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

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

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 교육의 변화와 국어과 핵심역량 - 교육과정 내용과 연구 동향을 중심으로 -

안찬원 ( An Chanwon ) 한국문법교육학회 2017 문법 교육 Vol.29 No.-

This article is aimed to found the identity of grammar education through the analysis of national Korean curriculum. From syllabus period to the third curriculum, the beginning of the grammar education, this period was not rich in grammar educational contents, but it laid the foundation for grammatical contents. From the 4th curriculum to the 7th curriculum, grammar education has greatly improved. Grammatical education has been criticized because it is focused on knowledge education, but the results of various studies overcome the crisis, and the contents of grammar education have been refined more concretely. After the 2007 curriculum, grammar education contents have been expanded to `sentence, discourse/text, language` and balanced in terms of `knowledge, use and attitude`, but the contents have recently been reduced. Grammar knowledge and grammar inquiry learning are suitable for educating `self-reflection and self-development competence` and `data and information utilization competence` of core competencies. The grammar of discourse and the education of language`s use is related to `critical and creative thinking competence`, `communication competence`, `community interpersonal relationship competence`. `Culture enjoyment competence` and `community interpersonal relationship competence` can be improved with Korean language recognition and attitude, grammar based on real-life language, etc.

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.

예비한국어 교사가 갖춰야 할 문법 지식에 관한 연구 -한국어교육능력검정시험의 문법 영역 문항 분석을 중심으로-

장준영,오경숙(토론) 한국문법교육학회 2023 한국문법교육학회 학술발표논문집 Vol.2023 No.2

통합적문법교육(統合的文法敎育)의 의의(意義)와 방향(方向)

민현식 ( Hyun Sik Min ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

The concept of integration has been widely used as in whole language teaching and content-based instruction. To provide communication-focused language teaching, there has been constant attempt to integrate grammar and other functions, which results in more integrated teaching manners of four skills. It is ideal to set high school Korean elective subjects as the following three subjects: Literature and Reading, Writing and Speech, Grammar. The elective subject Grammar, however, has been integrated into Reading and Grammar due to its low rate to be chosen as a separate elective subject. Although it is contrary to the general expectations that the subject Grammar would be integrated with Writing, it gives a chance of new challenge for grammar. The basis of integrating Grammar and Reading lies in the existence of textlinguistics as a strong ground. The reading theories of bottom-up approach and top-down approach show a close relationship between reading and grammar units. Grammar is constructed by structure grammar and living grammar and is divided into comprehension grammar and expressive grammar. It is necessary to achieve diverse integration of structure grammar and living grammar and integration of expression and comprehension in curriculum, textbook, and pedagogy.

한국어 읽기에서의 문법 교육

김재욱 ( Jae Wook Kim ) 한국문법교육학회 2010 문법 교육 Vol.12 No.-

While the objectives of Korean Language Education focused on accuracy of reading and writing, in recent years the objectives of Korean Language Education are to improve communication competence. Because of this change, the role of grammar education became weak in Korean language classroom than ever before. Reading education also pursue the original objective of reading, that is comprehension ability, grammar education in reading is underestimated. But in the actual classroom, Korean language learners do read for grammar as well as master vocabularies and grammars through reading. This paper explores how reading and grammar education can collaborate each other with criticizing the grammar education for accurate language use separates from reading education for comprehension. For this, I put the importance of grammar education and reading in order and I analysed the concept of grammar education in reading and the way how the grammatical contents are connected with a course of study. And I suggested interactional and integrated approach of reading education and grammar education.

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.

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

김윤신 한국문법교육학회 2014 한국문법교육학회 학술발표논문집 Vol.2014 No.2

한국어 교재에 나타난 문법 교육 내용 변천 연구 –이화여자대학교 언어교육원 교재를 중심으로-

김현진 한국문법교육학회 2020 문법 교육 Vol.38 No.-

This research is to examine how the Korean grammar is described in Korean language textbooks. Among the textbooks, this research focuses on the textbooks published by Ewha Womans University Ewha Language Center, such as <외국인을 위한 한국어> series, <말이 트이는 한국어> series, and <이화 한국어> series. Regarding to the grammar on the textbooks, we used evaluation aspects of ‘teaching methods used for the textbooks, devices to help learning grammar, grammar’s form and structure, meaning, and usage’ to examine total of 12 textbooks. As a result, <외국인을 위한 한국어> series utilized grammar education methods with a focus of having an accuracy with learning grammatic structure and forms. Series of <말이 트이는 한국어> and <이화 한국어> aim to increase the communicative competence. Hence, after learning about the grammars, combination tasks of speaking, listening, reading, and writing were mainly featured.