Earticle

본 연구는 일본어 담화 내에 존재하는 주제를 대상으로 하여 담화 안에서 주제가 적절 하게 제시되는 방법을 고찰하는 것이다. 주제란 담화 내에서 ‘무엇을 이야기 할 것인가’ 에 대한 화제를 제시한 것이다. 전형적인 주제 제시 방법은 담화의 첫 부분에서 제시되고 그 이후로 생략된 상태로 대화가 이어진다. 그러나 이러한 주제 제시 방법은 절대적이라 고 할 수 없다. 본 고에서는 일본어 모어화자의 담화자료를 바탕으로 하나의 담화 안에서 한가지의 주제가 지속적으로 명시되는 경우에 주목하였다. 이때 주제가 가지는 기능을 세분화하고 각 기능과 주제의 명시 현상과의 관련성을 중심으로 주제 제시 방법을 고찰 하였다. 담화문의 주제를 분석할 때 ①주제명시횟수 ②발화자 ③언어형식 ④주제기능 ⑤주제 명시 필요성의 항목을 토대로 분석하였다. 본 고의 조사에 따르면 하나의 담화 안에서 지속적으로 주제가 명시되는 경우가 적지 않은 것으로 나타났다. 명시된 주제는 ‘담화 내 에 화제로서 제시한다’는 ‘주제 개시’ 기능 이외에도 ‘주제의 환기’ ‘주제를 강조’ ‘주제를 유지’하는 기능들이 작용하는 것으로 분석되었다. 이 중에서도 ‘주제 개시’ 및 ‘주제 환 기’ 기능을 가진 주제는 반드시 명시되어야 하는 것으로 판단되었다. 이러한 기능들은 주 제의 전형적인 ‘제시’ 기능과 유사한 것으로 보이며 이러한 주제는 명시되어야 회화가 성립된다고 분석된다. ‘주제 강조’ 및 ‘주제 유지’ 기능이 작용하는 주제는 화자의 주관적 인 판단이 개입된 것으로 보이며 주제를 명시하지 않아도 회화 성립에 문제가 없는 것으 로 판단되었다.

The present study targets topics that exist in Japanese discourse and examines how topics are appropriately presented in the discourse. A topic suggests ‘what to talk about’ within a discourse. A typical method of presenting a topic is described in the first part of the discourse, and the conversation continues with omissions thereafter. However, this method of presenting a topic cannot be said to be absolute. In this paper, based on the discourse data of native Japanese speakers, we focused on cases where one topic is continuously specified within a single discourse. To this end, the functions of the topic were subdivided and the method of presenting the topic was considered, focusing on the relationship between each function and the topic's manifestation phenomenon. The findings of the paper shoed that there are many cases in which topics are continuously specified within a single discourse. In addition to the ‘topic initiation’ function of ‘presenting the topic as a topic within the discourse,’ the topic was analyzed for the functions of ‘evoking the topic,’ ‘emphasizing the topic,’ and ‘maintaining the topic.’ Among these, it was judged that the topics with the functions of ‘topic initiation’ and ‘topic evocation’ must be specified. These functions appear to be similar to the typical ‘presentation’ function of the subject, and it was concluded that such a subject must be specified for a painting to be established. The topic on which the ‘topic emphasis’ and ‘topic maintenance’ functions work seems to have involved the speaker’s subjective judgment, and it was judged that there was no problem in establishing a conversation even if the topic has not been specified.

This paper examines the effects of student-centered collaborative project programs using digital media for the EFL university students. To compare the effectiveness of a digital storytelling project program (127 students) and a topic-research presentation program (126 students) we used pre- and post-TOEIC English speaking tests. We also administrated a survey on students’ attitude towards their learning, interviewed students and observed the programs. The results showed that there was a significant improvement of the students’ English speaking ability in the two programs. The score of the topic-research presentation program improved more than that of the digital storytelling program. However, the students in the digital storytelling program were more motivated to engage in the collaborative project than those of topic-research presentation program in terms of interest and participation. Based on the results of the two programs, this paper suggests the educational implications for those who want to develop and implement collaborative projects using digital media for the EFL university students.

본고는 한일 이성 간 모어화자 끼리의 첫 대면 대화를 비교 분석한 것이다. 분석항목은 ‘화제제시방법’과 ‘화제 도입과 사회적요소와의 관련성’이다. 우선 ‘화제제시방법’은 크게 ‘질문’과 ‘자기개시(자기노출)’로 나누어 분석했다. ‘질문’ 은 구체적으로 ‘직접형, 말끝흐림(중도종료형), 서술형, 동의요구형, 명사종료형’으로 나누어 분석했고, ‘자기개시(자기노출)’는 구체적으로 ‘의견, 경험, 능력, 상황설명, 개인정보' 등 10개항목으로 나누어 조사했다. 분석의 결과, 일본인남녀는 한국인남녀보다 ‘질문’으로 화제를 제시하는 비율이 많았으며, ‘자기개시’방식의 화제 제시는 한국인 남녀가많았다. 한일 이성간의 첫 대면 대화에서는 한국인은 자기개시로, 일본인은 질문으로 화제를 도입하는 특징을 확인하였다. ‘질문’의 구체적 분류에서 ‘저~, 출신은 어디....?’와 같은 말끝흐림(중도종료형) 질문이 일본인 대화에서 한국인대화의 2배정도 많이 관찰되었다. 또한 ‘자기개시’의 구체적 분류에서 ‘의견(생각)’으로 화제를 제시하는 방법은 한국인 대화에서 많이 관찰되었으며, ‘경험’을 말하며 화제를 제시하는 경우는 일본인 대화에서 많이 관찰되었다. 다음으로, 이성간의 첫 대면대화에서 남성이 화제를 도입하는 경향이 많았기 때문에 화제도입에 성차 이외의 요소가 작용하는지를 조사하였다. 이성간의 첫 대면 대화에서는 연령과 같은 사회적 요소는 화제도입에 관여하지 않았으며, 남성이 여성보다 화제를 많이 도입한다는 성차요소만이 영향을 미치고 있음을 확인할 수 있었다. 이러한 경향은이성간의 첫 대면 대화만의 특징으로 판단된다.

This study compares and analyzes the initial conversation between opposite gender native speakers from Korea and Japan. The analysis items were 'the way of introducing a topic' and 'the relevance to introduction of topic and social elements'. First, 'the way of introducing a topic' was largely divided into 'question' and 'self-presentation (self-disclosure)'. 'Question' was classified into 'direct type', 'terminal blur' (mid-end type), narrative type, consent type, and noun-end type. 'Self-presentation (self-disclosure) was classified into ‘opinion, experience, capability, situation explanation, personal information, feeling (emotion), preference, personality, memory, distress’. As a result of the analysis, the ratio of the Japanese males and females who started dialogue with ‘question’ was higher than that of the Korean males and females, while the ratio of the Korean males and females who presented a topic with ‘self-presentation’ were higher. Initial conversations between the Korean and Japanese opposite genders were characterized by the fact that Koreans usually presented a topic with a self-presentation, while the Japanese usually presented a topic with a question. According to the specific classification of 'question', it was found that the questions of terminal blur (mid-end type) from the dialogues of Japanese speakers. For instance, questions like “Uhmm… Where are you from…?” were twice as many as those from the dialogues of Korean speakers. Moreover, among the specific classification of ‘self-presentation’, the way of presenting a topic with ‘opinion (idea)’ was frequently observed in the dialogues of Korean speakers. The case of presenting a topic with ‘experience’ was frequently observed in the dialogues of Japanese speakers. Second, because males tended to introduce a topic in initial conversation between opposite genders, this study examined whether factors other than gender differences were significant in presenting a topic. In initial conversation between opposite genders, social factors such as age were not involved in the presentation of topics, and only gender factors such as males usually initiating topics in conversations than females were significant. This tendency seems to be the exclusive characteristic of the initial conversation between the opposite genders.

본 연구는 趙恩英(2024) 연구의 후속 연구로 PSC교육을 기반으로 자유주제 발표 수업으로 진행된 ‘일본어학의 이해’ 수업의 기말 레포트를 분석하여 수업에 대한 학생들의 인식을 조사한 것이다. (1) 자유주제 발표 준비로 변화된 점은 자기주도학습 태도 형성, 일본어에 대한 심층적 이해, 정보 활용 역량, 학습동기, 비판적 사고, 발표 역량의 강화 등 다층적인 교육적 효과였다. (2) 자유주제 선정 기준은 흥미 기반, 자료 접근성, 난이도 고려, 문제의식, 개인 경험이라는 것을 확인할 수 있었다. (3) 발표 자료를 찾는 과정의 어려움은 정보신뢰성 판단과 일본어 원문 이해의 어려움, AI활용 및 한계, 디지털 역량 부족이었다. (4) 일본어 학습의 변화와 역량의 변화는 일본어를 단순한 암기 대상이 아닌 탐구의 대상으로 인식의 전환과 자기주도학습 역량, 학습 동기 및 정서 변화, 학습 수행 역량, 설명 및 표현 역량, 사고 역량의 변화였다. (5) 리액션 페이퍼 작성 영향으로는 사고확장, 학습내용 복습 및 이해 강화, 자기 성찰, 집중도 향상, 표현 및 정리 능력 향상이었다. (6) 전체 수업에 대한 개선점으로 수업 운영 구조, 발표 주제 난이도와 내용의 편차, 발표 중심 수업에서의 상호작용 부족, AI 활용 한계, 학습 환경 등이었다.

As a follow-up study to Cho Eun-young (2024), this study examines learners’ perceptions of a PSC-based free-topic presentation course, Understanding Japanese Linguistics, through an analysis of students’ final reports. The findings are as follows. (1) Preparing free-topic presentations led to multifaceted educational effects, including the development of self-directed learning attitudes, deeper understanding of Japanese, improved information utilization skills, increased learning motivation, enhanced critical thinking, and strengthened presentation skills. (2) Topic selection was based on interest, accessibility of resources, level of difficulty, problem awareness, and personal experience. (3) Major difficulties included evaluating information reliability, understanding Japanese source texts, limitations in AI use, and insufficient digital literacy. (4) Learners showed a shift from viewing Japanese as a subject of memorization to an object of inquiry, along with improvements in self-directed learning, motivation and affect, task performance, expressive ability, and cognitive skills. (5) Reaction papers contributed to expanded thinking, reinforced understanding, self-reflection, improved concentration, and better organization and expression. (6) Areas for improvement included course structure, disparities in topic difficulty, limited interaction, limitations in AI use, and learning environment issues.

This study aims to clarify the nature of unratified topic of Korean presentation words. What this paper argues can be summarized as follows: first, it is typical that nominal coindexation is not used in the presentation word construction. Presentation words are mainly used to introduce discourse referents. The combination of presentation words and ‘-i/ga’ is related to the focus function of ‘-i/-ga’. Second, presentation words are unratified topics that is not activated and presupposed. Third, coindexical nominals of sentences in the presentation word construction are devices that help hearer access to discourse referents. Lastly, the presentation word construction which has ‘-eun/neun’ constituent is dual topic construction.

이 논문에서는 유학생들의 대학 수학 능력향상을 돕기 위하여 환경 보존과 개발의 문제를 주제로 발표하기를 활용한 시사한국어 교육 방안을 제시하고자 한다. 발표하기는 대학 수학 과정에서 자주 접하게 되는 학습 형태이지만 유학생들에게는 낯설 수밖에 없다. 이에 본 연구에서는 발표하기과정을 3단계로 세분화하였고, 각 단계에서사용할 수 있는 발표 전략을 제시하였다. 학습자들은 제시된 발표 전략을 효과적으로 사용함으로써 발표에 대한 자신감을 갖게 될 것이고, 학업의 성취도 또한 향상될 것이다. 더불어 발표를 평가하는 과정을 통해 발표자뿐만 아니라 청중에게도 유의미한 기회를주고자 한다. 또한 발표에 그치지 않고, 이를토론하기나 논증적 글쓰기 등으로 확대시켜말하기, 듣기, 쓰기 등 전반적인 한국어 능력을 향상시키고자 하였다.

This article aims to propose a teaching plan of Korean for current affairs using “presentation method” with the topic of environmental preservation and development for the enhancement of their Korean proficiency. Foreign Students are often asked “Presentation” while pursuing their major,but it is not easy for them. Accordingly, in this study, more effective ways to improve their presentation ability are proposed. As for this, presentation was divided into three stages, and presentation strategy is suggested for each stage. Learners would have confidence by means of applying presentation strategy effectively proposed in this paper, and their academic achievement would also be elevated. It is also attempted to provide significant opportunities not only to the presenter, but also to the audience through the evaluation processes. In addition, presentation is not limited to the presentation itself, is expanded to discussion, argumentative or demonstrative writing, to improve the overall Korean language ability including writing, speaking, listening, and writing.

Li Huanhuan, Kim Youngjoo. 2012. A study on the topic level discourse markers in academic oral presentation by Chinese learners of Korean. Korean Semantics, 39. This study aimed to examine the use of topic level discourse markers in academic oral presentation by Korean native speakers and Chinese intermediate and advanced Korean learners in real classroom, and to compare the differences between two groups. In order to analyze the use of topic level discourse markers pattern, the pattern was categorized into 4 types: introducing topics, specifying the following contents of topics, deepening topics, turning topics. The characteristics between two groups in the use of topic level discourse markers are summarized as following. First, Korean native speakers used more often topic level discourse markers than Chinese learners. Second, Korean native speakers focused on using topic level discourse markers to make their presentation more comprehensible to audience. Third, Korean native speakers used more various discourse markers. Consequently, Chinese learners were poor at using topic level discourse markers. Therefore, this study claimed that topic level discourse markers are needed to be instructed for better academic oral presentation skills of Chinese learners.