堀江 薫

The present paper is an attempt to make a curriculum for teaching writing in English as a foreign language. Our special efforts were made to improve students' ability to communicate in the target language, which is expected to easily develop into speaking ability as well. In the last part of the paper, sample programs for teaching locative expressions and communication strategies were introduced.

The present study is an attempt to show that different complement types can be associated with different semantic classes of verbs, and consequently to show that those complement types can be arranged along the gradient semantic notion of "Direct" vs "Indirect." The following are the initial observations : 1. Whenever one semantic class of verbs admits of more than one complement type, there is an accompanying semantic difference triggered by the choice of different complement types. Sometimes that difference takes the form of "direct" vs. "indirect" and sometimes it results in a verb shifting from one semantic class to another. 2. Five English complement types can be arranged on the scale of directness vs. indirectness from the most direct ones ('object + naked infinitive' and 'object + ing (present participle)') to the less direct ones ('object + to-infinitive' and 'poss/object + ing (gerund)') and onto the most indirect one ('that-clause').