직관적으로 기억하게 하는 히라가나 교육─ 이미지와 音을 연계한 교육을 중심으로 ─

Abstract

When teaching hiragana, the Japanese alphabet system, to the beginners of Japanese language at a university, I found that learners remembered hiragana more intuitively when I used the concept of 'images' which remained in the memories of the learners rather than letters literally, which were unknown symbols to them. When learning a foreign language, memorizing the character system intuitively can not only increase efficiency in terms of economic aspect of language, but also lead the better understanding and more interest in learning over all. Students take a concept as a concept itself at the moment of learning, but the concept becomes weaker and subjective as time passes. In other words, it is found that the margin of error increases. In order to raise the efficiency of language learning, an education plan for reducing the subspecialization of a concept is needed. When the Japanese alphabet system was taught in conjunction with images and sounds as an educational method to reduce the Subjectification of a concept, the learners remembered by intuition due to the enhanced objectivity of the concept. Besides, they got more interested in learning and understood sentences more quickly as a result of their improved reading speed when studying vocabulary. In short, hiragana education linked to images and sounds makes the learners remember characters intuitively, enhancing the efficiency of overall learning. Foreign language education using 'images' should be studied further as it can be applied in the field of pragmatics as well as in the character system.