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논문검색은 역시 페이퍼서치

일본어교육검색

Journal of Japanese Language Education Association


  • - 주제 : 어문학분야 > 일어일문학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 2005-7016
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 74권 0호 (2015)

스토리텔링을 활용한 일본어 말하기 수업 지도 -방과후학교 수업을 중심으로-

김행영 ( Haeng Young Kim ) , 윤강구 ( Goo Youn Kang )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 1-14 ( 총 14 pages)
5,400
초록보기
Storytelling allows the students to have a positive attitude, and it provides growth in interest as well as the ablility to be imaginative. I have applied the storytelling method to my class in order for the students to participate positively in the class and to be motivated to learn Japanese. During the storytelling process, the students use their imagination of scenes from the story. Students use creativity to reconstruct the story. This benefits the students to naturally obtain basic vocabulary and sentence patters. The roleplaying activity which uses the points stated above as a basis allows the students to have more chances to speak Japanese. The roleplaying activity builds the confidence in students. Students are able to use the colloquial Japanese they learned in real life. The results of the roleplaying activity, the results of repeated learning, proved to raise the confidence of students. The students said that they taught and used Japanese to their friends and family. Therefore, I came to the conclusion that students are consistent with their interest in Japanese and the Japanese learning has a positive effect.

대학에서 교양 일본어(제2외국어) 교육 개선을 위한 실천적 제안

방극철 ( Geug Chol Bang )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 15-26 ( 총 12 pages)
5,200
초록보기
In this study, currently, Japanese liberal education as well as Japanese major education, it has been diagnosed with the crisis. So suggest that how to convert to learner centered, creative and spontaneous after innovating the quality of liberal education. Specifically, propose 6 practical points for Japanese liberal education in university. 1.Modifying the learner centered curriculum for motivation study. 2.Utilizing at the field of liberal education to studying the second language. 3.Managing peer and collaborative learning. 4.Attempting exploratory study for blended learning. 5.Forming development of textbook and curriculum to acquire sociolinguistics and pragmatics. 6.Writing to CQI(Continuous Quality Improvement)report and SRN(Self Reflection Note) After supported and improved the activity of teaching with systematic, continuous. Finally, It will be possible to expect the results of the management of education and liberal education of Japanese.

日本語の要約作文の課題 -韓國人學習者の要約調査を中心に-

정윤정 ( Yun Jung Chong )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 27-39 ( 총 13 pages)
5,300
초록보기
This research examines a group of thirty three Korean college students learning Japanese, and analyzes their competence in written summarization. This study makes evident the following three issues. First, few of the research participants were able to accurately interpret the sentence constructions of the original text and concisely recreate them in a summary composition. Second, the research participants often had difficulty selecting the appropriate “Communicative Units” (CU) relevant to the central meaning of the original text. Finally, study participants showed a marked difficulty in interpreting ironic usage in the original text. Such errors frequently gave rise to vague conclusions in participants’ summaries and caused the content of their compositions to deviate from the meaning of the original text. Since summarization skills require the student to make active use of their comprehension abilities while writing, it is regarded as an efficient method for improving both a learner’s comprehension and expressive abilities at the same time. For this reason, this method promises a great many benefits both to Japanese learners and to the field of Japanese education in general.

한국 대학의 일본어 전공 학습자의 심리적 특성 분석 -개인 특성, 일본어 학습 불안, 일본어 학업 실패내성을 중심으로-

최영숙 ( Young Sook Choi ) , 고홍월 ( Hong Yue Gao )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 41-54 ( 총 14 pages)
5,400
초록보기
In regard of learning foreign languages, learners`` psychological traits have such an important influence on the results of learning. In order to analyze Korean undergraduates``(majoring in Japanese Language) psychological traits in regard of learning Japanese language, this study analyzed the individual and psychological traits of total 341 undergraduates. Also, the differences in anxiety in learning foreign languages and learning failure tolerance in accordance with the individual traits were compared. In the results, as the general characteristics of learners, 83.9% of the respondents are the students of College of Humanities and also 69.8% of them are majoring in Japanese Language. In the results of the psychological traits in accordance with the individual traits, female students feel tension and fear more than male students while male students show more self confidence and comfortableness than female students. The students with major in Japanese language, the experience in visiting Japan, the certificate of Japanese language, and high interest in Japanese language feel confident and comfortable more than the students without them. In the results of the analysis on the learning failure tolerance, male students can cope with the feelings about failure better than female students while female students can cope with them in the behavioral aspect better than male students. Depending on the matter of major, the students who are not majored in Japanese language can cope with failure better in the preference of task level. The students with the experience in prerequisite learning and the experience in visiting Japan have stronger failure tolerance in the aspects of behavior and preference of task level than the students without them. The students with the certificate and the hope to get a job related to Japanese language have stronger failure tolerance in the sub factors of behavior and preference of task level. The students with high interest in majoring in Japanese language show higher in the factors of behavior and preference of task level than the students without it.

고등학교 일본어 교과서의 어휘 -제2차~2009개정 교육과정의 색인을 중심으로-

최헤정 ( Hye Jung Choi )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 55-66 ( 총 12 pages)
5,200
초록보기
In this paper it was examined at the center of the vocabulary of Japanese textbook index entry of the high school from secondary education curriculum until 2009 revised curriculum. Its main results were as follows. (1)becomes to appear the difference between the number of vocabulary based on changes in the curriculum by educational goals, the number of vocabulary according orders from the secondary curriculum increases it is possible to know that the decreased slightly. (2)it was possible to find the different number of words according to the curriculum and the telling number of words more numerous than the first volume except for several degrees. (3)vocabulary in spite of the limited vocabulary of each was presented curriculum to the item, another difference is textbook, the number of units and the textbook by the number of pages of the curriculum, each including how to create author vocabulary and vocabulary list textbooks I because different. (4)common vocabulary in a whole different number of words 14,395 words of secondary education 2009 revised curriculum ‘Japanese Ⅰ`` in textbooks index vocabulary from the course in a total of 22 words, the common vocabulary of the entire educational process is fairly it was possible to know that small. (5)secondary education very low lexical similarity of from eight curriculum until 2009 revised curriculum from the program, the percentage of vocabulary common level is occupied by low as the entire vocabulary was high.
5,200
초록보기
The purpose of this study is to examine the acquisition of Japanese conditional expressions by Korean learners of Japanese as a L2. Specifically, by comparing the distribution of conditional expressions in text written by Korean learners of Japanese with that by native Japanese speakers, this study clarifies the features of the acquisition of conditional expressions by the Korean learners found in the text. The data pertaining to the Korean learners of Japanese were obtained from the corpus of Japanese-language technical papers written by Korean researchers of the Japanese language and Japanese language education. The data relating to native Japanese speakers were taken from Hori(2005). The following results were obtained. First, the conditional form ト(to) is used much more often than different conditional forms. Second, introductory expressions with a conditional form, especially ト(to), are used much more commonly than conditional expressions. Third, the use of the ‘conditional’ type of バ(ba) conditional expressions is less common than the ‘hypothetical’ type of バ(ba) conditional expressions.

原因を表す 「デ」 「ニ」 選擇に對する解釋における韓日比較

스즈키아즈사 ( Suzuki Azusa )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 79-89 ( 총 11 pages)
5,100
초록보기
Japanese and Korean have a lot of similarities semantically, pragmatically, syntactically, and so on. However, Japanese and Korean have different case and semantic roles in some sentences. The aim of this paper is to find a way to make clear such difference between Japanese and Korean interpretation, especially from the view of causative case. The reason why this choice is the causative markers in both languages are absolutely different. In Japanese, causative marker must be the particle “ni” or “de”, but in Korean, it takes much more styles. What makes this difference is both languages’ perception for CAUSE and EFFECT. On some questionnaires for Japanese native speakers and Korean Japanese learners, the tendency below got be clear; in Japanese, both “ni” and “de” can refer to CAUSE but this fact might not introduced in classes in Korean Japanese classes. For Japanese natives, the particle “ni” and ”de” is not same. Taking “ni” means cause’s much importance for experiencer, and taking “de” means less. And this means “ni” could be the marker of subjective view point for CAUSE and EFFECT at the same time. On the other hand, “de” is used just as instrumental semantic marker could refer to the objective relations between CAUSE and EFFECT. In Japanese, this distinction often can be fuzzy, but Korean treats them on its clear rules. This paper suggest the possibility of Japanese and Korean causative particles’ comprehension make it clear Japanese way to percept CAUSE and EFFECT, and more.

必須成分としての「相對時間名詞+ニ」 -「明日に」を中心に-

이정옥 ( Jung Og Lee )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 91-102 ( 총 12 pages)
5,200
초록보기
In this paper I studied ‘relational Time Noun+ ni’ as a essential argument on the focusing ‘ashitani’, and I made it clear ‘ashitani’ which is< relative time noun> exist as a essential argument . It was ordinary that ‘ashitani’ is not involved as a essential argument by the preceding study, but I assumed that it was possible to involve a ‘ashitani’ as a essential argument by a case. Like in case of a transitive verb, ‘nobasu, hikizuru, enkisuru, motikosu’, Like in case of an intransitive and the passive expression like it``s ‘nobiru, zurekomu’,‘enkisareru’ . In this case ‘relational Time Noun’ is requested of as a essential argument as like ‘ashitani

『동(冬)のソナタ(1권)』에 나타난 생략표현

이하자 ( Ha Ja Lee )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 103-122 ( 총 20 pages)
6,000
초록보기
This paper looks into classification and characteristics of elliptical expressions in Winter Sonata . Elliptical expressions consist of morphologic ellipsis, semantic ellipsis and contextual ellipsis. Morphologic ellipsis was the most in postpositional elliptical example sentences. Meanwhile, subjective postposition ellipsis was the most in there. In condition of speaker and listener precisely acknowledged the content, it had subject ellipsis, predicate ellipsis, objective ellipsis, postposition ellipsis and syllable ellipsis to get rid of prolixity and boredom. From speaker’s side, sematic ellipsis that grasps speaker’s mind by opponent without definite refuse, especially indirect elliptical expressions, are not making opponents to be upset and maintain close relationship. Since it is based with deep consideration of opponent and it is not a complete sentence that omits the end of the sentence, so it is important to find intention of speaker that continues at the end of sentence. Contextual ellipses mostly consist of request elliptical expressions. Only one or two elliptical expressions that related with order, limit, enumeration, restriction and suggestion are in example and there is no permission elliptical expression. In literary style, it is hard to express as ellipsis since speaker needs to deliver what speaker meant to opponent. That``s why most of elliptical expressions are occurred in conversations as what shows in main material. Since It can sympathize with opponent indirectly, conversation can be smooth and it can leave lingers. There are many elliptical expressions occurred between close friends. Because opponent can understand speaker’s intention. It shows unique sympathy of elliptical sentence that is hard to feel from normal sentence by omitting contents, continuously mentioned subject and words in conversation. For vague expressions such as equivocating parts that can’t be spoken directly, it is related with consideration of opponents by decreasing prolixity which is aim of elliptical expression. Japanese is important to precisely understand intention of speaker, contextual flow and situation rather than actual meaning of sentence itself.

日本語の情報構造 -呼稱を對象に-

한경아 ( Kyoung A Han )
한국일본어교육학회|일본어교육  74권 0호, 2015 pp. 123-138 ( 총 16 pages)
5,600
초록보기
This paper is based on data collection on the composition of “name title+sentence” and “sentence+name title” sentences that can be found in Japanese novels. According to the sentence structure (declarative, interrogative, imperative), “name title+sentence” was often used in the order of interrogative, declarative, to imperative, and “sentence+name title” as declarative, interrogative, to imperative. “Name title+sentence” examples clarify and designate a certain person in advance to interrogate, declare, and be imperative. On the other hand, “sentence+name title” first announces what the narrator wants to convey and connects it to interrogating, declaring, and ordering. Name title is dedicated to who the narrator wants to talks to. Depicted into a sentence structure, “name title+sentence” can be shown as [name title+sentence], and “sentence+name title” as [[sentence]name title]. Therefore, “sentence+name title” holds less importance on the name title and thus, “sentence+name title” should only be followed by after the name title is acknowledged beforehand. The difference between “name title+sentence” and “sentence+name title” and how the narrator feels important about conveying information is clarified in this paper.
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