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韓国の中等教育における日本語教師研修 -ソウル日本語教育研究会での実践とその成果を中心に-
検校裕朗,峯崎知子,森香奈 한국일본언어문화학회 2014 일본언어문화 Vol.29 No.-
This study reports the overview, performances and improvement process of the Japanese language teacher training which was performed by Korea Japanese Teacher’s Association in Seoul regarding Korean secondary education. The training program led by Japanese native speakers was given from 2004 to 2011. A total of four Japanese native speakers gave Japanese lessons to current middle and high-school teachers. The purpose of the training was to help them improve their Japanese proficiency. The 8-year long training can be divided into three stages: From the 1st to 2nd stages, the program was aimed to reduce the burden of the training and accept various people. During the period from the 2nd to 3rd stages, the program was targeted to help trainees improve spoken Japanese skills and build competence as a Japanese language teacher. The program was meaningful in that many Japanese native speakers continuously participated in the training program and were able to have a better understanding of the program and students. The effects of the training program were analyzed through a questionnaire survey which was conducted for the past 8 years. The survey found the followings: The program was effective in terms of conversation, intimacy and exchange with others. In particular, improvement of conversation skills and exchange with other people was possible because of face-to-face education. In addition, Japanese native speakers were able to have a glimpse at Korean secondary education through their students. As Japanese native speakers continue to participate in the Japanese language teacher training program as Japanese teachers, it would be necessary to develop a new training program which reflects the findings above.
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大学院での日本語教師養成における 「研究と実践の連携」の意識化-ピア·リーディング活動を通した留学生受講生の学び-
나카이 요코,다카다 코지 한국일어교육학회 2017 일본어교육연구 Vol.0 No.40
In this study, we observed the peer-reading activities of international graduate and research students, and analyzed what the students learned and how they tried to incorporate what they had learned into their own study and practice. In the class, the students read about the experiences of teachers of Japanese and researchers in Japanese education in attempting to link research and practice, and then wrote a paper about what they learned from the materials. Then, they reported and had discussions on the contents of the materials through a peer-reading activity and based on this interaction finalized their papers. Based on our analysis of the descriptions of the students’ papers, we found that students displayed an awareness of the following themes: (1) linking research and practice, (2) the contents of language study, (3) the contents of Japanese teaching, (4) attitudes of teachers and researchers, and (5) the stand points of non-native teachers. From this analysis, we have developed several recommendations regarding how to train Japanese language teachers and researchers. 日本語教育における「研究と実践の連携」は、研究成果を授業方法の検討や教材開発などに活かして授業を改善し ていくために欠かせないと考えられる。本研究では、日本語教育者·研究者の行ってきた「研究と実践の連携」の具体例 をまとめた文献教材を読んでグループで検討するピア·リーディング活動を通して、大学院授業の留学生受講生達がどの ようなことを学び、自身の研究と実践に活かそうとしているのかについて分析した。ピア·リーディング活動後に受講生がまとめ た講読レポートの記述を分析した結果、主に、①研究と実践の繋げ方、②言語研究の内容、③日本語教育の内容、④ 教育者·研究者の姿勢、⑤非母語話者教師の立ち位置といった、「研究と実践の連携」に関する5つの学びが見られ た。ここから、教育者·研究者による「研究と実践の連携」の具体例を読むことは、自身がいかに「研究と実践の連携」を 行いながら社会貢献していけるかを考える契機になっていたことが分かった。また、留学生受講者の場合、自身の日本語 学習経験や研究成果を母国での教育実践に活かそうと改めて感じ、自身の今後のキャリア形成を考える機会となっていた ことも分かった。そして、こうした多角的な学びは、受講生同士でピア·リーディング活動を行うことによって、文献教材を深く 読み込み、それを他者に伝えることで自身の考えを深め、視野を広げることで可能となっていたことも分かった。以上の分析 に基づき、今後の日本語教育者·研究者養成のあり方を議論した。
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韓国の中等教育における日本語教師研修 -ソウル日本語教育研究会での実践とその成果を中心に-
겐코 히로아키,미네자키 도모코,모리카나 한국일본언어문화학회 2014 일본언어문화 Vol.29 No.-
This study reports the overview, performances and improvement process of the Japanese language teacher training which was performed by Korea Japanese Teacher’s Association in Seoul regarding Korean secondary education. The training program led by Japanese native speakers was given from 2004 to 2011. A total of four Japanese native speakers gave Japanese lessons to current middle and high-school teachers. The purpose of the training was to help them improve their Japanese proficiency. The 8-year long training can be divided into three stages: From the 1st to 2nd stages, the program was aimed to reduce the burden of the training and accept various people. During the period from the 2nd to 3rd stages, the program was targeted to help trainees improve spoken Japanese skills and build competence as a Japanese language teacher. The program was meaningful in that many Japanese native speakers continuously participated in the training program and were able to have a better understanding of the program and students. The effects of the training program were analyzed through a questionnaire survey which was conducted for the past 8 years. The survey found the followings: The program was effective in terms of conversation, intimacy and exchange with others. In particular, improvement of conversation skills and exchange with other people was possible because of face-to-face education. In addition, Japanese native speakers were able to have a glimpse at Korean secondary education through their students. As Japanese native speakers continue to participate in the Japanese language teacher training program as Japanese teachers, it would be necessary to develop a new training program which reflects the findings above.
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韓国の大学における中級作文授業の現況と課題 -非母語話者日本語教師の授業を中心として-
Honda Miho,박혜성 한국일본언어문화학회 2019 일본언어문화 Vol.49 No.-
The purpose of this research is to clarify the current status of writing classes in Korean universities. For that purpose, a questionnaire survey was conducted for nonnative speaker teachers, and then analyzed qualitatively. As a result, the items targeted by most teachers in intermediate writing classes were “learn intermediate-level sentence patterns”, “enable to write sentences of various themes”, “learn about composition of sentences and paragraphs”, “learn Intermediate Vocabulary”. In the classes, problems such as “many students feel a burden of writing”, “many students are not used to create long sentences”, “many students cannot construct sentences” was. To solve the problem, the teacher used nerve to “teach according to the level of each person” and “selection of the theme of writing”. The current state of intermediate composition writing class has a big difference between learning content and student level, and it is a class that it is difficult to achieve even if the teacher gives a learning objective suitable for subjects of intermediate level composition. Therefore, measures to solve problems, such as establishment of writing subjects that play a role as a bridge from elementary level to intermediate level, and implementation of team teaching, are considered to be necessary. .
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