earticle

영어

The author is currently involved in the training of Japanese language teachers for Korean secondary schools at a university in South Korea, and when I looked at the characters written by learners, errors in stroke order, poor character shapes and character balance, etc., were noticeable, and she became acutely aware of the need for character-writing education. Based on this background and awareness of the problem, this study first clarified the actual situation of handwritten characters of Korean learners of Japanese, and analysed and discussed changes through class practice of character education focusing on calligraphy. The results suggest that, although most Korean learners had already learned kana characters before entering university, the emphasis was on learning and pronouncing the characters, and not much character-writing education was provided. The survey also revealed that, compared to hiragana, education in katakana is neglected. In addition, through classroom practice, it was observed that significant improvements can be achieved if the textbook font is used for the printed font and the knowledge of character-writing is properly explained and taught, even in a short period of time. Furthermore, the learners were seen to be motivated to “write characters,” and the results of writing education were confirmed. This made clear the importance of incorporating character-writing education in the introductory period of language learning.

일본어

　筆者は現在、韓国の大学にて韓国中等教育機関の日本語教師育成に携わってい るが、学習者の書く文字を見てみると、筆順の間違いをはじめ字形や文字のバラン スの悪さ等が目立ち、文字教育の必要性を痛感した。 　このような背景・問題意識により、本研究ではまず、韓国の日本語学習者の手書き 文字の実態を明らかにし、書字に焦点を当てた文字教育の授業実践を通してその 変化を分析・考察した。 　その結果、韓国では大学入学前に仮名文字を既習した学習者がほとんどであった が、文字を覚えて発音することに重点がおかれ、書字教育があまりなされていないこ とが示唆された。さらにひらがなに比べ、カタカナの教育が疎かにされていることが、 今回の調査でも明らかになった。その上で、授業実践を通して、印刷フォントに教科 書体を使用し、短期間でも書字の知識をきちんと説明し指導すれば、大きく改善が 見られることが観察された。さらに、学習者が意欲をもって「文字を書く」ことに取り組 む姿勢が見られ、書字教育の成果が確認できた。このことから、言語学習の入門期 に書字教育を取り入れることの重要性が明らかとなった。