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日本語教育学における研究の動向と展望を探るために、代表的な学会誌『日本語教育』((社)日本語教育学会)を中心として過去5年間(2002年度～2006年度)の審査論文である「研究論文」・「調査報告」・「実践報告」(編集委員会が審査)と「口頭発表」(大会委員会が審査)を分析した。その結果、審査論文について「研究論文」では言語関係の分野に偏重しているが、「調査報告」・「実践報告」では教育関係の分野が多く、言語習得関係、言語関係、心理関係、文化・異文化関係の分野と続いている。後者と同じような傾向が「口頭発表」でも見られ、年少者日本語教育、専門分野別日本語教育、日本語教員養成、日本語教授法・指導法、第二言語習得研究、日本語文法研究、社会言語学的研究が主要な研究分野となっている。従来少なかった心理学領域と異文化間教育学領域が徐々に増えており、とりわけ認知心理学関係の手法を援用した調査・実験が目に付くようになった。日本語教育学においては、年少者日本語教育関連の調査が多く、中には参与観察法(質的調査研究)という文化人類学・異文化間教育学の手法を導入したものがある。さらに、社会学・社会言語学領域の研究が注目されている。戦前から続く日本事情教育から脱皮して、最近では言語と文化の統合を目指す日本文化教育(総合的言語活動論)、パフチン等の対話教育や状況的学習論(社会的・文化的アプローチ)が現れている。 最後に、文化庁から平成12年3月に発表された「日本語教育のための教員養成について」という報告書は、日本語教員養成の担当者から厳しい批判を浴びているが、新たな教員養成カリキュラムの枠組みと幅広い内容を提示している。どのような日本語教育をするために、どのような日本語教師が必要なのか、という観点から、日本語教育学のあり方についても考える契機を与えている。この報告書が提示しているように、日本語教育学は幅広い研究領域を有しているが、それらが一つのシステムとして成立することが求められる。日本語教育学においても、日本語教育「学」か、目本語教育「研究」か、という議論が本格的に始まったところである。, The present article aims to find out the new directions of the study of Japanese language pedagogy and oral presentation at the academic society of Japanese language education through analysis of the articles and abstracts on oral presentation in the academic journal titled Nihongo Kyoiku published during the period of 2002 (vol. 112) to 2006 (vol. 131). The content of articles is characterized by the overemphasis on the theoretical study of Japanese linguistics, and the underemphasis on Japanese language education. As for the categories of both practical study and empirical research, the articles on Japanese language education are the greatest in number, in addition to oral presentation. Overall, the following areas of study have been most focused on: teaching Japanese to young children, Japanese for academic purposes, teacher training, teaching methods, second language acquisition, pedagogical grammar, and sociolinguistic research. Henceforth, the areas of psychology and multicultural education will be more emphasized in the study of Japanese language pedagogy in the future. Interestingly, Japanese language teaching/learning has been strongly supported by Japanese volunteers who have helped Asian refugees, Japanese returnees from China and nikkeijins from South America (mainly, Peru and Brazil) settle down in Japanese society. The Japanese Government (Bunkacho) has also helped them learn survival Japanese and Japanese culture in many districts in Japan. The Ministry of Education had to help their children learn Japanese for academic purposes in schools. This led to the development of Japanese language textbooks and the curriculum of content-based instruction. Moreover, the Bunkacho published the guidelines for Japanese language teacher training and tried to reform it radically in 2000 in accordance with school education. This led to the heated discussion that Japanese language pedagogy should be established instead of applied Japanese linguistics.

The present article aims to give the theoretical and practical foundation for the "teacher development" curriculum which is subdivided into three. Historically, Teacher Training in the fifties and sixties emphasized the acquisition of linguistic knowledge, language habits and skills, or linguistic competence. Teacher Education in the seventies put stress on communicative proficiency and interactive skills, or communicative and interactive competence. Teacher Development in the eighties to the present has tried to harmonize them and integrate them into humanism in Japanese language education. Teacher Development is essential for the actualization and success of Holistic Approach.

The present article aims to focus on the concept of "caring and sharing" in Japanese language education and to seek for the essence of the new direction toward "teacher development" from the standpoint of Holistic Approach. First, what sort of Japanese language education is necessary for school education should be sought for. Second, what type of Japanese language teachers students feel are outstanding and how they are effectively trained should be studied empirically. Our research shows that the characteristics of outstanding Japanese language teachers can be categorized into five: 1. cognitive mastery, esp. communicative proficiency, 2. teaching experiences and qualifications, 3. individual teacher's personality, 4. curriculum design and its assessment, 5. classroom management. The curriculum for teacher development comprises these five factors and emphasizes the growth and development of a teacher as a person in particular.

平成12年の「日本語教育のための教員養成について」への対応を巡り、国内における日本語教員養成は大きな転換を迫られている。本論では、この新たな教育内容を基に独自に作成した調査用紙を用いて、全国の教員養成課程を持つ大学を対象に、十分対応できる、もしくは対応できない項目を調べた。 その結果、マクロレベルでは言語や教育実習に関する側面は対応できているが、心理的及び異文化的側面は対応できていないことが確認された。また、クラスター分析を行い、対応度の傾向によって大学をグループ分けした結果、全体平均では値が高かった項目に関しても、大学群によっては対応できていないことが確認された。 これらへの対応策として、各大学の特長を活かした養成カリキュラムの策定や大学間の提携プログラムやVOD教材利用のネットワーキング構築に柔軟に取り組むための提案を行った。, The Bunkacho (The Agency for Cultural Affairs) publicly announced the new syllabus for educating Japanese language teachers on the base of its new philosophy and directions in March 2000. The old syllabus is characterized by an overemphasis on language whereas the new one has the feature of balancing pedagogies, linguistics and culture. The increase in breadth of the new syllabus has introduced a need in universities for teachers of Japanese teacher training courses with additional specialties. This article characterizes each university according to its ability to administer the new syllabus. A questionnaire was sent to all 89 universities that offer Japanese teacher training courses. Based upon the responses, universities were classified into four groups: The first group places an emphasis on teaching Japanese language and culture. The second group satisfies almost all requirements of the new syllabus. The third group satisfies the requirements of the old syllabus. The fourth group satisfies only a few requirements of the new syllabus. The conclusion is to suggest an increase in inter-university collaboration in order to meet the requirements of the new syllabus. This inter-university collaboration is described in further detail, including the use of Video On Demand for this purpose.

The present article aims to study the world view called Holism in connection with the educational view called Transformation in Japanese language education. Holistic Approach is based on the three fundamental principles (connectedness, wholeness and being) and on the eight teaching principles: educational pedagogy, consciousness, affect, activeness, visualization, systematicness, consecutiveness and duration. It requires building helping relationships and creating supportive classroom climate in the classroom.

The present article aims to evaluate the new guideline for Japanese language teacher education issued by the Bunkacho in 2000). Although the new one has its own concept and curriculum framework different from the present one, I investigated how much they overlap each other in content. In conclusion, both of them are much the same in content and the present one will be radically restructured into the new one according to the new concept of "teacher development" consciously or unconsciously.

The present article aims to analyze the report "On Teacher Training for Japanese Language Teaching" issued by Bunkacho in 2000 and propose the new direction of teacher training toward the so-called "teacher development". Our newly-developed curriculum introduced in 2000 is founded on the system of Japanese language pedagogics or the theory of Japanese language education in relationship to "languishes" concerned with general language teaching. My main concern is to establish its theoretical model from the standpoint of Holistic Approach advocated by J. Miller in 1984. The basic idea is to divide "languistics" or general language pedagogics into native language pedagogics and non-native one which is also classified into foreign language pedagogics and second language pedagogics.

The present article is aimed at the systematization of teaching academic Japanese in school education both at primary school level and secondary school level inside and outside Japan. This area is concerned with school education, academic Japanese versus general Japanese, teaching a foreign or second language in the elementary or secondary schools, purpose or means and so on. The report by the Japanese Ministry of Education (1998) shows that needs for Japanese language education in school education have been enhanced both in the elementary and secondary schools. Moreover, the interim report by the Japan Foundation (1999) indicates that school education has been much more important in foreign countries. Lastly, I exemplified the New Zealand (NZ) educational reform for the elementary and secondary schools in connection with Japanese language education.

1970年代から本格化した第二言語カリキュラム理論研究の枠組は、1. カリキュラム哲学、2. カリキュラム構成要素の概念化、3. カリキュラム過程の3つに分けられる。本論では、第二言語カリキュラム哲学を中心として、哲学的志向性と教育的価値体系に分けて論じる。哲学的志向性はアトミズム、プラグマティズム、ホーリズムに分類され、教育的価値体系は古典的ヒューマニズム、再編主義、進歩主義に細分化される。本論の基本的立場は自己実現という哲学的志向性と進歩主義という教育的価値体系を支持するが、自己実現は情意的・社会的要因であるのに対して、進歩主義は相対的には認知的要因に偏っている。そこで、進歩主義を基礎として、情意的・社会的要因を加味した新しい教育的価値体系である「現代的ヒューマニズム」を提示する。これらのカリキュラム哲学に基づいて、従来の第二言語カリキュラムを分析し、ヒューマニスティック第二言語カリキュラム・デザインの根本原理を提案する。, The paper presents the results of an analysis of curriculum philosophy based on curriculum theory. The author first categorized philosophy into atomism, pragmatism and holism; and used holism as the basis for the discussion of curriculum philosophy. Then, the philosophy of second systems. Philosophical orientations of a curriculum may be one of the following five areas: cognitive processes, self-actualization, social reconstruction and relevance, academic rationalism, and curriculum as technology. According to its educational value systems, curriculum may be categorized as classical humanism, reconstructionism and progressivism. Based on this, the author thinks that humanistic curriculum is founded on self-actualization as its philosophical orientation and progressivism as its educational value system. However, the author modifies progressivism and gives the new name modern humanism, which differs in progressivism with the integration of cognitive and affective dimensions into humanistic curriculum.

The purpose of the present article is to study a kind of philosophy called "holism" on which second language education should be based, from the standpoint of Holistic Education advocated by Miller (1988). There are three philosophical premises posited up to the present to study: atomism, pragmatism and holism. Firstly, these philosophies and views of the world will be discussed from the standpoint of second language education, focussed on holism, and then the three kinds of educational view, that is, transmission, transaction and transformation, will be discussed m connection with these three philosophies. Lastly the "perennial philosophy" presented by A. Huxley in 1945 will be considered in pursuit of Holistic Education.

The present article aims to study how useful and important to school life the 620 words selected by the author are felt by young Japanese language learners from Brazil, Peru and so on and by Japanese school children in the elementary school at Kannabe Town in Hiroshima Pref in mutual verbal communication. The data were elicited from them through the questionnaire: how useful and important to daily school life they feel each word. Each word was ranked: 0 is not useful or important at all, 1 is slightly useful and important, and 2 is very useful and important. The mean scores of all the words were calculated. Young Japanese language learners showed the most useful and important 59 words; Japanese school children also felt that 35.9 percent of them had been very useful and important. As for the least useful and important 19 words, 64.9 percent of them were overlapped. Accordingly, about 64 percent of the most useful and important words were different but about 35 percent of the least useful and important words were different. As for the most useful and important words, young Japanese language learners have needs different from Japanese school children to a great extent. Seven of the most useful and important words were shared: asobu, sansuu, gakkoo, kokugo, kyoo, enpitsu and shukudai. The thirteen least useful and important words were similarly shared: kooin, gishi, bukkyoo, teiryuujo, gaka, oka, jimushitsu, waakubukku, keikan, ten'in, inaka, ferii and ragubii. The vocabulary list had some problems. One of them was that several useful and important words had been missing like 'toire.' Secondly, the younger hildren in the lower grades had more difficulties in answering the questionnaire, which may have lessened reliability in the research. Thirdly, the vocabulary list focussed on BICS (Basic Interpersonal Communication Skills), not on CALP (Cognitive Academic Learning Proficiency). Young Japanese language learners have much more needs for CALP in their school life.

The present article aims to find out the problems of Japanese language education in the special Japanese language classrooms designed to help foreign students learn "Basic Interpersonal Communication Skills" (BICS) in Japanese at elementary schools in Hiroshima Prefecture, and to posit solutions for them from the standpoint of bilingual education.

The purpose of the article is to find out the actual situations and problems posited in 'Japanese Language in the Elementary Schools'(JLES) in Hiroshima Prefecture, and to give the directions to the improvement of JLES. There has been rapid increase in number of foreign pupils, especially Brazilian pupils, in Japanese schools since 1990. Hiroshima Pref. has about three hundred and twenty foreign students in the elementary schools and junior high schools. Consequently, speciaUapanese language education classrooms have been created in most of the schools for compulsory education which have accepted foreign students. The Japanese language education classrooms are responsible for giving them basic interpersonal communication skills (BICS) and cognitive/academic language proficiency (CALP). I focused on the intensive training of BICS as one component of JLES in the present article. I gave the BICS course its own framework. I mean by framework that JLES is a system, where its essence, i.e., what JLES is, is central. I discussed the essence of JLES from which its aims come.

Kiichiro Yamaguchi, the most prominent educator of Japanese language, devised Yamaguchi's Direct Method. It is characterized by the emphasis on the affective and social sides of foreign language teaching, on the significance of life in it, on communication and acquisition, on the harmony of language development and personal development and on the interface between learning and acquisition. The purpose of the present article is to discuss the basic ideas of his direct method from the standpoint of foreign language education in the 80s. The article consists of 6 sections. The first one gives the purpose of the article. The second focuses on Yamaguchi's view of language. He discusses semantics by dividing meaning and sense. The third deals with the significance of life in FL teaching. This is the essence of the idea "acquisition". It is clear that he basically supported the interface hypothesis, though he didn t know the technical terminology in those days. The fifth summarizes his whole idea of his direct method. Its main topic is his view of language education: language teaching and lauguage learning. His view of communication presents us new insights of language education today. The last one is the concluding remarks.

Teacher leadership can be divided into two functions: performance functions and maintenance functions. I studied the latter in the present article. One of the central issues of maintenance functions is facilitative teacher feedback behaviors, which are subdivided into six components derived from counselling called 'encounter group.' They are 1. active listening, 2. clarification, 3. repetition, 4.support, 5. acceptance and 6. questioning. . I transcribed all the utterances in my five 90 minute-Japanese language classes taught in a humanistic way and tried to analyze feedback behaviors according to them and to study error correction on the basis of them from the standpoint of counselling. Moreover, I classified all the students' utterances into four: mechanical, meaningful, communicative and self-disclosing. My hypothesis is this: the more communicative and humanistic teaching is, the more communicative and self-disclosing utterances will increase and the less mechanical and meaningful utterances will decrease.

The purpose of the present article is to present a conceptual framework for systematizing the Japanese-language teacher training curriculum. Firstly, I discussed what an outstanding Japanese language teacher is like. Secondly, I focussed on teacher development. Thirdly, I proposed the principles of constructing a systematic curriculum. Lastly, I insisted that a new curriculum for human dynamics in Japanese be introduced and established in the Japanese language teacher training course.