2014, Vol., No.41

The Japanese Language Association of Korea 2023 KCI Impact Factor : 1.0

pISSN : 1229-7275
https://journal.kci.go.kr/jlak

This research aimed to carry out an interview survey focused on the life history of 6 teachers who teach the Japanese language at the high school, and clarify the characteristics of 6 teachers' educational views appearing in the content of the interviews. As a result, first, it was known that 6 persons' educational views are categorized as the educational view of the educators of the secondary education institution(in this research, called as「Identity as a teacher」) and the educational view of a class executor teaching the Japanese language (in this research, called as 「Educational view on the Japanese language」). The characteristic of 「Identity as a teacher 」of6 Japanese teachers lies in that they have pride and passion on teaching profession, and they interact with students with affection. Therefore, they recognize themselves as a person presenting the whole personal care for students. And the characteristic of 「Educational view of the Japanese language」of 6 Japanese teachers, has its objective of Japanese education not simply in acquiring the speech of the Japanese language, but in executing the human formation education for the high schoolers in the stage of development such as understanding of Japanese culture, student's building of values, students' Japanese education connected to the future. What is considered from this content is the fact that 「Identity as a teacher 」affected「Educational view on the Japanese language 」and 「Identity as a teacher」becomes the foundation of「Educational view on the Japanese language」. That is to day, 「Identity as a teacher 」and「Educational view of the Japanese Language」affect each other closely and pursue the human formation education which is a great objective of the secondary education.

The purpose of this study is to clarify the similarities and differences of the sentence-final nominal predicates in Japanese and Korean. Particular attention has been paid to a contrastive analysis on “moyoo-da” in Japanese and its Korean counterpart“moyang-ita”. The results found in this paper are as follows. (I) In terms of their morpho-syntactic behaviors, “moyoo-da” and “moyang-ita” have co-occurrence restrictions on the variant of the copula, i.e. negation, interrogative and (partially) past form. Copula can be omitted and its presence/absence does not affect their semantic or functional differences. (II) “Moyang-ita” has no subject restriction on the ‘clause’, however the subject of “moyoo-da” is often the third person.(III) In terms of their semantic characteristics, both encode modal meanings such as the speaker’s uncertainty or inference based on (in)direct evidence. “Moyang-ita” encodes inference about both the speaker’s and the other’s internal state based on perceptible evidence, on the other hand,“moyoo-da” is confined to the latter.

In this study, we introduce a new approach in teaching pronunciation in Japanese language education at Waseda University. The details of the learning, using BBS (“Pronunciation BBS”), achieved by Korean learners of Japanese are reported. The data obtained from “Pronunciation BBS” is analyzed and discussed. Finally, a model is suggested based on the current situations of Korean internet education, in order to teach Japanese pronunciation. The following results are obtained from the analysis of the messages posted on “Pronunciation BBS” :(1) Students are able to compare the phonological systems of Japanese and Korean using the phonological knowledge of their first language. (2) Students are able to relate their everyday life to pronunciation learning, and obtain a deeper understanding of pronunciation by expressing their phonological knowledge in words. (3) Students are able to monitor their own pronunciation learning by self-observation. (4) Students are able to share the experience of learning. In Korea, the internet environment is advanced in Japanese language classrooms, and therefore, tudents can easily access to BBS and we can offer support to students. Also, we can take advantage of posting messages in Korean language. Finally, it is expected that Korean learners share their pronunciation problems caused by first language interference.