「らしい」의 지도방법 고찰 : 일본어교과서의 용례 분석을 통해

Abstract

This study considered whether each usage of “rashii” is properly taught in the field of Japanese language education, by dividing the communication usage of “rashii” into [A] ‘secondhand information’ usage with which a speaker communicating data acquired from outside or observable situations to a third party and [B] ‘estimation/determination’ usage with which a speaker describes his/her own thoughts based on data acquired from the outside of him/her or observable situations, collecting the usage of “rashii” from Japanese textbooks and analyzing its use patterns. The usages of “rashii” used in 14 types of elementary and intermediate textbooks selected as data to be considered by this study can be arranged by their proportion: definiteness(46.2%) > secondhand information(33.3%) > estimation/determination (20.5%), indicating that the illustrate of “rashii” whose usage is more difficult to be understood than the usages of ‘secondhand information’ and ‘estimation/determination’ accounted for highest portion. This is resulted from lack of ‘contextualization’ which allows learners to use “rashii” and therefore, operate the expressions of it, even in their real discourses by providing specific and definite contexts, when “rashii” is introduced. In other words, learners cannot master such expressions until they can understand a variety of usages of each Japanese expression rather than just semantic correspondence and freely utilize the usages consistent with the contexts. From this perspective, the consideration and review of how Japanese language textbooks suggest each expression is thought to be necessary to seek out more effective teaching methods in the future. On the basis of the analysis methods used in this study, the usages of Japanese expressions and how to introduce them to the educational field should be continuously considered to enhance Japanese learners' abilities to more effectively operate discourses.