝵ⓗ࡟」㞧໬ࡍࡿ␲ၥᩥࡢ⤫ㄒつ๎࡟ᚑࡗ࡚ᩥࢆ⏘

ฟࡍࡿࡇ࡜㸪4) ຍ࠼࡚ಟ㣭ㄒྃ (e.g., nice, usually, near Sydney, at home) ࡢฟ⌧࡛⠇Ⅼࡀ ቑຍࡍࡿ୰࡛S-V Agreementࡢ࣮ࣝࣝ࡜ㄒ㡰ࢆᏲࡽ࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠋ

ゝ࠸᥮࠼ࢀࡤ㸪ྠ᫬࡟㉳ࡁࡿせ⣲㛫ࡢ㊥㞳ࡀ Wh ␲ၥᩥᵓ㐀ࢆᢳ㇟໬ࡋࡓ࣮ࣝࣝ࡟௙❧࡚

ୖࡆ࡚ࡋࡲ࠺ (DeKeyser, 1998, p. 46)ࠋࡇࡢሙྜ㸪Ꮫ⩦⪅ࡣ୪እࢀࡓศᯒᏛ⩦ࢆᙉ࠸ࡽࢀࡿࠋ

᪥ᮏㄒ࡜኱ࡁࡃ┦㐪ࡍࡿⱥᩥࡢᵓ㐀࡟ᑐࡋᏛ⩦⪅ࡢศᯒฎ⌮⬟ຊ࡟ࡣ㝈⏺ࡀ࠶ࡿࠋVanPatten

(1987, 1989, 1990) ࡣ㸪1ᗘ࡟1⟠ᡤ௨ୖ࡟Ꮫ⩦⪅ࡣὀពࢆྥࡅࡽࢀ࡞࠸㸪ࡑࡢୖࣜ࢔ࣝࢱ࢖

࣒ࡢ⾲ฟ࡛ࡣᩥἲ࡜ព࿡ෆᐜࡢ୧᪉࡟ྠ᫬࡟Ẽࢆ㓄ࡿࡇ࡜ࡣ࡛ࡁ࡞࠸࡜㏙࡭ࡿࠋࡑࡢ⤖ᯝ㸪 つ๎ࢆཱྀ࡟ฟࡋ࡚ゝ࠺ࡇ࡜ࡣ࡛ࡁ࡚ࡶ▱ぬⓗ࡟Ẽ࡙ࡃࡇ࡜ࡣᅔ㞴࡜࠸࠺⌧㇟ࢆࡶࡓࡽࡍ (DeKeyser, 1998, pp. 43-46)ࠋ

ࡇࡢ᫬ᮇࢆቃ࡟ⱥㄒຊࡢࣞ࣋ࣝࡶከᵝ໬ࡍࡿࠋᩥἲࡢࡘࡲࡎࡁࢆᑡࡋࡎࡘඞ᭹ࡍࡿᏛ⩦⪅

࡜㸪ࡘࡲࡎࡁࢆᘬࡁࡎࡗ࡚࠸ࡃᏛ⩦⪅ࡀฟ࡚ࡃࡿࠋྠࡌᩍᐊෆ࡟㧗࠸㐠⏝ຊࢆ㌟࡟ࡘࡅࡿ⪅

࠿ࡽ㸪࢔ࣝࣇ࢓࣋ࢵࢺ࡟ᮍ⩦⇍࡞⪅ࡶ࠸࡚ᩍᖌࡢᑐᛂࡣᴟࡵ࡚㞴ࡋࡃ࡞ࡿࠋࡇࡢࡇ࡜ࡀ㸪୰

Ꮫᰯᚋᮇࡲ࡛࡟⣙8 ๭ࡀࡘࡲࡎࡃࡇ࡜㸪࠾ࡼࡧࡑࡢ⌮⏤ࡢ 1఩ࡣ㸪Ꮫ⩦⪅ࡢᅇ⟅࡟ࡼࢀࡤᩥ

ἲࡀⱞᡭ࡛࠶ࡿ࡜ࡍࡿ⌮⏤ࡀ 78.6%ࢆ༨ࡵࡿ஦ᐇࢆసࡾฟࡋ࡚࠸ࡿ࡜࠸࠼ࡿ (Benesse, 2010)ࠋࡲࡓ㸪ࡇࡢ஦ᐇࡀᑠᏛᰯ࡛័ࢀぶࡋࡵࡤⓙⱥㄒຊࡀࡘࡃ࡜࠸࠺ࡇ࡜࡟ࡣ࡞ࡽࡎ㸪୰Ꮫ

࡛ࡣព㆑ࡋ࡚ᩥἲࢆᏛࡧ࡞ࡀࡽṇ☜࡞ⱥㄒࡀ౑࠼ࡿࡼ࠺࡟࡞ࡿ⪅ࡀ࠸ࡿ࡜ྠ᫬࡟㸪ᑠᏛᰯ᪉ ᘧ࡛ࡣぬ࠼ࡽࢀ࡞࠸㛗ᩥࡀฟࡿ୰Ꮫ1 ᖺ 3 Ꮫᮇ࡟࡞ࡿ࡜ㄒᙡ࡜ᩥἲ㠃࡛᏶඲࡟ΰ஘ࡋ࡚ࡋࡲ

࠺⪅ࡶ࠸ࡿ࡜࠸࠺⤖ᯝࢆࡶࡓࡽࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿ 㧗⏣, 2003, p. 167ࠋ

ࡇࡢၥ㢟࡜㛵㐃ࡋ࡚㸪ᩧ⏣ (2003) ࡣ㸪୰Ꮫ㸯ᖺ᫬ࡢᇶ♏ᇶᮏࡢ☜❧ࡀ඘ศ࡟࡛ࡁ࡞࠸࡛㧗

ᰯ࡟ධᏛࡍࡿ⏕ᚐࡓࡕࡀቑຍഴྥ࡟࠶ࡿࡇ࡜㸪≉࡟ᖹᡂඖᖺ࡟ᨵᐃࡉࢀࡓᏛ⩦ᣦᑟせ㡿ࡀᖹ ᡂ 5 ᖺᗘ඲㠃ᐇᆅࡉࢀࡓᖺ࡟୰Ꮫ࡬ධᏛࡋࡓ⏕ᚐࡓࡕࡢ㧗ᰯධᏛ᫬ࡢࢸࢫࢺ࠿ࡽᏛຊపୗࡀ ጞࡲࡾ㸪ࡑࡢᚋࡶୗࡀࡾ⥆ࡅ࡚࠸ࡿ࡜࠸࠺஦ᐇࢆᣦ᦬ࡋ࡚࠸ࡿࠋ㛵 (2011, pp. 16-17) ࡟ࡼࡿ

㏣㊧ㄪᰝ࡛ࡣ㸪ᇶᮏࡢࡘࡲࡎࡁࢆᢪ࠼࡚࠸ࡿሙྜ㸪㧗ᰯ3 ᖺ㛫㸪㐌 6᫬㛫௨ୖࡢⱥㄒᤵᴗࢆ

ཷࡅ࡚ࡶ㸪⏘ฟࢫ࢟ࣝࡢࡘࡲࡎࡁࡣᨵၿࡋ࡞࠸ࠋ㧗ᰯ࡛ࡣ୰Ꮫ࡛ᑟධࡉࢀࡓᩥἲ㡯┠࡛࠶ࡿ

㛵ಀモ㸪‽ືモ㸪ศモࡢࡼࡾ㧗࠸ࣞ࣋ࣝࢆᏛ⩦ࡍࡿࡀ㸪ࡑࡢࡇ࡜ࡀ୰Ꮫ᫬ࡢᇶᮏࣞ࣋ࣝࡢᨵ ၿ࡟ࡣࡘ࡞ࡀࡽ࡞࠸࡜࠸࠺⤖ᯝࢆ♧ࡋ࡚࠸ࡿࠋ

ࡇࡢࡼ࠺࡟ศᯒฎ⌮ࡢᅔ㞴ࡉ࡟ጞࡲࡿࡘࡲࡎࡁࡀᨵၿࡋ࡞࠸ࡲࡲ ࠕヰࡍ࣭᭩ࡃࠖ ࡢ୙᣺

ࡀ⥆ࡃཎᅉ࡜ࡋ࡚ᣦᑟἲ࡟ࡶၥ㢟ࡀ࠶ࡿࡢ࡛ࡣ࡞࠸࠿࡜ࡢぢ᪉ࡀ࠶ࡿࠋᩧ⏣ (2003) ࡣ㸪ᤵᴗ ࡀࢤ࣮࣒ࡸάື୰ᚰࡢഴྥࢆసࡾฟࡋࡓ⤖ᯝ࡜ࡶཷࡅྲྀࢀࡿ࡜ࡋ࡚࠸ࡿࠋࡲࡓᒣ⏣ (1986, pp.

58-65)ࡣ㸪ᩥࡢព࿡⌮ゎࡣᑡ࡞ࡃ࡜ࡶ୰Ꮫᰯᩍ⛉᭩ࡢሙྜ㸪⤫ㄒ▱㆑࡞ࡋ࡟ྍ⬟࡛࠶ࡾ㸪ព

࿡ࢆ㔜どࡍࡿࡇ࡜ࡣᚲࡎࡋࡶᩥᵓ㐀ࢆ⌮ゎࡍࡿࡇ࡜࡟ࡣࡘ࡞ࡀࡽ࡞࠸࡜ࡍࡿࠋࡇࡢࡇ࡜ࡣ㸪 Wh␲ၥᩥࢆጞࡵࡋࡔ࠸࡟ศᯒฎ⌮ࡀᅔ㞴࡟࡞ࡿᩥᵓ㐀࡬ࡢᑐฎ࡜ࡋ࡚㸪㧗ᰯධᏛᚋࡶ⤫ㄒ▱

㆑ࢆ㛵୚ࡉࡏࡎ㸪ᩥࡢព࿡⌮ゎࢆ ࠕㄒᙡࡢ⤌ࡳྜࢃࡏ㸪ࡲࡓࡣㄒᙡ᝟ሗ࡟ゝㄒእ᝟ሗࢆຍ࠼

ࡓ ࡶ ࡢ (a combination of vocabulary, or lexical information plus extra linguistic information) ࡛⾜࠺ࠖഴྥࡀ⥆࠸࡚࠸ࡿࡢ࡛ࡣ࡞࠸࠿࡜⪃࠼ࡽࢀࡿ(Krashen, 1982, p. 66;

Swain, 1988, p. 72)ࠋ

Swain (1988) ࡣ㸪࢖࣐࣮ࢪ࣭ࣙࣥࣉࣟࢢ࣒ࣛࡢ཯┬࡜ࡋ࡚㸪ᩍᖌࡢ࢖ࣥࣉࢵࢺ࠾ࡼࡧᤵᴗ

ᙧែࡀព࿡㔜ど㸦ෆᐜ㔜ど㸧࡛࠶ࡗࡓࡇ࡜ࡀᏛ⩦⪅ࡢࠕヰࡍ࣭᭩ࡃࠖຊࡢ୙඘ศࡉࢆᣍ࠸ࡓ

࡜ᣦ᦬ࡋ࡚࠸ࡿࠋෆᐜࢆᩍ࠼ࡿࡇ࡜࡜㸪ゝㄒࢆᩍ࠼ࡿࡇ࡜ࡢ㛫࡟▩┪ (conflict) ࡀ࠶ࡾ㸪ෆ ᐜ⌮ゎࡣ㸪ᚲࡎࡋࡶ⤫ㄒつ๎ࢆᚲせ࡜ࡋ࡞࠸ࠋゝ࠸᥮࠼ࢀࡤ㸪⤫ㄒࡸᙧែ⣲ࡢศᯒ࡞ࡋ࡟ᩥ

⬦ࡢ⌮ゎࡣ࡛ࡁࡿࡀ㸪ࡋ࠿ࡋ⤫ㄒࡸᙧែ⣲ࡢศᯒ࡞ࡋ࡟ࠕヰࡍ࣭᭩ࡃࠖάືࡣ୙ྍ⬟࡛࠶ࡿࠋ ᚑࡗ࡚ෆᐜ㔜どࡀᚲࡎࡋࡶ➨ 2 ゝㄒᩍᤵࡢ᭱ၿ⟇࡜ࡣゝ࠼࡞࠸ࠋ⏘ฟࢫ࢟ࣝ⫱ᡂࡢࡓࡵ࡟ࡣ ゝㄒᙧᘧ (form) ࡶྠᵝ࡟㔜どࡍ࡭ࡁ࡛࠶ࡿࠋࡑࡢࡓࡵ࡟ࡣ༢Ⓨⓗ࡞ㄒ࡛ྃࡣ࡞ࡃ㸪ࢹ࢕ࢫࢥ

࣮ࢫ࣭࡛ࣞ࣋ࣝᩥ༢఩ࡢ⏘ฟᕤኵࡀࠕヰࡍ࣭᭩ࡃࠖࢫ࢟ࣝࡢ⫱ᡂ࡟ᚲせ࡛࠶ࡿ࡜ㄝ࠸࡚࠸ࡿࠋ Widdowson (1990, 1998) ࡣ㸪㐣ཤ20ᖺ㛫ࡢCLTᨵၿㄽࡢ❧ሙ࠿ࡽ㸪ࠕヰࡍ࣭᭩ࡃࠖࡢ⏘

ฟ ࢫ ࢟ ࣝ ⋓ ᚓ ࡣ ᨵ ࡵ ࡚ ぢ ┤ ࡉ ࢀ ࡿ ᚲ せ ࡀ ࠶ ࡿ ࡜ ㄝ ࡃ ࠋࠕL2 Ꮫ ⩦ ⪅ ࡣ 㸪 ゝ ㄒ 㐠 ⏝(task

performance) ࢆ࡝ࢀ࡯࡝⧞ࡾ㏉ࡋ࡚ࡶࢫ࢟ࣝ⋓ᚓカ⦎࡟ࡣ࢔ࢡࢭࢫ࡛ࡁ࡞࠸ࡢ࡛࠶ࡾ㸪L2

Ꮫ⩦⪅ࡀゝㄒࢆ౑⏝ࡍࡿࡓࡵ࡟ࡣ㸪᭱ึ࡟Rivers (1972) ࡟♧ࡉࢀࡿ⏘ฟࢫ࢟ࣝࢆ⋓ᚓࡋ࡚࠸

࡞ࡅࢀࡤ࡞ࡽ࡞࠸ࠖ࡜ࡢㄆ㆑ࡀḞࡅ࡚࠸ࡓࡢ࡛ࡣ࡞࠸࠿࡜ᣦ᦬ࡋ࡚࠸ࡿ (Widdowson, 1998, p.

327)ࠋRivers (1972) ࡶࡲࡓ㸪ࠕୗ఩ࣞ࣋ࣝࡢᩥἲせ⣲ ே⛠ࡸᩘࡢᒅᢡ㸪␲ၥᩥࡸྰᐃᩥ࡞

࡝ࡢᅛᐃࡉࢀࡓᙧᘧࢆࡍࡤࡸࡃ⾲ฟࡍࡿカ⦎ࡢ୙㊊ࡣ㸪ࡑࢀ௨㝆ࡢⱥㄒᏛ⩦ࢆ୙ẟ࡞ࡶࡢ

࡟ࡍࡿࠖ࡜㏙࡭࡚࠸ࡿࠋ

Wray (2002) ࡣ㸪ከࡃࡢඛ⾜◊✲஦౛࡟ᇶ࡙࠸࡚㸪Ꮚ౪࠿ࡽ኱ேࡲ࡛ࡢゝㄒ⩦ᚓ࡛ࡣ㸪Ꮚ ౪ࡣ඲యⓗࢳࣕࣥࢡฎ⌮㸪኱ேࡣศᯒฎ⌮࡜࠸࠺Ꮫࡧ᪉ࡢᇶᮏⓗ┦㐪ࡀ⛣⾜ᮇ࡟⨨࠿ࢀ࡚࠸

ࡿ୰Ꮫ࣭㧗➼ᏛᰯࡢᏛ⩦⪅ࡓࡕ࡟ᅔ㞴ࢆ๰ࡾฟࡍࡢ࡛࠶ࢁ࠺࡜㏙࡭࡚࠸ࡿࠋཪL2ᩍᐊ࡟࠾࠸

࡚ࡣ㸪ࠕࡇࡢ⛣⾜ࢆㄆ▱ࡋࡓୖ࡛ 11㹼12 ᡯඣࢆᩍ࠼ࡿࡇ࡜ࡀ㸪ᡂ⇍ࡋࡓᏛ⩦⪅ࡢ▱ⓗ࢔ࣉࣟ

࣮ࢳࡢኚ໬࡟ᩄឤ࡞ᩍᤵἲࡢ㛤Ⓨ࡟࡜ࡗ࡚㠀ᖖ࡟⫧Ỻ࡞ᇶ┙࡜࡞ࡿࡔࢁ࠺ࠖ࡜ᥦ᱌ࡋ࡚࠸ࡿࠋ

“I have suggested that recognition of this transition could make the teaching of preteens a very fertile ground for the development of teaching methods sensitive to the changing intellectual approach of the maturing learner” (Wray, 2002, p.198).

WrayࡢどⅬ࡟ᇶ࡙࠸࡚ᑠᏛᰯࡢⱥㄒᩍ⫱ࡀ⪃࠼ࡽࢀࡿ࡜ࡍࢀࡤ㸪୰Ꮫᖺ࠿ࡽ㛤ጞࡉࢀࡿᑠᏛ

ᰯࡢእᅜㄒάືࡣ㸪࡝ࡢࡼ࠺࡞ෆᐜࢆ࡝ࡢࡼ࠺࡞᪉ἲ࡛⾜࠼ࡤ㸪୰Ꮫᰯ࡛ጞࡲࡿศᯒฎ⌮࡬࡜ࡘ

࡞ࡀࡾ㸪ධ㛛ᮇࡢࡘࡲࡎࡁࡢ⦆࿴๣ (a tolerated alternative) ࡜ᡂࡾᚓࡿࡢ࠿㸪ࡦ࠸࡚ࡣᑠ୰㧗 㐃ᦠࢆ඘ᐇ࡬࡜ᑟࡃࡇ࡜࡟㈉⊩ࡍࡿࡢ࠿࡜࠸࠺ࡇ࡜ࡀㄢ㢟࡜࡞ࡿࠋ

ᮏㄽᩥࡣ㸪୰Ꮫᰯ࡟࠾ࡅࡿศᯒฎ⌮ࡢ๓࡟㸪ᑠᏛᰯ࡟࠾࠸࡚ࡑࡢㄆ▱ຊ࡟ぢྜ࠺ゝㄒᏛ⩦

ࡢᙧ࡜㸪ㄢ㢟ゎỴ࡬ࡢ♧၀ࢆ୚࠼ࡿࡶࡢ࡜ࡋ࡚㸪ඛ⾜◊✲ࡢ▱ぢࢆᇶ࡟㸪඲యⓗࢳࣕࣥࢡฎ

⌮ࢆ᥎㐍ࡍࡿ 1 ◊✲㛤Ⓨᰯࡢᐇ㊶ࢆ㏣ཬࡍࡿࡇ࡜࡟ࡼࡾ㸪ᑠ୰㧗㐃ᦠࢆど㔝࡟ධࢀࡓ⌮ㄽ࡜

ᐇ㊶ࡢ⤫ྜ࡟❧ࡘ᪂ࡓ࡞ᨵၿ࡬ࡢ᪉ྥࢆᥦ᱌ࡍࡿࡇ࡜ࢆ┠ⓗ࡜ࡍࡿࠋ 1.3 ྛ❶ࡢᴫせ

➨2❶࡛ࡣ㸪ඛ⾜◊✲࡟࠾ࡅࡿ඲యⓗࢳࣕࣥࢡฎ⌮ㄽ㸪CLTᨵၿㄽࢆ㏻ࡋ࡚㸪L2ᩍᐊ࡟࠾

ࡅࡿᏛ⩦⪅ࡢゝㄒ⩦ᚓ࡟῝ࡃ㛵㐃ࡍࡿࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࡢ࠶ࡾ᪉ࢆ㏣ồࡋ㸪ゎỴࡍ࡭

ࡁၥ㢟࡜㸪᪂ࡓ࡞ㄢ㢟ࢆ᫂ࡽ࠿࡟ࡍࡿࠋ

➨ 3❶࡛ࡣ㸪ᖹᡂ15ᖺ࡟ጞࡲࡿ1◊✲㛤Ⓨᰯࡢᐇ㊶◊✲㸪ࠕ඲యⓗࢳࣕࣥࢡฎ⌮࡛ㄯヰࢆ

㔜どࡋࡓ┦஫஺ὶᆺࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࠖࡣ㸪⊂⮬࡟㛤Ⓨࡋࡓㄯヰࣇ࣮࣒ࣞ࡜ࡑࡢ୰࡟

タᐃࡉࢀࡓၥ㢟ゎỴᆺ activity ࡟࠾࠸࡚㸪࡝ࡇࡲ࡛Ꮫ⩦⪅ࡢ⾲⌧άືࢆⓎᒎࡉࡏࡽࢀࡿࡢ࠿

㸦࡝ࡢࣞ࣋ࣝࡲ࡛ㄒᙡ࣭ࣇ࣮ࣞࢬ࠾ࡼࡧ᪉␎౑⏝ࡀྍ⬟࡜࡞ࡿ࠿㸪࠾ࡼࡧ࡝ࡢࣞ࣋ࣝࡲ࡛ࡢ ศ⠇໬ࢆ⏕ࡌࡉࡏࡿ࠿㸧㸪ㄪᰝᰯ࡟࠾࠸࡚ࡑࡢࡇ࡜ࢆㄪᰝࡍࡿࡓࡵ◊✲ㄢ㢟 (RQs) ࢆタᐃࡍ

ࡿࠋ◊✲ㄢ㢟࡟ἢࡗ࡚ࢹ࣮ࢱ཰㞟㺃ศᯒࡢࡓࡵ㸪1) ᩍᮦ㸪Ꮫ⩦⪅ࡢ⮬Ⓨⓗ఍ヰࡢ୧ࢥ࣮ࣃࢫࢆ

సᡂ㸪2) ᪉␎࡜ศ⠇໬ࡢ࢝ࢸࢦ࣮ࣜసᡂ㸪3) ศ⠇໬ࡢㄪᰝᑐ㇟࡜ࡋ࡚ᩍᮦ㸪Ꮫ⩦⪅ࡢ୧ࢥ࣮

ࣃࢫ࠿ࡽ␲ၥᩥࢆᢳฟࡍࡿࠋ

➨ 4 ❶࡛ࡣศᯒ⤖ᯝࢆရモ㸪᪉␎㸪ศ⠇໬ࡢ3 Ⅼ࡟ศࡅ࡚ᥦ♧ࡍࡿࠋရモ㸪᪉␎࡟ࡘ࠸࡚

ࡢศᯒ⤖ᯝ࡛ࡣ㸪ྛᏛᖺࡢㄒᙡ࣭ࣇ࣮ࣞࢬ౑⏝ࡣ࡝ࡢࡼ࠺࡟᥎⛣ࡍࡿ࠿㸪᥎⛣ࡢ≉ᚩࡣఱ࠿㸪 ᑠᏛᰯࡢ୍⯡ⓗㄒᙡ౑⏝࡜࡝ࡢࡼ࠺࡟┦㐪ࡍࡿ࠿ࢆ᫂ࡽ࠿࡟ࡍࡿࠋศ⠇໬࡟ࡘ࠸࡚ࡣ㸪ᩍᮦ㸪 Ꮫ⩦⪅ࡢ୧ࢥ࣮ࣃࢫࡢ␲ၥᩥ౑⏝⤖ᯝ࡟ᇶ࡙࠸࡚㸪ศ⠇໬ࡣ࡝ࡢࡼ࠺࡟⏕ࡌࡿ࠿㸪࠾ࡼࡧ 6 ᖺ⏕ࡢ᭱⤊᫬Ⅼ࡛ศ⠇໬ࡢ࡝ࡢࣞ࣋ࣝ࡬฿㐩ࡋ࡚࠸ࡿ࠿ࢆ᫂ࡽ࠿࡟ࡍࡿࠋ

➨5❶࡛ࡣศᯒ࡟♧ࡉࢀࡓရモ㸪᪉␎㸪ศ⠇໬ࡢ3Ⅼࡢᑟࡁฟࡍ⤖ᯝࢆ㸪ྛ◊✲ㄢ㢟 (RQ1-3)

࡟ἢࡗ࡚, ඛ⾜ᩥ⊩ࡢㄢ㢟㸪ᥦ᱌࡜㛵㐃ࡉࡏ࡚⪃ᐹࢆ⾜࠺ࠋᮏ◊✲࡟ࡼࡗ࡚᫂ࡽ࠿࡟ࡉࢀࡿ඲

యⓗࢳࣕࣥࢡฎ⌮࡛⾜࠺ㄯヰࢆ㔜どࡋࡓ┦஫஺ὶᆺࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࡣྛရモ㸪᪉␎

ࡢⓎᒎⓗ౑⏝࡬ྥ࠿ࢃࡏ㸪ึᮇࡢศ⠇໬ࢆಁࡍྍ⬟ᛶࢆ᫂ࡽ࠿࡟ࡍࡿࠋ

➨ 6 ❶࡛ࡣ⤖ㄽ࡜ࡋ࡚㸪඲యⓗࢳࣕࣥࢡฎ⌮࡛⾜࠺ㄯヰࢆ㔜どࡋࡓ┦஫஺ὶᆺࢥ࣑ࣗࢽࢣ

࣮ࢩࣙࣥάືࡣ୰Ꮫ࡛ࡢศᯒᏛ⩦࡟㈉⊩ࡍࡿྍ⬟ᛶࡀ⏕ࡌࡿࡇ࡜㸪࠾ࡼࡧᑠ୰㧗㐃ᦠࡀ┠ᣦ ࡍ᪂ࡓ࡞ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື࡬ࡢ♧၀ࢆ୚࠼ࡿ◊✲࡜࡞ࡗ࡚࠸ࡿࡇ࡜ࢆ᫂ࡽ࠿࡟ࡋ㸪௒

ᚋ࡟ṧࡉࢀࡓㄢ㢟ࢆᥦ♧ࡍࡿࠋ

➨2❶ ⌮ㄽⓗ⫼ᬒ

ᮏ◊✲࡟࠾ࡅࡿ඲యฎ⌮ㄽ࡜CLT (Communicative Language Teaching) ᨵၿㄽࡢㄽ㆟ࡢ

↔Ⅼࡣḟࡢ࡜࠾ࡾ࡛࠶ࡿࠋ

඲యฎ⌮ㄽ࡛ࡣ㸪Peters (1977, 1983)ࡼࡾጞࡲࡿㄢ㢟 ࠕL2ᩍᐊ࡟࠾࠸࡚඲యⓗࢳࣕࣥࢡฎ

⌮࡛࢖ࣥࣉࢵࢺࡉࢀࡓㄒᙡ࣭ࣇ࣮ࣞࢬࡣ㸪ศᯒฎ⌮㐣⛬࡬࡜㐍ࡳᩥἲ࣮ࣝࣝࡢ୍⯡໬ࡣྍ⬟

࡜࡞ࡿ࠿ࠖࢆㄽⅬ࡜ࡍࡿᩥ⊩ࢆ୰ᚰ࡟ࡋ࡚඲యⓗࢳࣕࣥࢡฎ⌮ࡢྍ⬟ᛶࢆ᥈ࡿࠋ

CLT ᨵၿㄽ࡛ࡣ㸪30 ᖺ௨ୖ࡟ΏࡿCLTᩍᤵἲࡢලయⓗᡂᯝࡀ୙᫂░࡛ࡑࡢ౯್ࡣぢ࠼࡟

ࡃ࠸࡜ࡉࢀ࡚࠾ࡾ㸪⌧ሙࡢၥ㢟ࢆゎỴࡍࡿࡓࡵࡢ⌮ㄽⓗᇶ♏ᵓ⠏ࡶࡲࡔ☜❧ࡋ࡚࠸࡞࠸

(Gatbonton and Segalowitz, 2005, p. 346) ࡜࠸ࢃࢀࡿ≧ἣࢆᨵၿࡍࡿࡇ࡜ࢆ┠ᣦࡋ㸪ᮏㄽᩥ

ࡣ௨ୗࡢ3ศ㔝㸪 1) ➨2ゝㄒ⩦ᚓ◊✲࡟࠾ࡅࡿࢫ࢟ࣝ⋓ᚓカ⦎ࡢ෌⪃㸪2) ㄆ▱ゝㄒᏛ࡟࠾

ࡅࡿ㛤࠿ࢀࡓ≧ἣ࡛ࡢࢫ࢟ࣝ⋓ᚓカ⦎㸪3) ㄯヰศᯒ࡟࠾ࡅࡿᏛ⩦⪅ྠኈࡢᑐヰάື㸪࡟ࡘ࠸

࡚ࡢㄢ㢟࣭ᥦ᱌ࢆ᳨ウࡍࡿࠋ 2.1 ඲యฎ⌮ㄽ࡜ࡑࡢㄢ㢟

Peters (1977, 1983) ࡣ㸪඲యⓗࢳࣕࣥࢡฎ⌮ࡢᡭἲࢆ⏕ᚋ7ࣨ᭶࠿ࡽ2ṓ3ࣨ᭶ࡲ࡛ほᐹ ࡋࡓᏊ౪ (Minh) ࡢⓎヰ࡟Ⓨぢࡋࡓࠋ௨᮶㸪඲యฎ⌮ࡣ㸪Ꮚ౪ࡢẕㄒᏛ⩦࡜⮬↛⎔ቃୗ࡛ࡢ L2Ꮫ⩦࡟ᗈࡃほᐹࡉࢀࡿࡇ࡜࠿ࡽ㸪Ꮚ౪࡟࡜ࡗ࡚ࡣศᯒฎ⌮ࡢࡳ࡛࡞ࡃ඲యฎ⌮ࡶ㔜せ࡞Ꮫ

⩦᪉␎࡛࠶ࡿ࡜ࡉࢀ௒᪥࡟⮳ࡗ࡚࠸ࡿࠋゝㄒ⩦ᚓほᐹࡣᏊ౪ࡢどⅬ࡟❧ࡗ࡚࠾ࡇ࡞ࢃࢀࡿ࡭

ࡁࡇ࡜ࡀཎ๎࡛࠶ࡾ㸪Peters ࡣࠕ඲యⓗࢳࣕࣥࢡฎ⌮࡛࢖ࣥࣉࢵࢺࡉࢀࡓㄒᙡ࣭ࣇ࣮ࣞࢬ࠿

ࡽᩥἲ࣮ࣝࣝࡢ୍⯡໬ࡣྍ⬟࡛࠶ࡿࠖ࡜ࡋࡓࠋL1 Ꮫ⩦⪅, ⮬↛⎔ቃୗ㸦ᙜヱゝㄒࡀ࿘ᅖ࡛ヰ ࡉࢀ࡚࠸ࡿ⎔ቃୗ࡛ࡢ L2 Ꮫ⩦⪅࡛࠶ࡿᏊ౪ࡓࡕࡀ඲యฎ⌮࠿ࡽศᯒฎ⌮࡬࡜⛣⾜ࡋ㸪⤫ㄒ ᵓ㐀ࡢᢕᥱ࡬⮳ࡿࣉࣟࢭࢫࡣḟࡢࡼ࠺࡟ㄝ᫂ࡉࢀࡿ (Peters, 1983, pp.35-68)ࠋ

Ꮚ౪ࡣࡲࡎᶍೌ࡟ࡼࡾ኱ேࡢⓎヰࡢ1㒊ࢆࢳࣕࣥࢡ࡜ࡋ࡚ྲྀࡾ㎸ࡴࠋstress, tone, pattern rhythmࡀ㘽࡜࡞ࡾ୪ิࡍࡿ2ࡘࡢ༢ㄒ࠿ࡽᡂࡿࢳࣕࣥࢡࣘࢽࢵࢺ (e.g., all gone) ࢆྲྀࡾ㎸

ࡴࠋࡑࡇ࠿ࡽศ⠇໬ (segmentation) ࡀ㉳ࡁࡿࠋศ⠇໬ࡣ 2 ࡘࡢ᪉ྥ࡟㉳ࡁࡿࠋࡲࡎ㸪Ꮚ౪ ࡣࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢᚲせ࡟㏕ࡽࢀ㸪ࢳࣕࣥࢡࢆ᭱኱㝈ά⏝ࡋࡼ࠺࡜ࡍࡿດຊ࠿ࡽ㸪࢜ࣜ

ࢪࣝࣘࢽࢵࢺ (all gone) ࢆ⥔ᣢࡋࡘࡘ㸪ࡑࡢࣘࢽࢵࢺࢆศゎࡋ࡚ୗ఩ࣘࢽࢵࢺࢆసࡾฟࡍ (all + gone, clean, dry. . . )ࠋḟ࡟㸪ศゎࡢࣉࣟࢭࢫ࡛㸪ࢫࣟࢵࢺࡘࡁࡢᩥࡢࣇ࣮࣒ࣞ࡜࡞ࡿㄒ

ྃ ౛㸸What’s, That’s a, See the ࢆⓎぢࡍࡿࡇ࡜࡟ࡼࡾ㸪ᇶᗏᵓ㐀ࣃࢱ࣮ࣥ (structural

pattern) ࢆᬯ♧ⓗ࡟㢮᥎࡛ࡁࡿࡼ࠺࡟࡞ࡿ ࡍ࡞ࢃࡕࣇ࣮࣒ࣞ࡜ࢫࣟࢵࢺࢆᣢࡘࣃࢱ࣮ࣥࢆ

ឤ▱ࡍࡿࡇ࡜࡛⤫ㄒᵓ㐀࡬ࡢ㊊ࡀ࠿ࡾࢆᥗࡴࠋࡑࡇ࠿ࡽᩥᵓ㐀࡬ྥࡅࡓ୍⯡໬ࡀጞࡲࡾࣘࢽ

ࢵࢺࡣఏ⤫ⓗ࡞ㄒᙡ࡜ࢭࣥࢸࣥࢫࣃࢱ࣮ࣥ࡬ศᯒࡉࢀࡿࠋ᭱⤊ⓗ࡟࢖ࣥࣉࢵࢺࡉࢀࡓゝㄒ࠿

ࡽゝㄒࡢ୍⯡ⓗ⤫ㄒࣃࢱ࣮ࣥࢆ⋓ᚓࡍࡿࡇ࡜࡟࡞ࡿࠋPeters (1983, p.89) ࡣ㸪ࡇࡢ᪉ἲ࡛ࢳ

ࣕࣥࢡ࠿ࡽศᯒ࡬ࡢ࣮ࣝࢺࡣྍ⬟࡛࠶ࡾ㸪Krashen and Scarcella (1978) ࡢ୺ᙇ̿ࢳࣕࣥࢡ

ࡣ “dead end” ࡬⮳ࡿ̿࡜ࡍࡿ⪃࠼ࢆྰᐃࡍࡿࠋ

Peters (1983, pp.109-113) ࡣ඲యⓗࢳࣕࣥࢡฎ⌮ࢆ㏻ࡋ࡚ḟࡢ2Ⅼࢆ୺ᙇࡍࡿࠋ

➨ 1 ࡟㸪Ꮚ౪ࡢᩥἲ࣮ࣝࣝ࡬ࡢ㏆࡙ࡁ᪉ࡣᚑ᮶ࡢぢ᪉࡜␗࡞ࡿࠋᏊ౪ࡣ඲యⓗࢳࣕࣥࢡฎ

⌮ࢆ㏻ࡋ࡚⤫ㄒ࣮ࣝࣝࢆⓎぢࡍࡿࡢ࡛࡞࠸ࠋ㢮᥎ࢆാ࠿ࡏ㸪ศ⠇໬ࢆ㏻ࡋ࡚Ⓨぢࡍࡿࠋ

➨2࡟㸪ศ⠇໬ࡣL2ᩍᐊ࡟࠾࠸࡚ࡶ⫱ᡂࡉࢀࡿࠋࡋ࠿ࡋ㸪௨ୗࡢⅬ࡟ᨵၿ࡜᳨ドࡢ✚ࡳ㔜 ࡡࡀᚲせ࡛࠶ࡿࠋศ⠇໬࡟ࡼࡾᩥἲ࣮ࣝࣝࢆ⋓ᚓࡍࡿࡓࡵ࡟ࡣ᪩ᮇL2ᩍᐊࡀጇᙜ࡛࠶ࡿࠋࡑ ࡇ࡟࠾ࡅࡿ⧞ࡾ㏉ࡋ࡜᥎ㄽࣉࣟࢭࢫ⫱ᡂ࡟ḟࡢㄢ㢟ࡀ࠶ࡿࠋࡑࢀࡣ㸪ձ ศ⠇໬ࡢಁ㐍せ⣲࡜

ࡋ࡚ࣃࢱࣥࢻࣜࣝࢆᤞ࡚ཤࡿࡇ࡜࡞ࡃ㸪⧞ࡾ㏉ࡋࡸ⨨ࡁ᥮࠼ࡢࡼࡾὙ⦎ࡉࢀࡓᙧࡀ㏣ཬࡉࢀ

ࡿᚲせ㸪ղ⤫ㄒ㸪ᙧែ࡟࠾ࡅࡿ᥎ㄽࡢ౑⏝ࡀಁࡉࢀࡿሙᡤ㸪ゝ࠸᥮࠼ࢀࡤ㸪↹㞧࡟⨨ࡁ᥮࠼

ࡢ㉳ࡁࡿሙᡤࡢࢹ࣮ࢱ཰㞟ࡀ࡞ࡉࢀࡿᚲせ㸪ճ Ꮚ౪ྠኈࡢ఍ヰࡢຠᯝࢆ㏣ồࡍࡿᚲせ㸪մศ

⠇໬࡜ࣃࢱ࣮ࣥᙧᡂ࡟⏕ࡌࡿಶேᕪ (Peters, 1983, pp. 68-70) ࡬ࡢᑐฎἲࡢ4Ⅼ࡛࠶ࡿࠋ

2.1.1 ඲యฎ⌮ㄽࡢㄢ㢟㏣ồ

ࡍ࡭࡚ࡢᩥ⊩ࡣ㸪ࠕᏊ౪ࡢሙྜ㸪඲యⓗࢳࣕࣥࢡฎ⌮ࡣ୍᫬ⓗ᪉␎࡛࠶ࡾ㸪ゝㄒ⩦ᚓࡢࡓࡵ

࡟ࡣ㸪ศᯒࢆ㏻ࡽ࡞ࡅࢀࡤゝㄒ⩦ᚓ࡬⮳ࡽ࡞࠸ (Peters, 1977, p. 571) ࠖ࡜ࡍࡿぢ᪉୍࡛⮴ࡍ

ࡿ (Peters, 1977, 1983; Wray, 1999, 2002; Willet, 1995; Itoh & Hatch, 1978; Gatbonton &

Segalowitz, 2005; Segalowitz, 2010; Fillmore, 1979; Bohn, 1986; Nattinger & DeCarrico, 1992; Lewis 1993, 1997; D. Willis, 1990, 2003; D. Willis & J. Willis, 2007; Ellis & Sinclair, 1996; N. Ellis,1996; R. Ellis, 2006; Bygate, 1988; Weinert 1995; Hakuta, 1976; Krashen &

Scarcella, 1978; Hanania & Gradman, 1977; Yorio, 1989; Granger, 1998; Nation, 1990;

Shiki, Mori, Kadota & Yoshida, 2010; Curtain & Dahlberg, 2010; Mitchell & Martin, 1997;

Myles, Hooper & Mitchell, 1998; Myles, Mitchell & Hooper, 1999)ࠋ

ࡋ࠿ࡋࠕL2ᩍᐊ࡟࠾࠸࡚඲యⓗࢳࣕࣥࢡฎ⌮࡛࢖ࣥࣉࢵࢺࡉࢀࡓㄒᙡ࣭ࣇ࣮ࣞࢬ࠿ࡽᩥἲ

࣮ࣝࣝࡢ୍⯡໬ࡣྍ⬟࡛࠶ࡿࠖ࡟㛵ࡋ࡚ࡣ㈶ྰ୧ㄽࡀ࠶ࡿࠋ

ྍ⬟࡛࠶ࡿ࡜ࡍࡿㄝࢆ୺ᙇࡍࡿࡢࡣNattinger and DeCarrico, (1992); Lewis (1993, 1997);

D. Willis, (1990, 2003); D. Willis and J. Willis (2007) ࡢ5ே࡛࠶ࡿࠋ

ࡋ࠿ࡋ5ே࡟ࡼࡿᩥ⊩ࢆ㝖ࡃከࡃࡢᩥ⊩ࡣ㸪L2Ꮫ⩦⪅ࡢᩥἲ࣮ࣝࣝࡢ୍⯡໬ (ゝㄒ⩦ᚓ) ࡣ㸪

⮬↛⎔ቃୗ࡟࠾࠸࡚ࡶ୍⯡࡟ゝࢃࢀ࡚࠸ࡿ࡯࡝⡆༢࡛ࡣ࡞ࡃ㸪ከࡃࡢ᮲௳࡜⎔ቃᩚഛࡀక࠺

ࡇ࡜ࢆ᫂ࡽ࠿࡟ࡍࡿ (Peters, 1977, 1983; Willet, 1995; Itoh & Hatch, 1978; Fillmore, 1979;

Bohn, 1986; Hakuta, 1976; Wray, 1999, 2002; Segalowitz, 2010)ࠋ

୍᪉࡛㸪እᅜㄒ⎔ቃୗ㸦ᙜヱゝㄒࡀ࿘ᅖ࡛ヰࡉࢀ࡚࠸࡞࠸⎔ቃୗ࡟࠾ࡅࡿ඲యⓗࢳࣕࣥ

ࢡฎ⌮࠿ࡽᩥἲ࣮ࣝࣝࡢ୍⯡໬࡟ࡣ࠸ࡗࡑ࠺ࡢไ⣙ࡀᚅࡕཷࡅ࡚࠾ࡾ㸪┤᥋ⓗ࣮ࣝࢺࡣ࡞࠸

࡜ࡍࡿពぢࡀከ࠸ࠋࡋ࠿ࡋ㸪ゝㄒ⩦ᚓࡢྍ⬟ᛶࡣ࡞࠸࡜ࡣゝ࠼࡞࠸㸦≉࡟㸪Ꮚ౪ࡀࡲࡔゝㄒ

ⓗ࡟ᮍ⇍࡛ไ⣙ࢆཷࡅ࡞࠸᫬ᮇ㸪࠶ࡿ࠸ࡣ㐺ษ࡞ᤵᴗᙧែ࡜ᩍᮦࢹࢨ࢖ࣥࡢୗ࡛࠶ࢀࡤ ࡜ ࡍ ࡿ ぢ ᪉ ࡀ ከ ᩘ ࢆ ༨ ࡵ ࡿ (Wray, 1999, 2002, 2008; Gatbonton & Segalowitz, 2005;

Segalowitz, 2010; Ellis & Sinclair, 1996; N. Ellis,1996, 2001; R. Ellis, 2006; Bygate, 1988;

Weinert 1995; Krashen & Scarcella, 1978; Curtain & Dahlberg, 2010)ࠋࡉࡽ࡟㸪Peters

(1983) ࡀศ⠇໬ಁ㐍࡟᭱ࡶጇᙜ࡜ࡍࡿ᪩ᮇ L2 ᩍᐊ࡟࠾ࡅࡿᩍ⫱ᐇ㊶◊✲ࡣ㸪ࢳࣕࣥࢡࡀศ

ᯒฎ⌮ࢆಁ㐍ࡍࡿ࡜ࡣゝ࠸㞴࠸࡜ࡍࡿぢ᪉ࡀᩍᖌ࡟ࡼࡗ࡚♧ࡉࢀࡿ (Mitchell & Martin, 1997; Myles, Hooper & Mitchell, 1998; Myles, Mitchell & Hooper, 1999)ࠋࡇࡇ࡛ࡣࡑࢀࡒࢀ

ࡢุ᩿࡟⮳ࡿㄽᣐࢆ㸪(1) ⮬↛⎔ቃୗ㸪(2) እᅜㄒ⎔ቃୗ㸪(3) ᪩ᮇL2ᩍᐊࡢ㡰࡟㏙࡭ࡿࠋ

2.1.2 ⮬↛⎔ቃୗ࡛ࡢྍ⬟ᛶ

⮬↛⎔ቃࡢ୰࡛࠶ࢀࡤ㸪11ṓࡲ࡛ࡢL2Ꮫ⩦⪅ࡣL1⩦ᚓࣔࢹࣝ࡟ᚑࡗ࡚ࢳࣕࣥࢡࢆ㏻ࡋ࡚

ゝㄒ⩦ᚓࡢࢳࣕࣥࢫࡀ࠶ࡿ࡜ぢࡿࡢࡀ୍⯡ⓗ࡛࠶ࡿࠋࡑࡢ⌮⏤ࡣ㸪11 ṓࡲ࡛ࡢ᫬ᮇ࡛࠶ࢀࡤ

Ꮚ౪ࡣࡲࡔࣉࣞ㺃ࣜࢸࣛࢩ࣮᫬ᮇࡢ⩦ᚓࢫࢸ࣮ࢪ࡟࠸ࡿࠋゝㄒࡣ♫఍ⓗ࢖ࣥࢱࣛࢡࢩࣙࣥ࡜ࡋ

࡚ᶵ⬟ࡋ㸪║๓ࡢᕼᮃ㐩ᡂࡀ┠ᶆ࡜࡞ࡾ㸪␗࡞ࡿゝㄒࡢᩥ໬ⓗᇶ‽࡟ᑐᛂࡍࡿࡇ࡜ࢆࡶ㎡ࡉ

࡞࠸ࠋࡼࡗ࡚ࢳࣕࣥࢡࡢ඲యฎ⌮ࢆಁࡍ࢖ࣥࢱࣛࢡࢩࣙࣥࢆཷࡅධࢀ㸪୙せ࡞ศᯒࢆ⾜ࢃ࡞

࠸Ⅼ࡟࠾࠸࡚L1⩦ᚓ࡜ᐇ㉁ⓗ࡟ྠࡌ࣮ࣝࢺࢆ㎺ࡿ࡜ࡍࡿࠋࡋ࠿ࡋಶࠎࡢࢹ࣮ࢱ࡛ࡣ㸪୍⯡࡟

ᛮࢃࢀ࡚࠸ࡿࡼࡾࡶཝࡋ࠸஦ᐇࡀ᫂ࡽ࠿࡟࡞ࡿࠋWray, (2002, pp.159-160); Segalowitz,

(2010, p. 113) ࡣ㸪➨2ゝㄒࢆ⮬↛⎔ቃୗ࡛⩦ᚓࡍࡿሙྜᡂຌ⪅࡟ࡣ࠶ࡿ᮲௳ࡀᥞࡗ࡚࠸ࡿ࡜

㏙࡭ࡿࠋࡑࢀࡣ㸪Nora (Fillmore, 1979) ࡟௦⾲ࡉࢀࡿ⌮᝿ⓗ࡟ࡣ7ࡘࡢ᮲௳࡛࠶ࡿࠋ 1) ⤫ㄒࣞ࣋ࣝ 㡢㡩ࣞ࣋ࣝ࡟ᑐࡍࡿព࿡ ࡛ࡇ࡜ࡤࢆ฼⏝ࡍࡿ⬟ຊࡀ࠶ࡿࠋ

2) ศᯒຊࡀ࠶ࡾ㸪ࣃࢱ࣮ࣥࢆぢศࡅࡿ⬟ຊ࡜ࡑࢀࢆ᪂ࡋ࠸▱㆑࡟ᛂ⏝ࡍࡿຊࡀ࠶ࡿࠋ 3) 㛤ጞ᫬㸪5-10ṓ࡛࠶ࡾ㸪“school” ࡛ࡣ࡞ࡃ “nursery” ࠿㸪“kindergarten” ࡟࠸࡚㸪኱

㔞㸪࠿ࡘᗈ⠊ᅖ࡟Ώࡾ㸪࣮ࣟࣝࣉࣞ࢖ࢆྵࡴゝㄒࢆ౑⏝ࡍࡿ㐟ࡧࢆዲࡴࠋ

4) ኱ே࡜ࡼࡾ㸪Ꮚ౪࡜࠸ࡿࡇ࡜ࢆዲࡴࠋ㸦Ꮚ౪ྠኈࡢ♫఍ⓗ࢖ࣥࢱࣛࢡࢩࣙࣥࡀ൤ᘧ໬ࡉࢀ

ࡓ㐟ࡧ࡟࠾࠸࡚ࣜࣆ࣮ࢺࢆ㉳ࡇࡉࡏ, ணぢྍ⬟࡛㸪ࡑࡢሙ࡟ྜࡗࡓゝㄒ౑⏝࡬ᑟࡃ㸧ࠋ 5) ࿘ࡾࡢ཭ࡔࡕࡢᨭᣢⓗ㞺ᅖẼ࡟ᛂ࠼࡚㸪1ࡘࡢformࢆ⩦࠸ぬ࠼ࡓ▐㛫࠿ࡽࡍࡄ࡟ࡑࢀࢆ

ࡍ࡭࡚ࡢゝㄒάື࡛౑࠾࠺࡜ࡍࡿពḧࡀ࠶ࡿࠋ

6) ⮬୺ᛶࡀ࠶ࡾ㸪➨1ゝㄒヰ⪅ࡢຊ࡟㢗ࢁ࠺࡜ࡋ࡞࠸ࠋ

7) “ filler”㸦࣏࣮ࢬࢆᇙࡵࡿࡓࡵࡢㄒᙡࡸྃ㸧ࢆ㸪ὶᬸᛶಁ㐍ࡢࡓࡵ࡟฼⏝࡛ࡁࡿࠋ౛࠼ࡤ㸪

Nora࡟ࡼࡗ࡚ࡼࡃ౑⏝ࡉࢀࡿ͆in the high school㹼͇ࡣ㸪͆in class͇ࢆព࿡ࡋࡓࡾ㸪≉

࡟ព࿡ࢆ࡞ࡉ࡞࠸ࡇ࡜ࡶ࠶ࡿ࡜ࡉࢀࡿ (Wray, 2002, p. 167)ࠋ

୍᪉࡛ᩥ⊩ࡣ㸪ୖグ7ࡘࡢ᮲௳ࡀḞࡅࡿሙྜ㸪⩦ᚓࡀᅔ㞴࡟࡞ࡿࡇ࡜ࢆᣦ᦬ࡍࡿࠋ౛࠼ࡤ㸪 ᐙᗞ࡛➨ 1 ゝㄒ ᪥ᮏㄒ ࢆ౑⏝ࡍࡿẕぶࡢୗ࡛㸪ㄒᙡࣞ࣋ࣝࡢ⏘ฟࢆಁࡉࢀࡿ⎔ቃ࡟⨨࠿

ࢀࡓTakahiro (Itoh and Hatch, 1978, p. 78) ࡣࢳࣕࣥࢡ౑⏝࡟㐍Ṍࡀぢࡽࢀ࡞࠿ࡗࡓࠋWode ᐙࡢ4ேࡢᏊ౪ࡓࡕ (Bohn, 1986, p. 199) ࡶᐙᗞ࡛ࡣࢻ࢖ࢶㄒࢆ⮬⏤࡟౑⏝ࡋ㸪ⱥㄒࡢࡳ࡟

㢗ࡿᚲせᛶࡀప࠸⎔ቃ࡟⨨࠿ࢀ࡚㸪ጞࡵࡣศ⠇໬ࡀ⏕ࡌ࡞࠿ࡗࡓࠋࡋ࠿ࡋ㸪Takahiroࡢሙྜ

ࡣ୍᪦♫఍ⓗ࢖ࣥࢱࣛࢡࢩࣙࣥ᪉␎࡛ࢳࣕࣥࢡ౑⏝ࢆಁࡉࢀࡿ⎔ቃ࡟⛣ࡿ࡜㐍Ṍࡀぢ࠼ጞࡵ

ࡓࠋࡇࡢࡇ࡜ࡣ㸪Ꮚ౪ࡓࡕࡀ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ፹௓࡜ࡋ࡚ࡢⱥㄒࢆ౑⏝ࡍࡿᚲせᛶࡢ

࡞࠸⎔ቃ࡛ẕㄒ࡟㢗ࡾ㐣ࡂࡿࡇ࡜㸪ⱥㄒࢆᏊ౪ྠኈ࡟ࡼࡿ࢖ࣥࢱࣛࢡࢩࣙࣥࡢ㐨ල࡜ࡋ࡚ࡼ

ࡾࡶ㸪ㄒᙡࡸࢭࣥࢸࣥࢫࢆᏛࡪᑐ㇟࡜ࡋ࡚ᤊ࠼ࡿࡇ࡜ࡢၥ㢟Ⅼࡀᣲࡆࡽࢀࡿࠋ

ࡉࡽ࡟㸪Ꮚ౪ࡓࡕࡢ⨨࠿ࢀࡓ⎔ቃࡀ “school” ࡛࠶ࡿሙྜ㸪ⱥㄒࡣࢡࣛࢫࡢ୰࡛ࡢ⮬ศࡢ

“identity” ࡢ☜❧࡜㸪ࡳࢇ࡞࡜ࡢ༠ຊయไࢆ⠏ࡃࡓࡵ࡟౑⏝ࡍࡿᚲせᛶࡀ⏕ࡌ࡚ࡃࡿࠋ⡿ᅜ

ESLᩍᐊࡢᑠᏛᰯ1ᖺ⏕Xavier (Willet, 1995, p. 498) ࡢሙྜ㸪༠ㄪᛶ࡜࢖ࣥࢱࣛࢡࢩࣙࣥ

᪉␎࡛ࡋࡔ࠸࡟⤫ㄒࢆⓎ㐩ࡉࡏࡑࡢ⤖ᯝ᭷⬟࡞⏕ᚐ࡜ࡋ࡚ࡢ “identity” ࢆ☜❧ࡍࡿ࡟⮳ࡗ ࡓ2ேࡢዪࡢᏊࡓࡕ (Yael, Nahla) ࡢ㛫࡟ᗙࡽࡉࢀࡓࠋࡋ࠿ࡋ㸪༠ྠᏛ⩦ࡀ࡛ࡁࡎ㸪1ேࡔࡅ

⿵඘⏝ࡢESLࢸ࢟ࢫࢺࢆ୚࠼ࡽࢀࡓࡇ࡜࠿ࡽᏙ❧ឤࢆ῝ࡵ㸪“identity” ࡢ႙ኻ࡟⮳ࡾ㸪ᩍᐊ ࡢ୚࠼ࡿྛ✀ࡢࢳࣕࣥࢫࢆࡶࡢ࡟࡛ࡁ࡞࠿ࡗࡓࠋࡇࡢࡇ࡜ࡣ㸪Ꮚ౪ྠኈࡢ♫఍ⓗ࢖ࣥࢱࣛࢡ ࢩࣙࣥ࡟࠾࠸࡚㸪⮬ࡽࡢ “identity” ࢆ☜❧ࡋࡘࡘ, ༠ຊࡋ࡚ゝㄒ౑⏝ࢆ⾜࠺ࡇ࡜ࡢ࡛ࡁࡿᩍ

⫱⎔ቃࡢ኱ษࡉࢆ♧၀ࡋ࡚࠸ࡿࠋ

2.1.3 እᅜㄒ⎔ቃୗ࡛ࡢྍ⬟ᛶ

እᅜㄒ⎔ቃୗ࡛ࡢពぢࡣ3ࡘ࡟ศࡅࡿࡇ࡜ࡀ࡛ࡁࡿࠋ(1) ኱ேࡶᏊ౪ࡶྍ⬟࡜ࡍࡿㄽ㸪(2) Ꮚ ౪࡟ࡣྍ⬟ᛶࡀ࠶ࡿࡀ㸪኱ேࡣᅔ㞴࡜ࡍࡿぢ᪉㸪(3) Wray࡟ࡼࡿ⌮ㄽ࡛࠶ࡿࠋ

(1) ኱ேࡶᏊ౪ࡶྍ⬟࡜ࡍࡿㄽ

Nattinger and DeCarrico (1992), Lewis (1993, 1997), D. Willis (1990, 2003), ࠾ࡼࡧD.

Willis and J. Willis (2007) ࡣ㸪኱ேࡶᏊ౪ࡶࢳࣕࣥࢡࢆྠࡌ᮲௳࡛⩦ᚓࡍࡿ࡜㏙࡭ࡿࠋ5ே ࡣPeters (1983); Fillmore (1979) ࡜ྠࡌぢ᪉࡟❧ࡘࠋ඲యฎ⌮࡛Ꮫࡪࢳࣕࣥࢡࡀศゎࡋ㸪᪂ ࡋ࠸ᵓᡂせ⣲࡜⤖ࡧࡘࡃࡇ࡜࡛㸪ࢳࣕࣥࢡࡀቑຍࡋ㸪㈓ⶶࡉࢀࡓࢳࣕࣥࢡࡣᩥἲ࣮ࣝࣝᢳฟ ࡢࢹ࣮ࢱ࣮࣋ࢫ࡜ࡋ࡚ศᯒࡢࡓࡵ࡟౑⏝ࡉࢀࡿࠋࡑࡇ࠿ࡽ⤫ㄒ㸪ᙧែ࣮ࣝࣝࡀᘬࡁฟࡉࢀࡿ

ࡇ࡜࡟ࡼࡗ࡚᪂ࡋ࠸ࣃࢱ࣮ࣥࢆసࡾࡔࡍࡇ࡜ࡀྍ⬟࡜࡞ࡾ㸪๰㐀ⓗゝㄒ౑⏝ࡀฟ⌧ࡍࡿ࡜㏙

࡭࡚࠸ࡿࠋNattinger and DeCarrico, Lewis, ࠾ࡼࡧD. Willisࡢ4ேࡣ➨2ゝㄒᩍᐊ࡟ྥࡅ

࡚lexical phrase approach (Nattinger and DeCarrico, 1992, p. 118) ࢆᥦ᱌ࡋ࡚࠸ࡿࠋ⤫ㄒ ࡢ᭱ᑠ༢఩ࡣㄒᙡ (lexis) ࡛࠶ࡾ㸪ㄒᙡࡣࡑࢀ⮬㌟࡟ᩥἲⓗᛶ᱁ࢆᣢࡘ(English as a lexical

language) ࡜ࡋ࡚࠶ࡿㄒᙡࡀ௚ࡢㄒᙡ࡜࡝ࡢࡼ࠺࡟ඹ㉳ࡍࡿ࠿ࢆㄪᰝࡋ㸪࢝ࢸࢦ࣮ࣜ໬ࡍࡿ

ࡇ࡜࡟ࡼࡗ࡚ࢹ࣮ࢱ࣮࣋ࢫࡢ⵳✚ࢆ⾜࠺ࡇ࡜ࢆ┠ᣦࡋࡓ (e.g., D. Willis, 2003, pp. 142-167)ࠋ ࡋ࠿ࡋㄒᙡࢆࡦࡓࡍࡽศᯒࡍࡿࡇ࡜ࡀ୰ᚰ࡜࡞ࡾ㸪⾜㐣ࡂࡓศᯒ࡜ࡢぢ᪉ࡶ࠶ࡿ (Wray, 2000b; Segalowitz, 2010)ࠋ

(2) Ꮚ౪࡟ࡣྍ⬟ᛶࡀ࠶ࡿࡀ㸪኱ேࡣᅔ㞴࡜ࡍࡿㄽ

Ꮚ౪࡟ࡣྍ⬟ᛶࡀ࠶ࡿ࡜ࡢㄽࡀ࠶ࡿࠋBygate (1988)ࡣゝㄒカ⦎ࢆ࠺ࡅࡿ࣮࣌ࣝேᩍᖌ

ྡࡀ㸪࣮࢜ࣛࣝ㺃ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࢱࢫࢡάືࡢ୰࡛㸪ⱥㄒࢆ࡝ࡢࡼ࠺࡟౑⏝ࡋ࡚ࢤ࣮࣒ࢆ

⾜࠺࠿ࢆほᐹࡋࡓࠋࢢ࣮ࣝࣉ࡟ࡼࡿヰࡋྜ࠸ࢆグ㘓ࡋࡓ⤖ᯝ㸪ヲ⣽࡞ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢ

⥔ᣢ᪉␎(pp. 70-74)ࡀほᐹࡉࢀࡓࠋ1౛࡜ࡋ࡚┦ᡭࡢⓎヰࡢ୍㒊ࢆࣜࣆ࣮ࢺࡋ࡚ࢱ࣮ࣥ⥔ᣢ

ࢆᅗࡾ㸪ࡑࡢ㛫ᛂ⟅ࢆィ⏬ࡋࡓࡾ㸪ࡲࡓࡣࡲࡎ▷࠸ࢳࣕࣥࢡࢆฟࡋ࡚࠾࠸࡚㸪ࡑࢀ࡟⥆ࡁ㸪 ࡑࢀࢆᣑᙇࡍࡿࡇ࡜ࡀ࠾ࡇ࡞ࢃࢀࡓࠋࡑࡇ࠿ࡽ㸪᫂ࡽ࠿࡟࡞ࡿࡇ࡜ࡣ㸪ヰࡋゝⴥࡣ㸪᭩ࡁゝ ⴥࡼࡾࡶ⦆ࡸ࠿࡞⤖ࡧࡘࡁ࡛ᡂ❧ࡋ㸪“ᩥ༢఩௨ୗࡢ࢔ࣉ࣮ࣟࢳ(clause-down approach) ” ࡀ౑⏝ࡉࢀࡿࡇ࡜࡛࠶ࡿࠋࡇࢀࡣ㸪ᚑ᮶ࡢᩍᖌ୰ᚰ(T-fronted)࡛ᩥἲࡀࡼࡃࢃ࠿ࡽ࡞࠸ࡲࡲ

඲ᩥ⏘ฟ(complete sentence) ࢆࡉࡏࡿ᪉ᘧ࡟᭰ࢃࡿࡶࡢ࡛࠶ࡾ㸪ᑠつᶍࡢࢢ࣮ࣝࣉ࣮࣡ࢡ ࡢᙧែ࡛㸪ຓࡅྜ࠸ࡸព࿡஺΅ࡀࡇࡢࣇ࣮ࣞࢬࣞ࣋ࣝࡢࢳࣕࣥࢡࢆ㥑౑ࡋ࡚⾜ࢃࢀ㸪“஺΅ࢆ

㏻ࡋࡓ࢖ࣥࣉࢵࢺ(negotiated input) ”ࡀಁ㐍ࡉࢀࡿࠋࡑࡢ⤖ᯝ⤫ㄒ(syntax)⬟ຊࡢྥୖ࡟

ࡘ࡞ࡀࡾ㸪グ᠈ࡉࢀࡓࢳࣕࣥࢡࡣὶᬸᛶࡢᇶ࡟࡞ࡿ࡜㏙࡭࡚࠸ࡿࠋᏊ౪ࡢ➨2ゝㄒᏛ⩦⪅ࡣ㸪

➨ 1 ゝㄒᏛ⩦⪅௨ୖ࡟ࢳࣕࣥࢡ࡟౫Ꮡࡏࡊࡿࢆᚓ࡞࠸࡜࠸࠺஦ᐇ࠿ࡽࡳ࡚ࡶ㸪ࣇ࣮ࣞࢬࣞ࣋

ࣝࡢ▷࠸ࢳࣕࣥࢡࢆoral activities࡟౑⏝ࡍࡿࡇ࡜࡛㸪࢖࣐࣮ࢪࣙࣥࡢㄢ㢟࡛࠶ࡿ⤫ㄒຊ୙㊊

ࡢᨵၿ࡟ᑐࡍࡿ✚ᴟⓗ㛵୚ࡀᮇᚅࡉࢀࡿࠋࡓࡔࡋ㸪ࡇࢀࡽࡢoral activitiesࡀᩥἲつ๎⩦ᚓ࡬

ࡘ࡞ࡀࡿ࠿࡜࠸࠺Ⅼ࡟ࡘ࠸࡚ࡣࡉࡽ࡟ከࡃࡢࢹ࣮ࢱ࡟ࡼࡿ᳨ドࡀᚲせ࡜ぢ࡚࠸ࡿࠋ

Weinert (1995)ࡣࢫࢥࢵࢺࣛࣥࢻ࡟࠾࠸࡚㸪42ேࡢ10-16ṓࢆᑐ㇟࡟ࡋࡓ➨2ゝㄒ࡜ࡋ࡚

ࡢࢻ࢖ࢶㄒᩍᐊ࡛ྰᐃᩥࡢ⩦ᚓ◊✲ࢆ⾜ࡗࡓࠋWeinertࡣ㸪ࢳࣕࣥࢡࡀศᯒ࣮ࣝࢺ࡬⾜ࡃ࡜࠸

࠺ࡇ࡜࡟ࡘ࠸࡚ࡣ☜ドࡀᚓࡽࢀ࡞࠸࡜ࡍࡿࡶࡢࡢ㸪ึᮇᏛ⩦⪅࡟ࡣࣇ࣮ࣞࢬࣞ࣋ࣝࡢ▷࠸ࢳ

ࣕࣥࢡࡢ౑⏝ࡣࡋࡤࡋࡤ㉳ࡁࡿ࡜ࡋ࡚㸪Bygate (1988)࡜ྠࡌぢ᪉࡟❧ࡕ㸪඲ᩥ⏘ฟࢆồࡵࡿ

ࡇ࡜ࡣᏊ౪࡟ࡣ↓⌮࡛࠶ࡿ࡜㏙࡭࡚࠸ࡿࠋ

Hakuta (1976, p. 333) ࡣ㸪Ꮚ౪ࡣࢳࣕࣥࢡࢆ㏻ࡋ࡚㸪ᙼࡽࡢᣢࡘゝㄒࢩࢫࢸ࣒ࢆ㉸࠼ࡓࣞ

࣋ࣝࡢ⾲⌧ࢆྍ⬟࡜ࡍࡿ࡜ㄽࡌ࡚࠸ࡿࠋゝㄒ౑⏝㛤ጞࢆ࣮ࣝࣝࡀᙧᡂ᫬ᮇࡲ࡛ᘏࡤࡍ࡜㸪ື

ᶵ࡙ࡅࡀᅔ㞴࡟࡞ࡿࠋఱᨾ࡞ࡽᏛ⩦ึᮇࡢẁ㝵࡛ࡣ⾲⌧࡛ࡁࡿᶵ⬟ࡀ࠿࡞ࡾไ㝈ࡉࢀ࡚ࡋࡲ

࠺࠿ࡽ࡛࠶ࡿࠋᏊ౪ࡣ⩦࠸ጞࡵ࠿ࡽゝㄒࡢᣢࡘᖜᗈ࠸ᶵ⬟ࢆ⮬⏤࡟⾲⌧ࡍࡿࡇ࡜ࡀ᭱ࡶ኱ษ

࡛࠶ࡾ㸪ࡑࡢࡓࡵ࡟ࡣㄒᙡྠᵝ࡟⵳࠼ࡓࢳࣕࣥࢡࡢ౑⏝ࡀ᭱㐺࡛࠶ࡿ࡜࠸࠼ࡿࠋᏊ౪ࡢ࣮ࣝ

ࣝᙧᡂࡀ㐍ࡴ࡟ࡘࢀ࡚ࢳࣕࣥࢡࡣෆᅾ໬ࡉࢀࡓᩥᵓ㐀య⣔࡬྾཰ࡉࢀ࡚⾜ࡃ࡜㏙࡭࡚࠸ࡿࠋ

୍᪉࡛኱ேࡢሙྜࡣᅔ㞴࡜ࡍࡿㄽࡀ࠶ࡿࠋ୺࡞⌮⏤ࡣ㸪ࢳࣕࣥࢡࡼࡾಶࠎࡢㄒ (word) ࢆᇶ ᮏ༢఩࡜ࡋ࡚ㄆ㆑ࡋ㸪ࢳࣕࣥࢡࡼࡾࡶᩥἲ࣮ࣝࣝ࠿ࡽゝㄒࢆ⤌ࡳ❧࡚ࡼ࠺࡜ࡍࡿࡇ࡜࡟࠶ࡿ

(Krashen & Scarcella, 1978; Yorio, 1989; Granger, 1998; Nation, 1990㸧ࠋ

Krashen and Scarcella (1978) ࡟ࡼࢀࡤ㸪኱ேࡢL2ゝㄒ⩦ᚓࡣᗄࡘ࠿ࡢⅬ࡛Ꮚ౪࡜┦㐪ࡍ

ࡿࠋࢳࣕࣥࢡࡢ౑⏝ࡣ࠶ࡿࡀ㸪඲యฎ⌮࡟ᚲせ࡜ࡉࢀࡿ࣓ࣟࢹ࢕ࡀ㛵୚ࡋ࡞࠸ࠋࡲࡓ㸪ࢳࣕ

ࣥࢡ౑⏝ࡢࡳ࡟࡜࡝ࡲࡽࡎ㸪ࡼࡾศᯒⓗ㸪⮬❧ⓗດຊࢆࡋ࡚⤫ㄒ࣮ࣝࣝࢆ⋓ᚓࡋࡼ࠺࡜ࡍࡿ

(Hanania & Gradman, 1977)ࠋ᭱ࡶ኱ࡁ࡞ၥ㢟ࡣ㸪ᩍᐊ࡛ࢳࣕࣥࢡࡢ౑⏝ࡀ኱࠸࡟ዡບࡉࢀ

ࡓ࡜ࡋ࡚ࡶ㸪኱ேࡢ⌧ᐇ♫఍ࡣNora (Fillmore, 1979) ࡀᑐᛂ࡛ࡁࡿᩍᐊ㸪㐠ືሙ࡛⏝࠸ࡽࢀ

ࡿணぢྍᛂ࡞ゝㄒ࡜ࡣ┦㐪ࡍࡿࠋᩍᐊ࡛ࢳࣕࣥࢡࡀ኱࠸࡟ዡບࡉࢀ࡚ࡶ㸪⌧ᐇ♫఍ࡣணぢ୙

ྍ࡛࠶ࡾ㸪」㞧ᴟࡲࡿᑐᛂࡢᚲせ࡞ሙ࡜࡞ࡿࠋࢳࣕࣥࢡࡣゝㄒ⩦ᚓ࣭㐠⏝୧㠃࡛୺せ࡞ᙺ๭

ࢆᯝࡓࡏ࡞࠸ࠋࢳࣕࣥࢡᏛ⩦࠿ࡽゝㄒࡢ๰㐀ⓗ౑⏝࡬͆┤᥋ⓗࡘ࡞ࡀࡾ (direct line)͇ࡣ࡞࠸ࠋ ᨾ࡟㸪ゝㄒࡢ๰㐀ⓗ౑⏝ࢆ┠ᣦࡋ࡚ࡢࢳࣕࣥࢡᏛ⩦ࡣⓗእࢀ࡛࠶ࡿ࡜㏙࡭ࡿࠋ

Yorio (1989) ࡣ㸪L2Ꮫ⩦⪅ ኱Ꮫ⏕ ࡢ3✀㢮ࡢⱥసᩥࢹ࣮ࢱ (written composition) ࠿

ࡽᩥἲຊࡀྥୖࡋ࡞࠸ၥ㢟ࢆྲྀࡾୖࡆࡿࠋࢹ࣮ࢱ1࡟ࡼࢀࡤ㸪⇍ㄒ (idiom)ࢆጞࡵ࡜ࡍࡿᩥἲ ࡢ୙ṇ☜ࡉࡀ㢧ⴭ࡛࠶ࡿࠋࢹ࣮ࢱ2oralࡶྵࡴ࡟ࡼࢀࡤ㸪ୖ⣭ࣞ࣋ࣝࡣึ⣭ࣞ࣋ࣝ࡟ẚ࡭

࡚ࢳࣕࣥࢡࡢ㐣๫୍⯡໬ࡀከ࠸ࠋࡉࡽ࡟⇍ㄒᛶ (idiomaticity) ࡜࿧ࡤࢀ࡚ࢿ࢖ࢸ࢕ࣈࡽࡋࡉ ࡢᣦᶆ࡜ࡳ࡞ࡉࢀࡿ collocation (e.g., most of the time) ࠾ࡼࡧ sentence stems (e.g., It gives me great pleasure㹼) ࡢ㐠⏝㠃࡛ࡢ୙㊊ࡀ⌧ࢀ࡚࠸ࡿࠋࡇࢀࡀసᩥ࡜performanceࢆ

୙⮬↛࡟ࡍࡿཎᅉ࡛࠶ࡿ࡜㏙࡭ࡿࠋࢹ࣮ࢱ3࡟ࡼࢀࡤ㸪኱Ꮫ⏕ࡢⱥసᩥ (p. 61) ࡛ࡶྠࡌࡃၥ 㢟࡜࡞ࡿࡢࡣ㸪⇍ㄒ (idiom) ࡢᩘ࡜࠸࠺ࡼࡾࡣ⇍ㄒᛶࡢၥ㢟࡜ᤊ࠼࡚࠸ࡿࠋ⇍ㄒᛶࡣ㸪ᩥἲ ᛶ (grammaticality) ࡜ẚ࡭࡚Ꮫ⩦⪅࡟ࡣᤊ࠼ࡀࡓࡃ㌟࡟ࡘࡅࡿࡇ࡜ࡀࡣࡿ࠿࡟ᅔ㞴࡜࠸࠺

ഃ㠃ࢆᣢࡘ࡜㏙࡭ࡿࠋ⤖ᯝ࡜ࡋ࡚㸪⮬↛⎔ቃୗ࡛ࡢᒃఫ⤒㦂ࡼࡾࡣゝㄒ⬟ຊࡢ㧗ࡉࡀ⇍ㄒᛶ

࡟ᙳ㡪ࢆ୚࠼ࡿ࡜ㄽࡌ࡚࠸ࡿࠋ௨ୖࡢࢹ࣮ࢱ࠿ࡽ኱ேࡢᏛ⩦⪅ࡣࢳࣕࣥࢡࢆᩥἲຊྥୖ࡟ᙺ

❧࡚ࡿࡇ࡜ࡣ࡛ࡁ࡞࠸࡜⤖ㄽ࡙ࡅࡿࠋ (3) Wray࡟ࡼࡿ⌮ㄽ

Wray (2002) ࡣ㸪L2Ꮫ⩦⪅ࡀࢳࣕࣥࢡฎ⌮࠿ࡽศᯒฎ⌮࡬࡜⮳ࡿࡇ࡜ࡀྍ⬟࡛࠶ࡿ࠿࡟ᑐ

ࡍࡿ㈶ྰ୧ㄽࢆ㋃ࡲ࠼࡚⊂⮬࡟㏣ồࡋ࡚࠸ࡿࠋእᅜㄒ⎔ቃୗ࡛ࡢL2Ꮫ⩦⪅ࡢゝㄒ⩦ᚓࡢྍ⬟

ᛶࢆ㸪➨1ゝㄒ⩦ᚓࡢ4ᵝ┦ (the four phase model of language acquisition) ࡜L2ゝㄒ⩦

ᚓ≧ἣ࡜ࢆẚ㍑࣭ᑐ↷ࡉࡏ࡚㸪1) phase 1-early phase 2, 2) phase 2-later stage, 3) phase 3-phase 4࡜㸪᫬ᮇࢆ3ࡘ࡟ศࡅ࡚⩦ᚓࡢྍ⬟ᛶࢆ௨ୗࡢࡼ࠺࡟✲᫂ࡍࡿ (Wray, 2002, p.133;

Wray & Perkins, 2000, pp.19-22)ࠋ

ᅗ1. ㄌ⏕࠿ࡽ኱ேࡲ࡛ࡢゝㄒ⩦ᚓ࡟࠾ࡅࡿ඲యฎ⌮࡜ศᯒฎ⌮ࡢࣂࣛࣥࢫ (Wray, 2002, p. 133)

1) phase 1-early phase 2ࡢྍ⬟ᛶ

ᗂඣᮇ 0㹼2ᡯ㏆ࡃࡲ࡛ ࡢ L2Ꮫ⩦⪅ࡣ㸪ࢿ࢖ࢸ࢕ࣈ୪ࡳ (NS-like) ࡟࡞ࢀࡿྍ⬟ᛶࡀ

࠶ࡿࠋᏊ౪ࡣࡲࡔphase 1ࡲࡓࡣ early phase 2࡟࠾ࡾ㸪ᅗ 1࡟♧ࡉࢀࡿ࡜࠾ࡾ㸪⮬↛⎔ቃ

ୗ࡛ࡢ L1 ⩦ᚓ≧ἣ࡟㏆࠸⎔ቃ࡟࠶ࡿࠋゝㄒࡣ♫఍ⓗ࢖ࣥࢱࣛࢡࢩࣙࣥ࡜ࡋ࡚ᶵ⬟ࡋ࡚࠸ࡿࠋ ㄞࡳ᭩ࡁᩍ⫱๓࡛㸪≀⌮ⓗ࡟ไ㝈ࡉࢀ㸪ゝㄒ⾲⌧ࡢࡓࡵࡢືᶵࡀ㧗ࡃ㸪ḧࡋ࠸ࡶࡢࢆᡭ࡟ධ

ࢀࡿࡓࡵ࡟ࡣ⪺ࡁᡭ࡟ᛂࡌ࡚␗࡞ࡿࢳࣕࣥࢡࢆ౑࠺ࡇ࡜࡟࡞ࡿࠋḧồࢆ㐩ᡂࡍࡿࡇ࡜ࡀ┠ᶆ

࡞ࡢ࡛㸪␗࡞ࡿゝㄒࡢᩥ໬ⓗᇶ‽࡟ᑐᛂࡍࡿࠋࡼࡗ࡚㸪L2Ꮫ⩦⪅ࡣ L1 Ꮫ⩦⪅࡜ྠࡌࡃ㸪ศ ᯒⓗ▱㆑ࢆཷࡅධࢀࡿ࡟࠶ࡓࡾࢳࣕࣥࢡࡢ඲యฎ⌮ⓗ▱㆑ࢆ≛≅࡟ࡍࡿࡇ࡜࡞ࡃࡋ࡚ “NOA

࣮ࣝࣝ,” ࡍ࡞ࢃࡕ㸪ࠕ࢖ࣥࣉࢵࢺࡉࢀࡓࢳࣕࣥࢡࡣ㏻ᖖࡑࡢࡲࡲ⵳࠼ࡽࢀࡿࡀ㸪ศゎࡍࡿᚲせ ࡀ⏕ࡌࢀࡤ㸪ᚲせ᭱ᑠ㝈ᗘࡢ⠊ᅖ࡛ศゎࡉࢀ࡚ศᯒࡢຓࡅ࡜࡞ࡿࢳࣕࣥࢡࡣṧࡍࡇ࡜ࡀ࡛ࡁ

ࡿ (Wray, 2002, pp. 132-135; p. 202)ࠖ ࢆ⾜౑࡛ࡁࡿࠋࢳࣕࣥࢡ౑⏝ࢆಁࡍ࢖ࣥࢱࣛࢡࢩࣙ

ࣥࡢ᮲௳ࡀᩚ࠸㸪୙せ࡞ศᯒࢆ㜼Ṇࡍࡿ࡜࠸࠺Ⅼ࡛L1ゝㄒᏛ⩦⪅࡜ᐇ㉁ⓗ࡟ྠࡌ࡜ࡳࡿࠋ 2) phase 2 (later stage) ࡢྍ⬟ᛶ

Ꮫ❺ᮇ 2ᡯ㏆ࡃ㹼8ᡯ๓ ࡢL2Ꮫ⩦⪅ࡣ᮲௳ࡘࡁ࡛ゝㄒ⩦ᚓࡢྍ⬟ᛶࡀ࠶ࡿࠋࡇࡢ᫬ᮇ㸪 L1Ꮫ⩦⪅ࡣࣜࢸࣛࢩ࣮ࢫ࢟ࣝ ㄞࡳ࣭᭩ࡁࡢᢏ⬟ ࢆᣢࡘࠋ඲యฎ⌮ࢆ⥔ᣢࡋࡘࡘ㸪ศᯒⓗ

ഴྥࡀ㛤ⰼࡍࡿ᫬ᮇ࡛࠶ࡿࠋὶᬸᛶࡀቑࡋ㸪“creative stage” ࡀάⓎ໬ࡍࡿࠋࡋ࠿ࡋ㸪L2Ꮫ

⩦⪅ࡣ࢖ࣥࢱࣛࢡࢩࣙࣥ࡜ศᯒࡢᚤጁ࡞ࣂࣛࣥࢫ࡛࢖ࣥࢱࣛࢡࢩࣙࣥὴ㸪ศᯒὴ࡟ศ࠿ࢀ㸪 ࡑࢀࡒࢀ࡟࠿࡞ࡾ㐪ࡗࡓຠᯝࡀ⏕ࡌࡿࠋ

࢖ࣥࢱࣛࢡࢩࣙࣥὴࡢNora (Fillmore, 1979) ࡣ㸪๓㏙ࡢ㏻ࡾ㸪5ṓ7ࣨ᭶࡜࠸࠺ᖺ㱋㸪཭

ே㸪ືᶵ࡟ຍ࠼࡚㸪ࣜࢸࣛࢩ࣮ศᯒࢆせồࡉࢀ࡞࠿ࡗࡓ ⩦࠸ጞࡵ㸪ᗂ⛶ᅬ࡛࠶ࡗࡓ ࡇ࡜

ࡀᙼዪࢆᡂຌ࡬࡜ᑟ࠸ࡓࠋศᯒࡣᙼዪࡢḧồ㐩ᡂ㺃ᐇ⌧ࡢࡓࡵ࡛࠶ࡾ㸪౑⏝ (usage) ࡜ษࡾ㞳

ࡉࢀࡓ▱ⓗ㏣ồࡢࡓࡵ࡛ࡣ࡞࠿ࡗࡓࠋ୍᪉࡛㸪ศᯒὴࡢJuan (Fillmore, 1979)㸪ࡣNoraࡼ

ࡾᑡࡋᖺୖ࡛࠶ࡾ㸪ᑐ↷ⓗ࡟ゝㄒࢆㄒᙡࡢ㐃⥆࡜ࡳ࡚㸪ㄒᙡࢆぬ࠼ࡼ࠺࡜ࡍࡿ⩦័ࢆ⥔ᣢࡋ ࡓࡓࡵ⩦ᚓࡀࢫ࣒࣮ࢬ࡟㐍ࡲ࡞࠿ࡗࡓࠋ᭱ึ࠿ࡽㄒᙡࡸᙧែ⣲ࢆぬ࠼ࡼ࠺࡜ࡍࡿࡇ࡜㸪ࡑࡋ

࡚࠺ࡲࡃ࡞ࡿࡲ࡛࡛ࡁࡿࡔࡅ♫఍ⓗ࢖ࣥࢱࣛࢡࢩࣙࣥࢆ㑊ࡅࡼ࠺࡜ࡍࡿែᗘࡣ㸪ᖺ㱋ࡀ࠸ࡃ

࡯࡝㢧ⴭ࡟࡞ࡿࠋࡘࡲࡾ㸪᪂ࡋ࠸ゝㄒ࡟ᑐࡍࡿែᗘࡣḟࡢ᫬ᮇ (phase 3-4) ࡟♧ࡉࢀࡿ኱ே

ࡢゝㄒ࡟ᑐࡍࡿែᗘ࡟ఝ࡚ࡃࡿࡇ࡜ࢆWrayࡣᣦ᦬ࡍࡿࠋ 3) phase 3-4ࡢྍ⬟ᛶ

10௦࠿ࡽᡂேᮇ 8ᡯ௨㝆㹼 ࡢL2Ꮫ⩦⪅ࡣࡉࡽ࡟ཝࡋ࠸᮲௳ࡀࡘࡃࠋL1 Ꮫ⩦⪅ࡣࡶࡗ

࡜ࢳࣕࣥࢡ࡟㢗ࡿࢫࢸ࣮ࢪ࡟ධࡿࠋࡋ࠿ࡋ㸪L2 Ꮫ⩦⪅࡛࠶ࡿ 10 ௦ࡢᏊ౪࡜኱ே࡟࡜ࡗ࡚㸪 ᩍᐊ࡜࠸࠺ሙᡤࡣ㸪Peters (1983, p.87) ࡟♧ࡉࢀࡿゝㄒࣜࢯ࣮ࢫ ࣮࣡࢟ࣥࢢ࣭࣓ࣔࣜ㸪᝟

ሗ᧯సຊ㸪Ⓨヰฎ⌮࡟せࡍࡿ᫬㛫➼ ࡜ࡑࢀࢆ౑࠺ᚲせᛶࡀḟࡢ2ࡘࡢ⌮⏤࡛L1ゝㄒᏛ⩦⪅

࡜␗࡞ࡿࠋ

➨ 1 ࡟㸪Ꮫ⩦⪅ࡣᙼࡽࡢ≀⌮ⓗ㸪▱ⓗ㸪᝟⥴ⓗ≧ἣ࡟ᛂ࠼ࡿ⤖ᯝࢆࡶࡓࡽࡍ┿ࡢ࣓ࢵࢭ࣮

ࢪ (genuine message) ࢆఏ࠼ࡿࡇ࡜ࢆ࡯࡜ࢇ࡝┠ᣦࡋ࡚࠸࡞࠸ (Wray, 2002, p. 205)ࠋᚑࡗ

࡚ࢳࣕࣥࢡࢆ౑࠺ືᶵࡀஈࡋ࠸ࠋ➨ 1 ゝㄒࡢࢢ࣮ࣝࣉࡢ୍ဨ࡛࠶ࡿࡇ࡜ࡢྜᅗࢆ௰㛫࡟㏦ࢁ

࠺࡜ࡍࡿẼᣢࡕࡀඃඛࡍࡿ࠶ࡲࡾ㸪㠀ẕㄒヰ⪅ (Non-native speaker) ࡽࡋࡃ᣺ࡿ⯙࠸㸪ẕㄒ

ヰ⪅ (Native speaker) ⓗ᣺ࡿ⯙࠸ࢆᣄྰࡍࡿࡇ࡜ࡶ࠶ࡾᚓࡿࠋ࡞ࡐ࡞ࡽ㸪᭱ࡶᙉ࠸ࣉࣞࢵࢩ

࣮ࣕࡣ㸪ẕㄒヰ⪅ࡢࢥ࣑ࣗࢽࢸ࢕࠿ࡽ᮶ࡿࡢ࡛ࡣ࡞ࡃ㸪㠀ẕㄒヰ⪅࡛࠶ࡿᩍᐊࡢ௰㛫 (peer)

࠿ࡽ᮶ࡿ࠿ࡽ࡛࠶ࡿࠋ

➨ 2 ࡟㸪ᩍᖌ࡟ࡼࡿᤵᴗࡣ ⮬Ꮫࡶྵࡵ࡚ ᭩ࡁゝⴥ࡟㢗ࡿഴྥࡀ࠶ࡾ㸪ࢳࣕࣥࢡࡼࡾࡶ

ಶࠎࡢㄒᙡࢆ㔜せどࡍࡿࠋࣜࢸࣛࢩ࣮⩦ᚓᚋࡢᏛ⩦ࡣㄒᙡ࡟ഴࡁ㸪ࣇ࢛࣮࣒㺃ࣇ࢛࣮࢝ࢫ ゝ ㄒᙧᘧࡢ㔜ど ࡀዡບࡉࢀࡿࠋ㐍Ṍࡢ⛗࡜ࡉࢀࡿ᪂ㄒᙡ࡜ᩥἲつ๎ࡢៅ㔜࡞ᑟධࡀ㸪ᤵᴗ඲

యࢆศᯒⓗ࡟ࡍࡿࡇ࡜ࢆୗᨭ࠼ࡍࡿࠋࡇࢀࡽࡀࡶࡓࡽࡍ⤖ᯝࡣ㸪ẕㄒヰ⪅࡜㠀ẕㄒヰ⪅ࡢㄒ ᙡ࡜ࢳࣕࣥࢡࡢ㈓ⶶ๭ྜࡢ኱ࡁ࡞┦㐪࡛࠶ࡿ (Wray, 2002, pp. 205-208)ࠋ

௨ୖࡢゝㄒ⩦ᚓ4ᵝ┦࡟ᇶ࡙࠸࡚Wray (2002) ࡣ,እᅜㄒ⎔ቃୗ࡛ࡢࢳࣕࣥࢡᏛ⩦ࡢၥ㢟ࢆ

ḟࡢࡼ࠺࡟⥲ᣓࡋ࡚࠸ࡿࠋࢳࣕࣥࢡᏛ⩦ࡢၥ㢟ࡣ㸪phase 1㹼early phase 2ࢆ㏻ࡾ㐣ࡂࡓL2 ᩍᐊࡢᏛ⩦⪅ࡀࢳࣕࣥࢡࡼࡾࡶㄒᙡࢆ⩦࠺㐠࿨࡟⨨࠿ࢀࡿࡇ࡜࡟࠶ࡿࠋࣜࢸࣛࢩ࣮⋓ᚓᚋࡣ㸪

ᤵᴗࡸ⮬Ꮫࡶྵࡵ࡚኱ࡁ࡞ࢳࣕࣥࢡࣘࢽࢵࢺࡼࡾࡶ㸪ᑠࡉ࠸ㄒᙡ༢఩ࡢࣘࢽࢵࢺࡀᙉㄪࡉࢀ

࡚ᩍ࠼ࡽࢀࡿࠋࡑࡇ࡛ࡣ㸪ᩍᐊᏛ⩦⪅ࡢព㆑ࡣಶࠎࡢ༢ㄒࡀ࡝ࡢࡼ࠺࡟⤖ࡧࡘࡅࡽࢀ࡚࠸ࡿ

࠿࡜࠸࠺ࡇ࡜࡬ྥ࠿࠺ࠋࡑࡢ⤖ᯝ㸪ㄒᙡࡀ࡝ࡢㄒᙡ࡜ඹ㉳ࡍࡿ࠿࡜࠸࠺㔜せ࡞᝟ሗࢆᤞ࡚ཤ

ࡿࡇ࡜࡟࡞ࡿࠋࡼࡗ࡚ẕㄒヰ⪅࡜㠀ẕㄒヰ⪅ࡢㄒᙡ࡜ࢳࣕࣥࢡࡢ㔞ࡣ㸪኱ࡁࡃ┦㐪ࡍࡿࠋẕ ㄒヰ⪅ࡣ᏶඲࡟ᅛᐃࡉࢀࡓㄒࡢࡘ࡞ࡀࡾ࠿ࡽ㸪ࣇ࣮࣒ࣞ࡜ࡋ࡚ࡢࢫࣟࢵࢺࢆྵࡴࡘ࡞ࡀࡾࡲ

࡛㸪࠶ࡿ࠸ࡣࢸ࢟ࢫࢺ඲యࡲ࡛ࡶ㈓ⶶࡍࡿࠋ୍᪉㸪㠀ẕㄒヰ⪅ࡣ㸪ࢳࣕࣥࢡࢆศゎࡋ㸪1ࡘ1 ࡘࡢ༢ㄒ࡜ࡋ࡚ぬ࠼ࡇࡴഴྥ࡟࠶ࡿࠋẕㄒヰ⪅࡜ࡢゝㄒ⩦ᚓࡢ┦㐪ࡣࡑࡇ࡟࠶ࡿࠋࡑࡢ⤖ᯝ㸪 L2ᩍᐊࡢᏛ⩦⪅ࡣࣇ࣮ࣞࢬ㸪ࢡ࣮ࣟࢬࢆ࢖ࣥࣉࢵࢺࡉࢀ࡚ࡶ㸪ྛ༢ㄒ࡟ὀ┠ࡍࡿࡢ࡛ࢳࣕࣥ

ࢡࢆ౑⏝ࡋ࡚ᩥࡢ඲యᵓᡂࡀ࡛ࡁ࡞࠸ࠋㄒᙡ࡛ࣞ࣋ࣝࡣṇ☜࡛ࡶ㸪ࢳࣕࣥࢡ୙㊊ࡢ≛≅࡜࡞

ࡿࠋ⪃࠼ࢆ࢖ࢹ࢕࣐࢜ࢸ࢕ࢵࢡ࡟⾲⌧ࡋࡓ࠸᫬㸪ẕㄒヰ⪅ࡣࢳࣕࣥࢡࢆᛮ࠸ฟࡏࡤ῭ࡴࡀ㸪 㠀ẕㄒヰ⪅ࡣྛ༢ㄒ࠿ࡽ࡛࠶ࡾ㸪ࡇࢀࡣ㑅ᢥ⫥ࡀከࡍࡂࡿࠋ㞟୰ⓗ࡛ࣜࢫࢡࡢ㧗࠸సᴗࢆ㏻

ࡋ࡚ᩥࢆ๰㐀ࡍࡿࡇ࡜࡟࡞ࡿ ౛࠼ࡤ㸪“major catastrophe” ࢆ➨2ゝㄒᏛ⩦⪅ࡣಶࠎࡢ༢ㄒ

࡜ࡋ࡚ཷࡅྲྀࡾ㸪“major”,“big”,“large”,“catastrophe”,“calamity”, “ tragedy” ࡜ูࠎ࡟ྲྀ

ࡾ㎸ࡴ⤖ᯝ㸪⏘ฟ࡟࠶ࡓࡗ࡚࡝ࢀ࡜࡝ࢀࢆ⤌ࡳྜࢃࡏࡿ࠿ࡀࢃ࠿ࡽ࡞ࡃ࡞ࡿ (Cowie &

Howarth, 1996, p. 91)ࠋ

ࡇࡢࡇ࡜ࡀYorio (1989) ࡢᣦ᦬ࡍࡿ㠀ẕㄒヰ⪅ࡢ⇍ㄒᛶḞⴠࡢཎᅉ࡛࠶ࡿࠋࡲࡓ㸪Powley

and Syder (1983) ࡢ␲ၥ㸪ձ ᩥἲࡸㄒᙡࡢ▱㆑ࡀ㇏࠿࡞➨2ゝㄒヰ⪅ࡀఱᨾ୙㐺ษ࡞࢖ࢹ࢕

࣒࢜ࢆ౑⏝ࡍࡿࡢ࠿㸪ղ ᮏ᮶ẕㄒヰ⪅ⓗ౑⏝ (NS-like usage) ࢆᇶ‽࡜ࡍࢀࡤ㸪ኚ໬ᙧ

(variation) ࡟ࡣཝࡋ࠸ไ㝈ࡀ࠶ࡿࡢ࡟㛵ࡽࡎ㸪࡞ࡐ㠀ẕㄒヰ⪅࡟ࡣ㐣๫୍⯡໬ࡀ㉳ࡁࡿ࠿

(1983, p. 215) ࡟ᑐࡍࡿᅇ⟅࡛࠶ࡿࠋリ (poetry) ࢆ⌮ゎࡍࡿ▱ⓗ㧗ࡉࢆᣢࡕ㸪༢ㄒ▱㆑࡜ᩥ

ἲ࣮ࣝࣝࡣṇ☜࡛࠶ࡗ࡚ࡶ㸪ࢳࣕࣥࢡࡢ㈋ᙅࡉࡢ≛≅࡜࡞ࡿ࡜Wrayࡣㄽࡌ࡚࠸ࡿࠋ

௨ୖࡢࡇ࡜ࡼࡾ㸪Wray (2002, pp. 212-213) ࡣ㸪እᅜㄒ⎔ቃୗ࡟࠾ࡅࡿࢳࣕࣥࢡᏛ⩦ࡢၥ 㢟ࢆḟࡢࡼ࠺࡟ᤊ࠼࡚࠸ࡿࠋࠕゝㄒ⩦ᚓࡢ4ᵝ┦ࠖࡢ≧ἣドᣐ࡟ࡼࡗ࡚᫂ࡽ࠿࡟ࡉࢀࡿ࡜࠾ࡾ㸪 ࡑࡢ᭱⤊ⓗㄢ㢟ࡣከࡃࡢ㞀ᐖ≀ࡀゝㄒ⩦ᚓࢆ㜼ᐖࡍࡿࡼ࠺࡟タᐃ (set up) ࡉࢀ࡚࠸ࡿࡇ࡜࡟

࠶ࡿࠋᚑ᮶㸪ゝㄒ⩦ᚓࡢᅔ㞴ࡉࡣ㸪“Critical Age”㸪ࡍ࡞ࢃࡕ⮫⏺ᮇㄝ࡜࿧ࡤࢀ㸪ゝㄒ⩦ᚓ࡟

ࡣࡑࢀ࡟㐺ࡋࡓᮇ㛫ࡀ࠶ࡾ㸪⮫⏺ᮇࢆ㉺࠼ࡿ࡜㸪ゝㄒ⩦ᚓࡣ୙ྍ⬟࠿㸪ࡼࡾᅔ㞴࡟࡞ࡿ࡜࠸

࠺ㄝ࡛ㄝ᫂ࡉࢀ࡚᮶ࡓ ᮧ㔝஭௚, 2001, pp.198-199ࠋࡋ࠿ࡋ㸪ゝㄒ⩦ᚓࡢᅔ㞴ࡉࡸ㸪኱ே࡜

Ꮚ౪ࡢ➨ 2 ゝㄒ⋓ᚓࡢ┦㐪ࡣ㸪ᖺ㱋ࡑࡢࡶࡢ࡟ᣐࡿࡢ࡛ࡣ࡞ࡃ㸪ᩍᐊ࡜࠸࠺ሙᡤ࡟Ꮡᅾࡍࡿ

Ꮫ⩦⪅ࡢ♫఍ⓗ㺃▱ⓗయ㦂࡜ᙼࡽࡢᏛ⩦≧ἣ࡟㉳ᅉࡍࡿ࡜⤖ㄽ࡙ࡅ࡚࠸ࡿࠋ

2.1.4 ᪩ᮇL2ᩍᐊ࡛ࡢྍ⬟ᛶ

Peters (1983) ࡢ୺ᙇ㸪ࠕ඲యⓗࢳࣕࣥࢡฎ⌮࡛࢖ࣥࣉࢵࢺࡉࢀࡓㄒᙡ࣭ࣇ࣮ࣞࢬ࠿ࡽᩥἲ

࣮ࣝࣝࡢ୍⯡໬ࡣ᪩ᮇL2ᩍᐊࡀጇᙜ࡛࠶ࡿࠖ ࡟ࡘ࠸࡚㸪ࡑࡢྍ⬟ᛶࢆၥ࠺◊✲ࢆ㸪(1) ࢳࣕ

ࣥࢡᩍᤵࡣ࡝ࡢࡼ࠺࡞ሙ࡛ྍ⬟࠿㸪(2) ࢳࣕࣥࢡࡢᩍᤵຠᯝࡣᣢ⥆࡛ࡁࡿ࠿㸪(3) ᪩ᮇ L2 ᩍ ᐊࡢ2ᖺ㛫ࡢᐇ㊶◊✲㸪ࠕࢳࣕࣥࢡᏛ⩦ࡣศᯒᏛ⩦࡬ࡘ࡞ࡀࡿ࠿ࠖࢆ㏻ࡋ࡚ᩍᖌ࡜◊✲⪅ࡢ⪃

࠼᪉㸪(4) Wray࡟ࡼࡿ᪩ᮇL2ᩍᐊ࡬ࡢᥦ᱌ࡢ㡰࡟᳨ウࡍࡿࠋ (1) ࢳࣕࣥࢡᩍᤵࡣ࡝ࡢࡼ࠺࡞ሙ࡛ྍ⬟࠿

Gatbonton and Segalowitz (1988, 2005)ࡣ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥάື࡛activity࡜࠸࠺ᙧ

ࢆྲྀࡾ㸪ḟࡢ㸳ࡘࡢ᮲௳ࢆᩍᮦࢹࢨ࢖ࣥࡀ‶ࡓࡏࡤᡂຌࢆ཰ࡵࡿࡇ࡜ࡀ࡛ࡁࡿ࡜ࡍࡿࠋ

1) activityࡣ┿࡟ࢥ࣑ࢽࣗ࢝ࢸ࢕ࣈ࡛࠶ࡿࡇ࡜

2) ᚰ⌮ⓗ┿ṇᛶࡀ࠶ࡿࡇ࡜㸦⌧ᐇࡢࣉࣞࢵࢩ࣮ࣕయ㦂㸧

3) activityࡣ᪥ᖖάືࡢෆᐜࡀ↔Ⅼ࡛࠶ࡿࡇ࡜

4) ఍ヰࡣࢳࣕࣥࢡ࡛࠶ࡾ㸪4 ~ 5ㄒ࡛ᡂࡾ❧ࡘࢳࣕࣥࢡࡀᮃࡲࡋ࠸

5) ⧞ ࡾ ㏉ ࡋ (repetition) ࡀ ᩍ ᮦ ࡟ ᮏ ㉁ ⓗ ࡟ ഛ ࢃ ࡿ ࡇ ࡜ 㸪 ࠾ ࡼ ࡧ ఱ ᗘ ࡶ ⧞ ࡾ ㏉ ࡋ ⦎ ⩦ (multiple rehearsal) ࡀ࡛ࡁࡿࡇ࡜ࠋ

ࡇࡢ᮲௳ࡢ࠺ࡕ㸪5) ࡢ⧞ࡾ㏉ࡋ࡟ࡘ࠸࡚ᩘከࡃࡢᩥ⊩ࡀࡑࡢ㔜せᛶࢆḟࡢࡼ࠺࡟ᣦ᦬ࡍࡿࠋ ձ ᩍᐊ࡛ࡢࢳࣕࣥࢡᏛ⩦ࡣ┦ᙜ㔞ࡢ⧞ࡾ㏉ࡋ࡜ᬯグࡀᚲせ࡛㸪ࡑࢀࡀᏛ⩦ࡢ୰ᚰ࡛࠶ࡿ

(Weinert, 1994, p. 78; Mitchell & Martin, 1997, p.6)ࠋղ┠ᶆᩥࡢ⧞ࡾ㏉ࡋ㸪ᩥἲ࣮ࣝࣝ㸦౛㸸

ືモࡢᙧែ࣮ࣝࣝ㸧ࢆ㌟࡟ࡘࡅࡿࡓࡵࡢ⧞ࡾ㏉ࡋ㸪ࢱࢫࢡࡢ⧞ࡾ㏉ࡋࡣⓎヰࡢ⮬ື໬ࢆ┠ᣦ ࡍpracticeࡢ୍⎔࡜ࡋ࡚ᚲせ࡛࠶ࡿ (Gatbonton & Segalowitz, 1988, 2005; DeKeyser, 1998, 2007; Ranta & Lyster, 2007)ࠋճ ゝㄒᏛ⩦ࡢ࠿࡞ࡾࡢ㒊ศࡣ㸪ゝㄒ⩦ᚓ༢఩㸦㡢⣲㸪ㄒᙡ㸪

⠇㸪ࢥࣟࢣ࣮ࢩࣙࣥ㸧ࡢὶࢀࢆ୍᫬ⓗ࡟ಖᣢࡍࡿ “phonological short-term memory (STM) ”

࡜㸪 㛗ᮇ࡟ࢃࡓࡾಖᣢࡍࡿ “long-term memory (LTM) ” ࡜ࡢ࢖ࣥࢱࣛࢡࢩ࡛ࣙࣥ࠶ࡿࠋ STM࡟࠾࠸࡚⧞ࡾ㏉ࡋࡀ࡞ࡉࢀࡿ࡯࡝LTMࡣSTMࡢෆᐜࢆࢳࣕࣥࢡ໬ࡉࡏ㸪STMࡢࢳࣕ

ࣥࢡ㔞ࢆᣑ኱ࡉࡏ㸪Ⓨヰࢆ⮬ື໬࡬࡜ᑟࡃࠋ⮬ື໬ࡉࢀࡿ࡯࡝ゝㄒ౑⏝ࡣὶᬸ࡜࡞ࡾ㸪኱㔞

࡟グ᠈ࡉࢀࡓゝㄒࡢὶࢀࡣ㸪ᩥἲ⋓ᚓࡢࢹ࣮ࢱ࣮࣋ࢫ࡜ࡋ࡚ศᯒᏛ⩦࡬฼⏝ࡉࢀࡿ (N. Ellis

& Sinclair, 1996; N. Ellis, 1996, 2001; Shiki, Mori, Kadota, & Yoshida, 2010)ࠋ (2) ࢳࣕࣥࢡࡢᩍᤵຠᯝࡣᮇᚅ࡛ࡁࡿ࠿

Yorio (1989) ࡣ㸪ㄗࡾࡢከ࠸ESLᏛ⏕ࡢwriting࡛ᚓࡽࢀࡓ⤖ᯝ࡟ᇶ࡙࠸࡚㸪඲యⓗࢳࣕ

ࣥࢡฎ⌮࡛ṇ☜࡞Ⓨヰࢆ㌟࡟ࡘࡅࡿࡇ࡜ࡣᅔ㞴࡛࠶ࡿ࡜㏙࡭࡚࠸ࡿࠋ࡞ࡐ࡞ࡽ㸪඲యⓗࢳࣕ

ࣥࢡฎ⌮ࡣど⫈ぬゝㄒ࡟㢗ࡗ࡚࡞ࡉࢀࡿࡓࡵ㸪ࡓࡧࡓࡧ⧞ࡾ㏉ࡉࢀࡓࡾ㸪౑⏝ࡉࢀࡓࡾࡋ࡚

࠸࡞࠸㝈ࡾ㸪グ᠈ࡣⷧࢀࡿ୍᪉࡛㸪ヲ⣽࡟ᵓ⠏࡛ࡁ࡞࠸ࠋࡑࡢࡓࡵᏛ⩦⪅ࡀศᯒᏛ⩦ࢆጞࡵ

ࡿ๓࡟඲యⓗࢳࣕࣥࢡฎ⌮࡟ฟ఍࠺࡜㸪ࡍ࡭࡚ࢆᬯグࡍࡿ࡯࠿࡞ࡃ㸪࡞ࡐㄒᙡࡀࡑࡢࡼ࠺࡟

ࡘ࡞ࡀࡿ࠿࡜࠸࠺ᩥἲ᝟ሗࢆᢳฟࡍࡿࡲ࡛࡟⮳ࡽ࡞࠸࠿ࡽ࡛࠶ࡿ࡜ࡍࡿࠋྠᵝ࡟㸪Curtain and Dahlberg (2010, p.326) ࡣ㸪ࢳࣕࣥࢡฎ⌮࡛ࡓ࡜࠼ὶᬸᛶࣞ࣋ࣝࡣྥୖࡋ࡚ࡶ㸪“▱ࡽ࡞

࠸࠺ࡕ࡟ (by osmosis) ” ㌟࡟ࡘࡅࡓࡶࡢࡣ㸪ṇ☜ࡉࡀḞዴࡍࡿࠋᏛ⩦⪅ࡢ୰㛫ゝㄒᩥἲ

(interlanguage rule) ࡟ἢࡗ࡚సࡾୖࡆࡿࡇ࡜࡟࡞ࡿ࠿ࡽ࡛࠶ࡿ࡜㏙࡭࡚࠸ࡿࠋ

(3) ᐇ㊶◊✲ࠕࢳࣕࣥࢡᏛ⩦ࡣศᯒᏛ⩦࡬ࡘ࡞ࡀࡿ࠿ࠖ

᪩ᮇL2ᩍᐊ࡟࠾ࡅࡿᐇ㊶◊✲౛࡜ࡋ࡚㸪ḟࡢ1, 2ࢆྲྀࡾୖࡆࡿࠋ

Mitchell and Martin (1997) ࡣ㸪2ᖺ㛫 (6Ꮫᮇ) ࡟Ώࡗ࡚2ࡘࡢ୰➼Ꮫᰯ 㒔఍࡜ᆅ᪉ ࡢ

᪩ᮇࣇࣛࣥࢫㄒᩍᐊ࡛㸪60 ேࡢ11 ṓ㹼13 ṓࡢᏊ౪ࢆᑐ㇟࡟ࠕࢳࣕࣥࢡࡢⓎ㐩࡜L2 ᩍᐊᏛ

⩦࡜ࡢ㛵ࡾࠖࢆ୰ᚰ࡟ㄪᰝࡋ㸪ేࡏ࡚ࡇࡢᐇ㦂࡟㛵ࡗࡓᩍᖌ 5 ே࡟ࡘ࠸࡚ᩍᐊᐇ㊶࡜㸪ຠᯝ

ⓗᣦᑟἲ࡟㛵ࡍࡿࣅ࣮ࣜࣇࢆ 2 ᅇࡢබᘧ࢖ࣥࢱࣅ࣮ࣗ࡜㸪ከࡃࡢࢹ࢕ࢫ࢝ࢵࢩࣙࣥ࡜࡛ㄪᰝ ࡋࡓࠋ

Myles, Hooper, and Mitchell (1998), Myles, Mitchell, and Hooper (1999) ࡣ㸪ࣇࣛࣥࢫㄒ ࡢ᪩ᮇL2ᩍᐊ࡛ࡢᏛ⩦⪅11ṓ㹼12ṓ㸪16ேࢆᑐ㇟࡟㸪ࠕࢳࣕࣥࢡࡀゝㄒࡢ๰㐀ⓗ౑⏝࡟

ࡘ࡞ࡀࡿ࠿ࠖࢆ᳨ドࡋࡓࠋ1ே1ேࡢᏊ౪࡟ࡘ࠸࡚≉ᐃࡢࢳࣕࣥࢡ࡜㸪ࢳࣕࣥࢡࡀ౑⏝࡛ࡁ࡞

࠸ሙྜࡢᏛ⩦⪅ࡢ⾲⌧ἲࢆ㏣㊧ࡋࡓࠋ ᐇ㊶◊✲ 㸯 (Mitchell, & Martin, 1997)

1ᖺ┠ࡢᐇ㊶ࢆ㏻ࡋ࡚㸪5ேࡢᩍᖌࡓࡕ (Teacher C, D, E, N, O) ࡣḟࡢࡼ࠺࡞⪃࠼ࢆ㏙࡭

࡚࠸ࡿࠋࢳࣕࣥࢡࡣࡇࡢ᫬ᮇ㔜せ࡛࠶ࡾ㸪ຠᯝⓗ࡟ാࡃ࡜ㄆࡵࡽࢀࡓࠋࡇࡢ᫬ᮇᩥἲࡀ⌮ゎ

࡛ࡁ࡞࠸Ꮚ౪ࡓࡕࡣࢳࣕࣥࢡࢆᩍᖌࡢᦼೌࢆ㏻ࡋ࡚႐ࢇ࡛ྲྀࡾධࢀࡿࠋࢳࣕࣥࢡ࡛┦ᙜࡢࡇ

࡜ࡀྍ⬟࡛࠶ࡿࠋࡋ࠿ࡋ㸪ࢳࣕࣥࢡࢆぬ࠼ࡇࡴ࡟ࡣ⤯࠼ࡎ୸ᬯグ࡜㸪ᩍᖌࡢ࢖ࣥࣉࢵࢺࢆᗄ ᗘࡶ⪺࠸࡚㸪⧞ࡾ㏉ࡋ㸪෌฼⏝ࢆ඲యฎ⌮࡛⾜࠺ᚲせࡀ࠶ࡿ (1997, p. 15)ࠋ㐍ṌࡣࡸࡿẼ࡜

ᬯグຊ࡜㸪ᬯグࢆ⥔ᣢࡍࡿດຊ࡟࠿࠿ࡿࠋ

ᣦᑟ࡟㛵ࡋ࡚㸪5ேࡢᩍᖌࡣ࠿࡞ࡾྠࡌ᪉ἲࢆྲྀࡗࡓࠋ࣌࢔࣮࣡ࢡ࡟ຊࢆධࢀάືᆺ୰ᚰࡢ 1 ே (Teacher D) ࢆ㝖ࡃṧࡾ 4 ேࡣᩍᖌ୺ᑟᆺࡀ୍ᐃࡋ࡚ᙉࡃ㸪“CFL (communicative foreign-language use)” ࡼࡾ “PFL (practice foreign-language use)” ࡟㔜Ⅼࡀ⨨࠿ࢀࡓ (ᗄศ

࠿ࡢᕪࡀᩍᖌ㛫࡟࠶ࡿ)ࠋ4 ே࡜ࡶࡑࢀࢆຠᯝⓗ࡜ࡳ࡚࠸ࡓࠋࢡࣛࢫ඲ဨ࡛ࡢ࢖ࣥࢱࣛࢡࢩࣙ

ࣥࡀᅽಽⓗ࡟ከࡃ㸪࣌࢔㸪ࢢ࣮ࣝࣉ࡛ࡢάືࡣᑡ࡞࠸ࠋ“PFL” ୰ᚰࡢoral activity (e.g., ┠ᶆ

ᩥࡢࣜࣆ࣮ࢺ㸪ᅛᐃ໬ࡉࢀࡓ Q-A άື) ࡣᤵᴗࡢ 71.8%㹼86.4%ࢆ༨ࡵࡓࠋࡇࡢ᫬ᮇࡣࡑࢀ

ࡀ኱ษ࡛㸪ࡑࡢ࡯࠺ࡀ “CFL” ୰ᚰࡢoral activity ౛㸸ಶே᝟ሗ஺᥮㸪ၥ㢟ゎỴᆺࢱࢫࢡ ࡼ

ࡾࡣᚲせ࡜⪃࠼ࡽࢀࡓࠋᩥᵓ㐀ࡢ⩦ᚓࡀ୺࡛㸪ㄞࡳ࣭᭩ࡁࡣ㔜せ࡛࡞࠸࡜ぢࡽࢀ࡚࠸ࡓࠋ 2ᖺ┠ࡢᐇ㊶ࢆ㏻ࡋ࡚㸪ᩍᖌࡓࡕࡣḟࡢࡼ࠺࡞ほᐹ⤖ᯝࢆ㏙࡭࡚࠸ࡿࠋᏛຊᕪࡀᤵᴗ࡟ᙳ㡪

ࢆཬࡰࡋጞࡵࡓࠋ5ࢢ࣮ࣝࣉࡢ୰࡛㸪Ꮫຊࡢ㧗࠸1ࢢ࣮ࣝࣉࡢᏊ౪ࡣࢳࣕࣥࢡࢆࢭࢵࢺࣇ࣮ࣞ

ࢬ࡜ࡋ࡚ཷࡅṆࡵࡿࡼࡾࡣ༢ㄒ୍ࡘ୍ࡘࡢព࿡ࢆ▱ࡾࡓࡀࡿศᯒⓗഴྥ࡬ࡢ⯆࿡ࢆ♧ࡋጞࡵ

ࡓࠋࡑࡢᚋ㸪య⣔໬ࡉࢀࡓᩥᵓ㐀ࡢឤ▱㺃⌮ゎ࣭カ⦎ࡶ࡛ࡁࡿࡼ࠺࡟࡞ࡗࡓࠋูࡢ࠶ࡿࢢ࣮ࣝ

ࣉࡣࢳࣕࣥࢡࢆ୍㒊๰㐀ⓗ࡟ᛂ⏝࡛ࡁࡓࠋࡋ࠿ࡋ㸪⬟ຊⓗ࡟ࡑࢀ࡯࡝㧗ࡃ࡞࠸ṧࡾࡢ 3 ࢢࣝ

࣮ࣉࡣศᯒⓗ㐣⛬࡟ࡣ⮳ࡽࡎ㸪௚ࡢㄒ࡟⨨ࡁኚ࠼ࡿ࡭ࡁᡤ࡛ᬯグࡋࡓࡲࡲࡢࢳࣕࣥࢡࢆ౑⏝

ࡍࡿ࡞࡝ศᯒⓗഴྥࡀ⏕ࡌ࡞࠿ࡗࡓࠋ

ᣦᑟ࡟㛵ࡋ࡚↔Ⅼ࡜࡞ࡗࡓࡢࡣ㸪oral activity࡟ᩥἲᵓ㐀Ꮫ⩦ࢆయ⣔ⓗ࡟ᑟධࡍࡿࡇ࡜࡟ᑐ ࡍࡿ⪃࠼᪉ࡢ┦㐪࡛࠶ࡗࡓࠋ5ேࡢᩍᖌࡣࡑࢀࡒࢀ࡟␗࡞ࡿ᪉ἲࢆྲྀࡾ㸪ḟࡢࡼ࠺࡞ぢゎࢆ㏙

࡭࡚࠸ࡿࠋ5ேࡢ࠺ࡕ㸪3ே (Teacher O, C, E) ࡣࡇࡢᏛຊࣞ࣋ࣝ ᬑ㏻ࢢ࣮ࣝࣉ࠶ࡿ࠸ࡣΰ

ྜࢢ࣮ࣝࣉࢆᣦࡍ ࡛ࡣ୙㐺ษ࡜⟅࠼࡚࠸ࡿࠋࡓࡔࡋ㸪Teacher EࡣᏛຊᕪ࡟ᑐᛂࡋ࡚㸪ࢢࣝ

࣮ࣉෆ࡛ᣦᑟἲࢆኚ໬ࡉࡏࡿࡇ࡜࡟࡞ࡗࡓࠋ⌮ゎຊࡢ㧗࠸Ꮚ౪ࡓࡕ࡟ᑐࡋ࡚ࡣ࠶ࡿ⛬ᗘࡲ࡛

ࡢศᯒฎ⌮ࢆྍ⬟࡜ࡳ࡚㸪“infinitive”㸪“gender morphology”㸪“tense”࡞࡝࡟㛵ࡋ᫂♧ⓗㄝ

᫂ࢆ୚࠼ࡓࠋࡋ࠿ࡋ㸪Ꮫຊࡀᬑ㏻ࡢᏊ౪ࡓࡕ࡟ࡣ㸪඲యฎ⌮࡛ᑟධࡍࡿࡇ࡜࡟ࡋࡓࠋ“tense” ࡶ

ᤵᴗ㐍⾜୰ࡣ㔜せ࡜ࡣぢ࡞ࡉ࡞࠸㸦౛࠼ࡤ㸪“tense” ࡀ⌮ゎ࡛ࡁࡿᏊ౪ࡓࡕ࡟ࡣศᯒⓗ࡟ㄝ᫂

ࢆ୚࠼ࡓࡀ㸪⌮ゎ࡛ࡁ࡞࠸Ꮚ౪ࡓࡕ࡟ࡣ㸪ㄒᙡ࡜ࡋ࡚ ࠕ“go” ࡜ゝ࠺ࡼࡾࡣ “went” ࡜ゝ࠺ࠖ

࡜ᩍ࠼㸪ࡑࢀ௨ୖࡢࡇ࡜ࢆゝࢃ࡞࠿ࡗࡓ㸧ࠋ

୍᪉࡛㸪2ேࡢᩍᖌ (Teacher D, N) ࡣ㸪ࡇࡢ᫬ᮇࡢᩥἲᑟධ࡟⫯ᐃⓗ❧ሙ࡟❧ࡘࠋ㒔఍࡟

࠶ࡿᏛᰯࡢୖ⣭ࢢ࣮ࣝࣉࢆᢸᙜࡍࡿᩍᖌ (Teacher D) ࡣࢳࣕࣥࢡ࡜୪⾜ࡋ࡚ᙧែࡢࣃࢱࣥࢻ

ࣜࣝࢆ୚࠼࡚࠾ࡾ㸪ᩥἲᑟධࢆᚲせ࡜⪃࠼ࡿࠋḟ➨࡟⬟ຊࡢ㧗࠸Ꮚ౪ࡓࡕࡢศᯒⓗഴྥ࡬ࡢ

⯆࿡࡟ᛂ࠼ࡿࡓࡵ㸪࠾ࡼࡧయ⣔໬ࡉࢀࡓᩥᵓ㐀ࡢ⌮ゎ࣭カ⦎ࡶྍ⬟࡜ุ᩿ࡋࡓࡇ࡜࡟ࡼࡿࠋ

ࡶ࠺1ேࡢᩍᖌ (Teacher N) ࡶ㸪᮶ࡿ࡭ࡁ⤫ㄒศᯒ࣭᧯స࡛ሗࢃࢀࡿࡇ࡜ࢆಙࡌ࡚㸪ࡑࡢᑐ ᛂ⟇ࡢ➨୍Ṍ࡜ࡋ࡚㸪“gender morphology”㸪“tense”ࡢ୍㒊ࢆᑟධࡋ࡚࠸ࡿࠋ

⥲ࡌ࡚㸪ᩍᖌࡓࡕࡣ㸪ࠕࢳࣕࣥࢡࢆᬯグࡋ㸪୸ࡈ࡜෌⏕ࡍࡿᏛ⩦ࢆ㏻ࡋ࡚ᙼࡽࡢᣢࡘゝㄒࢩ ࢫ ࢸ ࣒ࢆ ㉸࠼ ࡓ ࣞ࣋ ࣝࢆ ྍ ⬟࡟ ࡍࡿ 㸪 ᩥἲ ࡀ࡛ ࡁ ࡿࡼ ࠺࡟ ࡞ ࡿࡲ ࡛ᚅ ࡘ࡭ࡁ࡛ࡣ࡞࠸

(Hakuta, 1976, p. 333)ࠖ࡜ࡍࡿពぢࡣㄆࡵࡿࡶࡢࡢ㸪ᩍᐊ࡛ࡢศᯒᏛ⩦࡟ࢳࣕࣥࢡࡀᑐᛂ࡛

ࡁࡿ࠿࡜࠸࠺Ⅼ࡛ࡣ㸪Ꮫຊ࡜ࡢ㛵ࢃࡾࡀ᭱ࡶ኱ࡁ࡞ၥ㢟࡛࠶ࡿ࡜⪃࠼࡚࠸ࡿࠋ

ࡇࡢ◊✲ࡢㄢ㢟ࠕࢳࣕࣥࢡᏛ⩦ࡣศᯒᏛ⩦࡬ࡘ࡞ࡀࡿ࠿ࠖ࡟ࡘ࠸࡚ࡣ㸪5ேࡢᩍᖌ࡜◊✲⪅

ࡢ㛫࡟ぢゎࡢ┦㐪ࡀぢࡽࢀࡿࠋ5ேࡢᩍᖌࡣᡂᯝࡀ࠶ࡗࡓ࡜ࡣᤊ࠼࡚࠸࡞࠸ࠋ2ᖺ㛫ࡢᤵᴗ࡛

ศᯒ࡬ࡢⓎᒎࡀ୍㒊ぢཷࡅࡽࢀ࡚ࡶ㸪ᚲࡎࡋࡶ⤫ㄒ࣮ࣝࣝࡸ㸪“gender morphology” ࡢᇶᮏ

ⓗᙧែᴫᛕ࡛ࡍࡽࡘ࠿ࢇࡔ࡜࠸࠺ព㆑ⓗẼ࡙ࡁࢆకࡗ࡚࠸࡞࠸࡜㏙࡭࡚࠸ࡿ (Mitchell &

Martin, 1997, pp.14-15; p.23)ࠋTeacher Nࡣ㸪 9ᖺ⏕ 3ᖺ┠ ࡟ධࡾ㸪Ꮫ⩦⪅ࡣ2ᖺ㛫ࢳ

ࣕࣥࢡᏛ⩦ࢆ⾜ࡗ࡚᮶࡚࠸ࡿࡢ࡟㸪“journal writing” ࡟࠾࠸࡚ศᯒ࡜⤖ࡧࡘ࠿࡞࠸⌧ᐇࡀ࠶

ࡿ࡜ㄒࡿࠋࡋ࠿ࡋ㸪10㹼11ᖺ⏕㸦4㹼5ᖺ┠㸧࡛ࡣศᯒ࡜඲యฎ⌮ࡀ⤖ࡧ௜ࡁ㸪ࣃࢱ࣮ࣥࡢព

㆑ⓗゝㄒࢥࣥࢺ࣮ࣟࣝࡀྍ⬟࡟࡞ࡿࡔࢁ࠺࡜࠸࠺ண ࢆ❧࡚࡚࠸ࡿࠋ2ேࡢᩍᖌ (7eacherE, C) ࡶ㮩㭁㏉ࡋࡢ⧞ࡾ㏉ࡋ(parrot version) ࠿ࡽ₞ḟศᯒ࡬⾜ࡃ࡛࠶ࢁ࠺࡜ண ࡍࡿࠋ

୍᪉㸪ࡇࡢᩥ⊩ࡢⴭ⪅ࡓࡕࡣ㸪ḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡿࠋศᯒ࡬࡜ື࠿ࡍຊ (driving force) ࡣ ࢥ࣑ࢽࣗࢽࢣ࣮ࢩࣙࣥࡢᚲせᛶ࠿ࡽฟࡿࠋලయⓗ࡟ࡣ㸪ࢳࣕࣥࢡࡀᥦ౪ࡍࡿ௨ୖࡢࡶࡢࢆࢥ

࣑ࣗࢽࢣ࣮ࢩࣙࣥάືࡀồࡵࡿ᫬㸪㸦౛㸸1,2ே⛠࠿ࡽ㌿ࡌ࡚㸪3ே⛠ࡢே≀࡟ࡘ࠸࡚ヰࡍ᫬㸧㸪 ࢳࣕࣥࢡࢆศゎࡋ୍㒊ࢆ᪂ࡋ࠸Ⓨヰ࡬࡜ᑟ࠿ࡡࡤ࡞ࡽ࡞࠸ ౛㸸 “The boy I like cricket? ”

࡜ࡍࡿ㐣๫ᣑᙇ࠿ࡽ “Does the boy like cricket? ” ࡬࡜㐺ษ࡞ே⛠࡜ᙧែ⣲࡬ࡢศᯒ࣮ࣝࢺ

ࢆ㏻ࡿࡇ࡜࡟࡞ࡿ㸧ࠋࡇࡇ࡛Ꮫ⩦⪅ࡣࠕ㑅ᢥᆅⅬ (Mitchell and Martin, 1997, p. 23)ࠖ ࡟⨨

࠿ࢀ㸪ࢥ࣑ࣗࢽࢣ࣮ࢩࣙࣥࡢせồ࡟ᛂ࠼࡚᪤⩦ࡢࢳࣕࣥࢡ࡟᪂ࡋ࠸࢔࢖ࢸ࣒ࢆ⨨ࡁ᥮࠼ࡿ᫬㸪

⤫ㄒࢥࣥࢺ࣮ࣟࣝࡀ⏕ࡌࡿ࡜ࡍࡿࠋࡼࡗ࡚ࢳࣕࣥࢡࡣศᯒࡢࡓࡵࡢ㐨ල (instrument) ࡜ࡋ࡚

ാࡃࠋࠕࢳࣕࣥࢡࡣ࡞ࡃ࡞ࡿࢃࡅ࡛ࡣ࡞࠸㸪᪂ࡋ࠸Ⓨヰࡢ୰࡛ಟṇ㺃⥔ᣢࡉࢀࡿࠖ࡜ࡍࡿぢ᪉

࡟❧ࡘࠋ

ᐇ㊶◊✲ 2 (Myles, Hooper, & Mitchell, 1998; Myles, Mitchell, & Hooper, 1999)

ࡇࡢ◊✲࡛ࡣḟࡢࡇ࡜ࡀ᫂ࡽ࠿࡟࡞ࡗࡓࠋ ➨1࠿ࡽ➨6ࣛ࢘ࣥࢻࡲ࡛ࡢ␲ၥᩥࡢࡳࢆㄪᰝ ᑐ㇟࡜ࡋ࡚ࢳࣕࣥࢡࡀศゎࡍࡿ㐣⛬ࢆ㏣࠺࡜㸪┠ᶆᩥ࡟ᑐࡋ࡚ヨ⾜㘒ㄗࢆ⧞ࡾ㏉ࡋ㸪ࢳࣕࣥ

ࢡࡢ୍㒊ศࢆ㐺ษ࡟ኚ໬ࡉࡏࡿ ౛㸸2ே⛠௦ྡモ࠿ࡽ3ே⛠௦ྡモ࡬ධࢀ᭰࠼ࡿ᫬Ⅼ࠿ࡽ

ศᯒⓗヨࡳࡀほᐹࡉࢀࡓࠋᅔ㞴࡜ࡉࢀࡿ Wh ␲ၥᩥࡢࢣ࣮ࢫ࡛ࡣ㸪ࢳࣕࣥࢡࡀ฼⏝࡛ࡁ࡞࠸

ሙྜᵝࠎ࡞᪉␎ࡀ౑⏝ࡉࢀࡿࠋලయⓗ࡟ࡣ “nearest chunk” ࡢ౑⏝ (e.g., Where lives a living room?)㸪Whࢆඛ㢌࡟⨨ࡃ (e.g., Where the beach?)㸪ືモࡲࡓࡣືモྃࢆḞⴠࡉࡏ࡚㸪

ྡモྃ㸪๓⨨モྃࡔࡅࢆ౑⏝ࡍࡿ (e.g., Which activities. . . at the Belleville?) ౛ࡀぢࡽࢀࡓࠋ 1ே1ேࡢᏊ౪࡟ࡘ࠸࡚ப࠼ࡤ᭱ึ࠿ࡽࢳࣕࣥࢡࢆ኱㔞࡟ぬ࠼ࡇࡳ㸪ୖᡭ࡟฼⏝ࡍࡿࡇ࡜ࡀ

࡛ࡁ࡚㸪౑࠸⥆ࡅࡿࢢ࣮ࣝࣉࡢࡳศᯒⓗᏛ⩦ࡀ㐍ࡳ㸪ࡑࢀࢆ㋃ࡳྎ࡟๰㐀ⓗゝㄒ౑⏝ࡀぢࡽ

ࢀࡿሙྜ࡜㸪୍᪉࡛ࢳࣕࣥࢡࡢ኱㔞グ᠈ಖᣢࡀ࡛ࡁࡎศᯒ௨๓ࡢẁ㝵࡟࡜࡝ࡲࡾ㸪༢⣧࡞ྡ

モ㺃๓⨨モྃࡢࡳ (V-less phrase) ࢆᅽಽⓗከᩘ࡛౑࠸⥆ࡅࡿሙྜ࡜ࡢ୧ᴟࡢ㛫࡟ࡍ࡭࡚ࡢᏛ

⩦⪅ࡣ఩⨨ࡍࡿ࡜࠸࠺ࡇ࡜ࡀุ᫂ࡋࡓࠋࡘࡲࡾ㸪᭱ࡶࡼࡃࢳࣕࣥࢡࢆ౑࠺Ꮚ౪ࡀ᭱ࡶᡂຌࡋ㸪 ࢳࣕࣥࢡࢆᛮ࠸ฟࡏ࡞࠸Ꮚ౪ࡣ๰㐀ⓗⓎヰ࡬࡜⾜ࡅ࡞࠸≧ἣ࡟࠶ࡿࡇ࡜ࡀ♧ࡉࢀࡓ (1999, p.

76; p. 358)ࠋࡋ࠿ࡋ࠸ࡎࢀࡢሙྜࡶᩥἲ⬟ຊࡀⓎ㐩ࡍࡿࡲ࡛✚ᴟⓗ࡟ࢳࣕࣥࢡࢆ౑⏝ࡋ⥆ࡅࡿ

࡜௬ᐃࡉࢀ࡚࠸ࡿࠋ