For Appropriate Application of Grammatical Theory and Assembling Systematic Educational Grammar

代表的合作，分配它的人，和合作者被接受，并且完成并澄清了解释。对日语语法理论中的形式论重视的语法理论和与之相对的语义论重视的语法理论进行了考察，明确了前者的包容性和第一学者性，明确了后者与认知论和直观趣味性的关系中有很多优点。与此相关，在学习过程中检查了语法教育和语言问题等的位置和教育场所的实际处理，以及在当前状态下，作为有益的语法教育的目标，对语言Satoru的训练和Hahacata等必须成为中心或更多的依恋的训练。此外，通过具体的程序来定制的人和学生的概括句的特征与笔画数之间的关系等（在使用的预定部分的教授的校正和命令的变化）关于语法作为语言行为规则的必要性，包括身体活动和国家语言教材的选择和指导，作为教育语法的框架。

The cooperation of the representative, those who allotted it, and the cooperator was received, and the folio wing were done and clarified. A grammatical theory of the form theory valuing and a grammatical theory of the semantics valuing that opposed it were examined for the Japanese grammar theory, it clarified in the former plainly of an inclusiveness and the first scholar, and it was clarified to the latter that there were a lot of advantages in a relation to the acknowledgment theory and an intuitive interesting. It correlated to this, actual handling on a location and an educational site of a grammatical education and the language matter etc. in the course of study were examined, and what the training of the attachment to view on language Satoru's training and Hahacata etc. had to become centers or more was shown as a target of a profitable grammatical education that was at the current state.Moreover, the relation etc. between the feature and the number of strokes of the summary sentence that the person and the student of being of customizing that passed a concrete procedure (change in the correction and the order of the professor of a predetermined part of use) about the necessity of the grammar as the language action rule including the body activity and the selection and directions of the national language teaching material made were shown as a frame for an educational grammar.