西山学報 35 (19870330) 13中山忠厚「英語の難しさ (要約) ：とくに意味と言葉を中心として」

(1)

英語

の

_難

し

さ

（

要

約

）

一

_と

_く

_に

意味

と

言

葉

を中心

と

して

一

中

山

忠

厚

　

今回

は，日

本

人

に

と

って

英

語は

難

し

い

とする

観点

から

，日

本語

と英

語

と

の

関

わ

り

，そ

し

て日

常

使

ってい

る

英

単

語

について

一

_考

_を

_試

_{みた}

。

　

“

言葉

”

とは

何を意味す

るか

。 “

知

る

”

とは

どう

い

_う意味

な

の

か

。

　

外国語を

学

ぶ

場合

，

母国語

とは

別

の

もう

一

_つの

言葉

を頭脳

に

_加

えることに

な

る

。

母国語

と

外

国

語

と

が

頭

の

中

で

ど

の

様

に

関

わ

り

合

うか

。

そし

て，

母国語あ

る

い

は

外

国

語

でその

_{意味}

を

ど

の

_様

に

捉え

ている

か

。その

際

異

なる

言語

や

文化上

の

背景

等

はどの

_様

に

影

響

を

与

えるか。

心

理的

にどの

様

な

要因

が

働

く

か。

英

語と

日

本

語

ではその

綴方

や

発音

は

異

な

って

お

り

_，

構

造上や

行

動

学的

な

観点

からも

合

わ

せて

_考

え

て

み

た。

　

次

に，

単

語

数を

ど

の

く

ら

い

知

って

お

く必要

が

あ

る

か

で

あ

る。このこ

とは

，

外

国語

とし

て

_英

語を

学

ぶほ

と

ん

ど

の

人が

抱く疑

問

で

ある

。

も

ちろん

，

知

って

お

く

べ

_き

_単

_語

_数

_を

_数

_え

_るこ

となど

不

可

能

では

あ

る

が

，

英単語

に

関

す

る

知識

が

英語力

の

_基礎

とし

て

_{要求}

され

る

限り

よ

り多く

を

知

って

お

く

べ

き

で

あ

る_。そこで _，日

常

の

英単語

を

再認識す

る

意

味

で，

使

われ

ている

英単語

を

列挙

し

て

み

た。

　われわれ

の

言葉

は，そ

れ自身

に

意味

はな

く

むしろ

その

意味

が

記号化

さ

れ

，

あ

る

い

は

伝達

されると

い

_{う随意的}

な型

のシス _テム _で

_{あり}

，

言葉

の

も

つ

意味

を正

確

に

別

の

_言葉

に

_{翻訳す}

ることは

別

の

言葉

で

同

じ

意味

を

作

ることに

な

る。し

かし

な

がら

，日

本

語か

ら英

語

に

翻

訳す

る

際

，

ある

い

は

その

逆

の

場

合

，

英

語

の

総合能力

の

基

礎

とし

て

多

く

の

_{単語}

を理

解

し

正

確

に

覚

えな

け

ればな

ら

な

い。その

時

，日

本

語

と

英語

の

_間

に

ある

差異

，

両言語間

の

語彙

上

の

複雑

さは

，

われわれが

外

国

語を

覚

え

る

こ

と

を

一

層難し

くす

る

ので

ある

。

しかし

，

日

頃使

っている

言葉

の

中

に

含

1

(2)

NII-Electronic Library Service

西　山　学

報

ま

れ

てい

る

多く

の

カタカナ

英語を身

に

就

け

，

身体

で

覚

えた

英

単語

として

再

認

識

すれ

ば

語

彙

を

増

や

す

こ

_と

に

なり

，

英

語

の

難

しさ

を

克

服す

る

第

一

歩

に

も

なる

で

あ

ろ

う

。

2 一

N工工

一

Eleotronlo _Llbrary

(3)

pttecD#L$

THE

DIFFICULTY

OF

ENGLISH

FOR

JAPANESE

SPEAKING

PEOPLE

especially

in

the

meaning

of

words

by

Tadaatsu

Nakayama

October

1,

1986

The

Difficulty

of

English

for

Japanese

Speaking

People

---especial!y

in

the

meaning of words

I. Introduction

What

does

"word"

mean?

What

does

the

word "know" mean

?

When

we

learn

the

meaning _of

the

_words _as _a

foreign

language,

it

means adding another

language

to

our

native

language,

and

then

we

wonder what

kind

of relationship

between

the

foreign

language

_and

our native

language

will

develop

inside

our

heads.

How

is

the

mean-ing

translated

from

the

foreign

language

into

the

native

language

?

There

are some

difficult

interwoven

_problems

of understanding

be-tween

those

of

differing

linguistic

and cultural

backgrounds.

Also

what

factors

are operating

_{psychologically}

from

one

language

to

an-other

language

?

There

is

the

need

for

some exploration of

the

rela-tionship

of

the

structural and

behavioral

views,

because

English

and

Japanese

are completely

different

in

_their

spellings and

_{pronunciations.}

Then

also another

_question

is,

how

rnany words should we

know

?

When

we study

English

as a

foreign

Ianguage,

this

_question

weighs

(4)

-3-NII-Electronic Library Service

th

_th

_\

_x

heavily

on _our mirids,

It

is

impossible

for

_us

to

_count _accurately

the

number

of

words we

ought

to

know.

However,

knowledge

of

words

is

requi'red as

the

basis

of

total

English

_proficiency

and we should

know

as many as

_possible.

So,

in

this

_paper

I

want

to

discuss

the

variations

between

English

and

Japanese,

and

the

word

lists

which

we are

familiar

with

through

Japanese

from

the

_point

of view

that

"English

is

difficult

for

Japanese

speaker's."

ll

.

The

Meaning

and

the

Word

When

we are

trying

to

express

_qn

idea

by

using

just-learned

words,

how

do

we

bridge

the

_gap

between

Japanese

and

English

?

Before

Idiscuss

this

topic

further,

I

should consider words and

language

meaning.

Words

have

no meanings

in

themselves.

They

are arbitrary

symbols which

take

on meanings

from

the

way

_people

use

them.

And

words

are

the

basic

elements of _our

language.

On

the

other

hand,

the

meaning of

the

word

meaning

has

been

the

subject of a

tremen-dous

amount of argument.

According

to

Charles

C. Friesi;

All

Ian-guage

concerns

itself

with meanings.

Or,

_perhaps,

we should say

rather

that

human

beings

are

basically

coneerned with rneanings and

use

language

as

their

tool

to

_grasp,

to

comprehend, and

to

share

meanings.

The

meanings constitute

the

storehouse of all

the

knowl-edge of our society.

Our

Ianguage

has

not

the

meanings

themselves,

but

rather

the

system of arbitary

_patterns

of

'whieh

the

meanings are

signalled or communicated.

Learning

to

use a

language

imports

learn-ing

_(a)

the significant

_patterns

of

the

functioning

units

that

identify

the

lexical

items

or "words,"

and

those

that

identify

the

_grammatical

structures, and

(b)

also

the

ablity

to

recall

instantly

the

meanings

(5)

ecP.aesL8

tached

to

these

_patterns,

and

(c)

to

_produce

these

significant

_patterns

for

the

reeognition of other rnembers of

the

community.

Now

then,

let's

_go

back

to

the

_question.

Suppose

there

is

a

Japa-nese

boy

who

is

trying

to

think

only

in

English

and

he

is

very

thirst-y･

He

will

think

of

the

word "water,"

because

he

recently

learned

that

water

is

the

same as

MIZU.

Therefore,

in

his

experience, water,

not

MIZU,

will

_quench

his

thirst.

However,

the

word "water"

is

pro-cessed

through

the

Japanese

brain

differently

than

as

it

occurs

in

the

American

brain

shown

below

:

Engl

K

language

ual "MIZU" edge

Japanese

physical

connection

Figure-1

The

boy

has

learned

to

use

his

nervous system as a means _of

phys-ical

connection

between

two

languages,

so

that

the

thirsty

boy

having,

through

a special use of

this

nervous _system,

_procure

the

_cooperation

of

his

organs

in

_two

Ianguages

to

understand

him

the

water

to

satisfy

his

thirst.

This

suggests

that

if

we

know

alarge number of

Japanese

words, eventually we can apply

this

knowledge

to educational andlife

(6)

tu

rk

e}E

eq

experiences

of

thinking

in

English.

Thus,

to

bridge

this

_gap

is

to

reduce our

deficient

consciousness

in

English.

Here

is

one of

the

difficulties

we

have

to

overcome

in

Iearning

English.

Even

we

don't

know

what

has

happened

in

our mind

_{psychologically,}

but

we can use

our

Japanese

knowledge

and we can

learn

to

express meanings

in

English.

Charles

C. Fries

mentions

in

his

book

about

English

language

eode

that

has

several

important

layers

of signaling

_patterns2.

"These

sig-nals of

the

meanings carried

by

the

lexical

items

constitute

of

the

co-occurrence of other

items

of

the

lexical

sets

that

identify

the

partic-ular applicable meaning out of

the

total

range of meanings

that

a

"word"

carries."

He

_gives

the

following

examples

_;3

We

found

a

_good

board

to

cover

the

hole

in

the

floor.

We

found

good

board

(without

article) and room

in

a

_private

home.

"As

native speakers of

English

we are not conscious of our use of

these

lexical

sets

in

responding sharply

to

one single meaning out of

the

variety

that

a word often

has.

Such

responses must

be

definitely

learned,

however,

in

the

learning

of a

language.

We

are seldom aware

that

the

co-occurrence with significant vocabulary

items

of such

mem-bers

of

lexical

sets eonstitutes

the

signals

that

in

the

stream of speech

identify

the

_precise

meanings

that

are applicable

in

a

_particular

ut-terance."4

This

is

also

true

for

native speakers of

Japanese.

Moreover,

there

are areas which are

still

not commonly understood

in

_Japanese

and

English,

so we can

not

exchange

that

knowledge

through

language.

Because,

English

words

have

rnultiple meanings

which

do

not always correspond

in

Japanese.

Suppose

a

Japanese

student

knows

"spring" means only "HARU"

in

Japanese.

For

he

(7)

ptge.

cD

#

L

8 does

not necessarily

know

all

the

multiple

meanings

of "spring"

in

English.

This

word

in

the

noun

form

of

English

also means "an

e-lastic

device

_(coil),"

"a

source of water

issuing

from

the

ground,"5

There

are no such meanings

in

"HARU,"

however,

Japanese

"HA-RU"6

has

another

meaning

of "January," "sexual

desire"

as

shown

in

Figure-1'.

This

lexical

_difference

is

also

one

of

the

difficulties

for

Japanese

when we study

English.

Spring

(knowledge

English)

Ju

C

A

source water

fJapanese)

sire" "a

time or season of

_growth

or

development"

Figure-1'

M. Counting

One's

Vocabulary

We

believe

one of

the

significant ways

to

master

English

is

to

in-crease one's vocabulary.

Since

Japanese

students are required

to

study

English

from

Junior

High

School

under

their

compulsory

school

educations,

they

have

to

concentrate on memorizing

the

words and

so

they

want

to

count

their

vocabularies.

Therefore,

memorizing

the

words

becomes

a

tedious

job

with

the

levels

of school

to

educate

the

students.

There

is

increasing

_pressure

and

difficulty

at

school

which

examines

by

the

use of various

types

of objective

tests

and

(8)

tu

±

\

"u

ments.

The

students,

however,

feel

no

_particular

_need

for

_memorizing

English

words.

Memorizing

English

words

have

no meaning

for

stu-dents

except

the

entrance

examinations, and such _study _must

be

ex-tremely

uninteresting and

boring

to

them.

On

the

other

hand,

looking

back

on our childhood,

how

did

we

memorize and recognize

Japanese

?

It

was

done

spontaneously,

al-though

the

learning

to

recognize and

to

_{pronounceletters}

in

combina-tion

must

be

built

_up

_through

_the

_repetitious

_practice

in

daily

lives

that

have

meanings

for

_children.

The

_words _are _remembered _when

the

forms

are

distinguished

and

_perceived.

Thus,

_every _word

that

_a child

learns,

will convey a

distinct

image

of a

thing

or an act

to

his

mind and can

be

more easily rernembered.

This

was

the

way we

learned

_Japanese.

Then,

it

is

recomrnended

that

the

students should

use ears, eye movements and actions

for

memorizing

English

words.

Should

we regard

the

six words

be,

am,

is,

are, was, and _were _as

one word when we count

these

words

?

AIso

are "act," "action,"

and

"active,"

different

words

?

If

a man

is

familiar

with

his

technical

words

in

reading

English

books,

he

may not use

those

English

words

for

daily

conversation and

he

might

have

difficulty

using

them

in

writing

English.

Should

we count

these

words as

_part

of

his

vocab-ulary

?

Conversely,

sometimes we use

technical

words often repeated

in

relation

to

special

fielcls,

and most

_people

don't

_pay

attention

to

the

meaning of

the

words as

English

at all.

A

quick

ear

for

music will assist some students, a

fine

organ of

form

will aid others.

Frequent

repetition of

the

sight, sound, and

writing of

Ietters

will

help

memorize

the

words.

As

I

mentioned

a-bove,

there

are commonly accepted

definitions

Df words.

But

_when

(9)

cage.

di#

L

*

we

think

more about

the

common

definition

to

the

concept of

"know-ing,"

we will

be

confused

if

we count

the

words,

because

each

_person

has

his

own standards

for

definition.

In

our

daily

lives,

we often see

the

English

words.

When

one can

recognize

its

_proper

meaning as

English

words,

he

can regard

the

words as

his

English

vocabulary.

rv.

KATAKANA

English

Increasingly,

we

have

seen

foreign

words and

Japanese-English

words reguLarly on

TV,

radio, magazines and

daily

newspaper

adver-tisements.

We

often see new

English

explanations on

Japanese

prod-ucts

for

Japanese

such as cookies, medicine, electrical

devices7,

etc.

We

hear

_{Japanese-English}

words or

foreign

words often without

re-alizing

it.

So,

we need

to

increase

our abiity

to

judge

these

words

as

to

whether

they

are used correctly or not.

Also,

we

have

many

words

developed

by

Japanese,

that

look

like

English

words,

but

rnost

of

them

are not used as

English

words,

but

rather as

Japanese

words

derived

from

English.

These

_{Japanese-English}

words are used

for

new

_products

or

for

de$ign

_purposes

in

advertising.

Then

I

classified

Japanese-English

as

follows

;

JdPanese

English

IVorcls

1. Foreign

Words

in

_Japanese

a.

Daily

words

(see

Table-1)

which

have

two

asterisks

b.

Basic

words

(see

Table-2)

which

have

one asterisk

c.

Technical

words

(about

2,200

words are

in

Japanese

ary)

d.

Abbreviations

e .

Words

from

mouth

to

ear

(not

written)

(10)

ta

th

\

eq

We

Japanese

often

use

foreign

words and

these

foreign

words are

expressed

by

KATAKANA.

These

KATAKANA

English

(Japanes-English)

expressions are used without

hesitation,

about

500

of

them

are no

longer

English

words among

Japanese

because

they

have

be-come

_part

of

the

daily

Japanese

language.

Then

I

_picked

up

the

common words which

have

two

asterisks

in

the

English-Japanese

Dictionary8

as

daily

words.

Sometimes

their

rneanings

have

changed

and

they

are understood only

by

Japanese.

There

are another

_group

of words which we

have

_paid

more attention

to

as

KATAKANA

English

than

the

daity

words when

_we

make up

Japanese

sentences.

If

we endeavor

to

memorize

these

English

words, our

basic

English

vocabulary

will

have

been

increased

substantially

because

most of

their

meanings are already

known

by

Japanese

except

their

spellings and

pronunciations.

If

any

human

has

never seen a computer system, a car, or

television

set,there will

be

no words

for

thern.

But

once

_people

know

these

instruments,

they

will name

them.

These

words are made with

the

times.

Especially

in

the

area of modern science, sports, or

fashion,

many

foreign

words come

from

English,

and newly made words are used

for

design

and

decoration

purposes

that

give

the

reader

the

feeling

of new, wonderful atmosphere with unknownwords.

Ipicked

up

those

words

from

the

dictionary

and classified

thern

as

technical

words,

In

the

case of abbreviations, we

have

not

_paid

attention

to

the

let-ters

making up

the

abbreviation

because

we adapted

them

to

the

Japanese

KANJI.

So

we

think

of

them,

not as

English,

but

as

Jap-anese words.

If

we endeavor

to

memorize

these

"English words," our

(11)

ptge.

O#

U

*

basic

English

vocabulary will

increase.

There

are some words and

_phrases

that

we

do

not use

for

writing,

but

we use

them

_only

for

conversation.

For

example, "Don't mind,"

"got

two,"

"on

the

mark,"

"no

down,

full

base,"

etc.

Ilearned

these

words

during

my childhood while

_playing

with my

friends,

The

pro-nunciation of expressions of

this

sort remaine atmost

the

same as

in

(Arnerican)

English.

But

in

_Junior

High

School,

we

were

taught

to

say "donto maindo"

for

"Don't mind."

2. English

Words

Incorporated

into

the

Japanese

Vocabulary

a .

Words

which corne

from

Japanese

to

the

English

language

b

,

Words

which made

by

aapanese

from

Engtish

c

.

Words

which will

be

English

These

words may

have

_strange _sounds and word order as used

by

Japanese.

Also,

not only

do

they

bring

with

them

their

own

historical

and cultural connotations,

but

also

they

have

acquired

their

own

spe-cial rneaning

in

the

Japanese

language,

stemming

from

_patterns

and

ways of

thinking

_peculiar

to

Japanese.

Frequently,

the

Japanese

rneaning of

these

words

takes

ittle

from

the

original

English.

Exam-ples

of

these

words

include

apart,

bill,

canning, cone,

homestay,

host-family,

_perma,

salaryman, super, etc.

We

should

_pay

attention on

these

words which are used

incorrectly,

improperly,

or

are

not

pro-nuneed correctly,

because

if

they

are

memorized correctly,

those

words

are enough

to

cover

the

basic

vocabulary

for

daily

English

conversa-tion.

(12)

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西山学報 35 (19870330) 13中山 忠厚「英語の難しさ (要約) ： とくに意味と言葉を中心として」

英 語

の

難

し

さ

（

要

約

）

一

と

く

に

意 味

と

言

葉

を 中 心

と

し て

一

中

山

忠

厚

今 回

本

人

と

英

語 は

難

し

とす る

観 点

か ら

本語

と英

語

と

関

わ

り

し

常

使

る

英

単

語

一

考

を

試

み た

言 葉

と は

何 を意 味 す

る か

知

る

と は

ど う

う意味

な

か

外 国 語 を

学

場 合

母 国語

と は

別

も う

一

言 葉

を 頭 脳

加

な

る

西山学報 35 (19870330) 13中山忠厚「英語の難しさ (要約) ：とくに意味と言葉を中心として」

英語

_難

_と

_く

_に

意味

を中心

して

今回

語は

とする

観点

から

_考

_を

_試

_{みた}

言葉

とは

何を意味す

るか

とは

どう

_う意味

外国語を

場合

母国語

とは

もう

言葉

を頭脳

_加

母国語

そし

母国語あ

_{意味}

_様

捉え

なる

文化上

背景

_様

理的

要因

語と

綴方

発音

造上や

学的

観点

からも