글로버메뉴 바로가기 본문 바로가기 하단메뉴 바로가기

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 : 92권 0호 (2020)

자기주도적 학습전략 교육이 일본어 학업성취도에 미치는 영향

김경희
한국일본어교육학회|일본어교육  92권 0호, 2020 pp. 1-14 ( 총 14 pages)
5,400
초록보기
The results of comparing and analyzing which strategies influenced academic performance by selecting seven learning strategies for 22 learners who study Japanese onsite and conducting education in the first and second stages are as follows. First, based on an analysis of the seven most preferred learning strategies by Korean learners and the correlation between academic performance, they scored above average values overall. Second, the average of the secondary grades was lower than the average of the primary grades, but the standard deviation of the primary and secondary grades was found to be lower than that of the primary grades. Third, to accurately identify the impact of the frequency of use of learning strategies on academic performance, regression analysis has shown that the strategies of memorization in primary education and media utilization in secondary education are most effective.
5,900
초록보기
In this study, the contents of Japan's < Gakusyusidoyouryo:学習指導要領 > were introduced and critically examined.In addition, an interview was conducted on the Convergence education situation at the elementary and secondary education sites. As a result, it was possible to examine in detail the composition, contents, characteristics, and precautions of the Convergence curriculum. Japan is trying to improve the quality of classes from the perspective of active learning by revising < Gakusyusidoyouryo:学習指導要領 >. And Curriculum management is being implemented. As a result, learning guidance has been developed to enable interactive and exploratory learning. In particular, I think that the introduction of various types of active learning classes is very effective in achieving the goal of convergence education. Korea does not have a comprehensive policy on convergence learning. Therefore, education authorities need to develop comprehensive instructional guidelines and guidelines for convergence learning. Finally, it is necessary to develop a standard model of active learning class in Japanese language education. I want to make this part a future task.
5,300
초록보기
This study analyzed the names and ranges of adjective(-i/-na adjectives) and verb conjugation forms in JapaneseⅠ textbooks as part of a study performed to identify whether the textbooks appropriately reflect what is presented in the 2015 Revised Curriculum. This study also analyzed the correlation between questions in evaluation materials and questions in the College Scholastic Ability Test by comparing the questions. The results of the analysis showed that JapaneseⅠ textbooks of the 2015 Revised Curriculum lack unity in the names of adjective conjugation forms and have a lot of problems in terms of the range of verb conjugation forms presented in the textbooks. Overall, JapaneseⅠ textbooks contain different names and ranges of adjective and verb conjugation forms and do not contain many of the conjugation forms that are used in basic communication expressions of the 2015 Revised Curriculum. In other words, this study found that the current educational content is not enough to get students prepared for the College Scholastic Ability Test. These problems need to be considered in improving the appropriateness of questions in the College Scholastic Ability Test and developing textbooks, and efforts need to be made to narrow the content and range in the curriculum of and Japanese textbooks.
5,500
초록보기
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.
5,300
초록보기
The purpose of the current study is to clarify the characteristics of the new suffix -み(-mi) of emotional and sensory adjectives on Twitter. By counting all of the three days’ (Nov. 15, 2019; Dec. 15, 2019; Jan. 15, 2020) tweets of emotional and sensory adjectives, this paper found out the following three things: (1) emotional and sensory adjectives expressing the subject's emotions, such as “happy(嬉しい), painful(つらい), and sleepy(眠い)” are likely to be attached to the new suffix-み(-mi), whereas emotional and sensory adjectives representing the nature of the object, such as “horrifying(恐ろしい),cold(冷たい), and hot(熱い)” are unlikely to be attached to the new suffix -み(-mi); (2) the new suffix -み(-mi) has a“verb function” in addition to the“nominal function” and “adjective function”; and (3) the suffix -み(-mi) was used as an “adjective function” for more than 50% while the “verb function” was less than 1% on Twitter.
초록보기
In this study, I compared a study rhyme texts tone and a common tone in pronunciations of Chinese characters of Konaihatsuonin at rhyme texts in Muromachi period. In this article, I studied on system of Kana notation of Chinese characters of contained final /t/” in Muromachi period, focusing on ““Ryakuin”,“Keichouban Syubuninryaku” and Wagokuhen. On system of Kana notation of Chinese characters of “Ryakuin” “Keichouban” and “wagokuhen” had a high degree of agreement with the tone of Konaihatsuonin As a result, there was a strong similarity between rhyme texts tone in 『shūbun inryaku』 “Ryakuin” and a common tone in “wagokuhen” of Konaihatsuonin.

「残る·残す」と「남다·남기다」の日韓対照研究

李忠奎
한국일본어교육학회|일본어교육  92권 0호, 2020 pp. 95-112 ( 총 18 pages)
5,800
초록보기
This paper presents an investigation into the Japanese verbs ‘nokoru (残る)·nokosu (残す)’ and their Korean counterparts ‘namda (남다)·namgida (남기다)’ from the perspective of contrastive linguistics. The study provides three major results that have not been stated in previous studies: ⅰ) Basically, intransitive verbs ‘nokoru (残る) vs namda (남다)’ and transitive verbs ‘nokosu (残す) vs namgida (남기다)’ make two verb pairs that share many common features in a semantic way. They are in contrast to the pair ‘kiru (切る) vs jaleuda (자르다)’ that have more differences than similarities between them. ⅱ) ‘sal-a namda (살아 남다)’ was analyzed as a type with an intervening element and distinguished from ‘~nokoru (残る)’ that belongs to the type of no intervening elements like ‘iki-nokoru (生き残る)’. This approach offers some properexplanations about differences such as the separation of a boundary between them. ⅲ) ‘~nokosu (残す)’ belongs to the type of no intervening elements that has three uses according to 1) whether the act of V1 is complete, 2) whether the act of V1 is suspended or did not occur at all, and 3) whether the survival of an outcome is visible or not. Korean translations corresponding to each of these uses are realized differently.
5,500
초록보기
The present study attempts to reveal the structure of Korean societal awareness and consciousness through translations of Japanese literature which were topics of conversation in Korean publishing circles in and around 1970. Yasunari Kawabata’s Nobel Prize award in 1968 was a huge issue that excited the whole of Korean society. On the obverse of their defiant values of being anti-Japan, the Korean public during the 1970s maintained a cultural empathy with Japanese products in terms of sentiment. Moreover, the awarding of the Nobel Prize in Literature, which even Koreans held in special regard, made it possible for Korean society to approve of a Japanese literature with a distinct Japanese color. As it turns out, rather than being treated as a seditious object that must be rightfully rejected, a ‘Japanese color’ faithful to its aesthetic consciousness was able to reveal a nostalgia dormant within. Furthermore, this nostalgia created a motivation toward a desire for the Nobel Prize. It followed the logic that if Japan was able to win it, then Korean literature, similar to Japanese literature, could amply win one as well. Thus, an unconscious confession by Korean readers could be detected, disclosing Japan to be a far-away landscape also culturally baptized and sharing in a cultural sensibility beyond the common denominator of being in the same sphere of Eastern culture. Unlike the popular novels of Korea, Snow Country was treated as a refined masterpiece befitting a Nobel Prize, with its anti-urban and anti-industrial sentiments embellished as ‘purity’ and an ‘aesthetic consciousness’. However, in the meantime, the gaze of the 1970s, desiring love and sex, appreciated Snow Country according to its own tastes.

十字亭三九の文政末期·天保初期著作活動について

康志賢
한국일본어교육학회|일본어교육  92권 0호, 2020 pp. 129-140 ( 총 12 pages)
5,200
초록보기
As a result of searching the bibliographic point of view of the book from 1828 when he became a disciple of Jippesya to 1832 when the name “Zyuzitei-sanku” had become widely known, it was found the following things. First, what are “Kankosya-chutamaru” and “sanchyo” as the authors of the“Seiro-irodosi” published in 1828, and “Tokai- sanzin” as the editor? As a result of investigating their identity, which was apt to be confused with Itoi, each of three was a different person. Also, based on bibliographic research, we could reinforce and retouch the precedent that Tokai-sanzin was Itoi. I pointed out the following two points as my basis for previous reason. (1)I suggested the possibility that Chinpotei-tanenori is Itoi(another name is Tokai-sanzin).(2)In addition to precedent that Sanchyo, who appears in the Ninzyobon “Kirino-hitoha”, is Gozitei-sanchyo (and he is not Zyuzitei-sanku.) and the possibility that Sanchyo, who appears in the book “Kirino-hitoha” is a warrior of the Aki Domain “Syokaro-sanchyo” is coexisted. Second, by focusing “Dozikun-irohatanka” and as the text “Irohawake-edonomeisyo”, I demonstrated that it can be seen Itoi's attitude of emphasizing that Itoi who moved to a disciple of Zippensya in 1828 as “Tosensya renamed Zyuzitei” is Zyuzitei Sanku until 1832.
5,700
초록보기
This study organized the idea of “bushido” with 155 wartime fairy tales written by Ogawa-mimei, who is called “Andersen of Japan”. In Chapter 2, it was identified that the aspects such as “loyalty” and “honor” were greatly emphasized in the works, and it was regarded as a result of the acceptance of Confucian bushido. In chapter 3, the relationship between Mimei and bushido was discussed separately with regard to the effect of families and with regard to the effect of the times. With regard to family lines, the acceptance of Confucian bushido centered on Uesugi Kenshin could be identified, and with regard to the times, the relationship was connected with the characteristics of the Meiji period. In chapter 4, the “spirit of Japan” was examined from the perspective of fairy tales as a spirit of fairy tales especially emphasized by Mimei during this period. In conclusion, the spirit of Japan based on Confucian bushido was established in the fairy tales written by Mimei in this period, and it was intrinsically far from the aesthetics of the fairy tales that must pursue universality because it showed a tendency to sympathize with nationalistic wars.
1 2 >