第 48 巻 - 日本大学生産工学部

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JOURNAL OF THE COLLEGE OF INDUSTRIAL TECHNOLOGY
NIHON UNIVERSITY
Vol. 48
Jun. 2015
日　本　大　学
生産工学部研究報告Ｂ（文系）
第 48 巻
論　文
目　次
Wright and Hughes: Chicago and Two Major African American Writers Toru KIUCHI and Noboru FUKUSHIMA
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研究ノート
Examining Corpus-based L2 Vocabulary Lists for Grade Level and Semantic Field Distribution Kiyomi CHUJO and Kathryn OGHIGIAN
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横田賢司，キャサリン・オヒガン，西垣知佳子
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日本大学生産工学部研究報告Ｂ
2015　年　６　月　第　48　巻
Articles
Wright and Hughes: Chicago and Two Major African American Writers
Toru KIUCHI＊ and Noboru FUKUSHIMA＊
（Received December 16, 2014）
Abstract
The Chicago Renaissance has long been considered a less important literary movement for American modernism
than the Harlem Renaissance. The differences between the two movements have to do not only with history, but with
aesthetics. While the Harlem Renaissance began in the 1920s—flourishing during the decade, but fading during the 30s
in the throes of the Depression—the Chicago Renaissance had its origin in the turn of the nineteenth century, from 1890
to 1920, gathering momentum in the 30s, and paving the way for modern and postmodern realism in American literature
ever since. Theodore Dreiser was the leader for the first period of the movement, and Richard Wright was the most
influential figure for the second period. The first section of this article will examine not only the continuity that existed
between the two periods in the writers’ worldviews but also the techniques they shared. To portray Chicago as a
modern, spacious, cosmopolitan city, the writers of the Chicago Renaissance sought ways to reject traditional subject
matter and form. The new style of writing yielded the development of a distinct cultural aesthetic that reflected
ethnically diverse sentiments and aspirations. The panel discussion will focus on the fact that while the Harlem
Renaissance was dominated by African American writers, the Chicago Renaissance thrived on the interactions between
African and European American writers. Much like modern jazz, writings in the Chicago Renaissance became the
hybrid, cross-cultural product of black and white Americans. The article will explore, in particular, the roles that
Langston Hughes and Richard Wright played in the development of the movement.
Keywords: Richard Wright, Langston Hughes, Chicago, African American Literature
the Chief of Police for a rich Chicago area, Brentwood Park,
1. The Case of Richard Wright: The Unfinished
Quest of His A Father’s Law
after Mo Branden, the current police chief, is murdered. At the
same time when Ruddy enters his new office, a woman, Janet
Wilder, is found dead in the Brentwood Park woods. This is
1.1
the sixth victim, probably killed by the same murderer as the
We borrowed the chapter title from Michel Fabre’s biogra-
latest victim of serial killer. In the meantime, Ruddy’s son,
phy, The Unfinished Quest of Richard Wright. At the begin-
Tommy, a brilliant sociology student at the University of Chi-
ning of the unfinished novel, A Father’s Law, Ruddy Turner, a
cago, is connected to these murders as a possible suspect in
black Chicago police officer, is awakened by a late night call
Ruddy’s unconscious mind. One of the reasons why Ruddy is
from police headquarters, ordering that he come to see the
doubtful of his own son is that Tommy totally changes his at-
Commissioner at once. Ruddy leaves home in a great hurry,
titude after the sudden cancelation of his marriage with Marie
his wife Agnes concerned and his son Tommy typing intently.
Wiggins, whom Tommy loves, but refuses to see after he finds
In the novel, which Wright worked on a few months before he
that the girl has congenital syphilis. This incident is based
died in November 1960, Ruddy finds that he is appointed to
upon Wright’s actual 1938 experience with Marion Sawyer, a
＊
Professor, Department of Liberal Arts and Basic Sciences, College of Industrial Technology, Nihon University
─ 1 ─
girl whom Wright was going to marry but, when she turned
and it’s a hard, hard grind…I seem to be turning my life into
out to have an advanced case of syphilis like Marie Wiggins,
newspaper copy from day to day; and when I look into the fu-
Wright canceled the marriage immediately.
ture it looks no better” (qtd. Rowley 129).
It is hard to say how the book was shaped from Wright’s
However, on December 14, 1937, Wright was informed that
actual experience. For instance, in a short introduction to the
his short story, “Fire and Cloud,” won the first prize and $500
novel, Julia Wright, his daughter, attributes Tommy’s despera-
in a contest held by the magazine Story. The short story was
tion to the incurable disease of Wright’s mother Ella and the
chosen from among six hundred entries by a jury consisting of
untimely death of Bessie Smith:
Sinclair Lewis and others (Fabre 156), and five hundred dollars was a big amount of money in those days. Almost at the
Tommy’s sick girlfriend, his repulsion for her congenital
same time, in mid-December 1937, after his residency re-
syphilis, makes moving reading because Richard had not
quirement was fulfilled, Wright was finally accepted on to the
been able to cure Ella of her life history of seizures….My
New York Federal Writers Project (Rowley 138). Furthermore,
father’s preoccupation with another story—which suggests
Harper and Brothers decided to publish Wright’s collection of
that Bessie Smith may have bled to death because the white
short stories as Uncle Tom’s Children within the next two or
hospital near the scene of her accident would not admit
three months (Wright to Lincoln of Norton, 17 December, Co-
her—is a reflection of this trauma in his ability to love but
lumbia U). As a result, on December 28, 1937, Wright wrote
not to save. (Julia Wright, “Introduction”)
his last article for the Daily Worker and immediately quit his
job as a reporter for the newspaper (Fabre 162).
And yet the unfinished quest of the novel will gradually be
The year 1937 was a bitter one for Wright but the beginning
made clear in due consideration of his biographical facts of
of 1938 was the high tide of fortune for him. The moment he
which the author made full use in retrospect of the indefinitely
was at the climax of his fame, Wright met Marion Sawyer.
postponed April 1938 wedding with Marion Sawyer. The idea
Probably around January 17, 1938, Wright moved from his
of A Father’s Law was probably already in Wright’s mind by
friend Abraham Chapman’s apartment to 230 West 136th
May 1948—ten years after the breakup with Sawyer—be-
Street (Aswell to Wright, 7 March, Yale U), which was the ad-
cause he mentioned in an interview “the story of a man who
dress of Marion Sawyer and her obliging mother, who let him
kills because he has not been convicted for an earlier crime
use her kitchen as well, to save him money on meals (Fabre
and wants to be punished” (“A Parigi con Wright” in Turin
169). After he met her,
Avanti [May 19, 1948], qtd. Fabre 598n37), even though he
only actually started to write the novel twelve years later in
The young woman, Marion Sawyer, had told him about
August 1960. He finished about two thirds in the first rough
some “unhappy sexual experience” she had had in the past.
draft in August 1960 and even started to negotiate contracts on
Now one of the men in the rooming house was pestering
it with a publisher in France in late October with the intention
her. When Marion was cooking, Wright could chivalrously
of finishing the last third. However, the quest in the novel was
go to the kitchen to ward him off. (Rowley 147)
stopped and left unfinished by his untimely death about one
month later in late November 1960. Much later in 2008, the
Soon after he moved into Sawyer’s house, Wright almost
half-finished novel, edited by Wright’s daughter Julia Wright,
got married to a girl from an African American bourgeois
was published by Harper Perennial. Even though Wright’s
family in Brooklyn around March 1938, but her father did not
quest in the last third is unknown to anybody, this chapter fo-
consider a “penniless writer” for an appropriate son-in-law
cuses on the clarification of Wright’s half-finished quest in the
(Fabre 195-96). Wright was then romantically involved with
examination of his incorporated biographical facts.
Marion Sawyer. In April 1938, Wright introduced Marion to
his friend Jane Newton as “a girlfriend,” but soon afterward,
1.2
to Jane’s complete astonishment, he told her that they decided
Wright left Chicago and arrived in New York on May 29,
to get married. According to Michel Fabre, “It was possibly
1937 to live in the city and work as a reporter for the Daily
his resentment at having been rejected by a middle-class fami-
Worker. On November 2, 1937, one month before he met
ly that caused him to look for a wife among the people.” Ac-
Marion Sawyer, Wright wrote his friend Ralph Ellison that he
cordingly, Mrs. Sawyer, Marion’s mother, sent out cards to
did not like the job complaining that “It was not for this that I
their friends announcing the wedding for Sunday, May 22,
came to NYC...I’m working from 9 a. m. to 9 and 10 p. m.
1938 (Fabre 196).
─ 2 ─
In the course of the marriage arrangement, Wright was hon-
Sawyer” (Rowley 148). As a result, as many as twenty-two
ored to know that Eleanor Roosevelt, the First Lady, com-
years later, Wright wrote the 190 pages long rough draft of a
mented on Uncle Tom’s Children in her column, “My Day,” in
new idea, “A Father’s Law” (Fabre 512, 622n32) at the Mou-
the April 1, 1938 issue of New York World-Telegram:
lin d’Andé, an estate about 75 miles northwest of Paris, just
opened up to artists and intellectuals in 1957.
I have just finished a book which I hope many people will
Wright wrote his Dutch translator Margrit de Sablonière re-
read. It is called “Uncle Tom’s Children,” by Richard
garding his new idea for the novel in an August 2, 1960 letter:
Wright. It is beautifully written. What impressed me most is
the tragedy of fear portrayed. If only there had been no fear,
I started a brand new piece of prose, the idea of which had
the outcome of these stories might have been so very differ-
been simmering in my mind for a long, long time. I’m
ent. The very first one stands out in my mind. There would
pounding on the machine morning and night. It makes me
have been no shooting if the woman had controlled her fear
feel much better. You know I think that writing with me
long enough to listen to the boy’s explanation. (Kiuchi and
must be a kind of therapeutic measure...Now I’m free, with
Hakutani 74)
white sheets of paper before me, and a head full of wild
ideas (qtd. Rowley 516), ideas that excite me. Maybe writ-
Wright had been a nameless and penniless writer and miser-
ing with me is like being psychoanalyzed. I feel all the poi-
able newspaper reporter only a few months prior. But now the
son being drained out. I’ll tell you in another letter about
First Lady mentioned him in her newspaper column. From
the theme that has me by the throat. (qtd. Fabre 512)
1937 to 1938, one of the biggest events happened in Wright’s
life. One can easily imagine how delighted and proud Wright
Wright finished the 300 page manuscript of “A Father’s
was to read her comment. However, on April 15, 1938, only a
Law” once and for all (August 18, 1960, Wright to Sablonière,
few days after their marriage announcement, Wright moved in
Fabre 622n32; Wright to Hornung, August 22, 1960, Fabre
a great hurry from 230 West 136th Street, New York City, to
Private Collection). Wright nevertheless wrote Sablonière in a
175 Carlton Avenue, Brooklyn (Notice of change of address,
late October 1960 letter: “I’m trying to negotiate contracts on
Columbia University), which was the address of his friends
the new novel with a publisher here in France, but I don’t
Jane and Herbert Newton, because he discovered that his fian-
think it will work out, or amount to much if it does” (Wright
cée Marion, had an advanced case of syphilis (Fabre 196). To
to Sablonière, October 25, 1960, Fabre Private Collection). As
borrow Jane Newton’s words, Wright “could think of nothing
a result, the plan was abandoned and left imcomplete with a
but getting out of that rooming house as soon as possible”
third unfinished.
(Rowley 148). On May 11, 1938, Marion desperately cabled
As Wright says, “Maybe writing with me is like being psy-
Wright: “I SAW THE DOCTOR” (qtd. Rowley 148) and
choanalyzed. I feel all the poison being drained out.” Follow-
wrote Jane Newton and other wedding guests that the wedding
ing the revelation that Marion Sawyer had congenital syphilis,
was “postponed indefinitely” (Rowley 148). In mid-May
and the canceled marriage that left him with guilty feelings,
1938, one month after the failure of his marriage, Wright
Wright psychologically analyzed Tommy Turner’s desertion
asked his friend Ralph Ellison to come with him to make a fi-
of Marie Wiggins in order to neutralize his own poison con-
nal break with Marion Sawyer and her mother (Rowley 148).
cerning his failed affair with Marion. Therefore, Ruddy Turn-
Marion’s syphilis was diagnosed to be congenital and in-
er’s appointment to Police Chief can be analyzed as a concep-
communicable. Wright knew that she was not responsible for
tualized fictionalization of Wright’s winning of the Story
the disease. Therefore, her syphilis was not the only reason
magazine contest and Eleanor Roosevelt’s attention for Uncle
why Wright refused so unequivocally to marry her. He decid-
Tom’s Children. Tommy Turner tries hard to justify his rejec-
ed to marry her only because of his resentment at having been
tion of Marie by making the excuse that “I knew what I was
rejected by a middle-class family, so he could readily break
going to do. I had already done it. I was going to ditch that
off the proposed match. Furthermore, he was now a writer re-
girl. I couldn’t marry her. One night I even dreamed that I
nowned and rich enough to find a more appropriate woman to
killed her. I couldn’t blame her for what had happened, but I
be married to. Wright knew well what he did to Marion and
was hurt, hurt as I had never been hurt in all my life” (89).
deeply regretted his actions. He felt so guilty that in August
Not only Tommy but the doctor who conducted the blood test
1960, as Rowley contends, “In the last summer of his life,
for Tommy and Marie says that “You can’t, under the law,
Richard Wright was haunted by his cruelty toward Marion
marry this girl while she is ill” (89). As Joyce Ann Joyce ana-
─ 3 ─
lyzes, “Therefore, the only certainty we have is that Marie
strating how fearful Wright and other people were of syphilis
emerges as a fictional, empathetic conceptualization of Mari-
in the 1930s. The Tuskegee syphilis experiment was an infa-
on Sawyer” (90).
mous medical study conducted between 1932 and 1972 by the
As a matter of note, in June 1937, six months after the Na-
U. S. Public Health Service to study the development of un-
tional Conference on Venereal Disease Control Work, the Chi-
treated syphilis in African American men who thought they
cago Syphilis Control Program launched its attack against
were receiving free health care from the U. S. government.
syphilis. It is no small wonder that Tommy Turner is much
The study continued even well into the civil rights era. Rever-
hurt as Richard Wright was: “By the end of 1938, twenty-six
by agues “If the study had been on any other disease, it might
states had passed laws that prohibited the marriage of infected
not carry such heavy cultural baggage. Syphilis—the great
people, although some states continued to require a test of
pox, lues venera, or bad blood—was dreaded for nearly half a
only men” (Poirier 66). According to Suzanne Poirier,
millennium until the age of modern antibiotics” (109). Tommy
is only one of many who did not have an accurate knowledge
Even though syphilis was curable in the 1930s, it was nev-
of the disease and were filled with fear.
ertheless repeatedly portrayed as a killer. Similarly, citizens
By contrast, Tommy’s father, Ruddy Turner, fearlessly
of Chicago in 1937 usually associated syphilis with illicit
drives through the April twilight to find the house of Marie
sexual “promiscuity” as well as with sexual “liberation” in
Wiggins in order to console on her hopeless situation. He
ways that foreshadow the association that many people to-
reaches the South Side and finds Woodlawn Avenue, where
day make of HIV infection with the “gay liberation” of the
Ruddy meets Marie, and learns that she sees a doctor three
1970s. (Poirier 213-14)
times a week. Ruddy promises to give her twenty dollars a
week to help her. Ruddy further learns that not only did her
Syphilis in those days was much different from what it is
father have syphilis, but Marie’s grandfather as well. Although
today. Poirier reported in her book that the U. S. Public
her doctor says that she is being cured of syphilis, she ex-
Health Service launched the Chicago Syphilis Control Pro-
claims to Ruddy, “I wanted to kill, just to kill anybody, every-
gram in 1937 and developed a nationwide campaign to find,
body, when I knew what had happened to me” (122). Ruddy
treat, and eradicate syphilis. Tommy Turner is involved in the
understands her desperate situation but to borrow Jerry Ward’s
storm of the nationwide campaign against syphilis as Richard
words, “Turner is naturally concerned about his son’s emo-
Wright was. Tommy explains why there is nothing else he can
tional state, but he is relieved that right and just law prevented
do except for leaving Marie. The conversation between Tom-
his son from marrying ‘a tainted girl’ who has inherited the
my and Ruddy is as follows:
sins of her forefathers” (Ward 520). Ruddy’s concern here is
about his son Tommy’s mental wellbeing, echoing Richard
“After that, Dad, I changed my outlook on everything,”
Wright’s regret that he deserted Marion Sawyer for such a rea-
Tommy said.
son choosing instead the path to being a successful writer as
“What do you mean?”
the author of Native Son and Black Boy. Quite different from
“That’s how I got to know Brentwood Park,” Tommy
Ruddy’s treatment of Marie, Agnes, Ruddy’s wife, dispassion-
said in a low voice.
ately and rationally analyzes and understands Marie’s sad
……
plight, putting herself in Marie’s shoes, saying, “The girl was
“I could no longer do my fieldwork in the Black Belt. It
sick, that was all. It was not all her fault. Why couldn’t he
was contaminated. Poisoned. I told my professor I had to
have given her time. Why did he rush it so? Break off so bru-
quit. I begged off and asked to change my thesis.” (91)
tally?” (256). Furthermore, Agnes continues to say, “I’m not
saying that he should have married her. No, not unless he
Tommy not only stops seeing Marie but also changes his
wanted to. But to leave her like that, so suddenly, all alone.
study from the Black Belt to Brentwood Park because he is
And the way her family acted toward her…” (256). Agnes’s
scared of remaining in the contaminated Black Belt area, just
sympathetic view functions as Wright’s conscience. Immedi-
as Richard Wright moved in a great hurry from Marion Saw-
ately after this incident, Wright concentrated on the writing of
yer’s house to Jane and Herbert Newton’s house. Tommy’s
Native Son from May 1938 as if trying to scratch out his
fear of the disease is not totally understandable when viewed
nightmarish memory. However, he was “haunted by his cruel-
with today’s understanding.
ty toward Marion Sawyer” twenty-two years later.
The so-called Tuskegee study is a good example demon─ 4 ─
1.3
ilarly, Richard Wright says in his review of Hughes’s autobi-
Tommy becomes increasingly under suspicion not only be-
ography, The Big Sea: “The double role that Langston Hughes
cause he deliberately tries to be involved in a gas station rob-
has played in the rise of a realistic literature among the Negro
bery but also because the cement on the sole of Tommy’s ten-
people resembles in one phase the role that Theodore Dreiser
nis shoes are scientifically identified to be the same as that in
played in freeing American literary expression from the re-
the cement mixer in which the gun used in the murder was de-
strictions of Puritanism” (Gates and Appiah 21). Mary Hricko
stroyed and broken into pieces. “Chief, most of that gun was
wrote in her study The Genesis of the Chicago Renaissance
buried in the first two slabs of concrete we broke up,” Lieu-
that Theodore Dreiser is considered the leader of its first peri-
tenant Parrish reports to Ruddy. “Those two samples of ce-
od, and Richard Wright as the most influential figure for the
ment you sent over to the lab…are the same. There’s no doubt
second period. To consider Hughes’s contribution to the Chi-
about it” (263). At the end of the novel, Tommy confesses his
cago Renaissance, the second section of this chapter focuses
guilt to a newspaper. To the complete surprise of Ruddy, his
on how Hughes filled the gap between these two Renaissances
colleague Captain Snell brings him the newspaper, whose
by having an influence on Wright and other writers after seek-
headline says “POLICE CHIEF’S SON CONFESSES TO
ing ways to reject traditional subject matter and form through
MURDER WAVE” (267):
the reading of Vachel Lindsay, Edgar Lee Masters, Carl Sandburg, and Dreiser.
It was in this long moment that the scepter of moral leadership in the office of the chief of police passed from Ruddy
2.2
Hughes wrote about these writers in his autobiography, The
to his friend Ed; it passed without a word, without a ges-
Big Sea. It was 1916 and Hughes was only fourteen years old:
ture. (268)
The novel ends there all of a sudden, implying that Ruddy
Although I had read of Carl Sandburg before—in an article,
will lose everything from his son to his job to pride. In con-
I think, in the Kansas City Star about how bad free verse
clusion, my conjecture of the plot is that the murderer is in
was—I didn’t really know him until Miss Weimer in sec-
fact Marie, and Tommy claims her crime as his own, surren-
ond-year English brought him, as well as Amy Lowell,
dering voluntarily to the police on her behalf. When Ruddy
Vachel Lindsay, and Edgar Lee Masters, to us. Then I began
visits to console her at her house, Marie desperately exclaims
to try to write like Carl Sandburg. (The Big Sea 28)
to him, “I wanted to kill, just to kill anybody, everybody,
when I knew what had happened to me” (122). Marie’s des-
Hughes must have read Masters’s Spoon River Anthology,
perate remarks foreshadow her future murders. Tommy could
Sandburg’s Chicago Poems, and Lindsay’s well-known poem
have another woman for a wife just as Wright did, but Marie
“General William Booth Enters into Heaven” and other po-
has no future, so she then kills six people with a gun in Brent-
ems, which were already published in 1913, 1915, and 1916,
wood Park with unjustified resentment based on a misunder-
respectively. Two years later in the summer of 1918 when he
standing of the world. Tommy happens to know that the mur-
was sixteen, Hughes went to Chicago to join his mother and
derer is Marie, so he sacrifices himself in compensation for
found the city street “full of workers and gamblers, prostitutes
his refusal of marriage, just as Wright did when writing A Fa-
and pimps, church folks and sinners” (The Big Sea 33).
ther’s Law as “a kind of therapeutic measure,” feeling “all the
Hughes noticed that critics in those days wrongly underesti-
poison being drained out.”
mated Sandburg’s poetry and later borrowed much from Sandburg as it is clear that Sandburg’s “Old Timers” is a model for
2. The Case of Langston Hughes: His Contribution to the Chicago Renaissance
Hughes’s “The Negro Speaks of Rivers” (Tracy, Writers 8).
Hughes began to read Dreiser in Cleveland, Ohio, recalling in
his autobiography: “I was reading Schopenhauer and Ni-
2.1
etzsche, and Edna Ferber and Dreiser, and de Maupassant in
The Chicago Renaissance has its origin from 1890 to 1920,
French” (The Big Sea 33). Hughes must have read Dreiser’s
which is considered its first period. The second period of the
Sister Carrie and Jennie Gerhardt, which were published in
Chicago Renaissance began in the 1930s. According to Yoshi-
1900 and 1911, respectively. In the same year (1925) as Dreis-
nobu Hakutani, Langston Hughes was instrumental in filling
er’s An American Tragedy was published, Lindsay discovered
the gap between these two periods (“Preface” Hricko xi). Sim-
Hughes as a poet, when Hughes was working at a Washington,
─ 5 ─
D. C. hotel.
cial Order” along with Bontemps, Augusta Savage (Program
When he came to Chicago again from California in Decem-
featuring Wright, Yale U; Fabre 126), and Frank Marshall Da-
ber 1935 after he established his reputation as a poet by pub-
vis (Fabre 128). In the afternoon at the congress Hughes intro-
lishing The Weary Blues and Not Without Laughter, Hughes
duced Wright to the young poet Margaret Walker, who recol-
transformed himself from an artist to the revolutionary writer
lects:
we never know. Hughes became acquainted with several radical writers, including Richard Wright, and was more involved
I tried to press my manuscripts on Langston but when I ad-
in a wide range of social-political activities and organizations
mitted I had no copies he would not take them. Instead, he
that fostered his exploration into the radical aesthetic. Much
turned to Wright who was standing nearby, listening to the
later, as a columnist for the African American newspaper, the
conversation and smiling at my desperation. Langston said,
Chicago Defender, Hughes chronicled the hopes and despair
“If you people really get a group together, don’t forget to
of African Americans. He wrote forcefully and eloquently not
include this girl.” Wright promised that he would remem-
only about race relations in America but also abroad, imperi-
ber. (Ray and Farnsworth 47-49)
alism and fascism, communism, and African American art and
culture. He found value in the cultural politics of Chicago’s
Hughes took an active interest in connecting people togeth-
South Side, and during this period he wrote some of his most
er in this way. Walker, one of the important Chicago Renais-
revolutionary prose and poetry.
sance poets, had already met Hughes four years earlier when
When Hughes came to Chicago in 1935, Wright, in his late
he did a poetry reading at New Orleans University on Febru-
twenties, had just begun his literary career and published his
ary 11, 1932 (Rampersad, I 232). At that time, Hughes had
poems “Rest for the Weary” and “A Red Love Note” in the
just turned thirty and Walker was only seventeen years old.
January 1934 issue of Left Front, and also published “I Have
However, Hughes’s insightful eye for the talented turned out
Seen Black Hands” in the 26 June 1934 issue of New Masses.
to be right because Wright became a bestselling writer with
Wright’s leftist poem, “Rest for the Weary,” was probably
Native Son a few years later and Walker won the Yale Young
written under the influence of Hughes’s The Weary Blues. Be-
Poets Prize for her collection of poems, For My People. Walk-
cause Hughes was always looking for new young talent and
er recalls in one of the interviews with her: “I think Langston’s
signs of change among the young generation, he happened to
poetry and his life have influenced me remarkably from the
read these poems in Left Front and New Masses and wanted to
time I was a child” (Graham 20).
The August 1, 1939 issue of New Masses printed “Red Clay
see Wright.
On the other hand, to Wright, by 1934, Hughes had already
published Not Without Laughter, The Weary Blues, and The
Blues,” written by Wright in collaboration with Hughes. The
poem shows how deeply Wright was influenced by Hughes:
Ways of White Folks and was a successful writer. So on November 23, 1934, Wright was aware of Hughes’s importance
I want to be in Georgia, when the
and discussed the thirty-two year life of Hughes in detail and
Big storm starts to blow.
examined his The Weary Blues and The Ways of White Folks
Yes, I want to be in Georgia when that
at the Indianapolis John Reed Club, in Indiana (Brochure fea-
Big storm starts to blow.
turing Wright, Yale U; Left front 1 [May-June 1934]). Four
I want to see the landlords runnin’ cause I
years later, Wright published a collection of short stories, Un-
Wonder where they gonna go!
cle Tom’s Children, probably also under the influence of
Hughes’s The Ways of White Folks.
This poem in some ways echoes sentiments found in
On December 6, 1935, Hughes came to Chicago and said to
Wright’s 12 Million Black Voices, later published in 1941.
his friend Arna Bontemps, “About this Richard Wright who’s
Wright, however, left Chicago in 1937 but returned to the city
writing for The Masses, haven’t you met him yet? Let’s go out
a number of times for ten years before leaving the United
and find him” (Hill 199). Around January 1936, Hughes final-
States for France. Thus Wright and Hughes were collaborating
ly met Wright with Bontemps for the first time at a party
even after they left Chicago. Hughes was also sometimes
(Bontemps to Hughes, 26 January 1961, Nichols 406).
present in Chicago and, as Lawrence Jackson says, “The
On February 16, 1936, the third day of the National Negro
movement of Richard Wright and Langston Hughes between
Congress opened in Chicago and Hughes attended the session
New York and Chicago increased the contacts between radical
“The Role of the Negro Artist and Writer in the Changing So-
black writers of both cities” (Tracy, Writers 78).
─ 6 ─
On the other hand, Frank Marshall Davis, another poet on
Theatre, where he wrote his play Big White Fog, staged in
which Hughes had an influence, whom Hughes met at the Na-
New York by the Negro Playwrights Company, which he
tional Negro Congress, was also a promising poet, only two
co-founded with Hughes and Paul Robeson. He wrote 30
years younger than Hughes but was late to begin his career as
more plays, including Our Lan’. Hughes had a deep impact on
a poet because he began his career as an African-American
Ward as a playwright when he attended a reading of Ward’s
newspaper reporter in Chicago. During the Great Depression
play Big White Fog and “immediately hailed Ward’s work as
period, his poetry was sponsored by the Works Progress Ad-
the best drama ever written by a black American” (Rampersad,
ministration (WPA), and he also played an important and ac-
I 357-58).
tive role in the South Side Writers’ Group along with Richard
Wright. Davis wrote of Hughes in his memoir: “On one of his
In a July 23, 1936 letter, Hughes wrote to Wright from
Cleveland, Ohio:
infrequent trips to Chicago, I met Langston Hughes…. I therefore considered him a writing generation ahead of me…. Not
I don’t know whether the enclosed request from Nancy Cu-
only did he help fellow writers but often contributed original
nard has reached you before or not, but she has asked me to
work to publications badly in need of a big name to attract at-
send her the names of Revolutionary Negro poets as she
tention” (Davis 238).
wants them to send in poems for her anthology. So if you
Theodore Ward is another playwright whom Hughes
have anything suitable, which I know you have, please submit some of them to her. (Yale U)
helped. On May 15, 1936, the first annual drama contest at
Jean Baptiste Point Du Sable High School in Chicago under
the auspices of South Parkway Y. M. C. A. Education Com-
Hughes is talking about Cunard’s massive anthology, Ne-
mittee saw the performance of Hughes’s short one-act play
gro: An Anthology, published in 1934, carrying Dreiser’s es-
“Soul Gone Home,” along with Theodore Ward’s play “Sick
say, “Speech on the Scottsboro Case, June 5, 1931,” along
and Tiah’d,” and Paul Green’s “Hymn to the Rising Sun”
with Hughes’s controversial poem “Goodbye, Christ,” and
(Program, Yale U). The first stage directions for Hughes’s
other poems and essays. In the letter, Hughes asked Wright to
“Soul Gone Home” read “A tenement room, bare, ugly, dirty.
introduce him to African American revolutionary poets for
An unshaded electric-light bulb. In the middle of the room a
Cunard’s anthology. As this letter shows, Hughes was always
cot on which the body of a Negro Youth is lying. His hands
a mediator between people and later introduced to Wright Af-
are folded across his chest” (Smalley 39). This is reminiscent
rican American poets living in Los Angeles such as Vincent
of both the opening and end scenes in Wright’s Native Son,
Williams, Harry Armstrong, and Loren Miller (Hughes to
where Bigger Thomas awakes in the opening scene to the
Wright, June 6, 1937, Yale U).
glaring sound of the alarm clock in the prison, sentenced to
Hughes worked more effectively as a mediator when Ralph
death. Wright later attended the performance of Hughes’s
Ellison asked Hughes to introduce him to Wright around April
Don’t You Want to Be Free? on Broadway in New York
1937 (West B3). In late May Hughes dropped Wright a card,
on June 4, 1938 (Advertisement, Daily Worker).
introducing Ellison to him (Graham and Singh 292), saying
The short play “Sick and Tiah’d” impressed Hughes and
that a young writer named Ellison was also interested in
other aspiring black writers present at the contest, including
Wright’s poems published in New Masses (West B3). Then, on
Bontemps, Davis, Owen Dodson, and Walker. With their in-
May 30, 1937, Wright for the first time met Ellison through
fluence and encouragement, Ward completed his first full-
Hughes at the place of his friend Henrietta Weigel (Fabre/
length work, Big White Fog, which was produced in 1938 by
Webb interview with Ralph Ellison, February 3, 1963, Schom-
the Negro Unit of the Federal Theater Project. Ward was born
berg, New York Public Library), and the friendship between
in Louisiana in 1902—the same year as Hughes—and came to
Wright and Ellison began.
Chicago in 1933, one year earlier than Hughes. According to
In June 1932, Hughes traveled to the Soviet Union with a
Alan M. Wald, in that year, Ward happened to attend a chapter
group of twenty-two African Americans, including Dorothy
meeting at the John Reed Club in Chicago and saw the perfor-
West. Hughes and William Attaway were later featured in the
mance of a skit treating the right of African Americans to vote
magazine Challenge, which West founded in 1934. West also
in the South and began to give form to the play, “Sick and
published the magazine’s successor, New Challenge. During
Tiah’d.” (Theodore Ward” 321). The play concerns a southern
the second Chicago Renaissance, numerous black journals
African American poor farmer who has his own family and
were published, and New Challenge (November 1937), edited
plot of land. Ward joined the Chicago branch of the Federal
by Dorothy West and Marian Minus, was among them, carry-
─ 7 ─
ing in the first issue Anthony Lespès’s poem “Song for
(Tracy, Writers 98). This episode happened in 1933, when
Youth,” translated by Hughes. The magazine was among the
Brooks was only sixteen years old. There Hughes encouraged
first to publish literature featuring realistic portrayals of Afri-
her writing and became her literary mentor. Brooks later ex-
can Americans. Among the works published were Richard
tolls Hughes in her poem, “Langston Hughes”:
Wright’s groundbreaking essay “Blueprint for Negro Writing,”
together with writings by Walker and Ellison. Hughes’s trans-
Has a long reach,
lation was to introduce Haitian literature and culture to the
Strong speech,
writers in Chicago and other cities. Lespès is a revolutionary
Remedial fears.
Haitian poet, whom Hughes has known since he criticized the
Muscular tears. (Selected Poems 123)
Haitian “dignified native citizens with shoes” in his essay,
“People without Shoes: The Haytian Masses,” published in
Other writers Hughes helped include Lorraine Hansberry,
the October 1931 issue of New Masses and reappearing in Cu-
Fenton Johnson, Marian Minus, Willard Motley, Gordon
nard anthology, Negro: An Anthology: “Borrowing govern-
Parks, Frank Yerby, Margaret Danner, and Richard Durham,
ment money abroad to spend on themselves—and doing noth-
to name a few.
ing for the people without shoes; building no schools, no factories, creating no advancements for the masses, no new
2.3
agricultural developments, no opportunities—too busy feeding
In conclusion, Hughes’s impact on other Chicago Renais-
their own pride and their own acquisitiveness” (Hughes, “Peo-
sance writers is clear. He introduced some poets and play-
ple” 289). Lespès, whom Hughes translated and introduced in
wrights to others in a variety of American cities, handing
New Challenge, is one of the poets of the so-called “the Indi-
down cultural legacy during Dreiser’s first Chicago Renais-
genist Movement,” a movement by a young generation of
sance period to writers during Wright’s second Renaissance
Haitian intellectuals who were stimulated by the revolutionary
period. His friendship made Hughes indispensable to the
poets’ denouncement of the Eurocentrism of the Haitian bour-
emergence of a young generation of African American artists,
geoisie and sought inspiration from their African heritage. The
writers, and critics in Chicago that attracted national and inter-
Indigenist Movement is characterized by its interest in Haitian
national attention. Hughes could be remembered as Chicago’s
popular culture, the Haitian language, and African mainte-
pioneering and pivotal figure among Chicago Renaissance
nance in Haitian culture. Because Hughes had a strong con-
writers such that without his existence and support the energy
nection with Haiti and visited there in 1931, he recognized
behind the South Side Writers Group, the Chicago Defender,
that the efforts of the Chicago Renaissance to seek “ways to
the John Reed Club in Chicago, and the League of American
reject traditional subject matter and form” (Hakutani xvii)
Writers would have been simply impossible. Most important-
corresponded to the ideas of the Indigenist Movement in Hai-
ly, Hughes, who admitted the influence of the Chicago De-
ti, bringing an international perspective to the Chicago Re-
fender when he was young, later published his early poems in
naissance.
the newspaper and continued to write a weekly column “From
Hughes also encouraged young struggling writers such as
Here to Yonder” from 1942 through 1962, introducing his
Claude A. Barnett, Alden Bland, Edward Bland, and Marita
character, Jesse Semple, in the column and stimulating a con-
Bonner. For example, in Chicago, Attaway showed little inter-
siderable number of younger generation artists and intellectu-
est in school until he was assigned a poem written by Hughes.
als in Chicago. His legacy made a lasting impact on writers of
Once he learned that Hughes was a black poet, Attaway decid-
the Chicago Renaissance, demonstrating how to use African
ed to start applying himself to his school work. He even en-
American vernacular language and music as a poetic diction,
joyed writing so much that he wrote for his sister Ruth’s ama-
along with his humanism and his use of folk tradition. Hughes
teur dramatic groups.
learned a new American literary tradition from Dreiser and
Gwendolyn Brooks, a most important Chicago Renaissance
poet, considered Hughes her mentor. Her biographer Stephen
woke up Wright and other younger generation Chicago writers
and artists to the new tradition.
Caldwell Wright notes: “In subsequent years, Brooks cultivat-
Works Cited
ed a professional relationship with Hughes, whom she met at
the South Side Community Center, where Brooks and other
aspiring writers visit on a regular basis, under the philanthrop-
Brooks, Gwendolyn. Selected Poems. 1963; New York: Peren-
ic tutelage of white benefactress Inez Cunningham Stark”
─ 8 ─
nial Classics, 1999. Print.
Davis, Frank Marshall. Livin’ the Blues: Memoirs of a Black
Journalist and Poet. Ed. John Edgar Tidwell. Madison:
Print.
Poirier, Suzanne. Chicago’s War on Syphilis, 1937–1940: The
Times, the Trib, and the Clap Doctor. Champaign, Ill.: U
U of Wisconsin P, 1992. Print.
Fabre, Michel. The Unfinished Quest of Richard Wright. Urba-
of Illinois P, 1995. Print.
Rampersad, Arnold. The Life of Langston Hughes: I, Too, Sing
na: U of Illinois P, 1993. The Second Edition. Print.
Gates, Henry Louis, Jr., and K. A. Appiah, eds. Langston
America. Vol. 1: 1902-1941. New York: Oxford UP,
Hughes: Critical Perspectives Past and Present. New
1988. Print.
Ray, David, and Robert M. Farnsworth, eds. Richard Wright:
York: Amistad, 1993. Print.
Graham, Maryemma, ed. Conversations with Margaret Walk-
Impressions and Perspectives. Ann Arbor: U of Michigan
er. Jackson: UP of Mississippi, 2002. Print.
P, 1973. Print.
──, and Amritjit Singh, eds. Conversations with Ralph Elli-
Reverby, Susan M. Examining Tuskegee: The Infamous Syphi-
son. Jackson: U of Mississippi P, 1995. Print.
lis Study and Its Legacy. Chapel Hill: U of North Carolina P, 2009. Print.
Hill, Herbert, moderator. “Reflections on Richard Wright: A
Symposium on an Exiled Native Son.” Anger, and Be-
Rowley, Hazel. Richard Wright: The Life and Times. New
yond: The Negro Writer in the United States. Ed. Herbert
York: A John Macrae Book, 2001. Print.
Smalley, Webster, ed. Five Plays by Langston Hughes. Bloom-
Hill. New York: Harper & Row, 1966. 196-212. Print.
Hricko, Mary. The Genesis of the Chicago Renaissance:
Langston Hughes, Richard Wright, and James T. Farrell.
ington: Indiana UP, 1968. Print.
Tracy, Steven C., ed. Writers of the Black Chicago Renaissance. Urbana-Champaign: U of Illinois P, 2011. Print.
New York: Routledge, 2009. Print.
Hughes, Langston. “The Negro Speaks of Rivers.” The New
Wald, Alan M. “Theodore Ward.” In Tracy, Writers 320-40.
Negro: Voices of the Harlem Renaissance. Ed. Alain
Locke. 1925; New York: Simon & Schuster, 1992. 141.
Print.
Ward, Jerry, W., Jr. “Richard Wright, A Father’s Law.” African American Review 43 (2-3) (Sum.-Fall 2009): 519-21.
Print.
──. “People without Shoes: The Haitian Masses.” Negro:
An Anthology. Ed. Nancy Cunard. New York: Ungar,
Print.
West, Hollie I. “Interview: From an Ellison Perspective.” The
Washington Post (21 August 1973): B1, B3. Print.
1970. 288-90. Print.
Jackson, Lawrence. “Edward Bland.” In Tracy, Writers 76-82.
Wright, Julia. “Introduction.” Wright, A Father’s Law. v-xiii.
Print.
Print.
Joyce, Joyce Ann. Richard Wright’s Art of Tragedy. Iowa City:
Wright, Richard. A Father’s Law. New York: Harper Perrennial, 2008. Print.
U of Iowa P, 1986. Print.
Kiuchi, Toru, and Yoshinobu Hakutani. Richard Wright: A
Wright, Stephen Caldwell. “Gwendolyn Brooks.” In Tracy,
Writers 96-120. Print.
Documented Chronology, 1908-1960. Jefferson, NC:
Acknowledgement: This work was supported by JSPS KAK-
McFarland, 2014. Print.
Nichols, Charles H., ed. Arna Bontemps—Langston Hughes
Letters, 1925-1967. New York: Paragon House, 1980.
─ 9 ─
ENHI Grant Number 21520284.
ライトとヒューズ──シカゴと二人の主要アフリカ系アメリカ人作家
木内　徹・福島　昇
概　要
リチャード・ライトはミシシッピー州ナッチェズの東 35 キロの村ロキシーで生まれた。1927 年５月，Ｈ・
Ｌ・メンケンを攻撃する記事を見つけて興味を持ち，黒人には本を貸し出さないので白人に頼んでカードを
借り，メンケンの著作を図書館で借りる。冬にシカゴに到着し，黒人町の下宿屋に部屋を借りる。1929 年，
大恐慌のため職を失い，生活苦に陥る。こうして 1937 年にニューヨークへ行くまでシカゴを作家修業の舞
台としてきた。
『アメリカの息子』や，ここにあげる『父親の法則』などシカゴを舞台にした作品が数多く
ある。
一方，ラングストン・ヒューズは詩人，劇作家で，最も重要なアフリカ系アメリカ人作家の一人である。
1942 年黒人新聞「シカゴ・ディフェンダー」にコラムを書き始め，シカゴとの関係を深めている。1949 年
シカゴ大学客員教授ともなり，1950 年代はマッカーシーの赤狩旋風が吹き荒れ，ヒューズも証言台でいか
に自分もアメリカを愛しているかを証言する。アメリカ黒人に最も愛されている，ハーレム・ルネッサンス
の代表的詩人で，早くからラングストン・ヒューズ学会が設立され研究者も多い。また日本でも最も翻訳の
多い黒人作家である。
本論は二人の主要アフリカ系アメリカ人作家がシカゴとどのように関わったかを検証するものである。
キーワード：リチャード・ライト，ラングストン・ヒューズ，シカゴ，アフリカ系アメリカ人文学
─ 10 ─
日本大学生産工学部研究報告Ｂ
2015　年　６　月　第　48　巻
Research Note
Examining Corpus-based L2 Vocabulary Lists for Grade Level and Semantic Field Distribution
Kiyomi CHUJO＊and Kathryn OGHIGIAN＊＊
（Received February 6, 2015）
Abstract
Since classroom time is limited, identifying and prioritizing relevant target vocabulary is important. In Japan, four
corpus-based high frequency vocabulary lists often used as core vocabulary sources for second language (L2) learners
are the JACET List of 8,000 Basic Words, the Standard Vocabulary List, the BNC High Frequency Word List, and the
5,000 most frequently used words in the Corpus of Contemporary American English (COCA). This study explores how
adequately the vocabulary of these lists was defined in terms of grade level and semantic category distribution. It was
found that the selected words of each vocabulary list were at the appropriate grade level, however the semantic
categories showed a marked tendency toward more adult concepts. It was also found that the addition of the COCA
thematic vocabulary to the COCA high frequency list could complement the deficiency in semantic fields relevant to
the developmental level of the students.
Keywords: Vocabulary List, Corpus-based, Thematic Vocabulary, Grade Level, Semantic Field Distribution
1.2 Evaluating Vocabulary Lists
1. Literature Review
One way to evaluate a vocabulary list is to measure text
coverage, that is, to determine to what extent the vocabulary
1.1 Vocabulary Lists Commonly Used in Japan in
Second Language Learning
“covers” or includes the number of known words in a text.
Meaningful input is generally defined at 95% coverage
1)
Thorndike and Lorge (1944) and the General Service List
2)
(Laufer, 1989)10), or ideally, at 98% (Hu & Nation, 2000)11). In
(West, 1953) have historically been used as the basis for
other words, a selected vocabulary list could be considered
major guidelines for compiling Japanese textbooks in secondary
adequate if, once acquired, the reader is able to understand 95
3)
school systems (Ito, 1977) and for reading materials such as
to 98 words out of every 100. Text coverage is calculated by
graded readers for learners of English as a foreign or second
counting the number of the words known in the text,
4)
language (Nation, 2004) . These have gradually been replaced
multiplying this number by 100 and then dividing by the
by corpus-based word lists developed from the British
number of tokens (total number of words) in the text (Chujo
National Corpus (BNC)5) such as the JACET List of 8,000 Basic
& Utiyama, 2005)12). Text coverage is based on frequency, i.
Words (hereafter JACET) (JACET, 2003)6), the Standard
e., the idea that word lists based on more frequently appearing
7)
Vocabulary List (SVL) (ALC, 2001) , and the BNC High
8)
words will provide more coverage. This idea has been used,
Frequency Word List (BNC HFWL) (Chujo, 2004) . In
for example, in Thorndike and Lorge (1944)13) and Nation’s
addition to these, the 5,000 most frequently used words in the
fourteen 1,000-word-family lists (2006)14). However, there
Corpus of Contemporary American English (COCA) became
have been criticisms of high frequency word lists. Mackey
9)
available in 2010 (Davies & Gardner, 2010) .
＊
＊＊
(1965:183)15) noted that “[e]ven though blackboard may not
Professor, Department of Liberal Arts and Basic Sciences, College of Industrial Technology, Nihon University
Adjunct Lecturer, Faculty of Science and Engineering, Waseda University
─ 11 ─
be a very frequent word elsewhere, it is a necessary word in
of each vocabulary list understood? Are they properly graded?
the classroom” and “[s]uch words constitute the thematic
2) What semantic categories are represented, and how are
vocabulary available for certain situations.” Richards
these distributed? 3) What pedagogical applications are
16)
questioned the usefulness of word-frequency lists
suggested by the results? The four lists are described in detail
such as those of Thorndike and Lorge because they did not
in the next section. In the Method section, a description is
include “soap, bath, cushion, chalk and stomach” in the first
given on how the examined words were organized to allow
(1970:88)
17)
demonstrated that in the
comparisons, and the evaluation is described. The following
BNC, words such as “notebook, eraser, blackboard, pocket
section presents the results and discussion, and the final
and chime” have a low frequency but are familiar to Japanese
section provides the conclusions.
2,000 words. Ishikawa (2005:44)
schoolchildren, and he concluded that the high frequency
3. Four Vocabulary Lists
words derived from the BNC are weak in identifying familiar
everyday vocabulary for children. In fact, the BNC has been
shown to be inappropriate for using unchanged as the basis for
The four vocabulary lists were selected for the following
syllabus design for EFL or ESL learners in primary or
reasons: (1) they were based on large-scale electronically-
secondary schools because “[t]he BNC is predominantly a
accessible corpora; (2) they were built in the 2000s; (3) they
corpus of British, adult, formal, informative language, and
were compiled considering the educational purpose to a
most English learners in primary and secondary school systems
certain extent (i. e., for language learning rather than
are not British, are children, and need both formal and informal
lexicography or translation); and (4) they were available and
language for both social and informative purposes” (Nation,
are currently used.
3.1 The JACET List of 8000 Basic Words (JACET)
18)
2004:3-4) .
Considering these criticisms, another way to objectively
JACET stands for the Japan Association of College English
examine the appropriateness or inappropriateness of selected
Teachers and the JACET word list contains the 8,000 basic
word lists is to investigate at what grade level these words
words “designed for all English learners in Japan” in
19)
used the
accordance with the frequency and the educational
20)
list to
significance of each word (Uemura & Ishikawa, 2004)26). It is
determine the grade level at which the central meaning of
based on the BNC, and the JACET sub-corpus of
words from a corpus-based list such as the BNC could be
approximately six million words is from American
readily understood. Chujo, Oghigian, Utiyama, and Nishigaki
newspapers, magazines, TV programs, children’s literature,
would be understood. Chujo and Utiyama (2006)
Living Word Vocabulary (Dale & O’Rourke, 1981)
(2011)
21)
used the Dale and O’Rourke list to evaluate
Japanese high school English textbooks, and various English
corpus-based selected daily life vocabulary for elementary
tests administered in Japan.
students from a corpus such as the Child Language Data
3.2 The Standard Vocabulary List 12000 (SVL)
22)
Exchange System (CHILDES) . Another method is to
The SVL is a list of 12,000 words specifically developed
determine if the word lists include grade-appropriate concepts.
for Japanese learners of English by the publisher ALC. They
Chujo et al. (2011)23) also used the Longman Lexicon of
emphasize high-frequency words for both native speakers’
24)
Contemporary English (McArthur, 1981)
to examine the
usefulness and their importance for Japanese learners. The
selected corpus-based daily life vocabulary for elementary
SVL is based on various word lists and corpora including the
students mentioned above. This resource classifies over
BNC, along with a special consideration for Japanese learners
15,000 entries under a set of fourteen semantic fields such as
of English. There are 12 levels of 1,000 words.
life and living things, and people and the family.
3.3 The British National Corpus High Frequency Word
List (BNC HFWL)
2. Purpose of the Study
The BNC HFWL is a list of 13,994 lemmatized words
representing 86 million BNC words that occur 100 times or
General trends in second language education are in using
25)
more (Chujo, 2004)27). It was created by: (a) using the
corpus-based vocabulary lists (Davies & Gardner, 2011) .
CLAWS7 tag set to extract all base forms; (b) lemmatizing by
The purpose of this paper is to determine the appropriateness
inflectional form; (c) deleting any low frequency or unusual
of the four corpus-based lists used in Japan (JACET, SVL,
words (those appearing fewer than 100 times in this
BNC HFWL and COCA). The specific research questions are
lemmatized list); and (d) identifying all proper nouns and
as follows. 1) At what U. S. grade level are the selected words
numerals by their part of speech tags and deleting manually.
─ 12 ─
This vocabulary list was used in Chujo and Utiyama (2005,
4.2.1 Determining the grade level
2006)28), 29), and Chujo et al. (2011)30) as a reference list for
To understand at what grade level these words would be
extracting specialized words.
understood by American native English speaking (NS)
3.4 The Top 5,000 Lemmas in the Corpus of
children, each 1,000-lemma group from the four vocabulary
Contemporary American English (COCA)
lists was compared to The Living Word Vocabulary (LWV)
The Corpus of Contemporary American English (COCA) is
(Dale & O’Rourke, 1981) 32) and The Basic Elementary
the largest freely-available corpus of American English. As of
Reading Vocabularies (Harris & Jacobson, 1972)33). The Living
2014, it contains more than 450 million words of text and is
Word Vocabulary includes more than 44,000 items and each
organized into spoken, fiction, popular magazines, newspapers,
presents a percentage score for those words or terms familiar
and academic text registers. It includes 20 million words each
to American students in grade levels 4, 6, 8, 10, 12, 13, and
year from 1990-2012 and the corpus has been updated
16. (Grades 13 and 16 correspond to the university level.) The
regularly. From this corpus, A Frequency Dictionary of
Basic Elementary Reading Vocabularies has 7,613 different
Contemporary American English (Davies & Gardner, 2010)31)
words appearing in a selection of textbooks widely used in
was published and from that, the top 5,000 lemmas were
1970 in grades one through six of the elementary school. This
selected by taking into account both frequency and dispersion.
was used for determining the (U. S.) grade levels of reading
In this paper, these 5,000 words will be referred to as “COCA”
vocabulary for the first, second and third grade levels. Using
hereafter.
these control lists, we calculated the average grade level for
each 1,000-lemma group. It should be noted that although the
4. Method
LWV is dated, it is the only such database available. For a
more detailed justification of using this resource, see Hiebert
4.1 Procedure for Reorganizing the Entry Data of Four
(2005: 252-253)34) or Chujo et al. (2011)35).
Vocabulary Lists
4.2.2 Determining the semantic categories
Each examined vocabulary list used a slightly different
Tom McArthur’s Longman Lexicon of Contemporary
notion of the concept of “words.” For example, JACET
English (1981)36) classifies over 15,000 entries under a set of
included abbreviations such as ed. and etc.; the SVL included
fourteen semantic fields. These fourteen categories were used
some proper nouns and numerals; and in the COCA, each part
in this study to cluster words from the four vocabulary lists
of speech was listed as a different word. In order to make the
into groups so that semantic distribution could be compared.
various entries of these lists comparable, they were reorganized
Some polysemous words, for example nail, were assigned to
using the BNC HFWL as a reference. In other words, in order
two semantic fields: “the body” and “substances, materials,
to be comparable with the BNC HFWL, abbreviations were
objects, and equipment.” Therefore the total number of
deleted from JACET; proper nouns and numerals were deleted
semantic fields is larger than the number of words.
4.2.3 Determining the usefulness of supplementing
from the SVL; and each part of speech variation in the COCA
the thematic list
was listed as the same base word. The numbers of lemmas
In addition to the COCA 5,000 words, a second vocabulary
were decreased for each list as a result of these exclusions, but
list from COCA, which was not included in the 5,000 COCA
all four lists presented words (lemmas) in the same format.
Next, lists of lemmas were developed from each source that
vocabulary list, contains “31 thematic boxes” (Davies &
were organized alphabetically into groups of 1,000 lemmas:
Gardner, 2010)37) on various topics. From these, 943 words on
seven 1,000-lemma groups from the JACET, eleven
13 topics such as animals, body, clothing, colors, emotions,
1,000-lemma groups from the SVL, four 1,000-lemma groups
family, foods, materials, professions, sport and recreation,
from COCA, and thirteen 1,000-lemma groups from the BNC.
time, transportation, and weather were selected and compiled
These lists are referred to hereafter as 1,000-lemma groups.
into a supplemental COCA thematic list (hereafter, COCA+).
4.2 Evaluating the Four Vocabulary Lists
The semantic categories chosen were the same as the
In order to determine the pedagogical appropriateness for
categories used previously (McArthur, 1981)38). In order to see
the four vocabulary lists, the words in each 1,000-lemma
how well this supplemental COCA+ thematic vocabulary
group from each vocabulary list were evaluated with regard to
covered various activities if this was added to the main COCA
grade level, and semantic content and distribution. These
5,000 list, the distribution of the COCA+ sematic fields were
procedures are detailed below.
compared to those of the main COCA list.
─ 13 ─
using the JACET material might have difficulty making a
5. Results and Discussion
transition from fifth grade words to eighth grade words without
supplemental vocabulary. In contrast, the SVL started from
5.1 Evaluating Grade Level
the second grade and increased reasonably to the middle
The results of the comparison of the grade levels of the four
school level and high school level. In each case, the difficulty
vocabulary lists are shown in Table 1. The numbers indicate
level of the SVL was slightly easier compared to the other
at what U. S. grade level the majority of NS students would
groups. As a matter of interest, Chujo, Nishigaki, Hasegawa,
readily understand the central meaning of each word in each
and Utiyama (2008: 63)39) evaluated the Japanese junior high
of the 1,000-lemma groups.
school English textbook levels as U. S. grade 2.6 and the
A clear tendency for a steady increase in grade level
corresponding to the lemma groups can be seen. The first
Japanese senior high school English textbooks as U. S. grade 4.1.
5.2 Evaluating Semantic Content and Distribution
1,000 lemmas are generally understood by third grade
The distribution of semantic fields for the top 1,000, 2,000,
students, although the words on SVL are aimed more at
3,000 and 4,000 lemmas of the four vocabulary lists are
second grade students. The second 1,000 lemmas are generally
shown in Table 2 according to the McArthur’s (1981)40) order
understood by fourth or fifth grade students, and the third
of the fourteen semantic fields. The numbers indicate what
1,000 lemmas are generally known by fifth or sixth grade
percentage each of the lemma groups include entries belonging
students. The levels increase gradually: words from the fourth
to each of the fourteen semantic fields.
to seventh 1,000 lemma strata are generally known by seventh
It can be seen that the semantic fields containing the
or eighth grade students, and from the eighth to 13th lemma
majority of these list words were: (a) “general and abstracts
strata by U. S. high school students.
terms” such as fact, event, risk, and matter; (b) “thought and
This procedure identified an optimal number of words for a
communication, language, and grammar” such as mind,
large working vocabulary list. In terms of practical application,
reason, analysis, and memory; (c) “people and the family” such
the first and second lemma groups corresponded to the U. S.
as human, person, individual, and friend; (d) “space and time”
elementary school level, the next 3,000 to 7,000 lemmas were
such as world, space, history, and moment; (e) “movement,
in line with the U. S. middle school level, and the 7,000 to
location, travel, and transport” such as moment, approach,
8,000 vocabulary was at the U. S. high school level.
remain, and arrive; and (f) “numbers, measurement, money,
Interestingly, the JACET grade level increased steadily from
and commerce” such as figure, average, measure, and capacity.
third to fourth to fifth in the first 3,000 lemmas, but at 4,000,
On the other hand, the semantic fields containing the fewest of
jumps to the eighth grade. Based on these results, a learner
the four vocabularies were: (a) “food, drink, and farming”
Table 1 Each 1,000-lemma Group for the Four Vocabulary Lists and Average Grade Level
1,000-lemma Group
COCA
JACET
SVL
BNC HFWL
1　(1 -　1,000)
3
3
2
3
2 (1,001 -　2,000)
5
4
4
5
3 (2,001 -　3,000)
6
5
5
6
4 (3,001 -　4,000)
7
8
6
7
5 (4,001 -　5,000)
8
7
8
6 (5,001 -　6,000)
8
7
8
7 (6,001 -　7,000)
8
8
9
8 (7,001 -　8,000)
9
10
9 (8,001 -　9,000)
9
10
10 (9,001 - 10,000)
11
11
11 (10,001-11,000)
11
11
12 (11,001-12,000)
11
13 (12,001-13,000)
12
─ 14 ─
Table 2 A Comparison of Percentage of the Top 1,000, 2,000, 3,000, 4,000 Lemmas from Each Word List by Semantic Field
Top 1,000
(1 - 1,000)
Semantic Field
COCA JACET
Top 2,000
(1 - 2,000)
COCA JACET
Top 4,000
(1 - 4,000)
SVL
BNC
SVL
BNC
SVL
BNC
SVL
BNC
life & living things
2.5
2.9
4.7
2.4
2.9
3.1
4.3
2.7
3.1
3.8
4.4
2.8
3.4
3.5
4.2
3.0
body
4.0
4.1
5.0
3.7
4.2
4.5
4.8
4.0
4.4
4.5
4.9
4.1
4.6
4.5
4.6
4.6
people & the family
11.4
9.6
7.6
10.6
11.1
10.2
9.0
10.7
11.6
10.1
9.6
11.0
11.6
11.2
9.8
11.6
buildings, houses, the home, clothes,
belongings, and personal care
4.4
4.5
5.9
4.4
5.0
4.9
5.8
4.7
5.2
5.3
5.9
5.3
5.2
5.2
5.9
5.2
food, drink, and farming
1.9
2.5
5.5
1.8
3.0
3.1
4.5
2.5
3.3
3.4
4.3
2.9
3.4
3.1
4.3
3.0
feelings, emotions, attitudes, and
sensations
5.3
7.0
6.2
6.0
6.1
7.2
6.5
6.4
6.9
7.6
7.2
6.9
7.1
7.3
7.8
7.4
thought & communication, language
& grammar
12.5
12.4
9.5
13.1
11.9
11.5
10.4
12.0
11.6
11.2
10.4
11.9
11.2
11.6
10.6
11.7
substance, materials, objects,
& equipment
4.6
4.2
5.6
4.3
5.6
6.0
7.0
5.7
6.4
6.8
7.2
6.3
6.8
6.7
7.0
6.6
arts & crafts, science & technology,
industry & education
4.3
3.8
3.0
4.2
4.1
3.9
3.6
4.4
4.0
4.0
3.7
4.3
4.2
4.1
4.0
4.2
numbers, measurement, money,
& commerce
8.3
7.5
6.3
9.6
8.2
7.3
6.8
8.7
7.5
6.7
7.3
8.2
7.3
7.6
7.1
7.6
entertainment, sports, & games
7.2
7.1
8.1
6.7
6.6
6.7
7.5
6.3
6.3
6.8
7.1
6.0
6.1
6.0
6.6
5.9
space & time
9.7
10.2
11.6
8.6
8.3
8.6
8.7
7.9
7.7
8.1
7.8
7.6
7.6
7.7
7.7
7.6
movement, location, travel, & transport
9.5
9.7
10.8
8.8
8.9
9.1
10.0
9.1
8.3
8.7
8.7
8.7
8.2
8.2
8.5
8.2
general & abstracts terms
14.4
14.4
10.0
15.8
14.1
14.0
11.0
14.8
13.7
12.9
11.5
14.1
13.2
13.3
12.0
13.7
3.9
3.7
2.5
4.1
3.4
3.3
2.4
3.6
3.3
2.9
2.4
3.4
3.1
3.1
2.5
3.3
SD
COCA JACET
Top 3,000
(1 - 3,000)
COCA JACET
such as food, water, chicken, and oil; (b) “life and living
fields, while that of the SVL, which is based on various word
things” such as animal, bird, dog, and cat; (c) “body” such as
lists and corpora including the BNC, along with a special
arm, hair, eye, and heart; and (d) “arts and crafts, science and
consideration for Japanese learners of English, has the smallest
technology, industry and education” such as make, produce,
fluctuation. The fact that all three lines demonstrate the same
school, and classroom. This indicates that the easiest
pattern also indicates there is some correlation among the
vocabulary on the four lists generally relate to abstract
comparisons.
concepts belonging to semantic fields appropriate to adults
To see the relationship between the semantic category
rather than school children or EFL/L2 learners focused on
distributions between sets of two lists, Pearson’s correlation
basic communication.
was calculated. The four top 1,000-lemma lists highly
In Table 2, the figure in the bottom row shows the standard
correlated with each other. The values indicated a strong
deviation (SD) among the percentage scores of each lemma
correlation between the COCA and the JACET (r=.980,
group which can explicitly describe the degree of variability
ρ=.0000); the COCA and the SVL (r=.793, p=.0007); between
among the distribution of words belonging to the fourteen
the COCA and the BNC HFWL (r=.985, ρ=.0000); the JACET
categories. Looking at the SDs of the top 1,000, 2,000, 3,000
and the SVL (r=.846, ρ=.0001); between the JACET and the
and 4,000 lemmas of the SVL, they were 2.5, 2.4, 2.4, and 2.5,
BNC HFWL (r=.971, ρ=.0000); and the SVL and the BNC
respectively, while those of other three lists varied widely
HFWL (r=.729, ρ=.003). Note that all the p values for these
from 2.9 to 4.1. This indicates that the semantic distribution of
correlations were less than 0.01, so the correlation was
the SVL is more balanced and proportionate among the
significant at the 1% significance level. It is not surprising that
fourteen semantic fields than the other three lists.
the COCA and the BNC HFWL have the highest correlation
Fig. 1 offers a visual representation of the distribution of
because they were created from the highest frequency words
semantic fields for the top 1,000-lemma groups of the four
with no manual corrections. On the other hand, the SVL had
lists. The percentage of top 1,000 lemmas classified into each
less correlation with the other three lists and this could be
of the semantic fields is shown by a radar chart. For example,
attributed to the fact that it was largely changed from the
the round dots show the distribution from the SVL.
original high frequency lists which tended to have markedly
Looking at the radar graph, it can be seen that the zigzag
lines of the top 1,000 lemmas of COCA, JACET and BNC
adults concepts to less adults concepts and more concepts
appropriate developmental level of the students.
lists fluctuate almost in unison, corresponding to the semantic
─ 15 ─
Fig. 1 A Comparison of Percentages of the Top 1,000 Lemmas of the Four Lists by Semantic Field
5.3 Evaluating the Usefulness of Supplementing the
improvements.
Thematic List
6. Conclusion
In order to determine the usefulness of supplementing the
COCA+ thematic list to the main COCA list, a calculation on
how the addition of this thematic vocabulary could
In this study, four vocabulary lists used in Japan in second
supplement the semantic distribution of the concepts to the
language learning were evaluated for grade level and semantic
original word list was done and the results are shown in Fig. 2.
category. When the words from each list were organized into
The percentage of the original COCA 1,000 lemmas classified
comparable lemma and sorted into 1,000-word high frequency
into each semantic field is shown by grey bars; and the
lemma groups, there was a clear linear progression of grade
percentage of COCA+ 1,000 lemmas supplemented by a
level for the four vocabulary lists such that the first and
thematic vocabulary list is shown with black bars. Whereas
second lemma groups corresponded to the U. S. elementary
the original COCA 1,000 did not include concepts germane to
school level, the next 3,000 to 7,000 words corresponded with
young learners and second language students such as life and
the U. S. middle school level, and the 7,000 to 8,000
living things (egg, cow, elephant, butterfly, mosquito, snake,
vocabulary was at the U. S. high school level. In addition, it
and whale), or food (carrot, asparagus, mushroom, hamburger,
was noted that the words on the SVL list were slightly easier
sandwich, bread, butter, soup, pudding, dessert, lunch, and
(i. e., understood by younger students in each group) and the
breakfast), it can be seen from Figure 2 that these categories
words from JACET jumped remarkably from the fifth grade to
are supplemented by the thematic COCA+ vocabulary. In fact,
the eighth grade, suggesting a supplemental list might be
the supplemental vocabulary applies to several categories that
required for students using only this resource.
would be useful for L2 learners such as food, drink and farming
A comparison of semantic categories showed that the
(improved from 1.9% to 4.6%); the body (improved from
concepts represented by the vocabulary in all four vocabulary
4.2% to 5.2%); buildings, houses, home and clothes (improved
lists (but slightly less so in the SVL), were abstract and thus
from 4.4% to 5.0%); substances and objects (improved from
not as appropriate or beneficial to young or second language
4.6% to 5.6%); feelings and emotions (improved from 5.3%
learners, if one accepts the idea that concrete items (mother,
to 6.1%); and entertainment, sports and games (improved
dog, banana, tree) are more readily understood by this
from 7.2% to 7.6%). The thematic vocabulary is an important
population than abstract terms (moment, fact, history, reason,
supplement, although there would be benefit from further
remain). It was also found that the addition of the COCA
─ 16 ─
Fig. 2 A Comparison of Percentages of the Top 1,000 Lemmas of the COCA with/ without Thematic Vocabulary by Semantic Field
“thematic vocabulary” to the COCA high frequency list could
4) Nation, P. A Study of the Most Frequent Word Families
complement the deficiency in semantic fields relevant to the
in the British National Corpus. In Bogaards, P. & Laufer,
developmental level of the students. It is hoped that the findings
B. (eds.), Vocabulary in a Second Language. Amsterdam:
of this study will allow users of these vocabulary lists to be
John Benjamins Publishing Company, 2004, 3-13.
5) British National Corpus, version 3 (BNC XML Edition).
more aware of their applications and limitations.
Distributed by Oxford University Computing Services on
Acknowledgements: Part of this research was funded by
behalf of the BNC Consortium.〈http://www.natcorp.ox.ac.
a Grant-in-aid for Scientific Research (21320107; 25284108)
from the Japan Society for the Promotion of Science and the
Ministry of Education, Science, Sports and Culture.
uk/〉(1 June 2014).
6) JACET (The Japan Association of College English
Teachers) Kihongo Kaitei Committee. JACET List of
8000 Basic Words. Tokyo: JACET, 2003.
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─ 18 ─
学年レベルと意味領域の分布に基づくコーパス準拠語彙リストの調査
中條清美，キャサリン・オヒガン
概　要
教育用基本語彙の一般的な作成方法には，大規模コーパスから出現頻度の高い語を選定するという方法が
用いられる。本研究では，現在我が国で利用されている４種のコーパス準拠の大規模語彙リストの基本語彙
としての有効性を「学年レベル」と「意味領域の分布」という２つの観点から調査し，比較した。調査した
語彙リストは，JACET8000（JACET List of 8,000 Basic Word），SVL12000（Standard Vocabulary List
12000）
，BNCHFWL（British National Corpus High Frequency Word List），COCA5000（The 5,000 most
frequently used words in the Corpus of Contemporary American English）である。結果，４種の語彙リ
ストを構成する語彙の学年レベルは，ほぼ適切なものであった。一方，意味領域の分布については，大人向
けの分野（抽象，人間，思考）で高く，子供向けの分野（生物，身体，飲食物）における割合が低いことが
明らかになった。COCA5000 には 31 のテーマ別語彙リストが付属しており，これらを追加利用すれば，不
足している子供向けの分野の語彙が補充可能であることを明らかにした。
キーワード：語彙リスト，コーパス準拠，テーマ別語彙，学年レベル，意味領域の分布
─ 19 ─
日本大学生産工学部研究報告Ｂ
2015　年　６　月　第　48　巻
研究ノート
教育用例文コーパス SCoRE の作成
中條清美＊，若松弘子＊＊，石井卓巳＊＊＊，宇佐美裕子＊＊＊＊，
横田賢司＊＊＊＊＊，キャサリン・オヒガン＊＊＊＊＊＊，西垣知佳子＊＊＊＊＊＊＊
Building the Sentence Corpus of Remedial English（SCoRE）for Japanese EFL Learners
Kiyomi CHUJO＊, Hiroko WAKAMATSU＊＊, Takumi ISHII＊＊＊, Hiroko USAMI＊＊＊＊,
Kenji YOKOTA＊＊＊＊＊＊, Kathryn OGHIGIAN＊＊＊＊＊＊, and Chikako NISHIGAKI＊＊＊＊＊＊＊
There is a lack of appropriate needs-driven corpora and corpus-based classroom-ready material for remedial and
lower proficiency level EFL students. To meet this need, we developed a free, grammatically-categorized levelappropriate corpus and a browsing system called the Sentence Corpus of Remedial English (SCoRE) and the
Grammatical Pattern Profiling System (GPPS). Teachers, students and material writers can view and download
beginner, intermediate, or advanced level SCoRE example sentences, with Japanese translations, of particular targeted
grammar structures or lexical terms for classroom use. Based on a previous study, the grammatical patterns were
identified as relevant for those who failed to acquire basic and intermediate level grammar in junior and/or senior high
school. It is hoped that this corpus with the browsing system will bridge the gap between “textbook language” and real
communication in a way that also promotes the use of corpora in the remedial level classroom.
Keywords: Educational Corpus, Copyright-free Example Sentences, Grammatically-categorized, Level-appropriate,
Remedial English
部分である教育用例文コーパスの概要を報告する。この
１．はじめに
例文コーパスは主としてリメディアル・レベルの大学生
学習者の英語学習支援のために，簡潔で自然な英語例文
本稿では，現在進行中の Data-Driven Learning
（DDL）
オープン・プラットフォーム構築プロジェクト（中條・
とその日本語対訳文を集積した日英例文パラレルコーパ
スである（Chujo, Oghigian, & Akasegawa, 2015）２）。
アントニ・赤瀬川・西垣・水本・内山，2013）１）の主要
＊
2014 年 10 月より，この日英例文パラレルコーパスの
日本大学生産工学部教養・基礎科学系教授
筑波大学大学院人文社会科学研究科現代語・現代文化専攻博士後期課程１年
＊＊＊
筑波大学大学院人文社会科学研究科現代語・現代文化専攻博士後期課程３年
＊＊＊＊
東海大学外国語教育センター専任講師
＊＊＊＊＊
日本大学生産工学部教養・基礎科学系准教授
＊＊＊＊＊＊
早稲田大学理工学術院非常勤講師
＊＊＊＊＊＊＊
千葉大学教育学部教授
＊＊
─ 21 ─
暫 定 版 が ウ ェ ブ 上 で 公 開 さ れ て お り（http://score.
本研究では，後述する我が国の教育事情を考慮して，
lagoinst.info/）
，Fig.１に示すような画面からターゲッ
主要なコーパス利用者のターゲットをリメディアル・レ
トの文法パターン（図中左側の文法パターンパネル）を
ベルの大学生（2.1 に詳述）に設定した。そして，そう
選択してクリックすると，著作権フリーの英語例文とそ
した学習者を対象にして DDL を実施できるよう，適切
の日本語対訳文（Fig.１右側の用例パネル）を閲覧およ
なレベルの教育用コーパスの作成と，ユーザー・フレン
びダウンロードすることが可能である。図中の文法パ
ドリーなコーパス検索ツールの開発という２つの課題に
ターンパネルに現われた数字は現在公開されている文法
取り組むことにした。
パターン別の英語例文数，中列のキーワードパネルの数
１番目の課題である教育用コーパス作成については，
字はキーワード／キーフレーズ別の例文数を示す。左列
2012 年に Sentence Corpus of Remedial English（以下，
の文法パターンパネルの下にある４つのボタンを利用す
SCoRE）の作成を開始した。SCoRE は文法項目別に英
ると，表示する英語例文の難易度レベルを変更すること
語母語話者が独自に作成した著作権フリーの教育用例文
ができる。レベルには，初級，中級，上級の３段階があ
を集積したデータベースであり，初級 / リメディアル・
り，Fig.１のように「すべて」を選ぶと，現在公開され
レベルの学習者に対する例文の提供を第一の目標として
ているすべてのレベルの例文が表示される。
いる。ただし，教師が教材作成に用いる際，教室内の学
学習者自らが豊富な言語使用の例に集中的に触れるこ
習者の習熟度レベルが一様でない英語教室での利用も考
とにより，帰納的学習を可能とするデータ駆動型学習
慮して，多様な利用者の要求水準に，ある程度柔軟に対
（Data-Driven Learning; DDL）が，語彙や文法学習に
応できるように，初級 / リメディアル・レベルの例文に
おいて効果を発揮することは広く知られている（Braun,
加えて，中級，上級レベルの教育用例文も備えている。
2005; Boulton, 2009; Cobb & Boulton, 2015; Huang, 2008;
2014 年に公開した暫定版では，所有代名詞（属格表現）
，
Hunston, 2002; Leńko-Szymańska & Boulton, 2015;
to 不定詞，受動態，現在完了，関係詞節，仮定法の文
３）
，
４）
，
５）
，
６）
，
７）
，
８）
，
９）
O’ Keeffe, McCarthy, & Carter, 2007.）
。
しかしながら，Fig.２に示すような，British National
法パターンを含む 3,142 文の英語例文を日本語対訳文と
ともに利用できる（若松，石井，中條，2014）11）。
２番目の課題については，SCoRE の例文を自由に閲
Corpus などの既存の一般利用可能なコーパスに含まれ
る英文は，どちらかと言えば，上級学習者向けであり，
覧し，手軽にコピーして入手できるウェブ・ブラウザー
初級学習者や中級学習者が多数をしめる日本の教育現場
として，Grammatical Pattern Profiling System（GPPS）
で利用するには難易度が高過ぎることが以前より指摘さ
れている（Allan, 2009）10）。
（暫定版）を開発し（Chujo, et al., 2015）12），SCoRE と
ともに公開した。GPPS は登録手続きが不要であり，調
Fig.１　Screenshot Showing a Search for “If I were…”
─ 22 ─
Fig.２　Screenshot in Shogakukan Corpus Network with the British National Corpus
べたい文法項目の例文を，３段階の難易度別に表示可能
大学レベルに達しておらず，大学以前の中学・高等学校
な文法項目別英語例文表示システムである。
段階で身についているはずであろう英語既習学習項目の
本稿の目的は，上記１番目の課題である教育用例文
補習，すなわち，「リメディアル教育」が必要な学習者
コーパス SCoRE 作成の概要について述べることであ
と言われている（酒井，2010）15）。大学の英語授業を成
る。また，SCoRE 例文の実例を示すため，公開例文の
立させるために，このようなリメディアル・レベルの学
一部を Appendix に付した。なお，SCoRE という名称
習者に対する英語教育のあり方をどのように考えるかが
は，Sentence Corpus of Remedial English の頭文字を
大学英語教育の抱える課題のひとつとなっている（中
とったものであるが，シンガポールの大規模学校授業観
條・横田・長谷川・西垣，2012）16）。
本研究は，SCoRE の主要な対象者をこのようなリメ
察コーパス（Singapore Corpus of Research in Education）
も SCoRE と呼ばれているため，将来的に改称する予定
ディアル・レベルの大学学部生に設定し，リメディアル
である。本稿で報告するコーパスおよびツールは，中條
教育に有効と考えられている「新鮮な学習方法」かつ
他（2013）13）で発表した DDL オープン・プラットフォー
「発見学習」のひとつとして（小野，2005）17），リメディ
ム構築プロジェクトの一部であり，数年内にプロジェク
アル・レベルの学習者向けの教材・指導法の開発を行っ
トで開発したすべてのコーパスやツールなどの名称を統
ているものである。
一する予定である。
2.2　教 科書レベルの調査に基づくソース・コーパスの
作成
２．SCoRE の作成手順
英文テキストの難易度を推定する指標としては，語
長，Flesch-Kincaid readability test の読書学年レベル
本節では，教育用例文コーパス SCoRE の作成手順を
７つのステップに分けて報告する。
（reading grade level），Dale & O’Rourke（1981）18）に
よる語彙習得学年が有効であることが確認されている
2.1　学習者レベルの設定
（Chujo & Utiyama, 2006; Chujo, Utiyama, & Nishigaki,
教育実践に適したコーパスを作成するために，まず，
2007）19），20）。そのうち，後者の２つの指標，すなわち，
対象となる学習者のレベル設定が必要であった。文部科
読書学年レベルと語彙習得学年の指標を用いて，中條・
学省では，高等学校卒業時，すなわち，大学入学時の具
西垣・山保・天野（2011）21）と中條・西垣・山保・落合
体的な英語力の指標として英検準２級～２級程度の英語
（2012）22）は日本の平均的な高校で使用される英語教科
力を身に付けることを目標として挙げている（2003,
書の英文テキストのレベルを計測した。それらの基礎研
注１）
，
注２）
，
注３）
14）
。しかし，小野他（2005） が全国の
究の結果，Table１に示すように，日本の高校英語教科
大学生に実施した英語習熟度調査によると，国立大学の
書は米国の４年生か５年生より上のレベルにはいかな
学生と私立大学の英文科学生を除くと，全国の大学在籍
い，すなわち，SCoRE の対象学習者にとって適切な英
者の半数以上は英検３級または４級程度の英語力という
文テキストレベルは，米国学年の４年生から５年生レベ
ことが報告されている。また，大学在籍者の半数以上は
ルより下と判断された。
2013）
─ 23 ─
Table１　A Comparison of Japanese Textbook Levels to U. S. Reading Grade and Word Familiarity Indices
日本の教科書レベル
Japanese School Textbook Level
米国の読書学年レベル
US Reading Grade Level
米国の語彙習得学年
Word Familiarity Grade level
中学教科書修了レベル
米国 1.3 年生以下
米国 2.5 年生以下
高校「英語Ⅰ・Ⅱ」修了レベル
米国 1.4～5.5 年生
米国 2.6～3.9 年生
高校「英語 Reading」修了レベル
米国 5.6～6.5 年生
米国 4.0～5.0 年生
高校レベル以上
米国 6.6 年生以上
米国 5.1 年生以上
Table２　Examples of Targeted Remedial Grammar Items
中学文法項目
高校文法項目
１
所有代名詞（属格）
（47%）
１
仮定法（79%）
２
名詞複数形（44%）
２
関係詞（61%）
３
現在完了形（43%）
３
前置詞（60%）
４
間接疑問文（42%）
４
否定（61%）
５
受動態（41%）
５
接続詞（50%）
６
否定形（37%）
６
助動詞（45%）
７
存在構文（34%）
７
動名詞（39%）
８
時制（34%）
８
副詞（38%）
（　）は不正解の割合
Table３　Examples of High Frequency Parameters Extracted from the Source Database for Grammatical Patterns
文法項目
高頻度のキーワードやキーフレーズ
１
仮定法過去
were, went, wanted, knew, got, came, lived, tried, found, made, thought
２
仮定法 wish
could, were, had, would, knew
３
関係詞
a person who, a man who, someone who, a thing that, a woman who
４
受動態
got, been, seen, gone, done, come, made, given, lost, changed
さらに，中條他（2011, 2012）23），24）が行った英語初級
法項目の理解と定着を促すために，文法項目ごとに表示
者向けコーパスデータの適性に関する基礎研究に基づい
される。そのような文法項目を選定するために，中條・
て，日本の高校英語教科書レベルの範囲にあって，対象
横田・長谷川・西垣（2012）26）は，対象学習者がどの文
学習者に適切なレベルと推定された英文テキストで構成
法項目を苦手としているのかを調査するためのテストを
される 3,000 万語のソース・コーパスを作成した。その
作成し実施した。その結果，Table２に示すように，中
内 訳 は， 米 国 の 小 学 校 の Reading 教 科 書（e. g.,
学文法項目においては所有代名詞，名詞複数形，現在完
Houghton Mifflin Reading: Here We Go!）
，米国の小学
了形など，高校文法項目においては仮定法，関係詞，前
校 の Language Arts 教 科 書（e. g., Houghton Mifflin
置詞などが不得意項目であることを特定した。
English 1,2）
）
，多読用の graded readers（e. g., Oxford
2.4　文法項目に対応するキーワードの選定
Reading Tree, Puffin Easy-to-Read, Penguin Readers），
次に，これらの不得意文法項目を含む英文をソース・
日本，中国，韓国，台湾の中・高検定英語教科書（e. g.,
コーパスから抽出し，それぞれの文法項目に対応する，
國民中學英語課本 English, 遠東新高中英文）
，小学生用
高頻度動詞などのキーワードや高頻度な連結パターンな
のウェブニュース記事（e. g., Teaching Kids News at
どのキーフレーズを選定した。Table３に示すように，
〈http://teachingkidsnews.com/grades-2-8〉
）などであ
例 え ば， 仮 定 法 過 去 の キ ー ワ ー ド は were, went,
る（Chujo, et al., 2015）25）。
wanted, knew, got, came など，仮定法 wish のキーワー
2.3　学習者の不得意とする文法項目
ドは could, were, had, would, knew など，関係詞のキー
SCoRE の英語例文は，対象学習者が不得意とする文
フレーズは a person who, a man who, someone who, a
─ 24 ─
thing that などであった。
を利用することが可能である。また，少し手ごたえのあ
2.5　ソース・コーパスの英文
る例文を教材に使いたいという，教師や教材作成者の要
ソース・コーパスから抽出された例文は，キーワード /
望に応えることも可能である。
キーフレーズを含み，学習者に適切なレベルの英文に
これらの３段階のレベルは，Chujo, et al.（2007）28）
な っ て い る と は い え， た と え ば，I wish you were
でテキストの難易度の判断に有効であるとされた指標の
nearby so I could tell you that I did find a man to
うち，文長と語彙習得学年を用いて区分されている。
mate. の よ う に 内 容 が 教 育 的 に 適 さ な い も の，The
Table４にその基準と例文の実例を示した。初級は８語
Rovers and United matches are always two-two or
以下の文とし，語彙習得学年が米国学年１年生から２年
one-one. のように文化的差異から注釈が必要となるもの
生のレベルの語彙を用い，中級は５語から 11 語の文と
などが含まれている。また，
SCoRE に含める英語例文は，
し，米国学年１年生から３年生の語彙を用い，上級は９
一 文 提 示 を 基 本 と し て い る が， た と え ば，I wish I
語以上の文とし，米国学年４年生以上の語彙を含むとい
could tell them what I know, as they walked across
う基準に基づいてコントロールされている。
the courtyard, raising small clouds of dust with every
各キーワードを含む例文に，何文が適切であるかとい
step. のように一文が長すぎるもの，The wall opened,
う「文数」の決定には，過去８年間の DDL 授業実践で
and Edwards saw a lot of coloured lights. のように一文
収集してきた学習者のフィードバック情報を参考にし
のみではコンテクストの把握が困難で意味を理解できな
た。具体的には，2011 年に ParaConc（Barlow, 2004）29）
い文があった。さらに，ソース・コーパスを構成する言
を用いた DDL 授業実践において，学習者に検索結果の
語資料のほとんどは著作権が付与されており，そのまま
「望ましい文の数」
（ただし，ParaConc では KWIC 検索
公開して教育実践で使用することは不可能であった。
結果が表示されるので，正確には「行数」）をたずねた
よって，SCoRE に含める英語例文は，英語教育実践経
調査を利用した。結果，文法パターンを観察して何らか
験のある英語母語話者が，ソース・コーパスより抽出さ
の文法規則を推測するためには，学習者の 68％は 10 文，
れた英文を参考にしてオリジナルに作成した。その際，
23％は 20 文，６％が５文，３％の学習者は 50 文が望ま
実際の英語使用においても生起するかどうかを Corpus
しいと回答した。そこで本研究では，学習者の大多数が
of Contemporary American English（COCA）などを
望ましいと答えた 10 文をめやすにして，初級，中級，
27）
参照しながら確認した。詳細は，Chujo, et al.（2015）
上級のレベルごとに 10 文ずつを作成することにした。
を参照されたい。
３レベルを合計すると，各キーワード別に 30 文の例文
2.6　３レベルの英語例文の作成
が提供されることとなり，教師の教材作成の目的にも十
SCoRE の例文は，学習者の習熟度の個人差に対応可
能なように，初級 / リメディアル・レベル（以下，初級
分役立つ量と考えられる。
2.7　日本語対訳の付与
と表記）
，中級，上級と３段階のレベル区分を行った。
最後に，上記の手順を経て作成された英語例文に日本
利用者の習熟度レベルや利用目的に応じて，ある程度柔
語対訳を付与した。日本語対訳は各文を５名の日本人研
軟に対応できるように余裕を持たせた設計となってい
究者が別個に検討した。この段階は日本語訳の検討と同
る。それによって，たとえば，学習者が既に理解してい
時 に， 作 成 さ れ た 英 語 例 文 が 教 育 用 例 文 コ ー パ ス
る文法項目についてはより難易度の高い文にも挑戦する
SCoRE の例文として妥当であるかどうかの是非を最終
ことができ，学習者にとって定着しづらい項目について
的にチェックする段階ともなった。具体的には，We’ve
は文法規則に容易に気づきやすいような難易度の低い文
made it. のようにイディオムとして固定的な意味もある
Table４　Examples of the Passive Sentences Including “called” Created for the Three Levels
初級 / リメディアル・レベル
中級レベル
上級レベル
文長：８語以下
語彙：米国１年～２年
文長：５-11 語
語彙：米国１年～３年
文長：９語以上
語彙：米国４年以上を含む
What is it called?
What will their next CD be called?
The American School in Japan is
usually called ASIJ.
My youngest son is called Bob.
My little brother was called
Tommy by his friends.
Over the years he had been called
many names.
A gardenia is called a “kuchinashi”
She has been called a genius by her
in Japanese.
contemporaries.
What is your dog called?
─ 25 ─
もの，Someone who lives in a glass house should not
神谷・小山・横田 , 2014）32），33），フィードバックの収集
throw rocks. のようなことわざ，Rodney King was the
を開始している。漸次，SCoRE を DDL 授業実践におい
man whose beating sparked riots in LA. のように史実
ても試用し，活用方法の探求とともに，教育効果を検証
と 関 連 す る も の，All passengers whose bags have
していく予定である。
been located can please board the bus. のように日英の
文化的な差異などから日本語対訳がつけづらい文は，英
謝辞
語例文作成者である英語母語話者とのやりとりを通して
修正したり作例し直したりした。この段階についての詳
本研究は平成 25-28 年度科学研究費助成事業基盤研究
（Ｂ）（25284108）を受けて行われました。
細は，若松・石井・中條（2015）30）を参照されたい。
注
本稿では，SCoRE の英語例文と日本語対訳の実例と
して，現在公開している例文の一部を Appendix に付し
た。Appendix の例文から推察できるように，SCoRE
注１）　文部科学省「『英語が使える日本人』の育成のた
の例文は教育用の例文であるため，中級や上級であって
め の 行 動 計 画 」（ 平 成 15 年 ３ 月 ）（http://www.
も１文１文が独立した文，すなわち，コンテクストに可
mext.go.jp/b_menu/shingi/chukyo/chukyo3/004/
能な限り依存しない文であり，文長は中級で 11 語以下，
siryo/04031601/005.pdf）では，国民全体に求めら
上 級 で も 20 語 以 下 の 文 が 大 半 で あ る。 い わ ゆ る
れる英語力として「中学校・高等学校を卒業したら
authentic な英文の中級や上級よりも難易度は低くなっ
英語でコミュニケーションができる」ようにすると
ていることを付言する。
同時に，職業や研究などで仕事上英語を必要とする
者には基礎的な英語力を踏まえつつ，それぞれの分
３．まとめ
野において必要な英語力を身に付けるようにし，日
本人全体として英検，TOEFL, TOEIC 等の客観的
SCoRE は 2014 年 10 月に暫定版が無償公開されてお
指標に基づいて世界平均水準の英語力を目指すこと
り，Firefox 30, Chrome 35, Internet Explorer 11 で動
が指摘された。併せて，中学校卒業時には卒業者の
作確認をしている。Table５に，現在公開されている文
平均が英検３級程度，高等学校卒業段階では卒業者
法項目の大項目名，中項目名，小項目名（キーワード /
の平均が英検準２級～２級程度）を目指す目標が提
キーフレーズ名）を示した。文法項目名は日本語版と英
示された（下線筆者）。
語版の選択表示が可能である。属格表現（Genitives），
注２）
文部科学省「今後の英語教育の改善・充実方策
to 不定詞（To-infinitive）
，受動態（Passive）
，現在完了
について　報告～グローバル化に対応した英語教育
（Present perfect）
，関係詞節（Relative clauses）
，仮定
改革の五つの提言～」では，
「これらの生徒の英語
法（Subjunctive）の文法パターンについて，初級，中級，
力の目標については，
『第２期教育振興基本計画』
上級の英文 3,142 文とその日本語対訳を，自由にコピー
（平成 25 年６月 14 日閣議決定）において，英語教
あるいは一括ダウンロードできる。なお，取得した例文
育の成果指標として中学校卒業段階で英検３級程度
は著作権フリーであり，学習者の実情に合わせて，英文
以上，高等学校卒業段階で英検準２級程度～２級程
や日本語対訳文を一部修正・加工したりすることも認め
度以上を達成した中高生の割合を 50％とすること
られている。例文の使用条件については，2015 年中に
とされている（下線筆者）
」としており，2003 年の
注４）
「操作マニュアル」 （日本語版と英語版）を作成し，
明記する予定である
行動計画で「程度」と表された部分が「以上」に変
31）
。
わったが，目標の指標に変化はない。
2015 年度の SCoRE Ver.２の具体的な改訂項目とし
（http://www.mext.go.jp/b_menu/shingi/chousa/
て，新規例文の拡充とともに，インターフェースの改良
（練習問題出題インターフェースの追加や KWIC 検索イ
shotou/102/houkoku/attach/1352464.htm）
注３）
文部科学省「英語教育実施状況調査（Ｈ 25）」
ンターフェースの追加）
，授業用に印刷して利用可能な
によると，文部科学省が示した英語教育の成果目標
教員向けのエクセルファイルの提供が予定されている。
に対して，生徒の英語力の現状は，
「公立中学校３
SCoRE Ver.２で拡充される文法項目は，複数名詞，存
年生で約 32％（英検であれば３級程度以上）
」・「公
在構文，助動詞，否定，関係副詞，接続詞などであり，
立高等学校３年生で約 31％（英検であれば準２級～
現在，約 3,000 文の英語例文とその日本語対訳の最終検
２級程度以上）」である。
討段階に入っている。
（http://www.mext.go.jp/b_menu/shingi/chousa/
SCoRE はすでに教師の教材作成の補助ツールとして
試用され（西垣・小山・神谷・中條，2014; 西垣・中條・
shotou/102/houkoku/attach/1352464.htm）
注４）
暫定版の「操作マニュアル」
（日本語版）はス
─ 26 ─
Table５　The SCoRE Grammar Patterns and Number of Sentences Available from the Preliminary Version
大項目
（文法パターン名）
属格表現
（Genitives）
to 不定詞
（To-infinitive）
受動態
（Passive）
現在完了
中項目
（文法パターン名）
小項目
（キーワード名・キーフレーズ名）
初級 中級 上級 計
（文）（文）（文）（文）
所有格
（my, etc.）
my, your, her, his, our, their, its, Tim’s,
etc.
80
80
80
240
独立所有格
（mine, etc.）
mine, yours, hers, his, ours, theirs,
Steve’s, etc.
71
69
70
210
動詞＋to 不定詞
（Verb＋to-infinitive）
want, begin, try, start, like, need, learn,
forget, plan, love, hope
111
106
95
312
名詞＋to 不定詞
（Noun＋to-infinitive）
time, something, place, money, things,
nothing, way, plans, chance, someone,
attempt
93
95
92
280
be＋過去分詞
（be＋past participle）
called, made, broken, closed, covered,
found, give, built, locked, caused,
played, painted, born, allowed, etc.
170
108
76
354
have＋過去分詞
got, been, seen, gone, done, come, made,
（have＋past participle） given, lost, changed
159
116
105
380
48
44
11
103
（Present perfect） already/yet/just/ever/
for/since
already, yet, just, ever
who/which/that
man who, person who, someone who,
something which, thing that
51
50
49
150
whose
man whose, woman whose, person
whose, girl, etc. whose
39
40
40
119
person whom, man whom, woman
whom, anyone, etc. whom
40
40
39
119
30
30
30
90
108
103
102
313
58
55
58
171
61
57
57
175
39
40
47
126
関係詞節
（Relative clauses） whom
whom/that/which の省略 （that）,（which）,（whom）
（without whom/that/
which）
I wish, etc.
I wish … were, I wish ... had, I wish …
knew, I wish … had p. p., I wish …
could have p. p., I wish … would stop, I
wish … could go, I wish … could find, I
wish … could be, I wish … could tell
仮定法
（Subjunctive）
If I were you, etc.
If I were …, If you were …, If he were
…, If it were …, If they were …, If we
were …
If＋過去形
（If＋past tense）
If＋had＋過去分詞
If … went, If … knew, If … lived, If …
tried, If … wanted, If … found
If … had been, If … had known, If …
（If＋had＋past participle） had found, If … had gone, If … had seen
タート画面（http://score.lagoinst.info/）より入手
垣知佳子，水本篤，内山将夫，「教育利用可能なパ
可能である。
ラレルコーパス検索プラットフォームの構築に向け
て」，英語コーパス学会第 39 回大会，東北大学，
参考文献
2013 年 10 月６日 .
２）
Chujo, K., Oghigian, K. and Akasegawa, S. A
１）中條清美，アントニ・ローレンス，赤瀬川史朗，西
─ 27 ─
Corpus and Grammatical Browsing System for
Remedial EFL Learners. In Leńko-Szymańska, A.
会の開催によせて」，日本リメディアル教育学会第
and A. Boulton （eds.）
, Multiple Affordances of
Language Corpora for Data-driven Learning.
１回全国大会講演資料集，2005，i-ii.
18）Dale, E., and O’Rourke, J. The Living Word
Amsterdam: John Benjamins, 2015, 109-128.
Vocabulary. Chicago: World Book-Childcraft
３）Braun, S. From Pedagogically Relevant Corpora to
Authentic Language Learning Contents, ReCALL,
International, Inc., 1981.
19）Chujo, K. and Utiyama, M. Selecting Level-specific
17（1）
, 2005, 47-64.
Specialized Vocabulary Using Statistical Measures,
４）
Boulton, A. Testing the Limits of Data-driven
Learning: Language Proficiency and Training.
System, 34（2）,2006, 255-269.
20）Chujo, K., Utiyama, M. and Nishigaki, C. Towards
ReCALL, 21（1）
, 2009, 37-54.
Building a Usable Corpus Collection for the ELT
５）Cobb, T. and Boulton, A. Classroom Applications
Classroom, in Hidalgo, E., Quereda, L. and Santana
of Corpus Analysis. In D. Biber & R. Reppen
J. （eds.）
, Corpora in the Foreign Language
（eds.）, The Cambridge Handbook of Corpus
Linguistics. Cambridge: Cambridge University
Classroom, Amsterdam, Rodopi, 2007, 47-69.
21）中條清美，西垣知佳子，山保太力，天野孝太郎，
「英
Press, 2015, 478-497.
語初級者向けコーパスデータとしての教科書テキス
６）Huang, Li.-Shih. Using Guided, Corpus-aided
トの適性に関する研究」，日本大学生産工学部研究
Discovery to Generate Active Learning. English
Teaching Forum, 46（4）
, 2008, 20-27.
報告Ｂ，第 44 巻，2011, 13-23.
22）中條清美，西垣知佳子，山保太力，落合太一，
「米
７）Hunston, S. Corpora in Applied Linguistics.
国 Reading 教科書と英語 Graded Readers の英語初
Cambridge: Cambridge University Press, 2002.
級者向けコーパスデータとしての適性に関する研
８）Leńko-Szymańska, A. and Boulton, A. Multiple
究」，日本大学生産工学部研究報告Ｂ，第 45 巻，
Affordances of Language Corpora for Data-driven
Learning. Amsterdam: John Benjamins, 2015.
2012, 29-42.
23）中條他（2011），前掲論文 .
９）O’Keeffe, A., McCarthy, M. and Carter, R. From
24）中條他（2012），前掲論文 .
Corpus to Classroom: Language Use and Language
25）Chujo, et al.（2015），前掲論文 .
Teaching. Cambridge: Cambridge University
26）中條他（2012），前掲論文 .
Press, 2007.
27）Chujo, et al.（2015），前掲論文 .
10）
Allan, R. Can a Graded Reader Corpus Provide
‘Authentic’ Input? ELT Journal, 63（1）
, 2009, 23-
28）Chujo, et al.（2007），前掲論文 .
29）Barlow, M. ParaConc. Houston TX: Athelstan.
32.
2004.
11）
若松弘子，石井卓巳，中條清美，
「学習支援用日英
30）若松弘子，石井卓巳，中條清美，「学習支援用日英
例文パラレルコーパス SCoRE の構築における課
例文パラレルコーパス SCoRE の構築における課
題：例文の訳出に焦点を当てて」
，英語コーパス学
題：日本語対訳例文の訳出に焦点を当てて」，英語
会第 40 回大会，熊本学園大学，2014 年 10 月５日 .
コーパス研究，第 22 号，2015, 34-44.
12）Chujo, K. et al.（2015）
，前掲論文 .
31）中條清美，西垣知佳子，赤瀬川史朗，内山将夫，
「文
13）中條他（2013）
，前掲発表 .
法項目別英語例文表示システム GPPS with SCoRE
14）小野博，村木英治，林規生，杉森直樹，野崎浩成，
の構築」，電子情報通信学会，信学技報，第 114 巻，
西森年寿，馬場眞知子，田中佳子，國吉丈夫，酒井
志延，「日本の大学生の基礎学力構造とリメディア
第 465 号，2015, 43-46.
32）西垣知佳子，小山義徳，神谷昇，中條清美，「中学
ル教育」
，NIME 研究報告，6, 2005, 1-147.
校におけるコーパスを利用したデータ駆動型英語学
15）酒井志延，「＜特集Ｉ＞大学英語教育キーワード
習の実践：ペーパー版 DDL からタブレット端末
2010 年版：大学リメディアル教育」
，英語教育，59
DDL まで」
，英語コーパス学会第 40 回大会，熊本
（8）
, 2010, 30-31.
学園大学，2014 年 10 月４日 .
16）中條清美，横田賢司，長谷川修治，西垣知佳子，
「リ
33）西垣知佳子，中條清美，神谷昇，小山義徳，横田梓，
メディアル学習者の英語習熟度と英語文法熟達度調
「中学校におけるデータ駆動型学習の教材作成・指
査」
，日本大学生産工学部研究報告Ｂ，第 45 巻，
導実践と SCoRE 活用の可能性」
，電子情報通信学
2012, 43-54.
会，信学技報，第 114 巻，第 465 号，2015, 47-52.
17）小野博，「日本リメディアル教育学会第１回全国大
─ 28 ─
（H 27 . ２ . 10 受理）
Appendix　Examples of SCoRE Beginner/Remedial, Intermediate and Advanced Level Sentences
ᒓ᱁⾲⌧
ᡤ᭷᱁ her
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
I know her family.
⚾ࡣᙼዪࡢᐙ᪘ࢆ▱ࡗ࡚࠸ࡲࡍࠋ
2
Her name is Ayaka.
ᙼዪࡢྡ๓ࡣ⥤㤶࡛ࡍࠋ
3
This is her sister.
ࡇࡕࡽࡣᙼዪࡢጒ࡛ࡍࠋ
4
Who's her friend?
ᙼዪࡢ཭㐩ࡣࡔࢀ࡛ࡍ࠿㸽
5
What's her name?
ᙼዪࡢྡ๓ࡣఱ࡛ࡍ࠿㸽
6
That's her dog.
࠶ࢀࡣᙼዪࡢ≟࡛ࡍࠋ
7
She gave me her number.
ᙼዪࡣ⚾࡟ᙼዪࡢ㟁ヰ␒ྕࢆࡃࢀࡲࡋࡓࠋ
8
Here's her card.
ࡇࡇ࡟࠶ࡿࡢࡀᙼዪࡢ࣮࢝ࢻ࡛ࡍࠋ
9
I met her family.
⚾ࡣᙼዪࡢᐙ᪘࡟఍࠸ࡲࡋࡓࠋ
10
Her mother just called.
ᙼዪࡢẕࡣࡕࡻ࠺࡝㟁ヰࡋࡲࡋࡓࠋ
୰⣭ࣞ࣋ࣝ
1
I've known her sister for a long time.
⚾ࡣ㛗࠸ࡇ࡜ᙼዪࡢጒࢆ▱ࡗ࡚࠸ࡲࡍࠋ
2
I went to school with her mother.
⚾ࡣᙼዪࡢ࠾ẕࡉࢇ࡜୍⥴࡟Ꮫᰯ࡟⾜ࡁࡲࡋࡓࠋ
3
I heard her dog was hit by a car.
⚾ࡣᙼዪࡢ≟ࡀ㌴࡟㎚࠿ࢀࡓࡇ࡜ࢆ⪺ࡁࡲࡋࡓࠋ
4
Have you ever taken her class?
࠶࡞ࡓࡣ௒ࡲ࡛࡟ᙼዪࡢᤵᴗࢆྲྀࡾࡲࡋࡓ࠿㸽
5
You should apologize to her family.
࠶࡞ࡓࡣᙼዪࡢᐙ᪘࡟ㅰࡿ࡭ࡁ࡛ࡍࠋ
6
Why did you take her keys?
࡞ࡐ࠶࡞ࡓࡣᙼዪࡢ࠿ࡂࢆᣢࡗ࡚⾜ࡗࡓࡢ࡛ࡍ࠿㸽
7
Did you know her family was famous?
࠶࡞ࡓࡣᙼዪࡢᐙ᪘ࡀ᭷ྡ࡞ࡢࢆ▱ࡗ࡚࠸ࡲࡋࡓ࠿㸽
8
She was so cold that her lips turned blue.
ᙼዪࡣ࡜࡚ࡶᐮ࠿ࡗࡓࡢ࡛ᙼዪࡢ၁ࡣ㟷Ⰽ࡟ኚࢃࡾࡲࡋࡓࠋ
9
Her smile told me everything I needed to know.
ᙼዪࡢ࡯࡯࠼ࡳࡣ⚾ࡀ▱ࡿᚲせࡢ࠶ࡿࡍ࡭࡚ࡢࡇ࡜ࢆఏ࠼ࡲࡋࡓࠋ
10
I'm looking forward to seeing her family.
⚾ࡣᙼዪࡢᐙ᪘࡟఍࠺ࡢࢆᴦࡋࡳ࡟ࡋ࡚࠸ࡲࡍࠋ
ୖ⣭ࣞ࣋ࣝ
1
I could smell her perfume even before she walked into the
room.
⚾ࡣᙼዪࡀ㒊ᒇ࡟ධࡗ࡚ࡃࡿ๓࡛ࡶᙼዪࡢ㤶Ỉࡢ㤶ࡾࢆႥࡄࡇ࡜ࡀ
࡛ࡁࡲࡋࡓࠋ
2
She brought her guitar to the party and played for us.
ᙼዪࡣᙼዪࡢࢠࢱ࣮ࢆࣃ࣮ࢸ࢕࣮࡟ᣢࡕ㎸ࢇ࡛⚾ࡓࡕࡢࡓࡵ࡟ᙎ࠸
࡚ࡃࢀࡲࡋࡓࠋ
3
We waited a long time for her arrival.
⚾ࡓࡕࡣᙼዪࡢ฿╔ࢆ㛗࠸㛫ᚅࡕࡲࡋࡓࠋ
4
I have never seen her face look so angry.
⚾ࡣࡇࢇ࡞࡟ᛣࡗࡓᙼዪࡢ㢦ࢆぢࡓࡇ࡜ࡀ࠶ࡾࡲࡏࢇࠋ
5
He asked me to find out her name, but I didn't want to talk to
her.
ᙼࡣ⚾࡟ᙼዪࡢྡ๓ࢆࡘࡁ࡜ࡵ࡚ࡃࡔࡉ࠸࡜㢗ࢇࡔࡀ㸪⚾ࡣᙼዪ࡜
ヰࡋࡓࡃ࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋ
6
The search party found her shoes in the forest.
ࡑࡢᤚ⣴㝲ࡣࡑࡢ᳃ࡢ࡞࠿࡛ᙼዪࡢ㠐ࢆⓎぢࡋࡲࡋࡓࠋ
7
We went over to her house to see her new computer.
⚾ࡓࡕࡣᙼዪࡢ᪂ࡋ࠸ࢥࣥࣆ࣮ࣗࢱࢆぢࡿࡓࡵ࡟ᙼዪࡢᐙ࡬⾜ࡁࡲ
ࡋࡓࠋ
8
9
10
She said she was going to spend two weeks in Hawaii with her
friends.
I ran into her mother the other day at the grocery store, and
she seemed very sad.
I decided to take her advice and so I signed up for an aikido
class.
ᙼዪࡣᙼዪࡢ཭㐩࡜ࣁ࣡࢖࡛஧㐌㛫㐣ࡈࡍࡘࡶࡾࡔ࡜ゝ࠸ࡲࡋࡓࠋ
⚾ࡣඛ᪥ࢫ࣮ࣃ࣮࡛ᙼዪࡢẕぶ࡟അ↛఍ࡗࡓࡀᙼዪࡣ࡜࡚ࡶᝒࡋࡑ
࠺࡟ぢ࠼ࡲࡋࡓࠋ
⚾ࡣᙼዪࡢຓゝࢆཷࡅࡿࡇ࡜࡟Ỵࡵ࡚㸪ྜẼ㐨ࡢࢡࣛࢫ࡟Ⓩ㘓ࡋࡲ
ࡋࡓࠋ
─ 29 ─
⊂❧ᡤ᭷᱁ ours
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
These seats are ours.
ࡇࢀࡽࡢᖍࡣ⚾ࡓࡕࡢࡶࡢ࡛ࡍࠋ
2
You can use ours.
࠶࡞ࡓࡣ⚾ࡓࡕࡢࡶࡢࢆ౑࠺ࡇ࡜ࡀ࡛ࡁࡲࡍࠋ
3
We've lost ours.
⚾ࡓࡕࡣ⚾ࡓࡕࡢࡶࡢࢆ࡞ࡃࡋ࡚ࡋࡲ࠸ࡲࡋࡓࠋ
4
I found ours.
⚾ࡣ⚾ࡓࡕࡢࡶࡢࢆࡳࡘࡅࡲࡋࡓࠋ
5
Are those ours?
࠶ࢀࡽࡣ⚾ࡓࡕࡢࡶࡢ࡛ࡍ࠿㸽
6
I can't find ours.
⚾ࡣ⚾ࡓࡕࡢࡶࡢࢆぢࡘࡅࡽࢀࡲࡏࢇࠋ
7
You can borrow ours.
࠶࡞ࡓࡣ⚾ࡓࡕࡢࡶࡢࢆ೉ࡾࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ
8
Where are ours?
⚾ࡓࡕࡢࡶࡢࡣ࡝ࡇ࡛ࡋࡻ࠺࠿㸽
9
Could you help us find ours?
⚾ࡓࡕࡢࡶࡢࢆࡉࡀࡍࡢࢆᡭఏࡗ࡚࠸ࡓࡔࡅࡲࡍ࠿㸽
10
Please use ours.
⚾ࡓࡕࡢࡶࡢࢆ౑ࡗ࡚ࡃࡔࡉ࠸ࠋ
୰⣭ࣞ࣋ࣝ
1
If necessary, you can use ours.
ࡶࡋᚲせ࡞ࡽ㸪࠶࡞ࡓࡣ⚾ࡓࡕࡢࡶࡢࢆ౑࠼ࡲࡍࠋ
2
I told them they were welcome to use ours.
⚾ࡣᙼࡽ࡟ᙼࡽࡀ⚾ࡓࡕࡢࡶࡢࢆ౑࠺ࡇ࡜ࢆḼ㏄ࡍࡿ࡜ఏ࠼ࡲࡋ
ࡓࠋ
3
I can't find ours anywhere.
⚾ࡣ⚾ࡓࡕࡢࡶࡢࢆ࡝ࡇ࡟ࡶぢࡘࡅࡽࢀࡲࡏࢇࠋ
4
It might be easier if we use ours anyway.
࠸ࡎࢀ࡟ࡋ࡚ࡶ㸪ࡶࡋ⚾ࡓࡕࡀ⚾ࡓࡕࡢࡶࡢࢆ౑࠺࡞ࡽ㸪ࡶࡗ࡜⡆
༢࠿ࡶࡋࢀࡲࡏࢇࠋ
5
It's hard to tell which is theirs and which is ours.
࡝ࡕࡽࡀᙼࡽࡢࡶࡢ࡛㸪࡝ࡕࡽࡀ⚾ࡓࡕࡢࡶࡢ࠿㸪ぢศࡅࡿࡇ࡜ࡣ
㞴ࡋ࠸࡛ࡍࠋ
6
Wow, I wish that beautiful house was ours.
࠶࠶㸪࠶ࡢ⨾ࡋ࠸ᐙࡀ⚾ࡓࡕࡢࡶࡢ࡞ࡽ࡞࠶ࠋ
7
Of course I love ours the most.
ࡶࡕࢁࢇ⚾ࡣ⚾ࡓࡕࡢࡶࡢࢆ᭱ࡶឡࡋ࡚࠸ࡲࡍࠋ
8
These are ours, but we are glad to share.
ࡇࢀࡽࡣ⚾ࡓࡕࡢࡶࡢࡔࡀ㸪⚾ࡓࡕࡣ႐ࢇ࡛ࢩ࢙࢔ࡋࡲࡍࠋ
9
I'll just leave ours over here, okay?
⚾ࡣࡇࡢ㎶ࡾ࡟⚾ࡓࡕࡢࡶࡢࢆ࠾࠸࡚࠸ࡃࡘࡶࡾ࡛ࡍࡀ㸪࠸࠸࡛ࡍ
࠿㸽
10
Your new car looks just like ours.
࠶࡞ࡓࡢ᪂ࡋ࠸㌴ࡣ⚾ࡓࡕࡢࡶࡢ࡜ࡑࡗࡃࡾ࡛ࡍࠋ
ୖ⣭ࣞ࣋ࣝ
ࡶࡋ࠶࡞ࡓࡀḟᅇ⚾ࡓࡕࡢᐙ࡬᮶࡚ࡃࢀࡿ࡞ࡽ㸪⚾ࡓࡕࡣ௒ᅇ࠶࡞
1
We'll come to your house this time if you come to ours next time. ࡓࡢᐙ࡬⾜ࡁࡲࡍࠋ
2
Ours is the little one on the right, dressed as Spiderman.
⚾ࡓࡕࡢࡶࡢࡣ㸪ࡑࡢࢫࣃ࢖ࢲ࣮࣐ࣥࡢ⾰⿦ࢆ╔ࡓྑഃࡢᑠࡉ࠸ࡢ
࡛ࡍࠋ
3
Unfortunately, ours came in last in the competition.
ṧᛕ࡞ࡀࡽ㸪⚾ࡓࡕࡢࡶࡢࡣࡑࡢ➇ᢏ఍࡛᭱ୗ఩࡛ࡋࡓࠋ
4
You can borrow ours, but please just be careful with it.
࠶࡞ࡓࡣ⚾ࡓࡕࡢࡶࡢࢆ೉ࡾࡽࢀࡲࡍࡀ㸪ࡑࢀ࡟ࡣẼࢆࡘࡅ࡚ࡃࡔ
ࡉ࠸ࠋ
5
That looks a lot like ours, but it can't be because I left ours at
home.
࠶ࢀࡣ⚾ࡓࡕࡢࡶࡢ࡟࡜࡚ࡶఝ࡚࠸ࡲࡍࡀ㸪⚾ࡣ⚾ࡓࡕࡢࡶࡢࢆᐙ
࡟࠾࠸࡚ࡁࡓࡢ࡛㸪ࡑࢀࡣ⚾ࡓࡕࡢࡶࡢ࡜࠸࠺ࡇ࡜ࡣ࠶ࡾ࠼ࡲࡏࢇࠋ
6
I love children but of course I love ours the most.
⚾ࡣᏊ౪ࡀ኱ዲࡁ࡛ࡍࡀ㸪ࡶࡕࢁࢇ⚾ࡣ⚾ࡓࡕࡢᏊ౪ࡓࡕࢆ୍␒ឡ
ࡋ࡚࠸ࡲࡍࠋ
7
8
Your new kitchen table looks just like ours, except for the
color.
Of all the expensive cars in the parking lot, the thieves only
took ours!
࠶࡞ࡓࡢ᪂ࡋ࠸ྎᡤࡢࢸ࣮ࣈࣝࡣ㸪ࡑࡢⰍࢆ㝖ࡁ㸪⚾ࡓࡕࡢࡶࡢ࡜
ࡑࡗࡃࡾ࡛ࡍࠋ
ࡑࡢ㥔㌴ሙࡢᩜᆅෆࡢࡑࡢࡍ࡭࡚ࡢ㧗౯࡞㌴ࡢ୰࡛㸪ࡑࡢἾᲬࡓࡕ
ࡣ⚾ࡓࡕࡢࡶࡢࡔࡅ┐ࡳࡲࡋࡓ㸟
9
If you want to come over later, I can show you ours.
ࡶࡋ࠶࡞ࡓࡀᚋ࡛᮶࡚ࡃࢀࡿ࡞ࡽ㸪⚾ࡣ࠶࡞ࡓ࡟⚾ࡓࡕࡢࡶࡢࢆぢ
ࡏࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋ
10
Their team scored much higher than ours, but our team had
more fun.
ᙼࡽࡢࢳ࣮࣒ࡣ⚾ࡓࡕࡢࢳ࣮࣒ࡼࡾࡎࡗ࡜㧗ᚓⅬ࡛ࡋࡓࡀ㸪⚾ࡓࡕ
ࡢࢳ࣮࣒ࡢ᪉ࡀࡼࡾᴦࡋ࠿ࡗࡓ࡛ࡍࠋ
─ 30 ─
ືモ
want 㸩to ୙ᐃモ
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
I want to sleep.
⚾ࡣ╀ࡾࡓ࠸࡛ࡍࠋ
2
Do you want to go?
࠶࡞ࡓࡣ⾜ࡁࡓ࠸࡛ࡍ࠿㸽
3
He wants to eat soon.
ᙼࡣࡍࡄ࡟㣗࡭ࡓ࠸࡛ࡍࠋ
4
I want to visit Kyoto.
⚾ࡣி㒔ࢆゼࢀࡓ࠸࡛ࡍࠋ
5
I want to see the cherry blossoms.
⚾ࡣᱜࡢⰼࡀぢࡓ࠸࡛ࡍࠋ
6
I want to eat sushi.
⚾ࡣࡍࡋࡀ㣗࡭ࡓ࠸࡛ࡍࠋ
7
She wants to play cards.
ᙼዪࡣࢺࣛࣥࣉࢆࡋࡓ࠸࡛ࡍࠋ
8
They want to go home.
ᙼࡽࡣᐙ࡟ᖐࡾࡓ࠸࡛ࡍࠋ
9
I want to see a movie.
⚾ࡣᫎ⏬ࢆぢࡓ࠸࡛ࡍࠋ
10
Do you want to read this book?
࠶࡞ࡓࡣࡇࡢᮏࢆㄞࡳࡓ࠸࡛ࡍ࠿㸽
୰⣭ࣞ࣋ࣝ
1
Many people want to be rich and famous.
ከࡃࡢேࡓࡕࡣ㔠ᣢࡕ࡟࡞ࡗ࡚᭷ྡ࡟࡞ࡾࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ
2
She wanted to enter her photos into the contest.
ᙼዪࡣ⮬ศࡢ෗┿ࢆࢥࣥࢸࢫࢺ࡟ฟࡋࡓ࠸࡜ᛮ࠸ࡲࡋࡓࠋ
3
Her parents wanted her to be a doctor.
ᙼዪࡢ୧ぶࡣᙼዪ࡟་⪅࡟࡞ࡗ࡚ࡶࡽ࠸ࡓ࠸࡜ᛮ࠸ࡲࡋࡓࠋ
4
The survivors wanted to find their missing family members.
⏕Ꮡ⪅ࡓࡕࡣ⮬ศࡓࡕࡢ⾜᪉୙᫂࡟࡞ࡗࡓᐙ᪘ࢆぢࡘࡅࡓ࠸࡜ᛮ࠸
ࡲࡋࡓࠋ
5
I wanted to finish early so I could go to the park.
⚾ࡣබᅬ࡟⾜ࡅࡿࡼ࠺࡟㸪᪩ࡃ⤊ࢃࡽࡏࡓ࠸࡜ᛮ࠸ࡲࡋࡓࠋ
6
His children wanted him to take them all out for ice cream.
ᙼࡢᏊ౪ࡓࡕࡣᙼ࡟࢔࢖ࢫࢡ࣮࣒ࣜࢆ㣗࡭࡟⮬ศࡓࡕࢆⓙ㐃ࢀ࡚
⾜ࡗ࡚ࡶࡽ࠸ࡓ࠸࡜ᛮ࠸ࡲࡋࡓࠋ
7
She wanted to make a difference in the lives of the orphans.
ᙼዪࡣᏙඣࡓࡕࡢ⏕άࢆᨵၿࡋࡓ࠸࡜ᛮ࠸ࡲࡋࡓࠋ
8
Many people don't really know what they want to do.
ከࡃࡢேࡓࡕࡣ⮬ศࡓࡕࡀఱࢆࡋࡓ࠸ࡢ࠿࠶ࡲࡾࡼࡃࢃ࠿ࡾࡲࡏ
ࢇࠋ
9
Do you want to eat in front of the television tonight?
࠶࡞ࡓࡣ௒ᬌࢸࣞࣅࡢ๓࡛㣗࡭ࡓ࠸࡛ࡍ࠿㸽
10
I want to hang the futons in the morning sun.
⚾ࡣࣇࢺࣥࢆᮅ᪥࡟࠶࡚࡚㸪ᖸࡋࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ
ୖ⣭ࣞ࣋ࣝ
1
2
3
I called but you were busy and I didn't want to interrupt.
So many high school graduates don't know what they want to
study at university.
She wanted to write a book but ended up just reading one
instead.
⚾ࡣ㟁ヰࢆࡋࡲࡋࡓࡀ࠶࡞ࡓࡣヰࡋ୰࡛ࡋࡓࡢ࡛㸪⚾ࡣࡌࡷࡲࢆࡋ
ࡓࡃࡣ࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋ
࡜࡚ࡶࡓࡃࡉࢇࡢ㧗༞⪅ࡣ኱Ꮫ࡛ఱࢆຮᙉࡋࡓ࠸ࡢ࠿ࢃ࠿ࡾࡲࡏ
ࢇࠋ
ᙼዪࡣᮏࢆ᭩ࡁࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡋࡓࡀ㸪௦ࢃࡾ࡟ᮏࢆㄞࡴࡔࡅ࡛
⤊ࢃࡾࡲࡋࡓࠋ
4
I wanted to know where it was, but I couldn't get an answer.
⚾ࡣࡑࢀࡀ࡝ࡇ࡟࠶ࡿ࠿▱ࡾࡓ࠸࡜ᛮ࠸ࡲࡋࡓࡀ㸪⟅࠼ࢆᚓࡿࡇ࡜
ࡣ࡛ࡁࡲࡏࢇ࡛ࡋࡓࠋ
5
Thousands of customers lined up in front of the store, wanting
to be the first to buy a new iPhone.
ఱ༓ࡶࡢᐈࡓࡕࡣ㸪᪂ࡋ࠸L3KRQHࢆ㈙࠺ࡢ࡟୍␒࡟࡞ࡾࡓࡃ࡚ᗑࡢ
๓࡟୪ࡧࡲࡋࡓࠋ
6
I want to hear about your trip to all those countries in Europe.
⚾ࡣ࣮ࣚࣟࢵࣃࡢࡍ࡭࡚ࡢᅜࠎ࡬ࡢ࠶࡞ࡓࡢ᪑⾜࡟ࡘ࠸࡚⪺ࡁࡓ࠸
࡜ᛮࡗ࡚࠸ࡲࡍࠋ
7
8
9
10
She wanted to study law but could not get a scholarship to law
school.
Harry didn't want to put his friends at risk when he faced his
enemy.
Everyone wanted to eat there but no one wanted to pay the
bill.
I've always wanted to know how so many people can live
together so peacefully.
ᙼዪࡣἲᚊࢆຮᙉࡋࡓ࠸࡜ᛮ࠸ࡲࡋࡓࡀ㸪ἲ⛉኱Ꮫ㝔࡬ࡢዡᏛ㔠ࡀ
࡜ࢀࡲࡏࢇ࡛ࡋࡓࠋ
ࣁ࣮ࣜࡣᩛ࡜ᑐ㠃ࡋࡓ࡜ࡁ㸪཭ேࡓࡕࢆ༴㝤࡟ࡉࡽࡋࡓࡃ࠶ࡾࡲࡏ
ࢇ࡛ࡋࡓࠋ
ࡳࢇ࡞ࡣࡑࡇ࡛㣗࡭ࡓ࠸࡜ᛮ࠸ࡲࡋࡓࡀ㸪ࡔࢀࡶᨭᡶ࠸ࡓ࠸࡜ᛮ࠸
ࡲࡏࢇ࡛ࡋࡓࠋ
⚾ࡣ࠸ࡘࡶ࡝࠺ࡋࡓࡽ࡜࡚ࡶከࡃࡢேࡓࡕࡀࡑࢇ࡞࡟୍⥴࡟ᖹ࿴࡟
ᬽࡽࡏࡿ࠿ࢆ▱ࡾࡓ࠸࡜ᛮࡗ࡚࠸ࡲࡍࠋ
─ 31 ─
ྡモ
money 㸩 to ୙ᐃモ
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
I need money to buy a train pass.
⚾ࡣ㟁㌴ࡢᐃᮇๆࢆ㈙࠺ࡓࡵࡢ࠾㔠ࢆᚲせ࡜ࡋ࡚࠸ࡲࡍࠋ
2
He used the money to buy a car.
ᙼࡣ㌴ࢆ㈙࠺ࡓࡵࡢࡑࡢ࠾㔠ࢆ౑࠸ࡲࡋࡓࠋ
3
She doesn't have enough money to spend on travel.
ᙼዪࡣ᪑⾜࡟㈝ࡸࡍࡓࡵࡢ༑ศ࡞࠾㔠ࢆᣢࡗ࡚࠸ࡲࡏࢇࠋ
4
Do you have money to waste?
࠶࡞ࡓࡣ↓㥏㐵࠸ࡍࡿࡓࡵࡢ࠾㔠ࢆᣢࡗ࡚࠸ࡿࡢ࡛ࡍ࠿㸽
5
Where can we get money to buy a gift?
⚾ࡓࡕࡣ㉗ࡾ≀ࢆ㈙࠺ࡓࡵࡢ࠾㔠ࢆ࡝ࡇ࡛ࡶࡽ࠼ࡲࡍ࠿㸽
6
I need this money to pay the rent.
⚾ࡣᐙ㈤ࢆᡶ࠺ࡓࡵࡢࡇࡢ࠾㔠ࢆᚲせ࡜ࡋ࡚࠸ࡲࡍࠋ
7
She gave him money to buy a souvenir.
ᙼዪࡣᙼ࡟࠾ᅵ⏘ࢆ㈙࠺ࡓࡵࡢ࠾㔠ࢆ࠶ࡆࡲࡋࡓࠋ
8
He wanted money to clothe his children.
ᙼࡣᏊ౪࡟᭹ࢆ╔ࡏࡿࡓࡵࡢ࠾㔠ࢆᚲせ࡜ࡋ࡚࠸ࡲࡋࡓࠋ
9
She borrowed money to pay her bills.
ᙼዪࡣᙼዪࡢㄳồ᭩ࢆᡶ࠺ࡓࡵࡢ࠾㔠ࢆ೉ࡾࡲࡋࡓࠋ
10
Do you have any money to give me?
࠶࡞ࡓࡣ⚾࡟ࡃࢀࡿࡓࡵࡢ࠾㔠ࢆᣢࡗ࡚࠸ࡲࡍ࠿㸽
୰⣭ࣞ࣋ࣝ
1
He is always asking for money to pay his bills.
ᙼࡣᙼࡢㄳồ᭩ࢆᡶ࠺ࡓࡵࡢ࠾㔠ࢆ࠸ࡘࡶせồࡋ࡚࠸ࡲࡍࠋ
2
This year the company will have more money to donate to the
charity.
௒ᖺࡑࡢ఍♫ࡣឿၿ஦ᴗ࡟ᐤ௜ࡍࡿࡓࡵࡢࡶࡗ࡜ከࡃࡢ࠾㔠ࢆᣢࡗ
࡚࠸ࡿ࡛ࡋࡻ࠺ࠋ
3
Please set aside some money to pay for taxes.
⛯㔠ࢆᨭᡶ࠺ࡓࡵࡢ࠸ࡃࡽ࠿ࡢ࠾㔠ࢆ☜ಖࡋ࡚࠾࠸࡚ࡃࡔࡉ࠸ࠋ
4
Let's pool our money to buy some ice cream.
࠸ࡃࡽ࠿ࡢ࢔࢖ࢫࢡ࣮࣒ࣜࢆ㈙࠺ࡓࡵࡢ࠾㔠ࢆඹྠ࡛ฟࡋࡲࡋࡻ
࠺ࠋ
5
I don't have money to waste.
⚾ࡣ↓㥏㐵࠸ࡍࡿࡓࡵࡢ࠾㔠ࡣᣢࡗ࡚࠸ࡲࡏࢇࠋ
6
She doesn't have enough money to spend on a holiday abroad.
ᙼዪࡣఇᬤ࡟ᾏእ࡛ᾘ㈝ࡍࡿࡓࡵࡢ༑ศ࡞࠾㔠ࢆᣢࡗ࡚࠸ࡲࡏࢇࠋ
7
I wish I had money to help you with your dream.
⚾ࡣ࠶࡞ࡓࡢክࢆᡭఏ࠺ࡓࡵࡢ࠾㔠ࢆᣢࡗ࡚࠸ࡓࡽ࡞࠶ࠋ
8
I needed that money to pay for the dentist.
⚾ࡣࡑࡢṑ་⪅࡟ᡶ࠺ࡓࡵࡢࡑࡢ࠾㔠ࢆᚲせ࡜ࡋ࡚࠸ࡲࡋࡓࠋ
9
Is there enough money to order a pizza?
ࣆࢨࢆὀᩥࡍࡿࡢ࡟༑ศ࡞࠾㔠ࡀ࠶ࡾࡲࡍ࠿㸽
10
We don't have enough money to repair the roof.
⚾ࡓࡕࡣࡑࡢᒇ᰿ࢆಟ⌮ࡍࡿࡓࡵࡢ༑ศ࡞࠾㔠ࢆᣢࡗ࡚࠸ࡲࡏࢇࠋ
ୖ⣭ࣞ࣋ࣝ
1
Is there enough money to cover the credit card bill this month?
௒᭶ࡢࢡࣞࢪࢵࢺ࣮࢝ࢻ௦ࢆࡲ࠿࡞࠺ࡓࡵࡢ༑ศ࡞࠾㔠ࡣ࠶ࡾࡲࡍ
࠿㸽
2
He gave the boys some money to buy their mother some
flowers.
ᙼࡣ㸪ࡑࡢᑡᖺࡓࡕ࡟ᙼࡽࡢ࠾ẕࡉࢇ࡟ⰼࢆ㈙࠺ࡓࡵࡢ࠸ࡃࡽ࠿ࡢ
࠾㔠ࢆ࠶ࡆࡲࡋࡓࠋ
3
If I had money to burn, I'd buy a house in the mountains.
ࡶࡋ⚾ࡀ⭉ࡿ࡯࡝ࡢ࠾㔠ࢆᣢࡗ࡚࠸ࡿ࡜ࡋࡓࡽ㸪⚾ࡣࡑࡢᒣࡢ୰࡟
୍㌺ࡢᐙࢆ㈙࠺࡛ࡋࡻ࠺ࠋ
4
For those with money to invest, stocks are one option.
ᢞ㈨ࡍࡿࡓࡵࡢ࠾㔠ࢆᣢࡘே࡟࡜ࡗ࡚㸪ᰴᘧࡣࡦ࡜ࡘࡢ㑅ᢥ⫥࡛
ࡍࠋ
5
Let's stop at the bank on the way because I have money to
deposit.
⚾ࡣ㡸㔠ࡍࡿࡓࡵࡢ࠾㔠ࢆᣢࡗ࡚࠸ࡿࡢ࡛㸪㏵୰࡛ࡑࡢ㖟⾜࡟❧ࡕ
ᐤࡾࡲࡋࡻ࠺ࠋ
6
We have money to spend on house repairs, but not for that trip
to Mexico.
⚾ࡓࡕࡣᐙࡢಟ⌮࡟㈝ࡸࡍࡓࡵࡢ࠾㔠ࡣᣢࡗ࡚࠸ࡿࡀ㸪࣓࢟ࢩࢥ࡬
ࡢࡑࡢ᪑⾜ࡢࡓࡵࡢ࠾㔠ࡣᣢࡗ࡚࠸ࡲࡏࢇࠋ
7
I don't have any money to lend you for your schemes.
⚾ࡣ࠶࡞ࡓࡢィ⏬ࡢࡓࡵ࡟࠶࡞ࡓ࡟㈚ࡍࡓࡵࡢ࠾㔠ࡣ୍㖹ࡶᣢࡗ࡚
࠸ࡲࡏࢇࠋ
8
He doesn't have any money to spare for eating out.
ᙼࡣእ㣗ࡢࡓࡵ࡟๭ࡅࡿࡓࡵࡢ࠾㔠ࡣ୍㖹ࡶᣢࡗ࡚࠸ࡲࡏࢇࠋ
9
Do you have any money to contribute to the new program?
࠶࡞ࡓࡣࡑࡢ᪂ࡋ࠸ࣉࣟࢢ࣒ࣛ࡟ᐤ௜ࡍࡿࡓࡵࡢ࠸ࡃࡽ࠿ࡢ࠾㔠ࢆ
ᣢࡗ࡚࠸ࡲࡍ࠿㸽
10
There isn't any money left to save after all the bills are paid
every month.
ẖ᭶ࡍ࡭࡚ࡢㄳồࡀᨭᡶࢃࢀࡓᚋ࡟㸪㈓⵳ࡍࡿࡓࡵࡢ࠾㔠ࡣ୍㖹ࡶ
ṧࡾࡲࡏࢇࠋ
─ 32 ─
ཷືែ
Be + 㐣ཤศモ given
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
They were given a present.
ᙼࡽࡣࣉࣞࢮࣥࢺࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
2
We were given new clothes.
⚾ࡓࡕࡣ᪂ࡋ࠸᭹ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
3
The guests were given a delicious meal.
ᣍᚅᐈࡓࡕࡣ࠾࠸ࡋ࠸㣗஦ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
4
She was given another chance.
ᙼዪࡣูࡢᶵ఍ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
5
This was given to me by my friend.
ࡇࢀࡣ཭ே࡟ࡼࡗ࡚⚾࡟୚࠼ࡽࢀࡲࡋࡓࠋ
6
He was given a warning.
ᙼࡣ㆙࿌ࢆཷࡅࡲࡋࡓࠋ
7
He was given a ticket.
ᙼࡣࢳࢣࢵࢺࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
8
I was given a chance to go.
⚾ࡣ⾜ࡃᶵ఍ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
9
We were given name tags.
⚾ࡓࡕࡣࢿ࣮࣒ࢱࢢࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
10
She was given a medal.
ᙼዪࡣ࣓ࢲࣝࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
୰⣭ࣞ࣋ࣝ
1
He was given a speeding ticket for driving too fast in a school
zone.
ᙼࡣࢫࢡ࣮ࣝࢰ࣮࡛ࣥࢫࣆ࣮ࢻࢆฟࡋ㐣ࡂࡓࡓࡵ࡟ࢫࣆ࣮ࢻ㐪཯ࢳ
ࢣࢵࢺࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
2
She was given a welcome party by all the school members and
parents.
ᙼዪࡣᏛᰯࡢࡳࢇ࡞࡜ぶࡓࡕ࡟ࡼࡗ࡚Ḽ㏄఍ࢆ㛤࠸࡚ࡶࡽ࠸ࡲࡋ
ࡓࠋ
3
The graduating students were given a going away party.
༞ᴗ⏕ࡓࡕࡣ㏦ู఍ࢆ㛤࠸࡚ࡶࡽ࠸ࡲࡋࡓࠋ
4
Women are not given promotions as often as men.
ዪᛶࡓࡕࡣ⏨ᛶࡓࡕ࡯࡝᪼㐍ࡋࡲࡏࢇࠋ
5
The gift she was given was too valuable to keep at home.
ᙼዪࡀ୚࠼ࡽࢀࡓ㉗ࡾ≀ࡣᐙ࡟࠾ࡃ࡟ࡣ㧗౯㐣ࡂࡲࡋࡓࠋ
6
The patient was given medicine for his condition.
ࡑࡢᝈ⪅ࡣ⮬ศࡢ೺ᗣ≧ែ࡟ᛂࡌ࡚⸆ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
7
The student was given several warnings.
ࡑࡢᏛ⏕ࡣ࠸ࡃࡘ࠿ࡢ㆙࿌ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
8
Someone was given a warning but we don't know who.
ࡔࢀ࠿ࡀ㆙࿌ࢆ୚࠼ࡽࢀࡲࡋࡓࡀ㸪⚾ࡓࡕࡣࡔࢀ࠿▱ࡾࡲࡏࢇࠋ
9
We were given a table next to the window.
⚾ࡓࡕࡣ❆ࡢ࡜࡞ࡾࡢࢸ࣮ࣈࣝࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
10
They were given several types of fish.
ᙼࡽࡣఱ✀㢮࠿ࡢ㨶ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
ୖ⣭ࣞ࣋ࣝ
1
The soldiers were not given adequate equipment for the
mission.
ර㝲ࡓࡕࡣࡑࡢ౑࿨ࢆᯝࡓࡍࡓࡵࡢ㐺ษ࡞⿦ഛࢆ୚࠼ࡽࢀࡲࡏࢇ࡛
ࡋࡓࠋ
2
Teachers are rarely given enough resources and support.
ඛ⏕ࡓࡕࡣ༑ศ࡞㈈※࡜ᨭ᥼ࢆ࡯࡜ࢇ࡝୚࠼ࡽࢀ࡚࠸ࡲࡏࢇࠋ
3
Some children are given too many toys and not enough
attention.
ఱே࠿ࡢᏊ౪ࡓࡕࡣከࡍࡂࡿ࠾ࡶࡕࡷࢆ୚࠼ࡽࢀ㸪༑ศ࡞㛵ᚰࡣᡶ
ࢃࢀ࡚࠸ࡲࡏࢇࠋ
4
She was given several distinguished awards for her work.
ᙼዪࡣ௙஦࡟ᑐࡋ࡚࠸ࡃࡘ࠿ࡢ≉ู࡞㈹ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
5
Even though they managed to get a table in the crowded
restaurant, they were not given a menu for at least 20 minutes.
ᙼࡽࡣΰ㞧ࡋࡓࣞࢫࢺ࡛ࣛࣥࡼ࠺ࡸࡃᖍࢆぢࡘࡅࡲࡋࡓࡀ㸪ᑡ࡞ࡃ
࡜ࡶ㸰㸮ศ㛫ࡣ࣓ࢽ࣮ࣗࢆ୚࠼ࡽࢀࡲࡏࢇ࡛ࡋࡓࠋ
6
7
The dancers were given a high score for technique, but a low
score for creativity.
He wondered why he was never given much attention at the
office.
ࡑࡢࢲࣥࢧ࣮ࡓࡕࡣᢏ⾡࡟ࡘ࠸࡚ࡣ㧗࠸ᚓⅬࡀ୚࠼ࡽࢀࡲࡋࡓࡀ㸪
๰㐀ᛶ࡟ࡘ࠸࡚ࡣప࠸ᚓⅬ࡛ࡋࡓࠋ
ᙼࡣ⮬ศࡀ࡞ࡐ⫋ሙ࡛ࡶࡗ࡜ከࡃࡢὀ┠ࢆᾎࡧ࡞࠿ࡗࡓࡢࡔࢁ࠺࠿
࡜୙ᛮ㆟࡟ᛮ࠸ࡲࡋࡓࠋ
8
The children were given a few snacks to keep them quiet while
they waited for dinner.
Ꮚ౪ࡓࡕࡣኤ㣗ࢆᚅࡘ㛫㸪㟼࠿࡟ࡉࡏࡽࢀࡿࡓࡵ࡟ᑡࡋࡢࢫࢼࢵࢡ
ࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
9
He was given a place at the table with many famous guests.
ᙼࡣከࡃࡢ᭷ྡ࡞ࢤࢫࢺࡓࡕ࡜୍⥴ࡢᖍࢆ୚࠼ࡽࢀࡲࡋࡓࠋ
10
She was not given enough time to complete all the tasks she
need to do before the deadline.
ᙼዪࡣࡸࡿ࡭ࡁࡍ࡭࡚ࡢ௙஦ࢆ⥾ࡵษࡾ๓࡟᏶ᡂࡉࡏࡿࡓࡵࡢ༑ศ
࡞᫬㛫ࢆ୚࠼ࡽࢀࡲࡏࢇ࡛ࡋࡓࠋ
─ 33 ─
⌧ᅾ᏶஢
Have + 㐣ཤศモ changed
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
Have you changed your mind?
࠶࡞ࡓࡣẼࡀኚࢃࡗࡓࡢ࡛ࡍ࠿㸽
2
Have you changed your socks?
࠶࡞ࡓࡣ㠐ୗࢆኚ࠼ࡓࡢ࡛ࡍ࠿㸽
3
Have you changed your schedule?
࠶࡞ࡓࡣࢫࢣࢪ࣮ࣗࣝࢆኚ᭦ࡋࡓࡢ࡛ࡍ࠿㸽
4
They've changed everything.
ᙼࡽࡣࡍ࡭࡚ࢆኚ࠼࡚ࡋࡲ࠸ࡲࡋࡓࠋ
5
Have you changed your hairstyle?
࠶࡞ࡓࡣ㧥ᙧࢆኚ࠼ࡓࡢ࡛ࡍ࠿㸽
6
Nothing has changed since then.
ࡑࡢ᫬௨᮶㸪ఱࡶኚࢃࡗ࡚࠸ࡲࡏࢇࠋ
7
She's changed her mind again.
ᙼዪࡣ෌ࡧẼࡀኚࢃࡾࡲࡋࡓࠋ
8
The times have changed.
᫬௦ࡣኚࢃࡾࡲࡋࡓࠋ
9
He hasn't changed a bit!
ᙼࡣᑡࡋࡶኚࢃࡗ࡚࠸ࡲࡏࢇࠋ
10
They've changed places again.
ᙼࡽࡣ෌ࡧሙᡤࢆኚ᭦ࡋࡲࡋࡓࠋ
୰⣭ࣞ࣋ࣝ
1
Nothing has changed in a long time.
㛗࠸㛫㸪ఱࡶኚࢃࡾࡲࡏࢇ࡛ࡋࡓࠋ
2
My feelings about it have changed.
ࡑࢀ࡟ࡘ࠸࡚ࡢ⚾ࡢẼᣢࡕࡀኚࢃࡾࡲࡋࡓࠋ
3
The coach has changed the batting line-up.
ࢥ࣮ࢳࡣᡴ㡰ࢆኚ᭦ࡋࡲࡋࡓࠋ
4
They've changed the style of their presentation.
ᙼࡽࡣⓎ⾲ࡢᙧᘧࢆኚ᭦ࡋࡲࡋࡓࠋ
5
She's changed a lot since we knew her in high school.
ᙼዪࡣ⚾ࡓࡕࡀᙼዪࡢ㧗ᰯ᫬௦࡟▱ࡾ࠶ࡗࡓ᫬࠿ࡽ࠿࡞ࡾኚࢃࡾࡲ
ࡋࡓࠋ
6
They've changed the seating in the classrooms.
ᙼࡽࡣᩍᐊࡢᗙᖍࢆኚ᭦ࡋࡲࡋࡓࠋ
7
She's changed her major from math to chemistry.
ᙼዪࡣᩘᏛ࠿ࡽ໬Ꮫ࡟ᑓᨷࢆኚ᭦ࡋࡲࡋࡓࠋ
8
He has changed his name to something easier to pronounce.
ᙼࡣᙼࡢྡ๓ࢆⓎ㡢ࡋࡸࡍ࠸ྡ๓࡟ኚ᭦ࡋࡲࡋࡓࠋ
9
So much has changed since we were here in the 1980s.
⚾ࡓࡕࡀᖺ௦࡟ࡇࡇ࡟᮶࡚௨᮶㸪ࡎ࠸ࡪࢇ࡜ኚ໬ࡀ࠶ࡾࡲࡋ
ࡓࠋ
10
The disaster has changed the lives of many people.
⅏ᐖࡀከࡃࡢேࡓࡕࡢ⏕άࢆ኱ࡁࡃኚ࠼ࡲࡋࡓࠋ
ୖ⣭ࣞ࣋ࣝ
1
2
The role of women has changed greatly in the last few
decades.
The season has changed and the warm spring air has given me
hope.
㐣ཤᩘ༑ᖺ࡛㸪ዪᛶࡢᙺ๭ࡣ኱ࡁࡃኚࢃࡾࡲࡋࡓࠋ
Ꮨ⠇ࡀኚࢃࡾ㸪ᬮ࠿࠸᫓ࡢ㢼ࡀ⚾࡟ᕼᮃࢆᣢࡓࡏࡲࡋࡓࠋ
3
They have changed some of the rules in hockey so fans are
confused.
ᙼࡽࡣ࣍ࢵࢣ࣮ࡢ࠸ࡃࡘ࠿ࡢ࣮ࣝࣝࢆኚ᭦ࡋࡓࡢ࡛㸪ࣇ࢓ࣥࡣΰ஘
ࡋ࡚࠸ࡲࡍࠋ
4
He has changed a lot of diapers over many years.
ᙼࡣ㛗ᖺ࡟ࢃࡓࡾࡓࡃࡉࢇࡢ࠾ࡴࡘࢆྲྀࡾ᭰࠼࡚ࡁࡲࡋࡓࠋ
5
6
The schedule has changed, but it is still possible to find good
classes with good teachers.
Although the actors have changed, the stories of many films
are still the same.
ࢫࢣࢪ࣮ࣗࣝࡀኚ᭦ࡉࢀ࡚࠸ࡲࡍࡀ㸪ࡲࡔⰋ࠸ඛ⏕ࡢⰋ࠸ᤵᴗࢆࡉ
ࡀࡍࡇ࡜ࡣྍ⬟࡛ࡍࠋ
ತඃࡣኚࢃࡾࡲࡋࡓࡀ㸪ከࡃࡢᫎ⏬ࡢࢫࢺ࣮࣮ࣜࡣ௒࡛ࡶྠࡌ࡛
ࡍࠋ
ࢪ࢙࢖࣑࣮࣭࢜ࣜࣂ࣮ࡣ⚾ࡓࡕࡀ࡝ࡢࡼ࠺࡟㣗≀ࢆ⪃࠼ࡿ࠿㸪࡝ࡢ
ࡼ࠺࡟ᑠ୰Ꮫ⏕࡬ࡢ㣗஦ࢆ୚࠼ࡿ࠿࡟ࡘ࠸࡚ኚ໬ࢆࡶࡓࡽࡋࡲࡋ
ࡓࠋ
7
Jamie Oliver has changed how we think of food and how we
feed school children.
8
With the way the climate has changed, it is hard to predict how Ẽೃࡢኚ໬ࡢ௙᪉࡜࡜ࡶ࡟㸪ᔒࡀ࡝ࢀࡃࡽ࠸⃭ࡋࡃ࡞ࡿ࠿ࢆண ࡍ
ࡿࡇ࡜ࡣ㞴ࡋࡃ࡞ࡗ࡚࠸ࡲࡍࠋ
intense storms might become.
9
Because of all the foreigners here, Japan has slowly changed
over the years.
ࡇࡇ࡟࠸ࡿࡍ࡭࡚ࡢእᅜேࡢࡓࡵ࡟㸪᪥ᮏࡣࡺࡗࡃࡾ࡜㛗ᖺ࠿ࡅ࡚
ኚࢃࡗ࡚ࡁࡲࡋࡓࠋ
10
American politics hasn't changed--- unless it has gotten worse.
࢔࣓ࣜ࢝ࡢᨻ἞ࡣኚࢃࡗ࡚࠸ࡲࡏࢇࠋࡑࢀࡀࡉࡽ࡟ᝏ໬ࡋ࡞࠸㝈ࡾ
ࡣࠋ
─ 34 ─
yet
⌧ᅾ᏶஢
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
Have you finished yet?
࠶࡞ࡓࡣࡶ࠺⤊ࢃࡾࡲࡋࡓ࠿"
2
Have you eaten yet?
࠶࡞ࡓࡣࡶ࠺㣗࡭ࡲࡋࡓ࠿㸽
3
Have you done it yet?
࠶࡞ࡓࡣࡶ࠺ࡍ࡛࡟ࡑࢀࢆࡸࡾࡲࡋࡓ࠿㸽
4
They haven't arrived yet.
ᙼࡽࡣࡲࡔ฿╔ࡋ࡚࠸ࡲࡏࢇࠋ
5
I haven't told them yet.
⚾ࡣࡲࡔᙼࡽ࡟ヰࡋ࡚࠸ࡲࡏࢇࠋ
6
Have you started classes yet?
࠶࡞ࡓࡣࡶ࠺ᤵᴗࢆ㛤ጞࡋࡲࡋࡓ࠿㸽
7
We haven't eaten yet.
⚾ࡓࡕࡣࡲࡔ㣗࡭࡚࠸ࡲࡏࢇࠋ
8
They haven't started yet.
ᙼࡽࡣࡲࡔጞࡵ࡚࠸ࡲࡏࢇࠋ
9
The class hasn't finished yet.
ᤵᴗࡣࡲࡔ⤊ࢃࡗ࡚࠸ࡲࡏࢇࠋ
10
I haven't mailed it yet.
⚾ࡣࡲࡔࡑࢀࢆ㒑㏦ࡋ࡚࠸ࡲࡏࢇࠋ
11
They haven't left yet.
ᙼࡽࡣࡲࡔฟⓎࡋ࡚࠸ࡲࡏࢇࠋ
12
He hasn't returned yet.
ᙼࡣࡲࡔᡠࡗ࡚࠸ࡲࡏࢇࠋ
13
She hasn't come home yet.
ᙼዪࡣࡲࡔᖐᏯࡋ࡚࠸ࡲࡏࢇࠋ
14
It hasn't been repaired yet.
ࡑࢀࡣࡲࡔಟ⌮ࡉࢀ࡚࠸ࡲࡏࢇࠋ
15
We haven't met yet.
⚾ࡓࡕࡣࡲࡔ఍ࡗ࡚࠸ࡲࡏࢇࠋ
16
I haven't written it yet.
⚾ࡣࡲࡔࡑࢀࢆ᭩࠸࡚࠸ࡲࡏࢇࠋ
୰⣭ࣞ࣋ࣝ
1
Have you seen this movie yet?
࠶࡞ࡓࡣࡶ࠺ࡇࡢᫎ⏬ࢆぢࡲࡋࡓ࠿㸽
2
The Ministry hasn't told us yet.
ෆ㛶ࡣ㸪⚾ࡓࡕ࡟ࡲࡔヰࡋ࡚࠸ࡲࡏࢇࠋ
3
Have you started your new job yet?
࠶࡞ࡓࡣࡶ࠺᪂ࡋ࠸௙஦ࢆጞࡵࡲࡋࡓ࠿㸽
4
Have you had any interviews yet?
࠶࡞ࡓࡣࡶ࠺㠃᥋ࢆཷࡅࡲࡋࡓ࠿㸽
5
Have you done your homework yet?
࠶࡞ࡓࡣࡶ࠺ᐟ㢟ࢆࡸࡾࡲࡋࡓ࠿㸽
6
Have you finished your work yet?
࠶࡞ࡓࡣࡶ࠺௙஦ࢆ⤊࠼ࡲࡋࡓ࠿㸽
7
The grant hasn't been given out yet.
ຓᡂ㔠ࡣࡲࡔᨭ⤥ࡉࢀ࡚࠸ࡲࡏࢇࠋ
8
The project hasn't been finished yet.
ࣉࣟࢪ࢙ࢡࢺࡣࡲࡔ⤊஢ࡋ࡚࠸ࡲࡏࢇࠋ
9
We haven't been introduced yet.
⚾ࡓࡕࡣࡲࡔ⤂௓ࡉࢀ࡚࠸ࡲࡏࢇࠋ
10
The staff haven't opened the office yet.
⫋ဨࡣࡲࡔ஦ົᡤࢆ㛤࠸࡚࠸ࡲࡏࢇࠋ
ୖ⣭ࣞ࣋ࣝ
1
The manager hasn't told the employees about it yet.
⤒Ⴀ⪅ࡣᚑᴗဨ࡟ࡑࢀ࡟ࡘ࠸࡚ࡲࡔヰࡋ࡚࠸ࡲࡏࢇࠋ
2
The newspapers haven't released the victim's name yet.
᪂⪺ࡣࡲࡔ⿕ᐖ⪅ࡢྡ๓ࢆබ⾲ࡋ࡚࠸ࡲࡏࢇࠋ
3
The court hasn't decided the punishment yet.
ἲᘐࡣࡲࡔฎ⨩ࢆỴࡵ࡚࠸ࡲࡏࢇࠋ
4
The registration office hasn't released the class lists yet.
ᩍົㄢࡣࡲࡔࢡࣛࢫྡ⡙ࢆⓎ⾲ࡋ࡚࠸ࡲࡏࢇࠋ
─ 35 ─
㛵ಀモ⠇
someone who
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
I need someone who can fix my car.
⚾ࡣ⚾ࡢ㌴ࢆ┤ࡋ࡚ࡃࢀࡿேࡀᚲせ࡛ࡍࠋ
2
She is looking for someone who can help her.
ᙼዪࡣᙺ࡟❧ࡘேࢆࡉࡀࡋ࡚࠸ࡲࡍࠋ
3
Is there someone who can help us?
⚾ࡓࡕࢆᡭఏ࠺ࡇ࡜ࡀ࡛ࡁࡿேࡣ࠸ࡲࡏࢇ࠿㸽
4
Is there someone who can answer this question?
ࡇࡢ㉁ၥ࡟⟅࠼ࡿࡇ࡜ࡢ࡛ࡁࡿேࡣ࠸ࡲࡏࢇ࠿㸽
5
He was always someone who could be trusted.
ᙼࡣ࠸ࡘࡶಙ㢗࡛ࡁࡿே࡛ࡋࡓࠋ
6
Someone who smiles looks happy.
࡯࡯࠼ࡴே࡜࠸࠺ࡢࡣᖾࡏ࡟ぢ࠼ࡲࡍࠋ
7
Someone who frowns looks unhappy.
ࡋ࠿ࡵ㠃ࡢே࡜࠸࠺ࡢࡣ୙ᖾࡏ࡟ぢ࠼ࡲࡍࠋ
8
Someone who sings seems happy.
ḷ࠺ே࡜࠸࠺ࡢࡣᖾࡏ࡟ぢ࠼ࡲࡍࠋ
9
I found someone who knew the answer.
⚾ࡣࡑࡢ⟅࠼ࢆ▱ࡗ࡚࠸ࡿࡔࢀ࠿ࢆࡳࡘࡅࡲࡋࡓࠋ
10
I need someone who can translate.
⚾ࡣ⩻ヂࡀ࡛ࡁࡿேࡀᚲせ࡛ࡍࠋ
11
They asked for anyone who could volunteer to give blood.
ᙼࡽࡣ⾑ᾮࢆᥦ౪ࡍࡿ࡜⮬Ⓨⓗ࡟⏦ࡋฟ࡚ࡃࢀࡿேࢆồࡵࡲࡋࡓࠋ
୰⣭ࣞ࣋ࣝ
1
I need someone who is tall to reach the book on that shelf.
⚾ࡣ࠶ࡢᲴࡢᮏ࡟ᡭࡀᒆࡃ⫼ࡢ㧗࠸ேࡀᚲせ࡛ࡍࠋ
2
Someone who is assertive is neither passive nor aggressive.
✚ᴟⓗ࡞ே࡜࠸࠺ࡢࡣᚑ㡰࡛ࡶ࡞ࡃᨷᧁⓗ࡛ࡶ࠶ࡾࡲࡏࢇࠋ
3
Someone who calls himself a leader must know how to lead.
࣮ࣜࢲ࣮ࢆ⮬⛠ࡍࡿே࡜࠸࠺ࡢࡣᣦᑟࡍࡿ᪉ἲࢆ▱ࡗ࡚࠸࡞ࡃ࡚ࡣ
࠸ࡅࡲࡏࢇࠋ
4
I met someone who is also from Vancouver.
⚾ྠᵝࣂࣥࢡ࣮ࣂ࣮࠿ࡽ᮶ࡓே࡟఍࠸ࡲࡋࡓࠋ
5
Do you know someone who can translate this email for me?
࠶࡞ࡓࡣࡇࡢ㟁Ꮚ࣓࣮ࣝࢆ⚾ࡢࡓࡵ࡟⩻ヂ࡛ࡁࡿேࢆ▱ࡾࡲࡏࢇ
࠿㸽
6
I am looking for someone who can drive me to the airport.
⚾ࡣ✵ ࡲ࡛⚾ࢆ㌴࡟஌ࡏ࡚࠸ࡃࡇ࡜ࡀ࡛ࡁࡿேࢆࡉࡀࡋ࡚࠸ࡲ
ࡍࠋ
7
Is there someone who can untangle this mess?
ࡇࡢࡈࡕࡷࡈࡕࡷࢆඖ㏻ࡾ࡟ࡍࡿࡇ࡜ࡀ࡛ࡁࡿேࡣ࠸ࡲࡏࢇ࠿㸽
8
9
10
He needs to find someone who can take care of his elderly
mother.
I was looking for someone who could show me how to use this
product.
For someone who eats so much, she never gains weight.
ᙼࡣᙼࡢᖺ⪁࠸ࡓẕࡢ㠃ಽࢆࡳࡿࡇ࡜ࡀ࡛ࡁࡿேࢆぢࡘࡅࡿࡇ࡜ࡀ
ᚲせ࡛ࡍࠋ
⚾ࡣࡇࡢ〇ရࡢ౑࠸᪉ࢆᩍ࠼࡚ࡃࢀࡿேࢆࡉࡀࡋ࡚࠸ࡲࡋࡓࠋ
ᙼዪࡣ㸪ࡓࡃࡉࢇ㣗࡭ࡿே࡟ࡋ࡚ࡣ㸪య㔜ࡀᑡࡋࡶቑ࠼ࡲࡏࢇࠋ
ୖ⣭ࣞ࣋ࣝ
1
I've been looking for someone who can tell me where I can
find copper rivets to repair my machinery.
⚾ࡣ⚾ࡢᶵᲔࢆಟ⌮ࡍࡿࡓࡵ࡟㖡〇ࣜ࣋ࢵࢺࢆ࡝ࡇ࡛⚾ࡀᡭ࡟ධࢀ
ࡽࢀࡿ࠿ᩍ࠼࡚ࡃࢀࡿேࢆࡉࡀࡋ࡚࠸ࡲࡍࠋ
2
Someone who is a politician must be careful not to break any
laws.
ᨻ἞ᐙ࡛࠶ࡿேࡣἲᚊࢆ◚ࡽ࡞࠸ࡼ࠺ὀព῝ࡃ࡞ࡅࢀࡤ࡞ࡾࡲࡏ
ࢇࠋ
3
Someone who carried the virus boarded the plane in New York
and infected all the passengers.
࢘࢖ࣝࢫ࡟ឤᰁࡋ࡚࠸ࡓேࡀࢽ࣮࣮ࣗࣚࢡ࡛㣕⾜ᶵ࡟஌ࡾ㸪஌ᐈ඲
ဨ࡟ឤᰁࡉࡏࡲࡋࡓࠋ
4
I have never been someone who could stand up in front of a lot
of people and speak.
⚾ࡣࡓࡃࡉࢇࡢேࡓࡕࡢ๓࡟❧ࡕ㸪ヰࡋࢆ࡛ࡁࡿே࡛ࡣࡐࢇࡐࢇ࡞
࠸࡛ࡍࠋ
5
She is someone who is not afraid to stand up for what she
believes in.
ᙼዪࡣಙࡌ࡚࠸ࡿࡇ࡜ࡢࡓࡵ࡟❧ࡕୖࡀࡿࡢࢆ࠾ࡑࢀ࡞࠸ே࡛ࡍࠋ
6
He is someone who can be counted on to liven up the
conversation.
ᙼࡣ఍ヰࢆ㝧Ẽ࡟ࡍࡿࡢ࡟㢗ࡾ࡟࡞ࡿே࡛ࡍࠋ
7
That professor is someone who has a lot of respect in the
academic community.
࠶ࡢᩍᤵࡣࡑࡢᏛ఍࡛ከࡃࡢᩗពࢆᡶࢃࢀ࡚࠸ࡿே࡛ࡍࠋ
8
Do you know of someone who can loan me some money?
࠶࡞ࡓࡣ⚾࡟࠾㔠ࢆ࠸ࡃࡽ࠿㈚ࡋ࡚ࡃࢀࡿேࢆ▱ࡾࡲࡏࢇ࠿㸽
9
Yesterday I met someone who is also from my hometown, but
we had never met before.
᫖᪥㸪⚾ࡣ㸪⚾ࡢ㒓㔛ฟ㌟ࡢே࡟఍࠸ࡲࡋࡓࡀ㸪ࡑࢀ௨๓࡟ࡣ㸪⚾
ࡓࡕࡣ఍ࡗࡓࡇ࡜ࡀ࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋ
─ 36 ─
㛵ಀモ⠇
woman whose
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
There is the woman whose house collapsed.
⮬ศࡢᐙࡀᔂቯࡋࡓዪᛶࡀ࠸ࡲࡍࠋ
2
They are the women whose jobs are threatened.
ᙼዪࡓࡕࡣ⮬ศࡓࡕࡢ௙஦ࡀ⬣࠿ࡉࢀ࡚࠸ࡿዪᛶࡓࡕ࡛ࡍࠋ
3
She is the woman whose husband died.
ᙼዪࡣኵࡀஸࡃ࡞ࡗࡓዪᛶ࡛ࡍࠋ
4
She is the woman whose son is here.
ᙼዪࡣ⮬ศࡢᜥᏊࡀࡇࡇ࡟࠸ࡿዪᛶ࡛ࡍࠋ
5
She is the woman whose hobby is aikido.
ᙼዪࡣ㊃࿡ࡀྜẼ㐨ࡢዪᛶ࡛ࡍࠋ
6
They were the women whose lives were lost.
ᙼዪࡓࡕࡣ࿨ࢆዣࢃࢀࡓዪᛶࡓࡕ࡛ࡋࡓࠋ
7
She is the woman whose work was applauded.
ᙼዪࡣ௙஦ࡀ⛠㈶ࡉࢀࡓዪᛶ࡛ࡍࠋ
8
She was the woman whose husband was found.
ᙼዪࡣኵࡀⓎぢࡉࢀࡓዪᛶ࡛ࡋࡓࠋ
9
She was the woman whose dog was lost.
ᙼዪࡣ⮬ศࡢ≟ࡀ㏞Ꮚ࡟࡞ࡗࡓዪᛶ࡛ࡋࡓࠋ
10
She was the woman whose name was forgotten.
ᙼዪࡣྡ๓ࢆᛀࢀࡽࢀࡓዪᛶ࡛ࡋࡓࠋ
୰⣭ࣞ࣋ࣝ
1
Those are the women whose daughters attend this school.
࠶ࡕࡽࡣፉࡓࡕࡀࡇࡢᏛᰯ࡟㏻ࡗ࡚࠸ࡿዪᛶࡓࡕ࡛ࡍࠋ
2
She is the woman whose hands were burned by the fire.
ᙼዪࡣࡑࡢⅆ஦࡛୧ᡭࢆࡸࡅ࡝ࡋࡓዪᛶ࡛ࡍࠋ
3
She is the woman whose cigarettes were found at the crime
scene.
ᙼዪࡣ⮬ศࡢࡓࡤࡇࡀ஦௳⌧ሙ࡛Ⓨぢࡉࢀࡓዪᛶ࡛ࡍࠋ
4
She is the woman whose publications have become famous.
ᙼዪࡣ⮬ศࡢฟ∧≀ࡀ᭷ྡ࡟࡞ࡗ࡚ࡁ࡚࠸ࡿዪᛶ࡛ࡍࠋ
5
She is the woman whose staff gave her several beautiful gifts.
ᙼዪࡣᙼዪࡢ♫ဨࡀ࠸ࡃࡘ࠿ࡢ⣲ᩛ࡞㉗ࡾ≀ࢆ࠶ࡆࡓዪᛶ࡛ࡍࠋ
6
She is the woman whose team created the corpus.
ᙼዪࡣ⮬ศࡢࢳ࣮࣒ࡀࡑࡢࢥ࣮ࣃࢫࢆసࡗࡓዪᛶ࡛ࡍࠋ
7
She is the woman whose hobby is climbing mountains.
ᙼዪࡣ㊃࿡ࡀⓏᒣࡢዪᛶ࡛ࡍࠋ
8
She is the woman whose apartment is being renovated.
ᙼዪࡣ⮬ศࡢ࢔ࣃ࣮ࢺࡀᨵಟ୰ࡢዪᛶ࡛ࡍࠋ
9
She is the woman whose research has been published.
ᙼዪࡣ⮬ศࡢ◊✲ࡀබ⾲ࡉࢀ࡚࠸ࡿዪᛶ࡛ࡍࠋ
10
The woman whose weight kept increasing was very unhappy.
య㔜ࡀቑ࠼⥆ࡅ࡚࠸ࡿࡑࡢዪᛶࡣ࡜࡚ࡶ୙‶࡛ࡋࡓࠋ
ୖ⣭ࣞ࣋ࣝ
1
A woman whose pastime is dance might have trouble earning a
living unless she is very skilled.
ፗᴦࡀࢲࣥࢫ࡛࠶ࡿዪᛶࡣ㸪࡜࡚ࡶୖᡭ࡛࡞ࡅࢀࡤ㸪⏕ά㈝ࢆ✌ࡄ
ࡢ࡟ᨭ㞀ࢆࡁࡓࡋ࡚࠸ࡿ࠿ࡶࡋࢀࡲࡏࢇࠋ
2
That woman whose long red hair was braided down her back
rode the black horse in the tournament.
㛗ࡃ㉥࠸㧥ࢆ⦅ࢇ࡛⫼୰࡟ᆶࡽࡋࡓࡑࡢዪᛶࡣ㸪኱఍࡛ࡑࡢ㯮࠸㤿
࡟஌ࡾࡲࡋࡓࠋ
3
4
That woman whose revenge destroyed several families has
been arrested.
The woman whose weight exceeded the limitations was not
given the job.
ᙼዪࡢ᚟ㆶࡀ࠸ࡃࡘ࠿ࡢᐙ᪘ࢆቯࡋࡓዪᛶࡀ㐊ᤕࡉࢀࡲࡋࡓࠋ
య㔜ࡀไ㝈ࢆࡇ࠼ࡓࡑࡢዪᛶࡣࡑࡢ௙஦ࢆ࠶ࡓ࠼ࡽࢀࡲࡏࢇ࡛ࡋ
ࡓࠋ
5
The woman whose husband snored loudly every night finally
gave up and began sleeping in another room.
ẖᬌ኱ࡁ࡞࠸ࡧࡁࢆ࠿ࡃኵࢆᣢࡘࡑࡢዪᛶࡣ࡜࠺࡜࠺࠶ࡁࡽࡵู࡚
ࡢ㒊ᒇ࡛╀ࡾࡣࡌࡵࡲࡋࡓࠋ
6
The woman whose son went to university converted his room
into a den.
኱Ꮫ࡟⾜ࡗࡓᜥᏊࢆᣢࡘࡑࡢዪᛶࡣᜥᏊࡢ㒊ᒇࢆ᭩ᩪ࡟ኚ࠼ࡲࡋ
ࡓࠋ
7
The women whose rights were violated filed a lawsuit.
ᶒ฼ࢆ౵ᐖࡉࢀࡓࡑࡢዪᛶࡓࡕࡣッゴࢆ㉳ࡇࡋࡲࡋࡓࠋ
8
The woman whose parents died in the car accident was
interviewed on the news.
ࡑࡢ⮬ື㌴஦ᨾ࡛୧ぶࡀṚࢇࡔࡑࡢዪᛶࡣࢽ࣮ࣗࢫࡢ࢖ࣥࢱࣅ࣮ࣗ
ࢆཷࡅࡲࡋࡓࠋ
9
She was a woman whose convictions were clearly a big part of
her decisions.
ᙼዪࡣಙᛕࡀ⮬ศࡢỴ᩿ࡢ᫂ࡽ࠿࡟኱ࡁ࡞㒊ศࢆ༨ࡵ࡚࠸ࡿዪᛶ࡛
ࡋࡓࠋ
10
That woman whose purse is on the floor was just paged over
the loud speaker.
ᗋ࡟࠾࠿ࢀ࡚࠸ࡿࣁࣥࢻࣂࢵࢡࡢᣢࡕ୺࡛࠶ࡿዪᛶࡀࡕࡻ࠺࡝ࢫ
ࣆ࣮࣮࡛࢝࿧ࡧฟࡉࢀࡲࡋࡓࠋ
─ 37 ─
man whom
㛵ಀモ⠇
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
He is a man whom I trust.
ᙼࡣ⚾ࡀಙ㢗ࡍࡿே࡛ࡍࠋ
2
He is a man whom I love.
ᙼࡣ⚾ࡀឡࡍࡿே࡛ࡍࠋ
3
He is the man whom I saw.
ᙼࡣ⚾ࡀ఍ࡗࡓே࡛ࡍࠋ
4
The man whom I saw was tall.
⚾ࡀ఍ࡗࡓ⏨ᛶࡣ⫼ࡀ㧗࠿ࡗࡓ࡛ࡍࠋ
5
The men whom I saw ran away.
⚾ࡀ఍ࡗࡓ⏨ࡓࡕࡣ㏨ࡆࡲࡋࡓࠋ
6
The man whom I heard sounded Japanese.
⚾ࡀኌࢆ⪺࠸ࡓ⏨ᛶࡣ᪥ᮏே࡟ᛮࢃࢀࡓࠋ
7
The man whom I called was not in.
⚾ࡀ࿧ࢇࡔ⏨ᛶࡣ࠸ࡲࡏࢇ࡛ࡋࡓࠋ
8
The man whom I married is Canadian.
⚾ࡀ⤖፧ࡋࡓ⏨ᛶࡣ࢝ࢼࢲே࡛ࡍࠋ
9
The man whom she divorced was unkind.
ᙼዪࡀ㞳፧ࡋࡓ⏨ᛶࡣᛮ࠸ࡸࡾࡀ࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋ
10
The man whom she caught was the murderer.
ᙼዪࡀࡘ࠿ࡲ࠼ࡓ⏨ᛶࡣẅே⪅࡛ࡋࡓࠋ
୰⣭ࣞ࣋ࣝ
1
He is a man whom I have trusted with all my investments.
ᙼࡣ⚾ࡢࡍ࡭࡚ࡢᢞ㈨ࢆ௵ࡏ࡚ࡁ࡚࠸ࡿ⏨ᛶ࡛ࡍࠋ
2
He is the man whom his followers call the "People's Pope".
ᙼࡣಙ⪅ࡓࡕࡀࠕࡳࢇ࡞ࡢᩍⓚࠖ࡜࿧ࢇ࡛࠸ࡿ⏨ᛶ࡛ࡍࠋ
3
There is the man whom he suspected of having an affair with
his wife.
ᙼࡀ⮬ศࡢጔ࡜ᾋẼࡋ࡚࠸ࡿ࡜␲ࡗ࡚࠸ࡿ⏨ᛶࡀ࠸ࡲࡍࠋ
4
He became a man whom others feared.
ᙼࡣ࡯࠿ࡢே࠿ࡽᜍࢀࡽࢀࡿ⏨࡜࡞ࡗࡓࠋ
5
He was a man whom no one recognized.
ᙼࡣࡔࢀࡶẼࡀࡘ࠿࡞࠿ࡗࡓ⏨࡛ࡋࡓࠋ
6
The men whom I just met said they were leaving tomorrow.
⚾ࡀฟ఍ࡗࡓࡤ࠿ࡾࡢ⏨ᛶࡓࡕࡣ㸪᫂᪥ฟⓎࡍࡿணᐃࡔ࡜ゝ࠸ࡲࡋ
ࡓࠋ
7
The man whom I borrowed the money from is my uncle.
⚾ࡀ೉㔠ࡋࡓ⏨ᛶࡣུ∗࡛ࡍࠋ
8
He is the man whom I suspect stole my wallet.
ᙼࡣ㈈ᕸࢆ┐ࢇࡔࡢ࡛ࡣ࡞࠸࠿࡜⚾ࡀ␲ࡗ࡚࠸ࡿ⏨ᛶ࡛ࡍࠋ
9
He is a man whom I've trusted for many years.
ᙼࡣ⚾ࡀఱᖺ㛫ࡶಙ㢗ࡋ࡚ࡁࡓ⏨ᛶ࡛ࡍࠋ
10
There is the man whom I would prefer to hire.
⚾ࡀ㞠࠸ࡓ࠸࡜ᛮࡗ࡚࠸ࡿ⏨ᛶࡀ࠸ࡲࡍࠋ
ୖ⣭ࣞ࣋ࣝ
1
He was the man whom everyone thought would be the next
president.
ᙼࡣࡳࢇ࡞ࡀḟࡢ኱⤫㡿࡟࡞ࡿࡔࢁ࠺࡜ᛮࡗ࡚࠸ࡿ⏨ᛶ࡛ࡋࡓࠋ
2
He was the man whom my niece thought was her soulmate.
ᙼࡣ⚾ࡢጱࡀᚰࡢ཭ࡔ࡜ᛮࡗ࡚࠸ࡓ⏨ᛶ࡛ࡋࡓࠋ
3
4
He was the man whom everyone called the "Mad Dog of the
Middle East".
The man whom the government arrested was later found
innocent.
ᙼࡣࡳࢇ࡞ࡀࠕ୰ᮾࡢ≬≟ࠖ࡜࿧ࢇ࡛࠸ࡿ⏨࡛ࡋࡓࠋ
ᨻᗓࡀ㐊ᤕࡋࡓ⏨ᛶࡣ㸪ᚋ࡟↓⨥ࡔ࡜ࢃ࠿ࡾࡲࡋࡓࠋ
5
The men whom the reporters followed were famous musicians.
࣏࣮ࣜࢱ࣮ࡓࡕࡀᑿ⾜ࡋࡓ⏨ᛶࡓࡕࡣ᭷ྡ࡞࣑࣮ࣗࢪࢩ࡛ࣕࣥࡋ
ࡓࠋ
6
The man whom I recognized in the photo came to the
classroom.
⚾ࡀࡑࡢ෗┿࡛㢦ࢆぬ࠼ࡓ⏨ᛶࡀᩍᐊ࡟᮶ࡲࡋࡓࠋ
7
The man whom he had met as a child turned out later to be his
real father.
ᙼࡀᏊ౪ࡢࡇࢁ࡟఍ࡗࡓ⏨ᛶࡣ㸪ᚋ࡟ᙼࡢᮏᙜࡢ∗ぶࡔ࡜࠸࠺ࡇ࡜
ࡀࢃ࠿ࡾࡲࡋࡓࠋ
8
A man whom she had never seen before followed her all day.
ᙼዪࡀ఍ࡗࡓࡇ࡜ࡢࡲࡗࡓࡃ࡞࠿ࡗࡓ⏨ᛶࡀ㸪୍᪥୰ᙼዪࡢᚋࢆ௜
ࡅࡲࡋࡓࠋ
9
The man whom we admired turned out to be a liar and a fraud.
⚾ࡓࡕࡀ⛠㈶ࡋ࡚࠸ࡓ⏨ᛶࡣბࡘࡁ࡛࣌ࢸࣥᖌࡔ࡜ࢃ࠿ࡾࡲࡋࡓࠋ
10
The man whom they regard as their father was not their
biological father.
ᙼࡽࡀ⮬ศࡓࡕࡢ∗ぶࡔ࡜ᛮࡗ࡚࠸ࡿ⏨ᛶࡣ㸪⏕≀Ꮫⓗ࡞∗ぶ࡛ࡣ
࠶ࡾࡲࡏࢇ࡛ࡋࡓࠋ
─ 38 ─
㛵ಀモ⠇
whomࡢ┬␎
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
He is the man (whom) I love.
ᙼࡣ⚾ࡀឡࡍࡿ⏨ᛶ࡛ࡍࠋ
2
She is the woman (whom) I married.
ᙼዪࡣ⚾ࡀ⤖፧ࡋࡓዪᛶ࡛ࡍࠋ
3
He is the son (whom) I raised.
ᙼࡣ⚾ࡀ⫱࡚ࡓᜥᏊ࡛ࡍࠋ
4
She is the daughter (whom) I adopted.
ᙼዪࡣ⚾ࡀ㣴Ꮚ࡟ࡋࡓፉ࡛ࡍࠋ
5
She is the person (whom) I trust.
ᙼዪࡣ⚾ࡀಙ㢗ࡍࡿே࡛ࡍࠋ
6
She is the actor (whom) I admire.
ᙼዪࡣ⚾ࡀ㈹㈶ࡍࡿᙺ⪅࡛ࡍࠋ
7
She is the person (whom) I respect.
ᙼዪࡣ⚾ࡀᑛᩗࡍࡿே࡛ࡍࠋ
8
He is the man (whom) I dislike.
ᙼࡣ⚾ࡀ᎘࠸࡞⏨ᛶ࡛ࡍࠋ
9
They are the people (whom) I befriended.
ᙼࡽࡣ⚾ࡀ௰Ⰻࡃ࡞ࡗࡓேࡓࡕ࡛ࡍࠋ
10
These are the kids (whom) I taught.
ࡇࢀࡽࡣ⚾ࡀᩍ࠼ࡓᏊ౪ࡓࡕ࡛ࡍࠋ
୰⣭ࣞ࣋ࣝ
1
These are the people (whom) I call my family.
ࡇࡕࡽࡣ⚾ࡀ⚾ࡢᐙ᪘࡜࿧ࢇ࡛࠸ࡿேࡓࡕ࡛ࡍࠋ
2
These are all the students (whom) I invited to my house.
ࡇࡕࡽࡣ⚾ࡀ⚾ࡢᐙ࡟ᣍᚅࡋࡓᏛ⏕ࡓࡕ࡛ࡍࠋ
3
These candidates were the ones (whom) I voted for.
ࡇࢀࡽࡢೃ⿵⪅ࡓࡕࡣ⚾ࡀᢞ⚊ࡋࡓேࡓࡕ࡛ࡋࡓࠋ
4
They were the salesclerks (whom) I dealt with.
ᙼࡽࡣ⚾ࡀྲྀᘬࢆࡋࡓᗑဨࡓࡕ࡛ࡋࡓࠋ
5
Here is a list of the friends (whom) I will travel with.
ࡇࡇ࡟⚾ࡀ୍⥴࡟᪑⾜ࡍࡿணᐃࡢ཭㐩ࡢࣜࢫࢺࡀ࠶ࡾࡲࡍࠋ
6
Martin is a writer (whom) I really enjoy.
࣐࣮ࢸ࢕ࣥࡣ⚾ࡀᮏᙜ࡟ᴦࡋࢇ࡛࠸ࡿసᐙ࡛ࡍࠋ
7
Elon Musk is a man (whom) I greatly admire.
࢖࣮࣭࣐ࣟࣥࢫࢡࡣ⚾ࡀ㠀ᖖ࡟⛠㈶ࡍࡿ⏨ᛶ࡛ࡍࠋ
8
Tom Cruise is an actor (whom) many fans enjoy watching.
ࢺ࣒࣭ࢡ࣮ࣝࢬࡣከࡃࡢࣇ࢓ࣥࡀぢࡿࡢࢆᴦࡋࢇ࡛࠸ࡿತඃ࡛ࡍࠋ
9
She is a teacher (whom) students often praise.
ᙼዪࡣ⏕ᚐࡀࡼࡃ࡯ࡵ࡚࠸ࡿඛ⏕࡛ࡍࠋ
10
That committee is a group (whom) I often try to avoid.
࠶ࡢጤဨ఍ࡣ⚾ࡀࡋࡤࡋࡤ㑊ࡅࡼ࠺࡜ࡍࡿ㞟ᅋ࡛ࡍࠋ
ୖ⣭ࣞ࣋ࣝ
1
2
These are the candidates (whom) I supported in the last
election.
Curie is one of many scientist (whom) the students will
research this term.
ࡇࡕࡽࡣ⚾ࡀ๓ᅇࡢ㑅ᣲ࡛ᨭᣢࡋࡓೃ⿵⪅ࡓࡕ࡛ࡍࠋ
࣮࢟ࣗࣜࡣ௒Ꮫᮇ㸪ከࡃࡢᏛ⏕ࡀࣜࢧ࣮ࢳࡍࡿ⛉Ꮫ⪅ࡢ୍ே࡛ࡍࠋ
3
They are the engineers (whom) our company hired to repair the ᙼࡽࡣ⚾ࡓࡕࡢ఍♫ࡀࡑࡢ⿕ᐖࢆಟ᚟ࡍࡿࡓࡵ࡟㞠ࡗࡓᢏ⾡⪅ࡓࡕ
࡛ࡍࠋ
damage.
4
Ben Howard is a wonderful new musician (whom) I had never
heard of until recently.
࣭࣋ࣥࣁ࣮࣡ࢻࡣ⚾ࡀ᭱㏆ࡲ࡛ࡲࡗࡓࡃྡ๓ࢆ⪺࠸ࡓࡇ࡜ࡀ࡞࠿ࡗ
ࡓ⣲ᬕࡽࡋ࠸᪂ேࡢ㡢ᴦᐙ࡛ࡍࠋ
5
The politicians (whom) I saw on television were arrested for
taking bribes.
⚾ࡀࢸࣞࣅ࡛ぢࡓᨻ἞ᐙࡓࡕࡣ཰㈥࡛㐊ᤕࡉࢀࡲࡋࡓࠋ
6
Bill Nelson, a senator from Florida, is one politician (whom) I
actually appreciate and respect.
ࣇࣟࣜࢲฟ㌟ࡢୖ㝔㆟ဨࡢࣅ࣭ࣝࢿࣝࢯࣥࡣ㸪⚾ࡀᐇ㝿࡟㧗ࡃホ౯
ࡋᑛᩗࡍࡿ୍ேࡢᨻ἞ᐙ࡛ࡍ㸬
7
The couple (whom) we met last night are from Vladivostok.
⚾ࡓࡕࡀ᫖ኪ఍ࡗࡓ࢝ࢵࣉࣝࡣ࢘ࣛࢪ࢜ࢫࢺࢵࢡฟ㌟࡛ࡍࠋ
8
The friends (whom) I saw the movie with are all university
students here in Japan.
⚾ࡀ࠸ࡗࡋࡻ࡟ᫎ⏬ࢆぢࡓ཭㐩ࡣࡳ࡞㸪ࡇࡇ㸪᪥ᮏࡢ኱Ꮫ⏕ࡓࡕ࡛
ࡍࠋ
9
The man (whom) I spoke with on the phone tried to sell me a
new Internet plan.
⚾ࡀ㟁ヰ࡛ヰࡋࡓ⏨ࡣ⚾࡟᪂ࡋ࠸࢖ࣥࢱ࣮ࢿࢵࢺࡢࣉࣛࣥࢆ኎ࢁ࠺
࡜ࡋࡲࡋࡓࠋ
10
The policeman (whom) I saw in the koban gave me directions
to the conference site.
஺␒࡛఍ࡗࡓ㆙ᐁࡣ⚾࡟ࡑࡢ఍㆟ሙ࡟⾜ࡃ㐨ࢆᩍ࠼࡚ࡃࢀࡲࡋࡓࠋ
─ 39 ─
௬ᐃἲ I wish ... knew
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
I wish I knew what to do.
⚾ࡀఱࢆࡍࡿ࡭ࡁ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
2
I wish I knew how.
⚾ࡀ࡝࠺ࡍࢀࡤࡼ࠸࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
3
I wish I knew why.
⚾ࡀ࡞ࡐࡔ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
4
I wish I knew what was wrong.
⚾ࡀఱࡀᝏ࠿ࡗࡓࡢ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
5
I wish I knew why she was crying.
⚾ࡀ࡞ࡐᙼዪࡀἽ࠸࡚࠸ࡓࡢ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
6
I wish I knew how to fix this.
⚾ࡀࡇࢀࡢಟ⌮ࡢ௙᪉ࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
7
I wish I knew where they went.
⚾ࡀᙼࡽࡀ࡝ࡇ࡬⾜ࡗࡓࡢ࠿ࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
8
I wish I knew why it failed.
⚾ࡀ࡞ࡐࡑࢀࡀኻᩋࡋࡓࡢ࠿ࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
9
I wish I knew what the problem was.
⚾ࡀఱࡀၥ㢟ࡔࡗࡓ࠿ࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
10
I wish I knew a solution.
⚾ࡀゎỴἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
୰⣭ࣞ࣋ࣝ
1
I wish I knew how to get us out of this mess.
⚾ࡀࡇࡢΰ஘࠿ࡽ⚾ࡓࡕࢆᢤࡅฟࡉࡏࡿ᪉ἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
2
I wish I knew what was going on around here.
⚾ࡀࡇࡢ㎶ࡾ࡛ఱࡀ㉳ࡇࡗ࡚࠸ࡓ࠿ࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
3
I wish I knew what all the fuss was about.
⚾ࡣ኱㦁ࡂࡀ࠸ࡗࡓ࠸ఱࡔࡗࡓࡢ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
4
I wish I knew who gave that chicken bone to the dog.
⚾ࡣࡔࢀࡀ࠶ࡢ㫽ࡢ㦵ࢆࡑࡢ≟࡟࠶ࡆࡓ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
5
I wish I knew who broke in to our house.
⚾ࡣࡔࢀࡀ⚾ࡢᐙ࡟ᢲࡋධࡗࡓࡢ࠿ࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
6
I wish I knew what was really going on.
⚾ࡀᮏᙜࡣఱࡀ㉳ࡇࡗ࡚࠸ࡓࡢ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
7
I wish I knew why she was so upset yesterday.
⚾ࡣ࡞ࡐᙼዪࡀ᫖᪥ࡑࢇ࡞࡟ΰ஘ࡋ࡚࠸ࡓࡢ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
8
I wish I knew how to negotiate a compromise.
⚾ࡀጇ༠᱌ࢆ஺΅ࡍࡿ᪉ἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
9
I wish I knew how to bring the two sides together.
⚾ࡣࡘࡢὴ㛸ࢆࡘ࡟ࡲ࡜ࡵࡿ᪉ἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
10
I wish I knew how to lose all this extra weight.
⚾ࡣࡇࡢవศ࡞య㔜ࢆ඲㒊ⴠ࡜ࡍ᪉ἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
ୖ⣭ࣞ࣋ࣝ
1
I wish I knew where I could find the best cell phone plan.
⚾ࡣ࡝ࡇ୍࡛␒Ⰻ࠸ᦠᖏ㟁ヰࡢࣉࣛࣥࢆぢࡘࡅࡿࡇ࡜ࡀ࡛ࡁࡿ࠿
▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
2
I wish I knew how he was doing, but he never answers my
emails or returns my calls.
⚾ࡣᙼࡀ࡝ࡢࡼ࠺࡟ࡋ࡚࠸ࡓ࠿࡟ࡘ࠸࡚▱ࡗ࡚࠸ࢀࡤ࡞࠶࡜㢪࠸ࡲ
ࡍࡀ㸪ᙼࡣỴࡋ࡚⚾ࡢ࣓࣮ࣝ࡟㏉ಙࡏࡎ㸪㟁ヰࡶᢡࡾ㏉ࡋ࡚ࡁࡲࡏ
ࢇࠋ
3
I wish I knew how to prevent my Word doc from crashing
when I work on a long report.
⚾ࡣ㸪㛗࠸࣏࣮ࣞࢺ࡟ྲྀࡾ⤌ࡴ᫬࡟࣮࣡ࢻࡢGRFࣇ࢓࢖ࣝࡀቯࢀࡿࡢ
ࢆ㜵ࡄ᪉ἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
4
I wish I knew what to get him for his birthday this year but it
seems like he already has everything he wants.
⚾ࡣ௒ᖺࡢᙼࡢㄌ⏕᪥࡟ᙼ࡟ఱࢆ㈙ࡗࡓࡽࡼ࠸࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶
࡜㢪ࡗ࡚࠸ࡲࡍࡀ㸪ᙼࡣࡍ࡛࡟ᙼࡀ࡯ࡋ࠸ࡶࡢࢆࡍ࡭࡚ᣢࡗ࡚࠸ࡿ
ࡼ࠺࡟ᛮࢃࢀࡲࡍࠋ
5
I wish I knew how to parlay this skill into more income.
⚾ࡣࡇࡢᢏ⾡ࢆ㐠⏝ࡋ࡚ࡶࡗ࡜ከࡃࡢ཰ධࢆᚓࡿ᪉ἲࢆ▱ࡗ࡚࠸ࢀ
ࡤ࡞࠶ࠋ
6
I wish I knew why these phantom files keep appearing on my
desktop whenever I use Excel.
⚾ࡣ㸪⚾ࡀ࢚ࢡࢭࣝࢆ౑࠺᫬࡟࠸ࡘࡶ㸪࡞ࡐࡇࢀࡽࡢᯫ✵ࡢࣇ࢓࢖
ࣝࡀ⚾ࡢࢹࢫࢡࢺࢵࣉୖ࡟ฟ⌧ࡋ⥆ࡅࡿࡢ࠿▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋ
7
I wish I knew how to convince her that she can make a new
start and still enjoy life after her husband is gone.
⚾ࡣ㸪ᙼዪࡢኵࡀஸࡃ࡞ࡗࡓᚋ࡛ࡶᙼዪࡀ᪂ࡋ࠸ࢫࢱ࣮ࢺࢆษࡗ࡚
ࡲࡔே⏕ࢆᴦࡋࡴࡇ࡜ࡀ࡛ࡁࡿ࡜㸪ᙼዪࢆㄝᚓࡍࡿ᪉ἲࢆ▱ࡗ࡚࠸
ࢀࡤ࡞࠶ࠋ
8
I wish I knew what was causing that dog to bark so much
every morning.
⚾ࡣ㸪ఱࡀཎᅉ࡛࠶ࡢ≟ࡀẖᮅࡑࢇ࡞࡟ࡓࡃࡉࢇྭ࠼ࡿࡢ࠿▱ࡗ࡚
࠸ࢀࡤ࡞࠶ࠋ
9
I wish I knew more about the culture of this country so I could
better understand what was going on.
⚾ࡣ㸪ࡇࡢᅜࡢᩥ໬࡟ࡘ࠸࡚ࡶࡗ࡜ከࡃࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋࡑ࠺
ࡍࢀࡤ㸪ఱࡀ㉳ࡇࡗ࡚࠸ࡿࡢ࠿ࡶࡗ࡜ࡼࡃ⌮ゎ࡛ࡁࡿࡢ࡟ࠋ
10
I wish I knew how to improve my memory, although some
people say to do Sudoku.
⚾ࡣ⚾ࡢグ᠈ຊࢆྥୖࡉࡏࡿ᪉ἲࢆ▱ࡗ࡚࠸ࢀࡤ࡞࠶ࠋᩘ⊂ࢆࡍࢀ
ࡤ࠸࠸࡜ゝ࠺ேࡶ࠸ࡲࡍࡀࠋ
─ 40 ─
If I were you, etc.
௬ᐃἲ
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
If I were you, I would go.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣ⾜ࡃࡢ࡟࡞࠶ࠋ
2
If I were her, I would leave.
ࡶࡋ⚾ࡀᙼዪ࡞ࡽ㸪⚾ࡣཤࡿࡢ࡟࡞࠶ࠋ
3
If I was bored, I'd read a book.
ࡶࡋ⚾ࡀ㏥ᒅ࡞ࡽ㸪⚾ࡣᮏࢆㄞࡴࡢ࡟࡞࠶ࠋ
4
If I was free, I'd watch a movie.
ࡶࡋ⚾ࡀᬤ࡞ࡽ㸪⚾ࡣᫎ⏬ࢆぢࡿࡢ࡟࡞࠶ࠋ
5
If I were you, I'd take an umbrella.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣ࠿ࡉࢆᣢࡗ࡚࠸ࡃࡢ࡟࡞࠶ࠋ
6
If I were you, I wouldn't eat that.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣ࠶ࢀࢆ㣗࡭࡞࠸ࡢ࡟࡞࠶ࠋ
7
If I were there, I'd go with you.
ࡶࡋ⚾ࡀࡑࡇ࡟࠸ࡿ࡞ࡽ㸪⚾ࡣ࠶࡞ࡓ࡜୍⥴࡟⾜ࡃࡢ࡟࡞࠶ࠋ
8
If I were a king, I'd make peace.
ࡶࡋ⚾ࡀ⋤ᵝ࡞ࡽ㸪⚾ࡣ࿴ゎࡍࡿࡢ࡟࡞࠶ࠋ
9
If I were rich, I'd build a school.
ࡶࡋ⚾ࡀ࠾㔠ᣢࡕ࡞ࡽ㸪⚾ࡣᏛᰯࢆᘓ࡚ࡿࡢ࡟࡞࠶ࠋ
10
If I were still single, I'd get married.
ࡶࡋ⚾ࡀ௒࡛ࡶ⊂㌟࡞ࡽ㸪⚾ࡣ⤖፧ࡍࡿࡢ࡟࡞࠶ࠋ
୰⣭ࣞ࣋ࣝ
1
I wouldn't do that if I were you.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪ࡑࢇ࡞ࡇ࡜ࡣࡋ࡞࠸ࡢ࡟࡞࠶ࠋ
2
If I were you, I wouldn't worry about it.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣࡑࢀ࡟ࡘ࠸࡚ᚰ㓄ࡋ࡞࠸ࡢ࡟࡞࠶ࠋ
3
If I were you, I'd buy bottled water and batteries.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣ࣎ࢺࣝ࡟ධࡗࡓỈ࡜㟁ụࢆ㈙࠺ࡢ࡟࡞
࠶ࠋ
4
If I were to guess, I would say it is a good choice.
⚾ࡀ᥎ ࡍࡿ࡞ࡽ㸪⚾ࡣࡑࢀࡣⰋ࠸㑅ᢥ࡛࠶ࡿ࡜ゝ࠺ࡢ࡟࡞࠶ࠋ
5
I could reach it if I were a little bit taller.
ࡶࡋ⚾ࡀࡶ࠺ᑡࡋ⫼ࡀ㧗ࡅࢀࡤ㸪⚾ࡣࡑࢀ࡟ᒆࡃࡇ࡜ࡀ࡛ࡁࡿࡢ࡟
࡞࠶ࠋ
6
I could compete if I were a little bit stronger.
ࡶࡋ⚾ࡀࡶ࠺ᑡࡋᙉࡅࢀࡤ㸪⚾ࡣ➇தࡍࡿࡇ࡜ࡀ࡛ࡁࡿࡢ࡟࡞࠶ࠋ
7
If I were a better English speaker, I could get a job overseas.
ࡶࡋ⚾ࡀࡶࡗ࡜ୖᡭ࡟ⱥㄒࢆヰࡏࡿே࡞ࡽ㸪⚾ࡣᾏእ࡛௙஦ࢆᚓࡿ
ࡇ࡜ࡀ࡛ࡁࡿࡢ࡟࡞࠶ࠋ
8
If I were an animal, I'd be a cat.
ࡶࡋ⚾ࡀື≀࡞ࡽ㸪⚾ࡣ⊧࡟࡞ࡿࡢ࡟࡞࠶ࠋ
9
If I were feeling better, I would definitely go with you.
ࡶࡋ⚾ࡣẼศࡀⰋࡅࢀࡤ㸪⚾ࡣ⤯ᑐ࡟࠶࡞ࡓ࡜୍⥴࡟⾜ࡃࡢ࡟࡞
࠶ࠋ
10
If I were you, I wouldn't push your luck.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣㄪᏊ࡟஌ࡽ࡞࠸ࡢ࡟࡞࠶ࠋ
ୖ⣭ࣞ࣋ࣝ
1
If I were you, I'd go to bed early tonight so you can be fresh
tomorrow.
ࡶࡋ⚾ࡀ࠶࡞ࡓ࡞ࡽ㸪⚾ࡣ௒ᬌ᪩ࡃᐷࡿࡢ࡟࡞࠶ࠋࡑ࠺ࡍࢀࡤ㸪࠶
࡞ࡓࡣ᫂᪥ࡉࢃࡸ࠿࡞Ẽศ࡟࡞ࢀࡲࡍࠋ
2
If I were in charge, I would change the policies for teachers.
ࡶࡋ⚾ࡀᢸᙜ⪅࡞ࡽ㸪⚾ࡣඛ⏕᪉ࡢࡓࡵ࡟ࡑࡢ᪉㔪ࢆኚ᭦ࡍࡿࡢ࡟
࡞࠶ࠋ
3
I'd go out if I weren't feeling so sick.
ࡶࡋ⚾ࡀࡑࢀ࡯࡝Ẽศࡀᝏࡃ࡞ࡅࢀࡤ㸪⚾ࡣእฟࡍࡿࡢ࡟࡞࠶ࠋ
4
If I were an engineer, I would look for a chemical safer than
water to use for geothermal energy production.
ࡶࡋ⚾ࡀ࢚ࣥࢪࢽ࢔࡞ࡽ㸪⚾ࡣᆅ⇕࢚ࢿࣝࢠ࣮⏕⏘ࡢࡓࡵ࡟౑⏝ࡍ
ࡿࡓࡵ㸪ỈࡼࡾࡶᏳ඲࡞໬Ꮫ≀㉁ࢆࡉࡀࡍࡢ࡟࡞࠶ࠋ
5
If I were a parent, I would feed my children only very healthy
food.
ࡶࡋ⚾ࡀぶ࡞ࡽ㸪⚾ࡣ⚾ࡢᏊ౪ࡓࡕ࡟࡜࡚ࡶ೺ᗣ࡟ࡼ࠸㣗࡭≀ࡔࡅ
ࢆ㣗࡭ࡉࡏࡿࡢ࡟࡞࠶ࠋ
6
If only I were able to save her from the flood.
ࡓࡔ⚾ࡣᙼዪࢆࡑࡢὥỈ࠿ࡽᩆ࠼ࡉ࠼ࡍࢀࡤࡼ࠿ࡗࡓࡢ࡟࡞࠶ࠋ
7
8
Would you come to the party if I were to invite your
classmates?
If I were to sign up for an aikido class, would you come with
me?
ࡶࡋ⚾ࡀ࠶࡞ࡓࡢྠ⣭⏕ࢆᣍᚅࡍࡿࡇ࡜࡟࡞ࡗ࡚࠸ࡿࡢ࡞ࡽ㸪ࡑࡢ
ࣃ࣮ࢸ࢕࣮࡟᮶࡚ࡃࡔࡉ࠸ࡲࡍ࠿㸽
ࡶࡋ⚾ࡀྜẼ㐨ࡢࢡࣛࢫ࡟Ⓩ㘓ࡍࡿ࡞ࡽ㸪⚾࡜୍⥴࡟᮶࡚ࡃࡔࡉ࠸
ࡲࡍ࠿㸽
9
If I were Harry Potter, I am not sure I would have been so
brave in those battles with his enemy.
ࡶࡋ⚾ࡀࣁ࣮࣏ࣜࢵࢱ࣮࡞ࡽ㸪⚾ࡣ⚾ࡀᙼࡢᩛ࡜ࡢᡓ࠸࡛ࡑࢇ࡞࡟
ຬᩒࡔࡗࡓࡔࢁ࠺࠿☜ಙ࡛ࡁࡲࡏࢇࠋ
10
If I were the prime minister, I think it would be difficult to
balance the views of industry leaders who want nuclear power
and citizens who don't.
ࡶࡋ⚾ࡀ⥲⌮኱⮧࡞ࡽ㸪⚾ࡣཎᏊຊⓎ㟁ࢆᮃࢇ࡛࠸ࡿ⏘ᴗ⏺ࡢ࣮ࣜ
ࢲ࣮ࡓࡕ࡜ᮃࢇ࡛࠸࡞࠸ᕷẸࡓࡕࡢពぢࡢࣂࣛࣥࢫࢆྲྀࡿࡇ࡜ࡣ㞴
ࡋ࠸ࡔࢁ࠺࡞࠶࡜ᛮ࠸ࡲࡍࠋ
─ 41 ─
௬ᐃἲ
If ... lived
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
If I lived here, I'd be so happy!
ࡶࡋ⚾ࡀࡇࡇ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪⚾ࡣ࡜࡚ࡶᖾࡏ࡛ࡋࡻ࠺㸟
2
If he lived there, I'd be surprised.
ࡶࡋᙼࡀࡑࡇ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪⚾ࡣ㦫ࡃ࡛ࡋࡻ࠺ࠋ
3
If only I had lived a different life.
ࡓࡔ⚾ࡣ㐪࠺ே⏕ࢆ⏕ࡁࡽࢀࡉ࠼ࡍࢀࡤࡼ࠿ࡗࡓࡢ࡟࡞࠶ࠋ
4
If she had lived longer, she'd know him.
ࡶࡋᙼዪࡀࡶࡗ࡜㛗ࡃ⏕ࡁ࡚࠸ࡓ࡜ࡋࡓࡽ㸪ᙼዪࡣᙼࢆ▱ࡗ࡚࠸ࡿ
࡛ࡋࡻ࠺ࠋ
5
If they had lived, they would have met.
ࡶࡋᙼࡽࡀ⏕ࡁ࡚࠸ࡓ࡜ࡋࡓࡽ㸪ᙼࡽࡣ఍ࡗ࡚࠸ࡓ࡛ࡋࡻ࠺ࠋ
6
If I lived there, I'd be scared.
ࡶࡋ⚾ࡀࡑࡇ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪⚾ࡣᛧࡀࡗ࡚࠸ࡿ࡛ࡋࡻ࠺ࠋ
7
If I lived in pain, I'd want to die.
ࡶࡋ⚾ࡀ③ࡳࡢ୰࡛⏕ࡁࡿ࡜ࡋࡓࡽ㸪⚾ࡣṚ࡟ࡓ࠸࡛ࡋࡻ࠺ࠋ
8
If he lived here, I could see him.
ࡶࡋᙼࡀࡇࡇ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪⚾ࡣᙼ࡟఍࠼ࡿ࡛ࡋࡻ࠺ࠋ
9
If he lived in Canada, he'd be cold.
ࡶࡋᙼࡀ࢝ࢼࢲ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪ᙼࡣᐮ࠸࡛ࡋࡻ࠺ࠋ
10
I'd be so happy if she lived here.
ࡶࡋᙼዪࡀࡇࡇ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪⚾ࡣ࡜࡚ࡶᖾࡏ࡛ࡋࡻ࠺ࠋ
୰⣭ࣞ࣋ࣝ
1
If he lived in Okinawa in winter and Sapporo in summer, he
would be very lucky.
ࡶࡋᙼࡀ෤ࡣἈ⦖㸪ኟࡣᮐᖠ࡟ఫࢇ࡛࠸ࡿ࡜ࡋࡓࡽ㸪ᙼࡣ࡜࡚ࡶᖾ
㐠࡛ࡋࡻ࠺ࠋ
2
If you lived at home, you could save money.
ࡶࡋ࠶࡞ࡓࡀᐇᐙ࡛⏕άࡍࡿ࡞ࡽ㸪࠶࡞ࡓࡣ࠾㔠ࢆ⠇⣙࡛ࡁࡿ࡛
ࡋࡻ࠺ࠋ
3
If you lived with me, we could share the rent.
ࡶࡋ࠶࡞ࡓࡀ⚾࡜୍⥴࡟⏕άࡍࡿ࡜ࡋࡓࡽ㸪⚾ࡓࡕࡣᐙ㈤ࢆศᢸ࡛
ࡁࡿ࡛ࡋࡻ࠺ࠋ
4
If she lived with dogs, she wouldn't be afraid of them.
ࡶࡋᙼዪࡀ≟ࡓࡕ࡜୍⥴࡟⏕άࡍࡿ࡜ࡋࡓࡽ㸪ᙼዪࡣᙼࡽࢆᛧࡀࡽ
࡞࠸࡛ࡋࡻ࠺ࠋ
5
If you lived abroad, where would it be?
ࡶࡋ࠶࡞ࡓࡀᾏእ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪ࡑࢀࡣ࡝ࡇ࡛ࡋࡻ࠺࠿㸽
6
If you lived in Canada, you'd need strong, warm boots.
ࡶࡋ࠶࡞ࡓࡀ࢝ࢼࢲ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣ㡹୔࡛ᬮ࠿࠸
ࣈ࣮ࢶࢆᚲせ࡜ࡍࡿ࡛ࡋࡻ࠺ࠋ
7
If you lived in Hawaii, you'd need a lot of sunscreen.
ࡶࡋ࠶࡞ࡓࡀࣁ࣡࢖࡛⏕άࡍࡿ࡜ࡋࡓࡽ࠶࡞ࡓࡣࡓࡃࡉࢇࡢ᪥↝ࡅ
Ṇࡵࢆᚲせ࡜ࡍࡿ࡛ࡋࡻ࠺ࠋ
8
If you lived in Japan, you'd need to speak Japanese.
ࡶࡋ࠶࡞ࡓࡀ᪥ᮏ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣ᪥ᮏㄒࢆヰࡍᚲせ
ࡀ࠶ࡿ࡛ࡋࡻ࠺ࠋ
9
Could you imagine if everyone lived without computers?
ࡶࡋⓙࡀࢥࣥࣆ࣮ࣗࢱ࣮࡞ࡋ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣ᝿ീ࡛
ࡁࡲࡍ࠿㸽
10
If you lived here, you'd go crazy.
ࡶࡋ࠶࡞ࡓࡀࡇࡇ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣẼࡀ≬ࡗ࡚ࡋࡲ࠺
࡛ࡋࡻ࠺ࠋ
ୖ⣭ࣞ࣋ࣝ
1
If the cat lived in the house, then the dog could too.
ࡶࡋࡑࡢ⊧ࡀࡑࡢᐙ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪ࡑࡢ≟ࡶࡲࡓ⏕ά࡛ࡁࡿ
࡛ࡋࡻ࠺ࠋ
2
If you always lived at home, it would be difficult to experience
life fully.
ࡶࡋ࠶࡞ࡓࡀᖖ࡟ᐇᐙ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪ே⏕ࢆᏑศ࡟⤒㦂ࡍࡿ
ࡇ࡜ࡣ㞴ࡋ࠸࡛ࡋࡻ࠺ࠋ
3
If you lived in this part of town, you would need to keep your
doors locked all the time.
ࡶࡋ࠶࡞ࡓࡀ⾤ࡢࡇࡢ㎶ࡾ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣ࠸ࡘ࡛ࡶ
࠶࡞ࡓࡢᐙࡢࢻ࢔ࢆ᪋㘄ࡋ࡚࠾ࡃᚲせࡀ࠶ࡿ࡛ࡋࡻ࠺ࠋ
4
If you lived without water or power for that long, you would
finally understand how important energy is.
ࡶࡋ࠶࡞ࡓࡀࡑࢇ࡞࡟㛗࠸㛫Ỉ࡜㟁ຊ࡞ࡋ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶
࡞ࡓࡣ᭱⤊ⓗ࡟⇞ᩱࡣ࡝ࢀ࡯࡝኱ษ࠿⌮ゎࡍࡿ࡛ࡋࡻ࠺ࠋ
5
If you lived and worked in a big city like Tokyo, you'd see how
exciting it was.
ࡶࡋ࠶࡞ࡓࡀᮾிࡢࡼ࠺࡞኱㒔ᕷ࡛⏕άࡋ࡚ാࡃ࡜ࡋࡓࡽ㸪࠶࡞ࡓ
ࡣࡑࢀࡀ࡝ࢇ࡞࡟ࢃࡃࢃࡃࡍࡿ࠿ࢃ࠿ࡿ࡛ࡋࡻ࠺ࠋ
6
If you lived in the countryside, would you choose mountains or
the sea?
ࡶࡋ࠶࡞ࡓࡀ⏣⯋࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣᒣ࡜ᾏࡢ࡝ࡕࡽࢆ
㑅ࡪ࡛ࡋࡻ࠺࠿㸽
7
I could have said goodbye if she had lived one more day.
ࡶࡋᙼዪࡀࡶ࠺୍᪥⏕ࡁ࡚࠸ࡓ࡜ࡋࡓࡽ㸪⚾ࡣࡉࡼ࡞ࡽࢆゝ࠼ࡓ࡛
ࡋࡻ࠺ࠋ
8
If you lived in Russia or China, wouldn't you be afraid the
government was listening in?
ࡶࡋ࠶࡞ࡓࡀࣟࢩ࢔࠿୰ᅜ࡛⏕άࡍࡿ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣᨻᗓࡀ┐
⫈ࡋ࡚࠸ࡿࡇ࡜ࢆᜍࢀ࡞࠸࡛ࡋࡻ࠺࠿㸽
9
Now we all know if you lived in the US, the government is
listening in!
௒ࡸ⚾ࡓࡕࡣⓙ㸪ࡶࡋ࠶࡞ࡓࡀ࢔࣓࡛ࣜ࢝⏕άࡍࡿ࡜ࡋࡓࡽ㸪ᨻᗓ
ࡀ┐⫈ࡍࡿࡇ࡜ࢆ▱ࡗ࡚࠸ࡲࡍࠋ
─ 42 ─
௬ᐃἲ
If ... had found
ึ⣭࣓ࣜࢹ࢕࢔࣭ࣝࣞ࣋ࣝ
1
If I had found it, I'd return it.
ࡶࡋ⚾ࡀࡑࢀࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪⚾ࡣࡑࢀࢆ㏉ࡍ࡛ࡋࡻ࠺ࠋ
2
If she had found it, she'd tell me.
ࡶࡋᙼዪࡀࡑࢀࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪ᙼዪࡣ⚾࡟ఏ࠼ࡿ࡛ࡋࡻ࠺ࠋ
3
If they had found it, we'd know.
ࡶࡋᙼࡽࡀࡑࢀࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪⚾ࡓࡕࡣࢃ࠿ࡿ࡛ࡋࡻ࠺ࠋ
4
If he had found it, he'd have said.
ࡶࡋᙼࡀࡑࢀࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪ᙼࡣゝࡗ࡚࠸ࡓࡔࢁ࠺࡟࡞࠶ࠋ
5
I'd be happy if you had found it.
ࡶࡋ࠶࡞ࡓࡀࡑࢀࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪⚾ࡣᖾࡏ࡛ࡋࡻ࠺ࠋ
6
If I had found it, you'd know.
ࡶࡋ⚾ࡀࡑࢀࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣ▱ࡗ࡚࠸ࡿ࡛ࡋࡻ࠺ࠋ
7
If I had found one, I'd call.
ࡶࡋ⚾ࡀ୍ࡘࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪⚾ࡣ㟁ヰࡍࡿ࡛ࡋࡻ࠺ࠋ
୰⣭ࣞ࣋ࣝ
1
If your parents had found out, they'd be angry.
ࡶࡋ࠶࡞ࡓࡢ୧ぶࡀぢࡘࡅࡓ࡜ࡋࡓࡽ㸪ᙼࡽࡣᛣࡿ࡛ࡋࡻ࠺ࠋ
2
If I had found the dog, I would have called you.
ࡶࡋ⚾ࡀࡑࡢ≟ࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪⚾ࡣ࠶࡞ࡓ࡟㟁ヰࡋࡓࡔࢁ࠺
࡟࡞࠶ࠋ
3
If she had found your keys, she would have said so.
ࡶࡋᙼዪࡀ࠶࡞ࡓࡢ࠿ࡂࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪ᙼዪࡣࡑ࠺ゝࡗࡓࡔ
ࢁ࠺࡟࡞࠶ࠋ
4
If they had found out, you'd probably be fired.
ࡶࡋᙼࡽࡀⓎぢࡋࡓ࡜ࡋࡓࡽ㸪࠶࡞ࡓࡣከศゎ㞠ࡉࢀࡿ࡛ࡋࡻ࠺ࠋ
5
If I had found a way to help you, I would have.
ࡶࡋ⚾ࡀ࠶࡞ࡓࢆຓࡅࡿࡓࡵࡢ᪉ἲࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪⚾ࡣࡑ࠺
ࡋࡓࡔࢁ࠺࡟࡞࠶ࠋ
6
If they had found a cure, she might still be alive.
ࡶࡋᙼࡽࡀ἞⒪ἲࢆぢࡘࡅࡓ࡜ࡋࡓࡽ㸪ᙼዪࡣ௒࡛ࡶ⏕ࡁ࡚࠸ࡿ࠿
ࡶࡋࢀ࡞࠸ࡢ࡟࡞࠶ࠋ
7
If I had found an answer, we could have been saved.
ࡶࡋ⚾ࡀ⟅࠼ࡀぢࡘࡅ࡚࠸ࡓ࡜ࡋࡓࡽ㸪⚾ࡓࡕࡣᩆࢃࢀࡿࡇ࡜ࡀ࡛
ࡁࡓࡔࢁ࠺࡟࡞࠶ࠋ
ୖ⣭ࣞ࣋ࣝ
1
If the police had found her message sooner, she might have
been saved.
ࡶࡋࡑࡢ㆙ᐹࡀᙼዪࡢ࣓ࢵࢭ࣮ࢪࢆࡶࡗ࡜᪩ࡃぢࡘࡅ࡚࠸ࡓ࡜ࡋࡓ
ࡽ㸪ᙼዪࡣᩆຓࡉࢀࡓ࠿ࡶࡋࢀࡲࡏࢇࠋ
2
If I had found out anything important, I would have told you.
ࡶࡋ⚾ࡀఱ࠿኱ษ࡞ࡶࡢࢆⓎぢࡋ࡚࠸ࡓ࡜ࡋࡓࡽ㸪⚾ࡣ࠶࡞ࡓ࡟ఏ
࠼ࡓࡔࢁ࠺࡟࡞࠶ࠋ
3
If she had found a way to fix the hard drive, she would have
left you a message.
ࡶࡋᙼዪࡀࡑࡢࣁ࣮ࢻࢻࣛ࢖ࣈࢆಟ⌮ࡍࡿࡓࡵࡢ᪉ἲࢆぢࡘࡅ࡚࠸
ࡓ࡜ࡋࡓࡽ㸪ᙼዪࡣ࠶࡞ࡓ࡟࣓ࢵࢭ࣮ࢪࢆṧࡋࡓࡔࢁ࠺࡟࡞࠶ࠋ
4
If they had found any more survivors, they would have taken
them to the hospital.
ࡶࡋᙼࡽࡀࡶࡗ࡜ከࡃࡢ⏕Ꮡ⪅ࢆぢࡘࡅ࡚࠸ࡓ࡜ࡋࡓࡽ㸪ᙼࡽࡣ⏕
Ꮡ⪅ࢆࡑࡢ⑓㝔࡟㐃ࢀ࡚⾜ࡗࡓࡔࢁ࠺࡟࡞࠶ࠋ
5
If they had found my computer, I am sure they would have
called me.
ࡶࡋᙼࡽࡀ⚾ࡢࢥࣥࣆ࣮ࣗࢱࢆぢࡘࡅ࡚࠸ࡓ࡜ࡋࡓࡽ㸪⚾ࡣᙼࡽࡀ
⚾࡟㟁ヰࢆࡋ࡚ࡃࢀࡓࡔࢁ࠺࡟࡞࠶࡜☜ಙࡋ࡚࠸ࡲࡍࠋ
6
If she had found out she was being transferred, she might have
quit.
ࡶࡋᙼዪࡀ⮬ศࡣ㌿໅ࡉࡏࡽࢀࡿ࡜ࢃ࠿ࡗ࡚࠸ࡓ࡜ࡋࡓࡽ㸪ᙼዪࡣ
㏥♫ࡋࡓ࠿ࡶࡋࢀ࡞࠸ࡢ࡟࡞࠶ࠋ
7
I would be so happy if he had only found a partner to share his
life with.
ࡶࡋᙼࡀᙼࡢே⏕ࢆඹ᭷ࡍࡿࣃ࣮ࢺࢼ࣮ࢆぢࡘࡅࡉ࠼ࡋ࡚࠸ࡓࡽ㸪
⚾ࡣ࡜࡚ࡶᖾࡏ࡛ࡋࡻ࠺ࠋ
8
If the police had found out you were hiding here, I'd go to jail
too.
ࡶࡋ㆙ᐹࡀ࠶࡞ࡓࡀࡇࡇ࡟㞃ࢀ࡚࠸ࡿ࡜Ⓨぢࡋࡓ࡜ࡋࡓࡽ㸪⚾ࡶฮ
ົᡤ࡟⾜ࡃ࡛ࡋࡻ࠺ࠋ
9
If you had not found it, I would not have known I had lost it.
ࡶࡋ࠶࡞ࡓࡀࡑࢀࢆぢࡘࡅ࡞࠿ࡗࡓࡽ㸪⚾ࡣ⚾ࡀࡑࢀࢆኻࡃࡋࡓࡇ
࡜ࢆ▱ࡽ࡞࠿ࡗࡓࡔࢁ࠺࡟࡞࠶ࠋ
10
I can't imagine what I would have done if I had found those
bones.
ࡶࡋ⚾ࡀࡇࢀࡽࡢ㦵ࢆぢࡘࡅ࡚࠸ࡓ࡜ࡋࡓࡽ㸪⚾ࡣ࡝࠺ࡋ࡚࠸ࡓࡔ
ࢁ࠺࠿㸪⚾࡟ࡣ᝿ീ࡛ࡁࡲࡏࢇࠋ
11
If they hadn't found the footprints, they might not have found
the hidden door.
ࡶࡋᙼࡽࡀࡑࡢ㊊㊧ࢆぢࡘࡅ࡚࠸࡞࠿ࡗࡓࡽ㸪ᙼࡽࡣ㞃ࡋᡬࢆぢࡘ
ࡅ࡞࠿ࡗࡓ࠿ࡶࡋࢀ࡞࠸ࡢ࡟࡞࠶ࠋ
12
If I had found out earlier, I would have congratulated them.
ࡶࡋ⚾ࡀࡶࡗ࡜᪩ࡃ࡟Ẽ࡙࠸࡚࠸ࡓࡽ㸪⚾ࡣᙼࡽࢆ⚃⚟ࡋࡓࡔࢁ࠺
࡟࡞࠶ࠋ
─ 43 ─
日本大学生産工学部研究報告Ｂ
2015　年　６　月　第　48　巻
資　料
レキシカル・プロファイリング型オンラインコーパス検索ツール
LWP for ParaNews の英語授業における利用
中條清美＊，西垣知佳子＊＊，赤瀬川史朗＊＊＊，内山将夫＊＊＊＊
Using the LWP for ParaNews Lexical Profiling Online Corpus Tool in the EFL Classroom
Kiyomi CHUJO＊，Chikako NISHIGAKI＊＊, Shiro AKASEGAWA＊＊＊ and Masao UTIYAMA
＊＊＊＊
Keywords: Online Corpus Tool, LWP for ParaNews, Lexical Profiling System, Collocation, Deductive Data-driven
Learning
Fig. 1 の左列の「連結頻度パネル」に “system” の「連
１．LWP for ParaNews の概要
結 関 係 」 ご と の「 連 結 頻 度 」 が 表 示 さ れ る。 名 詞 の
“system” の場合では，Fig. 1 の左列に◯で囲んだ４つ
本稿では，2013 年に公開されたレキシカル・プロファ
の分類項目，すなわち，「名詞句内」（並列，決定詞＋
イリング型のコーパス検索ツール LWP for ParaNews
system，代名詞＋ system，形容詞＋ system，現在分
（LagoWordProfiler for ParaNews，以下 LWP）に関し
詞＋ system，過去分詞＋ system，名詞＋ system，な
て注１），ツールの概要，使用法，そしてそれを利用した
ど ），「 不 定 詞 」（system ＋ 不 定 詞 ），「 前 置 詞 連 結 」
英語授業での文法指導の試用実践について報告する。
（system ＋ 前 置 詞， 前 置 詞 ＋ system），「 動 詞 連 結 」
LWP は英語教育への利用を目的として，読売新聞と
（there ＋ is/are ＋ system, system ＋ 動 詞， 動 詞 ＋
The Daily Yomiuri から自動作成された英語・日本語各
system，など）について，“system” に先行する，ある
150,000 文の「日英対応付け新聞記事データベース」
（内
いは，後続する各項目の連結頻度が表示される。
１）
（以下，日英新聞パラレルコーパス）
山・井佐原，2003）
を検索するために開発されたコーパス検索システムであ
注２）
る
。LWP の最大の特長は，見出し語の collocation（コ
注３）
た と え ば，
「 名 詞 句 内 」 を 見 る と， 名 詞 句 内 で の
“system” の出現頻度は 13,112 回であり，名詞 “system”
の前に前置修飾語として出現する割合の高い語の種類が
ロケーション）や colligation（コリゲーション） など
わかる。一番多いものは，四角で囲んで示した「決定詞
の振る舞い（文中での文法的な働き）を，文法項目ごと
＋ system」が 4,879 回で 69.9％を占め，次いで「形容
注４）
。Fig.１
詞 ＋ system」 が 3,193 回，45.8 ％， そ し て「 名 詞 ＋
は，LWP を使用して，検索語である “system” を検索
system」が 3,085 回で 44.2％である。なお，前置修飾語
に分類して，整理した形で表示する点にある
２）
した結果を「網羅的に」
（パルデシ・赤瀬川，2011） 示
は１語とは限らない。たとえば，“the tax system” や
したものである。画面上に現われた検索結果から，名詞
“the insurance system” の「決定詞＋名詞＋ system」
“system” の前後に，どのような項目の語が現れるか一
に見られるように，前置修飾語を「決定詞」と「名詞」
目でわかる。
のように２つあるいは複数とる場合もあるので％の合計
＊
日本大学生産工学部教養・基礎科学系教授
千葉大学教育学部教授
＊＊＊
Lago 言語研究所代表
＊＊＊＊
情報通信研究機構主任研究員
＊＊
─ 45 ─
は 100 を上回ることもある。
務だ。）のような例文が，日本語付きで 26 例示される。
Fig. 1 の右列の「用例パネル」には，左の連結頻度パ
以下では，第２節において LWP の使用法を説明し，
ネルでクリックした分類項目の例文が表示される。たと
第３節では LWP を英語授業で活用した DDL 学習の意
えば，○で囲んだ２番目の分類項目である「不定詞」の
義を述べる。第４節では LWP を利用した演繹的 DDL
サブカテゴリー「system ＋不定詞」
（四角で囲まれた項
のタスク例を４例示した。第５節は LWP を利用した学
目）をクリックすると，“system to” のあとに続く動詞
習者の感想を報告する。
のうち最も頻繁に現われるものは “prevent” であるこ
２．LWP の使用法
とがわかる。さらに “system to prevent” を含む例文と
して，たとえば，“Japan must be ready to deal with
terrorism and must establish a
ま ず，http://lpn.lagoinst.info/ に ア ク セ ス す る と，
system to prevent
terrorist attacks. ”（テロ防止のための体制の確立も急
Fig. 2 に示した LWP のスタート画面が現れる。検索し
Fig. 1　LWP for ParaNews Showing a Comprehensive Analysis of How “system” Behaves
Fig. 2　Initial “LWP for ParaNews” Screen
─ 46 ─
Fig. 3　Screenshot Showing a Search for “people”
Fig. 4　Screenshot Showing a Search for “people”
たい語句（検索語）を，Fig. 2 のマルで囲った検索ボッ
上にある「並列」の用例 / 例文の英語と日本語が表示さ
クスに入力し，その右にある検索ボタンをクリックする
れている。右端のスクロールバーをスライドさせると，
と検索語が見出し語リストの一番上に表示される。たと
左列の連結頻度パネルの連結関係の順番に沿って例文を
えば，検索語が “people” の場合，Fig. 2 のように，「名
見ることができる。用例パネルに表示される例文は，そ
詞」の “people”（画面では people NN）と「動詞」の
れぞれの連結関係内の例文のうち，長さの短い文から順
“people”（画面では people VB）が示される。
に提示される。また，たとえば，
「決定詞＋ people」と
名詞の “people” の検索結果を見たい場合には，検索
いうパターンの例文を見たい場合には，連結頻度パネル
語（people NN）をクリックする。すると Fig. 3 に示し
から Fig. 4 に示したように，「名詞句内」の「決定詞＋
たような名詞 “people” の検索結果画面が表示される。
people」をクリックする。すると右列の用例パネルに四
左列の「連結頻度パネル」に，“people” の連結関係ご
角で示した「決定詞＋ people」のパターンを含む英文
との連結頻度が示され，右列の「用例パネル」に例文が
が日本語とともに表示される。
表示される。
連結パネル内の連結関係別に表示される「例の数」や
用例パネルには，デフォルトで，
「名詞句内」の一番
「％」の情報（Fig. 4 の縦に長い四角で囲った部分）は
─ 47 ─
有益である。加えて，便利な機能は，
「決定詞＋ people」
Fig. 5 に WPN の検索結果を示した。WPN では Key
や「代名詞＋ people」の左に付いている＋ あるいは−
Word In Context （KWIC）と呼ばれる，検索語を画面
ボタンである（Fig. 4 にマルで示した）
。＋ボタンをク
中央に据えた英文の表示形式を使用している。検索結果
リックすると，Fig. 4 に矢印（←）で示したように，
「決
の画面はコンコーダンス画面（コンコーダンスライン）
定詞＋ people」の「決定詞」の内訳が示される。Fig. 4
と呼ばれる。学習者は検索語を指定し，検索して得られ
では，“the （people）
” が 24 回（23.8％）
，“all（people）”
たコンコーダンスラインを観察することによって，直接
が５回（5.0％）
，“other（people）
” が３回（3.0％），出
コーパスに触れ，複数の実例を観察して法則を見出し，
現 す る こ と， ま た，
「 代 名 詞 ＋ people」 で は，“their
「帰納的」に言葉のルールを学ぶことができる。WPN
（people）
” が 16 回（15.8 ％）
，“our （people）
” が５回
を は じ め，ParaConc（Barlow, 2004）６），AntPConc
（5.0％）出現していることがわかる。なお，＋をクリッ
７）
など多くのコーパス検索ツール / シ
（Anthony, 2013）
クすると− に変わって内訳を表示するが，再び− をク
ステムは KWIC 表示を用いる KWIC コンコーダンサー
リックすると内訳は閉じられて＋に戻る。この機能は，
である。
LWP 試用実践において，学習者によって自主的に頻繁
に利用された。
KWIC コンコーダンサーでは，学習者の注意をター
ゲット項目に向けさせることができる。検索結果として
返ってきたコンコーダンスラインは，検索語の前後の語
３．LWP と WPN を組み合わせた「ダブルツー
ル」DDL
によって用例の提示順を並べ替えることが可能である。
並べ替えられたコンコーダンスラインを観察して共起語
や共起パターンを１つずつ読み取って，それらのデータ
コーパス検索から得られた用例を観察して，学習者自
からルールを一般化していくことができる（Murphy,
身が語彙や文法の規則性を発見して学ぶ帰納的な学習方
1996; Barlow, 2004; Mishan, 2004; Boulton, 2009）８），９），
法はデータ駆動型学習（Data-Driven Learning: DDL）
10）
，
11）
と言われる。著者らは，2004 年以降，日英新聞パラレ
仮説を形成しやすいように視覚的にターゲット語の用法
ルコーパスなどを用いて，初級レベル大学生を対象とし
を強調表示することが可能である。たとえば，Fig. 5 の
た一般英語授業において DDL 指導実践を行ってきた
コンコーダンスラインでは，ターゲット語の左右の数語
３）
，
４）
。KWIC 表示は，学習者が帰納的に文法ルールの
。2012 年には，こうした
だけが短く表示されるので，検索結果の分量が多くな
実践成果を踏まえ，著作権の問題をクリアした日英新聞
く，見やすい。また，一部が色分けされたコンコーダン
パラレルコーパスを検索できる WebParaNews（以下，
スラインは，注目すべき個所が目立ってわかりやすいの
WPN）を，早稲田大学の Laurence Anthony と日本大
で，習熟度の低い学習者の学習負荷を軽減すると言われ
学の中條清美によって開発し，無償公開を行っている
る（Boulton, 2009）12）。ただし，短所として，共起する
（Chujo, et al., 2012, 2013）
５）
。
（中條・アントニ・西垣，2012）
語が多かったり，パターンの数が多くなったりすると，
Fig. 5　WebParaNews Showing General Patterns of “system”
─ 48 ─
コンコーダンスラインからすべての情報を読み取るには
順については，中條他（2011）16）と中條・アントニ・内
限界があり，検索語の文法的振る舞いの全貌を把握する
17）
に詳述されているので参照されたい。
山・西垣（2013）
のはしばしば困難となることが指摘されている（Chujo,
13）
et al., 2014） 。
2014 年度の DDL 実践授業の学習者は TOEIC350 点
レベルの理工系大学１年生３クラスの合計 150 人であっ
一方，LWP のようなレキシカル・プロファイリング
た。授業では，2011 年度以来使用している WPN を利
型システムは検索語の文法的振る舞いを分析し要約した
用した「シングルツール DDL」を主軸に置いたが，前
結果を表示する検索ツールである。コーパス分析から得
期４回，後期５回は WPN と LWP を組み合わせた「ダ
られたコロケーション / コリゲーション情報を単語ごと
ブルツール DDL」を実施した。WPN のみを利用した
に 提 供 し て く れ る。したがって，はじめに学 習 者 が
「 シ ン グ ル ツ ー ル DDL」 の タ ス ク 例 は 中 條 他（2013,
WPN のような KWIC 検索ツールで「帰納的 DDL」を
2014）18），19）に報告しているので，本稿では，LWP を利
行った後に，LWP のようなレキシカル・プロファイリ
用した DDL タスクの例を４例報告する。なお，LWP
ングツールでコーパス分析結果のサマリーを見ることに
を英語授業で使用したのは当該実践が初めてである。
よ っ て， 最 初 に KWIC か ら 導 い た ル ー ル や 仮 説 を
実践では，DDL タスクを通して目標言語形式に対す
チェックし，検証する「演繹的 DDL」を試みることが
る気づきを導く DDL ワークシート（A4 サイズ１ペー
できる。
ジ，カラー印刷）を配布し使用した。各回で用いられる
14）
Chujo, et al.（2014） は，前述の２種類のコーパス検
ワークシートには，DDL 検索学習活動約 25 分で使用さ
索ツールから得られる２種類の異なるタイプの情報を組
れるタスクが示されている。WPN & LWP の「ダブル
み合わせたアプローチに着目した。これらのアプロー
ツール DDL」では，２個前後の WPN タスクと２個前
チ，すなわち，最初に KWIC 表示からの情報を利用し
後の LWP タスクが含まれている。ワークシートは，学
て仮説形成を行い，次にプロファイリング・サマリーを
習者がパートナーと相談しながら，協働して DDL を進
使って仮説検証をサポートする指導法を本稿では「ダブ
められるように構成されている。
ルツール DDL」と呼ぶ。この「ダブルツール DDL」ア
タスクの概要を示すには，ワークシート中のタスク
プローチは，１種類の検索ツールを使って行う一般的な
例，Web 検索画面，解答の入ったワークシートの三者
DDL，すなわち，「シングルツール DDL」よりもさら
を掲載することが望ましいが，本稿では紙数の制約によ
に深い情報処理を伴うので，記憶保持に効果があると考
り，三者を適宜混在させて示した。
えられる
4.2　LWP-DDL タスク例１（名詞句構造）
注５）
。
本稿では，同一の日英新聞パラレルコーパスに基づい
本節 4.2 と次節 4.3 で報告する２種類の DDL タスク
た２種類の異なるタイプの検索ツールを相補的に利用す
は，通年授業の前期，名詞句構造の指導の際に使用され
ることによって，１回の DDL 実践内で違和感なく２種
た 10 回，すなわち，⑴品詞の区別，⑵派生と屈折，⑶
類のツールを連続して使用することが可能であろうと考
名詞句構造（限定詞＋修飾語句＋名詞）
，⑷名詞句構造
えた。そこで，WPN の KWIC 表示による検索語周辺の
（限定詞＋修飾語句＋名詞＋後置修飾語句），⑸現在分詞
観察から目標言語形式に対する気づきと帰納的理解へ導
-ing，⑹過去分詞 -ed，⑺後置修飾語句 to 不定詞，⑻後
いていくアプローチと，LWP による検索語の文法関係
置修飾語句 who, which, that，⑼後置修飾語句 whose,
の分類表示の観察から目標言語形式の演繹的理解へ導い
whom，⑽多様な名詞句のうち，第４回と第７回で実施
ていくアプローチの両者を組み合わせた「ダブルツール
したタスクである。
DDL」指導を実施した。　学習者は，DDL 実践授業の第１回「品詞の区別」，第
２回「派生と屈折」において，彼らがこれまで接してき
４．LWP を使用した DDL タスク
た単語の派生や屈折による語形の変化を，WPN によっ
て提示された実際の用例の中で認識し，各々の形が文の
4.1　DDL 実践授業の概要
中でどのように現れ，どのような機能を果たしているか
15）
本稿において指導する言語形式は，中條他（2014）
を確認してきている。そして第３回では，前置修飾語句
などの DDL 実践で報告してきた「名詞句構造」と「動
に焦点を置いた「限定詞＋修飾語句＋名詞」という名詞
詞句構造」である。指導目標の重点を，名詞句・動詞句
句構造が実際の英文に出現することに学習者が気づき始
の仕組みを理解するとともに，文中に存在するまとまり
めているという段階である。Fig. 6 に示したタスクでは，
としての名詞句・動詞句を認識する能力の向上に置い
LWP を利用して，どのようなタイプの前置修飾語句が
た。授業では前期に名詞句を 10 回，後期に動詞句を 10
実際の英文に出現しているか，学習者の知識を整理させ
回の計 20 回指導した。シラバス・デザインの詳細，名
るねらいがある。それに加えて，後置修飾語句として「of
詞句構造の指導タスク，および，具体的な DDL 指導手
を使った前置詞句」も出現していることを新たに認識さ
─ 49 ─
LWP for ParaNews で lawyer を検索しよう。マルと四角で囲まれた部分に注目しよう。
①「名詞句内」にある「決定詞 + lawyer」をクリックして，右側の用例パネルに表示された英文から
名詞句を 2 例書き出そう。解答例 The boy's lawyer,
the lawyer
②「代名詞 + lawyer」をクリックして，名詞句を 2 例書き出そう。
③「形容詞 + lawyer」をクリックして，名詞句を 2 例書き出そう。
④「過去分詞 + lawyer」をクリックして，名詞句を１例書き出そう。
⑤「名詞 + lawyer」をクリックして，名詞句を 2 例書き出そう。
⑥「lawyer + of + 名詞」をクリックして，lawyer の後ろに前置詞 of が来る名詞句を１例書き出そ
う。
⑦「基数 + lawyer」をクリックして，名詞句を 2 例書き出そう。
Fig. 6　Exercises from Unit 4: Examples of Noun Phrases
せることもねらいの１つである。
自分自身で適切と考えた名詞句を抜き出して答える。あ
学習者は，Fig. 6 のタスクにおいて LWP を初めて使
用する。LWP は元々研究者向けに開発されているため，
るいはクリックしないで，用例パネルを上下にスライド
させて用例を順番に見ながら抜き出してもよい。
学習用に利用する際は，学習者が使い方に慣れるまで配
なお，LWP では機械的に構文解析を行った分析結果
慮が必要である。当該実践では，英語初級レベル学習者
にもとづいてハイライト部分を表示している。人手で確
が LWP を容易に利用できるよう，ワークシートのタス
認しているわけではない。そのため，学習者には，ハイ
クには，検索結果のどの部分に注目すればよいかをマル
ライト部分を「参考」にしながら，自分の知識を総動員
や四角で示した LWP 画面例を掲載した。そのようにし
して，確認しながら解答するように指導している。
て計画的，意図的にレールを敷いて，まず目標言語形式
③「形容詞＋ lawyer」では，形容詞の内訳は “foreign”，
のパターンを学習者自身に確認させた後，用例パネルか
“court-appointed”，“Japanese”，“supreme” であり，解答
ら自分で名詞句を見出せるように導いた。
としては，“foreign lawyers”，“court-appointed lawyers”，
解答例は以下のようになる。①の「決定詞＋ lawyer」
“Japanese lawyers”，“Former Aum Supreme Truth
のタスクは Fig. 6 の用例パネルの画面に見られるよう
lawyer” などの中から出現回数の多いものや理解しやす
に， The boyʼs lawyer などの名詞句部分がグレーにハ
いものを各自で選んで２例解答する。
イライトされており，学習者は容易に解答を導くことが
できる。
④「過去分詞＋ lawyer」は，過去分詞が１語で名詞
の左隣に生じて名詞を修飾する働きをしている場合であ
②の「代名詞＋ lawyer」では，Fig. 7 に見られるよ
うに，＋ ボタンをクリックして代名詞の内訳を表示さ
り，出現回数は少ない。解答は “a registered lawyer”
の１例とした。
せてから，his, their, her をクリックして，たとえば，“his
⑤「名詞＋ lawyer」で多く出現するのは “defense”
lawyers”，“their lawyers”，“her lawyer” など学習者が
であり，“a defense lawyer”，“defense lawyers” がある。
─ 50 ─
Fig. 7　Examples of “Pronoun+ Noun”
他に “a Yokohama lawyer”，“rookie lawyers”，
一方，学習者の振り返りと感想は，教師が学習者の理
“prosecution lawyers”，“a Tokyo lawyer” などもある。
解の様子や程度を把握することによって次回の指導内容
⑥「lawyer ＋ of ＋名詞」のように後置修飾として頻
に対する示唆を得るのに役立つ。たとえば，「スクロー
繁に現れる「of を用いた前置詞句」の例として，“the
ルが長くて見つけるのが大変だった」
「種類が多く選ぶ
lawyer of the defendant”，“two lawyers of Fukushima
のに手間取った」
「前置修飾部分がどこからどこまでな
Prefecture” がある。これらの名詞句は，日本語文がつ
のか紛らわしい時は見逃してしまう時がある」「（名詞句
いているのでほぼ意味は理解できるものの，専門用語が
を書き出す際に）冠詞を入れるのを何回か忘れた」とい
多いため，初級レベル学習者には理解が容易であるとは
う学習者の感想が得られ，次回にどのように指示をすれ
言えない。そのため，たとえば，学習者のワークシート
ば学習者が困らないかなどについて有益なヒントが得ら
の最後に記された感想には，
「どの単語に対しても例文
れた。
がたくさん出てきていいが，ほとんどの例文が難しい。」
4.3　LWP-DDL タスク例２（名詞句構造：to 不定詞）
という感想も出されている。
Fig. 8 のタスクは，前節に続いて名詞句構造のさまざ
⑦「基数＋ lawyer」の例としては，“the two lawyers”，
“400 lawyers”，“three lawyers” などがある。
まな前置修飾のパターンの確認をスパイラル状に行いな
がら，後置修飾語句として，前置詞句だけでなく新たに
各ワークシートの最後には，
「今日の学習でわかった
名詞の後の不定詞節にも気づかせていくというタスク例
こと，または，わかりづらかったことを書こう。」とい
である。今まで学習者が「不定詞の形容詞的用法」とし
うタスクを設けて，学習者各自がその時間の学習内容を
て学んできた知識を，名詞句構造の中に位置づけさせる
振り返りながら仮説形成・仮説検証を促すように指導し
ことができると期待される。後置修飾語句は「英語らし
た。学習者にとって初めて LWP を導入した当該タスク
20）
であるが特に日本人学習
い項目」（太田，2006，p.4）
を通じて「わかったこと」の記述例には，
「１つの単語
21）
項目であり習得
者が「つまずく」（萩野，2014，p.23）
にもいろいろな形の名詞句があることがわかった」
「名
が難しいとされている（e. g., 木村・金谷，2006；三浦，
詞句内の使われ方においてある程度パターンがあるこ
22）
，
23）
。なお，Fig. 8 のワークシートでは，解答例
2008）
と」「決定詞＋ lawyer が 50％を超えていたのは興味深
を記入したものを付けた。
かった」
「項目ごとに名詞句を探せてわかりやすかった」
Fig. 8 のタスクでは，出現頻度の高い名詞句のパター
「his chief lawyer など名詞の前に２つ修飾できること」
ンごとに出力された出現回数と出現割合に着目すること
「決定詞＋名詞の形で名詞句を作りやすいということ」
で，各パターンが均等に使われるのではなく，実際の使
「過去分詞＋名詞の形の名詞句は少ないということがわ
われ方では偏って使われるという事実を数字から学習者
かった」などがあった。このタスクの目的である，名詞
に 見 出 さ せ る こ と を 目 的 と す る。 ①「 決 定 詞 ＋
句構造の前置修飾および後置修飾が様々な形で英文に出
money」， ②「 形 容 詞 ＋ money」， ③「 名 詞 ＋ money」
現することへの気づきが図られていることが確認でき
と い う 出 現 頻 度 の 高 い 前 置 修 飾 語 句 に 加 え て， ④
た。このタスクでは，LWP が仮説形成を促進し，少し
「money ＋不定詞」のように名詞の “money” の後ろに
ずつ仮説検証が行われていることがわかる。
高い頻度で出現する後置修飾語句にも目を向けさせた。
─ 51 ─
LWP for ParaNewsで money を検索しよう。
「名詞句内」を見ると，新聞コーパスには名詞句内に money が 1582 回出ています。
① 「決定詞 + money 」のパターンは何回出現して，名詞句の何％にあたりますか。
解答
（
640
）回
（ 41.7
）％
次に 「決定詞 + money 」をクリックし，右側の用例パネルの英文から
名詞句を
2 例書き出そう。
解答
② 「形容詞 + money 」
解答
解答
③ 「名詞 + money 」
解答
解答
④ 「 money + 不 定 詞 」
解答
解答
the money,
（
208
that money,
）回
public money,
（
164
tax money,
（ 91
this money
（ 13.6
）％
base money political money
）回
（ 10.7 ）％
insurance money,
）回
（
5.9
prize money
）％
money to buy comic books，money to help buy trees
Fig. 8　Exercises from Unit 7: Examples of Noun Phrases
Fig. 8 に含められなかったが，後続のタスクで用例パ
いかというのもわかってよかった」
「膨大なデータの中
ネルに出力された実例から自分で名詞句を見出させるこ
で瞬間的に必要なデータだけを検索できるところがよ
とによって，構造上の各部位を具体例から認識させ，名
い」
「文中に含む単語がハイライトされていてまとまり
詞句境界をよりよく把握できるよう導いた。本稿では紙
があるので分かりやすい」
「文法的なことが分類されて
幅の関係ですべてのタスクを紹介できないが，学習者は
いて使われる頻度や例がわかる」という記述があり，レ
“money” についてのタスク１種類だけでなく，同じワー
キシカル・プロファイル型ツールの強みが理解されてい
クシートで他の例も学ぶ。たとえば，
「chance ＋不定詞」
ることが確認できた。
も “money” と同様に後ろに不定詞を多くとる単語であ
4.4　LWP-DDL タスク例３（動詞句構造）
る。“chance” などを用いた２番目，３番目の類似の言
本節 4.4 と次節 4.5 で報告する２種類の DDL タスク
語形式の実例を観察するタスクからも目標言語形式に共
は，通年授業の後期，動詞句構造の指導の際に使用され
通する原則やパターンを見いだせるよう導くようにし
た 10 回分，すなわち，⑾他動詞と自動詞，⑿授与動詞，
た。
⒀動名詞，⒁ to 不定詞，⒂ that 節，⒃受動態，⒄副詞，
LWP を使った４回の授業後の感想には，
「どの形が
⒅形容詞，⒆不完全自動詞，⒇ be と have のうち，第
何％あるか知ることができるというのは初めてですごい
14 回の「to 不定詞」と第 18 回の「形容詞」で用いられ
と思った」
「検索した言葉の前後にどんな単語が来やす
たタスクである。後期には，WPN & LWP の「ダブル
─ 52 ─
ツール DDL」は，第 14 回以降の５回の DDL 学習で実
不定詞，that 節の４つの可能性の中から，どれとどれ
施された。
を許すのか，実際の他動詞の出現状況に接して気づか
Fig. 9 のタスクは，他動詞の中にもいくつかのグルー
せ，学習者に知識を整理させるねらいを持つ。Fig. 9 の
プがあり，それぞれ補部として，名詞句，動名詞，to
①のタスクは，Fig. 10 のようにそれぞれの動詞を検索
LWP for ParaNews で次の 4 種類の動詞を検索しよう。
① それぞれの後ろに来ている補部の出現状況について，名詞句，動名詞，to 不定詞，that 節の例の数
と出現％を記入しよう。
動詞
意味
remember
名詞句
動名詞
to 不定詞
（動詞 + 名詞）
（動詞 + ing 形）
（動詞 + 不定詞）
that 節
（動詞 + that 節）
覚えている
（62）例 （36.9）
％
（ 6 ）例 （3.6）
％
（-）
例
（-）
％
（46）例 （27.4）
％
forget
忘れる
（72）例 （37.7）
％
（ - ）例 （ - ）
％
（19）例 （9.9）
％
（39）例 （20.4）
％
regret
残念に思う
（23）例 （31.9）
％
（ 3 ）例 （4.2）
％
（8）
例 （14.1）
％
（14）例 （19.4）
％
しようとする
（34）例 （ 2.8）
％
（ 3 ）例 （0.2）
％
（1020）
例（84.0）
％
（ - ）例
try
（-）
％
② remember + ing 形が使われている例を 1 文書き出そう。
He even remembers swimming in the river as a child.
③ forget + to の例を 1 文書き出そう。
But he did not forget to give some advice.
④ regret + to の例を 1 文書き出そう。
We regret to say that this is due to the neglect of politicians.
⑤ try + to の例を 1 文書き出そう。
It is encouraging to see that both sides have agreed to cooperate to try to make the summit
a success.
⑥「try +不定詞」をみて，「try to + 動詞」の動詞Top 10 を書き出そう。
make, find, improve, establish, determine, get, take, reduce, avoid, persuade
Fig. 9　Exercises from Unit 14: To-Infinitives
Fig. 10　Screenshot Showing a Search for “regret”
─ 53 ─
Fig. 11　Screenshot Showing Top 10 “try to” Verbs
して，四角で囲んだ部分の検索結果の数字を見たのち，
タスクでは，“useful”，“responsible”，“popular”，“afraid”
②から⑤で指定された文を用例パネルから選び出して答
を検索して，限定，叙述どちらの用法が多く現れている
える。Fig. 9 の結果から４種類の動詞はすべて名詞句を
のかを調べることが目的である。観察の結果，“useful”
補部にとり，“try” を除いては名詞句がほぼ３割近くを
と “responsible” は 名 詞 句 と 動 詞 句 に 混 在 し て 現 れ，
し め る こ と が わ か る。 興 味 深 い こ と に， 動 詞 の
“popular” の多くは名詞句の中に現れており（限定用
“remember” では to 不定詞，“forget” では動名詞，“try”
法），“afraid” はその多くが be 動詞の後に現れて動詞句
では that 節をとる例がこのタスクの出力結果には見ら
を構成する用法（叙述用法）で用いられていることがわ
れなかった。さらに，“try” では to 不定詞を補部にとる
かる。
割合が 84％をしめることも判明した。
Fig. 12 のタスクは，それぞれの形容詞を検索して，
続いて，②から⑤のタスクでは，それぞれの補部が現
Fig. 13 の よ う に 四 角 で 囲 ん だ 部 分， す な わ ち，
れる文を学習者自身で選んで書き出させることによっ
“responsible” の場合，限定用法については「限定」の
て，数字だけでなく具体的な実際の文も観察するように
「responsible ＋名詞」の項目の例の数と割合を参照し，
導 い た。 タ ス ク の ⑥ で は，LWP の 強 み を 生 か し て，
叙述用法については「動詞＋ responsible」の数字を見
Fig. 11 のような出現頻度順ランキングの出力画面から，
て答える。続いて，タスクの②から⑤は指定された文を
“try to” の後に来る動詞を書き出して，どのような動詞
右側の用例パネルから文を選んで答える。なお，画面の
が多く使われているかを観察した。授業では LWP を利
「限定」の次の「叙述」のところを見ることもできる。
用して，Fig. 9 と同様の動詞群として，“finish”，“enjoy”，
こちらでは，「名詞＋ be responsible」の例の数と％が
“postpone”, “decide”，
“expect”，
“consider”，
“agree” などの
出る。本稿では，
「動詞＋ responsible」の方が指導内容
DDL タスクも行った。
と合致しているので，こちらを見るように指導してい
なお，Fig. 9 の検索結果の数字は日英新聞パラレル
る。このようにいくつかの点は LWP のコロケーション
コーパスという新聞コーパス内での出現頻度数であるこ
分析と指導内容とが沿わない部分があるので，可能な範
と，また，LWP の構文解析の精度に限度があることな
囲で次回の LWP の改定時に変更したいと考えている。
どにより，検索結果の数字は，あくまでもおおよその傾
授業ではさらに LWP を利用して，同様の形容詞群とし
向を示しているということを考慮しておく必要がある。
て “excellent”，“beautiful”，“expensive” の DDL タ ス
他のより大規模なコーパスや精緻なツールを使用した場
クも行った。
合には，当該コーパスおよびツールによる分析結果とは
ある程度異なる結果が得られる可能性がある。また，こ
５．LWP for ParaNews に対する学習者の感想
こで観察した名詞句などの４つの補部の他にも，たとえ
LWP を使用した DDL の指導実践に対する学習者の
ば，副詞など各動詞の前後に接続するものがあるため，
通常，名詞句，動名詞，to 不定詞，that 節の％を合計
具体的な意見を調査した。１年間の指導実践の終了時
しても 100％に満たない。
に，
「LWP の良い点，良くない点，改良点を書いてくだ
4.5　LWP-DDL タスク例４（動詞句構造：形容詞）
さい」という質問に対する学習者の自由筆記の回答を収
形容詞には，“a beautiful singer” のような名詞句の
集した。学習者の感想の一部を Table 1 に記した。今
中 に 現 れ る 用 法（ 限 定 用 法 ） と，“The singer is
後これらの意見を整理して，次回の LWP の改訂時に考
beautiful.” のように，be 動詞などの補部となって現れ
慮していく予定である。今後の課題は，実践において，
て述語になる用法（叙述用法）がある。Fig. 12 の①の
本稿で着手した「ダブルツール DDL」すなわち，WPN
─ 54 ─
① LWP for ParaNews で，useful, responsible, popular, afraid を検索して，名詞句の中に現れてい
るのか（「限定」の「形容詞 +名詞」を見る），動詞句の中に現れているのか（「動詞連結」の「動詞+
形容詞」を見る）を調べて，それぞれの例の数と出現％を記入しよう。
形容詞
意味
形容詞 + 名詞（限定用法）
動詞 + 形容詞（叙述用法）
useful
役に立つ
38 例
37.3 ％
49 例
48.0 ％
responsible
責任ある
174 例
31.2 ％
290 例
52.1 ％
popular
人気がある
193 例
71.0 ％
64 例
23.5 ％
afraid
恐れる
7 例
19.4 ％
29 例
80.6 ％
② useful が動詞句の中で使われている例（叙述用法）を 1 文書き出そう。
Art is useful in restoring a destroyed civilization.
③ responsible が動詞句の中で使われている例（叙述用法）を 1 文書き出そう。
Each of the parties is responsible for taking concrete steps.
④ popular が動詞句の中で使われている例（叙述用法）を 1 文書き出そう。
The large bath here is popular for its panoramic view.
⑤ afraid が動詞句の中で使われている例（叙述用法）を 1 文書き出そう。
Now Sugahara is afraid that his son s death is fading from people s minds.
Fig. 12　Exercises from Unit 18: Adjectives
Fig. 13　Screenshot Showing a Search for “responsible”
を利用した帰納的 DDL と LWP の強みを生かした演繹
2005 年から開発を続けているレキシカル・プロファ
的 DDL を融合させたタスクを多く作成すること，帰納
イリング型のコーパス検索ツールである。当初は，
的 DDL と演繹的 DDL を組み合わせた「ダブルツール
英和・和英辞典の執筆編集用として開発が始められ
DDL」の教育効果を測定することである。
たが，現在，その用途は，日本語および英語の研究，
教育，教材作成，翻訳者向けツールなど幅広い分野
謝辞
に広がりつつある（中條・赤瀬川・西垣・横田・長
本研究は平成 25-28 年度科学研究費助成事業基盤研究
谷川，2012）24）。LWP for ParaNews は英語教育で
の利用を目的として，平成 25-28 年度科学研究費補
（B）
（25284108）を受けて行われました。
助金 基盤研究（B）（課題番号 25284108）（研究代
注
表者 中條清美）「多言語パラレルコーパスに基づく
DDL オープンプラットフォームの構築と教育への
１）LWP （LagoWordProfiler）は，Lago 言語研究所が
─ 55 ─
応用」を受けて開発されたものである。
Table 1　Students’ Reflective Responses to LWP for ParaNews
LWP for ParaNews の良い点
⃝　全体的にまとまっていて見やすい
⃝　すぐにいくつも例文が出てくるところは便利
⃝　例文の数だけでなく割合もあるのでわかりやすい
⃝　前後にどのような補部ができているのかを数値で分かりやすくできている
⃝　使い慣れて来たので自分の探したいものがすぐに見つかるようになった
⃝　実際に使われている生きた英語にふれることができる
⃝　用例が一目で探しやすく，例が多く出ていてわかりやすい
⃝　細かく分類わけされていて一目で理解できるので良い
⃝　横に用例がでているのがなんか良い感じ
⃝　１つのワードの使われ方，使われる頻度，文の中でどのような役を担っているかを一度に調べることができる点
LWP for ParaNews の良くない点
⃝　例文が長すぎて理解しづらい
⃝　例文の内容が難しく，単語も知らないものばかりである
⃝　例文に専門用語が多くてわかりにくい
⃝　例文が見にくい。もっとわかりやすい例文でもよし
⃝　発音がわからない
⃝　日本語がどこを訳しているのか分かりづらい
⃝　たまに日本語訳が変な時があります
⃝　たまに反応が遅い時がある
⃝　重く読み込みが遅い
LWP for ParaNews の改良点
⃝　用例がないところも，ちゃんと「０」と書いて用例がないことを示してほしい
⃝　簡単な例文をなるべく多くした方が良いと思う
⃝　教科書レベルの例文も載せるべきだと思う
⃝　文をもう少し短くした方が見やすいと思った
⃝　WebParaNews のように対応する日本語にもマークをすると良いと思う
⃝　単語の意味の部分も色分けしたりすること
⃝　日本語検索もできれば可能にしてほしい
２）LWP で使用している日英新聞パラレルコーパスは，
本語のウェブサイトから収集して構築した約 11 億
1989 年９月から 2001 年 12 月までの 12 年分の日英
語 の コ ー パ ス『 筑 波 ウ ェ ブ コ ー パ ス 』（Tsukuba
新 聞 記 事 対 応 付 け デ ー タ（JENAAD: Japanese-
Web Corpus: TWC）
を検索するための NINJAL-LWP
English News Article Alignment Data）である。
for TWC（http://corpus.tsukuba.ac.jp/）がある。
情報通信研究機構との知的財産利用契約に基づき一
５）We believe using different types of information
般公開用に有償で公開されたものを使用している。
from two corpus tools can provide useful insights
３）コロケーションは，語と語の組み合わせに関わる共
to learners. Firstly, using the information from the
起関係であり，コリゲーションは，語と文法関係を
KWIC presentation allows learners to discover
表わす要素に関わるコロケーションのことである。
and form their own hypotheses about the
４）日本語研究用のコーパス検索システムに用いられて
language, and secondly the information from the
いる LWP には，国立国語研究所と Lago 言語研究
profiling summary supports hypothesis testing.
所 が 共 同 開 発 し た NINJAL-LWP（NINJAL-Lago­
We hope to determine if this combined-resource
WordProfiler）がある。NINJAL-LWP を利用した
approach may be more helpful for recall and long-
ツールには，国立国語研究所が構築した１億語の
『現代日本語書き言葉均衡コーパス』
（Balanced
Corpus of Contemporary Written Japanese:
BCCWJ）を検索するために作成された NINJALLWP for BCCWJ（http://nlb.ninjal.ac.jp/）と，日
─ 56 ─
term retention than traditional DDL approaches.
25）
（Chujo, et al. , 2014: p.95）
ReCALL, 21（1）,2009, 37-54.
参考文献
12）Boulton（2009），前掲論文 .
13）
Chujo, K., Anthony, L., Akasegawa, S., and
１）内山将夫，井佐原均，
「日英新聞の記事および文を
Oghigian, K. Combining Two Corpus Tools for
対応付けるための高信頼性尺度」
，自然言語処理，
Easier & Effective DDL. The 11th Teaching and
10（4）
，2003，201-220.
Language Corpora Conference （ TaLC）, Abstract
Book, Lancaster University, UK., 2014, 94-95.
２）プラシャント・パルデシ，赤瀬川史朗，
「BCCWJ
を活用した基本動詞ハンドブック作成：コーパスブ
14）Chujo, et al.（2014），前掲論文 .
ラウジングシステム NINJAL-LWP の特長と機能」，
15）中條清美，アントニ・ローレンス，内山将夫，西垣
特定領域研究：日本語コーパス「現代日本語書き言
知 佳 子，「 フ リ ー ウ ェ ア WebParaNews オ ン ラ イ
葉均衡コーパス」完成記念講演会予稿集，2011，
ン・コンコーダンサーの英語授業における活用」，
205-216.
日本大学生産工学部研究報告 B（文系）
，47，2014，
49-63.
３）Chujo, K., Anthony, L., Oghigian, K. and Uchibori,
A. Paper-Based, Computer-Based, and Combined
16）中條清美，内堀朝子，西垣知佳子，
「日英パラレル
EFL DDL Approaches Using a Parallel Web-Based
コーパスを利用したペーパー版 DDL 教材の開発」
，
Concordancer. Language Education in Asia, 3（2）,
日本大学生産工学部研究報告 B（文系）
，44，2011，
2012, 132-145.
33-46.
４）Chujo, K., Anthony, L., Oghigian, K. and Yokota, K.
17）中條清美，アントニ・ローレンス，内山将夫，西垣
Teaching Remedial Grammar through Data-Driven
知 佳 子，「WebParaNews を 利 用 し た Web 版 DDL
Learning Using AntPConc. Taiwan International
教材の開発」
，日本大学生産工学部研究報告 B（文
ESP Journal, 5（2）
, 2013, 65-90.
系），46，2013，27-37.
５）中條清美，アントニ・ローレンス，西垣知佳子，
「日
18）中條他（2013），前掲論文 .
英パラレルコーパス検索サイト WebParaNews の公
19）中條他（2014），前掲論文 .
開−開発と実践利用−」
，外国語教育メディア学会
20）
太田洋，
「NHK ラジオレベルアップ英文法７」，日
本放送出版協会，2006.
（LET）第 52 回全国研究大会，甲南大学，岡本キャ
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萩野俊哉，
「＜第１特集＞わかる・使える文法指導
ンパス，発表要項集，2012 年８月，94-95.
の名人技：後置修飾」，英語教育，63（9），2014，
６）Barlow, M., ParaConc （A Concordancer for
23-25.
Parallel Texts）
, 2004.
７）Anthony, L. AntPConc （Version 1.0.2） [A
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木村恵，金谷憲，
「英語の句構造に対する日本人中
Concordancer for Parallel Texts], 2013. Available
学生の理解度調査：
『導入』から『定着』までの時
from http://www.antlab.sci.waseda.ac.jp/
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８）Murphy, B. Computer Corpora and Vocabulary
Study. Language Learning Journal, 14, 1996, 53-57.
23）三浦愛香，「会話（NICT JLE）vs. 作文（JEFLL）
９）
Barlow, M. Software for Corpus Access and
コーパスの比較と分析：英語学習段階と名詞の内部
Analysis. In J. Sinclair（ed.）How to Use Corpora
構造発達」，英語コーパス研究，15，2008，135-148.
in Language Teaching. Amsterdam: John
24）中條清美，赤瀬川史朗，西垣知佳子，横田賢司，長
谷川修治，「LagoWordProfiler による英語 Graded
Benjamins Publishing Co., 2004, 205-221.
10）Mishan, F. Authenticating Corpora for Language
Reader Corpus の Collocation/Colligation 頻度分析」
，
Learning: a Problem and its Resolution. ELT
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, 2004, 219-227.
55-71.
11）Boulton, A. Testing the Limits of Data-driven
Learning: Language Proficiency and Training.
25）Chujo, et al.（2014），前掲論文 .
─ 57 ─
（H 27 . ２ . 10 受理）
編　集：研究報告専門委員会
委 員 長
副委員長
〃
委　員
〃
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〃
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平成　27　年 ６ 月 15 日　印　刷
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JOURNAL OF THE COLLEGE OF INDUSTRIAL TECHNOLOGY
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Vol. 48　Jun. 2015
ＣＯＮＴＥＮＴＳ
Page
Article
Wright and Hughes: Chicago and Two Major African American Writers Toru KIUCHI and Noboru FUKUSHIMA　1
Research Notes
Examining Corpus-based L2 Vocabulary Lists for Grade Level and Semantic Field Distribution Kiyomi CHUJO and Kathryn OGHIGIAN　11
Building the Sentence Corpus of Remedial English (SCoRE) for Japanese EFL Learners Kiyomi CHUJO, Hiroko WAKAMATSU, Takumi ISHII,　Hiroko USAMI, Kenji YOKOTA, Kathryn OGHIGIAN and Chikako NISHIGAKI　21
Document
Using the LWP for ParaNews Lexical Profiling Online Corpus Tool in the EFL Classroom Kiyomi CHUJO, Chikako NISHIGAKI,　Shiro AKASEGAWA and Masao UTIYAMA　These publications are issued semi annually. The authors alone are responsible
for the contents of these reports
45