일본어 전공자의 교수・학습법에 관한 연구 - 참여형 교수・학습법 적용 사례 비교를 중심으로 -

Abstract

This study apply theory-based and practice-based curriculum to the existing teacher-directed injection and learner-based collaborative learning/ teaching and then compares and analyses the learners’ satisfactions for both methods, who are the undergraduates majoring in Japanese language. The result of this study suggests that Japanese Language Proficiency Test 2 favors the Cramming Method, while foreign field trip prefers the participatory one. Although this is derived from specialties’ of each curriculum, such as theory or practice, when even the teaching/learning method to be favored uniformly applies a specific teaching method to al curriculum without considering features of each curriculum and learners’ needs, it may decrease learners’ motivation and also negatively affect their satisfactions for classes. It seem to be necessary to develop the various teaching/learning methods through which effective management of the curriculum and satisfactions of both teachers and learners would be reconsidered in the future, by concerning about relevance of questionnaire items used in a survey of satisfactions, applying participatory teaching/learning method to grammar, conversation, reading, writing, culture and literature learned by undergraduates majoring in Japanese language in a college and examining the difference between the findings of this study and through of the future one.