다문화사회에서의 Tandem학습 도입의 가능성 : 한국어-일본어 Tandem수업 사례를 통하여

平中ゆかり,나유정 동남어문학회 2012 동남어문논집 Vol.1 No.34

This study introduced the way of language leaning in tandem in which two people with different native language work together in pairs in order to help one another improve their language skills. It also discussed the inter-cultural communication at the Japanese-Korean tandem class. It moreover considered the significance of introducing tandem language learning to Korean society intending the multicultural symbiotic societies, and the way of applying tandem language learning there. The tandem class at Busan University of Foreign Studies has added experience piling up trial and error. The experience can be useful introducing tandem language learning to not only universities but also the multicultural symbiotic societies. However it is also true that many problems should be solved still exists, for example, developing the methods of learners acquiring of the autonomous learning ability, training the tandem advisers with professional knowledge and skills of autonomous learning, developing tools of autonomous learning. Increasing of the numbers of the multicultural families, adding to Korean language education, bilingual education helping children from multicultural families to learn inherited language has been conducted these days. Applying the method of tandem language learning to children and parents from both Korean families and multicultural families could be possible to contribute to understanding different cultures and help learning languages each other with confidence in their cultures. Through the study of tandem language learning, the predicted problems and its solution should be shown continuously to realize reciprocal learning applying tandem way of learning in the society adding to the university education.

日韓の学生が主体的に参加するオンライン協働プロジェクト型授業の試みと成果 ─「タンデムで学ぶ日韓文化」の学習者内省レポートの分析から─

平中ゆかり(Hiranaka, Yukari) 대한일어일문학회 2021 일어일문학 Vol.89 No.-

This study analyzes the trials and results of classes based on online collaborative projects in the course "Learning Japanese and Korean Culture in Tandem". The main activity in this class was team assignments in which 6 or 7 students including Japanese students formed a team and worked together. All the activities were carried out online. An assessment of the final papers indicates that most learners evaluated by themselves that they responded positively to the opinions of others, actively participated in activities, and reached their team goals successfully. The problems found across the board were related to the online environment, such as the regret of not being able to meet classmates in person, the difficulty in recognizing the reaction of the listeners at their presentation, the difficulty in online communication, the difficulty in sustaining motivation and a positive attitude among teammates. One of the problems not attributable to the online environment was dissatisfaction with the limited opportunity of the language exchange and interaction with international students because of the extremely small number of Japanese students. In sum, this research opens up the possibility of more online collaborative projects in an intercultural environment while presenting potential challenges to be addressed in the future.

タンデム授業における学習者の自律学習の実際

平中ゆかり(Hiranaka, Yukari),羅油貞(Na, Yoo-Jeong) 대한일어일문학회 2016 일어일문학 Vol.69 No.-

The paradigm of the recent implementation of foreign language learning has shifted to autonomous learning style in which the learner control his own learning from the lecture style class controled by a teacher. This paper introduces the Japanese-Korean Tandem Class, as an example of the courses based on autonomous leaning, and reports the aspects of the students" autonomous leaning in this class. To investigate how the ability of students" autonomous leaning appears in the Tandem Language Leaning, this paper analyses the words described by the students in their leaning diaries. The result of analysis is contrary to the researchers expectation that achievement level of leaning would increase gradually as the leaning experiences. Therefore, in order to find the factors that influence the achievement in addition to the number of learning experiences, this paper examines the value of the scale selected by the students and the reasons of the decisions. Both Japanese students and Korean students marked the highest point of the learning achievement when they could describe the contents well to their partners and they understand well what the partner say. On the other hand, they marked lower points when they could not describe well using their target language, in the case of the conversation them they chose was not appropriated, in the case of lack of preparation, and when they could not communicate smooth. In addition, the lack of consideration of the goal was appeared through the research. Therefore teachers support as a learning consultation and an adviser is seemed important. However, through this Tandem class, the learners understand more about the cooperative and autonomous learning, and they are expected to use the skills they learned in Tandem Class for further leaning.

한국어-일본어 탄뎀 수업 사례 : 코스 디자인과 수업 만족도조사

平中ゆかり,라복순,정기영,하수권 韓國日本語敎育學會 2010 日本語敎育 Vol.54 No.-

タンデム(Tandem)學習は、ヨ―ロッパで廣く實踐されている外國語學習法であるが、アジア地域での實踐はまだ、ほとんど報告されていない。本稿ではまずお互いに自分の母語を敎え、同時に相手の母語を學びながら相互文化理解と言語學習、民間交流が融合する學習效果が得られるタンデム學習法を紹介した。次に、タンデム學習法を大學の授業科目として取り入れたタンデム授業のコ―スデザインの一例として、2009年度1學期に釜山外國語大學で、行った韓國語一日本語タンデム授業のコ―スデザインを紹介した。タンデム授業のコ―スデザインの最大の特徵は、學習者は各自の學習計畵に沿った自律學習を行い、また敎師は觀察者、統制者、助力者、相談役の役割をすることである。次に、授業滿足度調査で得られた結果から問題點を分析し、改善策を提示した。授業滿足度調査の結果、タンデム授業に對する滿足度は全體的にかなり高いことが判明する一方、パ―トナ―の制限、自律學習、評價、敎師の役割に關する問題點も明らかになった。パ―トナ―の制限においては、パ―トナ―の交替、複數でのグル―プ會話等を實施することで解決可能であると考えられる。自律學習に慣れてない學習者のためには、學習計畵を立てる段階から敎師のフォロ―が必要となる。また、態度評價が主となる評價の客觀性を確保するためには、敎師の觀察記錄や學習者の提出したEメ―ル學習報告書を活用するなどの工夫が必要である。また敎師の役割や介入などの問題においては、更なる硏究が必要であることが課題としてあげられる。

韓国人学生の日本のホテルにおける インターンシップの効果と課題

平中ゆかり 부산외국어대학교 외국어연구소 2024 외국어연구 Vol.37 No.-

This paper shows an analysis of an overseas internship program based on the regulations of the South Korean government's designated on-site training semester system. Though the survey respondents were a small number, their feedback provided valuable insights into the program's reality and potential areas for improvement. The survey revealed high satisfaction among students with the program. Factors contributing to this satisfaction included improvement in language skills, enhancement of skills related to their major, experiences of life in Japan, relationships, personal growth, and the clarification of career goals. However, some areas of dissatisfaction were identified, particularly in the living environment, such as issues with meals, facility management, roommates, and public transportation. Concerns were also raised about relationships with superiors and the nature of tasks in the work environment. Student requests included the need for clear guidance on handling program cancellations due to health issues. Since the internship program is established by the collaboration between universities and companies, it is important that the purpose of program ‘educating global talent’ should be commonly understood.

Tandem授業における相互誤用訂正活動の実際 -学習報告書の誤用訂正を中心に-

平中ゆかり,나유정,정기영 한국일어교육학회 2012 일본어교육연구 Vol.0 No.24

Tandem授業とは母語の異なる二人の学習者が1対1のパートナーになって互いの母語を学び、また、自分の母語を教え合うというTandem学習の方法を適用した授業である。韓国人学生と日本人留学生を対象とした日本語-韓国語Tandem授業では、主にパートナーとのコミュニケーション活動を通してそれぞれの目標言語を学習する。本研究で分析対象とした資料は、教室学習活動後に目標言語で作成された学習報告書である。学習者は一旦報告書を作成したら互いにEメールで交換し、相互に訂正し合った後、訂正がわかる状態で教師に提出した。Tandem授業は自律学習を原則としているため、基本的に訂正頻度や具体的な訂正方法の選択等は学習者同士の話し合いにまかされている。 本研究では学習者のおかした誤用とともに、それぞれの誤用に対してパートナーがどのように訂正しているかを調査した。アンケート調査によると、ほぼ全員が誤用訂正は言語学習に役立ったと答え、訂正の際にも困難を感じることはなかったと答えた学習者がほとんどであった。しかし、実際に提出された報告書の調査からは、1)訂正頻度の差、2)誤用の放置、3)過剰訂正、4)誤った情報の放置などの問題が存在することが明らかになった。これらの問題を解決するために、筆者らは授業の始めにパートナーと報告書の訂正について話し合う時間を組み込むことを提案した。これにより、学習者は訂正の理由を正確に知ることができ、言語習得につながるのみならず、誤用訂正に対する自分の要求をパートナーに伝えやすくなり、自己の学習を管理する学習者オートノミーの向上にもつながると考えられる。

韓国の⼤学における⽇本⼈留学⽣⽀援の現状と課題 - 渡航前の学⽣を対象に -

鄭起永,平中ゆかり,鄭容官,小山早苗 대한일어일문학회 2022 대한일어일문학회 학술대회 발표논문 요지집 Vol.2022 No.4

韓国の大学における日本人留学生支援の現状と課題-渡航前の学生を対象に-

정기영,平中ゆかり,정용관,오야마사나에 대한일어일문학회 2022 일어일문학 Vol.95 No.-

본 연구에서는 일본인 학생이 한국 대학에 유학하기 전 준비 단계에서 겪는 불안과 어려움을 밝히고 한국 대학의 입장에서 현 상황을 재검토하여 문제점에 대한 해결책을 검토하였다. 이 연구는 학생이 보다 적극적으 로 안심하고 유학을 실현할 수 있도록 하기 위한 질 높은 지원 체제의 구축과 향후 유학생 수의 증가에 대비 한 업무의 효율화를 도모하기 위한 제1단계 조사이다. 이러한 연구 성과는 한국 대학의 포괄적인 유학생 수용 지원 시스템 구축을 위한 기초 자료가 될 것으로 생각된다. 그러나 실제 현장의 업무 체제를 개선하고 업무의 효율화를 도모하기 위해서는 부서 내, 부서 간, 대학 전체의 합의를 얻는 것이 중요하다. 또 유학 지원은 유학 준비 기간 뿐 아니라 유학 중 및 유학 후까지 일관되게 이뤄져야 한다. 향후 과제로는 보다 상세한 조사를 통 해 유학 지원에 대한 학생의 인식을 명확히 하고 유학 후의 진로까지 고려한 한국 대학의 지원 체제를 검토하 여 일본인 유학생 수용의 양적 확대 및 유학의 질적 향상을 목표로 하고자 한다.

レベル別授業におけるポートフォリオの活用

二色博樹,平中ゆかり,空佐知子,小林安那 대한일어일문학회 2016 대한일어일문학회 학술대회 발표논문 요지집 Vol.2016 No.4

アーティキュレーション達成のための2012年度J-GAP韓国の活動

鄭起永,?校裕朗,金炫炅,車?禹,奈須吉彦,松浦?子,岩崎浩?司,石塚健,小野里?,平中ゆかり 대한일어일문학회 2012 일어일문학 Vol.55 No.-