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Article type: Cover
2009 Volume 65 Pages
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Article type: Cover
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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Tsuneka Wakaki
Article type: Article
2009 Volume 65 Pages
3-10
Published: March 31, 2009
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The ability to associate related pieces of information is fundamental in communication ability. Two surveys were carried out with the objective of elucidating the ability of elementary and junior high school students to associate related pieces of information as well as problems in instruction. In particular, the author focused on the mental processes that support the association of multiple pieces of parallel information (information that is evident in the setting, excluding other information such as background information). Previous studies on mental processes that support the association of multiple pieces of parallel information in elementary and junior high school students have not been conclusive. Survey results showed that students were only capable of reviewing and reorganizing information within the range of their own response patterns. This phenomenon indicates a problem in current instruction that creates such response patterns. In order to truly nurture the ability to associate various pieces of information, instruction in note-taking and opportunities for students to connect related pieces of information in daily life and during classes, is needed.
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Daisuke Harada
Article type: Article
2009 Volume 65 Pages
11-18
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The purpose of this paper is to point out the need to focus on the individual when constructing new learner research in Japanese language education. This method adopts the following three points- 1) confirm the problems in learner research in the national language education 2) determine the necessary viewpoint regarding learner research in Japanese language education through two cases 3) construct new learner research in Japanese language education based on 1) and 2).
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Kazuo Nishi, Yuji Fujimori
Article type: Article
2009 Volume 65 Pages
19-26
Published: March 31, 2009
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The purpose of this study is to investigate educational contents in "Traditional Language Culture" within the new national curriculum guidelines of Japanese language class. To do so, vocabulary associated with the seasons was extracted from primary school Japanese textbooks, and analyzed according to appearance frequency and use. The methodology of the Japanese cultural theory and classical literature research was used for the analysis. Results showed following three findings. First, "Snow, Moon, and Flower" symbolizing the traditional culture of Japan appeared at an extremely high frequency. Second, this vocabulary has an intimate relationship with its respective colors, and is considered to be an important educational content of "Traditional Language Culture." Lastly, the organization of integrated teaching materials where classics are connected to modern language culture is necessary in order to enhance this recognition as educational contents of "Traditional Language Culture."
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Mihoko Kasahara
Article type: Article
2009 Volume 65 Pages
27-34
Published: March 31, 2009
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While many people see the need for communication education in Japan, communication education has not taken root in high school. The purpose of this study is to explore the reason why instruction in "speaking and listening" has not been established in Japanese high school. In this study, a national survey by questionnaire was conducted on 95 teachers in charge of "language expression" regarding the kind of teaching materials used, and the kind of lessons carried out. "Language expression" is defined as using half the lesson time for "speaking and listening". In practice however, only about 10% of the time is used for "speaking and listening", and the rest of the time is diverted to composition, study of Chinese characters (Kanji), the study of proverbs, and in extreme cases, word processor practice, or the study of Chinese literature. This shows that instruction in "speaking and listening" in high school Japanese class is easily diverted to other areas of instruction. The reason for this is due to the difficulty in carrying out instruction in "speaking and listening", and its weak connection with university entrance examinations.
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SATOshi Kondo
Article type: Article
2009 Volume 65 Pages
35-42
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The purpose of this study is to clearly identify the agents of media literacy education introduced in the 1987 English curriculum in Ontario Province, Canada, while considering the cultural and social context of Canadian society from the 1950's through the 1980's. As a result of this study, the following two agents have been identified in the introduction of media literacy education by the Ontario Ministry of Education, in English Curriculum Guideline: Intermediate and Senior Divisions (Grades 7-12). Toronto: Queen's Printer. 1987 edition. 1. The language educational aspect "to form social and self recognition and identity" in English class was expressed as an educational objective by the Ontario Department of Education, English Intermediate Division, 1969 edition, and was clearly expressed by the Ontario Ministry of Education in the Curriculum Guidelines for Intermediate Division English, 1977 edition. Identity formation was successfully achieved in Canada by media literacy education in the 1987 edition. 2. The language aspect, "media as a language," to support English media literacy education, first began to emerge in the Ontario Ministry of Education. Basically Right: English Intermediate and Senior Divisions, 1984 edition. This "media language aspect" was created on a large scale in the 1987 edition, while media literacy education was positioned as language education.
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Yuichiro Yagi
Article type: Article
2009 Volume 65 Pages
43-50
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The purpose of this paper is to clarify the background which led to the extensive changes in the Reading content of Japanese language education in the 1931 Revision. To do so, the journal edited by Koichi Hoshina, opinion leader at the time, was analyzed. Through this analysis, Hoshina's view of Japanese Reading described in the journal was found to greatly differ from the conventional viewpoint. Hoshina insisted that selection of teaching materials for Japanese Reading should not be constrained by the period when the literary works were created. In fact, a textbook edited by Hoshina also reflected such insistence. He could make such insistence because the concepts of Modem Japanese and Japanese Classics were being formed around the same time, around the 1920's. Changes in the 1931 Revision are also thought to have the formation of the concept of Japanese Classics in the background. Furthermore, within the selection of teaching materials during this time of change, elements to nurture Nationalism were emphasized more than in the past.
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Kouji Tanaka
Article type: Article
2009 Volume 65 Pages
51-58
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In this study, a questionnaire survey on 317 elementary school students from grades one to six and 100 middle school students from grades seven to nine was conducted in order to examine the reading difficulties faced due to sentence style and content. The survey was conducted for all schools and grades using a descriptive method. After the descriptions were divided by sentence, the classified results were inductively grouped according to similar descriptions, and 217 categories were extracted. We selected 159 out of the 217 categories to analyze difficulty in reading, and conducted a comparative study on the 159 categories by four groups: students of lower elementary grades, students of middle elementary grades, students of higher elementary grades, and students of middle school. The following results were obtained by comparative study. (1) As for changes in reading difficulty perceived by members of the four groups, the number of categories increased in proportion to grade level. (2) As for changes in difficulty due to sentence style, three levels of difficulty- character level, word level, and sentence and writing level were abstracted. Of these three levels, student of lower elementary grades considered character level the most difficult. The level of difficulty shifted from character level to word level, and finally to sentence and writing level, in this order, according to increasing grade. (3) As for changes in difficulty due to sentence content, students in lower elementary grades considered reading characters the most difficult. The level of difficulty shifted from character level to understanding sentence meaning and contert. At the same time, difficulty shifted from character level to higher reading levels, especially among students in higher elementary grades and middle school. These three study results suggest a need for instruction that considers perceived difficulty specific to each grade.
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SATOshi SATO
Article type: Article
2009 Volume 65 Pages
59-66
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This paper reports the results of a study on the transfer of reading strategies. In particular "if-then thinking skills" are discussed. This strategy enables readers to obtain the necessary information from their own experience in order to fully comprehend the text. This reading strategy was named "if-then thinking skills." Readings were assigned to students in order to fully comprehend the text using "if-then thinking skills." Three months later, a comprehension quiz using another text to determine whether the students could use "if-then thinking skills" was administered. This study was conducted twice at a junior high school. In the results, sixty percent of the students made good use of "if-then thinking skills" to fully comprehend the text in both studies. Student response to the questionnaire showed three conditions regarding the transfer of "if-then thinking skills"-"similarity of the task," "influence toward metacognition," and "cognition of the effectiveness of the strategy."
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Shigeki Yoshida
Article type: Article
2009 Volume 65 Pages
67-74
Published: March 31, 2009
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There are "newspaper serials" and "the book" versions of "Kokoro", allowing for two ways of reading. In this study, the former was used and maintained as the first-time reading stage. In this method, groups of sentences like a serial story were used to give "the first-time reader" the desire to eagerly learn a novel. Since "Kokoro" originally started as a serial story, it was used in its original style. In this practice, students seem to avoid selfish and incoherent interpretation by thinking of an ending since they have to interpret the story while considering consistency.
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Masayuki Kikuno
Article type: Article
2009 Volume 65 Pages
82-75
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Up to now, when using "The death of Atsumori" as teaching material, the following has been overlooked. There was a samurai of the Kumagai house who renounced his position when grieving. On the other hand, another member of the Kumagai house promoted the procedure to recognize the honor of officially identifying a severed head. This appearance should be clarified. Another point is that in the textbook, the ending has been deleted ("even music and the arts can in the end can lead a man to praise the way of Buddha"), which has the potential for study in the original 'The Tale of Heike'. Moreover, the modernistic significance of classical education should consider study conditions that include the clarification of the modernism of the classics. Part of this significance is <otherness> in the classics. Acknowledging classics as a different existence for modern values is considered necessary in teaching material theory.
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[in Japanese]
Article type: Article
2009 Volume 65 Pages
83-85
Published: March 31, 2009
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[in Japanese]
Article type: Article
2009 Volume 65 Pages
86-88
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[in Japanese]
Article type: Article
2009 Volume 65 Pages
89-91
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[in Japanese]
Article type: Article
2009 Volume 65 Pages
92-94
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Article type: Bibliography
2009 Volume 65 Pages
95-99
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Article type: Appendix
2009 Volume 65 Pages
100-101
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Article type: Appendix
2009 Volume 65 Pages
102-
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
105-
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Article type: Appendix
2009 Volume 65 Pages
105-
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Article type: Appendix
2009 Volume 65 Pages
105-
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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Article type: Appendix
2009 Volume 65 Pages
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