@article{oai:nagoya.repo.nii.ac.jp:00004683, author = {大室, 剛志 and Omuro, Takeshi}, journal = {国際開発研究フォーラム, Forum of International Development Studies}, month = {Mar}, note = {There has been a certain gap between English linguistics and English education; on the one hand, English linguists, in particular those who are interested in linguistic theory, have been very busy catching up with, understanding, and making a contribution to the development of linguistic theory, so that they have no time to apply the achievements of English linguistics to English education, and, on the other hand, English educationalists and English teachers refrain from studying overly abstract linguistic theory and make no attempt to apply the achievements of English linguistics to English education. However, it would be ideal for the ‘theoretical’ English linguists if their work for the primary purpose of linguistic theory led to direct contributions to English education. In this paper, I will show along the general line of discussion in Kajita (1982-4), through the particular analyses of a certain kind of parenthetical clauses, cognate object constructions, gesture-expression constructions and one’s way-constructions, that research for the primary purpose of linguistic theory - that is, to define the notion of the class of ‘possible grammars’ as narrowly as possible - will make a direct contribution to the important ordering principle of grammatical items, that is, that they should be ordered from simple to complex: this will provide a certain scientific objectivity to the notions ‘simple’and ‘complex’ involved in that principle.}, pages = {91--105}, title = {構文の基本形と変種 : 文法事項の配列順序への示唆}, volume = {29}, year = {2005} }