담화 차원의 문법 교육 내용 연구

Abstract

This study examines pedagogical grammar contents at the level of discourse until now and then proposes future-oriented contents especially focusing on ‘un/nun’, ‘i/ka’ markers and some anaphora. First of all it analyzed pedagogical objects and contents from the 4th curriculum through 7th curriculum which pronounced discourse-based grammar teaching and found that we should consider teaching contents in terms of the three following issues: First, there were some problems that ‘discourse’ was only treated as a larger unit than a sentence in terms of the unit of language construction. That is, ‘discourse’ only means ‘combination of over two sentences’. Second, grammatical phenomena were not analyzed and described in the real discourse data. Third, grammatical features occurring in some underlying discourse patterns or genres were not described. Therefore, this study discussed that discourse should be treated as a unit of analyzing and describing grammatical phenomena in order to prepare pedagogical grammar contents at the level of discourse. Also the need for including real discourse data has been discussed to secure authenticity of data for analyzing and teaching discourse-based grammar. Based on this theoretical evidence, this study described grammatical phenomena in real discourse data from pedagogical grammar perspective.