초등 영어 문법 교육에 관한 실태 조사와 효과적 방안
Surveys of and Effective Strategies for English Grammar Teaching in Elementary Schools
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This paper aims to survey the current situation in which the English grammar has been taught in elementary schools and propose effective strategies for grammar teaching in the elementary EFL classroom. The results of the survey are as follows: The necessity of grammar teaching was recognized by most teachers, and grammar should be taught to fifth graders and over deductively, if necessary, as well as inductively. Grammar teaching was required to develop productive skills, especially, writing one, rather than receptive ones, since grammar would be needed to generate sentences. Most teachers have usually taught grammar to fifth and sixth graders inductively and deductively. As a result, productive skills were insignificantly improved, but receptive skills and communicative competence were not developed at all. Most teachers acknowledged the necessity of deductive grammar teaching, since there would not be enough time to conduct inductive grammar teaching within the limited EFL classes. And it should be applied to fifth graders and over when they learn to write sentences. Only half of all teachers were satisfied with their own knowledge of grammar teaching methods and techniques. Nearly all teachers hoped to participate in teacher training programs of English grammar teaching to develop their grammar teaching techniques and skills. For effective grammar teaching in the elementary EFL classroom, it would be suggested that while third and fourth graders should be taught grammar in the implicit-inductive approach through communicative tasks where the focus is mainly on meaning and fluency not on forms, fifth and sixth graders should be taught in the explicit-inductive approach through task-based activities where the focus is on forms and accuracy as well as meaning and fluency.
Abstract
This paper aims to survey the current situation in which the English grammar has been taught in elementary schools and propose effective strategies for grammar teaching in the elementary EFL classroom. The results of the survey are as follows: The necessity of grammar teaching was recognized by most teachers, and grammar should be taught to fifth graders and over deductively, if necessary, as well as inductively. Grammar teaching was required to develop productive skills, especially, writing one, rather than receptive ones, since grammar would be needed to generate sentences. Most teachers have usually taught grammar to fifth and sixth graders inductively and deductively. As a result, productive skills were insignificantly improved, but receptive skills and communicative competence were not developed at all. Most teachers acknowledged the necessity of deductive grammar teaching, since there would not be enough time to conduct inductive grammar teaching within the limited EFL classes. And it should be applied to fifth graders and over when they learn to write sentences. Only half of all teachers were satisfied with their own knowledge of grammar teaching methods and techniques. Nearly all teachers hoped to participate in teacher training programs of English grammar teaching to develop their grammar teaching techniques and skills. For effective grammar teaching in the elementary EFL classroom, it would be suggested that while third and fourth graders should be taught grammar in the implicit-inductive approach through communicative tasks where the focus is mainly on meaning and fluency not on forms, fifth and sixth graders should be taught in the explicit-inductive approach through task-based activities where the focus is on forms and accuracy as well as meaning and fluency.
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