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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 중앙대학교 일본연구소 일본연구 일본연구 제50집
- 발행연도
- 2019.2
- 수록면
- 107 - 127 (21page)
- DOI
- 10.20404/jscau.2019.02.50.107
이용수
초록· 키워드
오류제보하기
In this thesis, it has been investigated and analyzed how Japanese learners think of teacher’s correcting their compositions written every week in the Japanese composition class as well as how the learners are aware of the comment activity after reading compositions uploaded on the LMS. It has revealed the following.
(1)87.1% of learners answered that teacher correction had a positive effect.
(2)The items learners felt difficulties while writing Japanese were in order of Chinese characters, Japanese expression, vocabulary, grammar & sentence structure, and writing style.
(3)Precedence tasks necessary for improving the composition ability were in order of writing practice, reading, knowledge of literary style, and experience.
(4)In regards to reading compositions written by other learners, 47.4% of learners answered that writing their own compositions was “helpful”. Also, the same percentage of learners answered that reading compositions of other learners contributed to an increased understanding toward others.
(5)Learners answered that comments (appreciation) on their compositions made them happy because other learners “sympathized” with what they had written in their compositions, and that they realized that others held “many different perspectives” and had “similar experiences”.
(1)87.1% of learners answered that teacher correction had a positive effect.
(2)The items learners felt difficulties while writing Japanese were in order of Chinese characters, Japanese expression, vocabulary, grammar & sentence structure, and writing style.
(3)Precedence tasks necessary for improving the composition ability were in order of writing practice, reading, knowledge of literary style, and experience.
(4)In regards to reading compositions written by other learners, 47.4% of learners answered that writing their own compositions was “helpful”. Also, the same percentage of learners answered that reading compositions of other learners contributed to an increased understanding toward others.
(5)Learners answered that comments (appreciation) on their compositions made them happy because other learners “sympathized” with what they had written in their compositions, and that they realized that others held “many different perspectives” and had “similar experiences”.
목차
1. はじめに
2. 先行研究
3. 調査概要
4. 分析結果と考察
5. まとめと今後の課題
参考文献
Abstract
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UCI(KEPA) : I410-ECN-0101-2019-309-000578884