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日本語文學 第98輯.jpg
KCI등재 학술저널

원어민 교수의 매개어 사용이 학습영역별 강의만족도에 미치는 영향

기초일본어 학습자를 중심으로

In this article, I surveyed the effects of the use of medium language by a Japanese teacher on the satisfaction of students in the Liberal Arts lectures of Japanese, where basic-level learners learn Japanese based on a team-teaching method (a team consisting of a Japanese teacher and a Korean teacher). The result is as follows. As for grammar and conversation, the satisfaction of learners is high in the classes where a Japanese teacher used medium language. As for oral comprehension and composition, the satisfaction of learners is slightly high in the classes where medium language was used, but the difference was not significant. In culture-teaching classes, students were satisfied with the teaching with medium language. In all domains, the students demand that a Japanese teacher use medium language, and in general, they also suggested that it would be an effective manner of teaching for each teacher to select the types of classes where he/she may make use of his/her strength. It must be explored in future work when medium language should be used by a Japanese teacher in all learning domains. I suggest that each teacher select classes based on his/her strength and deliver a team-teaching lecture in each learning domain.

本稿では、本稿では、日本語基礎学習者を対象とした教養日本語授業で、韓国人教師と日本人教師のティームティーチング授業で、日本人教師の媒介語使用が学習領域別の学習満足度に与える影響について調査分析した。結果は次の通りである。文法と会話は媒介語を使ったクラスが満足度が高いことが分かった。聞き取りと作文は媒介語を使用したクラスの満足度が少し高く現れたが、大きく差はなかった。文化授業は媒介語を使ったクラスの方が満足度が高いことが分かった。全領域で日本人教師が媒介語を使用することを要求し、全体的に学生たちの改善要求事項は毎週一課ずつ韓国人教師と日本人教師のティームティーチングをする授業ではなく領域別に分担して授業を運営することが学習に肯定的な効果をもたらすという意見が多かった。学習のすべての領域で日本人教師が媒介語を使用し、学習段階に合わせて使用範囲をどのようにするのか研究が必要であり、学習領域を分担して各教師の長所を生かして領域別にティームティーチングを行う必要がある。

1. 머리말

2. 선행연구 및 연구방법

3. 분석 및 고찰

4. 맺음말

참고문헌

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