일본어문장 암기 시의 분산학습효과 검증

The Spacing Effect on the Task of Memorizing Japanese Sentences in Korean Students Learning Japanese as a Second Language

語彙や表現文型を覚える際、一度にまとめて集中的に学習するよりも、短い時間でも繰り返して分散的に学習する方が、記憶に残りやすいことが経験的に、理論的に知られている。この現象は、分散効果と呼ばれ、第二言語学習の場面でもその有効性が示されているが、韓国の日本語教育学会における関心度は低い。そこで本研究では、この現象がなぜ見られるかについて、先行研究の分散学習効果の説明理論を概観した上で、韓国語を母語とする日本語学習者を対象とし、繰り返し音読によって日本語の文を覚える際の分散学習効果を検証した。 調査では、韓国人中級日本語学習者30名に、同一の文を集中的に反復呈示する条件と分散的に呈示する条件を設け、両条件間で文の記憶成績を比較した。その結果、分散学習条件の方が集中学習条件よりも記憶成績が高くなるという分散学習効果が見られた。 韓国人日本語学習者が語彙や文型表現を繰り返し分散的に暗記し、音読練習を行うことで、効率の高い学習や習得が可能になることが示唆された。

It is more effective to memorize sentences distributively than to memorize one thing intensively. This is called ‘spacing effect’. In this study, first, we have a detailed overview of the explanatory theory of spacing effect. And this study was designed to examine the spacing effect on repeated reading in Korean students learning Japanese as a second language. In the experiment, an intermediate class of Korean students learning Japanese were required to memorize visually-presented Japanese sentences through reading aloud. The massed repeated condition and the distributed repeated condition were adopted to analyze the performance of oral cued-recall test and O/X memorizing test. The results showed that distributed repeated reading led to better recall than massed repeated reading on Korean students learning Japanese as a second language. The spacing effect was observed in the second language learning condition. It is suggested that distributed repeated reading enhances memorizing of Japanese sentences as a second language. Finally, it was emphasized that instructors and learners should know this spacing effect and use it for learning.