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@article{ART002596551},
author={Lee, So-Ra and HyunJung Oh},
title={An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015},
journal={The Japanese Language Association of Korea},
issn={1229-7275},
year={2020},
number={64},
pages={119-136},
doi={10.14817/jlak.2020.64.119}

TY - JOUR
AU - Lee, So-Ra
AU - HyunJung Oh
TI - An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015
JO - The Japanese Language Association of Korea
PY - 2020
VL - null
IS - 64
PB - The Japanese Language Association Of Korea
SP - 119
EP - 136
SN - 1229-7275
AB - This paper analyzed the written activities presented in the Japanese textbooks used in high school under the revised 2015 curriculum and unveiled how they were organized in the textbooks. Our results showed that they consisted of limited writing exercises (91.68%), induced writing exercises (8.10%), and free writing exercises (0.22%). In other words, they were mostly comprised of imited writing exercises. Even in terms of the transitional connection between Japanese I and Japanese II, while Japanese I expands the amount of written exercises gradually from letters to words and sentences, Japanese II consists of limited writing exercises only with some exceptions. Furthermore, results of the survey on the commonality of writing exercises between the two textbooks showed that commonalities of other types of exercises rather than of the limited writing exercises were extremely low. In addition, our analysis of the reflection rate of teaching and learning methods, i.e. how far the method actually used exercises as presented in the Japanese language curriculum, showed a huge difference in the use of writing exercises between the Japanese textbooks by more than 66.66% for Japanese I and 45.00% for Japanese II. Through this analysis, we were able to identify the problem of the lack of transitional connection between Japanese I and Japanese II, which was caused by the fact that in the current textbook, writing exercises are biased to the limited type. We also suggested that because of the low commonality between the textbooks, the guided writing should be encouraged to cover the areas that have insufficient contents, as well as to engage students in various exercises. In sum, this paper discussed the problems of the revised 2015 curriculum with focus on the writing exercises in Japanese language textbooks in high school. Based on the findings of this study, in the future, we will explore the effective way of organizing the contents of the exercises so that the textbooks maintain the continuity and remain systematic.
KW - 2015 Revised Education Course;High Japanese;Textbook;Writing
DO - 10.14817/jlak.2020.64.119
ER -

Lee, So-Ra and HyunJung Oh. (2020). An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015. The Japanese Language Association of Korea, 64, 119-136.

Lee, So-Ra and HyunJung Oh. 2020, "An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015", The Japanese Language Association of Korea, no.64, pp.119-136. Available from: doi:10.14817/jlak.2020.64.119

Lee, So-Ra, HyunJung Oh "An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015" The Japanese Language Association of Korea 64 pp.119-136 (2020) : 119.

Lee, So-Ra, HyunJung Oh. An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015. 2020; 64 : 119-136. Available from: doi:10.14817/jlak.2020.64.119

Lee, So-Ra and HyunJung Oh. "An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015" The Japanese Language Association of Korea no.64(2020) : 119-136.doi: 10.14817/jlak.2020.64.119

Lee, So-Ra; HyunJung Oh. An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015. The Japanese Language Association of Korea, 64, 119-136. doi: 10.14817/jlak.2020.64.119

Lee, So-Ra; HyunJung Oh. An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015. The Japanese Language Association of Korea. 2020; 64 119-136. doi: 10.14817/jlak.2020.64.119

Lee, So-Ra, HyunJung Oh. An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015. 2020; 64 : 119-136. Available from: doi:10.14817/jlak.2020.64.119

Lee, So-Ra and HyunJung Oh. "An Analysis of Writing Activities in Japanese Textbooks in High School based on the revised curriculum in 2015" The Japanese Language Association of Korea no.64(2020) : 119-136.doi: 10.14817/jlak.2020.64.119