제3차 교육과정 고등학교 일본어 교과서 분석 －‘동사＋동사’형 복합동사를 중심으로－

Abstract

This paper is an analysis of verb-verb compound verbs in the 3rd curriculum Japanese textbooks. The key findings are as follows: [1] The token frequency in the first volume was 23, and the type frequency was 7; the token frequency in the second volume was 168, while the type frequency was 65. Compared to the 2nd curriculum textbooks, the number of compound verbs in the 3rd curriculum textbooks has decreased significantly. The main reason for this is the decrease in the number of units and the number of sentences in the text. [2] A total of 42 compound verbs appeared for the first time in the 3rd curriculum textbooks. Among them, a total of 19 compound verbs such as '見詰め直す、着直す、引っ張り出す、乱れ咲く、振り立て る、暴れこむ、溢れ流れる、洗い直す、生き残る、植え返す、聞き終わる、来直す、し終わる、し返す、し直す、 食べ直す、増え上がる、見終わる、燃え続く' appeared only in the 3rd curriculum textbooks. In this paper, they were defined as a compound verb exclusively for the 3rd curriculum textbooks. [3] In the 2nd curriculum textbooks, a large number of Korean-related vocabulary included in the use of compound verbs were identified, whereas in the 3rd curriculum textbooks, the vocabulary decreased relatively significantly. This is due to a significant decrease in the number of compound verbs. [4] A total of 27 compound verbs were identified in both the 2nd curriculum textbooks and the 3rd curriculum textbooks. 姷利沈(2013) presents 14 examples, but in this paper, a database specialized in compound verbs was built through detailed extraction work, allowing 13 new ones to be added and presented. [5] In terms of basic structure of textbooks, it is worth noting that compound verbs are presented separately as individual learning items. This is a novel approach not found in 2nd curriculum textbooks, and it is assumed that it reflects the authors' perception of the need to learn compound verbs in Japanese language education at the time.