The present study was designed to investigate how proficient Chinese learners of Japanese processed auditory-presented Kanji-words. In the experiment, the orthographic and phonological similarities between Chinese and Japanese were treated as independent variables, and the reaction times of the auditory lexical decision task were as dependent variables. The facilitatory effects of the orthographic similarity and the inhibition effects of the phonological similarity were observed in the reaction times. An analysis of the error rates of each conditions showed that fewer errors were observed for high orthographic and low phonological similarity Kanji-words. These results show a difference in the visual and auditory word recognition of Japanese Kanji-words. Both the orthographic representation and the phonological representation of Chinese are activated when Chinese learners of Japanese process Japanese Kanji-words. These results also suggest that in Japanese Kanji-words of high phonological similarity, the link from L2 phonological representation to conceptual representation is mediated by L1 phonological representation. Some educational implications were discussed based on these findings.

In diesem Aufsatz wird versucht, die Methode zur Verwirklichung des Diskurses zwischen Erwachsenem und unmündigem Kind darzustellen.

Zunächst werden die drei folgenden Stufen der Entwicklung des Kindes anhand der Theorie von Habermas über den Entwicklungsprozess der Sprachkompetenz unterschieden: »Kind 1«, »Kind 2« und »Kind 3«. Das »Kind 1« kann nur seinen eigenen Standpunkt haben und damit die soziale Welt für sich noch nicht objektivieren. Das »Kind 2« kann sich in die Lage eines anderen versetzen, damit wird es auf den Aufbau der sozialen Welt vorbereitet. Das »Kind 3« kann eine Beobachterperspektive auf die interpersonale Beziehung anwenden und damit die soziale Welt erkennen. Es kann jedoch bestehende Konventionen noch nicht kritisch hinterfragen.

Schließlich werden die folgenden Methoden dargestellt. Für den Diskurs mit dem »Kind 1« ist die Veranschaulichung des Meinungsunterschiedes wichtig, damit es sich in die Lage des anderen versetzen kann. Dazu ist bei der Konsensusbildung die vertretende Übernahme der Beobachterperspektive vom Erwachsenen nötig. Für den Diskurs mit dem »Kind 2« ist auch die Veranschaulichung nötig, damit es die soziale Welt konstruieren kann. Noch braucht es die Bestätigung der Befolgung des Konsensus durch den direkten Dialog zwischen Erwachsenem und Kind. Beim Diskurs mit dem »Kind 3« handelt es sich um die Infragestellung bestehender Konventionen, damit es eine bessere Rationalität suchen kann.

The purpose of this study is to clarify the way and the meaning of a lesson study aimed at maturity and autonomy of individual teachers and a teachers' group through a case study of B Junior High School led by the Principal A. The term lesson study used here is in-service training based on "Jugyo Kenkyu" in Japanese. While recent studies of lesson studies have focused on teacher collaboration, this study would like to focus on its enhancement of self-governing improvement.

The Principal A was unsatisfied with the following points of traditional lesson studies which (1) provided a weak link with outcomes; (2) offered a vague definition of teacher collaboration; and (3) did not strongly encouraged individual teachers to autonomously improve their own ways of teaching. The Principal A aimed to encourage professional development by enhancing the quality of teacher collaboration. The lesson study conducted in B Junior High School consists of the following two factors: (1) to enhance the individual teachers' teaching ability to improve how to teach; and (2) the maturity model which showed autonomy level of individual teachers and a teachers' group.

In conclusion, the lesson study aimed at the maturity and autonomy of individual teachers and the teachers' group is characterized by: (1) teachers learning how to learn how to teach; (2) a setup of the time-axis to enhance the quality of the teachers' group; and (3) the link between learning of individual teachers and maturity of the teachers' group.