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@article{ART002725147},
author={천선영},
title={Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study},
journal={The Japanese Language Association of Korea},
issn={1229-7275},
year={2021},
number={68},
pages={197-213},
doi={10.14817/jlak.2021.68.197}

TY - JOUR
AU - 천선영
TI - Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study
JO - The Japanese Language Association of Korea
PY - 2021
VL - null
IS - 68
PB - The Japanese Language Association Of Korea
SP - 197
EP - 213
SN - 1229-7275
AB - This study aims to reveal implications on the implementation of the pronunciation education for Korean Japanese teachers in order to enhance pronunciation education in the Japanese language education field in Korea. This study is based on theoretical analysis of the 2015 revised curriculum and textbooks and a practical study with one Japanese teacher. As a result of analyzing the contents of the 2015 revised curriculum and 6 types of official textbooks from the viewpoint of pronunciation education in the preparatory stage of the practical activity, it was found that the curriculum emphasizes verbal communication, and presents Sei-on (voiceless sounds) / Daku-on (voiced sounds), Cho-on (long sounds) / Tan-on (short sounds), Yo-on (contracted sounds), Soku-on (geminate consonants), Haku (Japanese rhythm) and Intonation as pronunciation items. On the other hand, Accent, which is indispensable to verbal communication, is not presented as an independent item, but is included in Intonation, and the meaning range of Intonation is ambiguous in the textbooks. Based on the above issues, I conducted a practical activity under the theme of “Japanese accent”. From an interview with a Korean Japanese teacher who participated in the practical activity, it was revealed that the teacher's consciousness and behavior had changed after the activity. On the basis of the above analysis results, this study proposes three viewpoints for the enhancement of pronunciation education in the Japanese language education field in Korea. Firstly, it is desirable to organize the content such that Japanese teachers can learn about pronunciation with contents tailored to the actual class. Secondly, it is desirable to grasp pronunciation learning as an autonomous learning, based on not just memorizing the accent itself, but sharing how to use learning tools and finding appropriate ones if necessary. Finally, effective pronunciation education can be expected by being aware of the phonological characteristics of the two languages through comparison with Korean.
KW - Japanese pronunciation;Teacher education;Secondary education;Textbook analysis;2015 Revised Curriculum
DO - 10.14817/jlak.2021.68.197
ER -

천선영. (2021). Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study. The Japanese Language Association of Korea, 68, 197-213.

천선영. 2021, "Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study", The Japanese Language Association of Korea, no.68, pp.197-213. Available from: doi:10.14817/jlak.2021.68.197

천선영 "Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study" The Japanese Language Association of Korea 68 pp.197-213 (2021) : 197.

천선영. Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study. 2021; 68 : 197-213. Available from: doi:10.14817/jlak.2021.68.197

천선영. "Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study" The Japanese Language Association of Korea no.68(2021) : 197-213.doi: 10.14817/jlak.2021.68.197

천선영. Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study. The Japanese Language Association of Korea, 68, 197-213. doi: 10.14817/jlak.2021.68.197

천선영. Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study. The Japanese Language Association of Korea. 2021; 68 197-213. doi: 10.14817/jlak.2021.68.197

천선영. Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study. 2021; 68 : 197-213. Available from: doi:10.14817/jlak.2021.68.197

천선영. "Implications for the pronunciation education for Japanese teachers in Korea: based on analysis of the 2015 revised curriculum, textbooks and practical study" The Japanese Language Association of Korea no.68(2021) : 197-213.doi: 10.14817/jlak.2021.68.197