한국어 교육 현장에서의 의문문 형태의 접근과 현황 -중한 의문문 대조를 중심으로

최연 ( Cui Yan ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

至此爲了對韓國語疑問句進行敎授,比較了中國語和韓國語疑問句的類型和用法,同時對韓國語疑問句的特征和分類進行了仔細的考察。通過在實際敎育現場中獲得的經驗以及對學生完成的實例進行分析,對實例中存在的착誤進行了硏究。在這里提出了在韓國語敎育現場中出現的疑問句終結語尾的使用區分問題,對能推動韓國語敎育現場發展的疑問句語調也有所提及。這項硏究是有效地對韓國語疑問句進行敎授的方案之一。但是在這里有特別要注意的地方,如果過分强調韓國語和中國語疑問句的句型差異,或者執意對其劃分范疇,整理槪念的話不僅會讓學習者混淆不淸,而且更重要是在實際對話中必須對實用性進行考慮才行。因爲對于在文章中受到規則制約的學習者來說즘楊更便于運用是最重要的。從傳統語法敎育目的上來看,是把語言的內部規則和條理來規則化,理論化,但是在這里再次說明,對于外國語語法敎育的目的來說,就是把從這些理論中得到的成果運用于實際的語言交流情況中。總之,以后也將對于這方面的內容進行更多楊的方法摸索。幷且這個問題旣是韓國語敎育現狀中語法敎育階段化問題,也是意思疏通机能問題,要把兩個問題合幷起來進行更具體的討論。因爲筆者的能力和水准有限,也感到論文有?多不足之處,所以以后還需要更多的努力,不斷提高自己。

문법 교육 : 자국어 문법 교육과 외국어로서의 한국어 문법 교육의 성격 비교 연구

임칠성 ( Chil Seong Im ) 한국문법교육학회 2010 문법 교육 Vol.13 No.-

학습자를 고려한 문법교육내용 위계화 -중학교 국어과 문법단원 분석을 중심으로-

이경현 ( Kyung Hyun Lee ) 한국문법교육학회 2007 문법 교육 Vol.7 No.-

본 연구는 우선 중학교 국어 교육과정과 문법교과서에 대해 분석하였다. 이를 바탕으로 언어 과목인 국어, 영어, 한문 과목의 교사들의 요구와 고등학생들에 대한 평가를 분석하여 문법교육 내용의 위계화를 목표로 하였다. 본 연구를 통해 다음과 같은 결론을 얻었다. 첫째, 국어교사들은 `문법`이 학생들의 사고력 신장과 언어 사용 기능에 필요한 과목이지만, 현재 교과서의 체제를 문제를 삼고 있었다. 둘째, 영어와 한문 과목의 교사들은 공히 `문장성분, 품사`를 중학교 1학년에서 가르쳐야 할 문법내용으로 파악하고 있었다. 셋째, 중학교에 이미 배운 내용을 그대로 고등학생들에게 평가해 본 결과 내용요소의 단위가 작을수록 학생들은 어려움을 느꼈고, 같은 위계의 내용요소도 평가 난이도가 다름을 알 수 있었다. First of all, the author analyzed the curriculum of the Korean and grammar textbooks of junior high school. The goal of this study was to set up the hierarchy of the grammar education based on the analysis of the demand of Korean, English, and Chinese characters teachers, and the evaluation of the high school students. The result is as follows. First, the Korean teachers recognized that grammar is mandatory for extension of the ability to think and to use of language, but raised a question about the system of the textbooks now in use. Second, both English and Chinese characters teachers understood that `constituent of sentence` and `parts of sentence` were elements of grammar, which should be educated at first grade. Third, according to the results of evaluation of the high school students about the quality instructed in junior high school, the smaller elements was, the more difficult they felt. And, it was found that the elements in the same hierarchy were not same in the degree of difficulty.

외국어로서의 한국어 교육에서의 문법 교육 방법론

한송화 ( Song Hwa Han ) 한국문법교육학회 2009 문법 교육 Vol.10 No.-

Teaching grammar has always been one of the most interesting issues in Korean language education. I attempted to review and present a prospect about teaching grammar in this paper limited to Korean language education. I proposed basic principles for teaching grammar: efficiency, ease, appropriateness, and authenticity. Teaching grammar procedures are presentation, practice, and produce. The objective of the presentation is to get the learners to perceive the grammar structure and meaning. The teacher can present the grammar rules by deductive or inductive methods. Leaners absorb the structure and meaning at the practice stage. They clarify the rules of grammatical forms and ensure their grammar knowledges through exercises at this stage. The most practical exercises are that in which the stress is on the production or comprehension of meanings for some non-linguistic purpose. Now we are explicitly aiming to develop the learner`s abilities(strategies) of discovering the rules from data instead of teacher`s unidirectional presentation and teaching.

스페인어 문법교육 현황 및 문법연구 동향

양성혜 ( Sung Hye Yang ) 한국문법교육학회 2005 문법 교육 Vol.2 No.-

문법 교육 : 한국어 높임법 교육 내용 연구

이은희 ( Eun Hee Lee ) 한국문법교육학회 2010 문법 교육 Vol.13 No.-

Honorific expression is one of the most significant grammatical phenomena in the Korean language and can be considered as an important grammatical item with which foreign students have to be familiar with to enhance their communication abilities to the level of native speakers. This study examines how honorific expressions are dealt with in Korean language education and suggests what directions Korean language education should take to successfully teach honorific expressions to Korean language learners. In chapter 2, this study is undertaken in two aspects: grammar books for Korean language education and Korean language textbooks. Approaching these two different aspects, this study investigates the present educational situations of Korean honorific expressions and analyzes following problems. Firstly, lacks of consistency emerge among respective educational contents of honorific expressions which are provided and treated in grammar books for Korean language education and Korean language textbooks, including the inconsistencies appearing among Korean grammar books, among Korean language textbooks. Secondly, inappropriate elements and strategies are discovered in current educational curriculum for Korean honorific expression, which does not help Korean language learners foster their abilities to use honorific expressions. In chapter 3, this study attempts to find out the ways to solve the problems concerning the education of honorific expressions in two main parts, diversification and hierarchization of educational curriculum. Existing education of Korean honorific expressions focuses on syntactic approaches. However, for Korean language learners to use properly honorific expressions in real communicative situations, meeting the true nature of Korean honorific expressions, this study suggests that not only syntactic approach but also sociolinguistic and strategic approaches should be considered for all of these teaching methods to be balanced cooperatively. According to current educational situations, repetitive and progressive education essential to acquire exquisite honorific expressions is not carried out properly, the curriculum for honorific expressions being arranged largely in beginner level. In this context, this study concludes that the education of Korean honorific expressions should provide hierarchical components of honorific expression to each level`s curriculum and should arrange regularly higher intensified training to improve Korean language leaners` ability to use honorific expressions successfully.

국어교육 문법과 한국어교육 문법 용어의 변별성 고찰

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2018 문법 교육 Vol.32 No.-

This paper offers a detailed examination of how the terminology in Korean school grammar is differentiated from the terminology in Korean pedagogical grammar. Two types of differentiation of school grammar and Korean pedagogical grammar are observed: differences in the learners, goals, content, and methods of grammar education, and the unity or diversity of grammar. Whereas school grammar is unified and standardized under the lead of the government, Korean pedagogical grammar is customized to each objective and type of learner under the lead of the private sector. As a result, Korean pedagogical grammar consists of four subtypes that can be defined by the people being instructed (teachers or learners) and the goals of that instruction (a systematic understanding of grammar as a whole or an understanding of the usage of specific grammar points). Examining how school grammar and Korean pedagogical grammar terminology is differentiated in terms of lists and concepts results in the following findings. First, much more terminology appears in school grammar than in Korean pedagogical grammar, and most terminology in school grammar is designed to illustrate grammatical categories, subcategories, and categorical concepts. In Korean pedagogical grammar, on the other hand, terminology serves to describe the usage of grammar points. Second, terminology that only appears in Korean pedagogical grammar descriptions pertains to information about types of utterances and the situations in which they are used. The importance of such terms is not emphasized in school grammar, but they are very important to Korean pedagogical grammar. Finally, there are terms that appear in both school grammar and Korean pedagogical grammar while exhibiting differences in the concepts being expressed. Some examples of these terms are “noun,” “adverb,” “expression,” and “grammar.” The aforementioned differences between school grammar and Korean pedagogical grammar and between their respective terminologies derive from fundamental differences between these two types of education. We should respect this differentiation by seeking a unique grammar and system of grammatical terminology for Korean language education.

국어교육 교재와 한국어교육 교재 간의 접점 연구 -문장의 통사론적 난이도를 중심으로

김의수 ( Ui Su Kim ),양지연 ( Ji Yeon Yang ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

This paper aims to study the interface between KNL(Korean as a Native Language) text books for pre-school children and KFL(Korean as a Foreign Language) text books for adults from a syntactic point of view. It is concluded that the reading texts of KNL fall somewhere between KFL level 2 and 3. After this study, we will research the interface between pre-school KNL text books and adult KFL text books from a lexical point of view. We hypothesize that this lexical study will support the findings of the syntactic study.

주제 발표 : “국어교육의 교과교육학적 위상과 문법교육 - 핵심 역량 시대 문법교육의 역할 -”에 대한 토론문

김윤신 한국문법교육학회 2014 한국문법교육학회 학술발표논문집 Vol.2014 No.2

문법 교육 : 학교 문법과 한국어 문법의 성격과 내용 체계

이관규 ( Kwan Kyu Lee ) 한국문법교육학회 2010 문법 교육 Vol.13 No.-

The purposes of this report are to publish the common and difference of School Grammar and Korean Grammar for Foreigners. SG is to escalate korean grammar ability, and KGF is to escalate korean usage ability. Targets of SG are korean language itself and meta language of korean explaining, and target of KGF is korean language itself only. In view of curriculum, SG has national curriculum, but KGF hasn`t it. The content systems of SG education are knowledge, life and attitude, and the content system of KGF are knowledge and life. In view of content system of text, SG has high school grammar book, but KGF hasn`t it publicly. Korean Grammar for Foreigners 1(2005, published by NKLC) is a kind of explanation book. Even if it has korean grammar contents, we can expect content system of korean grammar. The contents of HSGB and KGF are almost same, because the two books essentially have the same target language, namely, korean language. The contents of SG and KGF are not absolute. It is possible for two grammars to have different explanation of grammar, and to have two explanation about one expression in same text book. Especially, it is possible for KGF to have various content systems according to various purposes.