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Article type: Cover
2007 Volume 61 Pages
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Article type: Cover
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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[in Japanese]
Article type: Article
2007 Volume 61 Pages
3-4
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[in Japanese]
Article type: Article
2007 Volume 61 Pages
5-6
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[in Japanese]
Article type: Article
2007 Volume 61 Pages
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[in Japanese]
Article type: Article
2007 Volume 61 Pages
9-10
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Tomoya SaITO
Article type: Article
2007 Volume 61 Pages
11-18
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This paper intends to clarify conceptual transformation of Japanese language education by NISHIO Minoru. After observing Japanese language education in Manchuria and China, he changed his view. He changed his focus on language education from "literal language" to "oral language". This change was derived from his characteristic view of "KOKUGAKU (discipline of Japanese culture)", which he studied at Tokyo Imperial University in the 1910s. He claimed "Gyou-teki-ninshiki (understanding by doing)" in pursuit of training the soul to bear beyond repetition, up to the 1920s. Therefore he regarded it as the center of Japanese language education to read repeatedly or to polish. He began to claim "language activism" in the first half of the 1930s. In the second half of the 1930s, he was engaged in textbook compilation and went to Manchuria and China for investigating the substance of Japanese language education. In such colonized areas, Japanese was taught by starting from speaking. This landscape changed his theoretical framework for language education in Japan.
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Shingo Tomiyasu
Article type: Article
2007 Volume 61 Pages
19-26
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The revision of the "The course of Study for upper secondary school ; Japanese language"(Showa 31) included a debate on the positioning of the study of KANBUN (Classic Chinese translated into Japanese). This debate arose due to conflicting views between those involved in Japanese language education and KANBUN education. From the perspective of Japanese language education, "It was not necessary to include KANBUN education in the independent domain." On the other hand, from the viewpoint of KANBUN education, "It was necessary to incorporate KANBUN education in the independent domain." As a result of the argument, study of KANBUN was carried out at 2/10 the rate of the Japanese language. This clarified the independent framework of KANBUN as a domain. This result also affected the revision of "The course of Study for upper secondary school ; Japanese language" in Showa 35.
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Yuichiro Yagi
Article type: Article
2007 Volume 61 Pages
27-34
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The Literary History installed into Japanese in 1902 has an important significance when one studies the formation process of the concept of Japanese classics in the history of Japanese language teaching. Therefore, this report focuses on the survey of 1898, which is the original form. And from the background of opposition in the investigation committees engaged in making of this survey, the point at issue in the establishment process of the Literary History concept is clarified. The opposition was between Kazutoshi Ueda and Yoshikata Konakamura. The cause of the opposition was that Ueda presented Japanese language teaching theory with an emphasis on modern language based on linguistics, whereas Konakamura presented Japanese language teaching theory with an emphasis on classical language based on National learning. As a conclusion, Ueda's theory was accepted. The writings after the Kinko Era (12c-16c) were handled in Reading, and the writings before Chuko era (8c-12c) were handled only in Literary History.
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Yuichi Tansei
Article type: Article
2007 Volume 61 Pages
35-42
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The National Literacy Strategy was introduced to primary schools in England in 1998/1999 when the subject, "English" was replaced by the "Literacy Hour." A file, Framework for Teaching, is a practical tool to help teachers to deliver the Literacy Hour. The Office of Standards in Education had noticed that teachers' weak subject knowledge restricted the effectiveness of receiving and practicing the objectives in the File. In order to find out how teachers with a good reputation were getting through, I carefully examined the data I collected in Lancashire where I visited in 2003. Mrs. Bernadette Wood was introduced by the Local Education Authority as the best teacher' for Literacy Hour in Lancashire. She was the head teacher and also a class teacher at a primary school. I found that she had adopted a significant amount of ideas from some documents in the Teaching Resources published by DfES. The point is that she had pierced a writer's view on the structure of the aimed ability that the contents were based upon. She also had set in some activities originally that stimulated pupils' emotions and had reconciled the interest with the result of a majority of the pupils achieving a higher level.
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Chieko Momohara, Osamu Matsumoto
Article type: Article
2007 Volume 61 Pages
43-50
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New measures are being demanded in Japan's language arts because the scores of the 2003 PISA test have declined. In reading the "texts of explanation", the following four points have become necessary. (1) Make the goals and thinking process of reading clearly connected. (2) From a meta level, evaluating and criticizing the style and contents of a text. (3) Exchange opinions and discussion. (4) Writing one's own thoughts. Using the textbook's philosophical essay, we made a learning plan which emphasizes the aforementioned points. Students performed activities corresponding to the four points rather than the standard interpretation style. Their main activities were writing each concept, discussion, and understanding each other's thoughts. By analyzing the data, we obtained the following results : (1) Students shared the aim of reading through following a model of philosophical thinking. (2) From imitating the writing style of a text, students evaluated and criticized the text on a meta level. (3) Students understood each other's thoughts through discussion. (4) Students wrote their own thoughts. We observed each student's "relevant" change through the learning activity, and the process of forming a discourse community. The learning plan corresponding to reading literacyand its four points was effective in raising the student's communicative competence.
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Article type: Bibliography
2007 Volume 61 Pages
51-52
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Article type: Appendix
2007 Volume 61 Pages
53-54
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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Article type: Appendix
2007 Volume 61 Pages
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