Earticle

This study analyzed the pronunciation errors of Korean monophthongs among Chinese learners by measuring and comparing the monophthong pronunciation, particularly the monophthong formants, of five advanced Korean learners in China and five native Korean speakers, using an experimental phonetic method. The results showed that even advanced Korean learners in China made numerous errors in the pronunciation of Korean monophthongs. The most common errors were observed with ㅗ/o/, and errors also occurred frequently with ㅓ/ə/, ㅜ/u/, ㅣ/i/, and ㅐ/ɛ/. ㅏ/a/ and ㅡ/ɯ/ were the least error-prone vowels, while the degree of bias for ㅔ/e/ was also relatively low. By comparing the Chinese speakers' pronunciation of Korean monophthongs with their pronunciation of Chinese monophthongs, it was evident that errors occurred due to the influence of their native language. Therefore, customized corrections should be implemented for Korean monophthongs that are prone to errors. It is essential for teachers to assist Chinese learners in recognizing correct articulation positions and rectifying pronunciation errors, especially when the pronunciation resembles Chinese monophthongs but differs in terms of vowel height and backness.

이 연구의 목적은 한국문학의 번역본을 읽은 중국인 유학생의 감상 양상을 확인하는 것이 다. 국내의 외국인 유학생 수가 증가함에 따라 대학에서는 이들을 위한 교육과정 혁신을 하고 있다. 그 거시적 흐름 중 하나는 유학생들이 한국에 대한 인식과 이해를 확충할 교육체계를 구축하는 것이다. 근대문학은 국가의 기틀을 다지고 국민 정체성을 구축하는 데 큰 역할을 했다. 그런 점에서 이는 외국인이 한국을 이해하도록 이끌 탁월한 교육 콘텐츠이다. 문제는 한국근대문학을 원어로 읽을 수 있는 유학생 수가 매우 적다는 점이다. 이에 이 연구에서는 한국근대문학의 번역본을 통한 교육의 가능성을 확인하고자 <배따라기>의 중국어 번역본인 <船歌>에 대한 중국인 유학생 23명의 감상문을 수집·번역·분석했다. 이 연구는 지금까지 연구적으로는 크게 주목하지 않았던 ‘외국인의 한국문학 번역본의 수용 양상’과 ‘한국문학 번 역본을 통한 외국인 대상 한국문학교육 가능성’에 초점을 맞췄다는 점에서 그 의미가 있다.

The purpose of this study is to confirm the impression patterns of foreign students who read chinese translations of Korean short story. The number of foreign students at Korean universities is increasing day by day. And their language skills are very different, the universities faced the task of expanding the curriculum for them. Meanwhile, foreign students attending Korean universities need to broaden their awareness and understanding of Korea. Korean modern literature is deeply related to the formation of nation, and it will be an excellent educational content for this. However, the number of foreign students who can read Korean modern literature in its original text is very small. So, this study hypothesized that foreign students who had difficulty reading Korean modern literature in their original language would be able to study through translations of Korean literature. The researchers collected, translated, and analyzed the reading reviews of 23 Chinese students on the <船歌> which is Chinese translation of <BaeTaragi>, Short story equivalent to canon in Korea. This study is meaningful in that it paid attention to the results of foreigners' appreciation of Korean literature translations. And this study is meaningful in that it paid attention to the possibility of literature education through translation of Korean literature for the first time.

This paper analyzes the trends of the studies on particle errors for Chinese Korean learners and examines the results of the research so far. Based on this, this paper aims to present the future research task of particle errors analysis. The papers subject to analysis are 90 theses and dissertations of the degree and 43 articles of the academic journal, which are total 133 articles of the study, and in this paper, the research trends were analyzed in detail by study timing, study data (size and type), study target (proficiency, learning environment), study content (by particle, by error type). As a result, among the field of error research for Chinese learners, research on particles has been ongoing steadily, and the target data has mostly been centered on written materials. Specifically, error studies on case markers accounted for the largest portion and most studies were found to be error types based on the determination of the results. Future studies on particle errors require studies to observe changes in error patterns according to proficiency and to identify the cause of particle errors.

중국인 학습자는 전 세계 영어 학습자 가운데 가장 큰 집단을 형성하고 있음에도 불구하고, 이들의 영어 작문을 대상으로 포괄적인 오류 주석을 제공하는 공개 코퍼스는 아직 충분히 구축되어 있지 않다. 이러한 자료적 공백은 중국인 영어 학습자의 오류 양상에 대한 체계적 연구를 제약할 뿐만 아니라, 실제 교육 현장에서 활용 가능한 피드백 자료의 개발 또한 제한한다. 본 연구는 이러한 한계를 보완하기 위해 신뢰도 높은 오류 주석을 산출하는 동시에 교육적 피드백을 생성할 수 있는 인간 참여형 AI 보조 프레임워크를 제안한다. 이 프레임워크는 문법, 어휘, 표기 및 형식의 세영역으로 구성된 간소화된 오류 분류 체계를 채택하며, 각 오류 주석은 오류 유형, 오류 범위, 수정안, 설명의 네 가지 항목으로 이루어진 최소 기록 구조에 따라 제시된다. 본 연구에서는 해당 프레임워크를 중국인 영어 학습자 10,000 편 작문 코퍼스(TECCL)에 적용하였으며, 주석 과정에는 중국인 영어 학습자 코퍼스(CLEC)에 기반한 문맥 내 학습 예시, 연쇄 사고 추론, 검색 증강 생성이 통합되었다. 100 편의 에세이를 대상으로 한 개념 증명 평가 결과, 주석자 간 일치도는 전체 Cohen’s κ = 0.78 에 도달하였고, 오류 범위의 정확 일치율은 85%였으며, 주석자 내 일치도는 90%를 초과하였다. 또한 164 개 문장을 분석한 결과, 총 187 개의 오류가 확인되었고, 그 분포는 문법 66.3%, 어휘 23.0%, 표기 및 형식 10.7%로 나타났다. 전문가 검토에서는 형태통사 및 어휘 오류에 대한 높은 정밀도가 확인되었으며, 주로 관용표현 또는 연어와 관련된 9 개의 누락 오류가 추가로 발견되었다(재현율 = 95.4%). 이러한 예비 분석 결과는 본 연구에서 제안한 프레임워크가 연구 간 비교 가능성을 유지하면서도 오류 주석 작업의 투명하고 확장 가능한 수행을 지원할 수 있음을 보여준다. 나아가 본 프레임워크는 교실 수업에 활용 가능한 오류 피드백 자료를 생성할 수 있다는 점에서 학습자 코퍼스 연구와 언어 교육 실천을 연결하는 방법론적 가능성을 지닌다.

Large-scale error annotation in learner corpora remains challenging, particularly for under-resourced L1 populations. Although Chinese learners represent the world’s largest group of English learners, publicly accessible corpora of their English writing with comprehensive error annotations are scarce, limiting research and pedagogical applications. This study introduces a human-in-the-loop, AI-assisted framework designed to deliver reliable annotations while generating pedagogical feedback. The framework employs a streamlined three-domain taxonomy (Grammar, Lexis, and Mechanics) and a four-field record structure (error type, span, correction, and explanation). Applied to the Ten-thousand English Compositions of Chinese Learners, the pipeline integrates in-context demonstrations from the Chinese Learner English Corpus, chain-of-thought reasoning, and retrieval-augmented generation. In a proof-of-concept evaluation of 100 essays, inter-annotator agreement reached Cohen’s κ = 0.78, with an exact-span match of 85%, and intra-annotator agreement exceeded 90%. Analysis of 164 sentences yielded 187 errors: Grammar 66.3%, Lexis 23.0%, and Mechanics 10.7%. Expert review confirmed high precision for morphosyntactic and lexical errors and identified nine omissions (recall = 95.4%), involving idiomaticity or collocation. These results suggest that the approach can support scaling while preserving research comparability and producing materials for classroom use. Although further validation with larger datasets is required, the framework shows potential for adaptation to other learner populations.

Category-based hedges pose considerable interpretive difficulty, not only for language learners but even for some experts. To better understand how such expressions are processed, this study investigates Chinese EFL learners’ comprehension of six hedges (strictly speaking, loosely speaking, in that, sort of, typical, and technically) in semantic-pragmatic tasks. 125 university students with high-level English proficiency completed a judgment task with a supplementary revision task. The Rasch analysis revealed great variability in item difficulty, with items involving in that and loosely speaking emerging as the most challenging, and suggested that many learners with high-level English proficiency failed to notice the semantic-pragmatic constraints of hedges. The generalized linear mixed modeling (GLMM) results showed that frequency of exposure was the only significant predictor of judgment accuracy, supporting usage-based accounts that emphasize repeated input. In contrast, English majors displayed higher revision accuracy in the supplementary revision task, suggesting that output-based tasks need greater metalinguistic awareness. The study contributes new item-level and learner-level insights into hedge processing and suggests pedagogical directions for enhancing learners’ sensitivity to category-based hedges.

助詞習得は初級日本語学習者の大きな障害となっているが､無助詞の話し言葉は多い｡本稿では学習者と母語 話者の無助詞文に対する意識と使用の現状を比較するため、中国人日本語学習者、日本語母語話者両方を対 象に質問紙調査を行った。学習者については、主に無助詞文にどのような使用傾向が見られるか、どんな意識 を持って使用しているかをはかり、母語話者については、主に助詞の有無によって聞き手の印象に差が出るかを はかった。両者共通の項目としては、属性による差や、話す相手の親疎関係によって助詞選択が影響するかを 見た。その結果、学習者と母語話者の意識と使用の両方に差があることが明らかとなった。具体的には、母語話 者より学習者の方が無助詞文の使用が少なく、母語話者は学習者が無助詞文よりも使用優位であった有助詞文 に対してマイナスの印象を持っていた。

This study investigates differences in Chinese receptive vocabulary size and perceived lexical difficulty among three groups of Korean university students: Chinese majors, liberal arts students studying Chinese, and students with no formal exposure to Chinese. A total of 156 participants completed a 47-item Vocabulary Level Test (VLT) based on HSK levels 1–5. Data were analyzed using one-way ANOVA and Item Response Theory (IRT). The results revealed significant group differences: Chinese majors demonstrated the highest lexical competence, followed by liberal arts students and then non-learners. Notably, non-learners achieved a mean accuracy rate of 38.30%, likely due to the influence of Sino-Korean cognates. IRT analysis further indicated that Chinese majors perceived the items as relatively “easy,” liberal arts students as “difficult,” and non-learners as “very difficult.” These findings underscore the critical role of linguistic and cultural familiarity—particularly knowledge of Chinese characters—in facilitating vocabulary comprehension. The study advocates for differentiated instructional strategies tailored to learners’ backgrounds and calls for future research involving students from non-Sinographic language backgrounds to enhance the generalizability of the findings.

本研究探讨了韩国大学生中不同学习者群体在汉语接受性词汇量及词汇感知难度方 面的差异。研究对象包括汉语专业学生、学习汉语的文科学生以及未接受正式汉语 教育的学生，共计156人。受试者完成了一项基于HSK1至5级词汇编制的47项词汇 水平测试（VLT）。数据采用单因素方差分析（ANOVA）和项目反应理论（IRT） 进行分析。结果显示，不同群体之间词汇能力存在显著差异：汉语专业学生表现最 佳，其次为文科汉语学习者，非学习者最低。值得关注的是，非学习者虽未接受正 式汉语教育，平均正确率仍达38.30%，推测主要受汉韩同源词影响。IRT分析结果 进一步显示，汉语专业学生感知词汇难度为“容易”，文科学生为“困难”，非学习者 为“非常困难”。研究结果凸显了语言与文化熟悉度，尤其是汉字知识，在促进词汇 理解中的关键作用。基于此，研究建议针对不同学习者背景实施差异化教学策略， 并呼吁未来进一步扩展至非汉字文化圈学习者群体，以提升研究结论的普适性。

日本語の中に授受関係を表現する言葉が数多くある。その中心となる言葉に７つある。中国の学習者にとって、授受動詞が余りにも多いのでよく誤用される。本文は筆者の日本語教育の経験を基にして授受表現を分析し、授受動詞をグループに分けてそれぞれの違い及び使用上の注意点を述べ、中国学習者に分かりやすいルールを指摘してみる。認知とが必ずしも一対一致しないという好例であり、そのギャップは脳の働きによるものだと考えられる。

It has been indicated in anthropology and linguistics that there are some differences in the use of words by gender. This paper looked at major studies about the concept and definition of the discourse marker in language which is appeared differently by gender. It was also classified the discourse marker which are used differently by the male and female through the research on the type and style of the discourse marker in Korean. Based on these research, the difference in the use of the discourse marker between the native Korean and Chinese who is learning Korean was compared. The reason is to show characteristics in how the Chinese Korean learner uses the Korean discourse marker. Finally, the basic date was presented in order to encourage Korean learners in the use of the appropriate discourse markers for the more fluent speaking in Korean.

본 연구는 AI 활용 환경에서 중국인 한국어 번역 전공 학습자의 한중 번역문을 대상으로 어휘 수준에서 나타나는 의미 변화 양상을 질적으로 분석하고, 이를 바탕으로 AI 활용 번역교육을 위한 교육적 시사점을 도출하는 것을 목적으로 한다. 분석은 원문 어휘가 해당 문맥에서 실현하는 의미에 대한 충실성을 기준으로 이루어졌으며, 번역문에 나타난 어휘 의미의 재현 양상을 의미 유지, 의미 확대, 의미 축소, 의미 대체의 네 유형으로 분류하여 각 유형의 특성을 살펴보았다. 분석 결과, 의미 유지 유형에서는 원문의 의미를 유지하면서도 다양한 표현을 선택하는 특징을 보였다. 반면, AI 번역 결과를 바탕으로 포스트에디팅을 거친 번역문에서도 세부적인 의미가 충분히 재현되지 않아 부적절한 번역으로 이어진 의미 확대, 의미 축소, 의미 대체 사례가 확인되었다. 또한 의미 확대, 의미 축소 또는 의미 대체가 나타났더라도 원문의 핵심 의미와 저자가 전달하고자 하는 내용을 비교적 충실하게 재현한 경우에는 수용 가능한 번역으로 나타났다. 이러한 결과는 AI 활용 환경에서도 최종 번역문에서 원문의 의미를 재현하는 데 학습자의 의미 판단과 표현 선택이 중요하게 작용함을 보여준다. 따라서 번역교육에서는 포스트에디팅 기술의 습득에 그치지 않고 학습자의 어휘 차원의 의미 이해와 의미 판단 능력을 체계적으로 함양하는 교육이 중요함을 시사한다.

This study aims to qualitatively analyze patterns of lexical-level semantic change in Korean-to-Chinese translations submitted by Chinese learners majoring in Korean translation in an AI-assisted environment and, on this basis, to derive pedagogical implications for AI-assisted translation education. The analysis was conducted based on fidelity to the meanings realized by source-language lexical items in their respective contexts, and the patterns of lexical meaning representation in the translations were classified into four categories—semantic preservation, semantic extension, semantic reduction, and semantic substitution—to examine the characteristics of each category. The analysis showed that semantic preservation was characterized by the maintenance of the source meaning through a variety of expressions. By contrast, even in translations that had undergone post-editing based on AI-generated output, cases of semantic extension, semantic reduction, and semantic substitution were identified in which fine-grained meanings were not adequately reproduced, resulting in inappropriate translations. At the same time, even when semantic extension, semantic reduction, or semantic substitution occurred, the translations were considered acceptable if they reproduced the core meaning of the source text and the author’s intended message with a reasonable degree of fidelity. These findings show that, even in an AI-assisted environment, learners’ semantic judgment and expression choices play an important role in reproducing the source meaning in the final translation. Accordingly, translation education should not be limited to the acquisition of post-editing skills but should also systematically cultivate learners’ abilities to understand and judge meaning at the lexical level.

This study examines instructor-mediated stepwise translation activities in an AI-based undergraduate Chinese-to-Korean translation course. The course treated AI outputs as materials for comparison, discussion, and translation decisions rather than as final translations. Each three-session unit was organized around a pair of difficulty-graded texts on the same topic and two activities: AI-assisted revision of learner translations and post-editing of AI-generated draft translations. The data consist of course materials, survey responses from 15 learners, and selected student assignments. The analysis shows that the graded text pair scaffolded source-text comprehension and AI-output evaluation. Learners perceived AI-assisted revision of their own translations as more helpful for learning, while they viewed post-edited AI draft translations as more complete final products. The comparison between lecture plans and student outputs shows how instructor mediation was reflected in learners' prompt use and translation decisions. This study shows that AI-based translation instruction gains educational value when AI use is embedded in instructor-guided activities.

The objective of this study is to examine the vowel duration that follow word initial-plosives in Korean language produced by Chinese learners, to identify its characteristics and propose how to use the following vowel duration for teaching pronunciation of word initial-plosives. To this end, 20 native Korean speakers from Seoul and Gyeonggido Province in their 20s and 20 Chinese speakers from Shandong Province in their 20s participated in the production experiment. They were asked to pronounce nine word initial-plosives in each sentence unit, and the vowel duration was analyzed. According to the result, native Korean speakers produced the longest sound for vowels that followed fortis, while producing shorter sounds for the following vowels of lax and aspirated. Another observation was an inverse relationship between VOT of word-initial plosives and the vowel duration. In comparison, the vowel duration produced by Chinese speakers had no differences among lax, aspirated, and fortis. Also, an inverse relationship was not observed between VOT and the vowel duration. To examine the effect of education, we taught Chinese participants that the vowel duration should vary by the phonation type of word initial-plosives. Afterwards, we asked them to read the same sentences again, and measured the vowel duration. The vowel duration produced by Chinese participants after the instruction remained different from that produced by native Korean speakers. However, compared to pre-instruction test, Chinese participants produced shorter sounds for the following vowels of lax and aspirated consonants. This suggests that the characteristics of the vowel duration by different phonation type can be applied to teaching word initial-plosives in Korean language. Teaching Chinese learners of Korean language to pronounce the vowel duration of fortis longer than the following vowel of lax or aspirated would help them make a distinction between lax and aspirated, and correctly pronounce them. (Korea University)

한국 대학 유학생의 절대 다수를 차지하는 중국인 유학생들과 한국어를 배우는 중국인 대학생들이 한국어로 논증적인 글쓰기를 할 때 글쓰기 문 화와 관념의 차이로 인한 비논리적이고 어색한 글쓰기를 하는 경우가 많 다. 본고는 중국의 논설 텍스트에 중국식 작문 특유의 특성이 있다는 것을 전제로 중국식 의론문의 특성과 중국식 논거의 특징을 살피고, 그것이 중국인 학습자의 한국어 논설 텍 스트 작성에 미치는 영향에 대하여 분석하 였으며 더불어 대학 작문 교육에의 적용 방향에 대해 고찰하였다. 팔고문의 전통을 이어 받은 중국 의론문은 현재에도 초중고 과정의 어문 교육과 대학입시 작문 교육으로 계승되고 있으며, 중국 대학에서의 작문 교육은 전무한 상태이므로, 중국인 학습자의 논리적인 글쓰기 실력과 관 습은 중등교육에서 학습한 입시작문이 전부라고 해도 과언이 아니다. 따 라서 중국 입시작문 분석을 통해 중국의 논설 텍스트의 논증 과정 및 논거 의 양상에 대하여 살펴볼 필요가 있었으며, 이러한 특성이 한국어로 논설 텍스트를 쓸 때에는 어떤 영향을 미치는지 대조 분석하기 위하여 학습자 의 한국어 텍스트와 한국어 모어화자의 텍스트를 비교하였다. 그 결과, 중국인 한국어 학습자들이 모국어 작문에서 관습적으로 사용하 는 논거 사용 방식이 목표어인 한국어 작문에 전이되는 현상을 발견할 수 있었다. 본고에서는 중국인 학습자들이 한국어로 논설 텍스트를 쓸 때 장 애가 되었던 것은 언어적 차원의 문제뿐만 아니라 글쓰기 관습의 문제도 있다는 점을 밝혔다. 논설 텍스트의 논증성을 담보하는 논거의 객관성에 대해서는 담화공동체별 글쓰기 관습에 따라 그 객관성의 외연이 다르다는 전제로 중국식 논설 텍스트에 나타난 논거의 특성을 고찰하였고 그것이 한국어로 작성될 때 긍정적이거나 부정적인 영향을 미치게 된다는 점을 언급했다. 또한 현재 한국과 중국에서 출판된 한국어 교재들도 중국의 의 론문과 다른 한국식 논설 텍스트의 특성에 대해 적절히 다루고 있지 않음 을 문제로 제기하며, 대학 작문 교육에서 마련해야 할 맞춤형 교수 방안에 대한 원칙과 교재 개발 방향에 대해 제언하였다.

In this paper , I considered the impact of the Traditional Chinese Essay On Korean Essay of Chinese Korean learners, that involved in creating Persuasive text in Korean . I investigated how these elements involve in when Chinese Korean learners create Persuasive text both in their mother tongue, Chinese and their target language, Korean. My experiments showed a significant change in a way of writing when Chinese Korean learners' Composition convention in their mother tongue shifting into target language writing. As a result, there is a big difference in the choice of argument . The Arguments in Persuasive text is a measure of Persuasive power, therefore attitudes of learner on argument may be associated with a logic. Because Chinese students could not use such a variety of arguments used in their mother tongue Essay when writing in target language Essay, it leaded to lack-persuasive text.

The study of the peer response for the Korean learner of the JFL environment - Belief investigation and comparison with the Chinese learner - Ishizuka ken This study is about the bileaf investigation for Korean learners and the comparison with the Chinese learner in this study and analyzed the effect of about thing and being read and the comment to read the composition of the friend mainly. 1) There were a great many answers that were affirmative about reading the composition of the friend, being read composition by 2) friends, saying comment to 3) friends, the effect of the comment of 4) friends both. I performed a peer response for Chinese learners and performed a comparison with the findings of Tanaka (2005) who investigated the bileaf of the learner. There were many answers that are predominantly affirmative in reading the composition of the friend in the case of a Korean learner, being read composition, saying comment, all question items of the effect of the comment, but there were many answers that are affirmative about being read reading the composition of the friend when it is a Chinese learner and one's composition, but there are a great many answers that opposite about the question whether are helpful, are negative, and, in the case of a Korean learner, a thing and the comment of the friend to write comment are contrastive.ẜ

This study investigates lexical complexity in spoken Korean produced by Chinese students learning Korean by measuring lexical density and diversity. This study intends to examine the developmental differences in lexical complexity according to different groups and tasks. 136 Chinese students have been divided into three groups: basic group, intermediate group and advanced group. The results of this study reveal that the lexical diversity of the three groups shows a statistical significance, while the lexical density of the three groups does not show a statistical significance. Lexical diversity is statistically significant among the three groups in all tasks. However, lexical density was statistically significant among the three groups in some tasks. Also, the lexical diversity of the divergent tasks was higher than the convergent tasks. The result of this study would not only provide the validity of measurement tools of lexical complexity in spoken Korean, but also present basic information of measuring learners’ spoken production.

According to Bae(2009), the Korean dictionary for foreigners has a long history of 900 years or so, if ‘鷄林類事’(1104) is considered the first of them, however, according to ‘Korean learner's dictionary for Foreigner’ (2006), it has just few years history. As shown, the history of modern Korean learner's dictionary(hereafter KLD) is indeed short. The trend of the flow of globalize society and internationalize Hangul emphasizes the need of KLD for each language. The KLD using L1 has been learner’s selection in the past learning process and is still requested by many students. However, due to the nature of making dictionary, it is difficult to satisfy the needs of the learners in short time by making a dictionary. It is very important to develop KLD for bilingual. Especially, as the number of Chinese students in Korea is increasing day by day, the need of KLD for Chinese-speakers are no need to be explained. The research has organized headwords, definition, phonetic transcriptions, usage examples, grammar and idioms for development and configuration of KLD for Chinese-speakers.(Hanguk University of Foreign Studies)

There are many studies about Improving the effect of the rakugo for Language Learning or calture understanding. However, the study about the effect of the rakugo in the JFL(Japanese as a Foreign Language) Learner’s native language has not been discussed. In January, 2018, I did a rakugo performance in Chinese as an activity in the Japanese extracurricular class. Then I interviewed the performers who is the students in Chinese area, and I conducted a questionnaire survey for the Chinese students and the Japanese students in audiences. In this paper, I considered the results of the interview and the questionnaire, and I will report the effects by the “rakugo performance in Chinese”. Concretely, the “rakugo performance in Chinese” has two effects. On the one hand, The effect on the performers is a. Being Surprise to a different culture and noticing the difference with their own country, the performers understood Japanese culture and history more. b. The performers knew how to tell rakugo in Chinese, The vehicle of Non‐verbal communication (Voice, expression and movement) was re‐recognized by them. c. They knew the pleasure about participating in rakugo. They got the feeling of achievement by the script making, the practice and the performance. They felt the sense of responsibility which performs a rakugo by a mother tongue. d. This experience was related to Japanese vocabulary, conversation ability, listening and learning of interpretation and translation for them. On the other hand, the effect on the audiences is e. They understood the pleasure of rakugo. f. Their desire to learn is improved. g. The interest to the rakugo and foreign language is increased.

日本の伝統芸能である落語を日本語教育の言語学習的，または文化的側面から論じた研究や実践報告は多く見られるが，日本語学習者に母語を介して落語に触れさせ，その効果を挙げている研究や実践活動に関する報告はまだ見られない。 筆者は，日本語課外教室の活動として2018年１月に行った｢中国語落語の会｣に参加した演者である中国語圏の学生へのインタビューと，観客である中国語圏の学生･日本人学生を対象としたアンケート調査を行った。本稿ではインタビューとアンケートの結果を踏まえ，｢中国語落語の会｣の効果を考察した。 第一に，演者である学生には， a.異文化への驚きや自国との違いに気づき，文化･歴史への理解が深まる b.中国語による伝え方，ノンバーバルコミュニケーション(声･表情･動き)の表現による伝達手段の再認識 c.落語の会に参加する楽しさ，台本作成や練習，本番での達成感，母語で落語を演じる責任感 d.日本語の語彙，会話能力，聴解，通訳･翻訳の学習に結びつく 以上の効果がみられた。 第二に，観客である学生には， e.落語の楽しみを理解する f.学習意欲の向上 g.外国語や落語への関心 以上の効果がみられた。