日本語敎育における作文指導 -台灣の場合-

최초 등록일
2017.01.06
최종 저작일
2017.01
19페이지/파일확장자 어도비 PDF
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판매자한국학술정보(주)
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* 본 문서는 배포용으로 복사 및 편집이 불가합니다.

서지정보

발행기관 : 한국일어교육학회 수록지정보 : 일본어교육연구 / 37권
저자명 : 뇌금작 ( Lai Jiin-chiueh )

한국어 초록

日本語敎育の一環としての作文指導はどのようにされているのか、作文指導の留意点はどこにあるのか。本稿では台灣における日本語の作文指導に關する硏究を考察した後、日本語作文敎育支援の實態を述べ、その問題点を明らかにした。120年の歷史をもつ台灣における日本語敎育は昔から作文敎育を重視している。大學の學報『東吳日語敎育學報』及び學會誌『台灣日語敎育學報』『台灣日本語文學報』を對象に考察した結果、作文敎育シラバス考察、學習者の作文のスタンスと授業への考え方、作文指導法、文章構造の分析、文章における語彙·文法の使い方、誤用分析、添削、評價、作文支援などのものが觀察された。作文指導で援用された理論にはグラウンデッド·セオリ一、TAEステップ式質的硏究法、マインドマップ、ピア·レスポンスなどが見られる。そして、インタ一ネット、ブログ、電子揭示板、Moodle、Facebook、オンライン日本語作文支援システムなどが用いられたことが分かった。作文における形容詞使用を例に考察してみると、台灣人學習者には文法の誤用と語彙の意味に關する誤用が見られた。台灣人學習者の生活言語の中國語には語尾變化がないので日本語の活用語の活用が學習問題点になっているし、漢字共有で同形異義の漢字が返って學習の邪魔になることが考えられる。敎科書の不足、添削基準の欠如、內容の充實さなどの問題を抱えている台灣における日本語作文指導は、台日異文化交流人材を養成するために、自己·自文化への認識の深化、受容による日本語·日本知識の向上、日本語による産出能力の向上などを目指して、作文の敎材作成からもっと工夫しなければならないと思われる。

영어 초록

Writing guidance is a part of the Japanese language education. How are writing guidance?Where is the points to keep in mind of writing guidance?In this paper, after consideration of the research on the Japanese writing in Taiwan, I described the actual condition of the Japanese writing education support, and found out the problem. Japanese education in Taiwan with a history of 120 years is an emphasis on writing education from the old days. As a result of consideration of “Journal of Japanese Language Education in Taiwan”, “Journal of Japanese Literature & Language in Taiwan”, “Journal of Japanese Language Education in Soochow University”, writing education syllabus, the concept of the teaching and learning`s essay of stance, writing methods, the analysis of the sentence structure, use of vocabulary and grammar in sentences, error analysis, correction, evaluation, writing support were observed. Grounded theory, TAE step formula qualitative research methods, mind map, peer-response theory and internet, blogs, electronic bulletin board, moodle, facebook, online Japanese writing support system were used. Error of grammar and vocabulary of emotion adjectives was observed. Since there is no inflections in Chinese, inflections of Japanese are learning problems. Kanji homographs is a problem too. Lack of textbooks, lack of correction standards, enhancement of the content are the matters of Japanese writing guidance of Taiwan. In order to foster a cross-cultural human resources with the aims to deepen awareness of self-culture, improve knowledge, improve the Japanese writing ability, it must be more ingenuity from the creation of writing teaching materials.

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