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.
이 논문의 연구 히스토리 (11)
2020
2018
2017
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초록· 키워드
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This study observes how Japanese Listening Behavior is applied for the graded KJL(Korean Learners of Japanese) in order to improve co-production of utterances competency.Specifically, for Japanese Listening Behavior that is in need of particular instructions, graded application for the learners of different learning stages is discussed and suggested.Main discussions are summarized as follow:
As for back-channels, learners of all levels, from the ‘novice’ to the ‘superior’ groups, ‘ha-I’ type of Japanese Listening Behavior is generally applied for listening, understanding and agreement.
Learners of the ‘novice’ group tend to apply Japanese Listening Behavior for ‘understanding’ and ‘agreement’. Learners of the ‘intermediate’ and ‘superior’ groups, on the other hand, mainly use it for ‘listening’.
KJL(Korean Learners of Japanese) are shown overwhelmingly higher frequency of using Japanese Listening Behavior for back channels than for reactive expressions.
Reactive expressions are applied without showing outstanding difference on each level (from the ‘novice’ to the ‘superior’) for ‘understanding’, ‘agreement’ and ‘disagreement’. The specific usages on each level show some differences, however.
A model syllabus of Japanese Listening Behavior is designed and suggested for the graded learners of Japanese according to the criteria of authentic frequency, new expressions on each level, and offensive expressions.
As for back-channels, learners of all levels, from the ‘novice’ to the ‘superior’ groups, ‘ha-I’ type of Japanese Listening Behavior is generally applied for listening, understanding and agreement.
Learners of the ‘novice’ group tend to apply Japanese Listening Behavior for ‘understanding’ and ‘agreement’. Learners of the ‘intermediate’ and ‘superior’ groups, on the other hand, mainly use it for ‘listening’.
KJL(Korean Learners of Japanese) are shown overwhelmingly higher frequency of using Japanese Listening Behavior for back channels than for reactive expressions.
Reactive expressions are applied without showing outstanding difference on each level (from the ‘novice’ to the ‘superior’) for ‘understanding’, ‘agreement’ and ‘disagreement’. The specific usages on each level show some differences, however.
A model syllabus of Japanese Listening Behavior is designed and suggested for the graded learners of Japanese according to the criteria of authentic frequency, new expressions on each level, and offensive expressions.
목차
〈Abstract〉
1. はじめに
2. 先行?究の?討および問題の提起
3. ?究方法
4. 分析結果と考察
5. おわりに
?考文?
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