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 일본어문학 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 교과서의 음성교육에 대한 고찰

조대하 일본어문학회 2015 일본어문학 Vol.68 No.-

This study is part of research to examine the real condition of elementary Japanese learner's pronunciation education. Firstly, according to the 2009 revised curriculum, the study considered the content to Japanese prononciation education in newly published textbook in 2014 and present problems and solutions. And then, the study surveyed for conscious about pronunciation education through questionnaires which is for the Japanese learner's who is in high school. In general, framework of the existing textbook were composed in order to remain as a result of examining the content of pronunciation education in 7 kind of textbook. There was just explaination about pronunciation of each syllables at educating the Hiragana and Katakana, then no textbook which explained a Rhythm, mora, accent, intonation in separated form. Just one gave a separate one page for description of mora. Students are aware of the importance of pronunciation, so entire chapters are necessary to allot the pronunciation instruction time.

中国の大学の日本語教科書におけるオノマトペの分析 : 新日本語能力試験と比較して

王蕊(Wang, Rui),金英児(Kim, Young-Ah) 일본어문학회 2020 일본어문학 Vol.88 No.-

オノマトペは日本人の日常生活に広く使われており、日本語の特徴の一つと言える。しかし、中国人日本語学習者にとって日本語オノマトペを使いこなすことは非常に難しい。そこで、本稿では、日本語語彙教育の立場からより効果的なオノマトペの習得のために、中国の大学の日本語教科書と中国で出版された新日本語能力試験の9年間の既出問題集に収録されたオノマトペを研究対象とし、オノマトペをデータベース化して比較研究を行った。その結果、第一に、中国の大学の日本語教科書の延べ語数と異なり語数にほとんど差がないことや、日本語教科書に収録されるオノマトペの数は少なく、各教科書の巻別の間にはオノマトペ語彙数の差が見られた。第二に、新日本語能力試験に出現した高頻度オノマトペは、選択肢としての高頻度オノマトペに比べ、高頻度オノマトペに対する重要度も異なっていることがわかった。第三に、日本語教科書と新日本語能力試験に共通するオノマトペを比較·分析したが、日本語教科書における日本語語彙教育と新日本語能力試験対策のためのオノマトペの語彙教育との間にずれが見られた。 Widely used in Japanese, onomatopoeia are a striking characteristic of Japanese. Comparatively, Chinese does not have too many onomatopoeia. Additionally, Chinese and Japanese vary significantly between each other in terms of their word class and morphology. Thus, it can be seen that Chinese learners find Japanese onomatopoeia very difficult. Therefore, from the perspective of Japanese education, this paper adopts onomatopoeia in Japanese textbooks used by Chinese colleges, and extracts this onomatopoeia to build a database for analysis. Moreover, on the basis of analyzing these Japanese textbooks, the collection of onomatopoeia in Japanese-Language Proficiency Test is studied. These onomatopoeia are extracted from Japanese-Language Proficiency Test to establish a database. At the same time, onomatopoeia in Japanese textbooks and in Japanese-Language Proficiency Test are comparatively studied. Results show that a small number of onomatopoeia is collected in five textbooks. This comparison of onomatopoeia in Japanese textbooks used by Chinese colleges and in points out the differences between onomatopoeia appearing in these two situations.

『실지응용(實地應用) 일한회화독습(日韓會話獨習)』의 일본어(日本語)와 한국어(韓國語)

李康民 한국일본어문학회 2018 일본어문학 Vol.79 No.-

The purpose of this paper is to examine the contents and the background of the book―Jitchioyo Nikkankaiwadokusyu(實地應用日韓會話獨習)―which was published in Japan in April 1904, and to consider the value of the book as a research resource for the Korean and Japanese languages. Most Korean language textbooks published during the Russo-Japanese War were created for military purposes. Being one of the few books that were created for commercial purposes, this book is of particular interest. An analysis, confirmed that the transitional phenomena of modern Japanese such as conjugations, honorific expressions, and the potential form of verbs were applied to the Japanese language in the book. In addition, phenomena that can be used in the research of modern language’s historical phonology and lexical history in the Korean language of the book was confirmed.

평생교육에 참여하는 노인 학습자를 위한 일본어 교재개발 방안 연구

정혜지(Jung, Hye-Ji) 일본어문학회 2021 일본어문학 Vol.93 No.-

本研究では、大邱市所在の老人福祉館の生涯学習プログラムである初級日本語講座を受講している高齢学習者を対象にし、使用している教材に関する意見や学習ニーズを中心にアンケート調査をを行った。その結果に基づき、高齢学習者向けの初級日本語教材の開発方策に関するいくつかの提言を提示してみたい。 第一に、高齢学習者の身体的特性を反映して文字の大きさは市販教材より大きく鮮明にする。第二に、教材の内容を簡潔にし、本の厚さを薄くして高齢学習者の教材の携帯を容易にする。第三に、色彩と写真、挿絵を適切に用いて高齡學習者の学習内容の理解と共に興味を図る。第四に、パソコン使用が苦手な高齢学習者のために、MP3よりはオーディオ用CDを聞き取り練習用に提供する。第五に、初級学習者にとって特に難しい領域である日本語の漢字の音読、訓読のような漢字の読み方に関する詳細な説明が必要である。第六に、日本旅行に必要な旅行日本語表現や生活日本語表現など現地での意思疎通に役に立つ日本語のフレーズをシチュエーションごとに紹介して全ての単元に満遍なく構成する。第七に、日本文化の中で高齢学習者における興味の高い分野である日本文学や日本の歌などを教材の構成に含めるようにする。 This study conducted a survey of elderly learners who were taking beginner- level Japanese language courses at the Senior Welfare Centers in Daegu Metropolitan City, focusing on their learning needs, to explore an avenue to develop beginner-level Japanese language textbooks for the elderly learners. The results are summarized as follows. First, letters in the textbooks should be sufficiently large and clear. Second, the contents of the textbooks should be concise, and the textbooks should be thin to enhance their portability. Third, the textbooks should accelerate the learners’ understanding and arouse their learning motivations with appropriate uses of colors, photos, and pictures. Fourth, the textbooks should provide audio CDs for listening exercises for the elderly learners who were not proficient in using computers. Fifth, the textbooks should come with a detailed explanation about how to read Chinese characters, a particularly difficult practice for beginner-level learners. Sixth, the textbooks should be composed of expressions of practical conversation necessary for local communication, such as Travel Japanese expressions needed for a trip to Japan. Seventh, the textbooks should incorporate Japanese literature or songs, among various other Japanese cultures.

일본어 교재와 한국어 교재에 나타난 문말표현 연구 : 초·중급 교재에서 일본어의 종조사와 한국어의 종결어미 취급실태를 중심으로

손인숙(孫仁淑) 일본어문학회 2019 일본어문학 Vol.87 No.-

本論文では日本語の終助詞と韓国語の終結語語尾の間の対応実態を把握するため、韓国の日本語の學習書と日本の韓国語の學習書での文末表現の扱いについて比較·分析を試みた。その結果、終助詞「か」は疑問の用法として最も多く使われており、対応する結語語尾は両国とも「-아」が一番多く、韓国の日本語の學習書にのみ出現した終助詞「け」は回想の用法で終結語尾の「-더라?」と対応されて現われた。終助詞「ぞ」と「て」は、日本の韓国語の學習書にのみ出現、「ぞ」は斷定·主張の用法で終結語尾の「-어」と「-다」に対応し、「て」は伝言の用法で「-대」との対応が最も多く出現した。終助詞「ね」は簡投的な用法を除き、他の用法では両国の學習書とも終結語尾「-네요」との対応が最も多く、質問の意味用法で日本の韓国語の學習書でのみ出現した終助詞「の」は終結語尾「-어?」への解釈が最も多かった。終助詞「よ」は情報伝達の用法として最も多く使われ、日本語の學習書では終結語尾「-아」への対応が最も多かったが、韓国語の學習書では「거든요」への対応の出現頻度がもっと高かった。終助詞「よね」は確認の用法としてのみ使われ、終結語尾「-지」と最も多く対応された。最後に韓国語の學習書にのみ出現した終助詞「な」は同意や望みの用法で終結語尾「-ㄴ가」で最も多く対応されているが、願いの意味用法を持たない終結語尾「-다」とも対応させて提示したことは問題点として指摘された。 The aim of this article is to analyze the correspondences between Japanese final particles and Korean final word-ending. To this end, we present a contrastive analysis of the usages of sentence-final expressions in Japanese textbooks in Korea and Korean textbooks in Japan. As a result, the final particle ka is most frequently used as a question particle, whereas its Korean counterpart is most likely to be -아 in the textbooks in both countries. The final particle ke, which appears only in the textbooks in Korea, is used to express a recollection, and corresponds to the final word-ending -더라. The final particles, zo and te, are found only in the textbooks in Japanese. While zo is used to make an assertion or a statement and corresponds to -어 or -다, te is used for hearsay purposes and corresponds to -대 in most cases. The final particle ne, except for its interjective usage, corresponds to -네요 in most cases in the textbooks in both countries. The final particle no, which appears only in the textbooks in Japan when it is used to mark an interrogative force, tends to correspond to -어. The final particle yo is most likely to be used to convey information; the tendency is that it corresponds to -아 in the Japanese textbooks, while it corresponds to 거든요 in the Korean textbooks. The final particle yone is only used for confirmation purposes, and it corresponds to -지 in most cases. Finally, the final particle na, which is detected only in the Korean textbooks, is used to express an agreement or hope and tends to correspond to -ㄴ가, though it problematically corresponds to -다, which is not equipped with the optative function.

兪鎭午 日本語 小說에 대한 한 考察

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

포털 및 SNS 일본어 데이터의 감성분석을 통해 본 한국 사회의 일본어 소비 - 일본어와 순화 한국어와의 비교를 중심으로 -

이현정 일본어문학회 2022 일본어문학 Vol.97 No.-

In this article, I adopt a sentiment analysis, an analytical tool to process big data, in order to analyse the current state of the consumption of the Japanese language in portal and SNS data and to discuss the ways in which Japanese words are recognised and used in the Korean society. The main results are as follows. Firstly, the Japanese expressions relating to positive sentiment are likely to be established in the Korean society, and they are more frequently used online than the corresponding Korean expressions. Secondly, in cases where the Japanese expressions relating to negative sentiment are widely used in the Korean society, they play some functional role; for instance, some of these expressions are associated with specific domains. Thirdly, I confirm that social changes such as the “No Japan” movement affected the use of language and the recognition of language users to some extent. Also, the degree of change is high when an expression is directly concerned with a social issue or when it frequently appears on the media.