高等學校 日本語 敎科書의 受動表現 分析

Abstract

It was February 4, 1973 that Japanese was adopted as the second foreign language in Korea. the Japanese curriculum was open in 1975, two year later, and Japanese was admitted as a subject in high school. Since the third curriculum began in 1975, the Japanese language education in Korea has been established for 31 years until the 7th curriculum. While Korea and Japanese have a lot of similarities in many aspect, they have more differences than anybody could easily convey some learning content in one language to the other one. passive expression in Japanese is a typical example of such case. Especially in passive expression, there are salient different between them, different expression which have no counter expression from the other language. passive expression in Japanese shows culture character of Japanese. therefore, the learning of passive expression play a significant part understanding the character of Japanese. However, the high school Japanese text books put little emphasis on those expressions because they are not easy and simply. But passive expression should not be taken lightly and should include in high school Japanese curriculum that such expressions are an important character of Japanese. Analysis in this paper is to analyze the passive sentences in Japanese textbook to third curriculum from 7th curriculum to determine whether the passive expression study in high school is essential or not, and whether the current textbooks are adequate for that study, in other to help the efficient passive expression study. In main subject, first, we reviewed the characteristic features and meaning of Japanese passive expression and categories of passive sentence by each scholar. Second, we analyzed current textbooks by types, vocabularies. The result was, in the prospect of passive expression study, that the current textbooks have some problem; first, if any school finish its curriculum with only JapaneseⅠ, there is no way to study passive expression without teacher´s curriculum reorganization. Second, because there is no established standards for vocabularies, example sentence or types in passive expression in Japanese, the huge differences between textbooks resulted form the absence of such standards, could ruin equal opportunities in high school Japanese education. The reason if current textbooks was the conception that beginner students have difficult in learning such expressions. However, there should be continuing study by pedagogics on various learning methods as passive expression are frequently used in conversations. Therefore, I shall continue to inquire into the methods of effective teaching and the current textbooks, supposedly communication-oriented ones, need to deal with more passive expression.