日本語教育の効果的学習を促す文化要素に関する一考察

A study on cultural elements that promote effective learning of Japanese language education

This article considers the content and utilization of cultural elements that promote effective learning in Japanese language education classes, based on a survey and analysis of cultural elements that Korean learners of Japanese are interested in. Effective learning means that learners ‘discover’ their own culture in the process of inter-action through learning and activities, recognize and understand other cultures, find problems through mutual understanding and critical thinking, and fosters cooperation and creative problem solving. As a result of analyzing the cultural elements surveyed, <B2. Products(with substance)> in the analysis framework was the most common, followed by <C. Practices>. In this way, students, regardless of whether they majored in Japanese or not, were highly interested in products and practices as external cultural elements. However, it does not mean incorporating all the cultural elements that the learners desire into a class is proper. There are variables such as the environment and purpose of learning the target language, goals, interests, Japanese level, motivation to sustain learning, communication effectiveness, time constraints, and whether or not the learner is a Japanese major. It is necessary to incorporate ‘cultural elements’ with these limitations in mind.

本稿では、韓&#22269;人日本語&#23398;習者が&#38306;心のある文化要素について調査分析したものをもとに、日本語&#25945;育の授業において&#21177;果的&#23398;習を促す文化要素の&#20869;容と活用について考察した。&#21177;果的な&#23398;習とは、&#23398;習者自らが&#23398;習&#65381;活動を通して、インタ&#12540;アクションのプロセスにおいて自文化を「&#30330;見」し、他文化を認識&#65381;理解するという相互理解と批判的思考による問題&#30330;見と、それを解決するために協&#20685;し創造する能力の育成を可能とする&#23398;習である。調査した文化要素を分析した結果、分析&#26528;組みの<B2.所産&#65381;産物(&#23455;&#20307;あり)>が最も多く、&#32154;いて<C.習慣&#65381;慣習>であった。このように、日本語&#23554;攻&#65381;非&#23554;攻を問わず、&#23398;生たちは外面的文化要素としての所産&#65381;産物と習慣&#65381;慣習への&#38306;心が高かった。しかし、&#23398;習者が望む文化要素をすべて取り入れるということではない。目標言語を&#23398;ぶ&#23398;習者の環境や目的、目標、興味&#65381;&#38306;心、日本語レベル、&#23398;習を持&#32154;させる動機、目標言語のコミュニケ&#12540;ション遂行に&#21177;果的かどうか、時間的制約、日本語&#23554;攻かどうかなど、あらゆる&#22793;&#25968;を視野にいれて「文化要素」を取り入れる必要がある。