Japanese language education in Korea focuses on voice-centered educational practices otherwise known as “speaking/listening”, rather than character-centered education, or “reading/writing”. Therefore, the importance of writing ability has become gradually less valuable. Further, it is said that many Korean learners of Japanese are poor at writing in the language. This paper, focusing on the writing education they gained from the national language textbooks in Korea, compares and analyses the national language textbooks in Japan. From the results of this study, we hope to present a method of improving Japanese writing for Korean learners.
Both of the national language textbooks in Korean and Japanese elementary schools emphasize the notion of text composition. However, in the case of Korea there are many exercises that serve to facilitate the central meanings of the “paragraph”. On the other hand, in Japan, the organizational structure of a composition utilizes the simpler method “Start- Body-End”. This method allows elementary school pupils to think about the composition of each sentence and write a composition including various genres.
In accordance with the result of this analysis, teachers of Japanese writing in high schools and colleges in Korea must take into consideration that Korean learners of Japanese have been taught using the concept of “Paragraph” even before learning Japanese. As a result, it would be more practical to guide Japanese writing using “Start-Body-End” as the primary sentence composition method.