http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 와카즈키사치코 (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
マイノリティに対する日本語教育 -韓国人ろう者の言語背景と日本語学習-
와카즈키사치코 한국일어교육학회 2015 일본어교육연구 Vol.0 No.32
Most studies on Japanese language education in Korea focus on learners who attend institutions but ignore disabled learners. This paper focuses on the possibility of Japanese language education, not for practical use but for broadening minorities’ worldview. “Deaf” is defined as people who use Sign Language as their first language. Deaf people have to learn the written language as a second language in addition to Sign Language as their first language; therefore, Deaf people are destined to be bilingual. Korean Deaf people have more difficulty than hearing people in learning Japanese as a foreign language; however, because of the similarities of Japanese and Korean sign language, many Deaf people are interested in Japanese and involve themselves in Japan and its culture. Two Deaf subjects in this paper have experience with learning Japanese as a foreign language, which afforded a new viewpoint. Even though learning Japanese was not applicable to their daily lives, doing so allowed many new opportunities. From now on, Japanese language teachers must provide scaffolding and motivation for their students, recognizing that the community they teach has become more diverse. 韓国において、教育機関に学習者として参加できるケースが限られている身体障害者を対象とした日本語 教育研究はほとんどない。本論文は、ろう者を「手話を第一言語とする人」と定義し、マイノリティに対す る、実用のためではなく自分の世界を広げるための日本語教育の可能性を論じたものである。韓国人ろう者 は第一言語として韓国手話を獲得したのち第二言語として韓国語を学ばなければならず、手話と書記言語の バイリンガルとなることを宿命づけられている1)。このような言語背景を持つ韓国人ろう者が外国語として 日本語を学習するのには、聴者以上の困難があるが、日韓手話の類似性により、日本と関わりを持ち、日本語 に関心を持つろう者は多い。本文で挙げた日本語学習経験のある2人は、インターネットを通して日本に関 する様々な情報を取得し、それをステップにして自分の世界や可能性を広げている。日本語学習がたとえ実 用に直結しなかったとしても、結果的にマイノリティの選択肢を拡大することに貢献していることがわか る。今後、ますます学習者が多様化することを念頭に置き、教育機関に属さない学習者に対してもきっかけ を与え、スキャフォールディングの機能を担っていくことが日本語教師には求められている。
-
다나카요꼬,와카즈키사치코 한국일본언어문화학회 2014 일본언어문화 Vol.27 No.-
This paper aims at the development of the effective associative method materials for the Katakana teaching which overthrows the following difficulties. Even the instructors or teachers of the Japanese language feel the importance of Katakana instruction. It is difficult to increase the time spend on it in the present situation. Although a problem exists, the development of an effective method of instruction and teaching materials on the Katakana teaching is not progressing. The experiment lessons performed in 2013 were proposed by Tanaka and Wakatsuki(2013). In this experiment, one uses the associative method materials for Katakana teaching and the other does not use the associative method materials. The objects were 52 students who study Japanese under the general education curriculum at a Korean 4-year university. As a result of doing a Katakana reading test before and after the lessons, the outstanding effect was observed in the use of the associative method materials for the Katakana teaching. For those who received the lesson with the associative method materials, the percentage of correct answers of "'エ, カ, タ, and ツ" was 100%. Hence, the lesson which used such method for the students to memorize Katakana characters relating new information with the knowledge that they already have was more effective. Moreover, 24 characters were answered correctly by 80% or higher and only 3 characters were correctly answered by 50% or less. On the other hand, when the associative method was not used, only 3 characters were answered correctly by 80% or more and there were 50% or less for 37 characters. With different instructions in classes, the among the students’ levels became smaller when the associative method was used. And, it became larger when it was not used. Therefore, it is obvious that the usage of the associative method materials for the Katakana teaching has lower rates of dependence on students’ capability or efforts, and it has less burden on students.
-
다나카요코,와카즈키사치코 한국일본언어문화학회 2013 일본언어문화 Vol.24 No.-
This paper is regarding Katakana learning by association method for Koreanlearners. With this method, cards were created to associate Katakana character withstories and images. The effect of the Katakana character acquisition through theuse of the cards was examined from an experiment lesson, and then Katakanalearning-materials development was proposed. First, creation of the Katakana study card was given as a subject to seventy-fourcollege students who received instruction using the teaching materials of IS Hiraganaassociation method by Quackenbush (2007). For each card, the students drew picturesthat associated the Korean letter with the Katakana character. The Katakana imageswords had similar sounds to the beginning sounds of the Korean words. Over a thousandcards were submitted; the cards that best associated the sounds were selected. In Seoul in October 2012, ten high school sophomores with no prior knowledgeof Japanese attended the experiment class. After being exposed to the Koreanrepresentative of the Katakana characters, the students were able to identify 41.4characters out of 46. A questionnaire survey was conducted in order to improvethe study cards. Results showed that confusion remained for the characters whichwere very similar, such as “セ” and “ヤ”, “チ”, “テ” and “ナ”, and that to ease theburden of learning each individual character, it was more effective to relate thosecharacters together with one connecting story. Thus, the challenge of discerning thedifferences among the similar cards was alleviated. Students commented on the experimental class that through this activity, theynow had an interest in studying Japanese and because they learned the newinformation so quickly, they felt a sense of accomplishment. Furthermore, thestudents felt that they would retain the knowledge long-term. In the future, the fewineffective cards will be improved and trialed again. Eventually, a smart phoneapplication will be developed.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
