핵심역량 강화를 위한 기초일본어 수업 개발 연구

김은영(Kim, Eun-Young),최원재(Choi, Won-Jai) 일본어문학회 2021 일본어문학 Vol.93 No.-

本研究はコアコンピテンシー強化のために大学の教養科目である｢基礎 日本語｣の授業をコンピテンス基盤型授業として開発することを目的とした。｢基礎日本語｣の授業は力量中心の教育運営の核心要素である授業内容の再構造化、学生参加型授業、フィードバックを強調した過程中心の評価を基に開発された。論者は｢基礎日本語｣の授業で達成できると期待されるコンピテンスとしてグローバル市民の力量に最も重点を置き、デジタル読解力、感性的な認知能力、創造的な問題発見力および解決力を授業と連携させた。｢基礎日本語｣の授業は4つのコアコンピテンシーを向上させるために授業の目標をコンピテンス別に設定し、週単位で授業内容がコアコンピテンシーまたは下位力量と繋がるように設計した。授業方法は討論、発表、共同学習などを活用し、多様な日本語ICT学習コンテンツとeポートフォリオを活用することによってデジタルリテラシーと授業省察能力を培えるようにした。以上の結果を通じて｢基礎日本語｣の授業とコアコンピテンシーを結び付ける可能性を探り、日本語教育がコンピテンス基盤型教育に寄与できることを確認した。 The purpose of this study is to develop a basic Japanese language course from a liberal arts course to a core competency-based course. The basic Japanese course is developed based on process-oriented evaluation, which emphasizes the key components of competency-based educational management: restructuring class content, student-engaging class and feedback. Among the four core competencies to be achieved in the course, global citizenship is greatly emphasized in liaison with the others - digital literacy, emotional cognition, and creative problem design and solution. In order to improve the four core competencies, the lesson goals are set separately by each competency, and the lessons of each week are designed to be linked to the core or sub competencies. The teaching methods used are class discussions, presentations, and collaborative learning enabling students to improve digital application and class reflection abilities through various Japanese ICT contents and e-portfolios. The research explored the possibility to connect a basic Japanese language course with core competencies, and the result confirmed that Japanese language education has a role to contribute to competency-based education.

일본어 번역교육의 방향성에 대한 고찰―‘일본어 번역지도’ 교과 운영 사례를 바탕으로―

염미란 한국일본어문학회 2024 日本語文學 Vol.102 No.-

본 연구는 (1)일본어 번역교육의 연구동향을 살펴보는 것, (2)실제 ‘일본어 번역지도’라는 수업에 VREW라는 AI 기반 자막 생성 프로그램을 활용한 사례를 보고하는 것을 통해 향후 일본어 번역교육의 방향성을 고찰한 것이다. 학술연구정보서비스 RISS, KCI에서 ‘일본어 번역교육’, ‘일본어 번역수업’, ‘일한 번역교육’ 3가지 키워드로 검색, 총 31편의 논문을 수집하였다. 연구는 일본어학 분야에서 조금씩 증가 추세이지만 여전히 양적, 질적인 면에서 매우 미흡하다는 점을 확인할 수 있었다. '일본어 번역지도' 수업은 VREW라는 AI 기반 자막 생성 프로그램을 활용하여 영상번역을 한 것이 본 수업의 특징이라고 할 수 있다. 영상번역 보고서와 설문조사를 취합한 결과, 학생들은 텍스트 번역과 영상번역의 혼합형식은 학습효과 면에서 만족도가 높게 나타났다. 향후 텍스트와 콘텐츠에 대한 탐색 및 선별에 대한 고민과 효율적인 번역교육에 대한 담론 형성이 시급히 필요하고, 인공지능 기반의 기계번역을 활용한 교수학습 개발 등의 연구가 축적된다면 새로운 일본어 교육의 장이 마련될 것으로 기대한다. This study aimed (1) examine research trends in Japanese translation education and (2) report a case study of using VREW, an AI-based subtitle generation program, during the Japanese Translation Instruction course. Ultimately, the research considers, the future direction of Japanese translation education. A total of 31 related papers were collected from academic information services such as RISS and KCI using keywords such as "Japanese translation education," "Japanese translation class," and "Korean Japanese translation education." The analysis revealed that although research in the field of Japanese language studies is gradually increasing, it remains insufficient in quantity and quality. The Japanese Translation Instruction course uses VREW for audiovisual translation. Reports and surveys from the course showed, that students were highly satisfied with the mixed format of text translation and that they considered it to be effective for learning. However addressing challenges related to the exploration and selection of texts and content and facilitating discussions among regarding designing efficient translation education are necessary endeavors when looking towards the future. Additionally, accumulating research to inform the development of teaching and learning systems that utilize AI-based machine translation could result in the emergence of new possibilities for Japanese language education.

韓国人日本語学習者における誘導副詞の文法的理解と誤用の一因

Nakajima Shinobu(中島忍) 일본어문학회 2017 일본어문학 Vol.77 No.-

本稿では、韓国人日本語学習者が「かならず」「きっと」「ぜひ」「たしか」 「たしかに」の5つの誘導副詞の文法的理解をどのようにしているかを明らかにするため、談話穴埋めテストを行い、分析した。その結果、次の4点が明らかになった。①韓国人日本語学習者の誘導副詞の選択傾向は、上位群ㆍ下位群ともに、日本語母語話者と変わらない。②韓国人日本語学習者は、5つの誘導副詞のいずれも、日本語のレベルが上がるにつれ文法的理解も進む。③韓国人日本語学習者は上級になっても「きっと」「たしか」「たしかに」の文法的理解がされてない。④韓国人日本語学習者の「かならず」の文法的理解は日本語レベルが上級でなくとも容易であり、「ぜひ」は上級になれば理解が大きく進む。以上の結果をふまえ、日本語の教科書と文法概説書を調査し、5つの誘導副詞がどのように扱われているかを調査した。その結果、韓国で発刊されている日本語教科書に副詞がほとんど取り上げられていないこと、文法概説書にも教室での指導に有益な記述がされていないことがわかった。これらのことから本稿では、今後の日本語教育では副詞の明示的な導入が必要であることを提案する。 In this paper, in order to clarify how the Korean learners of Japanese understand grammatical aspects of the five adverbs kanarazu, kitto, zehi, tashika, and tashikani, the discourse filling test was conducted, and the result was analyzed. Our main findings are summarised as follows: 1) The learners’ selection tendency of guiding adverbs is the same as that found in Japanese native speakers in both the upper group and the lower group. 2) Korean learners of Japanese advance grammatical understanding as the level of Japanese rises in any of the five adverbs. 3)Even if Korean learners of Japanese become advanced speakers, their grammatical understanding of kitto, tashika, and tashikani is not completed. 4) The grammatical understanding of kanarazu by Korean learners of Japanese is easy even if they are not advanced speakers. Further, zehi will become easier to understand if their proficiency level reaches the advanced one. Based on these results, I examined Japanese textbooks and grammatical outlines, and investigated how the five adverbs are treated in these teaching materials. As a result, it was found that most adverbs were not taken up in Japanese textbooks, and that grammatical overviews also did not have useful descriptions in classroom instructions. For these reasons, in this paper, we propose that the explicit introduction of adverbs is necessary for future Japanese language education.

일본어 조건표현 と․ば․たら․なら의 문법 제약에 관한 연구

김선영(Kim, Sun-Young, 金宣伶) 일본어문학회 2010 일본어문학 Vol.50 No.-

日本語の条件表現と․ば․たら․ならは様々な意味用法と各4形式の 微妙な使い分けのため習得しにくい項目である。このような条件表現を正しく習得するためには意味上の用法や文法的な制約などを総合的に学習しなければならない。このような複雑で難しい条件表現の中で、本稿では文法的な制約に関して考察した。なお、考察の結果に基づいて韓国人日本語学習者を対象にして文法テストを実施し、条件表現の文法的な制約についての習得過程を探ってみた。その結果、条件表現の文法的な制約は後件の文末モダリティだけではなく、前․後件の人称、時制、前․後件の時間的関係、前․後件の+-的結果、前․後件の疑問詞の可否など様々な文法的な要素が介入していることがわかった。文法テストの結果、全体の得点率58.55%を示していることから本調査の韓国人日本語学習者は文法的な制約をあまり認識していないことがわかった。学習者がこのような文法的な制約を明確に習得すれば、誤用はさらに減ると考えられる。

비즈니스 일본어경어 관련 교과목의 학습자 니즈분석

배은정 한국일본어문학회 2024 日本語文學 Vol.101 No.-

본 연구에서는 비즈니스일본어 경어관련 교과목 수강자 53명(2021년과 2022년 합계)을 대상으로, 해당교과목의 효율적 운영방법 및 수업내용 전반에 관련된 니즈파악을 시도하고자 하였다. 수업은 2021년의 경우 ZOOM2차시+녹화강의1차시의 형태, 2022년의 경우 대면강의 2차시+녹화강의 1차시의 형태로 진행되었는데, 조사결과를 보면, ①‘문법적 측면에서의 경어체계 중에서 난해하다고 판단한 수업내용’ 과, ②‘조별발표’의 실효성, ③‘추가되었으면 하는 수업내용’의 경우, 연도별로 큰 차이 없이 일치된 결과를 보임을 확인할 수 있었다. 그러나 ④‘경어능력 향상에 도움이 되었다고 느낀 상세항목의 내용’, ⑤‘본 교과목 운영에 있어 효율적 / 비효율적 운영방법’ 을 묻는 설문항목 등은 연도별로 차이를 보였다. 특히, 차이를 보였던 이들 항목은 모두<해당 연도에 어떠한 방식으로 수업을 운영했는지>에 긴밀하게 영향을 받고 있음을 확인할 수 있었다. In this study, we conducted a needs analysis of 53 students (total of 2021 and 2022) related to business Japanese honorific language courses, including a survey of their perceptions regarding the efficient management of the subject and class content. The survey results showed that for some items the results were the same for each year, but for others there were significant differences. In particular, in the cases where differences were observed, it was confirmed that all items were greatly influenced by <how classes were taught in the relevant year>.

兪鎭午 日本語 小說에 대한 한 考察

김형섭(金亨燮) 일본어문학회 2005 일본어문학 Vol.29 No.-

ニューシルバーの 日本語教育 に 関 する 一考察

金周訓(Kim, Ju-Hun) 일본어문학회 2018 일본어문학 Vol.81 No.-

本研究 では 日本語学習者 ニューシルバーを 対象 にして、 学習背景 、 学習 者 の 意識 、 学習環境 に 関 するアンケート 分析 を 行 った。その 結果 は 次 のよ うである。 まず、 学習背景 は、 韓国 のニューシルバーが23%の 高 い 割合 を 示 してい ること、 学習 の 時期 は、 学生時代 の 以降 の 場合 が 圧倒的 であること、 持続 的 に 日本語 の 勉強 をしている 理由 は 趣味 、 日本文化 への 興味 、そして、 日 本人 とのふれあいとなっていることである。 また、 学習者 の 意識 においては 日本語 の 実力 、 最 も 興味 のある 内容 、 学 習者 の 困難領域 、 授業以外 の 学習方法 をレベル 別 に 調査 した。 初級 の 場 合 、 実際簡単 な 自己紹介 や 簡単 な 挨拶 は 学習 を 始 めてすぐできると 答 えた のがその 特徴 と 言 える。 学習者 の 困難領域 においては、クラスいずれもテ キストの 問題 が 最 も 多 くみられた。 最後 に、 学習環境 は、 日本訪問 の 経験 の 有無 、 学習場所 や 道具 、 学習 の 時間 や 費用 を 調査 した。その 結果 、 初․中․上級 の 学習者 いずれもドラマ や 映画 、テレビ 番組 や 新聞 などの 映像物 を 使 い、 学習 をしていることがわ かった。これは、 現在 のニューシルバーの 様相 であると 言 える。 In this study, we present a questionnaire-based survey of the learning background, consciousness of learning, and learning environments of people of the “New Silver” generation who learn the Japanese language. The results are condensed into the following three points. Firstly, “New Silver” generation accounts for 23% of the Korean population. They have not studied since they graduated from universities. Their reasons for learning the language concern “hobby,” “interest in the Japanese culture,” and “communication with Japanese people.” Secondly, our analysis of their consciousness of learning explores the following points by taking into consideration their proficiency levels: their language abilities, their most interested topics, domains in which they find difficulty in studying the language, and their outside-classroom methods of learning. For all levels, the most difficult part is exercises included in textbooks. Finally, as for the learning environments, we examine their experiences of visiting Japan (or lack thereof), their learning places and tools, and the amount of time and money spent on the study. For advance-level learners, they tend to study by watching TV programs and reading newspapers as well as through materials on the Internet. This tendency seems to particularly reflect the learning process of people of the “New Silver” generation.

『신찬조선회화(新撰朝鮮會話)』의 일본어(日本語)와 한국어(韓國語)

李康民 한국일본어문학회 2017 日本語文學 Vol.75 No.-

The purpose of this paper is to observe the contents and background of the book “Shinsen Chosengokaiwa(新撰朝鮮語會話),” which was published in Japan in August 1894, and to consider the value of the book as a research material in terms of the Korean and Japanese languages. This book is the first study material produced by a Korean among the Korean language study materials that were published in Japan during the Meiji period. The author of the book, Seokhyeon Hong(洪奭鉉), is known to have graduated from the Tokyo Senmon Gakko(東京專門學校), former Waseda University, in 1897. And after returning to Korea, he was appointed as the principal of Hansung National High School(官立漢城高等學校) in 1907. According to the study, the book confirmed that the transitional phenomenon of the modern Japanese such as conjugation, honorific expression, and possibility verb were applied to the Japanese language in the book. In addition, phenomenon that can be utilized in the research of modern language’s historical phonology and lexical history in the Korean language of the book was confirmed.

개화기 일본어 학습서 연구의 경향과 과제 : 연구사 분석을 중심으로

황운(Hwang, Woon) 일본어문학회 2021 일본어문학 Vol.93 No.-

本研究は、開化期における日本語学習書の発行状況を把握し、日本語学習書研究史を概観したものである。 開化期の日本語学習書は、近代の語学研究の分析対象として活用されていたが、文章および会話文の研究が進むにつれ、日本語教育と関連づけて考察が行われる傾向が見られる。語学的分析においては、主に韓国人著の開化期後期資料が使用されたが、21世紀に入り、日本国会図書館で所蔵している学習書を公開することにより、日本人著書も多様な角度からの考察が行われた。 しかし、研究者の努力にも関わらず日本語学習書について開化期の前期と後期のすべてを包括している研究は存在せず、日本語学習書を通じた日本語教育の目的と意義についてまだ十分な考察はされていない。 今後の研究においては、時期と著者により、日本語教育の目的と意義がどのように変化し、その様子が日本語学習書にどのように現れているかについて明らかにすべきであろう。 The textbooks for the Japanese language in this period were utilised as an analytical object of modern research on languages. As research on sentences and conversations became sophisticated, however, more analyses were presented from the perspective of Japanese language education. Most of linguistic research were initially based on the materials concerning the latter period of the Enlightenment period, produced by Korean scholars. Still, after the books for learners stored in the National Diet Library became open to the public, the materials produced by Japanese scholars were also taken into consideration. Despite researchers’ effort, however, no work was provided that comprehensively analysed both the former and the latter periods of the Enlightenment period. Further, no substantive discussion was presented that analysed the objectives and significances of Japanese language education based on the textbooks for the Japanese language. In future research, we need to reveal a shift in objectives and significances of Japanese language education, depending on the times and the authors, and also to clarify how they are represented in the textbooks for the Japanese language.

해시태그를 통한 SNS 결과물 공유에서 보이는 한국인의 일본어 사용 및 특성 분석

이현정 일본어문학회 2021 일본어문학 Vol.92 No.-

In this article, we analyze Koreans’ use of Japanese in SNS posts and its characteristics in order to see how the Korean society accepts Japanese cultures and the Japanese language. Primary results are condensed into the following four points. First, the analysis of sharing occurrences of information with hashtags confirms that people of the Korean society are interested in Japanese food cultures. Second, Japanese is dominant for expressions such as #돈까스[돼지고기튀김] and #땡땡이[물방울무늬], whilst Koreanification is observed in expressions such as #양파[다마네기], #끝[시마이], and #많이[이빠이]. Third, the Koreanified forms and their meanings diverge in expressions such as #가라오케[노래방], #찌라시[전단지], and #나와바리[구역]. This suggests that these expressions have acquired new meanings in Korean. Fourth, Japanese has rapidly reflected social changes. Another characteristic of SNS Japanese is that semantic deepening and recreation have occurred in expressions such as 간지템, 홈자카야, and 가오충.