본문 바로가기
  • Home
Basic Search

Japanese Pronunciation Online Course at Global MOOCs - A survey of Korean learners and teachers -

  • The Japanese Language Association of Korea
  • Abbr : JLAK
  • 2020, (63), pp.39-55
  • DOI : 10.14817/jlak.2020.63.39
  • Publisher : The Japanese Language Association Of Korea
  • Research Area : Humanities > Japanese Language and Literature
  • Received : December 31, 2019
  • Accepted : February 19, 2020
  • Published : March 20, 2020

Toda, Takako 1,  천선영 1,  Ito Sachiko 2

1Waseda University
2한국외국어대학교

Accredited

ABSTRACT

The goal of this study is to examine the possibilities of ICT-enhanced Japanese language education in Korea, on the analyses of Korean learners and teachers of Japanese who participated in a Massive Open Online Course (MOOC), ‘Japanese Pronunciation for Communication (JPC)’. Firstly, we reviewed the current situations of MOOCs in Korea. Then we conducted a longitudinal study of 10 Korean learners (5 beginners, 5 advanced) and 3 Korean teachers with teaching backgrounds. Participants submitted a report every week over five weeks after using JPC (5 Sections). The data of Korean Learners were analyzed from the viewpoint of 1) content understanding, 2) practice methods, 3) teaching effectiveness. The research findings show the following: 1) Approximately 70% of the learners evaluated their content understanding ‘well understood’, their levels of Japanese. One of the reasons for this result was that they utilized subtitles and translation files. 2) Beginners and advanced learners used different shadowing practice methods. 30% of the beginners used text whereas few advanced learners used text while shadowing. 3) Teaching effectiveness demonstrated noticeable changes in learning attitude and ideas the participants. The data of Korean teachers were analyzed from the viewpoint of 1) phonological knowledge and teaching experience, and 2) ways to utilize the resources. Suggestions were made to utilize JPC as a supplementary material for the pronunciation class (Teacher A), for different classes depending on levels (Teacher B), and for the purpose of introducing cultural aspects (Teacher C). Based on the results obtained from this study, we suggest possibilities of making contributions to Japanese language education in Korea in the context of autonomous learning, blended learning, and teacher education.

Statistics

  • 341 Viewed
  • 76 Downloaded

Tools

Issue List

Citation status

* References for papers published after 2023 are currently being built.

Basic Search Advanced Search