한국어 문법 지식의 개인화 연구 -중급 한국어 문법 연습 문제를 중심으로-

Abstract

This study aimed to verify the personalization aspects of Korean grammar knowledge and propose suitable directions for personalization. In Korean grammar education, learners are taught the form, meaning, and usage of each grammar item. During this process, the knowledge presented to the learner undergoes didactical transposition, enabling efficient use of grammar items in communication. The didactical transposed grammar knowledge, which serves as educational content, is contextualized and provided to learners, offering them the opportunity to apply grammar knowledge in a personalized manner. In Korean grammar education, the opportunity to apply grammar knowledge is typically provided through practice. Therefore, this study analyzed the personalization aspect of Korean grammar knowledge by examining practice exercises. Intermediate grammar items from the Korean standard curriculum and the Test of Proficiency in Korean were extracted from eight intermediate Korean grammar textbooks, considering features such as conjunction endings, expressions, complex forms, and categories. Specifically, '-dorok,' '-neun barame,' 'man hada,' and 'lexical causative’ were chosen as the analysis targets. Upon analyzing the types of exercises designed for personalization, it was observed that the majority were mechanical practice exercises, lacking a deliberative process. These exercises were primarily presented as controlled form-focused activities that didn't encourage interaction. To enhance learners' ability to apply the knowledge of each grammar item in real communication, the study recommended incorporating not only mechanical practice but also meaningful practice. This entails actively including non-mechanical exercises, considering the characteristics of grammar items. The study suggested implementing personalization through diverse exercises to achieve this goal.