目的別日本語教育のシラバス作成に向けた簡易化の試み - フライトアテンダントのための日本語 -

Abstract

The number of Japanese learners has been increasing and their aims have become various these days. Some learners, such as researchers, business men, care workers, technical trainees and hotel staff, need to learn Japanese for their jobs. Some learners, such as researcher’s and business men’s spouse and their children, returnee children and returnees from Chinaneedtolearnforotherpurposes. Researchers and teachers who are from institution have to figure out their needs and supply the adequate education to these learners. In most cases, learners need to learn Japanese for daily life and general purposes. This kind of Japanese is called JGP ( Japanese for General Purposes. ) On the other hand, some don’t need Japanese for daily life but only for specific occupational situations. This kind of Japanese is called JSP ( Japanese for Specific Purposes. ) When it comes to Japanese for job, “Business Japanese” first comes to mind. However business Japanese covers wide range of linguistic behavior, and required vocabulary and expressions which makes it hard to specify their needs. On the other hand, Japanese for hotel staff and care workers, in the same field of JSP, is relatively easy to specify. The occupation of cabin attendant ( CA ), which is the focus of this thesis, is also not difficult to specify. The aim of this thesis is to find problems in existing JSP textbooks by analysis, and then to suggest the importance of designing a “linguistic behavior-based syllabus” to perform well in their occupation. In addition to this, another aim is to suggest a method to approach meaningful and authentic communication instead of memorizing, learning by heart through the way of facilitating learning itself and simplifying expressions. The study goes through three steps. The first step is to analyze existing JSP textbooks. Through this process, it is clear that the expressions in the textbooks are difficult for the learners of Japanese beginners and one solution is to learn by memorizing. In the second process is needs analysis. Needs analysis goes through 3 stages, the analysis of the CA’s role and occupation, the analysis of the CA’s actions and the analysis of the target language. Through the first and second stages of the needs analysis, the situations which require the CA to perform in Japanese are specified. The CA’s linguistic behavior is based on two kinds. One is as service that interacts with passengers and the other is conveying information between CAs. The latter one does not need target language since they have a language that enables them to communicate with each other. From the third stage of the needs analysis, it becomes clear that the spoken expressions vary greatly and difficult to learn for beginners. The third step of this study is to discuss how facilitation should be excuted. The way of facilitation suggested in this thesis is to focus on context that the CA will encounter. This way makes it possible not only to simplify linguistic structures and facilitate learning itself but also to approach authentic communication.