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園田祐治 [ほか] 著
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佐藤尚子, 佐々木仁子著
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佐藤尚子, 田島ますみ, 小林佳代子編著
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佐藤尚子, 佐々木仁子著
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太田, 亨 ; 佐藤, 尚子 ; 藤田, 清士 ; 金, 蘭美 ; Ota, Akira ; Sato, Naoko ; Fujita, Kiyoshi ; Kim, Ranmi
概要:
2019年度日韓プログラムの教育参画で実施された専門科目（物理）と日本語（漢字）のコラボレーション授業は，大幅な改善を行った2017年度からの授業内容を踏襲する形で実施された。授業時に見られた問題の原因を解明するため，2017・2018年度
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と同様に，物理，日本語それぞれによる調査を行った。その結果， 1 ）物理の問題としての正答率は高く，学生の理解はおおむね良好であること， 2 ）日本語能力の高い学生や物理の理解度が高い学生でも，日本語での解答をできるだけ省略する者が存在することが明らかになった。これは，物理で用いる日本語の語彙の不足や数式や計算式をつなぐための日本語の表現が不十分であることが原因と考えられる。日本語教育の調査からも，初級レベルの漢字が用いられた物理の語彙や，韓国語で同じ漢字語が使われている語彙であっても，物理教育の中できちんと学習していないものは意味がわからず，正しく読めない傾向が見られた。改めて今回も，予備教育期間中に専門用語を正しく読み，日本語で表現できるよう指導する必要があることが確認された。<br />The authors conducted a collaborative class during a Japan-Korea joint program in 2018, which combined the study of physics and the Japanese language （a kanji class）. The 2018 class followed the 2017 class, which was improved significantly upon when compared to earlier years. After the class a survey was conducted, as in the similar way in 2017, in order to learn about the problems encountered when studying physics and Japanese respectively. From this, we learned the following: 1） in terms of solving physics-related test problems, the students received high scores, 2） they demonstrated a fairly good understanding of the subject, and 3） some students were inclined to avoid writing answers in Japanese even though their proficiency in physics as well as Japanese was advanced. A reason for this last finding was that students found it difficult to combine numeral formulae and physics calculations with Japanese vocabulary and expressions. In addition, another survey related to Japanese language education showed that the students often could not read or understand certain kanji characters when these kanji were used in the context of physics. This was even though these were used with elementary-level kanji and also some kanji in both Japanese and Korean that were originally inherited from Chinese vocabulary. Once again, as concluded by Ota et al. （2018）, the study shows how important it is that students should be trained to read technical terms correctly and express themselves in Japanese during their pre-tertiary education.
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太田, 亨 ; 佐藤, 尚子 ; 藤田, 清士 ; 金, 蘭美 ; Ota, Akira ; Sato, Naoko ; Fujita, Kiyoshi ; Kim, Ranmi
概要:
2017年度日韓プログラムの教育参画で実施された専門科目（物理）と日本語（漢字）のコラボレーション授業では，学生の日本語能力に合わせて大幅な授業の改善を行った。さらに授業時に見られた問題の原因を解明するため，フォローアップインタビューと調査
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を行った。その結果，日本語能力試験N2レベル以下では，初級レベルの漠字が用いられた語彙であっても，実際の日本語の文脈の中で接したことがない場合，予想以上に習得するのが難しい実態が明らかになった。また，物理で用いられている語や表現についても，物理の文脈の中でどのような意味が含まれているかを理解するためには実際の文脈に接しながら学ぶ必要があることが示唆された。今後は，専門分野の文脈を用いた練習問題の開発などが必要であり，研究課題としていきたい。<br />This 2017 study of a collaborative class, which combines physics and Japanese language (kanji), focuses on efforts to improve teaching objectives in accordance to the Japanese language proficiency of students. The authors applied post-class follow-up interviews and questionnaires in order to identify problematic factors encountered during the class. As a result, insight was gained that clarified the extent of difficulty for upper-intermediate-level students (Japanese proficiency level less than N2 of JLPT) to acquire even a basic level of vocabulary and kanji, without an authentic Japanese context. Additionally, regarding vocabulary and expressions specific to the field of physics, the study supports a methodology based on learning in authentic contexts in order to comprehend the tacit meaning of relevant texts. In order to develop exercise materials utilizing contexts in scientific fields, the authors plan to continue related research in the near future.
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論文
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太田, 亨 ; 佐藤, 尚子 ; 藤田, 清士 ; 金, 蘭美 ; Ota, Akira ; Sato, Naoko ; Fujita, Kiyoshi ; Kim, Ranmi
概要:
2018年度日韓プログラムの教育参画で実施された専門科目（物理）と日本語（漢字）のコラボレーション授業は，大幅な改善を行った2017年度の授業内容を踏襲する形で実施された。授業時に見られた問題の原因を解明するため，2017年度と同様に，物理
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，日本語それぞれによる調査を行った。その結果，物理の問題としての正答率は高く，学生の理解は概ね良好であること，日本語能力の高い学生や物理の理解度が高い学生でも，日本語での解答をできるだけ省略する者が存在することが明らかになった。これは，物理で用いる日本語の語彙の不足や数式・計算式をつなぐための日本語の表現が不十分であることが原因と考えられる。日本語教育の調査からも，初級レベルの漢字が用いられた物理の語彙や，韓国語で同じ漢字語が使われている語彙であっても，物理教育の中できちんと学習していないものは意味がわからず，正しく読めない傾向が見られた。改めて，予備教育期間中に専門用語を正しく読み，日本語で表現できるよう指導する必要があることが確認された。<br />The authors conducted a collaborative class during a Japan-Korea joint program in 2018, which combined the study of physics and the Japanese language （a kanji class）. The 2018 class followed the 2017 class, which was improved significantly upon when compared to earlier years. After the class a survey was conducted, as in the similar way in 2017, in order to learn about the problems encountered when studying physics and Japanese respectively. From this, we learned the following: 1） in terms of solving physics-related test problems, the students received high scores, 2） they demonstrated a fairly good understanding of the subject, and 3） some students were inclined to avoid writing answers in Japanese even though their proficiency in physics as well as Japanese was advanced. A reason for this last finding was that students found it difficult to combine numeral formulae and physics calculations with Japanese vocabulary and expressions. In addition, another survey related to Japanese language education showed that the students often could not read or understand certain kanji characters when these kanji were used in the context of physics. This was even though these were used with elementary-level kanji and also some kanji in both Japanese and Korean that were originally inherited from Chinese vocabulary. Once again, as concluded by Ota et al. （2018）, the study shows how important it is that students should be trained to read technical terms correctly and express themselves in Japanese during their pre-tertiary education.
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太田, 亨 ; 佐藤, 尚子 ; 藤田, 清士
概要:
This article is a continuation of our previous works published under the names Ota, Sato and Fujita in 2014 and 2015. We
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have further improved our collaborative class, which combines physics and the Japanese language. This class is within the framework of the pretertiary Japan-Korea joint educational exchange program. We also assessed the result of the questionnaire carried out immediately after the course finished, and compared the 2014 and 2015 surveys. The survey result shows that 76% of our Korean students positively assessed the improved class. We assume that percentage to be still at a high level, although it did indicate a drop of four points when compared to the 2015 data. In this survey, we also could observe that intermediate-level Japanese proficiency students tended to view the improved collaborative class as having performed effectively whereas some of elementary and advanced-level Japanese proficiency students replied negatively with comments such as : "I want to learn ordinary vocabulary instead". In order for students to be able to sufficiently comprehend the content related to physics and to be able to reply orally to questions, we concluded that students would need to be able to read kanji more precisely. To achieve this goal, we will need to arrange the various levels of difficulty for kanji and then match the class materials and forms according to the appropriate kanji proficiency level. We would like to collocate the vocabulary in a balanced order : from ordinary to advanced level.
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太田, 亨 ; 佐藤, 尚子 ; 藤田, 清士
概要:
This article is a continuation of previous research, which we published in 2014. In our most recent research, we made improvements to a collaborative class that combined both physics and the Japanese language. The classes for both subjects
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were held separately. Immediately after the classes, we assessed the results via a class questionnaire and then compared it to a similar survey that we had conducted in 2013. After examining the results of the questionnaire, we observed that the students positively viewed the newly improved collaborative class. While the number of students who viewed the class negatively has decreased in comparison to the 2013 survey, we did receive comments such as "technical terms are difficult for me" (obtained from a student with low level proficiency in Japanese) , "I don't think it is necessary to introduce technical terms when I am learning kanji" (obtained from a student with high level proficiency in Japanese), and so forth. For that reason, we concluded that the improved class has performed effectively for the most part in relation to intermediate level proficiency students. As a result of these findings, we have decided to rearrange the levels of difficulty for kanji and to adjust the contents and class materials according to the proficiency levels of the students. In addition, we hope to include materials for learning kanji that relate to mathematical terms. These terms will be indicated in the syllabus, which is currently under development.
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太田, 亨 ; 佐藤, 尚子 ; 藤田, 清士
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