중세 예수회 선교사들에 의한 일본어 교육 -조선 사역원의 일본어교육과 비교하여-
A study of Japanese education by the missionaries in the middle ancient Japan: Compared with the Japanese education conducted by Sayeokwon of Joseon
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This paper examines several aspects of Japanese language education and educational perspectives that were conducted by Jesuit missionaries and Joāo Rodrigues one of the missionaries, who arrived in Japan in the 16th century. Additionally we looked at the similarities and the differences that the Japanese education of missionaries had compared to that of Sayeokwon, the foreign language interpreter training institution of Joseon dynasty. The findings are as follows. First, while the Correggio, the missionary institution in Japan, focused on teaching Japanese conversational skills necessary for the missionary works and the ideal priest training, the Sayeokwon had its focus on fostering the interpreter to strengthen the relationship with neighboring Japan. Second, in the Correggio, Portuguese and Roman letters were used to compile the textbooks instead of Japanese letters. In contrast, the Sayeokwon used Japanese characters and styles to make the textbooks and readings from the beginning. Third, in the introductory stage of Correggio education, ‘listening’ and ‘speaking’ of Japanese language were emphasized over 'reading' and 'writing' which were considered to be the advanced stage of the language learning. Contrarily, the Sayeokwon mainly focused on ‘reading’ and ‘writing’ of Japanese language. It was only after the Imjin War, where the textbooks of Sayeokwon reflected the importance of ‘listening’ and ‘speaking’ of Japanese language.
Abstract
This paper examines several aspects of Japanese language education and educational perspectives that were conducted by Jesuit missionaries and Joāo Rodrigues one of the missionaries, who arrived in Japan in the 16th century. Additionally we looked at the similarities and the differences that the Japanese education of missionaries had compared to that of Sayeokwon, the foreign language interpreter training institution of Joseon dynasty. The findings are as follows. First, while the Correggio, the missionary institution in Japan, focused on teaching Japanese conversational skills necessary for the missionary works and the ideal priest training, the Sayeokwon had its focus on fostering the interpreter to strengthen the relationship with neighboring Japan. Second, in the Correggio, Portuguese and Roman letters were used to compile the textbooks instead of Japanese letters. In contrast, the Sayeokwon used Japanese characters and styles to make the textbooks and readings from the beginning. Third, in the introductory stage of Correggio education, ‘listening’ and ‘speaking’ of Japanese language were emphasized over 'reading' and 'writing' which were considered to be the advanced stage of the language learning. Contrarily, the Sayeokwon mainly focused on ‘reading’ and ‘writing’ of Japanese language. It was only after the Imjin War, where the textbooks of Sayeokwon reflected the importance of ‘listening’ and ‘speaking’ of Japanese language.
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