Earticle

초록

영어

This paper discusses the introduction of onomatopoeia in composition classes for Korean learners of Japanese, and examines the changes in learners' awareness and teaching methods. First of all, when introducing onomatopoeia into a class, it is necessary to do so in a way that does not damage the positive image learners have of Japanese onomatopoeia. It is also important to provide activities that give the impression that they are easy to use. In addition, when explaining the meaning, care should be taken to make the meaning easy to understand by showing many examples of the word in use and following up with the learners so that they do not lose their intellectual curiosity. In writing activities, it is necessary to devise ways to make onomatopoeia more than just a "modifier. The activity of adding onomatopoeia to existing compositions can give learners the impression that onomatopoeia is easy to use, so it is considered to be somewhat effective in the introductory stage of learning. Furthermore, some of the responses to the questionnaire indicated that “pronouncing the words aloud deepens understanding.” In the future, I think it will be necessary to organize the lessons with a greater awareness of “development from writing activities to speaking activities.” Currently, the onomatopoeia education environment surrounding learners is not yet fully developed. However, there is a need for onomatopoeia education in composition classes. It is also effective in that learners can experience the richness of language through learning it. In the future, we would like to explore even more meaningful classes, keeping in mind the points that were clarified in this activity.

목차

I. はじめに
II. 実踐の背景
III. 学習洁動の実際
IV. 学習者アンケートの 調査結果及び分析
V. まとめ
參考文獻
논문초록

키워드

작문수업 오노마토페 도입단계 추고 언어의 풍요로움 Writing class Onomatopoeia Introductry stage Revision richness of langueage 作文授業 オノマトペ 導入段階 推敲 言葉の豊かさ

저자

• 竹下知佳 [ Takeshita Chika | 大邱大学校 人文大学 グローバル言語文化学部 日本語日本学専攻 助教授 ]

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