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本稿では，主節に埋め込まれずに独立して生じる非制限的関係詞節のwhich節（Which means what? / Which reminds me. など；以下，Which節）および Speaking of which の２種類の表現における非制限的関係詞whichと代名詞it/thatを機能的・語用論的観点から比較することによって，文頭に生じるwhichの指示特性を明らかにする．Which節と Speaking of which のwhichは，その代名詞的な性質ゆえにit/that と共通した指示特性を持つ一方で，それ自体で特異な分布と指示特性を持つ．これについて，神尾（1990），Kamio and Thomas（1999）による代名詞の機能上・語用論上の指示特性に沿って検討を加える．その結果，whichは話し手にとって必ずしも既獲得情報を指す必要はなく，指示集中的である必要もないこと，特に，指示対象が話し手にとって既獲得情報ではなく，whichが指示集中的ではない部分がit/thatとの違いを際立たせるwhichの特異な一面であると主張する．また，その特異性が現れやすい環境としては，その場で示された未処理の情報を受け，その情報とは別のことにも注意を向けながら会話を進める場合が相応しいことを示す．, This paper is concerned with some referential properties of the sentence-initial nonrestrictive relative pronoun which that occurs in unembedded subordinate clauses (e.g. Which means what? / Which reminds me.) and in the idiomatic phrase Speaking of which. Unlike in the case of restrictive relative pronouns, the referential properties of nonrestrictive which have been generally regarded as the same as those of the anaphoric pronouns it and that, which makes one assume that all three can be used interchangeably. In fact, apart from some shared properties, there are several functional and pragmatic differences among them, and the relative pronoun which has some referential properties of its own. In order to demonstrate the distinctiveness of the sentence-initial which expressions, I will show the differences in frequency between the whichexpressions and those with it/that substituted for which in certain circumstances. Then, some functional-pragmatic properties of which are examined in terms of “prior knowledge” and “wide/narrow reference” (referring to the referent widely / specifying it narrowly) introduced by Kamio (1990) and Kamio and Thomas (1999), in which referential differences between it and that are discussed in depth. In conclusion, I argue that which need not refer to the referent widely, which means that which is similar to that in terms of prior knowledge. I also argue that typically which refers to its preceding information vaguely, which is taken as a cue to combine it with part of the speaker’s knowledge and contextual information available on the spot, and derives an improvised utterance such as an interrogative, a recollection, etc.

音楽を学ぶ意味とは何か。本研究は,音楽教育に関するこの根本的問いに対する一つの答えを見出す試みである。その中編として本稿は,学習指導要領の音楽観に焦点化した前編の問題圏を大きく踏み越え,音楽経験の内実を明らかにすることを目的とする。冒頭で「経験」と「体験」との相違という論点を導入し,「認識」と「経験」,「行為」と「体験」とをそれぞれパラレルな概念と位置づける。われわれはいったい音楽の何を,どのように経験し,それによってわれわれの認識世界はいかなる変化を遂げるのか。続いて,「内在性」「指示」「情緒」という三つの視点から音楽経験の問題について論及している数名の論者を取り上げ,各々の見解について詳しく検討する。, What is the meaning of learning music? This study is an attempt to answer this fundamental question on music education. The purpose of this paper, the second report of this study, is to clarify the substance of musical experience, far beyond the bounds of the previous report that focuses upon the concept “music" in the official guidelines for schoolteaching. In the beginning, the present writer will introduce the point of the difference between Erfahrung and Erlebnis, placing “cognition" parallel to Erfahrung, and “action" to Erlebnis respectively. What are the contents we experience in music? How do we experience them? And then, how do we change our own cognitive world? Next, this paper will deal with a variety of views on “intrinsicality", “reference", and “affect" by several authors, and examine them.

There are three demonstrative pronouns in Shenzhou Speech：zhe，ha and na. When the demonstratives are used for pointing to a specific object，both zhe（这）and ha（哈）are pointing to the object nearby，and na is pointing to a further object，while ha indicates objects that are slightly further than that by zhe. When the demonstratives are used as representing something, there are two scenarios：variant representing and direct representing. The variant representing is actually realized from the omission of the noun indicated by the demonstrative, and when the omitted noun is singular，the numeral “one” must be added between the demonstrative pronoun and the measure word because the combination of demonstrative pronoun and measure word alone is unacceptable in Shenzhou Speech. The direct representing is not realized just by omitting the noun when the measure word is limited to use ge in light tone and such make up zhege，hage and nage to be as the compound words in linguistics for their abstract meanings. 深州方言有“这” “哈” “那”三个指代词。用于指示意义，近指用“这” 和“哈”，远指用“那” 和“哈”表示较远的近指。用于称代意义，分转成和直接两种形式。转成称代系指示用法的名词省略式，被省略的名词为单数时，深州方言不支持指代词直接结合量词，需以量词前面加“一”进行调节；直接称代并非指示用法的名词省略而得，量词限于轻声“个”，由于“这个” “哈个” “那个”都表示一个抽象概念，以此成就了它们的作为语言学的词的性质和地位。, Article

The purpose of this study is to find out the actual conditions of “instructions” by goalkeepers under eleven during a soccer game. In this study, I analyzed the video and sound materials made by synchronizing video of soccer games with instructions by goalkeepers. In addition, I conducted interviews with twenty goalkeepers ( Eleven of them were experienced goalkeepers and others were inexperienced goalkeepers). The results are shown below. 1) The number of speech and instructions by experienced goalkeepers are significantly higher than that by inexperienced goalkeepers. 2) As for instructions about offense, experienced goalkeepers give more instructions to “the players who touch a soccer ball directly”, but inexperienced goalkeepers give more instructions about field play. 3) As for instructions about defense, experienced goalkeepers give instructions to “the players who do not touch a soccer ball directly” more than inexperienced goalkeepers. From these results, it is clear that the quantity of instructions by experienced goalkeepers was larger than that by inexperienced goalkeepers, but the quality of instructions had almost no difference. It seems that, except for off-play, even experienced goalkeepers did not have enough ability to give instructions to “the players who do not touch a soccer ball”.

農福連携の課題や意義を包括的に考察するためには, 障害者雇用から労働全般に視野を広げ, 労働者の技能習得過程に生起する現象を踏まえる必要がある。遊休農地を耕作して雇用創出や就労支援を試みるアクションリサーチを実施したところ, 若年就労困難者やホームレス労働者の参加を得られたが, 参加者の多くは指導者が出す指示に依存して受動的に作業をこなすだけであり, 自律性を高めようとすると数多くの課題に直面した。これらの事例を「修正版グラウンデッド・セオリー・アプローチ」に基づく分析に供し, 「自律性を高める過程における課題の変化」を明らかにした。……, Concerning the collaboration between agriculture and human welfare, holistic discussion as to what is the significance and what are the issues to be resolved requires understanding of events that happen in the process of skill acquisition by laborers. An action research project which attempts job creation and employment assistance while recovering uncultivated farmland was carried out and joined by homeless elderly laborers and youth with difficulty in finding employment. Those participants were mostly waiting for a director's instruction and just following it passively....

A Japanese translation of G.E.M. Anscombe, "The First Person", an important article on the topic of the self. Anscombe argues that if "I" is a name it requires a conception, i.e. a way of being given, of the object referred to, through which "I" refers to the I, but that we can find no such conception. Then she points out that "I" can make no reference failure although such regular referring expressions as names and even demonstratives can ones, and concludes that "I" is no referring expression, there being no such thing as the self. Anscombe goes on to say that "I am E.A." is then not an identity proposition, but that it implies the verificational relation between her I-thoughts, such as "I am standing", etc., and her body. Finally she asserts that I-thoughts are unmediated, "subjectless" conceptions about that body which one is.

「まず次の行動を指示する」という細部の教育方法を「利得構造」という観点から考察し、次の結論を得た。授業を成立させるためには、授業に協力的であれば報われるという利得構造を、まずは教師主導で構築し、非協力者の勢力が大きくなることを防ぐ必要がある。ただし、このことは、批判的思考を奨励することと両立するようになされる必要がある。授業に協力的な者が多い状況の中で、互いに認め合うことが利益となる利得構造をつくり、徐々に子ども同士が認め合える状況をつくり、承認供給者が十分に供給されるようにしていく。

お茶の水女子大学, 本研究では,第二言語及び外国語として日本語を学ぶ台湾人学習者における現場指示用法の習得について,学習環境が及ぼす影響を質問紙調査により探った。その結果,「独立的現場指示のコ」及び「相対的現場指示の対立型のコ」は,JSLとJFLとの間で習得のされ方に差は見られなかったが,それ以外は,JSLはJFLより現場指示の習得が早く進むことがわかった。JFLはJSLより母語の知識と教室指導に影響されやすく,「誤用のコ」と「誤用のソ」を多く産出した。また,日本語総合能力も併せて検討したところ,JSLにおいては,下位レベルの学習者において既に高い正用率を示しており,上位レベルとの間には有意差が見られなかったが,JFLにおいては,下位レベルの学習者には誤用が多く見られ,完全に習得されるとは言えないことがわかった。以上から,目標言語圏で勉強することは現場指示の習得を促進することが示唆された。, In this study, the acquisition of deictic demonstratives on learning Japanese as a second (JSL) and as a foreign language (JFL) Taiwanese learners was analyzed to investigate the influence of learning environment on deictic demonstratives. The results of this study were the following: the scores of JSL were significantly higher than that of JFL. Additionally, there were more errors of "ko" and "so" in JFL than in JSL, which might be explain by the negative transfer from the subjects' mother tongue and the influence of instruction. Moreover, when the influence of Japanese proficiency on deictic demonstrative acquisition according to learning environment was discussed, JSL showed high scores even though the subjects' level of Japanese proficiency was low, while there were still errors in JFL. Thus, it was suggested that studying in the target language zone might promote the acquisition of deictic demonstratives., application/pdf

This paper deals with some practices for referent recognition in Japanese conversation to show that the reference is established through the interactive activities. It also discusses how the interactional establishment of referent recognition contributes to the achievement of the goals of conversation. In particular, two types of practices for referent recognition are focused on in this paper. One is what has been called "reference negotiation" in the previous studies. When the speaker refers to something with a particular reference form based on his/her assumption about the recipient's knowledge of the referent but is not certain whether or not the recipient can recognize it with that expression, he/she tries to get a response from the recipient, which confirms that the recipient can recognize it. The other type of practice is performed when the speaker introduces a new referent, which he/she assumes the recipient does not know anything about. In both types of practices preference structure can be observed. If the speaker can get a preferred response from the recipient, he/she goes on to execute an intended main activity. If the speaker cannot get a preferred response from the recipient which confirms that his/her assumption about the recipient is appropriate, he/she modifies the assumption and provides different kinds of referring expressions until he/she gets the recipient's response. These practices demonstrate the need for cooperation between the speaker and the recipient in establishing recognition of referents. This establishment, in turn, is essential to the achievement of the main activities in conversation.

代名詞には、外界の事物を指す場合と、言語表現を指す場合の、2種類の用法がある。このうち、言語表現を指す用法の代名詞は、たとえば she という形をとっていても、人間を指しているのではなく、既出の表現を指しているのであるから、対象をモノ扱いすることになる。しばしば人間を代名詞で指すことが礼を失することになるケースを取り上げて、この問題を追及した。

語基を同じくし意味的な対応を持つ名詞と形容詞は、その意味を大きく変えることなく互換可能である。形状を表す「丸のN」「丸いN」、「四角のN」「四角いN」もその例である。このような名詞と形容詞の使い分けを見ると、名詞「丸のN」「四角のN」は、「コンテクストに存在するほかの形状との対比の中で、Nの性質(形状)について述べる」場合に用いられると考えることができる。「コンテクストに存在する他の形状との対比の中で」ということは、「丸のN」や「四角のN」における「丸」や「四角」が、丸や四角のモノを指示する機能を持つことを示している。このように考えることで、「丸のN」や「四角のN」が制限的修飾として用いられるが非制限的修飾には馴染まないこと、また、非制限的修飾であっても一定の文脈が与えられれば、すなわち客観的定義機能を持つ場合であれば用いることができることなど、これらに特有のふるまいが説明可能となる。

色彩を表す語の中には、「赤の鞄」「赤い鞄」のように名詞と形容詞とが対を成すものがある。両者は意味的な対応関係を持つものの、常に互換可能だというわけではない。本稿は「赤のN」が「赤いN」との対立関係の中でいかなる意味機能を担っているのか、考察を行う。従来、「赤のN」を非制限的用法として使用するのは不自然であるという指摘がなされている。たとえば「赤の太陽」「赤の血」などの表現は、制限的用法であると解釈できる文脈を与えない限り、容認され難いとされる。これに対し本稿は、これらが非制限的用法として、容認される場合があることを指摘する。このような事実をふまえ、「赤のN」はコンテクスト中に存在するほかの色彩との対比の中でNの性質(赤さ)について述べる場合に用いられるという結論を得る。他の色彩との対比の中であるモノの赤さについて述べるためには、その「赤」が典型的な「赤」であることが必要条件となる。本稿の結論は、「赤のN」における「赤」が、被修飾名詞によって設定される属性の集合の中からではなく、文脈中に存在する色彩の集合の中から「赤」という色を指定する機能を持つことを示している。

自立的な排泄行動が身についているにもかかわらず、幼稚園や学校などの特定の場面になると、トイレが使用できないというパターンに支配されている自閉症児童を対象に、トイレに近づくことに主眼を置いた指導を試みた。指導に際しては、日常的に教師が「受容」を前提としたかかわりの割合を増やしていき、そうしたかかわりの中で形成された信頼関係を基礎にして、ほぼ半年という短期間のうちに、本児の排泄行動に大きな変化が認められた。これらの結果に基づき、人間関係の形成が困難な自閉症の児童に対する指導において、教師がどのようにかかわればよいかという問題について考察をおこなった。, This is paper reported a successful instruction utilized to assist an elementary-age student with autism to use a lavatory in the school. Although the student had already acquired toileting skills, she fiercely avoided. accessing a specific lavatory. To change this bebavior pattern, all approaching bebaviors exhibited by the student to her teacher were reinforced to enhance the frequency of interactions and the quality of the relationship between the student and her teacher. Continuing to receive this strategy for a few months, the student showed successful toilet behaviors in the Iavatory. According to this result, this paper discussed importance of building bonding with students with autism who have difficulties with forming human relations to change their restricted repertoire of activities.

近世の浄瑠璃と歌舞伎の脚本で使用されるオノマトぺについて、地の文と会話部分、ト書きと台詞に分けて、擬音語、擬情語、人物の態度等の擬態語、軍記物語的要素、という点からその特徴を考えた。浄瑠璃では地の文で擬情語や人物の態度を表す擬態語を種々使って人物の心情を表現している。擬音語にも工夫が見られる。また、年代が下るに連れて中世軍記物語に見られたオノマトペが少なくなり、当代のオノマトペの使用が目立ってくる。歌舞伎はト書き部分で演技の指示、鳴り物・効果音などの指示として固定化したオノマトペが使われている。台詞には多くの使用が見られるわけではないが当代の日常語的なオノマトペが使われている。, Onomatopoeias used in JORURI and in KABUKI in Edo period were examined about following four points; imitative words, emotional onomatopoeias, mimetic words and elements of medieval war tales. On JORURI, emotional onomatopoeias and mimetic words, which reflect attitudes in narratives onomatopoeias, were used for emotional expressions. And many kinds of imitative words were also found. As time passed colloquial onomatopoeias of those days increased while onomatopoeias derived from medieval war tales decreased in JORURI plays. As for KABUKI, onomatopoeias were used for directions of actor's performance, musical instruments and stage effects in parts of stage direction. For that reason, the onomatopoeias were typical and definitive. In lines, there were not so many onomatopoeias, but there were various kinds of colloquial onomatopoeias of those days.

「そちら」という指示詞は、どのような条件が揃ったときに、二人称指示に使用できるのだろうか。まず、当該の二人称指示が直示の動作的用法であることが必要である。その上で、指示主体と指示対象との人間関係がであるか、でない場合は両者が何らかの関係にあることが条件である。人間関係がであれば、「そちら」の機能の一つである「指示の限定性の緩和」が丁寧さを強化するように働き、人間関係がでなければ、「そちら」のもう一つの機能である「彼我の分割」が両者の関係を際だたせるように働くからである。本稿では、これらがそれぞれどのような条件の下で成立し、またそれぞれどのようなニュアンスを生み出すものであるのかを、様々なケースを挙げて考察していく。

The present study makes a suggestion of an effective and comprehensive way of teaching so-called tense marker alternation in subordinate clauses modifying the noun TOKI (time) based on observation of language use and the discussion presented in the author's paper in the previous issue (Vol.8) of this journal. Following the analysis given in preceding studies, "-TA" in the subordinate clause has been taught as the marker indicating that the subordinate clause action is completed at the time of the main clause action. However this analysis is contradictory in that the interpretation of the modifying part of sentence has to be dependent upon the interpretation of the modified part and allows so many exceptions that teachers or learners can not tell under what condition the principle is really valid. This paper presents 2 points of view that seem to be useful for the observation and analysis of the phenomena; 1) The word "TOKI" may refer vaguely to an occasion or precisely to an appointed time and the referent of the word is decided according to the context. And 2) the noun phrase "... TOKI" is used to convey the necessary and sufficient information for communication participants to identify a moment out of the continuum of time and the use and non-use of "-TA" is part of such information. And it is stated that the noun phrase "... TOKI" must be interpreted in relation to the reference point that the communication participants have set on the time axis, not dependent on the meaning of the main clause. Finally, it is suggested that at elementary level the 2 types of usage of "TOKI" referring to an occasion and to a specific moment of an event should be taught separately, and that at intermediate and advanced levels the usage should be practiced as part of text analysis and composition.

本稿では英語を母語とする初級後半から中級の日本語学習者と母語話者の口頭談話をもとに、発話と共起するジェスチャーが談話中の指示対象の特定にどう作用しているかを検討する。学習者と母語話者が談話中に使用するジェスチャーには量的および質的な違いが見られ、（1）学習者は母語話者に比べ、発話と共起するジェスチャーをより頻繁に使用すること、（2）学習者の談話に最も典型的で中心的な機能を果たしているのは、一般に考えられているような発話の意味内容を具体的に示すジェスチャーではなく、談話管理機能を付与されたより抽象的なジェスチャーであり、このジェスチャーは指示の剰余性を高めることで談話中の人物の特定をより正確にする役割を担っていること、の二点を考祭する。さらに、学習者のジェスチャーは、競合する被指示対象間の区別を容易にするために、異なったタイプのものがシステマティックに交替で使用されている可能性を検証する。, In the past, gesture has not been considered a significant aspect of learner language by second-language researchers, the only exception being researchers of communication strategies who have examined gesture in terms of compensatory strategies. This paper investigates how JFL learners employ gestures simultaneously with speech to promote the comprehensibility of their oral narratives. Story-retelling data in Japanese were collected from 12 lower-proficiency level English-speaking learners of Japanese and 9 native speakers. The results suggest that JFL learners and native speakers differ both quantitatively and qualitatively in their use of coverbal gestures during discourse production, achieving different communicative purposes. Overall, learners employ gestures more frequently than their native-speaking counterparts, and the most typical and prominent types of gestures during learner production are abstract beat and deictic gestures which make the identification of story characters in their narratives easier by increasing referential redundancy. In contrast, native speakers often use ostensive and pictorial iconic gestures in order to increase the dramatic effect of their stories. Learners' systematic use of different types of coverbal gestures for discourse-pragmatic management is also discussed.

国立国語研究所, 談話のまとまり，自然な流れを形成する言語的手段である結束性とは具体的にどのようなものであるか，異言語間のコミュニケーションにおいてそれがどのように移行するかを検討した。結束性の表出手段として提案されている五点の中から，（1）指示，（2）省略，（3）語彙，の三点を選び，日本語と英語の相互翻訳例を資料としてそれぞれの表出方法の差異を知ると共に，伝達の問題点を指摘した。, Cohesion is the semantic notion through which a group of sentences is interpreted as a unified whole, rather than just a collection of unrelated sentences. Attempts have been made here to identify the linguistic means of creating cohesive function. Three out of the five possible elements proposed by Halliday & Hasan (1976), viz., (1) reference, (2) ellipsis and (3)lexical cohesion were chosen for examination. The inter-lingual comparison of such elements between English and Japanese texts were made, and it was found that the way cohesive function is manifested differs between the two languages, creating a possible communication gap between them., application/pdf, 17の書名 : 国立国語研究所研究報告集