대학 교양 일본어 수업의 학습자 요인 ― 수업 레벨 및 성취도별 동기, 니즈 대조 ―

Abstract

In this study, we examined learner variables such as interest in Japan and motivation to learn Japanese, and compared them by class level (beginners and intermediate) and achievement level. The study’s results are as follows. First, the majority of learners had previous experience of learning Japanese, especially in high school. Students who showed higher achievement had a relatively high proportion of self-study, suggesting that the high interest group who studied Japanese independently was more likely to take higher level classes or showed higher achievement. Second, students were more interested in Japanese pop culture, especially at the intermediate level. At the beginner level, there was a large difference in interest between achievement levels. It was suggested that interest in pop culture was a motivator for achievement and for taking advanced classes. Among other Japanese cultures, many learners expressed interest in Japanese food culture. It is necessary to develop teaching materials that meet learners' interests and to use various media in the classroom. Third, the motivation for taking the course was divided into ‘language learning orientation’, ‘culture and communication orientation’ and ‘instrumental orientation’. Beginners had a strong culture and communication orientation, while intermediate students had a stronger instrumental orientation than beginners. Students who chose higher level class were more likely to associate Japanese with their future. Fourth, both beginners and intermediates had a strong need for conversation, but the upper group of beginners and intermediates tended to have an increased need for grammar and kanji. Depending on the level of the learner, it seems necessary to organize lessons with a balance between practical conversation exercises and systematic explanations of grammar and kanji.