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desirable for those who have lived in this country all their lives and are only
familiar with one culture and language.
[]
edite
Attending the course broadened my understanding of the significance of
communicative norms, but the most important lessons I learned from my own
experience. Some of my previous linguistic and communicative habits were quite
easy to change. I learned to sound positive and to express my negative feelings
as little as possible. I noticed that in Australia I hardly ever heard people
complaining about their headaches, whereas in Russia one cannot get ( X ) a
single day without hearing such complaints on a bus, at work or at home. In
Russia I did not even think of them as 'complaints', but rather as an integral part
of life. Do people here have headaches ( ①. ) often? Maybe. But they
(C)
geadache
definitely speak about them ( 2 ) often.
difficult. In
Learning to tone down my manner of expression was more
Russian it is good to show one's emotional involvement in everything one does.
The strong expressions I used sometimes met with silence or disapproving looks
which would make me understand that I had said too much. In describing my
impressions of travels in Australia or films I watched I dwelt too much on what
exactly I felt at different moments. I noticed that this quality of mine which was
perfectly acceptable in the Russian-speaking community would be perceived as
unusual among Australians, who use fewer words when talking about their
emotions.
Even though I knew about the notion of personal autonomy in Anglo culture
(D)
(a concept which does not exist in Russian culture), the actual discovery of its
invisible boundaries was quite painful and led at times to misunderstandings and
losses. As a Russian speaker I assumed that this notion had flexible boundaries.
I had no problem with expecting it in formal situations, but when everyone
seemed friendly why bother about any boundaries and formalities? In Russian
culture in a formal situation it is important to be reserved and ultra-polite. In a
casual situation openness and emotionality are the norm. The friendly interaction

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style that seemed to characterise Australian culture made me assume that
'formalities' were no longer required. When wanting to show my closeness and
appreciation of a person I would start dropping the unnecessary (at least for me
then) English 'politeness' terms of 'would you' and 'could you' and use a straight
I once said to an
imperative and then realise that it was inappropriate.
Australian friend: 'Come here and look at it!' He remained motionless and said:
'Never say things like that to people here unless they are close to you'. 'How
P6 (1) close? I inquired. 'Very close'. Since the boundary between being close and very
close seemed fairly obscure to me, I decided not to use a straight imperative
again. Still, adding 'would you' and 'could you' seems burdensome and I don't
feel like doing it when I am happy and want to show people that I am enjoying
their company.
1296(2)
At other times, I would forget about the need to keep asking whether
someone would prefer to do something on his or her own rather than doing it 'to
keep me company'— za kompaniiu, as we say in Russian. Similarly, my desire to
express my friendly feelings to others by making it clear I want to keep them
company would be perceived by English speakers as a lack of initiative and
overdependence. Russian seems to be able to conceptualise the idea of group
activity much more readily than English. One needs just one word to say how
many people are doing something together as a whole- vdvoem 'two people
together', vtroem 'three people together', vchetverom 'four people together' and so
on. It is only ( X ) living in Australia that I have come to understand the
emphasis placed in Russian-speaking society on doing things with others rather
than by oneself.
(Adapted from Anna Gladkova, "The journey of self-discovery in another
language," in Translating Lives: Living with Two Languages and Cultures)
(注) *PhD 博士号

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問1 下線部 (A) を日本語に訳しなさい。
問2本文中の四つの空欄(X)に共通して入る前置詞を一つ答えなさい。
through.
問3 下線部 (B)の単語と置き換え可能な同義語を本文中から一つ探して答えなさ
い。
discovery
問4 本文中の空欄( ① )と( ② )に入る単語の組み合わせとして最も適切な
ものを, (a)~(d) の選択肢から一つ選び、記号で答えなさい。
(a) ①: more
② : more
(b) 1: more
: less
: less
(2): more
(d) ① less
: less
問5 下線部 (C) を日本語に訳しなさい。
問6 筆者は,下線部(D) の具体例として, オーストラリアでの会話における暗黙
のルールを二つ指摘している。 その二つの内容を解答欄の (1) と (2) 日本語で
述べなさい。

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Ⅱ 次の英文を読み, 下の問いに答えなさい。
物語と科学
物体に対して
何か意図が
あるかのように答える。
世界がどのように
機能するダ
40-70
Explaining the world through stories is, of course, nothing new. Stories and
storytelling are as fundamental to human nature as science, and every culture we
have records of has its creation story and tales of moral instruction. Although
our detailed knowledge of ancient stories extends back only a few thousand
years, to the beginnings of written language, human fascination with narrative
most likely stretches back much further. Stone carvings and cave paintings
dating back forty thousand years mix human and animal figures in interesting
ways, and it's easy to imagine that there are stories behind the images.
res
Indeed, the tendency to seek and invent narrative is a deeply rooted part of
human nature. We see stories everywhere we look. In a classic psychology
(A)
experiment people (asked to describe a short animation of geometric shapes
moving about a screen used language that attributed intention to the shapes :): CHECKCHECKCALON
if the objects were conscious actors: "The red triangle chased the blue circle off/
the screen."
すなわち/大
C
<性質など)が
[人物]にあると考える
attribute A coß
Young children live in a world with little distinction between fact and story. B
As I started writing this book, my four-year-old daughter was going through a
superhero phase. At various times, she identified herself as Strong Girl, Fast
Girl, Brave Girl, Smart Girl, Ninja Girl, and Butterfly Girl, and nearly every day,
we heard a new story of how her heroic actions stopped the various Bad Guys.
Now that she's older, her stories have become more and more involved and are a
reliable source of parental entertainment.
This fascination with narrative carries over to explanations of how the
world works.
(a) These stories generally seem peculiar and almost comical, as modern
scientific explanations of weather in terms of the motion of air and water
in the atmosphere are vastly more effective at predicting the course of
major storms.
(b) A large chunk of mythology consists of attempts to impose narrative on
the world, by attributing natural phenomena to capricious or revengeful
gods and heroes.
(C) And yet when a weather disaster does strike, it is virtually (and
depressingly) certain that at least one fundamentalist religious leader will
attribute it to divine vengeance for something or another.
8
◇M4(169-36)

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然のことについても
物語へ
押しつける
Modern superstition operates on a smaller scale, as well. Every newspaper
in America runs a daily horoscope column, which millions of people read and
follow. Otherwise highly educated people will behave as if the motion of distant
ex. 5 planets had some significant influence over chance events and interpersonal
ex、ニュートンの
1) 23"
問3
interactions on Earth. The stubborn persistence of even readily falsifiable ideas
like astrology shows the power of the human desire to impose narrative on
random events.
(B)
・占星術
押しつける
Storytelling and even myth making have a place in science, too. In learning
about physics, for example, a student can hardly avoid hearing the famous
stories of Galileo Galilei's dropping weights off the Leaning Tower of Pisa and
Isaac Newton's inventing his theory of gravity when an apple fell on him. Of
course, neither of these stories is literally true. There are elements of truth to
both Galileo did careful experiments to demonstrate that light and heavy
objects fall at the same rate, and Newton did some of his critical work on
gravitation at his family farm, while avoiding a plague outbreak in London. But
the colorful and specific stories about the origins of those theories are almost
completely fiction. These persist, though, because they are useful. They help fix
the key science in the minds of students by embedding the facts within a
narrative. A disconnected series of abstract facts and figures is very difficult to
remember, but if you can weave those facts into a story, they become easier to
remember. The stories of Galileo in the tower and Newton under the apple tree
help bring home one of the key early ideas in physics by relying on the power of
stories (in fact, most people remember the stories long after they've forgotten
the underlying science).
Essentially all successful scientific theories contain an element of narrative:
Event A leads to effect B, which explains observation C. Some sciences even
have to resist the temptation to impose too much narrative: Evolutionary
biologists have struggled for years against the notion that evolution is inherently
progressive, working toward some kind of goal. And one of the serious errors of
9

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間中
reporting on medical and psychological research is the mistaken assumption that
when two phenomena tend to occur together, one phenomenon must cause the
other. ("Correlation is not causation” is a slogan among scientists and doubters,
for good reason.
(Adapted from Chad Orzel, Eureka! Discovering Your Inner Scientist)
問1 下線部(A) を日本語に訳しなさい。
問2 四角で囲んである段落では、冒頭の文 This fascination with narrative
carries over to explanations of how the world works. に続く三つの文(a)~(c)
は原文の順序を変えてある。 原文の (a)~(C)の順序を、次の①~⑤から一つ選
択し、数字で答えなさい。
① (a) - (c)ー(b)
②(b)-(a)-(C)
の利用が一般化する
③(b)-(c)-(a)
それによって人間や
④ (c)-(a)-(b)
も言われている。
5 (c) (b)-(a)
問3 下線部(B) について, 筆者がガリレオとニュートンの例を取り上げて述べた
かったことは何か、本文に即して日本語で説明しなさい。
問4 下線部(C) はどのようなことを意味しているか,本文に即して具体例をあげ
ながら日本語で説明しなさい。

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III
次の Jason と Emily の会話を読んで,下の問いに答えなさい。
JASON: Hey, Emily. Could I use your cellphone? I forgot mine at home, and I
need to tell my mother that she won't be able to contact me.
EMILY: Sure. Here you go.
Jason makes a phone call to his mother.)
JASON: Thanks! By the way, are you ever going to join the 21st century and
get a smartphone?
(2) EMILY: No! They are such a waste of time. Everyone around me is always
(3)
staring at the stupid things. People are either playing games or trying to
keep up with all of the social media messages that they are getting. It
seems like they are even losing the ability to communicate directly with
others because they are unconcerned with the people around them. I am
sure that you have had the experience of people paying more attention to
their smartphones than to you when you are trying to have a conversation.
JASON: Well, some of the things you have against smartphones may be true,
but I think they help me save time rather than waste it. Instead of having to
go to the library, I can get most of the information I need directly from the
Internet wherever I am. I also use educational applications, not just play
games that waste my time.
EMILY: It doesn't matter if the applications are educational or not. People still
have their heads buried in their phones. The world is becoming a dangerous
place for that very reason.
10

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JASON: Well, I totally agree with you regarding the safe use of smartphones
or any other device for that matter. People definitely need to follow the
rules and use their common sense. However, another positive thing about
having a smartphone that you might not be thinking about is the amount of
space that it saves. I used to carry around a phone, a digital camera, a
music player, a schedule book, a laptop computer, and books, but now I can
have all of those things on one small, handy device. Just think about how
much lighter your bag would be if you got a smartphone.
EMILY: I can see your point, but I still won't get one.
JASON: Okay! I give up. Continue living in the past.
問1 次の(1)~(8) から, Jason と Emilyのどちらかの発言内容と合致するものを
三つ選び,(1)~(8) の数字で答えなさい。
(1) Smartphones are too expensive.
((2) People are losing the ability to communicate with others face-to-face.
((3) People waste their time by playing games.
(4) It is too easy to watch movies or listen to music instead of doing more
productive things.
(5) Social media messages are distracting.
(6) Smartphones emit radiation that may be hazardous to one's health.
(7) People are reading news and other information only online.
(8) Smartphones are too complicated and confusing.
問2 次の質問に英語で答えなさい。
Do you believe smartphones help you save time or waste your time? Give
at least two reasons not mentioned in the conversation

ページ11:

ⅣV 次の文章を読み, 下線部(A), (B) を英語に訳しなさい。
(A)¯
から
インターネットは無責任な発言やウソの情報が多いとして「うわさの巣窟」と批判
されることがある。 しかし, インターネットのメディアとしての特性を考えると,
そうくつ
この捉え方はそう簡単には賛成できない。
もちろん、ケータイやインターネットによって、うわさが変わりつつあることは
確かだ。
たとえば, うわさの短命化である。 「石油コンビナートの火災により,有害物質
を含んだ雨が降る」といううわさが,首都圏を中心に東日本大震災当日, メールや
ツイッターなどを通じて爆発的に広まった。 しかし、否定情報もすぐに流され,数
日のうちに消え去った。 ネット社会ではうわさが広まるのも早いが, 消えるのも早
い。
インターネットでは、誰もが情報の受信者であると同時に発信者になることがで
きる。ゆえに,インターネットの利用が一般化するにつれ,これまでのマスメディ
(B)
アが中心であった情報の流れ方が変わり,それによって人間関係や社会の仕組み 旬
体が変化していくだろう。いや,すでに変化したとも言われている。しかし,「誰
もが情報の受発信者」という特徴は「もっとも古いメディア」であるうわさも同じで
ある。 だとすると, うわさにはこれからの社会を捉えるヒントが隠されているので
はないか。
(松田美佐 『うわさとは何か―ネットで変容する 「最も古いメディア」』より一部変更)
までも
でさえ同様に

ページ12:

IV..
"(
(A) The Internet is sometimes critisized as a nest of rumors"
(順番注意)
[rest of rumors","
web.
because it is Pilled with inresponsible remarks] and false imformation.
Opinions
Comment
because of the large
amount of
However, I cannot agree with the idea so easily.
|[view]
considering the characteristics as a medium
devi
(B)
As the use
of the Internet becomes more often
popular
the Internet is more
widely used
vitual
the flow of information which the mass media has played a role in will change,
even human relationships and social systems themselves, as well.