文章構造を意識した日本語作文教育 -国語教師と日本語教師の作文評価の分析から-

Abstract

Technology has changed the way people communicate. Written communication is preferred to verbal communication. As emails and instant messages are more frequently used than phone calls in this fast-paced era, it is important to write a main idea quickly in a brief and condensed version. Summary writing is a great way to develop such writing competence. This study aims to analyze (a) the summaries written by Korean students who learn Japanese as a foreign language and (b) the summary writing evaluation by teachers who teach Japanese as mother tongue and as foreign language. The evaluation was focused on overall structure of the summaries. Further, this study aims to discover how the teachers evaluated the summaries depending on the use of a three part structure (introduction, body, and conclusion) in the writing. The evaluation shows that the teachers gave a higher score to summary with a balanced three part structure than summary without any of the three parts. Among the students who received lower scores, some did not know about the three-part structure at all. Others knew but did not fully understand its function. The analysis suggests that it is important to teach structure of writing for efficient delivery of main idea. A following study will aim to develop strategies for summary writing skills using the three part structure.