言語と文化を統合した日本語教育- 韓国高等学校の日本語授業における実践的アプローチ -

Abstract

Integration of language and culture, collaborative learning, zero-based learners of Japanese, visual thinking,　exploration of Japanese culture by theme, comprehensive activities The integration curriculum of language and culture was based on the contents of cultural literacy and teaching-learning strategies utilizing them. This curriculum was also realized through the teaching-learning model I, the teaching-learning model II, their subsequent programs and procedures, and class design. Based on the model, programs such as 'Exploring Japanese Culture by Theme' and 'Visual Thinking, Talking about My Day' were developed and applied to the class. The Japanese language and culture integration model I was effective in the teaching-learning activities in the order of ‘cultural understanding>affective motivation> writing>reading>listening’ from the greatest to the least. Fifth, the Japanese language and culture integration model II showed the importance in the order of ‘interest enhancement> understanding culture>writing>reading>listening’ from the most important to the least important. The model I demonstrated high correlations between ‘reading and speaking,’ ‘writing and reading,’ and ‘culture understanding and interest development.’ Cultural understanding, especially, showed a considerable influence on the enhancement of motivation. In the model II, factor analysis showed high correlations of writing with listening, speaking, and reading. Another finding was that cultural understanding was highly correlated with all the other factors, confirming that understanding and interest in culture were having a significant influence on communication competence.　The　results of this study confirmed that there is a great correlation between communication skills and cultural interest, more research and attention are needed on the development of various programs and their applications. Student participation and student-centered activities, peer cooperation, and increasing opportunities for language output through ‘speech and writing’ activities significantly affect class dynamics and communication skills. Therefore, it is necessary to promote the methods actively.