@article{oai:nara-edu.repo.nii.ac.jp:00012307,
 author = {増田, 信一 and 植西, 浩一},
 issue = {1},
 journal = {奈良教育大学紀要. 人文・社会科学},
 month = {Nov},
 note = {The aim of this study is to improve the fact that many students have poor listening skills in Japan. Weakness in listening obstructs dialogues and conversations. Our research and the research by "KOE TO KOTOBA NO KAI describe this weakness in listening, too. This weakness originated in insufficient listening guidance in Japanese. "Listening" was not indicated even in "KAISEI SHOGAKKOREI (the Course of Study for elementary schools)" in 1900. This has been influencing the listening guidance in Japanese. There were a few excellent practices by Shotaro Okuno, Mitsushige Minegi, Eikichi Kurasawa, Hama Omura and so on. But as far as listening guidance is concerned, there were few practices. The Course of Study was reviewed in 1968. At that time, Kenji Morioka, a vice chairperson, made light of listening in Japanese. His utterance promoted the public tendency to regard listening guidance as school discipline. The Revised Course of Study in 1989 changed this bad habit. But we are still confronted with many difficulties. We must struggle with these difficulties. In this study, we use not聞く(hearing) but聴く(listening). We are following the theory verified by Mitsuko Saito and English teaching methodology. We take up positive attitude in listening. We draw up a model of a listening process. It depends on the phonetic model by Shinichi Masuda. It is characterized by the activity connected with sending out messages. And we also attach great importance to the feeaback in the process of "receiving-examination-creation." We present a list of listening abilities. This depends on the preceding literature and the realities of our students. The study of listening guidance has just begun. We will continue to reinforce the theory in dialogues and conversations.},
 pages = {1--12},
 title = {聴くことの学習指導の研究},
 volume = {47},
 year = {1998}
}