川柳を導入した日本語学習の試み- 授業への導入方法と学生の認識を中心に-

Abstract

In Japanese class in liberal education for beginners and intermediate level learners, I tried to introduce Senryu in order to broaden the range of students' interest in Japan and at the same time enjoy learning Japanese. The effectiveness of Senryu can be found in that it can be understood at the early stage of learning because of its “shortness”, and that “the present” in Japan can be glimpsed by using “Sara Sen”. Specifically, I will show how to introduce Senryu of seven semesters from the second semester of 2013 to the second semester of 2016 in the “Animation Japanese” class. I would like to describe the procedure of introducing Senryu in detail, introduce Senryu made by students from the 2nd semester of 2015, and use it as a guide when utilizing Senryu as part of the class. In addition, I introduce student's perception about Senryu every semester. As I think it will be difficult to deal mainly with Senryu in most of the classes, as well as in the liberal arts Japanese class, it is also meaningful to share examples of using Senryu in some classes in this way. In addition, I hope that there will be some points to suggest to the class from now on by arranging the thoughts about Senryu over the course of four years. In order to make students understand unfamiliar Senryu in a short period of time, it is necessary to devise various steps. It is also difficult for students to make Senryu, so it is important to lower the hurdles of making Senryu at the beginning, such as leaving some blank in a part of 5/7/5. I will also discuss future issues, such as whether it is possible to introduce Senryu in other subjects that are being operated as liberal arts subjects