Korean | English

pISSN : 1229-7275

2020 KCI Impact Factor : 0.47
목적과 범위
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국내 일본 관련 전공자가 그다지 많지 않았던 1990년대만 해도 일본어학・일본문학・일본문화・일본학・일본어교육 등 일본에 관한 모든 학문 영역 전공자가 함께 학회활동을 하는 경우가 대부분이었다. 그러나 오늘날에는 국내의 일본 관련 연구자가 1,500여명에 이르고 학문적으로도 분야별로 세분화, 전문화 되어가는 추세에 있다. 본 한국일본어학회는 이와 같은 연구 및 교육환경의 변화에 능동적으로 대처하여, 1999년 12월에 선도적으로 일본어학과 그 응용 분야인 일본어교육에 관한 전문학술지를 표방하면서 본 학술지『日本語学研究』가 창간되었다.본 학술지는 창간 이후 차별화된 일본어학 전문학술지로서의 위상 제고에 노력해 왔으며 그 결과로 2005년에 한국연구재단 평가에서 등재후보지로 인정되었고, 2009년부터는 등재지로서 국내 일본어학 연구의 발전에 구심점 역할을 충실히 수행하고 있다. 또한 2014년부터 발간횟수를 연3회에서 연4회로 증간하여 회원들에게 논문투고의 기회를 확대하고 양질의 논문을 게재하는 등의 노력을 기울여 국내외 일본어학 연구자들의 지지와 호평을 받고 있다. 현재 이러한 노력은 다양하고 수준 높은 논문투고와 게재로 이어져 명실 공히 한국을 대표하는 일본어학 전문학술지로 자리 잡고 있으며, 이제 국제적 수준의 학술지로의 도약을 위해 각종 사업을 견고하게 기획하고 착실히 추진해 나가고 있다. 
편집위원장
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조영남 (고려대학교 일어일문학과)
인용지수
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  • KCI IF(2년) : 0.47
  • KCI IF(5년) : 0.39
  • 중심성지수(3년) : 0.891
  • 즉시성지수 : 0.0909

최근발행 : 2021, Vol., No.69

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  • 類語仮字格と掌中仮字便覧の関係について

    강성문 | 2021, (69) | pp.5~18 | 피인용수 : 0
    초록
    This paper examines Ruigo Kanazukai and Shochu Kana Benran. Both are which are the kana orthography note published after Kogentei. Both materials employ historical kana orthography, which is widely used among kokugaku scholars. There were no signs of exchanges between the authors of Ruigo Kanazukai and Shochu Kana Benran. However, after the comparative study of this two materials, it is found that there were many similarities between the two materials. First of all, the preface and legend of Shochu Kana Benran seemed to have been quoted from Ruigo Kanazukai. Some words and sentences were almost exactly the same. In addition, Shochu Kana Benran had a special mark on onbin, on’yomi(including Sino-Japanese vocabulary), and slang, which were the same as the idea of making a special mark on these three words in Ruigo Kanazukai. Similarities were also seen in the way words were included. Both materials first list the words, borrowing from the main category of Wajibenran. Then, they arranged the words in order of ‘the location of the problematic kana → the length of words → Gojuon’. In other words, both materials arranged the words through the four-step process. Also, Most of the words in the Ruigo Kanazukai were also included in the Shochu Kana Benran. However, some of the words that were reorganized in Shochu Kana Benran existed, such as the addition of Teika’s kana orthography or the change of categories of some words
  • 한일 인용구문에 관한 대조연구 - 인용동사와 인용절의 의미관계를 중심으로 -

    김현아 | 2021, (69) | pp.19~38 | 피인용수 : 0
    초록 PDF
    This paper examines the semantic relation between quoted clauses and quotative verbs in terms of the ‘saying verb level’ and the role of quotation markers in modern Japanese and Korean quotation structure. It classifies types of quotative verbs into high, medium, and low ‘saying verb levels’, and analyzes the semantic relationship between each verb type and the quoted clause. As a result, for general verbs with a high ‘saying verb level’, the quoted clause suggests specific contents of the verb, and emotional verbs with a medium ‘saying verb level’ conveys a cause of the emotion in the main clause. The low level saying verb shows a situation in which the utterance of the quoted clause coincides with the action of the verb, and unlike in the previous two types, there is no semantic relationship at all in the low level saying verb type. In addition, the marker to is not acting as a quotation marker but as a marker to indicate the ‘equivalent relation’ when it appears in the “-o –to V” clause.
  • 大学のオンライン日本語クラスにおける反転授業の実践* - 初心者向けの専攻科目「基礎日本語文法」の場合 -

    노주현 | 2021, (69) | pp.39~54 | 피인용수 : 0
    초록
    In this study, a case study of Flipped Classroom of ‘Basic Japanese Grammar’, a major subject for beginners among online Japanese classes at D University, was reported, and the results and improvements were reviewed. First, Flipped Classroom is said to be a difficult learning method for students who lack the motivation to learn. Fortunately, students who took ‘Basic Japanese Grammar’ showed a high will to learn as they majored in Japanese and Japanese literature. Next, as a result of examining the practice cases of Flipped Classroom that combines Pre-Recorded Video Lectures and Zoom real-time lectures in university online Japanese classes, three achievements were confirmed; (ⅰ)A part that the learner is not familiar with or that needs to be confirmed can be studied repeatedly, (ⅱ) The fact that the student may just check what they already know and go further beyond it, and (ⅲ) It is possible to improve the motivation to learn, to motivate the major study, and to lay the groundwork. The new part of this flip learning class model is that the face-to-face class in the conventional flip learning class has been replaced with ‘Zoom real-time lecture’. In the Zoom real-time lecture, students received positive evaluations for the ‘1:1 Q&A Small Conference Room’ opened during the problem-solving session and ‘Appreciating Music’ before the class started. Face-to-face and online hybrid education are being discussed for university education in the post-Corona era. I consider it is necessary to find various ways in terms of class design and operation so that students’ motivation and learning effect can be improved not only face-to-face but also online. Based on this report on the implementation of Flipped Classroom, which combines Pre-recorded video lectures and Zoom real-time lectures, we would like to set the status and direction of university education in the Post-COVID-19 era as future tasks.