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RISS 인기검색어
- 검색키워드
- 저자 : 伊藤沙智子 ( Ito Sachiko ) (검색결과 2 건)
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伊藤沙智子 ( Ito Sachiko ) 한국일본어교육학회 2021 日本語敎育 Vol.- No.96
The purpose of this study is to identify what morphological unit is appropriate to make a set of related expressions to be classified into a same linguistic feature category in the Japanese-language education through an analysis of a function word “to.” The study focused on the linguistic feature categories of related expressions in the native spoken Japanese and clarified what morphological/grammatical unit can actually be the “related expressions” for the learners, as opposed to the current education practice. The current trend in the education originates in how “to” is treated in Japanese linguistics: grouping related expressions by extracting a sentence with “to” from a text, segregating the sentence into words, and categorizing with its related expressions which only belongs to the same morphological unit and lexical category. Through this process, any context in the original text is removed. To find how the class can teach “to” and its related expressions to meet the actual needs, this study observed how “to” conditionals and its related expressions are used in the spoken Japanese based on 730 simulated narratives which are extracted from Japanese comic books. By analyzing “to” of each narrative, the research found that the related expressions’ linguistic feature category differs depending on if the sentence is intended to urge the counterpart. The morphological unit of “to’s” related expressions with no intention of provoking/pressuring is word, while the expressions with urging intention required wider variety: from word to sentence. Above results proves that the related expressions in Japanese-language education does not necessarily be the collection of words of the same morphological/lexical category, but it should be from wider category, varied from word to sentence which has similar pragmatic implication. In conclusion, the related expressions in Japanese-language education should be discussed separately from those of Japanese linguistics. Therefore, the discussion requires a broader perspective on how the educational related expressions should be extracted, not limiting to the narrow linguistic definition, to be leveraged to the practical learning experience.
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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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