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RISS 인기검색어
- 검색키워드
- 저자 : 趙宣映 ( Joe Sunyoung ) (검색결과 2 건)
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文末表現の習得に関する研究 ― メタ認知の活性化を目指すピア活動 ―
趙宣映 ( Joe Sunyoung ),崔眞姬 ( Choi Jinhui ) 한국일본어교육학회 2021 日本語敎育 Vol.- No.96
This paper is a practical report of an attempt to self-introspections and peer activities in order to acquire the end-of-sentence expression, which are frequently pointed out as misuses in Korean native speakers. In particular, we will look at the possibility of peer activities with the production of end-of-sentence expressions. In peer activities, the learner thinks about the reason why they can or cannot produce well, discusses how to produce it, and tries to consider it from the learner's point of view. we will present the possibility of more efficient peer activities, including the impressions of learners regarding this activity regarding meta cognition. Differences were also confirmed in each expression, which had differences in student’s introspection. For example, in the case of < kiniitteimasu >, it was introspected as “an expression I know”, but it could not be produced accurately. It can be produced until “kiniiru”, but it seems that it is still difficult to produce “~teimasu”. In this paper, students think about the production of expressions themselves, and then try to share it among students, and the possibility is seen even in a short time. In the future, we would like to increase the time for self-reflection and peer activities to try to produce more solid expressions.
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교양일본어 강좌의 현황에 관한 일고찰 : 개설영역 및 과목명을 중심으로
조선영 배재대학교 주시경교양교육연구소 2016 대학교양교육연구 Vol.1 No.1
이 연구의 목표는 4년제 대학교의 교양과목으로 개설된 일본관련 강좌의 현황에 관해 살펴보고 앞으로의 전망에 관해 제안해보는 것이다. 강좌 현황에서는 개설 영역과 개설 교과목명을 중심으로 살펴보았으며, 이는 앞으로의 교양일본어 학습자의 변화를 예측할 수 있는 부분이기 때문이다. 개설영역수는 필수 혹은 필수 선택보다는 일반선택인 경우가 많았으며 이를 통해 교양일본어 수강자의 감소를 예측할 수 있다. 또한 개설 교과목수는 어학이외 강좌가 많은 부분을 차지하였으며, 어학강좌 중에서는 초급 강좌도 있었으나 회화 및 중급이상 강좌도 다양한 과목명으로 개설되어 있었다. 앞으로의 교양일본어는 다양한 학습자의 요구를 반영하여 교양과목의 역할을 가질 수 있도록 고안되어야 할 것이다. This research aims to investigate the current situation of Japanese related courses established as liberal arts education of university and to propose future prospects. The reason for considering mainly the opening area of the course and the name of the opening course is because it seems that it is possible to predict the change of Japanese learners in the future. The opening area is indispensable or not an essential choice, and in many cases it is a general selection, so that it is possible to predict a decrease in the number of students in Japanese. In addition, the number of courses opened was dominated by courses other than language studies. And there were also beginner courses in language courses, but conversation and intermediate or higher courses were also established with various subject names. Future Japanese courses as liberal arts education should be designed to have the role of general liberal arts subjects reflecting the needs of various learners.
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