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RISS 인기검색어
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- 저자 : 松下由美子(Matsushita, Yumiko) (검색결과 3 건)
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松下由美子(Matsushita, Yumiko),西花?子(Nishihana, Keiko),坂本正(Sakamoto, Tadashi) 한국일본문화학회 2018 日本文化學報 Vol.0 No.77
This paper discusses the potential and challenges of using SNS in Japanese language education and Japanese language acquisition research. Along with the rapid spread of Internet usage, the Japanese language education field has been undergoing a rapid retrenchment. Against this background, this paper sets out to review and evaluate past research on SNS as well as to analyze the results of a questionnaire given to Japanese language learners at two Korean Universities concerning their awareness and usage of SNS and how it meets learner’s needs. The written questionnaire results show that over 80% of Japanese learners answered “yes” to the question of whether they want to use SNS in their learning. The results also show that a larger number of learners would like the possibility of communicating directly with Japanese speakers two or three times per week, for about thirty minutes each time. Moreover, SNS can be used in Japanese language acquisition research, allowing for communication with remote subjects. By using ZOOM, not only can messages and conversations be recorded and analyzed, the analysis of non-verbal communication is also possible Furthermore, SNS can be used not only for quantitative but also qualitative research, since our ability to make comments while viewing a file allows us to analyze internal processes. However, there are still many questions to consider, including not only how best to meet learners’ needs, but also how to reduce the emotional burden of learners when they face native Japanese speakers, how to prevent information disclosure, and the role of teachers’ networks. These are all issues that still need to be addressed.
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韓日大学生の日本語会話におけるアップシフト -初対面から5回の会話を通して-
松下由美子 ( Matsushita Yumiko ) 한국일어일문학회 2023 日語日文學硏究 Vol.124 No.-
본 연구는 한일 대학생의 첫 대면부터 5회에 걸친 보통체 기조의 대화를 대상으로 발화의 기능과 내용을 분석하여 어떤 '표현 주체'의 의도와 '이해 주체'의 해석이 있는지, 그리고 업시프트 사용의 효과를 살펴보는 것이다. 분석 결과, 전체적으로 한국어 모국어 학습자(K1)가 일본어 모국어 화자(J1)보다 매우 많이 나타났으며 발화의 기능은 [정보제공][농담·모조][정보요구][재현][의견제시][인용][확인요구][동의요구][관계 만들기]의 9항목이 출현했다. 또, K1은 첫 대면에 【정보 제공】 【정보 요구】가 많이 출현해, 첫 대면에 J1에 대한 배려나 개선을 볼 수 있었지만, 2회째 이후에는 격감해, 대신에 【농담·모조】가 증가해 친밀감의 표시를 볼 수 있었다. 한편, 모든 회화 전체를 통해 보통체 기조였던 J1도 3번째에서 [확인 요구], 4번째에서 [농담·모조]가 출현하고 있었다. 업시프트 사용으로 상대방과 거리두기, 가까워짐으로써 배려와 농담, 격식 등을 발생시켜 원활한 대인관계를 유지하는 역할을 하는 것으로 나타났다. This study will analyze the functions and contents of speech from the first five conversations between Korean and Japanese students to find out what kind of expressive subject intention, understanding subject is, and the effect of using upshift. As a result, Korean student (K1) was much higher than that Japanese student (J1), and the functions of speech were 9 items: [information provision], [joking/imitating] [reproduction] [opinion] [quote] [confirmation request] [consent request] and [relationship creation].In addition, several [information provisions] and [information requests] appeared in K1 when they first met, and consideration and change were seen in J1 when they first met, but after the second meeting, the number of [jokes and imitations] increased, showing a sense of closeness. On the other hand, J1, who had a normal tone throughout all conversations, appeared for the third time [request for confirmation] and for the fourth time [joking and impersonating]. It was found that the use of upshift caused consideration, jokes, and alterations by keeping distance and approaching others, and played a role in maintaining smooth interpersonal relationships.
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SNS利用で会話能力が伸びるのか - Can Do Statements と交流後の意識調査を基にして-
西花?子(Nishihana, Keiko),松下由美子(Matsushita, Yumiko),坂本正(Sakamoto, Tadashi) 한국일본문화학회 2019 日本文化學報 Vol.0 No.81
This paper addresses the improvement of oral proficiency in Korean learners of the Japanese language who engaged in interactions with Japanese native speakers based on the results of a survey. Twenty-two pairs of Japanese and Korean students interacted on social media through video- or voice-calls. Before and after these interactions, the Korean students were asked to fill out a survey using “Can-Do” Statements. The group of students who engaged in the social media interactions were then compared with a group of nonparticipant learners of Japanese, and no differences were found in Japanese language acquisition between the two groups in this one-and-a-half month study. However, the results of the survey demonstrate that the learners who engaged in the interaction were satisfied with the experience. Their comments included statements such as, “I feel that my conversational skills have improved,” “I feel more confident about how I use Japanese,” and “I understood the conversation better, because we used video-calls instead of text messages.” Six months later, an additional survey was conducted in Korean and the comments obtained from it were as follows: “I want to talk with more Japanese people,” “I have become conscious about grammar and words I have not learnt yet,” and “I started checking the dictionary more often.” The participants also indicated that managing interactions out of the classroom, the choice of the social media used, and matching conversation partners were potential ways to improve the social media experience.
KCI
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