간행물

한국일어교육학회> 일본어교육연구

일본어교육연구 update

The Korean journal of jananese Educaupon

  • : 한국일어교육학회
  • : 어문학분야  >  일어일문학
  • : KCI등재
  • :
  • : 연속간행물
  • : 계간
  • : 1598-4311
  • :
  • :

수록정보
50권0호(2020) |수록논문 수 : 17
간행물 제목
50권0호(2020년) 수록논문
권호별 수록 논문
| | | |

KCI등재

1日本語教育の協働学習の広がり - アジアのグローバル化を背景として -

저자 : 池田玲子 ( Ikeda Reiko )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 7-22 (16 pages)

다운로드

(기관인증 필요)

초록보기

グローバル社会を背景として、第二言語としての日本語教育分野に提案した協働学習(ピア・ラーニング)は、これを実践し研究するための拠点として日本(東京)に「協働実践研究会」を設立した(2010年9月)。本稿では、まず、筆者が2007年に提示した日本語教育における協働の概念について解説し、この概念に基づく「協働学習(ピア・ラーニング)」を支える理論(4つ)について解説する。次に、協働学習の実践を進めていくために教師自身が実践し研究するための「協働実践研究会」を設立したことの経緯と本研究会の掲げる理念を示し、この協働実践研究会が第二言語としての日本語教育から外国語としての海外日本語教育現場への発信を行い、海外の教育現場と日本をつなぐための拠点構築を行ってきた活動について報告する。とくにアジア地域での活動とその現状について各拠点の確立段階について報告する。最後に今後のアジア日本語教育における協働実践研究拠点の課題として、第一に、アジアネットワークの有機的な発展のために拠点間の協働実践研究の活性化が挙げられる。第二に、各拠点の地域内において協働実践の活動が他分野と協働していくことで、その地域での日本語教育の確立を目指すことを課題とする。


In the background of global society, collaborative learning (peer learning), which was proposed in the field of Japanese language education as a second language, was established in Tokyo, Japan as a base for practicing and studying it (September 2010).
In the first part of this paper, the concept of collaboration in Japanese language education by the author in 2007 is described, and then four theories that support “collaborative learning (peer learning)” based on this concept are described as well.
After that, the background of the establishment of the “The Society for Research on Collaboration in Language Learning” for teachers to practice and study collaborative learning in order to promote the practice of collaborative learning is explained, and the philosophy set up by this research group is also explained, and then we report on the activities of the study group, which has been transmitted from Japanese language education as a second language to overseas Japanese language education sites as foreign languages, and building bases to connect overseas education sites with Japan.
I report on activities especially in the Asian region and the current situation, at the stage of establishment of each base.
Finally, one of the issues of future collaborative practical research centers on Asian Japanese language education is, first, to activate collaborative practical research among centers for the organic development of Asian networks, and second, the aim to establish a Japanese language education in each region by collaborating with other fields in the practice of collaborative practice in each region.

KCI등재

2AI技術からみた日本語学、日本語教育研究の展望と課題 - 日本語教育の繋がりと協働の新領域をめざして -

저자 : 落合由治 ( Ochiai Yuji )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 23-34 (12 pages)

다운로드

(기관인증 필요)

초록보기

現在の社会は、AI技術の急速な発展によって、さまざまな分野で情報通信技術が生活の中に入り込み、大きな社会変化を生み出そうとしている。今まで日本語教育と情報通信技術とはそれほど結び付があったわけではないが、今後の日本語教育は、こうした社会変化に対応して、今までのカリキュラムに新しい技術やスキルと結び付いていく必要が生まれている。社会変化は、大学等での日本語学習者減少や有利な就職先の減少として現れており、今後の日本語教育が対応して行くべき課題になっている。本稿では、さまざまな分野のあるAI技術の中で言語処理に関係したテキスト·マイニングの技術を人文系の研究に結び付ける可能性を論じた。テキスト·マイニングは2000年代から開発が進み、大量の言語データの中から有益な情報を探し出す手法として、今まで社会科学系の社会学、心理学、教育学、経営学、看護学などの分野や、人文系の計量言語学、計量文献学で利用されてきたが、そこでは量的研究としての分析が中心で、人文系のように質的分析に中心がある分野とは距離があった。近年の技術の進歩で、テキスト·マイニングには質的分析に接続できる視覚的に結果を表示する技術や、第三次AI技術の中心である機械学習による自然言語処理技術が生まれ、質的分析に接続できる可能性が広がっている。人文系研究や教育では今までテキスト·マイニングの応用はほとんどなかったが、近年では日本語学、日本文学、メディア論などの研究に応用する動きが出てきている。本稿では、テキスト·マイニングツールとして、樋口耕一(2014)が開発を進めているRなどのテキスト·マイニングプログラムを視覚的に処理できる「KHCoder」を中心に紹介をおこない、こうしたツールで得られた結果を言語資料の質的分析に結び付けて、内容を把握する試みを紹介した。「KHCoder」は、現在、日本語、韓国語、英語やヨーロッパ系言語などの前処理ができるようになっており、人文系でテキスト·マイニングを行うために最も容易な入門的プログラムになっていると考えられる。こうしたツールを活用して、今後、人文系研究と教育が日本語教育と結びついて、日本語教育現場やカリキュラムでのAI技術応用の端緒になっていけば何よりである。


In today's society, due to the rapid development of AI technology, information and communication technology has entered into life in various fields, and is about to create a great social change. Until now, Japanese language education and information and communication technology have not been so closely linked, but future Japanese language education will need to be linked to new curricula, new technologies and skills in response to these social changes. The social change has been manifested as a decrease in Japanese language learners at universities and a decrease in favorable employment places, and Japanese language education in the future is an issue to be addressed. In this paper, we discussed the possibility of linking text mining techniques related to language processing to humanities research, among various AI technologies. Text mining has been developed since the 2000s, and as a method of searching for useful information from a large amount of linguistic data, it has been used in the fields of social sciences such as sociology, psychology, education, management, nursing, etc. Although it has been used in econometric linguistics and econometrics in the humanities, it mainly focuses on analysis as a quantitative study, and has a distance from fields such as the humanities that focus on qualitative analysis. Recent advances in technology have led to the development of text mining, a technology that displays visual results which can be connected to qualitative analysis, and a natural language processing technology based on machine learning, which is the center of tertiary AI technology. In text mining fields, the possibility of connecting to humanities research and education is expanding widely. Until now, there has been little application of text mining in humanities research and education, but in recent years there has been a movement to apply it to research in Japanese language studies, Japanese literature, and media theory. This paper introduces KHCoder, a text mining tool that can visually process text mining programs such as R developed by Koichi Higuchi (2014), and the results obtained with these tools. This paper introduces an attempt to grasp the contents by linking the results to the qualitative analysis of linguistic materials. KHCoder is now the easiest introductory program for text mining in the humanities, with pre processing of Japanese, Korean, English and European languages. It would be best if these tools could be used to link humanities research and education to Japanese language education, and to be the starting point for applying AI technology in Japanese language education and curricula.

KCI등재

3中国大学の日本語人材育成 - 専門能力と学術能力 -

저자 : 周異夫 ( Zhou Yifu )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 35-41 (7 pages)

다운로드

(기관인증 필요)

초록보기

ここ数十年、中国日本語教育が快速に発展し、日本語専攻(コース)を設置している大学の数も、日本語学習者数も大幅に増加した。現在、500以上の大学が日本語学科を設置しており、全国の日本語学習者数も100万人を超えている。日本語人材育成の規模の拡大に従って、大学の日本語専攻における教育内容と人材育成目標も変化する傾向を見せるようになった。日本語実践能力の育成の上、学生の「専攻」としての能力の向上、学術能力、総合素質などの育成がより重視されるようになった。これまでの日本語教育は、日本語能力の育成を中心とした大学が多いようであるが、現在のところ、「日本語専攻」の内容について改めて考える必要があるかもしれない。これからの優秀な日本語人材は、優れた日本語能力、専門的知識、人文資質、国際視野などの他に、学術能力も必要である。日本語教育者として、学生の「知」に対する好奇心を養い、問題意識を育てると同時に、学術能力の向上を重視しなければならない。それは大学教育の目標とも一致するのであろう。


Since China's reform and opening-up, Japanese education in Chinese universities has developed rapidly, and both the number of universities offering Japanese courses and the number of Japanese learners have increased greatly. At present, more than 500 universities have established Japanese majors, and the number of Japanese learners in China has exceeded one million. Japanese education is characterized by a large scale and a large number of learners. With the expansion of Japanese talent training scale, the content of university Japanese education and talent training objectives have also changed. In the cultivation of Japanese practical ability, the cultivation of improving students' language skills and comprehensive quality has been paid more and more attention. However, with the development of society, more attention will be paid to the “professional ability” and academic ability of Japanese majors. Excellent Japanese talents not only have the first-class communication ability, professional knowledge, humanistic quality, international vision, but also have the academic ability. University education needs to cultivate their curiosity about knowledge, cultivate awareness of the problem. At the same time, we should also pay attention to the improvement of research ability. This is in line with the goal of university education.

KCI등재

4일본어 상급 학습자의 조건표현 운용 실태 연구 - 모어화자와의 작문 비교를 통하여 -

저자 : 金施恩 ( Kim Si-eun )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 45-59 (15 pages)

다운로드

(기관인증 필요)

초록보기

본고는 한국인 일본어 상급 학습자의 조건표현의 사용 실태를 밝히고 상급 단계에서의 조건표현 학습의 방향을 고찰하는 것에 목적이 있다. 조건표현은 다양한 커뮤니케이션 장면에서 빈번히 사용되는 표현이나 학습자들이 학습에 어려움을 겪는 항목이기 때문이다. 본 연구는 학습자와 모어화자가 같은 주제로 작성한 의견문 데이터베이스에서 'と', 'ば', 'たら', 'なら'가 포함된 조건문을 모두 추출한 후 각 조건표현 사용의 전체적인 경향을 파악하여 비교·분석하여 고찰하는 방법으로 진행하였다.
고찰의 결과 모어화자는 'ば'의 사용이 압도적으로 많았으며 다음으로 'と'의 사용률이 높았는데 주로 필연적이고 항상적인 관계의 조건문에서는 'と'를 사용하고 후건에 필자의 주관적인 의견이 오는 경우는 'ば'를 사용하는 경향을 보였다. 한편 학습자는 'と', 'ば', 'たら'의 사용량에 비교적 큰 차이가 없었는데 'ば'의 사용량은 모어화자보다 현저히 적었으며 모어화자는 거의 사용하지 않은 'たら'의 사용량은 월등히 많았기 때문이다. 또한 모어화자와 달리 후건에 주관적 의견이 오는 경우에 'と'를 많이 사용하는 등 각 조건표현을 구별하여 사용하는 눈에 띄는 기준을 발견하기 어려웠다.
따라서 상급 학습자에게는 'と'의 의미 용법에 관한 학습이 가장 필요한 것으로 볼 수 있다. 학습자가 모어화자와 달리 'ば'의 사용을 피하고 대신 'と'를 사용할 수 있는 것은 이 'と'의 용법에 관한 이해가 아직 부족한 것에 원인이 있기 때문이다.


The purpose of this paper is to identify the actual conditional expressions of Korean learners of the Japanese language at advanced level and to study the direction of conditional expression learning in the advanced stages. This is because conditional expression is an expression frequently used in various communication scenes or items that learners have difficulty learning. This study extracts all the conditional statements used in the opinion essay database written by the learners and the native speakers on the same topic. And the general trend of using each conditional expression was identified, compared, analyzed, and considered.
According to the result of the review, the native speakers overwhelmingly used 'ば', followed by と''. The difference was obvious. The conditional sentence of the inevitably and constantly relational relationship tends to use 'と', and in case of subjective opinions in the back, 'ば' tends to be used. On the other hand, the learners showed no significant differences in the usage of と と, ば, and た ら, not only in number but also in content because the usage of 'ば' was significantly less than the native speakers, and the usage of 'た ら' was significantly higher. In addition, unlike native speakers, it was difficult to find a prominent criterion that distinguishes each conditional expression by using 'と' when a subjective opinion comes after it. Each conditional expression could be seen to be distinguished by senses rather than knowledge.
Therefore, it can be seen that what the advanced learners need most is learning about the meaning of 'と'. In particular, it is necessary to learn through various examples. Unlike native speakers, learners can avoid using 'ば' and use 'と' instead because they still lack understanding of the usage of 'と'. And for more accurate analysis, it is necessary to study various writings as well as opinions.

KCI등재

5교양 '일본문화와 언어' 수업에서의 PBL적용 사례연구

저자 : 金楨憲 ( Kim Jeong-heon )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 61-74 (14 pages)

다운로드

(기관인증 필요)

초록보기

본 연구는 교양과목인 '일본문화와 언어' 과목에 PBL을 적용한 운영결과를 기반으로 진행하였다. 참여한 학생은 38명으로 남녀 성비의 비율이 비슷하였다. 각 팀을 5명 또는 4명으로 묶어 z 8팀으로 나누고 성공적인 PBL진행을 위해 팀빌딩을 진행하였다.
중간고사까지 7주 동안 일반강의로 기초일본어습득을 목표로 진행하였다. 중간고사 이후 6주 동안을 플립드러닝으로 진행하여 각자의 집에서 기초일본어를 학습하도록 하고 수업시간에는 퀴즈 등을 활용하여 사전학습의 정도를 확인하고 사전학습을 응용한 단어와 문장을 문제해결에 적용하도록 주문하고 이어서 팀별로 PBL활동을 통하여 주어진 문제를 순차적으로 해결하도록 하였다.
하나의 문제를 가지고 z 6주간에 걸- PBL을 적용한 결과로 매주 학생이 직접 작성한 성찰일지를 통해서 역할분담, 의견조율 등의 의사소통능력에 긍정적인 반응을 보이고 있는 것을 알 수 있다. 또한 브레인스토밍, 토론, 의견 등을 문제해결 방법으로 사용하고 있다는 것을 알 수 있다.
주어진 비구조적인 문제에 6주 동안의 PBL활동을 통해 z 8개의 다양한 일본문화관광상품이 개발되었다. 결과물은 모두 일본현지 여행에도 무리가 없을 정도로 구체적으로 제시되어 있다. 즉, PBL활동의 궁극적목표인 '실생활에 적용 가능한가'에 부합하는 결과를 보이고 있다.


This research was based on the results of operation by applying PBL to the liberal arts subject 'Japanese Culture and Language'. Thirty-eight students participated, with a similar proportion of male and female sex. Each team was divided into eight teams with five or four in each team, and the team building was conducted for successful PBL progress.
The purpose of the seven-week lecture before the midterm examination was to acquire basic Japanese language as a general lecture. Six weeks after the mid-term examination, the government was required to conduct flip-droving to study basic Japanese at their respective homes, and to use quizzes in class to check the degree of pre-learning and apply the applied words and sentences to solve problems in a sequential manner, and then each team was required to solve a given problem through a PBL activity.
The result of applying PBL over a total of six weeks with a single problem shows that the students respond positively to communication skills such as role sharing and opinion coordination through their own reflective journals. We can also see that brainstorming, discussions, and opinions are used as problem-solving methods.

KCI등재

6한국의 청각장애인을 위한 일본어 초급교재에 관한 의식 조사 연구 - 국내 4년제 대학의 청각장애 대학생을 대상으로 -

저자 : 金賢熙 ( Kim Hyun-hee )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 75-88 (14 pages)

다운로드

(기관인증 필요)

초록보기

본 연구는 현재 국내의 4년제 대학에 재학 중인 청각장애 대학생 z 51명 중 일본어학습 경험이 있는 22명을 대상으로 일본어 학습실태 및 적절하다고 인식되는 일본어 초급 교재에 대한 의식을 알아보았다. 일본어에서 가장 배우고 싶은 것은 '일본수화'와 '일상 회화표현'이 가장 많았는데, 이 부분을 보면 우리나라의 청각장애 대학생들은 일본인(농인 포함)과의 소통과 교류에 관심이 많은 것으로 사료된다.
청각장애인을 위한 일본어 초급 교재가 필요한지 그 여부에 대해서 알아본 결과, '필요하다'고 응답한 비율은 무려 z 22명 중 21명으로 나타났다.
일본어를 지속적으로 공부하는데 가장 어려운 점은 무엇인지를 알아본 결과, 일상생활을 하면서 일본어를 학습할 수 있는 양질의 교육장소와 교수법, 교재가 부족하기 때문에 이 문항에서 청각장애 일본어학습자들의 부정적인 의견이 많이 나온 것으로 사료된다.
일본어교재에서 일본수화를 다루는 것에 대해서는 일본어와 일본수화를 분리하지 않고, 한 권의 교재로 일본어와 일본수화를 함께 배우는 학습형태를 가장 이상적으로 생각하고 있었다. 청각장애 일본어학습자를 위한 일본어 초급교재를 만들 때 이 점을 중요시할 필요가 있다.


For this study a survey was conducted on 22 Korean undergraduate students with hearing impairment for the purpose of investigating the learning conditions and recognition on elementary Japanese textbooks, which they think would be the most suitable learning materials for them. According to the questionnaire survey, in the Japanese language class, the largest numbers of students chose “Daily Conversation” and “The Expressions of Sign Language” as the expressions they want to learn most. This result indicates that they have great interest in communication and interaction with Japanese people. Also, on the question if they need the textbooks for the deaf in the lecture, 21 of 22 answered 'Yes'.
Most of the students replied that learning both Japanese and Japanese sign language in one book, not separating them apart from each one, is the most ideal way of dealing with sign language in Japanese textbooks. Therefore, it is required to consider this prior to developing the elementary Japanese textbooks for hearing-impaired learners.
Students were asked what type of learning method is the best when they learn Japanese sign language through Japanese textbooks. The result shows that most of them prefer learning fingerspelling, vocabulary and daily conversation systematically.
Also, they preferred to learn Japanese and Japanese sign language with pictures added to Japanese vocabularies and sentences in the book as it helps them to learn both of them at once. Supplements such as video and audio systems that have good visual effects are needed for college students with hearing impairment to help them fully understand the whole contents in textbooks quickly. There should be also appropriate configuration and learning contents. The book should contain detailed explanations as much as possible so that students would have no problem learning it by themselves. And, the Japanese culture needs to be introduced as well since most of the learners have great interest in it. Lastly, it is required to calculate and quantify the appropriate amount of learning as there is clearly a gap among the deaf students in terms of the level on learning abilities.

KCI등재

7韓日異文化理解力を育てる大学授業の試み - ピア·ラーニングを取り入れた教室活動 -

저자 : 盧妵鉉 ( Ro Ju-hyoun )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 89-103 (15 pages)

다운로드

(기관인증 필요)

초록보기

本研究では、韓日異文化理解力を育てるための大学授業の試みとして、教師中心から学習者中心へと転換し、ピア·ラーニング活動を取り入れ、その実践を報告した。本授業に取り入れた活動の課題は「違いを見つけましょう」であり、活動の手順を簡単に示すと、以下の通りである。
(1) 活動の導入目的と到達目標を説明し学習者と共有する 
(2) 三人一組でグループを組む
(3) グループ別に、各々のテーマを探る
(4) グループ別に、各々のテーマに関する理解を深める
(5) グループ別に、各々のテーマに関する意見をまとめ、発表の準備する
(6) グループ別のテーマについてグループ発表を行い、クラス全員で話し合う
本授業のピア·ラーニング活動では、同一のテーマについて「三人グループからクラス全員へ」と話し合いを広めていくことにより、プロトタイプ化を体験し、それに気づき、繰り返しその多様性の実態を学習者自ら捉え直すことを狙った。ピア·ラーニング活動に対する学習者の評価からは、ピア·ラーニング活動の目標を到達したこと、「文化」や「異文化」に関する認識を変えることができたこと、ピア·ラーニング活動が学習目標達成度や満足度の向上にも効果的であったこと、などが明らかとなった。だが、韓国人学習者には日本人学習者の控え目な態度が否定的に見受けられ、授業の満足度にネガティブな影響を及ぼしていることが浮彫りとなった。「仲間との活発なやりとり」があってはじめてピア·ラーニング活動が行えるだけあって、日本人の学生の控え目な態度を積極的な態度に切り替えるための工夫は、欠かせない今後の課題であると言えるであろう。


In this research, as a trial of University Class to foster Cross-Cultural Competence between Korea and Japan, we switched from teacher-centered to learner-centered, incorporated peer-learning activities, and reported on the practice. The issue of peer learning activities incorporated in this lesson is “Let's find the difference”. The procedure of the peer learning activities in this lesson is as follows.
(1) Explain the purpose of introduction and the goal of the activity and share it with the learners.
(2) Form a group of three people
(3) Explore group-specific themes through group activities
(4) Deepen understanding on the theme of each group
(5) Summarize opinions on themes by group and prepare for presentation
(6) Make a group presentation on group-specific themes and discuss with all class members
In the peer learning activities of this lesson, students spread the discussion of the same theme from “three- person group to all the classes”, and experienced the prototype, and were reminded of it. We aimed to reconsider ourselves. As a result of the activities, peer learning activities have enabled Korean and Japanese learners to change their perceptions of “culture” and “Cross-Culture”, and have been effective in improving their learning goals and satisfaction. It became clear that they recognized the necessity of introduction into the class. However, Korean learners have a negative opinion of the humble attitude of Japanese learners. It has been confirmed that this has a negative effect on the satisfaction of Korean learners in class. Only when there is 'active exchange with peers' can peer-learning activities be performed. The challenge for the future is to switch from the humble attitude of Japanese students to a positive attitude.

KCI등재

8한일국제결혼가정 청소년의 계승어 사용에 관한 개별성 연구

저자 : 朴世稀 ( Park Sehi )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 105-124 (20 pages)

다운로드

(기관인증 필요)

초록보기

본고는 한일국제결혼가정 청소년들의 계승일본어 사용과 관련된 다양한 개별성을 분석한 연구로, 5명의 인터뷰 참가자들로부터 얻은 데이터를 질적으로 분석하였다.
분석 테마는 계승일본어 습득의 요인과 곤란, 계승어와 관련된 환경과 주변인들의 태도, 한국인(사회)과 일본인(사회)에 대해서 느끼는 거리감, 그리고 정체성 인식에 관한 것이었다.
수정판 근거이론의 방법으로 도출된 개념들의 관계를 분석하였다. 그 결과 이중언어화자나 단일언어화자를 중심 현상으로 봤을 때 「가정 내의 의미 있는 계승어 사용」, 「일본 대중문화와의 접f」, 「반복적인 일본사회 경험」을 인과적 조건으로 분류하였고, 인터뷰 참여자 고유의 동기나 태도의 영향을 받으면서 이중언어화자나 단일언어화자라는 현상에 광범위하게 관여하는 것으로 보였던 「한자의 벽에 부딪힘」과 「숙제로 남겨짐」을 맥락적 조건으로 분류할 수 있었다. 그리고 한국 사회에서 일본어가 갖고 있는 의미를 설명해 주는 「실용적인 제2외국어로서의 일본어」와 「공격의 대상으로서의 일본어」는 중재적 조건으로, 「익숙한 현실세계」, 「가능성과 미지의 나라」, 「마땅한 한국인」, 「일본인으로 느끼는 위축감」, 「강요받는 정체성」, 「선택하는 정체성」 개념은 인터뷰 참가자들이 갖고 있는 양국에 대한 정서를 설명해 주는 것으로 분류하였다.
그리고 「정체성 혼란」, 「균형잡힌 이중 정체성」, 「한국인의 시각으로 바라보기」, 「갈등의 씨앗 덮어버리기」 개념은 결과 및 대처로 분류할 수 있었다.


In this study, differences in the use of Japanese as a heritage language between the adolescents of Korean-Japanese international marriage families were analyzed. The data obtained from five interviewees were qualitatively analyzed.
The analysis focused on difficulties in acquiring Japanese as a heritage language, environments and people's attitudes in relation to the language, distances felt for Korean and Japanese people (societies), and the recognition of identity.
The types of individuality were classified by analyzing the relationships among the concepts that were derived using the modified grounded theory. Considering bilingual and monolingual speakers as main phenomena, “the meaningful use of heritage language in families”, “contact with Japanese popular culture”, and “repeated experiences with the Japanese society” could be classified as causal conditions.
“Chinese characters as obstacles” and “being left as homework”, which appeared to be widely involved in the phenomena of bilingual and monolingual speakers while being affected by the motivation, attitude of the interviewees, could be classified as contextual conditions.
In addition, “the Japanese language as a practical second language” and “the Japanese language as a target of attack”, which describe the meaning of the Japanese language in Korean society, could be classified as intervention conditions.
The concepts of “familiar reality”, “unknown country with possibilities”, “natural Korean identity”, “anxiety felt as a Japanese”, “forced identity”, and “selected identity” were classified as elements that describe the emotions of the interviewees for the two countries.
Finally, the concepts of “confused identity”, “balanced dual identity”, “thinking from the perspective of Korean people”, and “covering the causes of conflict” could be classified as consequences and countermeasures.

KCI등재

9日本語学習者の学習動機とイメージ研究 - 韓国の大学生を対象としたアンケート調査の結果を中心に -

저자 : 齊藤良子 ( Saito Ryoko ) , 齊藤明美 ( Saito Akemi )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 125-143 (19 pages)

다운로드

(기관인증 필요)

초록보기

本論文は、韓国における日本語学習者の学習動機とイメージについて研究したものである。2017年にアンケート調査を実施した結果、韓国の大学生の学習動機をみると、1位「日本·日本人·日本文化に興味がある」、2位「日本のことが知りたい」、3位「日本へ行くため」、4位「日本の漫画·アニメに興味がある。」、5位「日本の映画、テレビ番組に興味がある」であった。これによって、韓国の大学で日本語を学んでいる学習者は、日本や日本人に興味、関心をもち、日本の漫画やアニメ、映画やテレビ番組に興味があって日本語を学習しているということが明らかになった。続いて、同じく2017年の調査結果をもとに韓国の大学で専攻科目として日本語を学習している大学生と、教養日本語を履修している学生、かつて学習した経験はあるが現在は日本語を学習していない学生の、日本、日本人、日本語に対して抱いているイメージと、そのイメージを形成する際に影響を与えた要因について述べた。調査の結果をみると、大学生が日本、日本人、日本語に対して抱いているイメージは、日本語専攻者、教養日本語履修者、日本語学習の経験はあるが現在は日本語を学習していない学生(非学習者)の順に良いイメージを抱いているという結果を得た。また、日本語専攻者、教養日本語履修者、非学習者のイメージを形成した要因についても述べた。調査の結果、3つのグループにおけるイメージ形成要因の類似点と相違点が明らかになった。日本人イメージに影響を与えた要因については、日本語専攻者は「人」が影響を与えており、「非学習者」と「教養日本語履修者」は「人」の影響をあまり受けていないことが分かった。


This study deals with the motivation and image of learning the Japanese language in South Korea. According to the results of a questionnaire survey of South Korean university students conducted in 2017, the top five motivations of studying Japanese language were as follows: No.1- Interest in Japan, Japanese people and culture, No.2- Wish to know about Japan, No.3- Going to Japan, No.4- Interest in Japanese manga and animation, No.5- Interest in Japanese movies and television programs. This shows that learners of Japanese in South Korea are interested in Japan and its people, manga, animation, movies and television programs. A survey was conducted also in 2017 on South Korean university students studying Japanese language as their major, students studying it as a general education subject, and students who previously studied but are no longer studying it (non-learners), in order to examine the images that students have of Japan, its people and the language, and the factors that influence the formation of those images. Survey results show that of the three groups, the images of Japan, its people and language are most favorable among students majoring in Japanese, followed by general education Japanese learners, then non-learners. The study also discusses factors that form the images held by students majoring in Japanese, general education Japanese learners, and non- learners. The survey indicates the similarities and differences in image formation among the three groups. According to examination about the images that students have of Japanese people, students majoring in Japanese are strongly influenced by “people”, but general education Japanese learners and non-learners are less influenced by “people”.

KCI등재

10韓国語統営方言と日本語東京方言のアクセントの対照研究

저자 : 孫在賢 ( Son Jae-hyun )

발행기관 : 한국일어교육학회 간행물 : 일본어교육연구 50권 0호 발행 연도 : 2020 페이지 : pp. 145-157 (13 pages)

다운로드

(기관인증 필요)

초록보기

本稿は、韓国語と日本語のように高低アクセントとされる言語の類型的研究及び対照的研究として、日本語東京方言と韓国語統営方言のアクセント体系を対象にしたものである。日本語のアクセントは、相対的に高く発音するか、低く発音するかを語の弁別条件とする、高低アクセント(ピッチアクセント)と呼ばれているものである。筆者の研究に基づくと、この分類は韓国語諸方言にも適用できる。
特に本稿は、韓国語と日本語のアクセント体系の類型的な対照研究の一環として、またアクセント教育を考慮に入れた研究で孫在賢(2015a、2015bなど)に引き続き、日本語の東京方言と韓国語の統営方言のアクセント体系を中心に対照考察を行なう。東京方言はn(拍)+1の弁別を持つ多型アクセントで、統営方言は最大五種類の音調型の対立を持つN型アクセントタイプである。
本稿では、両言語におけるアクセント体系を提示したうえで、具体的な音調型の異同の詳細を明らかにする。日本語のアクセント研究では、少なくとも本土の様々な方言の実態が明らかにされており、これに基づく理論的な一般化が進められている。これに比べて、韓国語のアクセントの研究は対象方言に限定されており、日本語に基づくアクセント理論が韓国語に適用できるかどうかを検証できる段階ではなかった。日本語のアクセント理論を用いた本研究は、日本語と韓国語だけでなく、ピッチアクセントの類型学的研究および言語間の理論の一般化にも貢献すると期待される。


An origin and the system of Korean language are an unclear like Japanese, but Korean is very similar grammatically. Although the study of Japanese accent system was done clearly at least in the mainland of Japan, a study of the accent of Korean was limited.
The main purpose of this paper is to propose a new perspective on the Gyeongsang-do dialect of Korea and to provide a comprehensive analysis based on the author's survey. These goals are summarized as follows:
A phonological interpretation of the accent system of the Tongyoung dialect is presented. Conversely, in the five-pattern accent system proposed in this paper, there are only five conflicts, regardless of the length of the accent unit.
Comparing the Tokyo dialect, there are three oppositions for a 1-syllable word, three oppositions for a 2- syllable word, and so on.
For Tokyo accent type, n kernel position, plus kernelless type, (indicated by = symbol, symbol indicates zero accent), total n + 1.
In this paper, we discuss in detail the Tongyoung dialect, report on the data obtained from the survey.
This research using Japanese accents is expected to contribute not only to Japanese and Korean, but also to typological research on pitch accents and generalization of theory between languages.

12

내가 찾은 최근 검색어

최근 열람 자료

맞춤 논문

보관함

내 보관함
공유한 보관함

1:1문의

닫기