@article{oai:naruto.repo.nii.ac.jp:00027979,
 author = {村井, 万里子 and MURAI, Mariko},
 journal = {鳴門教育大学研究紀要, Research bulletin of Naruto University of Education},
 month = {Mar},
 note = {This research regards Keisho−Taiwakan, a theory of language learning unique to Japan, whose birthplace was in real−world educational settings. Researchers developed this theory from 1981 to 1988, creating it by fusing three sets of resources : Kiichiro Yamaguchi' s 1943 and 1952 theory and practices（Taiwa−kan) ，Matsuzo Kaito' s 1932 theory (Keisho) ，and Enosuke Ashida' s 1934 practices. The significance of Keisho−Taiwakan lies in its provision of a theoretical basis for practices in Japanese−language education (i.e., as a first language) and language education generally. Japanese−language education has emphasized the historical study of itself, but has received criticism (from cognitive linguistics researchers) for its lack of exchange with related disciplines. To respond to this criticism, we probe how works in educational sociology, educational psychology, and cognitive linguistics have intersected with Keisho−Taiwakan, in terms of their acceptances of and objections to the theory. Our findings can be summarized as follows : 1．Educational sociology regards Keisho−taiwakan' s educational philosophy of "explor for the self" as problematic. However, it does so at the macro level, treating it as characteristic of the theory itself, when in fact it is only regarded as an essential concept within Keisho−taiwakan at the micro level, by individual researchers. 2．Educational psychology has mapped and clarified the structure of "legitimate learning" (authentic learning)．Keisho−taiwakan has also mapped legitimate learning, but expresses it in a different form : "authentic instruction" and "authentic learning". The two domains should be able to solve the problem of "deceptive studying" (i.e., rote memorization rather than thoughtful digestion) by cooperating and dealing with it together. 3．Cognitive linguistics can provide Japanese linguistic education with many excellent linguistic and thinking tools. In fact, Keisho−taiwakan−based language activities at sites of educational practice provide the perfect opportunity to equip learners with these tools. These findings demonstrate the possibility of employing the basic theory bestowed by the field of Japanese−language education history to help solve contemporary issues.},
 pages = {295--321},
 title = {「形象－対話環」の考え方がなぜ必要か : 3つの関連領域・諸学との交差},
 volume = {32},
 year = {2017},
 yomi = {ムライ, マリコ}
}