韓国人日本語学習者の読解における困難点についての 考察 - 要約文作成と並べ替え活動の授業事例から-
Study on the difficulties of Korean Japanese learners in reading comprehension activities
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In this study, the difficulty of reading was identified by using summary sentences and sequencing activities conducted in Japanese reading classes for Korean Japanese learners. Based on the results of the activities conducted by learners, I compared the results of activities similar to those performed by native Japanese speakers and analyzed and examined what kind of guidance could be provided for future learners' difficulties. As a result, it was found that the following difficulties were encountered in reading Japanese.1) Learners cannot judge important points, easily miss important content and keywords, 2) learners find abstract content difficult to grasp in detail from the context before and after, 3) learners cannot objectively read the author's arguments, 4) learners do not fully understand the nature of the text. From this, it seems desirable that in reading comprehension classes, the purpose of activities to confirm important content is more explicitly targeted. Furthermore, in addition to developing the ability to read sentences more accurately and objectively, explicit instruction that the writing is of a different nature is necessary, especially when summarizing it. And we also need guidance to better understand what kind of reading we usually do.
Abstract
In this study, the difficulty of reading was identified by using summary sentences and sequencing activities conducted in Japanese reading classes for Korean Japanese learners. Based on the results of the activities conducted by learners, I compared the results of activities similar to those performed by native Japanese speakers and analyzed and examined what kind of guidance could be provided for future learners' difficulties. As a result, it was found that the following difficulties were encountered in reading Japanese.1) Learners cannot judge important points, easily miss important content and keywords, 2) learners find abstract content difficult to grasp in detail from the context before and after, 3) learners cannot objectively read the author's arguments, 4) learners do not fully understand the nature of the text. From this, it seems desirable that in reading comprehension classes, the purpose of activities to confirm important content is more explicitly targeted. Furthermore, in addition to developing the ability to read sentences more accurately and objectively, explicit instruction that the writing is of a different nature is necessary, especially when summarizing it. And we also need guidance to better understand what kind of reading we usually do.
참고문헌 (14)
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