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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 : 75권 0호 (2016)

이문화 간 커뮤니케이션에서 언어행동문화

김지은 ( Ji Eun Kim ) , 윤강구 ( Kang Goo Youn )
한국일본어교육학회|일본어교육  75권 0호, 2016 pp. 1-14 ( 총 14 pages)
5,400
초록보기
When communication happens between people with different cultural backgrounds, they can take the wrong intention. Therefore, it is necessary to understand the cultural differences to prevent misunderstanding between each other. In this study, I found there are linguistic actions of cultural elements such as the ambiguity of the Japanese attitude, self discloser, Honne and Tatemae, Aizuchi , and personal space. I think smooth communication can proceed, with understanding of these cultural differences. We need to teach students studying foreign languages how to use the proper expressions and approaches according to various circumstances by showing actual dialog scenes.
5,800
초록보기
This study was conducted to analyze the acquisition process for the production of special morae in Japanese by Korean learners, based on conversational speeches in the ACTFL Oral Proficiency Interview (OPI). The errors in pronouncing the special morae (/Q/: geminate consonants, /N/: syllable final nasal, /R/: long vowels) observed in the articulation by Korean learners were analyzed based on the OPI level, frequency and speech environment. The results show that, in relation to the frequency of errors, the frequency of insertion or lengthening of the special morae was higher than that of deletion or shortening, regardless of the OPI level. The most difficult special mora to learn for Koreans was found to be /R/ insertion, followed by /Q/ insertion, /R/ deletion, /N/ insertion or lengthening, /Q/ deletion and /N/ deletion in that particular order. In addition, there was no significant correlation discovered between the learners’ Japanese proficiency and their level of pronunciation of the special morae, and it was confirmed that non-speech factors such as vocabulary and grammar had an impact on the errors in pronouncing the special morae.
6,200
초록보기
This study is based on two preceding studies on the usage of conjunctive particle “TO” in spoken language (Ito, 2007) and in written language (Ito, 2006), and aimed to verify the validity of example sentences in Japanese language education textbooks (“The Textbooks”), focusing on example sentences of the usage of “TO”. By comparing the characteristics of “TO” which are newly extracted from The Textbooks and that of “TO” in these preceding studies. The study was conducted by extracting example sentences of “TO” from various publications: 732 examples from comic books, 609 from critic essays, and 403 from The Textbooks (“Three Materials”). Extracted examples were classified into 36 classifications and observed. As a result of this study, three common characteristics of “TO” were observed in all Three Materials (comic books, critic essays, and The Textbooks). Firstly, there is a cause-and-result relationship between the clauses before and after “TO”. Secondly, most of the example sentences from Three Materials end with present tense. Thirdly, when an example sentence ends with present tense, in most of the case the example sentence shows “general conditions” (Suzuki, 1986), in another words, the sentence described a general nature which does not change by repetition. This results verified the validity of the example sentences in The Textbook, in terms of the basic characteristics of “TO”. This study also pointed out that more of example sentences of the usage of “TO” in the current Japanese language education textbooks are in the form of written language, rather than spoken language.

한국인 일본어학습자의 한자학습 실태 -JLPT 3,4급 대학생을 중심으로-

한선희 ( Sun Hee Han )
한국일본어교육학회|일본어교육  75권 0호, 2016 pp. 55-69 ( 총 15 pages)
5,500
초록보기
This study presents the results of a survey on Japanese Chinese characters learning by JLPT level 3 and 4 learners of Japanese language who are at the beginner stage of Chinese character learning. When asked about the use Chinese characters of Korean, only 64 out of the total 246 respondents(26.0%) are found to currently use them, and 190(77.2%) are found to have the experience of learning them before entering the university. Regarding the motivation for learning Japanese, the curiosity for Japanese culture was given as the main reason by the JLPT level 3 learners(46.2%). In response to the questions on the learners’ attitudes to Japanese and Chinese characters, 192 respondents(78.0%) said that Chinese characters were the most difficult aspect in Japanese language learning. This shows that the Chinese vocabulary in Japanese causes a great deal of difficulty for Korean learners of Japanese, regardless of Korean Chinese character learning. Currently, the most commonly used method of Japanese Chinese character ducation is to comprehend just meaning and pronunciation (164, 66.7%), and 4.5% of the learners are found to just look up the characters without any instruction. The contents of Chinese character education most desired by the learners are to learn meaning and pronunciation(47.2%), and interesting textbooks(36.6%). For Korean learners’ effective Japanese learning, there is a demand for development of Chinese character textbooks that are both interesting and easy to learn.

한국어에 잔존하는 고유 일본어의 사용실태와 인식에 관한 고찰

이덕배 ( Deok Bae Lee ) , 정보희 ( Bohee Jeong )
한국일본어교육학회|일본어교육  75권 0호, 2016 pp. 71-84 ( 총 14 pages)
5,400
초록보기
This paper analyzes the use of and the perception on the Japanese loan words in four different age groups including teens, 20s to 30s, 40s to 50s, and 60s to 70s. The exposure to the remaining Japanese loans is high to the age groups of 40s to 50s, and 60s to 70s while it is low in the teens. All age groups are frequently exposed to the food-related loan words. It is also observed that the remaining loan words undergo semantic changes: expansion or reduction of meaning. Some loan words adopt different meaning from their original meaning in Japanese. Some loan words are deeply rooted into the language life of the Korean language users even though their counterparts exist in Korean, and they are naturalized as Korean words and listed in "Standard Korean Dictionary(표준국어대사전)." It is assumed that the loan words may well be fully accepted into Korean language when they are in frequent use and when the people are not aware of their origin. On the other hand, the loan words may become obsolete and disappear when they are frequently replaced by Korean native words because they are recognized as loan words by Korean language users.
5,100
초록보기
"This paper is intended to clarify the issue of educational values on “Izu’s Dancer (Izuno Odoriko)” in Japanese high school language textbook, which has been published by Daishukan publishing company. This paper finds some interesting results, by investigating the internal and external elements of the reason why the modify original version of “Izu’s Dancer(Izuno Odoriko)” in Japanese high school language textbook from 1959 to 2013: firstly, it is found that “Izu’s Dancer(Izuno Odoriko)” was starting to be highlighted as a textbook materials after awarding as Japan``s first Nobel Prize, even though the novel had already been introduced before that; secondly, the original version of “Izu’s Dancer(Izuno Odoriko)” had been modified in the textbook, in which chapter four was fully deleted deliberately. It is assumed that the reason why the chapter was omitted is that there are some factors of discrimination of gender and status in the original version of the novel. With this kind of modification, the tradition and ideal style of “Japanese women”(namely “Yamato Nadeshiko”) would be re-created in the textbook; thirdly, it is found that the “richness of Japanese literature” has been emphasized in the textbook, which can be elucidated when investigating the object and goal of section and excise question in the textbook. Overall, this paper reaches that the introduction of ”Izu’s Dancer(Izuno Odoriko)” in textbook emphasizes on Japanese-ness and the richness of Japanese literature, even though it is assume that the value of literature itself is very independent from some political implications and state crafts in general."

오가와 미메이(小川未明)의 "전쟁관" 고찰

전은영 ( Eun Young Jeon )
한국일본어교육학회|일본어교육  75권 0호, 2016 pp. 97-114 ( 총 18 pages)
5,800
초록보기
The thesis investigated Ogawa Mimei``s view of war through his former literary works, considering 「Bokumo Sensoni kunda(僕も戰爭に行くんだ)」as the beginning of his cooperative side of the war. The results of the study showed the following two characteristics. First, the characters of the novel are divided into Men in Power, the Provocateur, the Soldier, and the General Public, and there is a definite difference in their power structure. Second, in order to maximize the tragedy of the war, the novelist evades direct description and instead, gives an indirect description of the postwar ruins from a distance

俳額の起源に關する-考察

홍고타미오 ( Tamio Hongoh ) , 권해주 ( Hae Ju Gwon )
한국일본어교육학회|일본어교육  75권 0호, 2016 pp. 115-130 ( 총 16 pages)
5,600
초록보기
The purpose of this study is to investigate the origin of how Haigaku, or frames that preserve Haiku poems, were consecrated in temples or shrines. The exploration started with Waka, since the traditional Japanese poetry developed in the order of Waka, Renga, and Haiku. Buddhism terminology has a word Horaku, which refers to reciting the scriptures or consecrating artistic talents to Buddha. In Japan, however, the same term Horaku transformed in meaning into the ritual of consecrating Waka, or Horakuwaka, to Buddha and gods. Edo period saw the full swing of Haiku, so Haiku as part of Horaku came to be consecrated in Buddhist temples and shrines. All the Haiku poems were transcribed on paper for the consecration. In addition, Ema, was devoted, which was wooden boards with images of horses. Ema boards became more and more enlarged and diversified, and among them were Sanzyuroku Kasen Ema boards. Sanzyuroku Kasen Ema boards preserved the portraits and Waka of the thirty six poets who commanded admiration as Waka masters and saints. It may be suggested that Haigaku, as a combination of Horaku-Haiku and Sanzyuroku Kasen Ema, made its first appearance around 1687.
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