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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 : 80권 0호 (2017)
5,800
초록보기
In this paper, focusing on the items of communication functions and basic communication expressions presented in the revised educational curriculum in 2009, I researched and analyzed how faithfully the communication functions were reflected in the high school textbook, “Japanese I.” Among the eight communication functions, “consideration and attitude transmission” was the highest at 18.8%, followed by “information request” at 18.4%, “dialogue progress” by 13.3%, “action request” by 12.7%, “greetings” and “offering information” were both 12.6%, “transmitting intention” was 7.8%, and “introduction” was 3.8%. They were presented in 7 different textbooks in that order. In addition, among the 57 items that the eight communication functions are subdivided into, 27 items, which correspond to about 50% of them, were commonly presented in all 7 types of textbooks, but the remaining 28 items, which are also about half, did not appear in several textbooks. Items that were not handled even once in all seven textbooks were “complains” and “warnings”. Next, the total number of presentation of the basic communication expressions was the most numerous in textbook D with 847 times, second most in textbook C with 719 times. Also, regarding the presentation number of 199 basic communication expressions presented in the revised educational curriculum in 2009, textbook C was the largest with 101 expressions, and the second most was textbook D with 100 expressions, and textbook E was the third most with 97 expressions. Some of the 199 basic communication expressions were presented in all seven types of textbooks, and also some are presented in some textbooks, and others are not presented in any textbooks.

호텔관광일본어전공 졸업생의 직무수행능력 및 교육과정 요구에 관한 연구

이효선 ( Lee Hyo-seon )
한국일본어교육학회|일본어교육  80권 0호, 2017 pp. 19-32 ( 총 14 pages)
5,400
초록보기
As the needs rise for customized curriculum by social demand, National Competency Standards(NCS) have been developed, and Hotel & Tourism sector have also completed NCS Competence Unit for job performance and NCS-based learning module. However, convergence of majors in hotel and tourism, which is Japanese-based, also known as the Hotel & Tourism Business Japanese Major, has been having a lot of difficulties in the organization and Management of the curriculum due to its career field and for its complexity of the major. Therefore, in order to investigate the abilities required performing the job at work and the curriculum to help students perform their duties, a survey was conducted. The survey targeted graduates who have taken the Hotel Business Japanese Major and those who are working in Hotel and tourism field. According to the survey, foreign language ability, hotel practice, and customer service are important in the hotel industry. In the travel industry, language skills of Japanese-related Four skills(reading, writing, speaking, listening) were required, and a wide knowledge of Japanese culture, including Japanese history and geography, was needed.

日本語敎育實踐からの學び ─ 初級クラスにおける「個人化作文」に注目して ─

정윤정 ( Chong Yunjung )
한국일본어교육학회|일본어교육  80권 0호, 2017 pp. 33-42 ( 총 10 pages)
4,500
초록보기
This research is to discover how “Personalized Essay Writing” affects development of Japanese communicative competence in Japanese learners as foreign language. The study is based on observance and analysis of personalized essay writing as a classroom activity for beginner level learners in the Japanese Education Practice Program at Waseda University. This study shows that writing their own personal experience or real event instead of writing a fiction made learners more motivated to write and complete their stories. Further, reading out their own stories in the class as a part of personalized essay writing activity created supportive atmosphere among the learners and motivated them to participate in discussion, which lead to development of communicative competence. In conclusion, personalized essay writing is a great way to prove the significance of writing in Japanese language education as learners can express themselves and speak out their inner voices in Japanese as a foreign language by writing personalized essay.

중세 운서(韻書)에 나타난 진내발음자(唇內撥音字)의 한자음(漢字音) 연구

이승영 ( Lee Sungyoung )
한국일본어교육학회|일본어교육  80권 0호, 2017 pp. 43-60 ( 총 18 pages)
5,800
초록보기
In this article, I studied on system of Sino-Japanese of Final-m in Muromachi period focusing on “Bunmeiban Syubuninryaku” and “Ryakuin” “Keichouban Syubuninryaku”. The result of analysing each “Setsu” consistency by comparing, The “To`on” at “Bunmeiban Syubuninryaku” and “Keichouban Syubuninryaku” was common, but “To`on” at “Ryakuin” was slightly different from general “To`on” of Rhyme Texts. “Sinsetsu” were almost coincided and “Kansetsu” was not coincided. As a result, there is a strong similarity between the “To`on” of several “Syubuninryaku” and they are in extremely close proximity to each other in system.

安政期までの<膝栗毛もの>作品群における書目年表稿

강지현 ( Kang Ji Hyun )
한국일본어교육학회|일본어교육  80권 0호, 2017 pp. 61-76 ( 총 16 pages)
5,600
초록보기
Through bibliographic research, it was my research purpose to understand at a glance the history of the rich fun of “Tokaidochu-hizakurige”. As a result, the work of “HIZAKURIGE-Group” that was created until 1860, in other words, I track 32 kinds of books(“Soroimono”, “Esugoroku”, books with illustrations, theater) in chronological order, I was able to construct the history of Iconography inheritance in the first half of the year.While an original “HIZAKURIGE” was published, “HIZAKURIGE-Group”which began by progress (the 1800s) at the same time continued being created after author Jippenshya-Ikku died while being full as ever, and changing a genre.And there was the existence of “Hiroshige Utagawa” in the background.From around 1834 until1856, I was able to watch the course that “HIZAKURIGE-Group” came to settle in as motif picture subject with grace of Hiroshige who created 11 kinds of “HIZAKURIGE-Group” through a catalog of books chronological table.
초록보기
This paper focused on the curse-stories based on rumors in Korean Cheonyerok and Japanese Saikaku Shokoku Banashi written around 18th century to clarify the recognition and the imagination on social problems. Thus we could find three points of view about the curse-stories. First of all, the alertness of irreverent attitude and ignorance on human beings were described in Cheonyerok. And human beings` lust, desire, jealousy were described in Saikaku Shokoku Banashi. This difference between Cheonyerok and Saikaku Shokoku Banashi meant the Joseon society and people had interests in metaphysical problems but the Japanese society and people did in temporal problems. Second of all, both Cheonyerok and Saikaku Shokoku Banashi described the distinct recognition on human beings from animals and plants. But Cheonyerok showed the radical alertness about killing animals but Saikaku Shokoku Banashi didn`t. Because the writter Ihara Saikaku had different point of view from Korean writer Im Bang, and he had interests on human beings not on animals and plants so much. Finally, the curse-stories in Cheonyerok encouraged to do consolation-ceremony Jesa for the national greatness, because Cheonyerok was written after the war. Then the Saikaku Shokoku Banashi described the ghosts and monsters funny, because the Japanese didn`t think them awfully in those days.

『鼠小僧次郎吉』論

김희조 ( Kim Hee Jo )
한국일본어교육학회|일본어교육  80권 0호, 2017 pp. 89-98 ( 총 10 pages)
4,500
초록보기
This work is a short story of Ryunosuke Akutagawa published by magazine “Chuo Koron” of January, 1920.He did it about mouse boy Jirokichi called the benevolent picaroon of the Edo era and wrote it. But, He did not finish writing life itself of the mouse boy and he borrowed a mouse boy to the last and describe one`s theme.Akutagawa does it about a historical great picaroon called mouse boy Jirokichi and follows a strong man and lowers the head, but if the strong man becomes weak, they turn their back and describe the mean psychology of the human being to be hard on.
5,600
초록보기
The day emperor carried out assimilation education for the children of the elementary school of the public education to make a Korean child a Japanese from the early period of strong fortune-telling. A thing in charge of the central role crossed out Korean thought and culture with the textbook for the elementary school of the Government General of Korea editing thoroughly and acted as means to destroy a homogeneity of the Korea race. As a result, the Korean was only 25% for 91 people while all people who appeared to the textbook were 471 people, and a Japanese was 349 people. Osami resembled it with a song, but, as for the subject that a lot of Koreans relatively appeared, it was hardly described a language of handbook and the history with a Korean handbook on a day by the Japanese center. The social position of the person who appeared most to the textbook for the elementary school was the Emperor, the royalty, an officer, order of the samurais mainly. The Emperor was organized to achieve a role and the responsibility as the Empire subject that each character was Tadayoshi in the top. However, the description about the person from Korea country stopped for a Japanese supporting role and I described a Korea country person and a Japanese differentially and promoted the inferiority consciousness of the Korea country person. The textbook for the elementary school was in charge of such a discrimination role that a scar of educating you was today`s we oneself and remained in the consciousness to humble itself for the person from Korea country, and to be connected in inferiority consciousness.
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