natural the application ofliaison actually strikes the brain of a competent user of English as
being. (I myself sometimes resort to using Japanese, parodically to say 「あれま、外
がいじん
人たちみ たい!」; or, with more advanced classes, ‘You do by now come over as pretty authentic!’ – as the ones that really strive to take theliaisonof English on board truly do come to strike the ear as sounding.
4
ピー]), this point cannot be overemphasized.
2 ) /soar on/ is a phrase-verb; in the case of such verbs the adverb cannot be abbreviated without changing the meaning ofthe verb (/get/ vs. /get up/, /get on/ provide very clear examples); and therefore, since the adverb is semantically determinant, it receives the primary stress ofthe
望 月 通 子 MOCHIZUKI Michiko
MAKE is a high frequency verb regardless of style and register, whereas GET is high in frequency in spoken English but low in written English. Both MAKE and GET are used as activity verbs and in causative constructions, and both are difficult for EFL learners since they are polysemous and light verbs. This paper compares differences in the use of MAKE in academic prose written by Japanese university students and by American university students with ICLE-J as the learner corpus and LOCNESS as a reference corpus. Results show that Japanese learners of English underuse causative MAKE as well as phrasal/PP MAKE but overuse idiomatic MAKE and that money MAKE and light verb MAKE are underused in MAKE NP constructions, with creative MAKE overused.
外国語教育研究第16号(2008年10月)
10
学術論文
A Study ofthe New Course of Study and the New Textbooks(英文) 単著 昭和56年 近畿大学視聴覚教室通信 第 2 号 The Lack of Self-Expression in Teaching English (英文)
MIT STUDENT: Maybe. . . . We just couldn’t wait until Monday to fi nd out. LAMBEAU: Find out what?
MIT STUDENT: Who proved the theorem. ( 5-6)
Prof. Lambeau is drinking a glass of wine when the student approaches him. I explain that when he says “It’s Saturday!” he means it is his private time, since there are no classes, and he doesn’t want to engage in teacher-student conversation. Clearly, in this context, he means his next remark as a private one, too: “Unless you wanna have a drink with me tonight.” He leans down to speak softly to her when he says this, so that only she can hear what he says. This is clearly a case of sexual harassment, but the young woman is neither shocked, nor dissuaded from her purpose. Her immediate response to his near proposition is to say “Maybe.” This is an excellent response. Saying “no” might have angered Lambeau, who is her teacher in spite of his protestation that Saturday is a day off. A “yes” answer would have compromised her, but “maybe” puts off any decision, and gives her the opportunity to get to her point: someone has proved the theorem in two days, not at the end ofthe semester. Lambeau is astonished enough to immediately forget his comments about Saturday being private, and hurries to the Math and Science building.
トーレス = ボデーは、1928年に発表された「新しい詩」 9) と題する文章で、同時代の詩の行
方について省察をおこなっている。そのなかで、トーレス = ボデーは、文学全体が危機にさ らされていることを認めながら、しかし、死にかけているのは詩だけにとどまらず、深刻な懐 疑主義に陥った文明精神そのものであり、その元凶は実証主義にほかならないと主張している。 さらに、高踏派、象徴主義、ダリオのようなモデルニスモの詩人たちを点検したうえで、従来 の頽廃したロマン主義を乗り越えた同時代の詩を生み出す必要性があることを訴えた。“A través del poema se sienten los andamios que el artista no tuvo tiempo de destruir. El lector atento podría hacer, dentro de cada uno de ellos, la historia de una emoción romántica y su tránsito al esquemático juego de inteligencia en que se realiza. Lo que era aritmética, nú mero lleno de sugestiones y de promesas, se ha ido trocando en álgebra, fría ecuación de astucia.” 「詩を通して、芸術家に崩す暇のなかったさまざまな足場があることが感じられる。 注意深い読者ならば、それぞれの裡にロマン主義的な感動の物語を作り上げ、その感動が成就 される図式的な知の遊びへと移し変えることができるだろう。算術的なもの、つまり暗示と約 束で満たされた数字であったものは、代数学に、狡知の冷たい等式に転じてしまった」。トー レス = ボデーは、ここで示されたような変革の意思が、まだ不完全なものであるにしても、ジャ ン・コクトーやルヴェルディ、ヘラルド・ディエゴ Gerardo Diego(1896‒1987)やアルベルティ Rafael Alberti(1902‒1999 )、フェルナン・シルバ = バルデス Fernán Silva Valdés(1887‒ 1975)やオリベリオ・ヒロンド Oliverio Girondo(1891‒1965)といった詩人たちの作品に見 出せるとしている。