作文授業におけるオノマトペ学習に関する実践報告

Abstract

This paper discusses the introduction of onomatopoeia in composition classes for Korean learners of Japanese, and examines the changes in learners' awareness and teaching methods. First of all, when introducing onomatopoeia into a class, it is necessary to do so in a way that does not damage the positive image learners have of Japanese onomatopoeia. It is also important to provide activities that give the impression that they are easy to use. In addition, when explaining the meaning, care should be taken to make the meaning easy to understand by showing many examples of the word in use and following up with the learners so that they do not lose their intellectual curiosity. In writing activities, it is necessary to devise ways to make onomatopoeia more than just a "modifier. The activity of adding onomatopoeia to existing compositions can give learners the impression that onomatopoeia is easy to use, so it is considered to be somewhat effective in the introductory stage of learning. Furthermore, some of the responses to the questionnaire indicated that “pronouncing the words aloud deepens understanding.” In the future, I think it will be necessary to organize the lessons with a greater awareness of “development from writing activities to speaking activities.” Currently, the onomatopoeia education environment surrounding learners is not yet fully developed. However, there is a need for onomatopoeia education in composition classes. It is also effective in that learners can experience the richness of language through learning it. In the future, we would like to explore even more meaningful classes, keeping in mind the points that were clarified in this activity.