On the Participial Construction in English : -with a Special Focus on Syntactic Positions
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(2) suggested that the per㏄ption of the actors af日ects. position1s c1e肛1y’’the㎜趾ked choi㏄for. the雌rence ofthe imphed subject of the particip1es.. non一五nite adveI・bia1cIauses in an registers1’’ I aユso. I propose that the narrative e揃ect of the par[icipiaI. aエgue that a potentiaユe価ect of Post’PrヒPs is the止. 。onstruction ホ■ects the readers to recognize the. ab皿ty to prωuce linge㎞g mages which may. situation desα{bed血。m the same viewpoint as the. enchant the readers as a visiona工y depiction.. The par七icipiaユ。onstructions如de the readers. aCtOrS.. I aユso attempted to obsewe how the f㎜ctions. to capt㎜e the situation desc1ibed and make them. of the parヒicipia1oonstruction aエe brought into e茄ect. ident町with the actor’s㎡ewpoint.The readers are. ㎞h旋raW works,The deschptive e脆。ts attajned. ㎞duced to use the虹。wn subjective ima車nation and. by using the pa地。ipiaユ。onstructions aエe i皿ustrated. pa血icipate in the appreciation of the text. The. 1〕y severaユexampIes丘。m1iterat皿e.It is proposea. pa1前icipia1construction may he1p readers access a皿. that the ac加r’s perception of the current situation is. emotionaユtmth whch might not be suitab1y. e価ective1y describea by the posihon of the parhcipia1. deschbed by exphcit express1ons usmg outside. ph工ase(s).. conj㎜ct1ons.Thus,the p航icipi創。onstmct1on. Theparticipia1constmctionssu㏄eedm. intrig’ues the readers,sin㏄its imphcitness a11ows. g1vmg a雌rent sketch of the same situat1on,. the readers to sympath㎞with the emotiona1. depen由ng on the phrase position.Based on my. dehcacy of the actors. I oonc1ude that the e価ects of. 丘ndings regaエding the di田erent functions of Pre and. the pa二誠icipia1constmction1ie m the emotiona1. Post−P竹P,I argue Pre・P並P auows the readers to see. interactions between the acωr and the reader,which. into the ad二〇r’s mind by te皿ng what is prior in his. mightbe ma㎡puユatedby the w㎡ter. per㏄ption. The肛gument above may be an answer to the question raised by BiberθC”.(1985):. 主任指導教員有働 眞理子. ”Vrhy 丘。tion and academic prose have shght1y. 指 導教員有働 眞理子. higher propor仁ions in iI1itiaユposiせ。n,’’though五na1.
(3)
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