협동학습을 활용한 “일본어 회화 및 작문”수업 실천보고 -역할극 공연을 통해서 살펴 본 학습자의 정의적 특성 고찰- (Report of Practice on “Japanese conversation and composition” lessons by way of applying cooperative learning -Contemplation on affective characteristics of learners through performance of role play)

서지정보

· 발행기관 : 대한일어일문학회
· 수록지 정보 : 일어일문학 / 66호 / 169 ~ 190페이지
· 저자명 : 양나임

초록

I have introduced and applied cooperative learning for "Japanese conversation and composition" lessons given at universities for many years. In particular, I have equipped learners for cooperative learning in "activity classes" by way of applying "role play". Every time one lesson is completed, I have encouraged them to engage in role play as a method of expressing overall comprehension of the learned lesson during the class. This activity allowed me to reach important findings on the affective characteristics observed in dialogues and behaviors of each learner.
Notably, when it deals with goods exchange or favor asking, I could observe that sociocultural aspects are inevitably reflected, in the learner's words and behavior, for example, in the typical culture of Korea such as authority's arbitrariness (rude and ill-mannered customers, being bossy) and offering to pay (offering bribes or favor asking and meal invitation).
All these features are exhibited by the implication of the word and behavior of each learner who has been influenced by our sociocultural background. For this reason, the same features are unavoidably expressed through role playing and this creates an impediment factor for smooth communication.
It is my strong conviction that the teacher's role consists, not only in encouraging learner's free and creative ability of expression, but also in screening and guiding these negative social factors.
Therefore, a teacher should intervene to some extent in an active way in class. The best timing for this intervention, to implant the idea in learner's mind, would be from the very beginning of the body text of dialogue of the corresponding unit prior to the script writing step. Constant consultation will also be important through various feedback.
Moreover, it is significant to coach the learner's disharmony-generating language tone and way of speech, as well as his or her affective characteristics that may impede smooth communication.

영어초록

I have introduced and applied cooperative learning for "Japanese conversation and composition" lessons given at universities for many years. In particular, I have equipped learners for cooperative learning in "activity classes" by way of applying "role play". Every time one lesson is completed, I have encouraged them to engage in role play as a method of expressing overall comprehension of the learned lesson during the class. This activity allowed me to reach important findings on the affective characteristics observed in dialogues and behaviors of each learner.
Notably, when it deals with goods exchange or favor asking, I could observe that sociocultural aspects are inevitably reflected, in the learner's words and behavior, for example, in the typical culture of Korea such as authority's arbitrariness (rude and ill-mannered customers, being bossy) and offering to pay (offering bribes or favor asking and meal invitation).
All these features are exhibited by the implication of the word and behavior of each learner who has been influenced by our sociocultural background. For this reason, the same features are unavoidably expressed through role playing and this creates an impediment factor for smooth communication.
It is my strong conviction that the teacher's role consists, not only in encouraging learner's free and creative ability of expression, but also in screening and guiding these negative social factors.
Therefore, a teacher should intervene to some extent in an active way in class. The best timing for this intervention, to implant the idea in learner's mind, would be from the very beginning of the body text of dialogue of the corresponding unit prior to the script writing step. Constant consultation will also be important through various feedback.
Moreover, it is significant to coach the learner's disharmony-generating language tone and way of speech, as well as his or her affective characteristics that may impede smooth communication.

참고자료

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