ICT를 활용한 일본어 음성교육 실천연구－Evernote와 교실 내 학습을 융합한 블렌디드 러닝－

Abstract

This study is intended to design and conduct an education of Japanese pronunciations using Information and Communication Technology (ICT) based on social constructivism and qualitatively analyze and describe the processes and effects. Education of Japanese pronunciations aims to improve the ability of Japanese pronunciations. For this purpose, not only teacher’s explicit instruction of pronunciation, but also a process in which learners themselves recognize the problems of their pronunciation, seek appropriate standards for pronunciation and evaluate and modify their pronunciation, that is, self-monitoring is necessary. Therefore, this study introduced blended learning, so that the learners could gradually learn the pronunciation with responsibility for through the teacher’s instruction and carried out self-monitoring using a face-to-face class in the classroom and ICT (Evernote) outside the classroom and interactions with the teacher. As a result of 15-week practical lessons with 32 Korean learners of Japanese as Foreign Language (JFL), the learners used a wide variety of pronunciation learning strategies in pronunciation learning outside the classroom focused on meta-cognition strategies and succeeded in recognizing the problems of their pronunciation through a comparative analysis between model sounds and their pronunciation or the teacher’s feedback. Also, learners positively evaluated their pronunciation recording using Evernote and self-monitoring activity and the teacher’s feedback and came to pay attention to pronunciation in listening to or speaking Japanese language after the class. Through the above results, it was found that the out-of-class learning activity using Evernote had positive effects on the improvement of the learners’ autonomy.