Permalink : http://hdl.handle.net/2115/46742

Among the discourse of scholars on the historical study of Japanese language teaching, some self-tormenting opinions are found. In particular, Seki, Tani and Matsunaga insist on and deplore the low academic status of the historical study of Japanese language teaching in the field of Japanese language teaching as a foreign language. The basis of their insistence is that the historical study of Japanese language teaching has not been included in the Test Content Specification of the Japanese Language Teaching Competency Test held by JEES. On the other hand, another phenomenon is observed among these scholars' discourses that self-torment is often easily replaced by self-respect, especially after the acceptance of historical studies into the Test Content Specification mentioned above around 2000-2001. However, according to the research by the author, their discourse on the status of the historical study of Japanese language teaching is thought not to be appropriate. This is because from the middle of 1980's, academic papers in this field have been increasing gradually up to the present. The author criticizes Seki's contradiction between the productive opinions on the historical study of Japanese language teaching and his attitude of self-torment and self-respect. Finally, the author presents the idea of "Meta-historical study of Japanese language teaching" and its practical cases written by the author himself as the way to resolve these issues.