| Co-Investigator(Kenkyū-buntansha) |
KIMURA Muneo The Institute for Research in Linguistic Culture, Director of the Boaed, 言語文化研究所・研究員, 理事 (60062999)
YAMASHITA Hideo The Institute for Research in Linguistic Culture, Director of the Board, Directo, 言語文化研究所・第一研究部長, 理事 (40142062)
駒込 武 御茶ノ水女子大学, 文教育学部, 助教授 (80153344)
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| Budget Amount *help |
¥2,200,000 (Direct Cost: ¥2,200,000)
Fiscal Year 1996: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1995: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Research Abstract |
(1) One of the enduring problems of the historical studies on the Japanese language teaching in wartime and prewar days has been the absence of reference resources by war disasters. The only exception would be The Institute for Research in Linguistic Culture. So we have made an effort to fill the gap focusing on the traces of guiding principles and practical activities of Japanese language teaching, dating back to the 16th century.
(2) We noticed that the pioneers of Japanese language study and teaching, not only of Taisho-Showa Periods but through 17th century to 19th century, had already described advanced theries both grammatically and technically, before the central figure of this investigation, NAGANUMA Naoe (1894-1973). E.g. the grammatical term "te-form" was named by NAGANUMA in 1932-40, but the contrast of "-te" with "-ta" in verb conjugations had been already appeared in the works of RODRIGUEZ in 1620, of S.R.BROWN in 1863, and of CHAMBERLAIN in 1888.
(3) Among the most valuable succession, experience and knowledge are described as energetic, farsighted suggestions. Some of the "new" suggestions to solve the teaching problems have been observed from the past. Some ideas appear to be new, others old, historical view shows a steady improvement.
There were many unavoidable factors in the activities of Japanese language teaching, which were destroyed by social and political situations, the needs of learners, and the teachers'abilities in Japanese language, etc. .
(4) Regarding NAGANUMA Naoe, the syllabi and course designs of his textbooks (primer to superior), the dispositions of sentenses based on discourse, and the relationship with H.PALMER,etc.are described.
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