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- 검색키워드
- 저자 : 齊藤良子 ( Saito¸ Ryoko ) (검색결과 3 건)
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日本人韓國語學習者の韓國語學習に對する好意が學習ビリ-フと學習ストラテジ-に與える影響について
齊藤良子(Saito Ryoko) 동북아시아문화학회 2009 동북아 문화연구 Vol.1 No.18
The objective of this research is to clarify the extent to which the positive feelings that Japanese learners have toward learning the Korean language, influence learning beliefs and learning strategies. The surveys used were; the Attribution survey, Liking survey, Belief survey, and Strategy survey. The Belief and Strategy surveys were based on Horwitz's (1987) Beliefs about Language Learning Inventory (BALLI), and Oxford's(1990) Strategy Inventory for Language Learning (SILL), respectively. The author independently developed the Liking survey. Based on the survey results, the influences that strong/weak positive feelings toward learning Korean have on learning beliefs were analyzed. As a result, it was found that learners with strong positive feelings were also highly interested in the Korean culture and people, enjoyed learning with native Korean speakers, and believed that their conversation abilities would continue to improve. In contrast, those learners with weak positive feelings felt insecure and timid whens peaking Korean with others. As a result of analyzing the influences that strong/weak positive feelings toward learning Korean have on learning strategies, it was found that learners with strong positive feelings actively pursued their studies, reviewed their lessons, and sought other opportunities to speak Korean. As mentioned above, various differences were seen between learners with strong and weak positive feelings, making it clear that strong positive feelings toward learning Korean have positive influences on learning beliefs and learning strategies. This research suggests the importance of enhancing the positive feelings of the learners when teaching Korean.
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オンライン授業による日本語作文にみられる誤用例研究 ― 韓国の大学生を中心にして ―
齊藤良子 ( Saito¸ Ryoko ),齊藤明美 ( Saito¸ Akemi ) 한국일어교육학회 2023 일본어교육연구 Vol.- No.64
韓国では、新型コロナウイルス感染防止のために2020年からオンライン授業を実施する大学が増加した。新型コロナウィルスの流行以前の韓国の大学における日本語作文の授業は主に対面で行なわれ、課題として出された作文を授業時間外に書いて提出することはあったが、授業中は教員の目があることもあり、単語や文法を教科書や辞書で調べることはあっても、それ以外の手段を用いて書くということはあまりなかったと思われる。しかし、オンライン授業で行なわれる場合、作文はすべて授業時間外に書かれ、教員の目が全く届かないこともあり、課題として出された日本語作文を書く際に、従来通り教科書や辞書を用いて自分一人の力で作文を書く学生、翻訳アプリを利用する学生、日本語が得意な知人の助言を得て作文を書く学生等がいると思われる。また、社会に出た後も学生が翻訳アプリを使用する機会は多いだろう。このような様々な可能性を考えると、オンライン授業を受講している韓国の大学生が書いた日本語作文の誤用研究をすることは意義があると思われる。そこで、本研究ではオンライン授業にて開講された授業の課題として提出された日本語作文にみられる誤用例をあげ、誤用が生じた原因について考察した。調査の結果、名詞、形容詞、形容動詞、助詞、敬語、授受表現に誤用がみられた。また、誤用の原因を一つに定めることは難しいが、母語干渉によるもの、学習不足、翻訳アプリによるもの等いくつかの要因があると思われる。 Many South Korean universities have conducted online classes since 2020 to prevent COVID-19. Before the COVID-19 pandemic, Japanese composition classes in South Korean universities were mainly held face-to-face, and with the teacher’s supervision, students used textbooks and dictionaries during class to look up words and check grammar. Students may complete the assigned compositions outside of class, but they mainly used these tools in writing. However, in the case of online classes compositions are all written outside of class, and with no teacher present to monitor the writing, some students may write using dictionaries and textbooks as usual, some may use translation apps, and some may ask for advice in writing. Students will have many opportunities to use translation apps even after graduation. Considering these possibilities, it would be meaningful to study misuse found in Japanese compositions that South Korean university students write in online classes. This study presents misuse examples found in the submitted compositions assigned in online classes, and discusses the reasons that led to misuse. Results show that misuse was found in nouns, adjectives, adverbs, particles, honorifics and expressions for acceptance. It is difficult to determine a single reason for misuse, but various factors such as mother-tongue interference, lack of study and use of translation apps can be considered.
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日韓機械翻訳使用に関する認識と日本語の誤用例研究 ― オンライン授業を受講した韓国の大学生を中心にして ―
齊藤良子 ( Saito Ryoko ),齊藤明美 ( Saito Akemi ) 한국일어교육학회 2024 일본어교육연구 Vol.- No.66
近年、新型コロナウイルス感染防止のために韓国の多くの大学で実施されたオンライン授業の課題として提出された日本語作文にみられる誤用は新型コロナウイルス流行以前の対面授業での課題作文にみられた誤用とは様相が異なっていると思われる。このような日本語の誤用に変化をもたらした要因の一つに日本語の作文を書く際に学生が用いた翻訳アプリ、翻訳サイト、翻訳ソフト等を含む機械翻訳の影響があったと思われる。オンライン授業を受講し教室以外の場所で書いた日本語作文は、対面授業での日本語作文とは異なり辞書や教科書を参考にする以外に日本語のできる知り合いの力を借りたり、機械翻訳をすることをも可能にした。本研究では、まず、オンライン授業を受講した韓国の大学生が課題の日本語作文を書く際に、どの程度翻訳アプリ等を使用しているのかについて現状を調査した。また、翻訳アプリを使用している学生は翻訳アプリをどのように認識し、どのような使い方をしているのかについても明らかにしようとした。さらに、学生が韓国語と日本語で、同じ内容で書いた作文をもとに、日本語作文にみられる誤用例と翻訳アプリの誤訳とを比較し分析することによって、翻訳アプリの使用と日本語に誤用が生じた原因との間に関連があるか否かについても調査した。調査の結果、大部分の学生が翻訳アプリ等を使用しているが、認識の仕方と使い方は専攻、学習歴と関連があることが明らかになった。機械翻訳が一般化しつつある現在、機械翻訳と日本語教育を初めとする言語教育との共存を実現するためには、このような研究が必要であると思われる。 Many South Korean universities have adopted online classes to prevent the spread of COVID-19. Recently misusage examples seen in Japanese composition assignments submitted in these classes differ from those in conventional face-to-face classes before the COVID-19 pandemic. One factor that led to this change is the influence of machine translation, which includes translation apps, translation sites and translation softwares that students use when writing. In case of online classes, students can write Japanese compositions outside of the classroom, asking for help from Japanese speaking acquaintances and using machine translation, while students would use dictionaries and textbooks in face-to-face classes. This study surveys the actual status of the usage of translation apps among online-class students when writing Japanese compositions, as well as examines how students recognize translation apps and how they use them. Composition assignments written in both Korean and Japanese with the same content were used to compare and analyze word misusage seen in the Japanese compositions and mistranslation by translation apps. This study looked for relevant factors between the use of translation apps and the actual misusage in the writing. Results of this survey shows that the majority of students used tools such as translation apps, but the condition of recognition and usage was relevant to the students’ major subject and their individual study history. With machine translation becoming increasingly common, studies such as this are necessary to achieve coexistence of language education including Japanese and machine translation.
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