스키마, 스토리텔링을 도입한 일본어 작문 수업 연구 - 초급 작문 교재를 활용한 작문 수업과의 비교를 중심으로 -

Abstract

In general, the feedback of the beginner's Japanese writing class is aimed at learning precisely the writing through the primary correction activities of the learner's grammatical errors and the vocabulary including the Chinese characters. Thus, it is a reality that the learner can not describe the situation or write the explanation in Japanese expressions, and even the secondary correction activities such as writing errors in writing. Therefore, this study suggests a topic to utilize the schema and storytelling of the learner in order to supplement it a little, and presents the four-frame cartoon to link the dialogue. At this time, a native Japanese learner is requested to write a composition based on each situation - writing based on the theme of the writing textbook and writing written using a four-frame cartoon. And the expressions, vocabulary and grammatical items shown in the composition of the Japanese speaker compare with the elements of composition of the Korean learners. Based on this, it is examined how there is a meaningful difference between the four-frame cartoon lesson using the schema storytelling and the teaching method using the conventional Japanese textbook