This study aims to examine Sino-Korean education for Japanese learners of Korean. According to research conducted by Nakagawa/Matsuzaki (2009), only 202 dissertations dealing with native speakers of Japanese were published at Korean universities, acad... This study aims to examine Sino-Korean education for Japanese learners of Korean. According to research conducted by Nakagawa/Matsuzaki (2009), only 202 dissertations dealing with native speakers of Japanese were published at Korean universities, academic conferences, or research institutes between 1970 and 2007. Of these, 4.4% (or nine dissertations) focused on vocabulary education. This indicates that Korean education for Japanese learners has yet to be specialized, and that much remains to be done in its research. In particular, Sino-Korean education is an uncultivated field, leaving Japanese learners with a huge advantage (knowledge of Chinese characters) that they cannot systematically put to use in their study of Korean. A reason for this unfortunate situation is the general idea that those who come from countries that use the Chinese written system will naturally grow accustomed to Sino-Korean vocabulary used in the Korean language, and this notion has contributed to the lack of a specific teaching method of Sino-Korean words. Japanese who learn Korean as a foreign language have several advantages compared to students of other countries. Not only do Japanese and Korean both use the Chinese written system, but they also rely heavily on Sino-Korean (or Sino-Japanese) words in their everyday vocabulary, many of which overlap in form and meaning. Research conducted for this study indicated that Japanese students are interested in Sino-Korean words, and an analysis of 15 Korean textbooks in Japan showed that Sino-Korean words and combinations of Sino-Korean and native Korean words constitute almost half of the entire Korean vocabulary. An analysis of the 2011 TOPIK (Test of Proficiency in Korean) revealed that the proportion of Sino-Korean words and combinations of Sino-Korean and native Korean words rises according to level, from 59.6% in Elementary to 76.1% in Intermediate and 84.5% in Advanced. These analyses show that an efficient Sino-Korean education system will have a significant and consistent effect on Japanese learners of Korean. In contrast to the general view that Sino-Korean education should begin after the Intermediate level, this study argues that homotypic synonyms (common to both Korean and Japanese) can be learned more effectively when taught from the Elementary level. A curriculum focusing on these homotypic synonyms was developed, systematically organizing homotypic synonyms needed for conducting class and proposing a teaching method that acknowledges the importance of homotypic synonyms. In order to examine the effect of this curriculum, an experiment was performed with the cooperation of students in a Korean language class at a Japanese university. The experiment proved that accurate knowledge of Sino-Korean homotypic synonyms is crucial in the study of Korean, and that they should be taught from the Elementary level to achieve the greatest efficacy. After four sets of classes and experiments, students commented that the study of Sino-Korean words was interesting and motivated them to study Korean harder, and that basic knowledge of Sino-Korean vocabulary allowed them to guess the meaning of unfamiliar words, challenging their minds and pushing their academic potential. Through such experiments, this study aims to suggest the potential effect that Sino-Korean education starting at the Elementary level can have on Japanese learners of Korean. Japanese students are already familiar with Chinese characters, and it only makes sense for there to be a comprehensive teaching method that allows these students to take full advantage of their basic knowledge and learn Korean more effectively. The experiments have proven that a carefully designed curriculum can be highly effective even at the Elementary level, motivating students and stimulating their association skills. Because this study focuses on homotypic synonyms and addresses a limited number of students (research objects) in its experiments, it does not provide a solution to all of the problems that exist in Korean education for Japanese learners. However, it does pose a new direction and possibility for teaching methods targeted at Japanese students, and the experiment results – that Sino-Korean education is effective among Elementary learners of Korean – may open new doors in the development of a more comprehensive and effective Korean language education system. ，韩语论文范文，韩语毕业论文 |
