初級日本語学習者の「書く」技能向上のための作文授業の考察 - 高校生の会話授業を利用した作文指導の実践報告-

吹上淳子 대한일어일문학회 2019 일어일문학 Vol.83 No.-

In the era of globalization, "speaking" skill is considered to be more important than any other skills, as it promotes communication with others by using a language acquired. That's probably why teaching method focusing on skills to communicate and express opinions has steadily developed. Even if one's grammatical knowledge is insufficient, it is surely possible to improve speaking skill, that is based in communication-oriented conversation, to a certain extent. It could also motivate learners with self-confidence, which may lead to a love of learning as well. But in spite of actual communication skills like "listening" and "speaking", it is still essential for learners who want to apply to a Japanese university and get a job in Japan to improve written language-based skills, such as "reading" and "writing". According to a survey which was conducted before class. what the students want to do best was "speaking", while what they think the most difficult was "writing" among the four main skills. However, despite its importance, Japanese learners often choose composition that requires "writing" skill as the most difficult field. It is true that it is difficult to write in Japanese which is a foreign language. In the linguistic outputs, "speaking" and "writing", in second language acquisition, it has been known that it is hard to improve both spoken language-based "speaking" and written language-based "writing" at the same time. But in my opinion, it may be possible to achieve both at the same time depending on the method to adopt in class. It would be possible to improve both simultaneously by developing related classes together, rather than differentiating between conversation and composition. This study aims to come up with a teaching method to help Japanese language beginners improve composition writing skill.

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

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.

PBL을 활용한 "일본어 작문"수업

이선희 한국일본근대학회 2015 일본근대학연구 Vol.0 No.47

본 논문에서는 서울소재 대학교 일어일문학과 2학년 전공과목으로 개설된 ‘일본어 작문’ 수업에 PBL을 적용한 교수 설계 과정 및 실제 수업에 PBL을 적용한 결과에 대하여 고찰하였다. 먼저 학습자들이 작성한 성찰일지를 검토한 결과 학습자들은 제시된 문제를 해결하기 위하여 자료를 수집하고 이를 일본어기획서로 정리하는 과정에서 자주적 능동적으로 학습에 참여하고 있음을 알 수 있었다. 또한 PBL수업을 통해 학습자들의 자기 주도적 학습 능력과 문제해결 능력이 전반적으로 향상되었고 대부분의 학습자들은 PBL 형태로 진행된 ‘일본어 작문’ 수업에 대해서 대체적으로 만족하고 있으며 특히 조별 활동에 대해서는 긍정적인 평가를 하고 있음을 알 수 있었다. 그러나 PBL 운영 기간 및 결과물의 발표 시기, 평가 방법 등에 관해서는 개선할 필요성이 제기되었다. 이러한 점들이 금후의 과제라고 할 수 있다. This study is conducted to investigate results of the effect of PBL(Problem-Based Learning)applied to instructional design and actual lecture of ‘Japanese composition’, a Core course for the 2nd grade university students who attend the Bachelor course of Japanese Language and Literature in Seoul. After reviewing reflective journal prepared by students I could find their problem solving process. Learners normally searched data and arranged them to make Japanese draft. Through the process they could naturally take an active part in the composition course. Also, learners’ self-directed learning and problem solving ability have been improved via PBL and most of learners were satisfied with PBL based Japanese composition class. Especially learnersgave positive responses about the group activities in Japanese composition class. In the meantime, some issues such as PBL operation period, timing of output presentation and evaluation method has been arisen. These issues will be the next topic that needs to be discussed later and remaining tasks of this study.

WEB을 활용한 일본어 작문 지도

한원형,이동욱 단국대학교 일본연구소 2019 일본학연구 Vol.58 No.-

Observe the process of the Japanese composition class, the teacher decides the goal of learning and makes the subject and the related contents learn. Then the learner makes and submits the composition concerning the contents, and the teacher produces and gives feedback such as the composition’s corrections. It is common for learners to correct their own mistakes. In this process, when the learner tries to compose an expression that has not been learned, he or she refers to a dictionary etc. in order to obtain the necessary information, but the learner uses words or expressions obtained by reference. It is difficult for the learner to judge whether the expression is suitable for the content that the student intends to express. In this paper, when a Japanese learner does composition, it is possible to use it by judging whether or not the learner intends to express information obtained in a dictionary etc. Introduce and explain how to use WEB (Google) as. 일본어 작문 수업의 과정을 살펴보면, 교수자는 학습자에게 학습 목표에 맞추어 주제를 설정하여 관련된 내용을 학습시키고 학습자는 주어진 내용에 맞추어 작문을 수행하여 제출하고 교수자는 제출된 작문을 첨삭 등을 통하여 피드백을 하면 학습자는 이를 통하여 오류를 수정하는 것이 일반적인 흐름이라고 할 수 있다. 이러한 과정에서 학습자는 작문을 수행하는데 있어 기존의 학습에서 습득하지 못한 일본어 표현을 작문하려고 할 경우 필요한 정보를 얻기 위하여 사전 등을 참고하지만, 참고한 단어나 표현이 학습자가 표현하고자 하는 내용에 적합한 표현인지 아닌지를 학습자 스스로는 확인할 수 있는 방법이 없다. 본고에서는 일본어 학습자들이 작문을 수행하는데 있어 사전 등을 통하여 얻은 단편적인 정보를 학습자가 원하는 표현인지 아닌지 스스로 판단하여 사용할 수 있게 하기 위한 방법으로서 WEB(Google)을 활용하는 방법을 소개, 설명한다.

「日本語作文」のブレンデッドラーニング -大学LMSを使用した授業実践-

신은진 한국일어교육학회 2017 일본어교육연구 Vol.0 No.41

This paper is a practical report of blended learning (BL) using university's learning management system (LMS). "Japanese composition" was conducted in the 1st semester of 2017 as a BL class using LMS. After the semester, 40 students who attended the course answered questionnaires about "collaborator background survey", "class satisfaction survey" and "E-class related survey". The result shows that class satisfaction and learning achievement were high, but there was no direct involvement with using LMS. In addition, although 62.5% of the learners were generally evaluating positive about LMS, 37.5% were "not thinking" situation. It is speculated that this may be the reason why about 40% of the eight detailed items were selected as "ordinary" in the LMS satisfaction survey of the university. In addition, even positive learners to use LMS, it was founded that they felt weak consciousness and refusal due to system problems such as LMS interface accessibility, processing speed, file upload capacity and so on. Regarding the use of LMS in Japanese classes, learners want more fixed functions such as uploading materials and submitting tasks, rather than bidirectional communication and mutual exchange. Also, it is necessary to pay attention to the fact that many learners requested uploading of the whole class video materals although not available on LMS currently. As the online educational environment of the university is rapidly progressing, I looked back on the current situation of LMS from the evaluation of learners. However, the design of teaching and activities as well as the class management are the responsibility of the teacher. The teacher himself needs to understand and prepare for the new educational environment and paradigm. The findings of this paper can serve as a starting point for considering ways to improve in Japanese classes in the new educational paradigm. 本稿は、大学の学習管理システム(LMS)を活用したブレンデッドラーニング(BL)授業の実践報告である。 2017年度1学期に実践された「日本語作文」は、LMSを用いて行われたBL授業であり、学期終了後、受講生40人 を対象に、「協力者背景調査」「授業満足度調査」「e-クラス関連調査」のアンケート調査を行っている。 その結果、授業満足度および学習達成度は高く示されたが、LMS使用との直接的な関わりは認められなかっ た。また、学習者の62.5%は、大学や授業のLMS使用に関して概ね肯定的に評価していたが、37.5%は「考えた こともない」状況であった。これは、大学のLMS満足度調査で、8個の細部項目に対して40%前後が「普通」を 選択した原因ではないかと推測される。また、LMS使用に肯定的な学習者であっても、LMSのインタフェイス の接近性、処理スピード、ファイルのアップロードの容量など、システムの問題で苦手意識や拒否を感じてい ることがわかった。 そして、日本語授業のLMS使用に関しては、先行研究の指摘と異なり、双方向中心のコミュニケーション、 相互交流よりも、資料のアップロードや課題提出など固定機能をより求めていることがわかった。また、現 在、LMSで全く実施されていない、授業全体の動画のアップロードが求められていたことには注目する必要 がある。 大学の教育環境のオンライン化が急速に進んでいく中、LMSの現状を学習者の評価から振り返ってみた。 が、授業の設計、運営、活動のデザインは、教師側の役割である。教師自身が、新しい教育環境やパラダイム を理解し、備えていく必要がある。本稿の調査結果を、新しい教育パラダイムの中で日本語授業の改善策を考 えるきっかけとしたい。

한국인 초급 일본어 작문에서 교사와 학습자간의 오류 피드백의 프로세스

조영남(Cho, Young Nam) 동아시아일본학회 2014 일본문화연구 Vol.0 No.49

This research studied feedback processes between educators and learners based on 144 composition works of 18 beginner-level Japanese-learning university students. These are the study results. In a beginner-level Japanese composition, there was a high frequency of interaction in expressions and words. Since mutual understanding of expressions and words is essential for understanding a whole sentence, mutual interaction easily occurs. In the past, composition error feedbacks were carried out as a one-way feedback. from educator to student. When devising a mutual feedback process in this research, however, an active two-way mutual feedback occurred. There were many times when the educator promoted mutual interaction due to difficulty in understanding the intention of a composition, more specifically in cases of letter, word, and expression errors. On the other hand, learners promoted mutual interaction in cases of grammar errors and conversation composition errors. Consequently, it is necessary for educators to pay more attention and explain carefully when giving feedback on grammar and conversation errors. Overall, in order to carry out an effective feedback during composition education, it is required that the feedback be a mutual interaction between the educator and student, instead of a one-way feedback.

일제강점기 신축된 군청사의 건축적 특징과 공통도면의 영향

김명선(Kim, Myungsun) 대한건축학회 2016 대한건축학회논문집 Vol.32 No.2

The architectural drawings of Goon(郡) office buildings in Japanese colonial period collected in the national archives of Korea, were recently made as digital images, and their annotation published. On these basic research materials for the buildings a few papers were published. The purpose of this study is to investigate the tendency of the buildings’ new construction and their architectural characteristics such as structure, scale or elevation composition. It used literature research method, i.e. analysing the digital images, the annotation, official documents between the Japanese government-general of Korea and To(道), and related articles of newspapers or journals. It found that the buildings were begun to newly construct from early 1910s, very early compared to To and Pu(府) office buildings, but the new construction were not sufficient from the point of total Goon’s number(218). The reason of the early new construction is estimated that because the Japanese Government-General of Korea rearranged Goon in 1914 and 1915, therefore new buildings were needed in newly designated locations for the buildings. The structure of the buildings were mostly made of wood or brick, the size of them has very big deviation but no tendency toward time or region. The elevation composition of them was applied that of public offices in Japanese colonial period, and affected from the prototype scheme in 1910s by Government-General of Korea until 1930s.

상장에 나타난 일제강점기 교육의 특징과 영향

채휘균(Chae, Hwei-kyun) 영남대학교 인문과학연구소 2021 人文硏究 Vol.- No.97

이 연구는 일제강점기 학교 상장이 일제강점기 교육을 강화하는 수단이었다는 점을 밝히는 연구였다. 연구 내용은 첫째, 상장 종류를 조사하고 시기별 상장 종류를 제시하였다. 둘째, 상장의 형식과 구성을 분석하고 그 특징을 밝혔다. 셋째, 상장 내용을 분석하고 특징을 밝혔다. 연구방법은 대한제국 시기와 일제강점기 상장을 조사·분류한 후에, 상장에 나타난 일제강점기 교육의 특징을 고찰하는 것이었다. 일제강점기 상장 형태는 대한제국 시기 상장과 유사하였고, 구성은 제목, 수상자 이름, 수상 내용, 연도, 기관, 직인으로 구성되었다. 상장은 테두리 장식이 일반적이었고, 세로쓰기 방식을 택하였다. 대정, 소화 연간 상장 형식은 대한제국 시기 상장 형식과 유사하였다. 상장 서술하는 언어는 대한제국 시기에는 국한문 혼용이었고, 일제강점기에는 한문·일어 혼용이었다. 서술하는 언어는 일제강점기 교육 상황을 반영하는 것이었다. 수상자 이름도 1940년 이전에는 한문으로 기록되었고 1940년 이후에는 일본식 이름으로 기록되었다. 강화된 식민지 교육상황을 반영하는 것이었다. 상장의 서술은 우등상의 경우 학업 우등, 학술 우량, 성적 우수 등과 동시에 품행 방정, 조행 가량 등과 같이 성적과 품행을 연관지어 표현하였다. 일제강점기 우등상에서 교과와 품행을 연결하고 있었다. 개근상과 정근상은 성실 및 근면과 같은 표현을 통해서 학교 교육에 참여를 장려하고 유도하는 내용이었다. 일제강점기 후기에는 각종 특별상을 수여하는 경우가 많았다. 종류에는 품행, 근로, 국방헌금 등과 같은 것이었다. 이러한 사실은 일제강점기 후반 일본의 어려운 상황이 상장에 반영되었다고 볼 수 있다. 이처럼 일제강점기 상장은 형식과 내용에서 일제강점기 상황을 반영하고 있었다. 따라서 상장은 교육 환경과 성격에 따라 형식과 내용이 달라질 수밖에 없다. 더욱이 일제강점기 상장의 형식과 내용이 해방 이후 학교에서 유사한 형태로 답습되었기 때문에 상장의 의미와 가치에 대한 역사적인 검토와 재해석이 필요하다. The purpose of this study is to reveal that the prize of schools during the Japanese colonial period was a means of strengthening education during the Japanese colonial period. The research methods are as follows: First, the types of the prize of schools are investigated and the types of the certification of merit by period are suggested. Second, we analyze the form and composition of the prize and reveal its characteristics. Third, the expressions used in the prize contents are analyzed and the characteristics are revealed. The result is the form and content of the award must vary depending on the environment and the nature of education. During the Korean Empire, the language for describing the award was a mixture of Korean, but during the Japanese colonial period, it was a mixture of Chinese and Japanese. Moreover, since the format and contents of the prize during the Japanese colonial period were followed in a similar form in schools after liberation, it is necessary to reinterpret the meaning and value of the prize. Prize is not an absolute point of view, but it is necessary to analyze and consider various situations.

Direct compositionality and word structure

( Kazuhiko Fukushima ) 경희대학교 언어연구소 2015 언어연구 Vol.32 No.1

Based on morphological phenomena found in Japanese, a highly agglutinative language, this paper investigates how we might approach intra-word compositionality. First, we elucidate the concept of compositionality to properly frame the central issue. Second, we observe some word-formation phenomena that seem to apparently contradict lexical (or morphological) integrity as well as word-internal compositionality. These involve mismatches-bracketing paradoxes-between morphological constituency vis-a-vis syntactic or semantic constituency. Then, the center piece phenomena of this paper displaying even more drastic bracketing paradoxes are introduced as case studies, namely, the ones involving the negative morpheme and the sized inalienable possession construction. These serve as a testing ground for the concept of word-internal compositionality. The viability and, arguably, advantage of a (direct) compositional approach to word-formation is demonstrated in light of their behavior and the current accounts furnished for them. Finally, after a summary of the paper, further conceptual issues regarding compositionality and word-formation are taken up. (Kansai Gaidai University)

한국인 초급 일본어 작문에서 교사와 학습자간의 오류 피드백의 프로세스

동아시아일본학회 2014 日本文學硏究 Vol.49 No.-