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Basic Issues in Katakana Teaching-Towards the recognition of katakana teaching as a valid field of Japanese language teaching research

片假名教学的基本问题——承认片假名教学是日语教学研究的有效领域

基本信息

批准号：
17520358
负责人：
NAKAYAMA Eriko
金额：
$ 2.18万
依托单位：
HANNAN UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2006
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-17520358/
关键词：
Japanese language teaching katakana teaching loanwords katakana characters katakana words basic katakana

项目摘要

In the first year of our research project we looked directly at Japanese Language Teaching in the classroom. In the second year we carried out an overview of the relevant literature. Results for each phase were published as interim and final reports. The following issues were identified:1) About 80% of educational institutions set no targets for katakana teaching. (teaching katakana characters and katakana words)2) When teaching writing, approximately 40% of educational institutions which specifically taught katakana characters set different targets from those set for hiragana characters. Regarding retention, a similar 40% of institutions indicated that retention was poor, or had failed to follow up on the degree of retention. (48 respondents)3) In vocabulary teaching, many institutions confined themselves to teaching the katakana characters naturally occurring in set texts. Few instructors went on to teach the nuances that distinguish katakana expressions from words of Japanese and Ch … More inese origin.4) Methodological difficulties were reported in fostering retention of katakana expressions when presented immediately after hiragana expressions. Most institutions, however, took no remedial steps.5) No basic list exists of katakana for instructional purposes. Consequently, no textbooks exist which can provide examples of actual use, information on degree of acceptance and correct usage, and synonym comparison.6) Manuals for instructors assign few pages to katakana teaching, and do not lay sufficient emphasis on the importance of katakana in Modern Japanese.7) Learners continue to report a lack of confidence when using katakana. At the same time they are aware of its indispensability. Over 60% of learners expressed a wish for more thorough training. (479 respondents).The above makes clear that there are problems in katakana teaching that need to be addressed and that the route to improvement lies through heightened instructor awareness and better teaching methods and materials. Less

在我们的研究项目的第一年，我们直接在教室里看日语教学。在第二年，我们对相关文献进行了概述。每个阶段的结果都以中期和最终报告的形式发表。调查发现了以下问题：1）约80%的教育机构没有设定片假名教学目标。（片假名和片假名单词的教学）2）在写作教学中，在专门教授片假名的教育机构中，约有40%的机构设定了与平假名不同的目标。关于留级情况，同样有40%的机构表示留级情况不佳，或未能跟进留级情况。(48（3）在词汇教学中，许多机构只限于教授固定课文中自然出现的片假名。很少有教师继续教授区分片假名表达与日语和汉语单词的细微差别 ...更多信息 inese origin. 4）据报道，在平假名表达之后立即呈现时，在促进片假名表达的保留方面存在方法上的困难。然而，大多数机构没有采取任何补救措施。5）没有用于教学目的的片假名基本清单。因此，没有一本教科书能够提供实际使用的例子、接受程度和正确用法的信息以及同义词的比较。6）教师手册对片假名教学的篇幅很短，没有充分强调片假名在现代日语中的重要性。7）学习者继续报告说，他们对片假名的使用缺乏信心。与此同时，他们意识到它的不可或缺性。超过60%的学员表示希望得到更全面的培训。(479上述情况表明，片假名教学中存在着需要解决的问题，改进的途径在于提高教师的认识，改进教学方法和教材。少