@article{oai:doshisha.repo.nii.ac.jp:00029645,
 author = {Akamatsu, Nobuhiko and 赤松, 信彦},
 issue = {104},
 journal = {同志社大学英語英文学研究, Doshisha studies in English},
 month = {Mar},
 note = {学習対象の意味・概念の新規性や抽象性は学習困難の原因となる（e.g., DeKeyser, 2005）。外国語学習の場合、時間的概念の捉え方やその言語表現に関する学習はその典型的な事例であり、日本人英語学習者にとって、現在完了表現の習得は特に困難であると言われている（e.g., 伊関, 2012; 小寺, 1977; 松沼, 2007; 渡邉, 2018）。それは、現在時制と完了相の組合せが醸し出す概念が複雑であることに起因している。さらに、教育文法では通説とされている現在完了の概念区分（完了、結果、経験、継続）が言語学では必ずしも支持されていないことからも、現在完了の複雑さがわかる（e.g., Comrie, 1976; Nishiyama & Koenig, 2010）。本論文では、現在完了形の学習用教材を開発する際に直面した問題点を挙げ、認知言語学的知見に基づく応用言語学研究及び教育実践の難しさについて論じる。, This study investigated the effectiveness of an original program for learning the present perfect tense, which was created using conceptual diagrams based on cognitive linguistic insights into the present perfect, the present, and the past tense. After learning the present perfect tense via the learning program, the participants (89 Japanese undergraduates) were asked to make comments on the program with regard to its strengths and weaknesses. The results showed that 36 percent of the responses were related to the way in which the conceptual diagrams were depicted. In particular, many responses were related to the complexity of the conceptual diagrams and to the characteristics of the present perfect tense. The responses on the complexity of the conceptual diagrams suggest that the illustrations and codes, which were used to enhance the concreteness of the diagrams, caused individual differences in the learning effect and did not necessarily promote understanding of complex temporal concepts, such as the present perfect tense., D. Randall Terhune先生 御退職記念号, Specially dedicated to Professor D. Randall Terhune on his retirement, 論文(Article), application/pdf},
 pages = {65--97},
 title = {応用言語学のジレンマ : 認知言語学的知見に基づく外国語教育の難しさについて},
 year = {2023},
 yomi = {アカマツ, ノブヒコ}
}