Earticle

본고는 일본 유통 분야로의 취업을 희망하는 취업 준비생의 일본어 어휘 학습을 도모하고자 유통 분야의 기본서라고 할 수 있는 『小売･流通の本』에 나오는 어휘를 KH-Coder 를 사용해서 분석한 후, 재분석을 통해 주요품사인 명사, 동사, ナ형용사, イ형용사, 부사를 『日本語能力試験出題基準』의 어휘와 비교하였다. 또한, 각 품사의 급수별 사용어휘 비율과 사용어휘에 대해 살펴봄으로써 일본 유통 분야의 어휘가 얼마큼 수록되어있는지와 더불어 어떤 어휘를 더 학습해야 하는지에 대해서 고찰하였다. 그 결과는 명사, ナ형용사는 1급까지의 어휘와 더불어 유통 관련 외래어를 포함한어휘를 학습해야 하며, 동사는 1급까지의 어휘를 학습하면 80.94%의 유통 분야의 어휘를이해할 수　있으며, 일상회화에서 사용되는 복합동사도 함께 학습해야 한다는 것을 알수 있었다. 또한, イ형용사는 1급까지 학습하면 76.27%를 부사는 1급까지 학습하면84.69%의 유통 분야의 어휘를 이해할 수 있으며, 그 외의 일상회화 어휘도 함께 학습해야한다는 것을 알 수 있었다.

This study analyzed the vocabulary appearing in “Retail and distribution books” which can be referred to as the primer of distribution sector, by using KH-Coder and then compared the major word classes of noun, verb, NA adjective, I adjective and adverb to the vocabulary of “Japanese Language Proficiency Test Guidebook” through reanalysis in order to promote Japanese vocabulary learning of job seekers wishing to be employed in the Japanese distribution sector. Moreover, by examining the proportion of using vocabulary and using vocabulary per level for each class, it contemplated how much vocabulary of the Japanese distribution sector is contained, as well as which vocabulary should be learned further. As a result, it was found that learning vocabulary up to JLPT Level 1 in addition to vocabulary including foreign words related to distribution was required for noun and NA adjective, and learning vocabulary up to Level 1 allowed one to understand 80.94% ofdistribution sector vocabulary for verb, and compound verb used in daily conversation was needed to be learned together. Furthermore, the outcome indicated that one could understand 76.27% of distribution sector vocabulary when learning up to Level 1 for I adjective and 84.69% when learning up to Level 1 for adverb, and other daily conversation vocabulary was needed to be learned together.

本稿は、日本の流通分野への就職を希望している日本語学習者の語彙習得の効 率をあげるため、流通分野の基本書といえる『小売･流通の本󰡕の本文をデータ化し、『KH-Coder』で分析をした。また、分析から得られた品詞別の語彙の中で、名詞、動詞、ナ形容詞、イ形容詞、副詞を『日本語能力試験出題基準』の語彙と比較し、レベル 別の使用語彙のカバー率と使用語彙を調べた。さらに、これを基に流通分野の語彙 が『日本語能力試験出題基準』にどれくらい収録されているか、また、収録されている 語彙とともに、どのような語彙をもっと習得すべきかについて考察してみた。 その結果、名詞とナ形容詞は、1級までの語彙とともに流通関連の外来語を含む語 彙を習得すべきであることが分かった。そして動詞は、1級までの語彙を習得すると 80.94％の流通分野の動詞が理解でき、1級までの語彙とともに日常会話の中で使われ る複合動詞も習得すべきであることがわかった。なお、イ形容詞は、1級’までの語彙 を習得すると76.27％が、副詞は、1級までの語彙を習得すると84.69％の流通分野の語 彙が理解でき、1級までの語彙とともに日常会話の中で使われる語彙も習得すべきで あることがわかった。

본 연구에서는 인공신경망 자연어 처리 플랫폼 GPT-2를 기반으로 일본어능력시험기출문제 데이터셋을 통해 파인튜닝을 수행하여, 인공지능을 통한 일본어능력시험 학습 및 교수를 위한 텍스트 생성의 가능성을 타진하고, 한발 더 나아가 생성된 텍스트에 대한 일본어능력시험 기준 난이도 분석을 수행할 수 있는 시스템의 개발을 수행했다. 이를 통해 인공지능을 통한 일본어 텍스트의 자동 생성에는 아직 한계가 있기는 하나, 머신러닝(파인튜닝)의 데이터셋의 양, 종류 그리고 학습 횟수 등 다양한 조건을 통제하여 적절한 실험을 수행한다면, 일본어 텍스트 자동 생성에 최적화된 파인튜닝의 초기 설정값을 찾아낼 수 있을 것이며, 이는 앞으로 인공지능이 더욱 정밀하게 사용자가 원하는 일본어 텍스트를 생성할 수 있게 하는 하나의 방안이 될 것이라는 점을 확인할 수 있었다. 또한 본고에서는 이와 같은 텍스트를 단순히 생성하는 것에서 그치지 않고 텍스트에 대한 어휘, 문법, 한자 차원의 JLPT 난이도 분석까지 실시할 수 있는 시스템을 개발할 수 있었는데, 앞으로 인공지능의 일본어학 및 일본어 교육 분야에 대한 응용 가능성이 크다는 점과 후속 연구의 필요성을 확인할 수 있었다.

In this study, we confirmed the possibility of generating textbooks for learning and teaching the Japanese Language Proficiency Test using artificial intelligence, based on GPT-2, which is a natural language processing flat form of an artificial neural network. In addition, we went one step further and developed a system that can perform difficulty analysis of the Japanese Language Proficiency Test for the generated text. Through such research, although there is still a limit to the automatic generation of Japanese text using artificial intelligence, it is possible to generate high-level Japanese text through machine learning (fine tuning) and control of its conditions. We were able to confirm the possibility of developing a “language model”. In addition to simply generating such texts, we were able to develop a system that can analyze the difficulty of vocabulary, grammar, and kanji in JLPT for texts. It was confirmed that the possibility of application to the educational field is immeasurable.

本研究では人工神経網の自然語処理フラットフォームであるGPT-2を基盤として，人工知能を利用して日本語能力試験の学習と教育のためのテキストの生成の可能性を確認し，そこからもう一歩進んで生成されたテキストに対する日本語能力試験の難易 度分析を遂行できるシステムの開発を遂行した。 このような研究を通じで，人工知能を利用した日本語のテキストの自動生成にはまだ限界があるものの，マシンラーニング(ファインチューニング)及びその条件の統制を通じてレベルの高い日本語のテキストを生成できる言語モデルの開発の可能性を確認できた。また，このようなテキストを単純に生成することに留まらず，テキストに 対する語彙･文法･漢字のJLPTにおける難易度の分析まで実施できるシステムを開発できた点で，人工知能の日本語学及び日本語の教育分野に対する応用の可能性は計り知 れないという点を確認できた。

본 연구는 한일 국교 정상화 60주년이라는 동아시아 교류의 전환점을 맞이하여, 일본어능력시험(JLPT)을 단순한 언어 평가의 틀을 넘어 학습자가 일본 사회의 가치관과 이데올로기를 수용하는 ‘상호이해의 미디어’로 재정의하고, 그 독해 텍스트에 내재된 ‘잠재적 교육과정’을 가시화하는 것을 목적으로 한다. 분석 대상으로 신시험 개정 이후의 『일본어능력시험 공식 문제집』(2012년, 2018년) N5～N1 독해 텍스트를 추출하여, 최신 자연언어처리 기술인 토픽 모델링(BERTopic)을 활용한 공시적 분석을 수행하였다. 분석 결과, 언어 숙달도 상승에 따른 명확한 토픽의 변천이 확인되었다. 초･중급(N5 및 N4)에서는 실용적･정보 검색적 토픽이 중심을 이루며 학습자는 정보의 소비자로 위치 지어진다. 중급(N3)은 실용적 토픽과 사상적 토픽이 혼재하는 특징을 보이며, 반면 고급(N2 및 N1)에서는 추상적･인문사회과학적 토픽이 지배적으로 나타나며 학습자는 현대 사회의 과제를 일본어로 사유하는 ‘대화의 주체’로 전이된다. 또한, 객관적 사실을 기술하는 자연과학적 테마가 적다는 구조적 편향성도 드러났다. 본 연구는 JLPT 독해 텍스트가 지닌 교육적･사회적 영향력을 가시화함으로써, 향후 일본어 교육이 동아시아의 진정한 상호이해를 도모하기 위한 평가 체계 및 교재를 어떻게 구축해야 할 것인지 고찰하기 위한 기초 자료를 제시했다는 점에서 의의를 갖는다.

To commemorate the 60th anniversary of the Japan–South Korea diplomatic relations, this study re–examined the Japanese Language Proficiency Test (JLPT) as a “medium for mutual understanding” rather than just as a linguistic assessment tool. Using BERTopic, I analyzed reading texts from official JLPT workbooks (N5–N1) to visualize the embedded “hidden curriculum.” Our results revealed a significant topical shift across proficiency levels. Low levels (N5–N4) prioritize practical information and position learners as consumers. The intermediate level (N3) acts as a transitional phase where both practical and abstract topics coexist. Advanced levels (N2–N1) are dominated by abstract, humanities–based topics (eg, “humanity,” “thought”). This repositions learners as intellectual subjects who engage with social issues. I also identified a structural bias against natural science themes. By visualizing this socio–educational influence, our study provides fundamental data to design future language assessments and materials that foster genuine mutual understanding in East Asia.

본고에서는 일본어 표현 문형의 사용(쓰기)에서 발생하는 표현 문형 접속(接續) 관련 오용에 대해서 살펴보았다. 즉 JLPT N1, N2 (1, 2급) 270개의 표현 문형 사용에서 한국인 일본어 학습자가 범한 57개의 활용상의 오용과 조사 오용을 보고하고 있다. JLPT N1, N2 수준의 표현 문형 사용에서 이들 오용을 범하면, 사소한 오용이지만 문장 전체에 부정적인 영향을 주기 때문에, 교수･학습에 주의가 요구되는 것으로 판단된다. 구체적으로 학습자가 범한 오용(57개)의 특징을 보면, ① 문어(文語) ず, べし 표현 문형에 붙을 때에는 활용상의 오용이 많고, ② 한국어(‘에’)와 다른 격조사(‘に’)의 접속에서는 동사 연용형에 접속, の 첨가, に 생략 등이 나타나고, ③ 표현 문형 접속에서 나타나는 조사 오용에서는 の･に의 첨가, の와 관련된 생략･대치의 오용이 많은 것을 알 수 있다. 금후의 과제로 표현 문형의 의미･용법에 관한 오용을 보고하고 싶다. 일본어교육 현장에서는 JLPT를 대비해서 대부분 표현 문형의 이해(읽기, 듣기)에 중점을 두고 교육하고 있다. 그러나 표현 문형의 표현(쓰기, 말하기) 교육도 하지 않으면 의미상 올바른 언어 전달의 어려움이 예상된다. 이들의 효율적 교수･학습을 위해서는 무엇보다도 오용 분석이 필수 불가결하다.

The research study investigated about the errors when connecting the Japanese Expressions. There are the report about 57 morphological errors and particle errors that Koreans learning the Japanese language would make in the process of using 270 expressions of N1, and N2 (1st and 2nd grades) of JLPT (Japanese Language Proficiency Test). Although the errors in using expressions at the level of N1, and N2 of JLPT are local errors, it is considered to need attention in pedagogical learning for such errors have negative influences on total sentences. Seeing characteristics of 57 errors made by Japanese language learners, it is often found that ①there are a lot of morphological errors in using classical language expressions, for example, ず, べし, ② there appear the connection of adverbial expressions, the addition of の and the ommission of に in the process of using conjunction of case particle (‘に’) of the Japanese language with the different grammatical structure from that of the Korean language. ③ regarding particle errors when connecting the Japanese Expressions, it is found that there is much error on the addition of の･に and omittance/substitution of の (meaning preposition ‘of’). As the following task, the study is going to report about errors on the meaning and functions of Japanese expressions. The Japanese educational field teaches students, with the main focus on understanding (reading and listening) Japanese expressions in preparation for JLPT. If the education on using expressions (writing, speaking) is, however, not provided, it is anticipated that conveying right language would involve difficulty. Accordingly, it is prerequisite to analyze errors, above all, for a more effective pedagogical learning.

The purpose of this paper is to make a list of compound verbs for Japanese-Language Proficiency Test (JLPT). As a result, the following 55 important Japanese compound verbs are selected for JLPT. de-kakeru, mi-tukeru, mi-tukaru, omoi-dasu, uke-toru, hiki-ukeru, oti- tuku, hanasi-au, mousi-ageru, tuki-au, uke-ireru, si-harau, tori-kumu, tori-ireru, tori-ageru, mi-naosu, oti-komu, mi-okuru, mesi-agaru, umi- dasu, nori-koeru, tukuri-dasu, hanasi-kakeru, hiki-okosu, tati-agaru, ni-au, nomi-sugiru, deki-agaru, osore-iru, si-ageru, tori-dasu, maki- komu, ii-dasu, musubi-tuku, tori-ketu, toi-awaseru, huri-kaeru, tori- nozoku, mi-idasu, uke-tugu, uke-tukeru, nori-dasu, moti-aruku, oi- tuku, kumi-tateru, tori-modosu, mi-komu, huri-komu, yari-naosu, tori-maku, humi-kiru, hiki-tugu, humi-komu, yomi-toru, kaki-naosu Based on the result, this paper suggests that the compound verbs illustrated above can be available for Japanese education and textbook writing.

本稿は「韓國人學習者のための日本語の複合動詞」に關する硏究の一環 として、「JLPT日本語能力試驗對策用の複合動詞」のリスト作成を試み たものである。その結果、以下の55語の複合動詞を重要な例として選定 した。 出掛ける、見つける、見つかる、思い出す、受け取る、引き受ける、落 ち着く、話し合う、申し上げる、付き合う、受け入れる、支拂う、取り 組む、取り入れる、取り上げる、見直す、落ち迂む、見送る、召し上が る、生み出す、乘り越える、作り出す、話し掛ける、引き起こす、立ち 上がる、似合う、飮み過ぎる、出來上がる、恐れ入る、仕上げる、取り 出す、卷き迂む、言い出す、結び付く、取り消す、問い合わせる、振り 返る、取り除く、見出だす、受け繼ぐ、受け付ける、乘り出す、持ち步 く、追い付く、組み立てる、取り?す、見迂む、振り迂む、遣り直す、取 り卷く、踏み切る、引き繼ぐ、踏み迂む、讀み取る、書き直す 上記の55語は、本稿の計量調査を通して高頻出のものとして認定された 上に、過去問題として見なされる『日本語能力試驗公式問題集』に生起 する複合動詞とも一致するものであるので、他の複合動詞に比べて相對 的により重要な語といえる。これらは韓國人日本語學習者を對象とした 複合動詞の指導·學習や敎材作成などにおいて參考資料として活用できる だろう。

日本国際交流基金及び日本国際教育支援協会は、1984年から日本国内及び海外で日本語を母語としない外国人を対象に、日本語能力を測定し認定することを目的とした日本語能力試験(JLPT)を実施している。 JLPTの日本留学、就職の最小カットラインはN1であり、これは日本の平凡な高校2-3年生の水準とみなす。N1は180点満点であるが、最小カットラインは100点であり言語知識、読解、聴解、各領域ごとに60点満点のうち少なくとも19点以上を取らなければ合格にならない。 しかし、実際に日本企業に就職するには150点以上の高得点の方が有利である。150点以上の高得点を取得するためには、日本古典文法に関する知識があった方が有利である。大学で日本語を先行する学生すら古典文法が難しいと考える韓国の学生は多いが、古典語は云わばすでに死んだ言語でありこれ以上の変化はないので、むしろ現代語よりも習得しやすい面がある。さらに、日本の小学校の国語教科書でも、主要古典文学作品を原文で提示している状況である。現代語の中で定型的表現で、やや硬い表現であっても、古い日本語を知ることは興味深く必要な学習と思われる。実際にこのような古典的表現は新聞や標語、時代劇ドラマ、さらにアニメなど様々な場面で登場している。これらを活用して古典文法を説明するのも良いが、これらの表現文型が用いられた代表的な日本古典文学作品とその現代語翻訳を利用すれば、大学の日本語専攻学習者が日本語を越えて日本文学さらに日本文化をもう少し深く知るきっかけになるだろう。 故に本稿では、日本語能力試験N1の表現文形が日本の古典文学作品でどのように登場するかを調べ、実際に大学講義で文学教材を利用し日本語高級能力を向上させるためにどのように活用した方がいいのかを考えてみたいと思う。

Since 1984, the Japan Foundation and the Japan Educational Exchanges and Services have been administering the Japanese Language Proficiency Test (JLPT) to measure and certify the Japanese language proficiency of foreigners in Japan and overseas whose native language is not Japanese. The minimum cutoff for studying abroad or finding employment in Japan on the JLPT is N1, which is considered the level of an average second or third year high school student in Japan. The maximum score for N1 is 180 points, but the minimum cutoff is 100 points, and in order to pass, you must get at least 19 points out of a total of 60 points in each area of ??language knowledge, reading comprehension, and listening However, in order to actually get a job at a Japanese company, a high score of 150 or more is advantageous. In order to get a high score of 150 or more, knowledge of classical Japanese grammar is advantageous. Many Korean students, even those who study Japanese at university, find classical grammar difficult, but classical languages ??are, so to speak, dead languages ??and have not undergone any further changes, so in some ways they are easier to learn than modern languages. Furthermore, even in Japanese elementary school textbooks, major classical literary works are presented in their original language. Even if old Japanese is a set expression in modern language and somewhat stiff, it is an interesting and necessary study to know it. In fact, such classic expressions appear in a variety of settings, including newspapers, slogans, period dramas, and even anime. Therefore, in this article, I would like to examine how the expressions and sentence patterns used in the JLPT N1 level appear in classical Japanese literary works, and consider how to utilize literary materials in actual university lectures to improve advanced Japanese language proficiency.

本稿は「韓国人学習者のための日本語の複合動詞」に関する研究の一環として、「JLPT日本語能力試験対策用の複合動詞」のリスト作成を試みたものである。その結果、以下の55語の複合動詞を重要な例として選定した。 出掛ける、見つける、見つかる、思い出す、受け取る、引き受ける、落ち着く、話し合う、申し上げる、付き合う、受け入れる、支払う、取り組む、取り入れる、取り上げる、見直す、落ち込む、見送る、召し上がる、生み出す、乗り越える、作り出す、話し掛ける、引き起こす、立ち上がる、似合う、飲み過ぎる、出来上がる、恐れ入る、仕上げる、取り出す、巻き込む、言い出す、結び付く、取り消す、問い合わせる、振り返る、取り除く、見出だす、受け継ぐ、受け付ける、乗り出す、持ち歩く、追い付く、組み立てる、取り戻す、見込む、振り込む、遣り直す、取り巻く、踏み切る、引き継ぐ、踏み込む、読み取る、書き直す 上記の55語は、本稿の計量調査を通して高頻出のものとして認定された上に、過去問題として見なされる『日本語能力試験公式問題集』に生起する複合動詞とも一致するものであるので、他の複合動詞に比べて相対的により重要な語といえる。これらは韓国人日本語学習者を対象とした複合動詞の指導･学習や教材作成などにおいて参考資料として活用できるだろう。

The purpose of this paper is to make a list of compound verbs for Japanese-Language Proficiency Test(JLPT). As a result, the following 55 important Japanese compound verbs are selected for JLPT. de-kakeru, mi-tukeru, mi-tukaru, omoi-dasu, uke-toru, hiki-ukeru, oti-tuku, hanasi-au, mousi-ageru, tuki-au, uke-ireru, si-harau, tori-kumu, tori-ireru, tori-ageru, mi-naosu, oti-komu, mi-okuru, mesi-agaru, umi-dasu, nori-koeru, tukuri-dasu, hanasi-kakeru, hiki-okosu, tati-agaru, ni-au, nomi-sugiru, deki-agaru, osore-iru, si-ageru, tori-dasu, maki-komu, ii-dasu, musubi-tuku, tori-ketu, toi-awaseru, huri-kaeru, tori-nozoku, mi-idasu, uke-tugu, uke-tukeru, nori-dasu, moti-aruku, oi-tuku, kumi-tateru, tori-modosu, mi-komu, huri-komu, yari-naosu, tori-maku, humi-kiru, hiki-tugu, humi-komu, yomi-toru, kaki-naosu Based on the result, this paper suggests that the compound verbs illustrated above can be available for Japanese education and textbook writing.

オノマトペは日本人の日常生活に広く使われており、日本語の特徴の一つと言える。しかし、中国人日本語学習者にとって日本語オノマトペを使いこなすことは非常に難しい。そこで、本稿では、日本語語彙教育の立場からより効果的なオノマトペの習得のために、中国の大学の日本語教科書と中国で出版された新日本語能力試験の9年間の既出問題集に収録されたオノマトペを研究対象とし、オノマトペをデータベース化して比較研究を行った。その結果、第一に、中国の大学の日本語教科書の延べ語数と異なり語数にほとんど差がないことや、日本語教科書に収録されるオノマトペの数は少なく、各教科書の巻別の間にはオノマトペ語彙数の差が見られた。第二に、新日本語能力試験に出現した高頻度オノマトペは、選択肢としての高頻度オノマトペに比べ、高頻度オノマトペに対する重要度も異なっていることがわかった。第三に、日本語教科書と新日本語能力試験に共通するオノマトペを比較․分析したが、日本語教科書における日本語語彙教育と新日本語能力試験対策のためのオノマトペの語彙教育との間にずれが見られた。

Widely used in Japanese, onomatopoeia are a striking characteristic of Japanese. Comparatively, Chinese does not have too many onomatopoeia. Additionally, Chinese and Japanese vary significantly between each other in terms of their word class and morphology. Thus, it can be seen that Chinese learners find Japanese onomatopoeia very difficult. Therefore, from the perspective of Japanese education, this paper adopts onomatopoeia in Japanese textbooks used by Chinese colleges, and extracts this onomatopoeia to build a database for analysis. Moreover, on the basis of analyzing these Japanese textbooks, the collection of onomatopoeia in Japanese?Language Proficiency Test is studied. These onomatopoeia are extracted from Japanese?Language Proficiency Test to establish a database. At the same time, onomatopoeia in Japanese textbooks and in Japanese?Language Proficiency Test are comparatively studied. Results show that a small number of onomatopoeia is collected in five textbooks. This comparison of onomatopoeia in Japanese textbooks used by Chinese colleges and in points out the differences between onomatopoeia appearing in these two situations.

本研究では、Python3.8、Janome・MeCab形態素分析器、Seaborn, Wordcloudツールを用いて、JLPT4級(N4)既出文字・語彙の頻出キーワード、頻度数、形態素を抽出した。また、このようなテキストマイニングによるトレンド分析と予測を試み、文字語彙の教育・学習方法を提案した。その結果は、次のとおりである。 (1)4級において、2回以上頻出した単語は計431個となった。この中で3回以上出現した上位キーワード・272個をデータベース化し、視覚的に提示した。(2)431個は、類似表現の出現割合が高く、ペアで頻出する傾向を呈しているが、この中で44個のグループをデータ作成した。(3)文字語彙に多出する文法表現・11個を抽出のうえデータを作成し、(4)頻出する上・下位語、反意語、自・他動詞の傾向を明らかにした。(5)形態素分析の結果、名詞(50.2％)、動詞(25.4％)のシェアが約75％にのぼることが分かった。(6)Wordnetは、類義語と上・下位語の教育、トリリングガルのための語彙力の向上やカスタム教育のための効果的なツールとして提案できるだろう。

The purpose of this study was to extract keywords, frequencies, and morphemes from the characters and vocabulary used in the JLPT level 4. Moreover, this study aimed to analyze trends and make future predictions by conducting text mining analysis through the Python 3.8 program, Janome and Mecab morpheme analyzers, and Seaborn and Wordcloud library. The text mining analysis results are as follows: (1) In N4, a total of 431 words were extracted and noted as occurring more than two times. Among these words, 272 key words were extracted more than three times and were built into the database and presented visually. (2) A total of 431 words showed high occurrence of similar expressions and a trend of frequent occurrence in pairs. The database divided these into 44 groups. (3) A total of 11 grammatical expressions appearing frequently in terms of character and vocabulary were input in the database. (4) Hypernyms and hyponyms, antonyms, and transitive and intransitive verb pairs appeared frequently. (5) The morpheme analysis results show that the percentage of nouns (50.2%) and verbs (25.4%) was approximately 75%, thereby introducing the possibility of expanding the amount of basic vocabulary learned by understanding the flow of importance leading to verbs and other adjectives, centered on Chinese nouns. (6) The Wordnet tool can be used for learning synonyms, hypernyms, and hyponyms, as well as for developing trilingual customized education. Moreover, this tool can be used to ensure effective language learning and provide useful teaching methods for improving vocabulary in the three languages.

The purpose of this paper is to examine gender representation in the listening section of the Japanese-Language Proficiency Test (JLPT), focusing on occupational roles, sentence-final expressions, and the use of sentence-final particles. Although male and female speakers appear in similar numbers, male speakers are more often assigned higher-status positions, whereas female speakers tend to be depicted in limited or subordinate roles. Additionally, asymmetric patterns, such as “male plain form” and “female polite form,” are frequently observed. These findings suggest that the JLPT, despite its seemingly neutral structure, contains underlying patterns of gender representation.

The aims of this study are to (i) extract keywords of the JLPT Level 1 test characters and vocabulary (1990?2019, 40 times), and (ii) analyze morphemes and exam patterns and trends by utilizing Python3.8 program, based on a text mining technic. A total of 1704 words were extracted before and after the revision, of which 217 keywords reappeared, and the reappearance rate was about 13%. After the revision, 32 reappearance keywords appeared(2?3 times). As a result, in the JLPT level 1, characteristics and trends such as (1) collocations in span of three to five (level 1,2), (2) 217 patterned reappearance keywords with a high probability of reappearance (before and after revision) and 32 keywords (after revision), (3) heteronym? homonym?synonym verbs, (4) Kanji nouns of the onyomi and kunyomi (jubakoyomi?yutoyomi)?the Japanese reading of the Chinese character are emerging.

The objectives of this study were to : (1) extract keywords of the previous N3 test characters and vocabulary (2010-2018), and (2) analyze exam patterns and trends by utilizing Python3.7 program, Jupiter Notebook tool, and Janome(Mecab) stemming engine, based on text mining analysis. A total of 131 words were extracted twice or more frequently in N3. The top key word was ‘すぎる’(5 times) and ‘的’(4times) and ‘疲れる’, ‘断る’, ‘怒る’, ‘出張’, ‘規則’, ‘そっくりだ’(3times) were used in most of the exam. In terms of sections, in Question 1, the most frequently appearing words were ‘得意’, ‘改札’, ‘卒業’, ‘過去’, ‘到着’, ‘努力’, ‘表す’(2times). In Question 2, seven words ‘帰宅’, ‘週刊紙’, ‘現在’, ‘楽器’, ‘成績’, ‘記録’, ‘逃げる’(2times) appeared and ‘うっかり’(3times), ‘想像’, ‘目標’, ‘期待’, ‘自動的’, ‘迷う’, ‘しっかり’, ‘そっくり’, ‘うわさ’, ‘キャンセル’, ‘リサイクル’ (2times) appeared in Question 3. In Question 4, the word ‘すぎる’ appeared intensively and the similar words ‘(すぐ)怒る=短気だ’, ‘くたびれる=疲れる’, ‘大変だ=きつい’(2times) were set. In Question 5, ‘空’, ‘活動’, ‘性格’, ‘募集’, ‘修理’, ‘断る’, ‘身につける’ (2 times) appeared as frequent words. These keywords have characteristics that are appropriate for the question type of each part and are patterned, so it is presumed that they are likely to be asked in the future. With respect to the parts of speech, the frequency ratio was counted by the order of Noun(49.7%)-Verb (26.9%)-Adjective(6.1%)-Adjective verb (5.3%)-Adverb(5.3%)-Katakana(3.9%)-Suffix(2.0%)- Prenominal adjective (0.5%)-Prefix(0.3%). As a result, it is proposed to study, in order of the importance, the following parts of speech : (1) 131 high-frequency vocabularies, (2) two Kanji nouns, (3) verbs, (4) adjectives, adjective verbs, adverbs, and (5) other Katakana, suffixes, prenominal adjectives, and prefixes.

種々あるとりたて助詞を教育するうえで、一つの目安を提示しようとする試みで、とりたて助詞が旧日本語能力試験でどのように出現しているのかを調べた。具体的には、とりたて助詞と格助詞の語順関係を始め、どりたて助詞同士の承接関係、とりたて助詞のレベルによる出現傾向と問題として出されているとりたて助詞の用法を調査した。結果としては、まず、とりたて助詞と格助詞の語順関係で、実際使用される語順と旧日本語能力試験で出現している語との関係を詳しく見てみると、名詞と格助詞に続いてとりたて助詞の順で使われるとりたて助詞73語のうち、試験に出現しているのは21語で約3.5％が、名詞と格助詞の間に使われるとりたて助詞は36語のうち、試験に出現しているのは10語で約3.6％が使用されているのがわかった。とりたて助詞と格助詞との承接関係を教育する際、格助詞ととりたて助詞の語順に関しては、主に格助詞ととりたて助詞の順で使用されることを強調しつつも、とりたて助詞と格助詞の順も格助詞ととりたて助詞の順と同じように言及する必要あると言える。どりたて助詞同士の承接関係を調査してみると、4級と3級ではどりたて助詞同士が接続して使用されるものは出題されていないことが分かった。また、2級と1級ではどりたて助詞同士が接続した形で出題しているものはあったが、その種類はとても限定的なものであった。レベルによるとりたて助詞の出現傾向では、4級では「も、だけ、こそ、など」のとりたて助詞だけが出現しており、3級では4級のとりたて助詞に加え「しか、ばかり、のみ、くらい」が出現している。2級と1級では調査範囲にしているとりたて助詞がすべて出現しており、2級も1級もとりたて助詞の種類は同じものであったが、その用法には違いを見せた。とりたて助詞として扱われる助詞は多種多彩なだけあって、1級～4級のレベルで幅広く使われているのが分かったが、実際、とりたて助詞を扱う上で必要となる文法的知識をしっかり教えているかという疑問が残る結果であった。ただ、調査を文法分野に絞ったのでこの調査で調べられた用例以外にも読解などではもっと幅広い用法があるように思われる。これについては今後の課題にしたい。

This study analyzed the vocabulary in ‘Introduction to ANA ground staff’ by using KH-Coder and then compared the nouns, the verbs, and the adjectives to the vocabulary of “Japanese Language Proficiency Test Guidebook” through reanalysis in order to promote the vocabulary acquisition for Japanese learners who wish to work as airport ground staff in Japan. By analyzing the number of words used and the ratio of parts of speech, I examined how much vocabulary was included in the field of airport ground staff in Japan and what other vocabulary should be acquired. The results are summarized as follows. The N1-level nouns only account for 50.72% of the vocabulary in the field of airport ground staff. It was found that the learners had to learn the vocabulary of N1-level or higher, airline/airport vocabulary, and romanized words. The N1-level na-adjectives only account for 60.62% of the vocabulary in the field of airport ground staff. It was found that the learners had to learn the vocabulary of N1-level or higher and loanwords. The N1-level verbs and i-adjectives account for more than 80% of the vocabulary in the field of airport ground staff. It was found that the learners also had to acquire various compound verbs and suffix-attached i-adjectives.

In this study, it is categorized the 『Basics of Logistics』 in KH??Coder, and is made a comparative analysis on the major parts of speech (noun, verb, and adjectives) with the vocabulary from Japanese Language Proficiency Test Guidebook. The results are as below. First, nouns need to learn a variety of logistics??related vocabulary in addition to vocabulary of level 1 or higher. Second, verbs need to learn vocabulary of level 1 or higher and compound verbs related to logistics. Third, Na adjectives need to learn vocabulary of level 1 or higher and Na adjectives of foreign languages. Fourth, I adjectives and adverbs need to learn vocabulary of level 2.

With the full implementation of the 2022 revised curriculum in 2027, it is necessary to prepare for the transition from the currently implemented 2015 revised curriculum to the 2022 revised curriculum. Based on the 994 basic Japanese vocabulary items presented in the Japanese language curriculum, I conducted an analysis by partsof speech and compared them with the level-specific vocabulary of the Japanese- Language Proficiency Test (JLPT) to determine which levels the basic vocabulary corresponds to. The results showed that nouns accounted for the largest proportion, with 470 items making up 47.4%. This was followed by verbs with 229 items (23.1%), adjectives (i-adjectives and na-adjectives) comprising 12.6% of the total, and adverbs accounting for 6%. Additionally, the comparison between basic vocabulary and JLPT level-specific vocabulary revealed that general nouns, loanword nouns, i-adjectives, na-adjectives, prenominal adjectives, and particles most frequently corresponded to the N5 level, followed bythe N4 level. However, in the case of verbs, adverbs, and conjunctions, the N4 level had the most corresponding vocabulary, followed by the N5 level. Among the basic vocabulary, 90.6% of general nouns, 69.8% of loanword nouns, 97.6% of i-adjectives, 82.3% of na-adjectives, 93.1% of verbs, 100.0% of prenominal adjectives, 88.3% of adverbs, and 12.8% of particles matched with N5 and N4 levels. Through these results, it can be considered that the basic Japanese vocabulary is grounded in N5 and N4 levels, which correspond to the foundational level of Japanese. Thus, effectively executing basic Japanese education in high schools can significantly contribute to developing foundational Japanese proficiency.

本稿では、従来の副詞の研究で副詞が文章の意味の本質を変える例外的な変形条件として扱われ、副詞の全体を対象とする研究はあまり行われていないこと、近年副詞の研究は多方面から進んでいるが、その研究対象が代表的なものに限られていること、日本語教育でも副詞はコミュニケーション能力を高めるため、韓国人日本語学習者に必要な学習要素であるが、他の副詞に比べて、付加的なものとして扱われ、実際の日本語教育現場での副詞の語彙教育を体系的に行うことは難しいことを指摘した。副詞はJLPT·JPT日本語能力試験の多様な分野でよく出題され、日本語語彙教育での副詞の重要さが高まっていることから、日本語教育のための副詞の研究の一環として、JPT日本語能力試験対策用の予想問題集の6冊と既出問題集の各副詞リストを作成し、比較検討した。単純な副詞のデータベースではなく、出現頻度による分類から日本語教育現場で初・中・高級に合わせて活用できる重要副詞リストを作成できたことにその意義がある。

First, this study highlights that precedent studies on adverbs have considered adverbs as an exceptional condition that changes the real meaning of the sentence. Second, recent studies are restricted to representative adverbs even though there are on-going multi-sided studies on the topic. Third, systematic teaching of adverb vocabulary has been difficult in the actual education setting in Japan because the adverbs were taught as secondary parts of speech in comparison to the other major word classes even though adverbs are an important factor in enhancing the communication competency in the education of Japanese language. Adverbs have been shown to be a problem for learners in the JLPT·JPT test. In line with the studies on adverbs to be utilized in the Japanese vocabulary education, this study presents the complete list of adverbs shown or expected to be shown in the JPT test and examines its importance in Japanese language education.