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。

비원어민 교원의 한국어 문법 교육 방법에 관한 인식 연구

이효정 한국문법교육학회 2024 문법 교육 Vol.51 No.-

This study aims to examine the current trends in Korean grammatical education, explore the viewpoints of non-native Korean teachers regarding grammar education, and subsequently evaluate the direction of new teacher education. Since the 1990s, Korean language education has been characterized by communicative language teaching, learner-centered education, five-stage teaching methods, and Korean-only classes. These strategies are also used for the training and education of non-native Korean teachers. However, the findings derived from surveys and focused interviews with them revealed that despite their recognition of the significance of grammar education, disparities existed in their conceptual understanding of grammar. As a result, they developed a tendency to separate grammatical skills from communication abilities in their thought process. Additionally, although non-native Korean teachers theoretically understood the advantages of communication approach and five-stage teaching methods, many of them felt uncertain or confused regarding specific practical approaches. Some vehemently argued that bilingual lessons, which incorporate learners’ native languages, are indispensable for ensuring effective learning outcomes among students overseas. In addition to demonstrating a lack of experience in communication-based education and teaching in Korean-exclusive classes, these non-native Korean teachers’ conduct also exhibits a propensity to preserve the status quo. Hence, this research presents six recommendations for non-native Korean teachers’ education: “Investigate the educational backgrounds and perspectives of grammar education to inform teacher training,” “Share and internalize the goals of Korean grammar education,” “Utilize non-native Korean teachers' prior knowledge,” “Focus on teacher language during education,” “Establish and implement realistic goals for stage-based teaching,” and “Adopt a long-term approach to non-native Korean teacher education.”

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

김윤신 한국문법교육학회 2014 한국문법교육학회 학술발표논문집 Vol.2014 No.2

한국어교육을 위한 한국문화교육의 이상과 현실

이정택 ( Jung Tag Lee ) 한국문법교육학회 2009 문법 교육 Vol.11 No.-

Korean culture is very closely related with Korean language, and the domain of it is very huge. So Korean culture is surely a great burden for Korean language teaching and it is impossible for the teachers to teach all the Korean culture in the language classes. The only solution of this problem is to teach the students how to learn Korean culture by themselves. Namely the teacher should teach not only the essential part of Korean culture but also the methods to study culture by themselves. The teachers should teach both Korean culture and the methods in Korean, and all of them should meet the academic standards of the students. Finally, for successful Korean culture education, we should guarantee such things as detailed and systematic descriptions of Korean culture, detailed comparisons between Korean culture and major foreign ones and the teachers who can teach both Korean language and culture.

지역 ‘외국어학습센터’의 필요성과 국가평생교육으로서의 한국어교육 - ‘문법적 경험’의 사회복지적 지평과 혜택에 대하여

강남욱,조형일(토론) 한국문법교육학회 2019 한국문법교육학회 학술발표논문집 Vol.2019 No.2

주제 발표 : 국어교육의 교과교육학적 위상과 문법교육 -핵심 역량 시대 문법교육의 역할-

김규훈 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.

문법교육 : 창의성 계발을 위한 문법교육 자료 개발

김홍범 ( Hong Beom Kim ) 한국문법교육학회 2014 문법 교육 Vol.20 No.-

Grammar education should be not “memorizing grammar” but “thinking grammar”. Grammar education also contribute to the enhancement of learner’s originality. The purpose of this paper is to develop , that can be helpful to the enhancement of learner’s originality. First of all, the following components of originality has been set up: fluency, flexibility, originality, preciseness, sensitivity. Performance details have been proposed as follows: 1) Word class affiliation problem of ‘nim’ that has been used recently in the Internet. 2) Word class usage problem of ‘daebak’ that is used by young generation. 3) Various usage and word structure analysis of ‘kkameoktta’. We explained how the proposed materials obtained through above performance is related to the components of originality.

문법 교육의 변화와 국어과 핵심역량 - 교육과정 내용과 연구 동향을 중심으로 -

안찬원 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.