지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The role of teacher has sifted from the leader of the class or the one who gives students only knowledge to the helper for students when they are active as the main participants of language class. In such a movement, the most important thing for developing the ability of Japanese language is to know how students are taught in class as well as students’ learning style.
This research conducted questionnaires targeted at Japanese language teachers and students in Liberal Arts course of Silla University to compare the teachers’ teaching method and the learning style of learners. In this paper, first, we report on the results of questionnaire for teachers measured by factor analysis, and compare these results and the results of questionnaire for students referred in Kim and Akiha (2013).
The factor analysis of the results of questionnaire for teachers identified two factors, “Assignment and Basic Learning Activity” and “Conversation and Pronunciation Practice and Applicational Activity”. The analysis by unpaird t-test revealed that Korean teachers showed significant differences (1%) in the score of the contents of “Assignment and Basic Learning Activity”, and also Japanese teachers showed significant differences (5%) on “Conversation and Pronunciation Practice and Applicational Activity”. These results suggest that the difference occurred due to team-teaching system in which Korean teachers are in charge of the grammar class and Japanese teachers are conversation class.
This research conducted questionnaires targeted at Japanese language teachers and students in Liberal Arts course of Silla University to compare the teachers’ teaching method and the learning style of learners. In this paper, first, we report on the results of questionnaire for teachers measured by factor analysis, and compare these results and the results of questionnaire for students referred in Kim and Akiha (2013).
The factor analysis of the results of questionnaire for teachers identified two factors, “Assignment and Basic Learning Activity” and “Conversation and Pronunciation Practice and Applicational Activity”. The analysis by unpaird t-test revealed that Korean teachers showed significant differences (1%) in the score of the contents of “Assignment and Basic Learning Activity”, and also Japanese teachers showed significant differences (5%) on “Conversation and Pronunciation Practice and Applicational Activity”. These results suggest that the difference occurred due to team-teaching system in which Korean teachers are in charge of the grammar class and Japanese teachers are conversation class.
목차
〈Abstract〉
1. はじめに
2. ?究背景
3. ?究方法
4. 分析結果及び考察
5. おわりに
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