취학 전 아동의 계승어 습득과 학습자 요인 분석- 한국거주 일본인다문화가정을 중심으로

Abstract

This study analyzes the correlation between heritage language acquisition and learning factors among preschool children of Japanese multicultural families in Korea. What is noteworthy in ‘effort to use Japanese’ was that ‘Acquisition of Japanese is helpful for future employment,’ and ‘gaining International sense and broadening perspectives’ scored higher than ‘emotional bond with Japanese parent’ and ‘succession of identity’, which reflects the honest feeling that acquiring heritage language is related to the future careers of children in the case of Japanese multicultural families. Such realistic hope is connected with ‘the wish that the children could speak other languages ​​such as English or Chinese better than Japanese’. In ‘the thoughts of parents and children’, the result was drawn out that children are much more willing to be like their mothers than the mothers think. In addition, ‘praise’ did not have much to do with heritage language acquisition but rather acted as a negative factor. That is, while preschool children learn Japanese in a narrow sense focusing on their parents, siblings or peers, primary schoolchildren’s heritage language acquisition is influenced by friends, teachers and their surroundings as they grow. In ‘Use of Japanese’ and ‘Relationship between Korea and Japan’, preschool children prevented their mother from speaking Japanese in front of others as they feel ashamed or shy. This works as a negative factor for preschool children while it works as a stimulus and acts as a positive factor for elementary school students to acquire their heritage language.