本論文は、これまで検討されていなかった過去の「現代用語の基礎知識」を遡り、についての説明を検証することで、の定義と表記の更なる検討を行った。まず、現代用語の基礎知識における定義は、これまで整理されてきた定義における広義である「頻度が低い名前」に加えて、狭義を構成する「伝統から逸脱した名前」と「読むことが難しい名前」の要素は備えていたが、「肯定的または中立的な文脈で用いられる名前」という要素は備えていなかった。そして、現代用語の基礎知識では、「」と表記されており、他の多くの辞典・事典と主要な全国紙、学術文献における表記と一致していた。全体として、これまで整理されてきた定義や表記と一致しており、これまでの知見が妥当なものであることを確認すると同時に、これまでの知見に大きな修正・加筆を行う必要性は低いことを示した点で意義がある。また、本論文は、がいつ、代表的な現代用語事典に取り上げられるようになったのかに関する情報を提供した点でも意義がある。現代用語の基礎知識において初めて言及されたのは、2012年11月発売の現代用語の基礎知識2013であり、この掲載をもとに、2012年の新語・流行語大賞にもノミネートされていた。よって、2012年の段階で、という言葉は、日本社会の中で広く一般的に使用され始めていたことを示していた。

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A previous study reported that “kirakira name (both in katakana)” and “DQN name (DQN in capital alphabet and name in katakana)” were the most frequent notations in representative dictionaries and encyclopedias. However, it explored only dictionaries and encyclopedias, which made it unclear whether the same pattern was found in other media. Therefore, this study examined variations of notations and their frequencies of usage in mass media and academic community by analyzing newspapers and academic literature. Results showed that consistent with dictionaries and encyclopedias, “kirakira name (both in katakana)” and “DQN name (DQN in capital alphabet and name in katakana)” were the most frequent notations and similar notations were rarely used. In contrast, in newspapers, to avoid negative nuances, “DQN name (DQN in capital alphabet and name in katakana)” and its similar notations were never used. Moreover, to reduce the numbers of letters and sounds, abbreviated notations of “kirakira name (both in katakana)” were sometimes used. Understanding these differences by medium enables us to clarify the meaning and function of kirakira name and DQN name and efficiently use different methods to search and mention them depending on medium.

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This study looks at ways to utilize literary texts and how to organize class activities in "Japanese Literature and Culture" for foreign students not majoring in these disciplines. In this program, we read passages from Tsurezuregusa translated into modern, simple Japanese, while students reflect on the recurring themes and explain their thoughts and opinions in Japanese. Finally, we consider the effects on learning when using these texts and how it compares with other teaching materials.

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본고에서는 도카이대학교에서 실시하고 있는 학습 언어를 상호 이용한 협동학습 이 한국어 교육에 어떻게 응용 가능한지에 대하여 살펴보았다. 도카이대학에서는 한국어를 학습하고 있는 일본인 학생과 일본어・일본 문화를 학습하고 있는 한국인 학생이 서로 협동하며 학습하는 일한합동수업을 실시하고 있다. 이 수업은 한국인 교원과 일본인 교원 2 명이 합동으로 담당하고 있는데 수강 자는 학부의 일본인 학습자와 한국인 유학생 및 도카이대학과 교환협정을 맺고 있는 한국의 한양대학교 3 학년 학생들이다. 이 수업의 테마는 ‘한국인 유학생과 배우는 한국어, 일본인 학생과 배우는 일본 어’이며, 자국과 타국의 문화를 객관적으로 보는 눈을 배양함과 동시에 학습 언어를 통한 커뮤니케이션 능력 향상을 목표로 하고 있다. 수업 일정은 전반 7 회의 말하기 활동과 후반 7 회의 프레젠테이션으로 나누어 진행된다. 이 수업의 특징으로는 (1)과제 해결형 협동학습, (2)학습자 중심의 학습, (3)학습 언어를 상호 이용한 학습을 들 수 있다. 특히 학습 언어를 상호 이용한 ‘한국어 시 간’과 ‘일본어 시간’의 운영은 일한합동수업의 가장 큰 특징이며 가장 큰 학습 효과 를 이끌어내는 학습 방법이라고 할 수 있다. 본고에서 소개한 일한합동수업은 협동학습을 통해 이문화 교류가 가능하고, 실천적인 회화력을 육성할 수 있으며 일본인 학습자와 한국인 학습자 모두가 상호 호혜관계에 있다는 점에서 이상적인 어학 수업 형태의 하나라고 볼 수 있을 것이다.

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This essay analyzes “The Decade of a Vietnamese Refugee Girl” written in Japanese by Tran Ngoc Lan, a Chinese Vietnamese who was accepted into a refugee by Japanese government. Lan has been using multiple languages including “Mandarin,” “Cantonese,” “Hainanese,” “Vietnamese,” and “Japanese” in her life in a complex and interrelated manner. Lan also identifies herself as a “Chinese-Vietnamese,” a “boat people,” and a “Vietnamese-born Japanese of Chinese descent”. In order to capture Lan's experience of living in a contact zone of multiple languages, this essay considers “The Decade of a Vietnamese Refugee Girl” as a minor literature. First, this essay took up four scenes: her life in Vietnam, her exile at sea after escaping from Vietnam, her junior high school life that she transferred to immediately after coming to Japan, and her participation in university entrance examinations in Japan, and analyzed how literacy of Han writing have become a sort of “passport” for Lan, who has been confronted with local spoken languages. She was born and raised in Chinatown in Saigon. Speaking Hainanese and Cantonese as first languages, she experienced exclusion from the “national” spoken language, Vietnamese, in her life in Vietnam. Before leaving Vietnam, she prepared herself to pronounce her brother's address in Japan in Japanese. This provided her with emotional support when she left Vietnam by boat. After coming to Japan, she was confronted with a new spoken language, Japanese. At the junior high school she attended after arriving in Japan, she entered the Japanese curriculum based on her literacy in kanji, the written language. However, when it came to university entrance exams in Japan, Japanese as a spoken language again prevented her from entering the university of her choice. Lan was excluded from various local voices, such as Vietnamese and Japanese, through her mobility in the contact zone of multiple languages. She was not fully accepted in either place. On the other hand, the Chinese characters in the middle of the various local voices were a source of strength for her. However, Lan's description of her homeland in her autobiography shows that local spoken languages are essential for expressing emotions. She desired to live in different local spoken languages. The use of these local spoken languages was also a source of comfort to her. She was trying to live with the local voice, relying on the Chinese characters. Through the analysis in this essay, we have suggested the possibility of a discussion on the medium that connects multiple local voices.

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