本文是筆者在義守大學應用日語専業一年級學生「發音和會話」課中,把「歌」作為輔助教材,運用於日語教學實踐的成果報告。ー般認為,可以有兩種方法把歌運用于初級日語教學中。一種是直接利用現成歌曲中符合教學目的的歌詞作為語法教材,讓學生掌握相關的語法。還有ー種是把相關的發音和語法部分的內容編寫成歌曲、進行日語教學。筆者分別把這兩種方法運用於教學實踐中。運用前者之方法,使用「古老的大鐘」「鮮魚天國」「誰都不知道」「櫻花」(森山直太郎作詞,作曲)等現成的歌詞歌曲,練習平假名的發音,確認學生是否已經掌握了「て形(た形)」「ない形(否定式)」等的語法形式及意義。運用後者之方法,利用學生熟悉的曲調自己改編歌詞,或者編寫簡單的曲調,加上歌詞,練習「あいうえお」的發音,掌握日語「何」的「なん」和「なに」的讀音辨別方法,以及學習形容詞的「ない形」「た形(過去式)」,五段動詞的「て形(連用形韻变)」,「します」「きます」的「ない形」和「辞書形」。運用以上之兩種方法,把「歌」運用於日語的教學實踐,取得了一定的教學效果。
This report is on the application of some Japanese songs to teaching Japanese in the ”Pronunciation and Conversation” course of the freshmen majoring in Japanese al I-Shou University, Taiwan.I can represent two ways of applying Japanese songs to teaching Japanese 10 the beginners such as the following:1. To introduce songs famous Japanese songs that contain linguistically useful parts as teaching aids. I used them in order that my students could practice and master how to read hiragana and review what they had already learned.2. To write words for a well-known melody or make a song using Japanese phrases which I were to teach my student so that they could master the Japanese pronunciation and grammatical usages such as (a) Japanese syllabary (a-i-u-e-o), (b) which to pronounce [nan] or [nani] for Chinese character 「何」. (c) dictionary patterns and negative patterns of adjectives, (d) ”Te-form” of verbs,(e)dictionary patterns and negative patterns of ”shimasu(to do)”& ”kimasu(to come)” which have special conjugations.
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