Previous research has not clearly revealed how effective learning can be when the student uses his/her own voice in studying. Therefore, I developed the voice and letters proposal-based teaching materials for post-teaching discussion and examined four research projects through three analyses to clarify the effectiveness of students’ own voices.
The results showed that when the student’s own voice is used, it makes it easier for the student to review and retain discussion information. Moreover, the students demonstrated the teaching materials’ inherent functional ability to help them review the content and the manner of the discussion. However, the research was based on a limited number of students. Therefore, I have only found a hint of the effectiveness of utilizing the students’ own voices. In further research, I will examine more thoroughly how well voice and letters proposal-based teaching materials can facilitate students’ ability to review discussions.
The purpose of this paper is to clarify the relationship between Nobuo Ishimori and the 5th term National Textbook compiled during World War II. In particular, the author focuses on the following two points: (1) the reason Ishimori was invited to the Ministry of Education, and (2) the characteristics of his teaching materials and basis for his ideas.
This paper clarifies three reasons for his invitation to the Ministry of Education. First, there was a demand for educational contents. This means he was expected to write teaching materials on “East Asia.” Second, there was a demand for educational methodology, and he was an irreplaceable editor of the integrated textbook. Finally, there were requirements from the educational administration. The Ministry of Education planned to make textbooks to spread the Japanese language in foreign countries.
Regarding the contents of the teaching material, Japanese militaristic and ethnocentric character based on “ethnic nationalism” was confirmed. This made Ishimori a competent textbook editor who could meet the demands of the times.
In this research, the role of epistolary texts in readings was discussed, focusing on epistolary texts selected and recorded in the Women’s Japanese Textbook: Third Revised Edition. As a result, the following three points were clarified: 1. Epistolary texts play an important role as tools to nurture linguistic skills that are practical in society and real life. 2. They take on the role of teaching about women’s lives through linguistic knowledge and educational materials treating linguistic attitudes to epistolary texts and utilizing the characteristics of epistolary texts that have inherited Japan’s traditional courtesy and wording. 3. They are designed so that writing and reading work effectively and learners can learn, utilize, explore, and transmit as a series of learning experiences by selecting and recording epistolary texts as models of composition and literature. Based on this, it can be said that epistolary texts perform as linguistic learning materials that create autonomous and voluntary learning.