영어문법 사용에서 학습자의 문법학습 태도 및 문법용어 인식 연구

박혜림(Park Hye Rim),이길영(Lee Kilryoung) 한국외국어대학교 영미연구소 2008 영미연구 Vol.19 No.-

Even in the period of emphasizing fluency of English in the Seventh School Curriculum of Korea, teachers of English, recognizing that they are in the EFL setting, are now beginning to pay more attention to the accuracy in learning English. There is also general agreement that focus on form plays a key role in the acquisition of the target structure. Middle school students are having difficulty studying grammar. It is assumed that students are exposed to many kinds of metalanguage explaining grammatical structures even before students formally learn the grammatical terminology of their first language. Few studies have investigated how students perceive grammar learning and grammatical terminology. The questionnaire from the students and the teachers of four different schoolswereadministeredtoexamine: 1) both students' and English teachers' views on grammar instructions; any differences between students' and teachers' perceptions about grammar instructions; any correlations between the knowledge of grammatical terms and the general English attainments. The findings showed that EFL teachers need to be more systematic in the way they approach these different views on the use of grammatical terms between students and teachers. For this, English teachers and their students should interact each other to evaluate the process of students' learning grammar. In addition, English teachers should develop a more systematic way of presenting appropriate words in explaining grammar.

A Review of Corrective Feedback on Second Language Composition: Is Corrective Feedback in Writing Classes Useless?

Youn-Hee Kim 현대문법학회 2013 현대문법연구 Vol.73 No.-

The purpose of this paper is to examine the effectiveness of corrective feedback on second language (L2) composition from both theoretical and practical perspectives. While it has been claimed that corrective feedback on L2 composition should be provided to student writers to prevent their errors from becoming fossilized, it has also been claimed that corrective feedback on L2 composition is useless because student writers make the same mistakes repeatedly even when they are corrected. Before we conclude that corrective feedback is wholly ineffective, however, a close reexamination seems warranted. This paper will approach the issue of corrective feedback on L2 composition from the perspectives of both those in favor of and those against it. By clarifying various issues, this paper seeks to provide educators with a better understanding of L2 composition teaching and learning.

코퍼스를 활용한 영문법 학습 사례 및 적용방안 연구

정채관 한국중등영어교육학회 2024 중등영어교육 Vol.17 No.1

This study investigates the application and efficacy of Corpus-Based Learning (CBL) in English grammar education, contrasting it with the traditional Presentation- Practice-Production (3P) teaching methodology. Emphasizing the shift from a teacher-centered approach to a more interactive, student-led learning process, CBL utilizes extensive language data sets (corpora) to explore real-world language use and grammar patterns. This research synthesizes findings from key studies, including Alamri (2022), which highlights the enhanced grammar knowledge and autonomy students gain through CBL, alongside improved performance in grammar tasks. However, this approach also presents challenges such as technical difficulties and increased teacher workload, mirroring issues identified by Kim and Jung (2016). The study further explores the role of corpus literacy among English as a Foreign Language (EFL) teachers, drawing on insights from Li and Xu (2022). They emphasize the need for continuous professional development in corpus analysis tools and techniques, crucial for teachers to facilitate more engaging and relevant language learning experiences. Another dimension explored is the application of CBL in secondary education, particularly in South Korea, where real-life language usage examples from sources like native English corpora can significantly enhance students’ understanding of practical grammar applications. The study also examines how CBL can be integrated into classroom practices, using ‘Harry Potter and the Sorcerer’s Stone’ as an example corpus for analyzing sentence structures in everyday language. This study underscores the potential of CBL in revolutionizing English grammar instruction, advocating for a balanced approach that addresses the challenges while maximizing the benefits of this innovative teaching methodology.

명시적 설명 및 참여적 학습 활동을 활용한 대학 영문법 수업의 효과에 관한 연구

송희심(Song, Heshim) 한국외국어교육학회 2011 Foreign languages education Vol.18 No.3

The purpose of this study was to investigate the effectiveness of explicit grammar teaching and student participation through production practice in English grammar class for college students. After 24 college students took a semester of a grammar class, making group presentations on grammar and generating example sentences, a grammar test and questionnaires were administered. The effectiveness of the class was measured through the improvement in the students’ grammar test scores, their level of satisfaction with the class, and changes in their perceptions and methods of grammar study. The results showed a statistically significant increase in the students’ grammar scores and high level of their satisfaction with the class. Of the students’ perceptions of grammar, their interest and confidence in grammar study improved significantly through the class. The students’ methods of grammar study were shown to have changed over the semester from memorizing to understanding and applying grammar rules. Pedagogical and research implications are suggested.

영문법 교수ㆍ학습에 대한 중등 영어교사 및 학습자 인식 조사

조윤경(Cho Yunkyoung) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.2

The present study has sought to investigate secondary school teachers" and students" perceptions of English grammar instruction. Specifically, it examined whether and how teachers" and students" perceptions differ in terms of the role of English grammar instruction and effective grammar instructional approaches. To this end, 129 teachers and 141 students at secondary schools in Busan were asked to respond to a closed (Likert-scale) questionnaire whose reliability and construct validity were examined through reliability analysis and factor analysis, respectively. The major findings from chi-square analyses are summarized as follows: (1) The student respondents were less positive about the role of grammar in improving English ability than the teachers; (2) both students and teachers preferred explicit instruction to implicit one and acknowledged the importance of controlled practices as well as communicative activities; and (3) the students were in favor of deductive rule instruction, whereas the teachers" responses varied. Pedagogical implications and directions for future research are discussed.

Basic Communicative Competence and Sentential Utterance Production

양현권,김낙훈,성민창 서울대학교 교육종합연구원 2014 The SNU Journal of Education Research Vol.23 No.-

Although serious and continued efforts have recently been made to teach English learners communicative competence, most of the students in pre-tertiary schools in Korea have difficulties acquiring the ability to produce sentential utterances. This paper observes that this unexpected outcome is mainly attributable to insufficient input and interaction in their English learning settings. It explores a way to overcome this problem and teach Korean learners of English to produce sentential utterances, incorporating core ideas of Construction Grammar in the development of language instructional system.

구조화된 입력과 구조화된 출력이 영어 수동태 습득에 미치는 영향에 대한 고찰*

박향숙 언어과학회 2023 언어과학연구 Vol.- No.107

. The present study investigates the effects of structured input (SI) and structured output with structured input (SI+SO) on learning English passive voice. A total of 67 Korean undergraduates were randomly assigned to SI, SI+SO, or a control group. Participants underwent 30-minute instructional sessions over four days, followed by two posttests—one immediately afterward and another a week later. Statistical analyses confirm the positive effects of SI and SI+SO in enhancing the accurate processing and production of English passive forms. Both the SI and SI+SO groups consistently outperformed the control group, with statistically significant differences. This underscores the combined advantages of structured input and output in mastering target grammar and offers valuable insights into effective instructional methodologies to enhance grammar proficiency.