The purpose of the present article is to consider the results after surveying the learners’ awareness for the learners’ activities & instructors’ feedbacks concerning the operation of the major elective of Japanese Kanji class.
(1) The leaners who thought the activity① of expressing the event during a weekend in four key words to be helpful accounted for 84.5%. Through the activity①, it has been revealed that viewing an individual’s routine in Kanji was helpful to familiarization of Kanji providing an opportunity for familiarization with and review of the frequently-used Kanji and that comfortable access to Kanji was enabled. In addition, it was found to have become an opportunity for communication among the learners, allowing the learners to pleasantly learn and become proficient in Kanji with intimacy.
(2) Concerning the activity② of using Kanji in a concentrated manner, 98.6% gave a positive rating. Unlike the expectation where the learners might feel the act of writing Kanji as a simple operation so as to have dissatisfaction or feel bothersome, it was discovered to be perceived as a meaningful activity for Kanji learning.
(3) The learners considering the feedback time to be helpful for familiarization with Kanji accounted for 91.5%. It was learned that Japanese Kanji and Korean Chinese character became distinguishable after this time, Kanji susceptible to making a mistake along with precautions were recognized, and the time was provided for learning accurate usage of Kanji and living Kanji. In addition, his/her own Kanji capability could be seen objectively as the learners of the whole class get to recognize the use situations for Kanji, and it was shown to have been the time where the confidence in Kanji was connected with the desire for Kanji study.