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
This study examined the effectiveness of Task-Based Language Teaching (TBLT) in Japanese language courses for learners with diverse linguistic backgrounds and varying levels of Japanese proficiency. The investigation was conducted through a questionnaire administered to students after course implementation. The analysis revealed the following:
ⅰ) All Japanese native speakers and non-native speakers evaluated TBLT-based teaching methods as suitable for business Japanese learning, with 84.6%of the non-native speaker group responding “highly appropriate.” This demonstrates the effectiveness of collaborative learning among students from different linguistic backgrounds.
ⅱ) In the stage-by-stage learning process for task completion, complementary learning effects were observed between native and non-native Japanese speakers. Native Japanese speakers strengthen their metalinguistic awareness through collaboration with non native speakers, whereas nonnative speakers improve their Japanese language skills in business situations through practical task completion.
ⅲ) Different learning effects were observed between learner types during the feedback stage. Native Japanese speakers gained new perspectives, while non native speakers deepened their understanding of learning content, achieving learning effects in different ways.
ⅰ) All Japanese native speakers and non-native speakers evaluated TBLT-based teaching methods as suitable for business Japanese learning, with 84.6%of the non-native speaker group responding “highly appropriate.” This demonstrates the effectiveness of collaborative learning among students from different linguistic backgrounds.
ⅱ) In the stage-by-stage learning process for task completion, complementary learning effects were observed between native and non-native Japanese speakers. Native Japanese speakers strengthen their metalinguistic awareness through collaboration with non native speakers, whereas nonnative speakers improve their Japanese language skills in business situations through practical task completion.
ⅲ) Different learning effects were observed between learner types during the feedback stage. Native Japanese speakers gained new perspectives, while non native speakers deepened their understanding of learning content, achieving learning effects in different ways.
목차
1. 서론
2. 이론적 배경
3. 본 연구의 설계 및 실천 방법
4. 결과 및 분석
5. 결론
참고문헌
要旨
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