2015 개정 교육과정 중・고등학교 일본어 교과서 음성 항목 분석

Abstract

The following facts were confirmed after examining the pronunciation of Kana and the introduction of each voice item in Japanese textbooks compiled under the 2015 revised curriculum. First, Japanese textbooks in middle and high schools use the Roman alphabet to pronounce Kana. Meanwhile, some textbooks show errors, but it is necessary to pay attention to the consistency of the notation. Second, most textbooks introduce a clear・muddy sound, a long・short vowel, a contracted sound, a double consonant, rhythm, and intonation items presented as phonetic features of Japanese in the 2015 revised curriculum. On the other hand, it has not introduced voice items that are known to be difficult for Korean learners to learn. It would be desirable for Korean learners to provide minimal explanation and practice on items that are difficult to learn. Third, some examples and explanations of items presented in some textbooks show errors. For learners to acquire correct pronunciation, appropriate examples and explanations must be provided in the relevant items. Fourth, while most textbooks introduce explanation and practice for segmental sounds, only explanation is introduced for rhythm , which shows the tendency to emphasize segmental sounds. To improve learners' fluency and communication skills, rhythm education needs to be strengthened.