Today, the globalized world and informationized society lead to use more Katakana in Japan day by day. Therefore, teaching Katakana is getting more important. But the current teaching of characters is focused on the Chinese characters and Hirakana. So...
Today, the globalized world and informationized society lead to use more Katakana in Japan day by day. Therefore, teaching Katakana is getting more important. But the current teaching of characters is focused on the Chinese characters and Hirakana. So, in this study, I intend to study the effective teaching method of Katakana.
For that, I asked the students majoring in Japanese in Universities in DaeJeon to fill in a questionnaire and checked the current education of Katakana. The content of the questionnaire consists of asking about difficulty of learning Katakana as letters Katakana as marked vocabulary and the contents of learning.
The result of the questionnaire is as below.
1. Katakana as characters.
In the question how difficult the study is, the answers that learning the characters Katakana is 'difficult' and 'average' are 44.6% and 44.1% with almost the same rate. The answers that it is not easy to memorize Katakana due to the similarity to Hirakana and it is very easy to memorize Katakana associating with Hirakana ranked the first for each reason. The fact that Hirakana influences learning Katakana possitively or negatively shows that the current character education forcuses on teaching Hirakana primarily.The survey shows that 73% of the respondents acquired Hirakana first as characters. As compared with this result, when the students were asked what is the best effective method of learning letters, the most of the students answered that it is reasonable that they should learn Hirakana and Katakana at the same time.
In acquiring characters, the 88.2% of the respontents in the questionnaire chose 「シ」「ツ」,「ソ」「ン」, the similar characters as difficult ones to learn and 90.7% chose 「イ」,「カ」,「リ」 similar to Chinese character as easy ones to learn.
2. Katakana as marked vocabulary
As I investigated the learners' preparation to receive Katakana marked vocabulary, 64.2% of them responded that they read Katakana presented when necessary. The main reason by 40.9% of them is that it takes time because it is difficult. And as the second reason, 29.5% think they don't need to read because Katakana is the words of foreign origin. It shows that most of the learners think that Katakana is the words of foreign origin.
In relation to this, the result of investigation of learning the foreign language is as below.
48.5% of the respondents feel difficult to do the different pronunciation from Korean one the most. And they also feel difficult to mark and read the words of foreign origin the second and the ones that we don't have in Korean words the third.
In marking the words of foreign origin, more than 80% of the respondents think that marking long vowels is the most difficult and the consonants that are not used in Hirakana and marking minuscule 「ア」 line are the second difficult ones.
And the survey tells that more than 80% of the learners need to learn to mark the words of foreign origin. Some of them answered it is appropriate that they start to learn the words of foreign origin when they appear or the initial time that the characters are accepted.
The survey for the study contents shows that in the initial stage of education, character education of 50 pitch is a center but understanding the role of Katakana or marking the words of foreign origin isn't educated enough.
Based on the above investigation, I can suggest the effective teaching method of Katakana below.
① We should distribute the time for the education of Hirakana and Katakana properly.
② Understanding for the completion and the role of Katakana should be preceded when characters are introduced.
③ When teaching the pronunciation of the characters, we should present and educate Hirakana and Katakana to the learners at the same time.
④ At that time of introducing Katakana characters, we should help the learners to understand and acquire Katakana by presenting the chinese charaters for resource and by contrasting and presenting characters causing misuse.
⑤ We should provide the learners with a variety of materials for education.
⑥ Understanding Japanese sound system should be preceeded.
⑦ The teacher should teach the learners marking and reading the words of foreign words first. For this, the teacher should be fully aware of marking the words of foreign origin.
Through this study, I can notice that the learners also recognize the necessity of learning Katakana and that the teachers are required to study the a variety of textbooks to satisfy this necessity. In this thesis, I just suggested the method of teaching but if possible, I hope I will search and study the effectiveness.
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