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
According to last year, different types of visitor session was taken into Japanese classes as well as Japanese education in general. The problem with universities worldwide teaching Japanese as a second language is that students cannot meet or communicate with native Japanese speakers outside of school and their only opportunity is with their instructor. Therefore, it is highly recommended that instructors hold visitor sessions.
This research is based on actual reports from 2 visitor sessions and conversation analysis performed during Japanese conversation classes at a university in Korea in 2014. After verifying certain changes in the learner’s awareness of certain activities, the effectiveness of the activities were taken into consideration. As for the analysis data, students’ assignments such as flipped worksheets (so that students can peek on) and conversation analysis worksheets, questionnaire from the visitor, and moreover, questionnaire from a third perspective evaluator was provided.
As a result, the psychological burden students felt before conversing with a native speaker eased out from time to time. By analyzing both the conversations of oneself, and conversations done by others, it was clear that they did not only find out mistakes in expressing expressions, but also about the way of asking questions or the role as a listener, meaning that the awareness of oneself on Japanese or conversation participation has changed in some way. Bottom line, students became confident in Japanese. What was found in the assignments from the students is that from students actually conducting conversation with a native speaker, they were allowed to objectively evaluate their own Japanese skills, and learn from those mistakes. Especially, the passion to learn Japanese increased which can be shown as a positive feedback about this activity. This activity, therefore, can presumably have a significant meaning in the change of awareness.
This research is based on actual reports from 2 visitor sessions and conversation analysis performed during Japanese conversation classes at a university in Korea in 2014. After verifying certain changes in the learner’s awareness of certain activities, the effectiveness of the activities were taken into consideration. As for the analysis data, students’ assignments such as flipped worksheets (so that students can peek on) and conversation analysis worksheets, questionnaire from the visitor, and moreover, questionnaire from a third perspective evaluator was provided.
As a result, the psychological burden students felt before conversing with a native speaker eased out from time to time. By analyzing both the conversations of oneself, and conversations done by others, it was clear that they did not only find out mistakes in expressing expressions, but also about the way of asking questions or the role as a listener, meaning that the awareness of oneself on Japanese or conversation participation has changed in some way. Bottom line, students became confident in Japanese. What was found in the assignments from the students is that from students actually conducting conversation with a native speaker, they were allowed to objectively evaluate their own Japanese skills, and learn from those mistakes. Especially, the passion to learn Japanese increased which can be shown as a positive feedback about this activity. This activity, therefore, can presumably have a significant meaning in the change of awareness.
목차
Abstract
1. はじめに
2. 先行?究
3. ?究方法
4. 本活動の位置づけ
5. ??報告
6. ?習者の意識?化
7. まとめ
?考文?
REFERENCES
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