학습영역별 온라인 일본어 강의 적합도 분석 -「어휘」「문법」「회화」「작문」영역을 중심으로-

Abstract

The purpose of this study is to identify the difference in the suitability of online lectures by learning area, particularly vocabulary, grammar, conversation, and writing, in K University's liberal arts courses: Everyday Japanese Conversation, Elementary Japanese (1), and Elementary Japanese (2). In vocabulary and grammar, evaluations by students were positive in Elementary Japanese (1), but negative in the conversation and writing domains, and no disparity was found among difference groups. The fact that students can play back lectures repeatedly without time and space limit was cited as the key advantage of online courses by the majority of the students in all three classes. Meanwhile, the downsides they noted include the absence of immediate feedback from the instructor, the difficulties in mutual communication between instructor and student as well as among students themselves, and a lack of concentration. The students were also frustrated by the fact that their pronunciation and the expressions they use cannot be corrected instantly and that it takes a longer time to answer questions. It is thought that lectures in the future should offer different formats for both online and offline in equal measure. The findings of this paper suggest that a more efficient lecture is possible if classes are structured in a way that combines each learning area in different formats depending on whether it is more suitable for an online class or a conventional in-person lecture. Also, it is thought that online lectures need to be backed up with diverse elements that can help instructors facilitate and expedite their feedback to students as well as communication with and among students.