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RISS 인기검색어
- 검색키워드
- 저자 : 주인원(Ju, Inwon) (검색결과 3 건)
- 무료
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제2언어로서의 일본어판 읽기 폭 검사의 타당성 검증 - 한국인 일본어 학습자를 대상으로 -
주인원(Ju, In-Won) 일본어문학회 2018 일본어문학 Vol.82 No.-
本研究の目的は、二口(2014)で作成した第二言語としての日本語版RSTが、韓国人日本語学習者を対象として検討した場合も、作動記憶容量の測定ツールとして適用․活用が可能か、その妥当性を再度検証することである。調査では2段階を経てその妥当性の検証を試みた。調査1では、韓国人 日本語学習者に、第一言語である韓国語版RST(이병택(1995))と第二言語 である日本語版RST(二口(2014))を実施し、両言語のRSTとの相関係数を求めた。その結果、ある程度高い相関が得られた。調査2では、第二言語である日本語版RST(二口(2014))と読解テストを実施し、両テストとの間の相関係数を調べた。その結果、中程度の有意な相関が得られた。この2つの調査で相関が見られたことから、中上級レベル以上の韓国人日本語学 習者に対して、作動記憶容量を測定するツールとして、二口(2014)で作成 した第二言語としての日本語版RSTが使用できることが実証された。 The purpose of this study is to investigate validity of the L2 Japanese Reading span test as a working memory capacity measure tools designed by 二口(2014) on the Korean learners of Japanese. For this study, two hypotheses were selected as follows: First, the high score learners with greater working memory capacities measured by L1 Korean Reading span test designed by 이병택(1995) would get higher scores in the L2 Japanese Reading span test designed by 二口(2014). Second, the high score learners with greater working memory capacities measured by L2 Japanese Reading span test designed by 二口(2014) would get higher scores in the Japanese reading comprehension tests than the learners with lower working memory capacities would. A positive correlation was found between subjects’ performance on L1 Korean Reading span test scores and L2 Japanese Reading span test scores. Also, a positive correlation was found between subjects’ performance on L2 Japanese Reading span test scores and Japanese reading comprehension test scores. These results suggest L2 Japanese Reading span test designed by 二口(2014) is available to Korean learners of Japanese.
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일본어문장 암기 시의 분산학습효과 검증 : 한국인 일본어학습자를 대상으로
주인원(Ju, In-Won) 일본어문학회 2021 일본어문학 Vol.94 No.-
語彙や表現文型を覚える際、一度にまとめて集中的に学習するよりも、短い時間でも繰り返して分散的に学習する方が、記憶に残りやすいことが経験的に、理論的に知られている。この現象は、分散効果と呼ばれ、第二言語学習の場面でもその有効性が示されているが、韓国の日本語教育学会における関心度は低い。そこで本研究では、この現象がなぜ見られるかについて、先行研究の分散学習効果の説明理論を概観した上で、韓国語を母語とする日本語学習者を対象とし、繰り返し音読によって日本語の文を覚える際の分散学習効果を検証した。 調査では、韓国人中級日本語学習者30名に、同一の文を集中的に反復呈示する条件と分散的に呈示する条件を設け、両条件間で文の記憶成績を比較した。その結果、分散学習条件の方が集中学習条件よりも記憶成績が高くなるという分散学習効果が見られた。 韓国人日本語学習者が語彙や文型表現を繰り返し分散的に暗記し、音読練習を行うことで、効率の高い学習や習得が可能になることが示唆された。 It is more effective to memorize sentences distributively than to memorize one thing intensively. This is called ‘spacing effect’. In this study, first, we have a detailed overview of the explanatory theory of spacing effect. And this study was designed to examine the spacing effect on repeated reading in Korean students learning Japanese as a second language. In the experiment, an intermediate class of Korean students learning Japanese were required to memorize visually-presented Japanese sentences through reading aloud. The massed repeated condition and the distributed repeated condition were adopted to analyze the performance of oral cued-recall test and O/X memorizing test. The results showed that distributed repeated reading led to better recall than massed repeated reading on Korean students learning Japanese as a second language. The spacing effect was observed in the second language learning condition. It is suggested that distributed repeated reading enhances memorizing of Japanese sentences as a second language. Finally, it was emphasized that instructors and learners should know this spacing effect and use it for learning.
KCI
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