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。

한국어 고급 학습자의 문법 교육에 대한 교사 인식 연구 - 국내 대학 기관 교사의 심층 면접을 바탕으로 -

오경숙 ( Kyoungsook Oh ) 한국문법교육학회 2024 문법 교육 Vol.50 No.-

This study aims to explore the status of grammar education for advanced learners of Korean by interviewing teachers in the field. It examines educators' cognition of the grammatical capabilities of advanced learners and their approaches to grammar instruction. Initially, the research defines 'advanced' and 'advanced learners,' setting the stage for a deeper investigation into the current state of grammar education for this group, the required grammatical competencies, and educational direction. The findings underscore the diversity in defining 'advanced learners' across different contexts, the personalized nature of advanced grammar education, and a widespread consensus among teachers on the necessity for learners to integrate and apply grammatical knowledge in communication. The study advocates for a reevaluation of the concept of 'grammar' within Korean language education and emphasizes the need for further research to enhance grammar education practices for advanced learners.

외국인을 위한 한국어 문법 교육과정

박동호 ( Dong Ho Park ) 한국문법교육학회 2004 문법 교육 Vol.1 No.-

새로운 시대, 문법 평가 경험의 체계화 방향 - 문법 문항의 비평과 제작 경험을 중심으로 -

김규훈 ( Kim Kyoohoon ) 한국문법교육학회 2021 문법 교육 Vol.43 No.-

The purpose of this study is to find out a way to systematize of the grammar assessment research on a basis of the grammar assessment experience. To accomplish this purpose, this study arranges criteria of analyzing grammar test items, “grammar ability, language materials for grammar test, types of grammar test items” by reviewing the issues from existing researches of the grammar assessment. This study gathers and analyzes the ethnography for grammar assessment experiences of Korean teachers in a field. At grammar test items in the national achievement assessment and the academic test which could find out feedback of the grammar curriculum, the common test items of the national achievement assessment are criticized and the set test items of the academic test are considered. As a result, a tendency of the “grammar ability” is captured that between a designed grammar ability and a practiced grammar ability are different, and the grammar ability is regarded as a general cognition in specific grammar test items. In the “language materials for grammar test” especially a “text”, a necessity of authentic texts and an usefulness of grammar explanation texts are raised questions. In case of the “types of grammar test items”, the “application” of grammar knowledge is ambiguous because what domains of learners grammatical thoughts are related to that “application”. To improve these awareness of grammar assessment experience, this study puts emphasis on a work to enhance the “connection grammar ability with types of grammar test items”. That is, the two dimensional classification of test objectives for grammar need to be set up, especially the behavioral domain of grammar have to be materialized by grammar performative verbs in the Korean curriculum. And as the “language materials for grammar test”, this study devises a method for an authentic text, and suggests reconsideration of the use of grammar explanation texts.

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.

러시아의 문법교육 -러시아 초,중등 교육에서 자국어 문법교육-

문성원 ( Sung Won Moon ) 한국문법교육학회 2005 문법 교육 Vol.2 No.-

평생교육 관점의 중등학교 문법 교육 내용의 구조

조진수 한국문법교육학회 2019 문법 교육 Vol.37 No.-

The purpose of this study is to discuss what changes will be made in the structure of contents in secondary school grammar education when introducing the perspective of lifelong education. For this purpose, the concept of ‘lifelong education in a broad sense’ was adopted, and ‘the perspective of secondary education’ and ‘the perspective of lifelong education’ were regarded as a layered view. In addition, from the perspective of lifelong education, we set the educational human being sought after in grammar education as ‘a continually growing human’. By using the concept of meta-education, we discussed that grammar education takes the form of a “double meta experience” in terms of lifelong education. In conclusion, we designed the overall structure of the content of grammar education including meta-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.

한국어 문법 교육의 목표 -국어 문법 교육과의 차별성

이미혜 ( Mi Hye Lee ) 한국문법교육학회 2009 문법 교육 Vol.10 No.-

The purpose of this study is to present the goal of KFL(Korean as a Foreign Language) grammar education and its difference from Korean Grammar education. It observes the role of the grammar education in teaching Korean as a foreign language and compares the goal of KFL grammar education with that of Korean education. In teaching KFL grammar, it is important to teach linguistic knowledge and its usage to the learners for their correctness and fluency. And the ultimate goal of KFL grammar is to improve students` communicative competence on the discourse level, not on the sentential level. However, Korean grammar education is aimed at students whose native language is Korean and its goal is to improve Korean students` comprehensive ability and their thinking ability. And it also focuses to get the students have the right attitude toward Korean Language.