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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This paper aims at the development of the effective associative method materials for the Katakana teaching which overthrows the following difficulties. Even the instructors or teachers of the Japanese language feel the importance of Katakana instruction. It is difficult to increase the time spend on it in the present situation. Although a problem exists, the development of an effective method of instruction and teaching materials on the Katakana teaching is not progressing. The experiment lessons performed in 2013 were proposed by Tanaka and Wakatsuki(2013). In this experiment, one uses the associative method materials for Katakana teaching and the other does not use the associative method materials. The objects were 52 students who study Japanese under the general education curriculum at a Korean 4-year university. As a result of doing a Katakana reading test before and after the lessons, the outstanding effect was observed in the use of the associative method materials for the Katakana teaching. For those who received the lesson with the associative method materials, the percentage of correct answers of "'エ, カ, タ, and ツ" was 100%. Hence, the lesson which used such method for the students to memorize Katakana characters relating new information with the knowledge that they already have was more effective. Moreover, 24 characters were answered correctly by 80% or higher and only 3 characters were correctly answered by 50% or less. On the other hand, when the associative method was not used, only 3 characters were answered correctly by 80% or more and there were 50% or less for 37 characters. With different instructions in classes, the among the students’ levels became smaller when the associative method was used. And, it became larger when it was not used. Therefore, it is obvious that the usage of the associative method materials for the Katakana teaching has lower rates of dependence on students’ capability or efforts, and it has less burden on students.
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참고문헌 (6)
참고문헌 신청
中山?利子 / 2007 / ?カタカナ?育?の確立に向けて, カタカナ?育の基礎的?究―日本語?育における分野の確立を目指して― : 8 ~ 46
中山?利子 / 2008 / 日本語?育における?カタカナ?育?の扱われ方 / 日本語?育 (138) : 83 ~ 91
丸山敬介 / 2003 / 日本語?育演習シリ?ズ⑤ ?え方の基本(改訂版) / 凡人社 : 67 ~ 68
太田信夫 / 2000 / 記憶?究の最前線 / 北大路書房 : 252 ~ 254
恩塚千代 / 2008 / 韓國語母語話者へのカタカナ指導に關する一考察 - 在韓日本語敎師の指導實態と意識調査から - / 일어일문학연구 64 (1) : 139 ~ 157
中山?利子 / 2008 / 日本語?育における?カタカナ?育?の扱われ方 / 日本語?育 (138) : 83 ~ 91
丸山敬介 / 2003 / 日本語?育演習シリ?ズ⑤ ?え方の基本(改訂版) / 凡人社 : 67 ~ 68
太田信夫 / 2000 / 記憶?究の最前線 / 北大路書房 : 252 ~ 254
恩塚千代 / 2008 / 韓國語母語話者へのカタカナ指導に關する一考察 - 在韓日本語敎師の指導實態と意識調査から - / 일어일문학연구 64 (1) : 139 ~ 157
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