本研究以說話者的待遇意圖所形成的敬語形式的使用分別為目的,所提出的指導法(誘導案)。在該教學中以如何區分使用敬語的選擇基準的「待遇値」的3種類型「特定型」、「O/GO～ NI NARU 型」、「～ RARERU型」以及謙譲語的3種類型「謙譲語Ａ 」、「謙譲語Ｂ 」、「謙譲語Ａ Ｂ 」為教學重點， 並利用「符號」來誘導學習者理解敬語表現為目的。透過實驗教學後可獲得到以下結論(1)設定待遇值(依距離來區分)，依據所選擇的基準可連動敬語表現的形式。(2)就文末的表現方法而言(引用文以外)， 學習者能確實理解「符號」的意思便可正確地區分使用3種機能不同的謙讓語的形式。(3)運用「符號」的誘導，不只有兩者間的對話，第三者敬語的表現也獲得成效。

This paper proposes a teaching method aimed at selectively using various forms of honor ific expressions according to the speaker ’s attitudinal intentions. In accordance with its “attitudinal calibrations” as the basis for selecting honorific expressions, the teaching placed its emphasis on how to selectively use (1)the three kinds of exalting expressions of “specialized forms,” formulas with “o/go ～ ninaru” and “～ rareru” and (2)the three kinds of humble expressions divided into “A,” “B” and “AB,” the main purpose being to guide the students to proper use of honorific expressions using “symbol marks.” As a result, the following have been confirmed: The “attitudinal calibrations” (based on distance) helped to correlate the criteria with the proper forms of honorific expressions. As for sentence final forms (excluding quotations), the students correctly understood the “symbol marks” and used humble expressions for correct functions. Guidance with “symbol marks” will be useful for both two part y dialogs and third person honorifics.