일본에서의 한국어 교육 평가론

Abstract

The formal way of evaluating Korean education isn't established in Japan at the moment when the present writer is writing this paper. Therefore, I introduce the Korean education in Japan widely in place of the subject given to me.

In chapter2, I introduce the government curriculum guidelines for English education at high school. The newest one revised in 1999 gives priority to cultivating competence of communication. There is no standard about foreign languages except English. They are supposed to apply the English standard.

In chapter3, I show you the intention of the Korean test set by the National Center for University Entrance Examinations. Question 1 intends to examine the knowledge about pronunciation. Question 2 intends to examine the knowledge about grammar and vocabulary. Question 3 intends to examine communication ability. Question 4 and 5 intends to examine ability to read and understand. A publisher analysed the test in detail and published a study-aid book The number of examinees this year was 99, which was the least among 5 foreign languages, that is English, German, French, Chinese and Korean. But the average mark was the highest among them That of English was 100 and that of Korean was Iffi. This reflects the present situation of Korean education in Japan. The examinees are supposed to be Koreans living in Japan or students who have returned from Korea. It is very difficult to establish the standard because there is no government curriculum guidelines and are all sorts of curriculums among high schools.

In chapter 4, I introduce the standard of the Korean license examination managed by Hankul Association(Hanguru Nouryoku Kentei Kyoukai). It provides 7 grades and announces the standard of examination in detail. The applicants of the lowest grade, that is the 5th grade, have to master 300 words and 16 greeting phrases. They have only to learn present tense and no irregular verbs. The applicants of the 4th grade have to master 600 words and 34 greeting phrases, numerals and classifiers, a part of irregular verbs, honorific suffix '-si'. The applicants of the 3rd grade have to master 1500 words, 300 Chinese characters, all irregular verbs and indirect discourse. The applicants of the semi-2nd grade have to master 3000 words, 800 Chinese characters, abbreviated forms and all pronunciation changes. The applicants of the 3rd grade have to master 8,000 words, active voice and passive voice. The applicants of the semi-1st grade have to master 15,000 words and 2,000 Chinese characters, and the knowledge about affix and the structure of compounded word. The applicants of the 1st grade have to master more than 20,000 words and 3,000 Chinese characters, onomatopoeia and synonyms.

In chapter 5, I show you the curriculum in Doshisha University. There are 22 kinds of classes from introductory course until advanced course. The introductory course begins with characters and pronunciations. Students learn the grammar step by step. They learn the same textbook and take the same test at this stage. Each teacher gives 40% of the marks and the term-end examination gives 000/0 of the marks. The students of intensive course take 3 lessons a week, 00 minutes each The upper-writing class aims at writing reports and articles in Korean. In an upper conversation class, students read newspaper such as Dong-a Il-bo and discuss about it in Korean. In an upper reading class, they use 'S대-pyeon-je' as textbook Each teacher send a e-mail about his or her lesson to the curriculum coordinator, that is the present writer of this paper, immediately after the lesson. I upload them on the home page. It informs the students the details and the homework or schedule of test.