2015개정교육과정 『고등학교 일본어Ⅰ』교과서의 말하기 활동 고찰 - 정확성과 유창성을 중심으로 - (Analysis of Speaking Activities in High School Textbooks for 『Japanese I』 in 2015Revised Curriculum - Focusing on Preciseness and Fluency -)

서지정보

· 발행기관 : 일본어문학회
· 수록지 정보 : 일본어문학 / 85호 / 1 ~ 20페이지
· 저자명 : 김은정

초록

本稿は2015改訂教育課程の日本語Ⅰ教科書、8種を対象に話す活動を教師統制․学習者主導の授業模型として類型化し、正確性や流腸性に分類して考察した。8種の教科書の全体活動(1103個)の中、話す活動(419個)は38%を占めているのであるが、教科書別に27.2%から65%までその偏差の大きさが分かった。学習者主導の話す活動が教科書によって11-45%であり、使用教材、即ち学校で採択する教科書により学習者中心の話す授業はほとんど行われていない可能性もある。流腸性中心の話す活動は11個に過ぎなく、大体の活動が正確性中心である。2015改訂教育課程では言語的な内容の核心要素として意思疏通表現が独立し、意思疏通技能をより強調しているが、教科書はそれと違って正確性中心の話す活動を提示している。日本語Ⅰは日本語を初めて習う学習者を対象に日本語の基本語彙や構文を理解させる科目であって、流腸性の話す活動を授業に導入しかねる。ところが、教科書は多様な活動を提示して正確性や流腸性を発展させるべきであるから、初級段階で行われる流腸性中心の話す活動の開発が求められる。その上、学習者の日本語の能力を考慮する時、学習者が主導的に話す活動の展開できる有意敵文型練習(聞いて答えること、ゲームなど)や意思疏通的練習（統制対話）の多様な場面の開発も必要である。

영어초록

The present study analyzes eight high school textbooks for “Japanese I” based on 2015 Revised Curriculum in order to classify speaking activities in terms of teacher- governed teaching and learner-led teaching with respect to preciseness and fluency. Out of overall 1,103 activities found in the eight textbooks, 419 speaking activities account for 38 percent, but the percentage of each text varies considerably, raging from 27.2 percent to 65 percent. The percentage of learner-led speaking activities ranges from 11 percent to 45 percent depending on textbooks, and it is possible that learner-centered speaking activities are hardly conducted based on the textbook adopted at each school. There are only 11 fluency-focused speaking activities, and most of activities focus on preciseness. In 2015 Revised Curriculum, the communicative ability, a core factor based on language content, is emphasized, but the contents of textbooks present preciseness-focused speaking activities. “Japanese I” is a subject for those who study the language for the first time, which provides the learners with the basic vocabulary and constructions. The subject is thus not commensurate with fluent- focused speaking activities. Still, since textbooks are supposed to offer various activities to enhance the learners’ preciseness and fluency of Japanese, they are expected to present fluency-focused speaking activities at the beginner stage. Moreover, consideration of the learners’ ability of Japanese would necessitate the development of meaningful practices for sentence patterns (listening and responding, game activity) and practices for communicative interaction (constrained dialogue) at various scenes.

참고자료

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