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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 : 77권 0호 (2016)

多言語多文化同時學習支援-日本語敎育は日本語敎育にて日本語敎育にあらず-

나카토모카즈히코 ( Nagatomo Kazuhiko )
4,500
초록보기
Today`s globalized multilingual and multicultural society needs people talented with multilingual and multicultural competence. ``Simultaneous Multilingual & Multicultural Learning Support (SMMLS)`` is a language education program being developed to meet the needs. The surrounding environments of language education have been changing and any specific language education including Japanese cannot be self-contained to meet the need. We have to remove the walls between different language educations and need to address the challenge of SMMLS. Humans are born with competence to acquire multiple languages and the competence is kept all along the life span. Therefore, we have to tackle all kinds of language acquisition in a new paradigm of ``multilingual acquisition/multilingualism`` and not the paradigm of ``second language acquisition``. SMMLS is based on the theory of ``Simultaneous Multilingual Language Acquisition``. SMMLS can be practiced and create ``multilingual and multicultural classroom community`` and ``multilingual classroom culture`` where an ideal multilingual and multicultural society may be projected. It is expected that the significance of SMMLS can be widely recognized and that various educational institutes would practice SMMLS until it becomes local as well as national language policies.

日本語敎師の發音指導活動に關わる要因―敎師インタビュ一の質的分析から一―

가와소메유 ( Kawasome Yu )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 11-26 ( 총 16 pages)
5,600
초록보기
The purpose of this study is to analyze how Japanese teachers guide Japanese pronunciation in their classes, and what kind of factors influence teachers` pronunciation instruction. In this study, it found that 17 factors that are classified as 4 categories involved in the pronunciation instruction, and each factor performs as a factor promoting or suppressing pronunciation instruction. The results of this study suggest that one of the significant factors which involved in promoting instruction of pronunciation is the perception that pronunciation performs important function in communication. This study implies that it is necessary that teachers have a perspective of trying to develop learners` competence of communication in Japanese.

초급학습자의 일본어 인토네이션의 특징에 관한 일고찰―피치곡선을 통한 분석―

고혜정 ( Ko Hye-jung )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 27-38 ( 총 12 pages)
5,200
초록보기
In this study, I analyzed the actual state of intonation through pitch curve comparing with Japanese native speaker to investigate how realize ``soudesuka`` chiming with others and conclusive ``soudesu``. The result is as in the following. (1) In case of Japanese native speaker, in accordance with speaker`s intention the pitch of beginning of a sentence intonation and end of a sentence intonation are different. That features are as in the following. (2) The features of Korean learner`s intonation in chiming with others are two type(rising or falling intonation) at the end of a sentence, differently with the Japanese native speaker. In case of conclusive pronounce, the intonation pattern is similar to the Japanese native speaker. (3) Through this study, I suggest following three point to teach fluent Japanese intonation. ① Raising the sense on ``mora``, the key point of Japanese rhythm. ② Providing prosodic features on Japanese pitch accent and teaching the pronounce. ③ Teaching and learning the devoicing, the features of Japanese Tokyo dialect.

日韓兩言語の「∼的」に關する一考察

나가하라나리카츠 ( Nagahara Narikatsu )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 39-64 ( 총 26 pages)
6,600
초록보기
This paper has explored the similarities and differences in the word construction of the words with ``~ 的`` enlisted in Dictionary of the Japanese Language and Standard Korean Dictionary, and investigated the appearance frequency of common ``~ 的`` in the two dictionaries. The ``~ 的(teki)`` enlisted in Dictionary of the Japanese Language were 792 in total, ``~ 的(jeok)`` in Standard Korean Dictionary were 1215 in total, and the common words in the both languages were the ``One-character Chinese word`` total of 28, the ``Two-character Chinese word`` 527, the ``Three-character Chinese word`` 28, and the ``Four-character Chinese word`` 584.
6,200
초록보기
In this paper, we analyze the loanword pronunciation of Korean learners of Japanese, shown in Japanese conversation speech of ACTFL-OPI format. Based on the results, I discuss the following: the level of difficulty in loanwords, correlation between loanword skillfulness and Japanese proficiency, individual differences in acquiring Japanese loanword pronunciation, and Korean phoneme system`s influence on loanword pronunciation learning. The results are as follows: First of all, the pronunciation error was the most frequent in shortening of long vowels, followed by vowels, consonants, devoicing of consonants in the word-initial position and palatalization of consonants; these 5 types of error takes up 82.5% of the entire errors. Secondly, analysis on Japanese proficiency (OPI level) and Korean learners` loanword pronunciation status showed us that the Japanese proficiency itself didn`t necessarily correlate with the accuracy of pronunciation. The inaccurate pronouncing habit acquired in the early stage of Japanese learning is hard to be corrected, even when the Japanese proficiency itself gets advanced. Therefore, acquisition of accurate loanword pronunciation in the early stage of Japanese learning is important. Third, based on the analysis on pronunciation error frequency and inclination of errors for each learners, the individual differences in Japanese loanword proficiency and the procedures to acquire it are shown to be quite huge. Therefore, more integrated understanding is needed to grasp the individuals` problems in Japanese loanword pronunciation, and we ought to make strategic approaches accordingly. Fourth, the reason that Korean learners make mistakes in pronouncing Japanese loanwords was found to be because that the different phoneme rules are applied when English-which takes 80% of Japanese loanwords-is used in Japanese or used in Korean. Further studies are needed on education of Japanese loanword pronunciation using expanded Japanese syllabary table.

한국 대학교의 일본어 관련 학과 및 연구자 현황-2008년과 2016년의 비교를 중심으로-

조남성 ( Cho Nam Sung )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 87-101 ( 총 15 pages)
5,500
초록보기
This study analyzed the current status of departments and researchers (433 full time faculty) of Japanese studies in Korean universities. The major findings are as follows: (1) There are 102 Japanese related departments in 94 universities (in 2016) which decreased by 6 departments in 4 universities when compared to 2008. In terms of the name of departments, Japanese Language and Literature Department was highest with 23.5% (in 2016) which decreased slightly when compared to 2008. (2) In terms of gender composition of Japanese researchers (in 2016), 68.6% are male and 31.4% are female which shows slight decrease in male and slight increase in female. (3) In terms of academic fields, the proportion in 2016 were in the order of Japanese Linguistics 37.6%, Japanese Literature 37.4%, Japanology 20.3%, Japanese Education 3.9%, and interpreting and translation studies(Japanese) 0.7% which shows that Japanese Linguistics, Japanese Literature, interpreting and translation studies(Japanese) decreased slightly whereas Japanology slight increased when compared to 2008. The proportion of Japanese Education remains unchanged. (4) In terms of country (in 2016) of final academic degree (doctorate) acquisition, Japan is 75.0% and is Korea 24.0% which shows that Japan increased slightly whereas Korea decreased slightly.
5,200
초록보기
This research reports some actual classroom activities took place in Japanese language teacher-training courses (Development of Japanese language teaching materials and teaching methods). Analyzation of the influence of feedbacks from teachers and about 20 student peers went underway while the total of 7 teams of students collaborated together to complete teacher`s guides. As a result of these feedbacks, the second draft of the guide became well materialized, logicalized, ranked and structured than their original draft. Each teams could achieve both various and higher level of correction as a result of working as a group and receiving feedbacks from many.

オンライン日本語學習の評價におけるエスノグラフィの可能性

윤지현 ( Yoon Jihyun )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 115-128 ( 총 14 pages)
5,400
초록보기
The aim of this study is to examine the issue of socio-cultural aspects of online learning from distant tutorial sessions as a consideration of participants` experience in the interacting with and describing the ethnography in resolving the issue. Data for this study were collected from 20 pairs of Japanese language learners and Japanese native speakers and qualitatively analyzed using an ethnographic approach. Furthermore, follow-up interviews were conducted to investigate participants` awareness and understanding of distant communication and interaction. The results revealed that socio-cultural aspects of online learning at the distant tutorial sessions involved 1) creating a motivating environment and circumstances, 2) encouraging the learner to improve his or her motivational attitude, 3) managing oneself to remain motivated, 4) reflecting on oneself and the other with metacognition. From the above, it was suggested that correspondence of learning goals and inter-cultural communication with online communities support and encourage the participants` motivation and enhance second language learners` communication competency. Consequently, I examine how the ethnography works to construct the view to socio-cultural aspects of distant tutorial sessions and discuss the possible use of ethnography in evaluating online Japanese learning.

일본어 복합조사 "について"와 "に關して"-고등학교 일본어 교과서 분석을 중심으로-

장근수 ( Jang Kun-soo ) , 유맑음 ( You Mal-guem )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 129-143 ( 총 15 pages)
5,500
초록보기
The Japanese compound particles like ``ni-tsuite`` and ``ni-kanshite`` have morphological, syntactic and meaning similarities and differences and thus, learners from the intermediate level up should study them in depth. Even though there is active research on compound particles in the fields of Japanese Linguistics and Japanese-Korean Comparative Linguistics, there is no research on ``ni-tsuite``, ``ni-kanshite`` etc. in the field of Japanese Education. The number of examples of ``ni-tsuite`` and ``ni-kanshite`` from Japanese textbooks and the respective percentage does not provide enough information as data to be used for in depth education and research on the differences in meaning of the two particles. In the case that ``ni-tsuite`` and ``ni-kanshite`` are followed by a predicate with zero abstract directionality, the use of ``ni-kanshite`` is more natural. When both ``ni-tsuite`` and ``ni-kanshite`` are followed by a predicate with a strong abstract directionality, there is a tendency to have a higher percentage of acceptance of the above particles if the preceding noun is a ``koto`` noun. Yet, because the predicates that follow ``ni-tsuite`` and ``ni-kanshite`` are concentrated around specific verbs (or verb groups), there is not enough information in order to investigate the similarities and differences between the two particles.

한국인 일본어 학습자의 일본어 발음 불안 요인에 관한 연구

최영숙 ( Choi Young-sook )
한국일본어교육학회|일본어교육  77권 0호, 2016 pp. 145-160 ( 총 16 pages)
5,600
초록보기
This study aims to provide a basic data to the educational site of Japanese phonetics by analyzing the current status and anxiety factors of Japanese pronunciation for Korean who learns Japanese. In the Japanese class in Korea, it was analyzed in the order of ``comparison between myself and others``, ``evaluation of others``, and ``lacking in pronunciation learning skill`` while it was analyzed in the order of ``evaluation of others`` and ``lacking in pronunciation learning skill`` in the Japanese class in Japan. In the Japanese class in Japan, Korean learners were not anxious by comparing their own pronunciation with other surrounding foreigners`. In the Japanese class in Korea, however, their anxiety was increased by caring about/comparing with other surrounding people as ``comparison between myself and others`` was called the first factor. Learners were anxious about lacking in their pronunciation, no confidence in accuracy, and no idea of how to correct their pronunciation. They also had anxiety about comparison with others or possibility of getting negative evaluation from others. Regarding the anxiety about pronunciation depending on sex, women showed higher anxiety than men, and especially, women showed significantly higher anxiety originated from lacking in pronunciation learning skill, which is assumed as an expression of higher demand of female students aiming to learn pronunciation more accurately than male students. Also, regarding the study experience in Japan and period of learning Japanese, the anxiety about Japanese pronunciation of learners with study experience in Japan or long period of learning was low while there were no statistically significant differences. However, when interest in Japanese pronunciation was higher, their own pronunciation was more positively evaluated, and the amount of speaking Japanese was more, the anxiety about Japanese pronunciation was significantly low.
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