플립러닝(Flipped Learning)을 이용한 초급 일본어 수업사례 연구 – 전공 학습자의 반응에 주목하여 –

Abstract

In this study, a beginner’s Japanese language class for learners majoring in Japanese was conducted using a flipped learning method, and the learners’ reactions were analyzed and reported. Learners who chose Japanese as their major tend to see gaps in their knowledge of the language. Some learners have already mastered the basics, while others need to start by learning Hiragana. The significance of teaching elementary Japanese as a university course for learners between different language abilities is not limited to mere improvement of language skills. Introductory Japanese language classes at universities are also given a role as a guide to a place where universal truths are explored. As a method to play the role of elementary Japanese classes as described above, the presenter used a flipped classroom and determined its effectiveness and limitations from the reactions of the learners. The flipped classroom was designed in three stages: pre-study, main study, and post-study, in order to secure study time for learners. Considering the average grades in the final evaluation, it seems that securing this study time led to a high degree of achievement. However, a high degree of learning fatigue was confirmed among the learners in lecture evaluations and separate questionnaires. In addition, I was able to clarify the thoughts of learners who wish to have lessons that match the level of each individual. The conclusion obtained from this research based on the responses of the learners is that, although it is effective to take the initiative in elementary Japanese language classes as a major at university, it is important for learners to develop a perspective of looking at Japanese as an academic subject. In other words, there is also a part that goes forward under the leadership of the lecturer.