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 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.

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.

韓國人 日本語 初級 學習者를 위한 어휘 교수.학습 방안 제안

金妵衍(Kim, Joo-Youn) 일본어문학회 2018 일본어문학 Vol.82 No.-

本稿では韓国人日本語学習者を対象に語彙が日本語学習で一番重要な基礎になると思い、語彙敎授․學習を效果的に行うための方法として単語家族(word family)を応用した方法の有効性について提案しようとしたものである。 日本語で意思疏通をしようとする時、日本語の音韻、語彙、文法、談話などに関する理解が必要であるが、何よりも語彙に関する知識と理解がとても重要である。なぜならば発音が不明確で、文法と談話に関する知識が不足していても、単語一つでもその意味を明確に知って文脈に相応しく使用できれば、外国語学習における学習目標を意思疏通と想定する場合、一 番重要な役割を行うようになるからである。 初級段階の日本語學習者のための効率的な語彙学習を支援するために 日本語教育のための基本語彙調査 の一部の単語を対象に『現代日本語書き言葉均衡コーパス』でどのような単語家族を構成しながら使用されているのかを調べた。 以上の結果を通して、韓国人日本語学習者の効率的な語彙学習をするために単語家族を応用した具体的な学習方法を工夫する必要があるといえよう。 In this paper, we consider the method using “word family” for effectively conducting vocabulary teaching. For smooth communication in Japanese, it is necessary to understand Japanese phonemes, vocabulary, grammar, discourse, etc., but above all, the knowledge and understanding about vocabulary are very important. Because pronunciation is unclear, the knowledge about grammar and discourse is insufficient. Even if only one word is clearly known and used properly in context, it will improve the learning goals assumed in communication with foreign language learning; the improvement of the vocabulary will play a crucial role in language learning. In order to support efficient vocabulary learning for the learners of Japanese at the beginner level, I examined what kind of word family is composed in the “BCCWJ” for some words of “basic vocabulary search for Japanese language education.” The results show that it is necessary to devise concrete learning methods applying word families to make efficient vocabulary learning for Korean learners of Japanese for smoother communication.

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.

日本語の?詞について - 日本語教科内容論的観点により

金正彬(김정빈) 일본어문학회 2005 일본어문학 Vol.28 No.-

『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 日本語文學 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.

일본어 수준에 따른 비즈니스일본어학부 전공트랙 관련 제반 인식에 관한 연구

이효선(李孝仙) 일본어문학회 2013 일본어문학 Vol.60 No.-

本論文は、釜山所在のB大学のビジネス日本語学部3~4年生の在学生を対象に日本語能力を四つのレベルに分けて、その日本語の水準によって専攻トラックを履修している学習者の特性及び専攻トランクに関わる様々な運営方式などにどのような相違点があるかを定量的な方法で分析を行ったものである。研究分析には13個の測定変数を用い、クロス分析で導出した研究の結果は日本語の水準に対する検証、日本語の水準による応答者の特性の比較、日本語の水準による専攻トランクの教科運営の比較、日本語の水準による専攻トランクの特性の比較、日本語の水準による就職希望分野などに大きく分けてまとめた。 最後に、本研究はビジネス日本語学部の専攻トランクに対する全般的な運営の実体を把握することができ、さらに学習者のニーズに沿った専攻トランクの運営システムを構築するのに有効な示唆点が提示できるという点で研究として十分な意義があると考えられる。

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.

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.