고등학교 일본어 교과서의 말하기 활동 분석-2009개정교육과정 ‘고등학교 일본어Ⅰ’을 중심으로-

Abstract

This article analyzes speaking activities proposed in High School Japanese Textbook I and discusses the development and problems of the speaking activities. Regarding types and integrating language skills of speaking activities proposed in the textbook, ① types of speaking activities proposed in the Japanese textbook are focused on language acquisition; ② among language acquisition activities, ‘meaningful practice’ was most commonly used, followed by ‘mechanical practice’ and ‘communicative practice’; ③ activities focusing on language use were introduced only in some part of play/task activities and, therefore, are highly limited; ④ as for integration of integrating language skills, individual speaking activities are most often presented, which does not correspond to the organization of the textbook; ⑤ integration of two different functions is most commonly found in listening and speaking, followed by writing and speaking, and reading and speaking; and, ⑥ also, integration of three or more functions is also very limited. Based on the results of the analysis, this study proposed problems in speaking activities that are proposed in the high school Japanese textbook. The textbook is excessively focused on activities for language acquisition with emphasis on accuracy with limited activities intended to improve fluency, and, therefore, it poses limitations on fluency-oriented learning as proposed in the curriculum. Also, the fact that individual speaking activities account for a high percentage implies that the variety of speaking activities is limited. Therefore, it is necessary to actively introduce integration of two or more functions in speaking activities. Speaking is a function in which the knowledge of the language differs widely from the skill of using it. Therefore, it is important to develop a textbook that diversifies speaking activities and organically integrate language functions, to help learners improve communication skills more naturally.