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Article type: Cover
2015 Volume 77 Pages
Cover1-
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Article type: Index
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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[in Japanese]
Article type: Article
2015 Volume 77 Pages
3-5
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[in Japanese]
Article type: Article
2015 Volume 77 Pages
6-8
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[in Japanese]
Article type: Article
2015 Volume 77 Pages
9-11
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[in Japanese]
Article type: Article
2015 Volume 77 Pages
12-13
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Nobuyuki UEYAMA
Article type: Article
2015 Volume 77 Pages
14-21
Published: March 31, 2015
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This study examined instructions regarding the discussion strategy to promote awareness on effectiveness of the strategy. The learning contents are linguistic strategies such as question and suggestion. In this regard, such strategies comprise three elements : statement, function, and effectiveness. The instructional method is to objectify erived children's cognitive processes from classroom discourse when they were learning "to get back" and "to ask." I clarified that children became aware of the strategy's effectiveness during the process of analyzing causes for successes or failures in the their discussion. It is important that students are confident of the strategy's function and that they utilize available strategies to rectify problematic points.
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Yuta KANMERA
Article type: Article
2015 Volume 77 Pages
22-29
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The purpose of this paper is to clarify the changes in the grammar textbooks after the revision of the Middle School Curriculum (Chugakko Kyoju Yomoku) of 1911 (Meiji 44), using the phrase FUTAI (teaching grammar contents in relation to writing or reading) in this curriculum as a key. As a result, the author clarified that (1) Katsuyo Rengo (considering a range of a verb and auxiliary verbs as one unit) was no longer emphasized much and (2) syntax had to appear earlier than other grammar contents. The author concluded that these changes were caused by the following : (1) word orders in Katsuyo Rengo were no longer considered as necessary grammar contents and (2) the revision of the curriculum made it possible to change the position of syntax in textbooks, which was considered effective in defining the parts of speech inductively.
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Keisuke KISHI
Article type: Article
2015 Volume 77 Pages
30-37
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This study aims to elucidate how learners perceive and respond to kanji tests based on cooperative learning and, accordingly, develop a new structural model designed to implement kanji tests effectively. The methodology is as follows : (1) school children's handwritten notes regarding kanji tests were transcribed into an electronic format ; (2) similar elements in the text data corresponding to individual research interests were extracted as "Concepts" ; (3) each generated concept was given a distinct definition ; (4) multiple concepts with similar meanings were grouped as categories under a superordinate concept ; and (5) sticky notes were utilized to grasp the interrelationships among these concepts, and provisional models were repeatedly produced and revised. Based on these analyses, a structural model for cooperative learning-based kanji tests (CLKT) was designed. In conclusion, a cooperative learning format was found to be an effective design for implementing kanji tests.
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Chihiro KOJIMA
Article type: Article
2015 Volume 77 Pages
38-45
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This study clarifies educators' awareness of language and examines formation of the "national language", focusing on a particular area (Iwate Prefecture) and period (late 1890s to early 1900s). Through analysis of the "Iwate Gakuji Iho," parallel actions of gathering data, conducting organizational surveys of local educational associations, understanding actual conditions, and undertaking studies of individuals gradually, but effectively draw educators' toward the local language. Even though awareness of the language problem spread, the "national language" and standard language were not directly adopted by educators. Neither full denial nor full acceptance of language reformation was to be had, so the process of language reformation proceeded in an uneasy manner. It may be concluded that educators were not eager to eradicate the local dialect to form a "national language." However, their actions unintentionally lent a hand to formation of the "national language."
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Kikuko NISHIMOTO
Article type: Article
2015 Volume 77 Pages
46-53
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In 1872, the Japanese Ministry of Education first established a conversation course for the lower elementary school curriculum, in accordance with the country's first modern school system. Therefore, a conversational textbook of national languages was compiled. This historical development was reviewed concerning the following : (1) During proliferation of Western Studies, beginning in the late Edo period, kaiwa, literally meaning conversation, was chosen as a title of a conversational textbook edited by the Japanese. In 1868, a conversation book comprised entirely of Japanese translations was published, serving as a prototype for standard elementary conversational textbooks, and (2) in constructing "new Japan," resolving difficulty in communication was critical when spoken regional dialects were prevalent nationwide. Although the conversation course established in the early Meiji era had problematic connotations for later dialect education, it is significant as a precursor of national policy that recognized the importance of communication through spoken language in elementary education.
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Shohei SHIBATA
Article type: Article
2015 Volume 77 Pages
54-61
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I tried an approach to learning WAKA Japanese poetry that applied a WAKA interpretation theory in a clear framework for interpretation on the basis of the following Japanese basic recognition vocabulary categories : "KATA, KATACHI" and "MONO, KOTO". For rational and simple learning, I planned a learning unit of 10 hours with a material of 42 poems from the first half of the spring part of "Kokin Wakashu", and practiced it with 26 high school freshmen. This is intended as a suggestion on the present conditions to learn excellent poems of "Manyoshu", "Kokin Wakashu", and "Shinkokin Wakashu" in the introduction period to learn WAKA Japanese poetry at high school. As a result, a certain level of analysis and interpretation of the poems were attained, based on the framework and the concept described above. This approach is also significant as a way of systematization of poetry learning of elementary, junior high, and high schools.
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Yasuhiro MITOH
Article type: Article
2015 Volume 77 Pages
62-69
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The present paper attempts to obtain new knowledge concerning the possibility and the teaching method of "Thinking power" training in "Narrative Creation" educational guidance. The method of research includes the following three points : [1] Considering previous studies ; [2] Conducting practice lessons in which I made use of strategic suggestion obtained from the examination of the previous tudies ; [3] Examining the activity and considering the result. Through an investigation from the practice lessons, this paper sheds light on the following two points : [1] "Narrative Creation" educational guidance using the inferential framework "Incident-Solution" makes it easier to write a story ; [2] This method proves to the effective to cultivate "Training of thinking power" by means of improving the function and activation of "Inferential thinking power"
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Yusuke SHINOZAKI, Kentarou KOUSAKA, Mami KUROKAWA, Hirotaka NAMBA
Article type: Article
2015 Volume 77 Pages
70-77
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[Purpose] This study investigated how teachers of high school Japanese classes deal with the purpose of and the problems involved in teaching reading comprehension. [Method] Focus group interviews were conducted with high school teachers, and results were analyzed qualitatively and categorized. [Results] Regarding the purpose, taking exams, introduction to knowledge, formation of scholastic ability, and formation of society were extracted as four categories. A total of 14 categories were extracted regarding problems involved, including lack of consistency in the objectives of essay reading comprehension instruction, specificity of the essay, the state of research on teaching materials, learner diversity, and the state of learner-centered classes. [Conclusion] In contrast to teachers' pinpointing purposes of reading comprehension instruction, they are aware of a variety of problems involved in such instruction. The expansion of pedagogical theories regarding reading comprehension instruction should be based on such educator attitudes.
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[in Japanese]
Article type: Article
2015 Volume 77 Pages
78-80
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[in Japanese]
Article type: Article
2015 Volume 77 Pages
81-83
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Article type: Bibliography
2015 Volume 77 Pages
84-87
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Article type: Appendix
2015 Volume 77 Pages
88-91
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Article type: Appendix
2015 Volume 77 Pages
92-
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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Article type: Appendix
2015 Volume 77 Pages
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