初級日本語学習の効果的な指導方法 ―文字の導入と発音指導を中心に―

Abstract

We examined and analyzed effective teaching methods for beginner Japanese learning for learners who will become Japanese teachers in the future, focusing on the introduction of letters and pronunciation guidance. The effective order of introducing characters is generally hiragana, katakana, and kanji, and each character is introduced when it has become established to some extent. In the case of kana, explaining the original kanji and similar characters that were created, teaching at a meaningful word level, and teaching pronunciation increase the learning effect. For example, it is more effective to teach Seion while creating a meaningful and easy two mora noun from the “"あ line”rather than teaching 46 characters at once. Katakana is practiced from simple examples that do not include special beats, including words in textbooks, and gradually teaches familiar drinks, fruits, food, country names, foreign place names, sports names, and so on. While Korean kanji reading is only read aloud, Japanese kanji is read in four patterns, and this should be explained to learners from the beginner stage to reduce the tendency of reading mainly by reading aloud. It is also more effective to actively teach pronunciation from the introduction stage of letters, and sounds that easily lead to mistakes should be prioritized. Korean learners of Japanese should also be taught to recognize the pronunciation of special mora, the difference between mora and syllables, and the pitch accent.