An Practical Study on tile Development of Japanese Proficiency for Improving Japanese Language Instruction.

1999-2000年，在几所小学和初中开展了主要调查。我们试图分析和考虑来自主要调查的数据。研究结果如下：1.在阅读(无论是说明文还是文学文本)中，学生的元认知语言活动随着他们的成长而发展。随着学生的成长，他们形成了对文本的设想，遵循作者的意图，并进行逻辑推理。但我们发现，随着学生的成长，阅读课文“经济”的学生数量有增加的趋势。在6.3年级之前，学生可以站在内化所有世界的纹理和观看整个课文的立场。写作意识是培养写作能力的关键。我们必须更加明确写作意识的发展水平集群。要提高学生的会话能力，就必须拓展学生的思维空间，鼓励他们的社会交往。介于两者之间的一本书于1998年3月出版。最后一本将于2000年3月出版。总结了TILS研究项目的成果。

In 1999-2000, Main investigations were put into effect in several elementary schools and junior high schools. We attempted to analyze and consider the data from main investigations. Some of our findings were as follows,1. In Reading(either of expository writings or of literary texts), metacognitional linguistic activities of students were developed as their growth. As students grew, they became to constitute an envisionments on the text following the authors intensions, and to make logical reasonings. But we found any tendencies that the number of students who read texts "economically" was increased as they grow.2. Students can get a stance to internalizing textuall worlds and to view the whole text till Grade 6.3. The consciousness on writing is crucial to developing writing abilities. We must clarity the cluster of developmental levels on the consciousness on writing more explicitly.4. To increase the abilities of conversations, we must expand the working space in students' mind and encourage their social interaction.Two research papers were published. The in-between one was published in March 1998. And final one will be published in March 2000. The results of tills research project were concluded in these papers.