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
Comparing the Korean university courses related to Japanese Language study, I realized that the time dedicated to writing classes mentioned in curriculum in not enough. In the limited school credits are also included writing lessons. I think that we must focus more on intermediate level writing lesson. In terms of student’s motivation and needs, the early intermediate level should contain courses focused on intermediate vocabulary and representations. So, it would be likely that the second half of the intermediate level will treat academic Japanese and business circles. There are parts not enough treated during the courses, so the student must study them by himself. The teaching materials must facilitate and guide the student in these situations. Moreover, Japanese native teachers should be responsible for activities like correcting specific mistakes made by Korean native speakers, Korean-Japanese translation practice, activities included in the Japanese intermediate level writing lessons.
We must consider processes for creating compositions to support the intermediate level writing courses. For example: brainstorming to create and verify sentences, rough copy, peer response and feedback from the teacher, revisions and proofreading, presentation the created compositions, etc. I think that an effective method is to increase the student monitoring feature, so that the teacher can point out when an incorrect language use occurred. The students will make further practice while discussing between them the correct form. Moreover, we must introduce peer response to make compositions through cooperation between students, and at the same time having a feedback from the teacher. It is important to create an environment of cooperation by mobilizing the human resources provided by the classroom to create compositions. Through this kind of classroom activities, the essays quality level made by students after the courses rises. The feedback made by teachers regarding the sentence comprehending and essay composition will make possible a higher perspective.
We must consider processes for creating compositions to support the intermediate level writing courses. For example: brainstorming to create and verify sentences, rough copy, peer response and feedback from the teacher, revisions and proofreading, presentation the created compositions, etc. I think that an effective method is to increase the student monitoring feature, so that the teacher can point out when an incorrect language use occurred. The students will make further practice while discussing between them the correct form. Moreover, we must introduce peer response to make compositions through cooperation between students, and at the same time having a feedback from the teacher. It is important to create an environment of cooperation by mobilizing the human resources provided by the classroom to create compositions. Through this kind of classroom activities, the essays quality level made by students after the courses rises. The feedback made by teachers regarding the sentence comprehending and essay composition will make possible a higher perspective.
목차
〈Abstract〉
1. はじめに
2. 作文關連の硏究動向
3. 日本語作文のレベルについて
4. 作文敎材の分析
5. 日本語中級作文授業の位置づけ
6. 日本語中級作文授業のあり方
7. おわりに
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