대학 일본어교육 전문화를 위한 팀티칭 ― 전공기초 “일본어입문” 실천 사례를 중심으로 ―

Abstract

This study represents a practical case of cooperative teaching (team teaching) implemented in the Department of Japanese Language and Literature at a four-year university. The aim of this study was to assess the satisfaction of Japanese language major students with team teaching classes, identify areas for improvement and challenges, and explore the significance of specializing in Japanese language teaching. Two Korean professors and one native Japanese professor collaborated in team teaching for the introductory course ‘Introduction to Japanese,’ dividing the curriculum into ‘Vocabulary’, ‘Grammar’ and ‘Activities’. During the first semester, among 41 respondents, 35 students (85.3%) reported satisfaction or above, and in the second semester, out of 28 respondents, 27 students (96.4%) reported satisfaction or above among the learners in the major course. Satisfaction levels with the allocation of teaching hours and the sequence of teaching by each team teaching instructor were consistently high. Additionally, the students reported notable improvements in their proficiency in Japanese language due to team teaching, with over 70% in the first semester and over 60% in the second semester stating that it had ‘improved.’ Improvement was observed across various language skills, with ‘Chinese characters’ being the area that showed the most significant improvement in both semesters. For each instructor, ‘Activities’ had the highest level of satisfaction, followed by ‘Grammar’, and then ‘Vocabulary.’ But this is consistent with the level of difficulty in each field answered by the learners in the order of ‘Chinese characters’, followed by ‘Grammar’, and then by ‘Reading (speaking).’ The result shows that team teaching conducted by instructors with specialized expertise increased the workload for instructors but also significantly raised the satisfaction and achievement levels of students in the major course. The instructors joined this study viewed team teaching as a positive method for enhancing course design and operations through mutual reflection among instructors.