In this study, we investigated how the seven situation factors('dialoguer relationship', 'dialogue place', 'dialogue time', 'dialogue topic', 'dialogue function', 'dialogue purpose', 'dialogue participant') are applied in the dialogues of Japanese tex... In this study, we investigated how the seven situation factors('dialoguer relationship', 'dialogue place', 'dialogue time', 'dialogue topic', 'dialogue function', 'dialogue purpose', 'dialogue participant') are applied in the dialogues of Japanese textbook and junior textbook for Korean middle and high school students who learn Japanese as a second foreign language. Through the comparison analysis results of the situation factors in the Japanese and junior textbook, we examined the differences in the situation factors of the dialogue between the Japanese and junior textbooks. As an analysis result of the situation factors of the dialogue of both textbooks, first, the dialoguer relationship starts with the dialogue of 'teacher-student' and 'friend-friend' and mainly deals with the dialoguer relationship such as 'customer-clerk', which are frequently encountered in the range of daily life of youth learners. Second, the dialogue place mainly takes place in 'street' and 'campus' across the home and the school as well as in 'classroom' and 'house', which are highly familiar dialogue places through the interaction with family and friends. Since they deal with limited dialogue places, they do not reflect the various dialogue places. Third, as to the dialogue time, there were many expressions of everyday conversation(meeting and separation at going to and returning from school) that could be used without indicating the time, rather than greetings that clearly show the time of the day. Fourth, as to the dialogue topic, while there were many topics focusing on 'family life' and 'school life' in the middle school textbook, 'information life' which inquired about place(location) and 'leisure life' about the family relationship, hobbies and birthday of the dialogue counterpart were the most frequent topics in the high school and junior textbook. Middle school textbooks consisted of formal and monotonous dialogue topics(simple expressions such as greeting and self-introduction) rather than those of high school and junior textbooks. Among them, most different topics were 'housing culture' and 'traditional art'. In Japanese and junior textbooks, the dialogue topics of 'housing culture' and 'traditional art' were limited to the section of cultural visits of each unit. Fifth, the dialogue function mainly focused on learning activities that predict or repeat dialogue expressions through the form of 'information delivery(question-answer)' which can be simply asked and answered. On the other hand, 'communication(apology-acceptance/rejection)' or 'conversation progression(speaking-answer)', which express emotions and opinions of learners and can maintain and proceed the dialogue with the counterpart, were covered significantly less than the other dialogue functions. Sixth, as to the dialogue purpose, the greetings in meeting and separation, as well as dialogues for fellowship, were relatively more in the middle school. However, the high school and junior textbooks mainly dealt with 'dialogues for sharing information' such as ordering menus at fast food restaurants and asking shop clerks for prices or buying things. Conversely, 'dialogue for expressing emotions' was covered less. Seventh, as to the dialogue participant, dialogues between speaker and listener of 'A-B (two persons)' were many which showed a significant difference when compared to the dialogue of 'A-B-C (three persons)' or more. The dialogue of 'A-B-C(three persons)' or more was dealt with in the conversation situation with family members, that in which group text messages were exchanged with friends, and that in which saying goodbye to the family of the friend while escorting the friend to the airport. In this , we examined how each situation factor of dialogue of Japanese textbooks and junior textbooks for Korean youth learners who learn Japanese as a second foreign language are handled and what differences they have. In order to improve the communication skills of Korean youth learners, the Japanese textbook and junior textbook, which are the primary learning materials, should provide actual dialogue situation as examples to reflect the various situation factors, and present the language expressions that can be used in real situations. By learning the dialogue that reflects these various situation factors, the learner can speak and communicate appropriate Japanese expression in real situations. Dialogues reflecting various situation factors are environmental factors indirectly showing conversation expressions (dialoguer relationship, lifestyle) that can not be experienced directly by youth learners. Therefore, the results of this study will be useful for Japanese language education as well as for research materials for textbooks that reflect the dialogue contents taking into account of dialogue situation that emphasizes the interests, reality, and practicality of the learner. Also, its implication lies in referencing various dialogue situations. Keyword: situation factors, dialogue, communication, a secondary Japanese textbook
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