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수록정보
수록범위 : 1권0호(2001)~51권0호(2020) |수록논문 수 : 621
일본어교육연구
51권0호(2020년 05월) 수록논문
최근 권호 논문
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KCI등재

1継承日本語における「のに」の習得について - L2学習者との比較を通して -

저자 : 川口慶子 ( Kawaguchi Keiko )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 5-19 (15 pages)

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本稿では、継承語環境にいる韓日子女を対象に、接続助詞「のに」に注目して考察を行った。その習得様相を韓国語、英語、中国語を母語とするL2学習者との習得様相と比較することで明らかにしようとした。分析の結果、次の3点が明らかになった。
第一に、「のに」の使用には韓日子女の場合は日本語レベルとの関係は見られなかったが、L2学習者による「のに」使用には日本語レベルとの関係が確認できた。学習者の場合は母語にかかわらず、日本語の習熟レベルが初級の場合は「のに」の使用はほぼなく、上級に上がるにつれて使用が認められた。第二に、「のに」の誤用の使用様相については韓日子女と韓国人学習者でほぼ共通しており、「前置き」の意味で使われた誤用が最も多く、韓国語の言語転移による影響が確認された。そしてそれは、「는데」の使用様相の影響、つまり「는데」は様々な意味用法の中でも「前置き」を表す意味でよく使われており、その意味用法を「のに」にも過剰に適用してしまう過剰一般化が要因であると論じた。第三に、「のに」の誤用率については韓国人学習者より韓日子女が非常に高いことが再確認された。このような誤用率の高さの要因について、韓国語の「는데」はほかの接続助詞よりも使用頻度が高く、しかも年齢が下がるほどよく使われており、それが学齢期にある韓日子女による誤用率の高さにつながっていると論じた。
韓日子女による「のに」の過剰一般化による誤用が年齢を重ねるにつれ次第に減少していく可能性もある。しかし、その誤用率の高さを考えると、誤用のまま改善されずに残り定着化してしまう恐れもある。誤用の定着化を防ぐために、教育現場および家庭におけるフィードバックの必要性を指導する必要がある。


This study has investigated the acquisition of Japanese “Noni” in the discourse of the Korean-Japanese bilingual children who attend Korean elementary school. Focusing on its errors, the acquisition of “Noni” was analyzed by comparing the data of adult learners of Japanese (L2 learners). By comparing these data, this study aims to clarify the characteristics of Japanese as a heritage language. This study finds the following three points.
First, the use of “Noni” by Korean-Japanese bilingual children has no relation to the level of Japanese, whereas the use of “Noni” by L2 learners has relation to the level of Japanese. Second, errors in the use of “Noni” by Korean-Japanese bilingual children and L2 Korean learners are very similar to each other, which shows the influence of Korean language transfer. This usage seems to be caused by the over-generalization of Korean “nun-de” as a meaning of “introductory remark.” Lastly, the rate of errors by Korean-Japanese bilingual children is much higher than that of L2 Korean learners. This is caused by the high-rate use of Korean “nun-de” which is used more frequently by younger children.
The result of this study suggests the importance of feedback when these children make errors in the use of “Noni” in order to prevent the fossilization of the errors.

KCI등재

2評価の高い作文はどのように修正されたか - 「韓国と日本」をテーマとする作文の分析から -

저자 : 小松奈々 ( Komatsu Nana )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 21-39 (19 pages)

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本研究では、「韓国と日本」をテーマとし、協働推敲活動を経て作成された作文を対象に、初稿からどのような修正過程を経て完成稿に至るのかを計量テキスト分析の手法を用いて分析した。高い評価を受けた作文群には、単語の量および質の点で以下のような特徴があることが明らかになった。
第一に、文章に用いられる実質語の数は、延べ語数、異なり語数ともに著しい増加は見られず、作文の長さが長くなったり使用される単語の種類が増えたりする傾向はないということがわかった。第二に、特徴的に現れる語として「両国」「比較」「比べる」などの単語が抽出され、二つの国を比較するという作文の主旨が明文化されることがわかった。また、比較の際は共通点より相違点について重点的に言及しているという特徴が見られた。第三に、初稿から完成稿への修正過程で名詞、動詞ともに難易度が下がる傾向があることが明らかになった。作文例からは、一般レベルの単語を用いながら作文の枠組みを示したり、内容を明確化したりする修正過程が観察された。さらに、難易度の高い単語や韓国語的な表現は見直され、より適切な表現に推敲、修正されている様子も見られた。
これらの特徴は、協働推敲活動を肯定的に活用できている学習者が、作文の修正過程において文章の輪郭をより明確にし、よりわかりやすい表現を選択しようとしていることの現れであると考えられる。この結果に基づいて、自律的な作文作成者を養成していく際の教師フィードバックの方法について提案を行った。


In this study, I analyzed the essays on the subject of “Korea and Japan” after peer response to reveal the revision process from the first versions to complete versions. The analysis was conducted by a quantitative text analytical method. I revealed that the essays which received high ratings have the following characteristics regarding the quantity and quality of words.
Firstly, there was no marked increase in the total number of words and kinds of words used in those essays after the revision process. This indicates that the essay writers have no tendency to make their essays longer and use more kinds of words in the complete versions than the first versions through the revision process.
Secondly, I found several terms such as “both countries”, “comparison” and “make a comparison” characteristically appeared in the essays. I observed characteristics of the essays as follows: The essay writers clearly wrote a main idea, making a comparison between the two countries, and then they focused not on the similarities but on the differences between the two countries.
Thirdly, it has been revealed that the essay writers tend to use easier nouns and verbs in the complete versions. This suggests that they reconsider the use of the difficult words and Korean-like expressions and change those words and expressions to more appropriate expressions through the revision process.
These characteristics may indicate that the learners who are self-directed toward essay writing intend to make the essay outline clear and choose more comprehensible expressions. Based on these results, I propose the teacher feedback methods when teaching the self-directed essay writing skills including peer response.

KCI등재

3中上級日本語クラスにおける Problem-based Learningの試み - 学習者の動機づけに着目して -

저자 : 小林明子 ( Kobayashi Akiko ) , 福田倫子 ( Fukuda Michiko )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 41-57 (17 pages)

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本研究の目的は、Problem-based Learning(PBL)を取り入れた日本語授業を実施し、学習者の動機づけという観点からPBLの有効性と課題を探ることであった。日本国内の大学で中上級日本語クラスを履修する留学生22名を対象に、PBL実施前後の動機づけの変化と影響要因を探った。質問紙調査を実施したうえで、特徴的な動機づけの変化を示した学習者4名に対してインタビューを行い、動機づけに影響を与えた要因を考察した。結果として、クラス全体としてはPBL実施前後に動機づけの変動は見られなかったが、学習者による個人差が見られた。PBLを通して自律性、有能性、関係性の3つの心理的欲求が満たされていた学習者では、内発的動機づけの上昇が見られたが、3つの心理的欲求が満たされなかった学習者では、変化が見られないか、または下降がみられた。例えば、PBLのなかで実施したグループ討論や分担読解を有意義だと認識した学習者では、関係性の欲求が満たされ内発的動機づけが高まっていた。一方、それらの活動において相手の発言がよく理解できない、話し合っても考えが深まらないと認識した学習者は、内発的動機づけが下降していた。このことから、情報収集や資料の読解といった個人活動により多くの時間を割き、その後のグループ活動における情報共有や意見交換が活発になるよう支援することが必要であることが示唆された。その他にも動機づけの観点からPBL実施上の課題が示され、それらをもとに授業改善案を検討した。


The purpose of this study was to investigate the effectiveness and issues in the practice of Problem-based Learning (PBL) in Japanese language instruction as regards learner motivation. A questionnaire survey was conducted on 22 international students learning Japanese, and 4 learners who exhibited characteristic changes in motivation were interviewed. No change in motivation was found as a result of PBL in the class taken as a whole, but individual differences were indicated. Learners who fulfilled the three psychological needs of autonomy, competence, and relatedness showed improved motivation. In contrast, learners who did not meet the three psychological needs presented no change or decrease in motivation. For example, learners who perceived group activities as meaningful fulfilled the need of relatedness and displayed increased motivation. On the other hand, learners who recognized that they deepened their opinions had lower motivation. This suggests that it was necessary to spend additional time on individual activities before group activities to support more active exchange of opinions. Some issues of PBL were indicated from the viewpoint of motivation, and the overall progress of the class was considered.

KCI등재

4플립러닝을 도입한 초급 교양일본어 수업의 실천연구 - 플립러닝의 학습효과와 교실내 활동에 대한 학습자들의 인식을 중심으로 -

저자 : 郭銀心 ( Kwak Eun-sim ) , 朴才煥 ( Park Jae-hwan )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 59-77 (19 pages)

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본 연구에서는 초급 교양일본어 수업에 플립러닝을 도입하여 플립러닝 수업방식에 따른 학습효과를 검증하고 만족도 조사를 통하여 교실내 활동에 대한 학습자들의 인식에 대해 분석하였다.
(1) 동영상 시청에 대한 소홀한 학습태도를 방지하기 위해서 쪽지시험은 효과적인 수단이 된다. 또한 쪽지시험은 자기주도적 학습능력을 높이는 역할을 한다.
(2) 플립러닝 강좌는 기존방식의 강좌와 비교했을 때 형성평가의 결과가 높았으며 이는 플립러닝 수업방식에는 학습효과가 있다는 것을 뒷받침해 준다.
(3) 플립러닝 수업방식의 효과에 대한 학습자들의 만족도는 매우 놓게 나타났다. 특히 일본어를 처음 배우는 미학습자의 만족도는 기학습자보다 높다.
(4) Pre-class에서의 사전학습은 기학습자와 미학습자 간의 갭의 줄일 수 있다. 미학습자들도 동영상 자료를 반복적으로 시청하고 충분한 사전학습이 이루어진 후에 In-class에 임하게 되면 교실내 활동에 대해서도 적극성을 보인다.
(5) 교실내 활동에 대한 인식은 기학습자와 미학습자 간에 차이를 보인다. 미학습자들은 처음에는 Pre-class의 학습에만 치중하여 교실내 활동의 중요성을 인식하지 못하다가 교실내 활동을 계속 경험하면서 중요성을 점차 인식하게 된다.
(6) 교실내 활동의 효과에 대해서도 미학습자는 기학습자보다 낮게 평가하고 있다. 다만 '④효과적이지 않다'는 평가가 최종적으로 없어진 것을 보면 교실내 활동에 소극적이었던 일부 미학습자들의 태도가 점차 적극적으로 변화되었음을 알 수 있다.


To analyze learners' perceptions on activities in classrooms, this study introduced flipped learning to the beginner's-level general Japanese class, tested the learning effects of the teaching method using flipped learning and examined learners' satisfaction.
(1) The pop quiz is an effective measure for preventing negligent learning attitudes toward watching video clips. In addition, it serves to increase the self-initiated learning ability.
(2) The flipped learning class showed better results in the formative evaluation than the existing classes, indicating that the flipped learning class has significant learning effects.
(3) Learners' satisfaction with the effects of the flipped-learning course was very high. In particular, the satisfaction of inexperienced learners who first learn Japanese is higher than that of experienced learners.
(4) Pre-learning in pre-class can narrow the gap between inexperienced and experienced learners. Even inexperienced learners actively participated in activities in classrooms, if they attend classes, after repeatedly watching video clips and taking adequate pre-learning. Video clips can be thus used as strong tools for enhancing learning effects.
(5) The perception of activities in classroom differs between inexperienced and experienced learners. Although the former cannot initially perceive the importance of them, but only focus on learning in the pre-class, they gradually perceive the importance as they continue to experience activities in classrooms.
(6) Inexperienced learners also underestimate the effects of activities in classrooms, compared to experienced ones. It can be, however, found that some inexperienced learners' passive attitudes toward activities in classrooms have been gradually changed into active ones, given that the evaluation item, '④not effective', was finally eliminated.

KCI등재

5'と思う'에 관한 교재분석 - 초급·회화·작문 교재를 중심으로 -

저자 : 朴京愛 ( Park Kyoung-ae )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 79-95 (17 pages)

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본고에서는 (구)일본어능력시험 3급 레벨 문형·문법 사항중의 하나인'と思う'문형이 한국의 4년제 대학에서 채택하고 있는 초급교재와 중·상급 학습자를 대상으로 하는 회화교재와 작문교재에서 어떤 의미로 사용되고 있는지를 조사하였다. 그 결과 교재에서는 「보통체+と思う」, 「たいと思う」, 「V(よ)うと思う」 표현 형식 등으로 출현하였는데, 「보통체+と思う」 표현 형식은 화자의 주관적 인식이나 불확실한 인식, 상대방의향엿보기 의미로, 「たいと思う」와 「V(よ)うと思う」 표현 형식은 화자의 희망·결의, 화자가 하고자 하는 일(행동)의 수행보고, 상대방의향엿보기 의미로 출현하고 있었다. 이는 (구)일본어능력시험 3급 문형으로 제시하고 있는 V(よ)うと思う」 표현 형식은 '의지' 라는 표현 의도로, 「(だろう)と思う」 표현 형식은'추량·개언(概言)'이라는 표현의도로 제시되고 있는 것과는 차이를 보였다. 또한 교재에서는 「보통체+と思う」, 「V(よ)うと思う」 문형에 대한 의미는 제시하고 있으나 「たいと思う」 문형에 대해서는 대부분의 교재에서 다루고 있지 않다는 것을 확인하였다. 학습자가 주관적 인식용법에 치중해서 사용하고 그 외 의미용법을 잘 사용하지 못하는 것은 모어화자가 실제 사용하는 사용실태를 교재에 반영하지 않고 있다는 것을 확인하였다.
본고에서는 분석 결과의 문제점을 해결하기 위해 「と思う」 문형이 가지는 다양한 의미를 더 적극적으로 교재나 수업에서 다루고 특히 「たいと思う」 문형의 적극적인 도입을 주장하였다.


In this paper, the 'と思う' sentence pattern, one of the sentence patterns and grammar items for the former Level 3 Japanese Language Proficiency Test, has been analyzed from the basic/intermediate/ advanced conversation and composition materials which are in use at four-year colleges in Korea to examine what it means in the materials. The analysis result shows that the materials employ the sentence pattern in the form of “Plain Style + と思う”, “たいと思う”, “V(よ)うと思う”, and the like. The form of “Plain Style + と思う'' is employed to express the speaker's subjective perception or uncertain perception, or to get a hint of the other party's intention; and the form of “たいと思う” and “V(よ)うと思う” are employed to express the speaker's hope and determination, to report the performance of the speaker's work (or behavior), or to get a hint of the other party's intention. This shows differences from the expression intention presented by the sentence pattern of the (old) Japanese Language Proficiency Test Level 3: “V(よ)うと思う” intended to express “will”, and “(だろう) と思う” presented to intend “guess and general remark”. In addition, it is confirmed that the materials present the meaning of the sentence patterns of “Plain Style + と思う” and “V(よ)うと思う”, but most of them do not cover the sentence pattern of “たいと思う”. It is found out that the reason why learners are focused on the subjective recognition usage and cannot employ the other semantic usages well is that the native speakers' actual usage practices are not properly reflected in the materials.
In order to solve the problems raised from this analysis result, it is recommended to make more active introduction of various meanings of the sentence pattern of “と思う” and especially of “たいと思う” in the materials or classes.

KCI등재

6日韓言語文化的な視点の違いから見る日韓映画に反映された会話構造の様相 - 隣接対と連鎖組織を中心に -

저자 : 朴廷苑 ( Park Jung-won )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 97-114 (18 pages)

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本稿は、日韓の映画の類似した場面での会話を比較し、その類似した場面における隣接対と連鎖組織(好まれる応答形式と好まれない応答形式、隣接対の拡張として前置き連鎖、挿入連鎖、後方連鎖)を中心に考察したものである。分析対象は、日本映画『いま、会いにゆきます(2004)』とそれをリメイクした韓国映画『지금 만나러 갑니다(2018)』及び日本映画『リトル·フォレスト夏/秋(2014)』と『リトル·フォレスト冬/春(2015)』とそれをリメイクした韓国映画『리틀 포레스트(2018)』である。日韓において類似した場面の会話のセリフを収集したデータを文字化し、隣接対と連鎖組織について対照比較分析を行い、日韓の相違点を調べた。
分析の結果、以下のような日韓の異同が明らかになった。まず、日韓で一番多い隣接対は「質問/応答」であった。日は話し手と聞き手の連鎖が順調に進む傾向にあるが、それに対して韓は質問より応答が少し多く観察された。次は日韓の好まれる応答形式と好まれない応答形式の差があった。日は親友の立場に立って配慮することが好まれる応答形式をするのに対し、韓は親友の期待に反する好まれない応答形式をして相手との摩擦が起こったり体面を傷つけられる場面があった。日韓の前置き連鎖はほぼ同様に用いられる。日韓の前置き連鎖はベース隣接対に進むように促す役割を話している。日韓の挿入連鎖は同じ意味の表現を持ち、隣接対が母親と息子の心を確認して結び付く形で表れた。日韓の後方連鎖は会話を終わらせないように隣接対は後方に拡張された。


This study compared conversations appearing in similar scenes in Japanese and Korean films, and primarily considered what forms of adjacency pairs appear in the similar scenes, and Japanese and Korean sequence organization. The films analyzed include a Japanese film Be with You (2004) and its Korean remake Be with You (2018), as well as Japanese films Little Forest Summer/Fall (2014) and Little Forest Winter/Spring (2015) and its Korean remake Little Forest (2018). The data collected from the scripts for the similar scenes in these films were transcribed, and then adjacency pairs and sequence organizations in the scenes were comparatively analyzed and differences between them were considered. The results of the analysis show the following similarities and differences. The adjacency pairs that most often appeared in the films were 'questions/responses'. The sequence of a speaker and a hearer was smoothly developed in the Japanese films, while response was more frequently observed than questions in the Korean films. There were differences in preferred and non-preferred response forms between the films. Characters' response took the form of caring for the positions of friends in the Japanese films, while the Korean films took the form of contradicting friends' expectations, so a conflict with them occurs or they lose faces. The pre-sequence between the films was similar. It serves to help develop base adjacency pairs. The insertion sequence between the films had the same expressions and adjacency pairs were used to verify and connect the minds of mothers and sons. The post-sequence of the films raised questions, not to cease conversations. As a result, adjacency pairs were extended to the back.

KCI등재

7한국어 모국어 학습자의 일본어 한자 단어 청각적 인지 - 프라이밍 효과를 이용한 의미 일치성 판단 과제를 통하여 -

저자 : 柳本大地 ( Yanamoto Daichi )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 115-131 (17 pages)

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본 연구는 한국어 모국어 상급 일본어 학습자가 청각적으로 제시된 일본어 한자 단어를 의미 처리할 때 심성 어휘집이 어떻게 기능하는가를 음운 표상 활성화의 관점에서 검토한 것이다. 실험은 일본 유학 중인 상급 학습자를 대상으로 프라이밍(priming) 효과를 이용한 의미 일치성 판단 과제(한국어 선행 제시)에서의 반응 시간을 척도로 하였다. 본 실험 결과와 청각적으로 제시된 어휘 판단 과제를 이용한 柳本(2015)의 결과를 통해 일본어 학습자의 청각적 처리 과정에서 한국어의 음운 표상의 활성화가 처리에 간접 효과를 일으킨다는 점, 2언어 간에 다른 한자를 쓰는 단어(이형 단어)는 일본어 음운 표상 및 일본어 형태 표상의 연결이 강하다는 점, 음운 유사성이 낮은 단어가 일본어 형태 표상에서 한국어 음운 표상을 경유하여 의미 처리가 이루어진다는 점이 밝혀졌다.


The purpose of this study is to investigate how mental lexicon works in advanced Korean learners of Japanese, while processing auditory-presented Japanese kanji-words. Advanced Korean learners of Japanese as a second language and currently residing in Japan participated in the matching task experiment using pre-presentation of Korean words and reaction time was measured. SOAs were at two conditions of 300ms and 800ms respectively. As a result, an inhibiting effect of the phonological similarity was observed at SOA 300ms and, an inhibiting effect of the phonological similarity and an interaction of the orthographic and phonological similarity were observed at SOA 800ms. From these results, it was indicated that in the auditory processing of Japanese kanji-words, activation of Korean phonological representation brings an inhibiting effect.
Also in case of variant words, a strong connection has been found between Japanese phonological and orthographic representation and in case of phonological low-similarity words, concept processing occurs via Japanese orthographical representation and Korean phonological representation.

KCI등재

8留学生はいかに自身のキャリアを形成していくのか - 留学·兵役·就職を経験した韓国人留学生の事例から -

저자 : 山本晋也 ( Yamamoto Shinya )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 133-148 (16 pages)

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本研究の課題は、日本語教育的な見地から、日本国内の高等教育機関への留学を経て、卒業後に日本国内での就職を実現した外国人留学生(以下、留学生)のキャリア形成プロセスを明らかにすることである。なお、本研究における「キャリア形成プロセス」とは、日本での就職に関連する個人の言語文化的能力、いわゆるワーク(職業)キャリアの形成に限るものではない。ワークキャリアを含め「他者や社会との関わりにおいて形成される主体的な自己のあり方」としてのライフ(人生)キャリアが、日本での留学生活においていかに育まれているのかを明らかにしようとするものである。そのための具体的なアプローチとして、日本での留学·就職を経験した韓国人留学生1名を対象として複数回の半構造化インタビューを実施し、その語りをデータとしてキャリア形成プロセスを構成する個人の経験や変容について分析を行った。分析によって明らかになったのは、1)キャリア形成プロセスを構成する経験として、大学内外へのコミュニティへの関わりと人々との対話が大きく関わっていること、2)それらの経験が、自己の問い直しと将来への気づきにつながりキャリア形成を精神的に支えていたこと、そして、それらの経験や変容の背景に3)キャリア形成のロールモデルとなる存在や大学内外の複合的支援があること、の3点であった。以上の結果から、日本語教育的見地からのキャリア支援として、人や社会と関わるためのコミュニケーションとは何か、そのためにどのような言語活動が必要となるのかという視点から、それぞれの現場での教育実践を構想することの重要性を主張した。


The purpose of this study is to clarify the career formation process of a foreign student who found employment in Japan after the graduation university. To achieve the purpose, I carried out a multiple interview targeting one Korean student who experienced studying abroad, employment in Japan. Then I analyzed his talk about his personal experience and transformation to constitute a career formation process as data. The following three points were verified: 1) what a relation to the community to the university inside and outside and engage in dialogue with people were greatly concerned with as the experience. 2) those experiences were supported the carrier formation mentally to the future.3) There are the existence and complex support inside and outside the university to become the role model of the carrier formation in the background. The above-mentioned result suggests the importance of envisioning an on-site educational practice of each from a viewpoint whether anything, therefore what kind of language were necessary for with the communication to be concerned with a person and the society as career support from the Japanese educational standpoint inside and outside the classroom.

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9문법평가문항 개발 방향성에 관한 고찰 - 대학수학능력시험 일본어Ⅰ을 대상으로 -

저자 : 呉玹定 ( Oh Hyun-jung )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 149-164 (16 pages)

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본고에서는 수능일본어를 대상으로 문법지식문항의 개발 방향성에 관해 논의하였다. 그동안 수능일본어에 출제되는 문법지식문항은 한 문장을 단위로 형태나 의미에 초점이 놓인 문항이 자주 출제되어 진정성이 부족하다는 지적이 많았다. 그러나 현행 고등학교 일본어교육의 학습목표는 의사소통 기본표현을 중심으로 일본인과 교류할 수 있는 능력을 배양하는 것이다. 이러한 학습목표를 달성하기 위해서는 문법지식문항에서도 형태, 의미, 화용에 관한 지식이 고루 평가될 수 있도록 문항을 개발하는 것이 중요하다. 이에 본고에서는 수능일본어의 문법지식문항을 대상으로 의사소통 표현이 포함되며, 진정성 및 텍스트성 등을 측정할 수 있도록 목적을 가진 글을 지문으로 구성한 문항을 제시하였다. 또한 의사소통 표현에 따라 시각정보를 제공함으로써 문법지식을 사용할 수 있는가에 초점이 놓일 수 있도록 하는 문항 및 대화문으로 상황이나 맥락에 대한 정보를 파악할 수 있도록 하는 문항 등도 제시해 보았다. 본고에서 제시한 문항은 학습자의 사용능력을 평가할 수 있는 문항개발에 초점을 둔 제안에 불과하지만, 앞으로 교수-학습-평가가 연계된 평가방안에 대한 논의가 보다 활성화되어 문법을 지식으로만 평가할 것이 아니라 문법지식을 사용할 수 있는 능력에 초점을 맞춘 평가방안이 마련되기를 기대한다.


For this study, efforts were made to discuss directions regarding the development of questions to test grammar knowledge, intended for Japanese Ⅰ in CSAT (College Scholastic Ability Test). To date, as to questions to test grammar knowledge, sentences focused on forms and meanings have been set for questions, causing them to be somewhat inauthentic or unnatural. However, in the current high school Japanese education, the aim of the lesson is to cultivate the ability to interact with Japanese speakers, centered around fundamental expressions for communication. To achieve this aim, it is important to develop questions for the accurate and uniform assessment of forms, meanings and pragmatics among those items related to knowledge of grammar. Because of this, questions with passages that contain expressions for communication and that are intended for assessment of textuality and authenticity are suggested. Additionally suggested questions are those that require inferences to be made about situations or contexts found in questions and passages and that allow for a focus on the ability to use grammar knowledge by providing visual information according to expressions for communication. Though questions offered in this study are mere suggestions focused on the development of questions to assess the practical ability of learners to apply their learning or knowledge, further studies are needed to develop various types of questions and to arrange assessment methods in order to activate discussions about methods for assessment involving teaching-learning-evaluation, thus making it possible to make assessments based on not only grammar knowledge, but also the ability to use it.

KCI등재

10「らしい」의 지도방법 고찰 - 일본어교과서의 용례 분석을 통해 -

저자 : 鄭相美 ( Chung Sang-mi )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 51권 0호 발행 연도 : 2020 페이지 : pp. 165-178 (14 pages)

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본고는 「らしい」의 커뮤니케이션 용법을, [A] 화자 자신이 외부에서 획득한 정보 또는 관찰가능한 상황을 제3자에게 그대로 전달하는 '전언'의 용법과 [B] 화자 자신이 외부에서 획득한 정보 또는 관찰가능한 상황을 근거로 한 화자 자신의 사고내용을 기술하는 '추측/ 판단'의 용법으로 나누고, 일본어 교과서에서 수집한 「らしい」의 용례를 수집하고 사용양상을 분석함으로써, 일본어 교육현장에서 「らしい」의 각 용법에 대한 지도가 적절히 이루어지고 있는지 고찰하였다.
본고에서 고찰자료로 선정한 총 14종의 초·중급교재에서 사용된 「らしい」의 용법은 불명확(46.2%) > 전언(33.3%) > 추측/판단(20.5%)의 순으로 나타나, '전언'과 '추측/판단'의 용법보다 어떤 용법으로 제시된 것인지 파악하기 어려운 「らしい」의 용례가 가장 높은 비율로 나타났다.
이는 「らしい」의 도입 시에, 구체적이고 명확한 문맥을 통해 용례를 제시함으로써, 학습자의 실제 담화에서도 이를 활용하여 해당 표현을 운용할 수 있게 하는 '문맥구체화'의 부재에서 기인한다.
즉, 학습자가 단순한 의미대응이 아니라, 각각의 일본어 표현이 갖고 있는 다양한 용법을 이해하고 해당 문맥에 합치하는 용법을 자유롭게 활용가능할 때 비로소 표현의 습득이 이루어졌다고 할 수 있을 것이다.
이러한 관점에서 일본어교과서가 각 표현들을 어떠한 방식으로 제시하는지 고찰하고 검토하는 과정은 향후의 보다 효과적인 지도방법을 모색하기 위해 필요할 것으로 사료되며, 본고의 분석방법을 바탕으로 일본어학습자의 담화운용능력 향상을 위한 일본어 표현의 용법 및 교육현장에서의 도입방식에 대한 고찰을 이어가고자 한다.


This study considered whether each usage of “rashii” is properly taught in the field of Japanese language education, by dividing the communication usage of “rashii” into [A] 'secondhand information' usage with which a speaker communicating data acquired from outside or observable situations to a third party and [B] 'estimation/determination' usage with which a speaker describes his/her own thoughts based on data acquired from the outside of him/her or observable situations, collecting the usage of “rashii” from Japanese textbooks and analyzing its use patterns.
The usages of “rashii” used in 14 types of elementary and intermediate textbooks selected as data to be considered by this study can be arranged by their proportion: definiteness(46.2%) > secondhand information(33.3%) > estimation/determination (20.5%), indicating that the illustrate of “rashii” whose usage is more difficult to be understood than the usages of 'secondhand information' and 'estimation/determination' accounted for highest portion.
This is resulted from lack of 'contextualization' which allows learners to use “rashii” and therefore, operate the expressions of it, even in their real discourses by providing specific and definite contexts, when “rashii” is introduced.
In other words, learners cannot master such expressions until they can understand a variety of usages of each Japanese expression rather than just semantic correspondence and freely utilize the usages consistent with the contexts.
From this perspective, the consideration and review of how Japanese language textbooks suggest each expression is thought to be necessary to seek out more effective teaching methods in the future. On the basis of the analysis methods used in this study, the usages of Japanese expressions and how to introduce them to the educational field should be continuously considered to enhance Japanese learners' abilities to more effectively operate discourses.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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고려대학교 한국외국어대학교 상명대학교 경희대학교 이화여자대학교
 35
 35
 20
 13
 10
  • 1 고려대학교 (35건)
  • 2 한국외국어대학교 (35건)
  • 3 상명대학교 (20건)
  • 4 경희대학교 (13건)
  • 5 이화여자대학교 (10건)
  • 6 경북대학교 (8건)
  • 7 Nordic Institute of Asian Studies(NIAS) (7건)
  • 8 부산외국어대학교 (7건)
  • 9 한국방송통신대학교 (5건)
  • 10 중앙대학교(서울) (4건)

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