한국의 일본어교육 환경변화와 대응방안 고찰 -중·고등학교 일본어교육현황을 중심으로-

Abstract

Students whom a motive of the Japanese learning was formed in a senior schoolhave high possibility that they are likely to continue Japanese learning even if come ofage. In foregin language learning, motivation is divided into “integrative motivation”and “instrumental motivation”. With “the integrated incentive,” it is an interestedin Japanese culture and motived to lead to will of the Japanese learning and,“Instrumental incentive” is a motivation for studying to pray for a pragmatic result. Among them, the integrated incentive is long-term and can be continuously connectedto learning, contrary instrumental incentive does not last long, even though it hasa learning effect. An integrated incentive and instrumental incentive appeared by the attitude surveyabout this needs investigation and Japanese learning for Korean senior secondarystudents. And a place is a trip to Japan, a Japanese drama · animation, the integratedmotive was indicated strong tendency. Especially in a secondary students case, alot of learners is beginner so to the learning of these young people to strengthenan integrated incentive more, and to continue it and constitute for the motive canbe connected in will to Japanese learning is very important. If such a processadvances well; a senior · secondary students of Japanese are more likely to continueJapanese learning even if come of age. So, from now on, for the Japanese learner of the young person including the highstudent, it should constitute a curriculum to let them interest in Japan, Japanese,Japanese culture still more.