「そうだ」「ようだ」「らしい」에 관한 효율적인 지도방안 고찰

Abstract

This study aims to analyze the ‘souda’ ‘youda’ ‘rasii’, expressions which are being used in various functions at the end of sentence, especially, at revised education course in 2007, it is called ‘basic expression for communication’ which is emphasized making example as practical communication to be studied in course of high school education. On this, I researched into how to study these expressions in Japanese high school text book Ⅰ․Ⅱ for Korean learners who are having trouble with studying Japanese expressions such as ‘souda’ ‘youda’ ‘rasii’. Moreover, it stresses fluency over accurate expressions, that is to be focused on education course which emphasize on improving communication skills and intended to find out practical effective teaching skills for ‘souda’ ‘youda’ ‘rasii’ which is one of inevitable expressions to communicate fluently. We researched importancy of these auxiliary verbs and they are being used properly or not from meaning and analysis based on frequency and examples in 18 kinds of Japanese text books. And we investigated the frequency of use and proportion based on examples divided into 4 sections of listening, speaking, reading and writing in each text books and we figured out that there are many problems since we focused on the study of usage. Our analysis of Japanese dictionaries and studies for Japanese linguists indicates to us that most of example sentences are used ‘souda’ as hearsay usage in JapaneseⅠtextbook. Expression of ‘youda’ was rarely used, moreover ‘rasii’ was not found from 12 kinds of Japanese text books at all. Even Japanese text Ⅱ, ‘souda’ has been mostly found example sentences used as hearsay usage same as Japanese textⅠ, some of text books are regarded ‘rasii’ as example sentences of objective conjecture and we expected that students have trouble with understanding since the lack of grammatical explanations and example sentences for these auxiliary verbs in most of text books. And it tends to be one section in 4 language sections (listening, speaking, reading and writing). Based on this, we analyzed the errors of text books, we conducted a survey regarding how well students understand usage of these auxiliary verbs to suggest right teaching skills. As the result of the survey, we knew that learning of usage to be presented on text books was not educated properly and there are difficulties in communicating in real life because of the limited example sentences and the absence of proper situations. Students have trouble being aware of proper situations and expressing their own opinion from example sentences and situations to be suggested by text books, therefore, teachers need to have consideration for effective learning. We expect this study to use data for finding more effective ways of learning to help students communicate fluently.