한국어문법교육방법론의 연구 동향 및 과제

정희정 이중언어학회 2011 이중언어학 Vol.47 No.-

This paper aims for reviewing Korean Grammar Teaching Methods up to date, and to be groping for ways of developing them. In order to do this, we set up the result of Korean Grammar Teaching Methods in accordance to the grammatical systems for Korean Teaching, teaching grammar units, grammar teaching methods and teaching models, choosing and arranging grammar items related to curriculums etc., for examining future discussion, and proposing future research areas. At first, we found that there has been heated discussion about the individuality of Korean Grammar Teaching in KFL (Korean as a Foreign Language), and the individual expression items of Korean Grammar Teaching. And in many papers,researchers have tried to find out the teaching methods and teaching models for uncovering morphological, syntactic, discourse functions of individual grammar items or expression items; and they have tried to choose those grammatical items, and to arrange them properly. However, that there was not enough discussions for grammar test evaluation leaves something to be desired. Based upon those research results, there need to be a standard guide that would takes into consideration a proper grammar system of Korean Grammar Teaching, and systematization of expression item and learner’s proficiency.

한국어문법교육방법론의 연구 동향 및 과제

정희정 ( Hee Jung Chung ) 이중언어학회 2011 이중언어학 Vol.47 No.-

This paper aims for reviewing Korean Grammar Teaching Method up to date, and to be groping for ways of developing them. In order to do this, we set up the result of Korean Grammar Teaching Methods in accordance to the grammatical systems for Korean Teaching, teaching grammar units, grammar teaching methods and teaching models, choosing and arranging grammar items related to curriculums etc., for examining future discussion, and proposing future research areas. At first, we found that there has been healed discussion about the individuality of Korean Grammar Teaching in KFL (Korean as a Foreign Language), and the individual expression items of Korean Grammar Teaching. And in many papers, researchers have tried to find out the teaching methods and teaching models for uncovering morphological, syntactic, discourse functions of individual grammar items or expression items; and they have tried to choose those grammatical items, and to arrange them properly. However, that there was not enough discussions for grammar test evaluation leaves something to be desired. Based upon those research results, there need to be a standard guide that would takes into consideration a proper grammar system of Korean Grammar Teaching, and systematization of expression item and learner`s proficiency.

한국어 문법 교수 방법론의 재고찰제2 언어 교수 이론에 바탕을 둔 교수 모형의 보완

이미혜 국제한국어교육학회 2007 한국어 교육 Vol.18 No.2

Since late 1990s, with the application of the Communicative Language Teaching Method to the actual Korean Language Education, a Grammar Teaching Method for developing the Communicative skills has been settled. The Korean Grammar Teaching Method looks like it has been simply changed from the Audio-lingual Method (ALM) to the Communicative Language Teaching (CLT), while the education has been realized by some standardized models. Also, the application of foreign language teaching methods in a short time, the model based on the language acquisition theory could not be designed and the convenience of education was the most important task in the model planning. To improve the efficiency of the Grammar Education and to seek a diversification in the education methods, this research focuses on the completion of the actual Grammar Teaching Models applied, recently, to the Korean Language Education and the transformational methods. In the first chapter, object and direction will be presented. In the second chapter, based on the research of second language acquisition theory, the Grammar’s role, acquisition curriculum, Grammar acquisition’s conditions etc. will be observed and the points should be considered while designing the Korean Grammar Education Methods will be understood. In the third chapter, the representative Grammar Teaching Models applied to the actual Korean Language Education will be observed, so that the objective position about the actual situation of the Koreans Grammar Teaching will be understood. In the fourth chapter, Grammar Teaching Models applied to the second language acquisition theory, which is the essential condition of Grammar Teaching, will be presented. (Ewha Womans University)

자습용 한국어 기본 문법 학습 교재 모형 개발 연구

김명회 ( Myeong Hoe Gim ) 한국문법교육학회 2006 문법 교육 Vol.5 No.-

The purpose of the study is to consider the various aspects of developing teaching materials for Korean as a foreign language and especially, to suggest the necessity of textbook development, which is related to a learner-oriented grammar education in Korean. Ahead of this, the study conducted a research from the practical perspective of grammar education, which its role had been decreased because of the speaking-oriented teaching based on the result on the existing grammar textbooks. The study examines the relationship between the principles of foreign language education and the grammar teaching. Then the need of grammar education is emphasized and suggests a grammar model of the existing materials for teaching-leaning. Also, it provides an analysis standard of practice type through theoretical explanation on the plan and development of the teaching materials. The selection of the teaching materials for analysis in the study considered grammar study books that were primarily published as a separate volume in Korea, and materials of elementary level from the legal education agencies along with their workbooks were involved. But, the teaching materials from the legal education agencies had the integrated function in language, thus, the models that were related with grammar teaching-learning were distinguished and analyzed separately in the contents. The introducing model and teaching models of grammar and the analysis of practice type were set based on references from the existing study on teaching materials analysis and itemized into the size, purpose, principles and structure, introduction and explanation of grammar rules, practice type, and appendix of media sources. Finally according to the analysis of teaching materials, the direction of developing a self-teaching material for the basic Korean grammar was discussed. In order for this, the considerations to develop a self-teaching material for the basic Korean grammar model were suggested based on the result of the study on the existing grammar teaching materials after the direction of the basic Korean grammar book for self-teaching was established through the analyzed data from the study. Also, a frame of model for teaching material was introduced even though it was not sufficient. Through the result that was obtained through this study, there should be more considerations on the taste of a learner`s learning tendency and be more study and development on the necessary teaching materials to instruct Korean that reflects dynamic point of views. Also, I hope to get results from such dynamic studies to apply the results in the real educational setting, thus, give more opportunities of selecting study materials and studying to learners.

국어 문법과 한국어 문법의 상관성

민현식(Hyun Sik Min) 국제한국어교육학회 2003 한국어 교육 Vol.14 No.2

Teaching Korean grammar incorporates two concepts. The first comes from the teaching grammar for native learners who are eager to develop the better performance of language. The second arises from the teaching grammar for foreign learners who are eager to acquire the competence of target language primarily, and then to learn the better performance as like as natives secondarily. Teaching Korean grammar should be designed and performed in curriculum, teaching materials, method of teaching-learning, and evaluation according to these two concepts. Therefore two concepts of Korean grammar have the common and different features. In spite of controversy about usefulness of teaching grammar, many hypotheses support the effect and necessity of teaching grammar in the case of gradual learning for better standard and high-class language. The first standard system of Korean educational grammar for natives was established in 1963, and the second was in 1985. But the standard system of Korean grammar for foreigners has not been yet established, therefore most of Korean language texts show the old and confused explanations in grammar. In principle standard educational Korean grammar have to be presented to natives and foreigners equally. But curriculum, models of teaching, materials have to be presented differently according to strategies in due consideration of the background of learners. Grammar have to be taught by covert or overt method according to the level of learners.

문법 연구의 변화와 문법 교육의 변화 - 탈문법학 시대의 문법 교육의 새로운 지향

구본관 서울대학교 국어교육연구소 2016 국어교육연구 Vol.37 No.-

The purpose of this study was to examine the relationship between grammar research and grammar teaching, and, in doing so, seek a new orientation to grammar teaching. To do this, the relationship between grammar and grammar teaching and changes in grammar research and grammar teaching research were reviewed. Next, in Chapter 3, aspects related to content change were explored through textbooks and the curriculum. Based on the discussions in Chapters 2 and 3, new possibilities for grammar teaching and research were investigated in Chapter 4. Through these arguments, it was possible to not only confront the opposition of the critiques of grammar teaching but also contribute to a new form of grammar teaching in the right direction. 이 연구는 문법 연구가 문법 교육에 미친 영향을 살펴보고, 이를 통해 문법 교육의 지향점을 찾아보려는 논의이다. 이를 위해 제2장에서는 문법과 문법 교육의 관계, 문법 연구의 변화와 문법 교육 연구의 변화를 자세하게 검토하였다. 그런 다음 제3장에서는 교과서와 교육과정을 통해 교육 내용이 변화하는 양상을 살폈다. 제4장은 2장과 3장의 논의를 바탕으로 문법 교육 연구와 문법 교육 실행에 있어서의 새로운 가능성을 탐색해 보았다. 우리는 이런 논의를 통하여 문법 교육에 대한 비판에 대응하며, 문법 교육이 올바른 방향으로 나아가는 데에 기여할 수 있기를 바란다.

문법 학습자의 태도 변화를 위한 학습자 중심 문법 교수·학습 방안 연구 - `거꾸로 교실`을 중심으로 -

김수정 ( Kim Sujeong ) 한국문법교육학회 2017 문법 교육 Vol.30 No.-

The study reviewed the meaning of learner-centered education and the importance of grammar education in order to suggest learner-centered grammar teaching-learning methods. Also, it emphasizes learner-focused grammar teaching-learning that includes knowledge and activities, considering that smooth grammar educational activities can be conducted after acquiring relevant knowledge. It is required to develop countermeasures against realistic matters such as the number of classes and class hours to apply learner-centered grammar teaching-learning to the schools. As such, grammar teaching-learning using flipped classroom was suggested. In the system of flipped classroom, the order and venue of education and students` activities are opposite to the existing system. Therefore, activities by students can be more emphasized in the classroom, which enables individual learning, complete learning and repetitive learning, and helps interactions and cooperation between teachers and learners, and among learners. In order to present flipped classroom for the schools in detail and explore its feasibility, the learning system was applied to `grammar teaching-learning methods using learner-generated texts` by Soo-jeong Kim (2015). Learner-centered grammar teaching-learning utilizing flipped classroom is expected to overcome the existing teaching-learning methods that are limited to delivering knowledge and attract students` attention through various activities. With grammar teaching-learning using flipped classroom, learners can pay more attention to grammar themselves and explore the principle of Korean. The study is expected to realize genuine learner-focused grammar teaching-learning.

한국어 문법 교육 연구의 현황과 전망

강현화 ( Hyeon Hwa Kang ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2011 언어사실과 관점 Vol.27 No.-

This study presents some problems in current grammar teaching and attempts to apply foreign grammar teaching methods to Korean grammar education in order to deal with such problems. This study suggests the new direction of Korean grammar education as follows: First, this paper presents the need for a fundamental study that provides a grammatical item setting, which is important in grammar teaching. The reference study needs to review the sentence types appeared in Korean language textbooks and analyse the patterns and frequency of actual usage of individual grammar items shown in the corpus. Second, the needs analysis by learners should be done in terms of the content and methodology for grammar teaching. In addition, corpus research by the context and genre is necessary as well. Third, a study of the hierarchy of grammatical items is required. For this, analyses regarding difficulty and usage frequency of individual grammar items as well as error analysis should be preceded. Fourth, the study on grammar teaching method requires the application efforts of a given teaching method and its verification procedures. The verification of efficacy of various teaching methods in diverse teaching situations should be done consistently. Fifth, the development of grammar materials and teaching methods that consider both teachers and students factors. Sixth, the discourse and context oriented grammar teaching is necessary.

플립드 러닝의 문법교육적 적용 방안 -모형 개발을 중심으로-

김규훈 ( Kyoohoon Kim ) 한국문법교육학회 2016 문법 교육 Vol.26 No.-

The purpose of this study is to find out an application way of flipped learning in grammar education. Especially, this study develops a grammar education’s flipped learning model to get an applying possibility. To establish this purpose, this study estimates a valid methodological direction of grammar teaching-learning by reviewing grammar teaching-learning methods and models. And this study adopts flipped learning as a new teaching-learning paradigm to carry forward those direction. Flipped learning is a ‘flipped’ form of traditional teaching-learning, teaching theories in a classroom and solving assignments at home. So it makes learners to watch a video about theories at home and to perform connected activities in a classroom, it could reinforce application and understanding of theories on a video. It comes from period & educational conditions that developing smart devices and aiming learner centered activities. Ultimately, this study makes a grammar teaching-learning model with transferring flipped learning’s features to grammar education. Flipped learning as a grammar teaching-learning model is re-conceptualized by confirming grammar educational characteristics, examining steps and activities of examination focused and inquiry focused grammar teaching-learning model, and setting up categories of grammar educational activities in a curriculum. As a result, this study suggests a grammar education’s flipped learning model, “watching □ questioning → inquiring/applying/introspect → reinforcing”.

Grammar and Communicative Teaching in Teaching Korean as a Foreign Language

Duk-Soo Park 국제한국어교육문화재단 2016 국제한국어교육 Vol.2 No.1

지난 수십 년 동안 외국어 습득에 관한 연구가 활발히 진행되어 왔음에도 불구하고, 우리는 아직 외국어가 어떻게 습득되는가에 대한 합일점을 찾지 못하고 있다. 본고의 서론에서는 지난 30여 년간 외국어 습득 분야에서 문법 교육이 어떻게 취급되어져 왔나를 간략히 돌아본다. 여러 외국어 교육에 관한 연구 결과는 언어의 기능/의미에 중점을 두는 의사소통 교수법(Communicative Language Teaching (CLT) method)이나 언어 집중(immersion) 프로그램들은 학습자들이 원어민에 가까운 어휘 및 유창성을 갖추는 데는 도움을 주지만, 그들은 흔히 비문법적인 정확하지 않은 언어를 구사하기 때문에 적합한 외국어 교수법이 아니라는 보고를 하고 있다. 이 보다는 일정의 문법 교육과 의사소통 교수법의 조합이 학습자의 언어능력(유창성 및 정확성) 향상에 보다 효과적이라 는 것이 근래의 많은 외국어 교육 분야 학자들의 주장이다. 외국어 교 육에서 문법교육이 필수적이라고 보는 이들 개입론자들(예, Pica 2000, Nunan 2012, Wong & Barra-Marlys 2012, R. Ellis 1990, 1992, 2002a, 2002b, East 2012)의 주장을 받아들여, 저자는 대학에서의 ‘외국어로서의 한국어 교육 (TKFL)’에서 문법 교육이 중요한 부분을 차지해야 한다고 보며, TKFL에서도 전통적 교사 위주의 강의식 문법 교육에 대한 보완 책으로 R. Ellis (1992)이 개발한 학습자의 주의를 주어진 데이터의 새로운 문법형태에 집중시켜 학습자 스스로 규칙을 찾게 하는 과정의 귀납적 학습이 수반되는 consciousness-raising(의식 고양, CR)의 개념을 도입 한 문법 교육을 추천한다. 이제 외국어 교육에서 크게 대두 되는 논지는 CLT에 문법 교육과 같은 형태에 초점을 맞추는 교수법(Form-Focused Instruction, FFI)이 필요한가 아닌가가 아니라, 언제 어떻게 FFI를 하는 것이 보다 효율적이냐인 것이다. FFI는 CLT 활동여부에 따라 통합형(integrated) FFI와 고립형(isolated) FFI로 양분할 수 있는데, 이 두 FFI 중 어느 것이 더 효율 적인 FFI인지를 가리는 것은 필요하지도 권장하지도 않으며, 현재까지의 연구 보고는 두 유형 모두 외국어 학습에 효과적이라고 보고하고 있다 (Spada & Lightbown 2008). Spada & Lightbown (2008)에서는 이들 두 FFI 유형을 택하는 변수가 되는 조건을 찾는 것이 바람직한 일이며, 이들 조건으로 특정 문법 형태의 특성(예, 복잡성, 빈도수, 언어 정보의 특징), 학습자의 지적 개발 정도, 모국어와 외국어와의 상호 관계, 교사와 학습자의 선호도 등을 들고 있다. 본고의 뒷부분에서는 이들 두 FFI 유 형을 결정하는 이들 변수들을 한국어의 예를 들어 탐구 조사해 본다. Despite the fact that Second Language Acquisition (hereafter SLA) research has been very productive in recent decades, we have not arrived at a consensus on how second languages are best learned. As a preamble, I briefly review the status of grammar teaching in the field of SLA for the past three decades or so. There have been many research reports which argue that meaning-focused Communicative Language Teaching (hereafter CLT) or language immersion programs are not adequate for SLA because, although learners may gain native-like vocabulary and fluency in the target language, they often lack grammatical accuracy, despite years of learning. Adopting the interventionists’ claims (e.g., Pica 2000, Nunan 2012, Wong & Barrea-Marlys 2012, R. Ellis 1990, 1992, 2002a & 2002b, East 2012), I value grammar teaching (hereafter GT) as an important part of Teaching Korean as a Foreign Language (hereafter TKFL) in a university setting. This paper is about how we can supplement a traditional teacher-led deductive way of teaching grammar, using the concept of consciousness-raising (hereafter CR) developed by R. Ellis (1992), which involves giving learners some time to notice patterns in data provided to them, and thus an inductive process of learners’ self-discovery of grammatical rules. The most engaging questions and debates in L2 pedagogy are no longer about whether CLT should include Form-Focused Instruction (hereafter FFI) like GT, but rather how and when it is most effective. There are theoretical and pedagogical arguments for both the ‘isolation’ (that is separation) and the integration of form and meaning in L2 instruction. However, Spada & Lightbown (2008) say that making a choice between isolated and integrated FFI is neither necessary nor advisable. Rather, the aim is to find the conditions under which each (isolated or integrated) FFI is most appropriate. These conditions are likely to involve a number of factors, including the nature of the language feature in question (e.g., its complexity, and its frequency and salience in the input), learners’ developmental levels in the acquisition of the feature, the relationship between comparable features in the learners’ L1 and the L2, and teachers’ and learners’ preferences for how to teach/learn about form. In the later part of the paper, I explore and examine these conditions with relevant examples from Korean.