韓國人 日本語 學習者를 위한 漢字敎育에 관한 考察

Abstract

Korea has organized Japanese language as a second foreign language in the curriculum of high schools since 1973, and it is still one of the subjects in our curriculum even after 35 years have passed. As the Japanese education in the present seventh Curriculum is learner-oriented, focusing on communication, it tends to overlook the education of Chinese characters that are not thought to be involved in speaking. However, most of the learners consider kanji as the most difficult aspect of Japanese to learn. Kanji has similar structures with Chinese characters and is included in the same Chinese character zone, but as levels of learning get higher, learners give up to learn more because of the difficulty in learning kanji. To overcome this phenomenon, definite education of kanji should be provided from the beginning grade. And keeping the importance of learning kanji in mind, we should recognize that Chinese characters used in our country are different from those used in Japanese. Therefore, this study aims to analyze the kanji presented in Japanese textbook I under the 7th Curriculum to develop effective teaching directions. To achieve this, we examines the educational policies of Chinese characters in Korea and Japan. The Japanese policy is categorized into three parts as follows: Toyokanji period from 1946, the review period of Toyokanji from 1966 to 1981; and the Joyokanji period from 1981 to present. Under the Korean policy on Chinese characters, the opinion of exclusive use of Korean is opposing to that of mixed use of Korean and Chinese. To overcome the side-effect of exclusive use of Korean, our government designated sino-Korean as one of required subjects in secondary and high schools in 1971 and now the joint use of Korean and Chinese characters is being executed. Second, this study analyzed Chinese characters presented in 12 editions of Japanese textbook I and we found a mean of 258 Chinese characters and 53 common characters were introduced in them. 見, 敎, 今, 起, 金, 大, 理, 買, 木, 聞, 分, 上, 生, 書, 先, 手, 水, 時, 食, 語, 曜, 友, 元, 月, 人, 日, 前, 土, 國, 下, 何, 韓, 火, 學, 來, 氣, 讀, 圓, 好, 休, 話, 樂, 思, 高, 家, 間, 年, 會, 飮, 勉, 强, 歸, 電 As there was a difference in the number of Chinese characters in each textbook, learning effect was different according to which textbooks were used. And the characters introduced at the same point two characters were introduced as one word should be taught in words. Third, to identify the validity of the Chinese characters in Japanese textbook I, this study analyzed the rates of Chinese characters to mark, those for elementary schools in Japan, and basic Chinese characters used in Korea. The use rates of those to mark in Japanese textbooks was about 25～30%, which means few characters are actually learned in learning Japanese. The rate of Chinese characters for lower grades from Grade 1 to 3 were 70～80%. It was because Chinese characters designated as the standards for those to mark were used for education in elementary schools. Finally, when basic characters for secondary schools are compared with those of high schools, the rate of the former was a mean of 80% and the rate of the latter was about 10%. Fourth, this study presents some suggestions on effective education of Chinese characters through decrease of difficulties and errors in leaning Japanese beyond simple organization of Japanese textbook I under the seventh Curriculum. First, we focus on introduction of Chinese characters, differences in expression between Korean and kanji, Chinese characters with similar forms, different characters with same sound, simplified characters, how to teach okurigana (accompanying letters) and interesting teaching through play activities. Unfortunately, this study has some limitations. As it did not demonstrate teaching methods of Chinese characters specifically, it only suggests that ideal teaching methods should be developed with more attention paid to Chinese character education.