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- 저자 : 이토사치코 ( Ito Sachiko ) (검색결과 2 건)
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이토사치코(Ito Sachiko,伊藤沙智子) 일본어문학회 2015 일본어문학 Vol.71 No.-
Correcting Japanese learners essays, the same kind of language usage mistakes, which came from a misunderstanding of specific expression sometimes appear repeatedly not only in one essay, but also in some other essays written by the same writer after certain periods. The repeated expression means that the learner often uses this expression in his/her actual life. In another word, it can be said that the repeated expression in one learner's essay is one of the expressions that the learner actually uses significantly frequently in actual life. Based on this background, the objective of this study is to find what kind of expressions Japanese learners use in the actual lives, by analyzing the repeatedly misused expressions in learners' essays. As a research method, the data was extracted from the essays of 10 Japanese learners who are Korean language native speakers. Each learner wrote diary for 17 days using 15 sheets of standard A4 paper, which makes totally 150 sheets with 10 learners. The result of this study showed the tendency that the repeatedly misused expressions vary depending on the actual situation of the learners. In both multiple essays by one learner and essays by different learners, each repeatedly misused expression was distinctive, not only from the aspect of grammar, but also the aspect of vocabulary. 日本語学習者の作文指導において、同一の学習者が、同一の学習項目に 関する誤用を作文で繰り返すことがある。学習者が繰り返す学習項目は、学習者個々人が、それぞれの実際の状況において繰り返し用いている学習項目である。以上の研究背景から、学習者個々人の作文で産出される繰り返しの誤用と学習レベルとの関係を日本語教育の観点から考察し、作文教育への課題を明らかにすることを、研究目的とした。学習者が自分自身の実際の状況を記述するために使用する頻度の高い学習項目への指導の妥当性を、繰り返される誤用を手がかりに明らかにした。 調査方法として、韓国語母語話者である日本語学習者全10名、A4の規 定の用紙全150枚、17日間分のダイアリーを調査対象とし、学習者の誤用を「漢字」「語彙」「文法」の3分類をもとに分析した。 本調査の結果、同一の学習者において繰り返される誤用、および、異な る学習者において繰り返される誤用から、学習者が繰り返し誤用として用いやすい学習項目は、学習レベルにかかわらず繰り返し産出されている実態が指摘できた。 本稿の結論として、個々の学習者の状況を踏まえた上での、繰り返しの 誤用への指導の重要性が、学習レベルに関係なく今後の作文教育の課題となることが明らかになった。
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일본어교육 교과서의 접속조사 “ト”의 조건표현 -만화, 평론, 일본어교육 교과서 용례 비교로부터-
이토사치코 ( Ito Sachiko ) 한국일본어교육학회 2016 日本語敎育 Vol.0 No.75
This study is based on two preceding studies on the usage of conjunctive particle “TO” in spoken language (Ito, 2007) and in written language (Ito, 2006), and aimed to verify the validity of example sentences in Japanese language education textbooks (“The Textbooks”), focusing on example sentences of the usage of “TO”. By comparing the characteristics of “TO” which are newly extracted from The Textbooks and that of “TO” in these preceding studies. The study was conducted by extracting example sentences of “TO” from various publications: 732 examples from comic books, 609 from critic essays, and 403 from The Textbooks (“Three Materials”). Extracted examples were classified into 36 classifications and observed. As a result of this study, three common characteristics of “TO” were observed in all Three Materials (comic books, critic essays, and The Textbooks). Firstly, there is a cause-and-result relationship between the clauses before and after “TO”. Secondly, most of the example sentences from Three Materials end with present tense. Thirdly, when an example sentence ends with present tense, in most of the case the example sentence shows “general conditions” (Suzuki, 1986), in another words, the sentence described a general nature which does not change by repetition. This results verified the validity of the example sentences in The Textbook, in terms of the basic characteristics of “TO”. This study also pointed out that more of example sentences of the usage of “TO” in the current Japanese language education textbooks are in the form of written language, rather than spoken language.
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