효과적인 초급 일본어 작문 수업 모형 연구 -학습자의 수업만족도와 성취도의 상관관계를 중심으로-

Abstract

Among four functional skills of a language - speaking, listening, reading and writing – writing is indispensible for learners and the most complex task, especially for teachers who are involved with low-level students. This study, thus, is designed and implemented to improve writing competency of low-level learners of Japanese. According to Kageyama (影山 2011,「ライティング・ワークショップの秘 密」), learning effect and students’ ‘preference’ and ‘satisfaction’ are critically correlated. Focusing on this point, this study, first, surveys students’ needs and readiness in order to stimulate their motivation and interest in the lessons. Then students are encouraged to choose topics on their own four times. During the lessons, teachers apply appropriate teaching methods depending on the writing themes selected by the students, including teacher-centered correction, peer-responses, and teacher-student conference after peer activities. After each session, questionnaires on students’ level of satisfaction are filled in and collected. To evaluate the effects of the lessons, simple achievement tests are also given. Through these questionnaires and test results, how learners’ satisfaction and motivation affect learning is examined and analyzed. With the result of this analysis, finally, a model lesson is suggested to provide effective writing education for low-level Japanese learners.