学習者の発想を活かす日本語作文指導

Teaching Composition with Learners’ Voluntary Participatory Ideas: Targeting Korean Students in the Japanese-speaking Dormitory of Keimyung University

本稿は啓明大学校の日本語寮(JIKU)の中·上級者の学習者を対象にした作文指導の実践報告であり、その目的は学習者の個性や発想力を引き出すことに重点をおいた指導方法と評価方法の提案である。 実践報告の対象は2021年1学期の作文授業である。その学習効果と学習者の意識については、学期末に実施したアンケート調査結果と提出作文をもとに考察した。学習者が主体的かつ意欲的に作文に取り組むためには、テーマ設定の多様さ·斬新さが重要であることがわかったため、指導に有効なテーマを類型化した。また、読む·書く·聞く·話すという総合的な日本語学習を目指し、興味をもって楽しく書くことができるよう、作文と他の科目とを組み合わせた形式の指導案をまとめた。さらに、学習者を枠にとらわれない創作へと導き、採点の効率化にもつながる評価法とあわせて｢JIKU式メソッド｣として提案する。

This study is an action report of writing guidance of teaching composition as to the subjects, classified as Middle and High-Level Learners only, in the Japanese- speaking dormitory of Keimyung Unicersity(JIKU). It purports to suggest some methods of guidance and evaluation to elicit latent faculties of personality and ideas. The study was made in terms of ‘Writing’ class of the first semester of the year of 2021. As to the reaction and effects of the learners, an analysis was carried out on the learners’ composition papers and the survey given at the end of the semester. Teaching guidance line was pre-categorized for the effective issues or topics, since importance of variety and freshness in topic establishment has already been known in order for the learners of ‘Writing’ class to be able to participate autonomously and voluntarily. This sort of imagination and independent point of view would show students’ ability or capability not only in Writing but in various other areas. This analysis also suggests that Writing should be better and interestingly performed when it is associated with Reading, Listening, and Speaking as a comprehensive approach to Japanese language learning.