예비 한국어 교사의 문법 평가 양상 분석: 교사 교육용 기초 자료 구축을 목적으로
An Analysis of the Preservice Korean Language Teachers’ Grammar Evaluation Characteristics: In Pursuit of Developing Preliminary Database for Teacher Training
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This study stems from the recognition that there is a need for methods to strengthen the grammar evaluation characteristics of preservice Korean language teachers. A ‘Grammar Evaluation Skills Assessment’ form was introduced therefore in this research, to first examine the competence and characteristics on grammar evaluation of preservice Korean language teachers. Using the Grammar Evaluation Skills Assessment, the following four teaching errors were found: (1) the lack of teachers’ awareness on the learners’ attempts to use new grammar forms, (2) teaching complex grammar structures that exceed the learners’ competence, (3) excessive modification of word orders and expressions that the learners produced, and (4) varying degree of awareness among teachers on Korean grammar errors. A few additional aspects such as ‘deviating from the target grammar form’ and ‘failure to capture specific meaning of a grammar form which has several uses’ were also found, when providing further explanations on learner’s grammar errors. This study reveals that practical training, which emphasizes ‘common grammar error detection’, ‘corrections with minimal edits, based on the learners’ level’, and ‘providing right amount of relevant knowledge in the right moment’ are essential in order to improve the grammar evaluation skills of preservice Korean language teachers. This article expects to guide preservice teachers to assess and supplement their weakness in advance, and to open up more discussions on improving the grammar evaluation skills of Korean educators.
Abstract
This study stems from the recognition that there is a need for methods to strengthen the grammar evaluation characteristics of preservice Korean language teachers. A ‘Grammar Evaluation Skills Assessment’ form was introduced therefore in this research, to first examine the competence and characteristics on grammar evaluation of preservice Korean language teachers. Using the Grammar Evaluation Skills Assessment, the following four teaching errors were found: (1) the lack of teachers’ awareness on the learners’ attempts to use new grammar forms, (2) teaching complex grammar structures that exceed the learners’ competence, (3) excessive modification of word orders and expressions that the learners produced, and (4) varying degree of awareness among teachers on Korean grammar errors. A few additional aspects such as ‘deviating from the target grammar form’ and ‘failure to capture specific meaning of a grammar form which has several uses’ were also found, when providing further explanations on learner’s grammar errors. This study reveals that practical training, which emphasizes ‘common grammar error detection’, ‘corrections with minimal edits, based on the learners’ level’, and ‘providing right amount of relevant knowledge in the right moment’ are essential in order to improve the grammar evaluation skills of preservice Korean language teachers. This article expects to guide preservice teachers to assess and supplement their weakness in advance, and to open up more discussions on improving the grammar evaluation skills of Korean educators.
참고문헌 (18)
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