영어 문법 교육에 관한 역사적 고찰: 교육과정과 교과서를 중심으로
A diachronic look at English grammar education: Focusing on curricula and textbooks
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The aim of this study is to investigate a diachronic flow of English grammar education primarily based on curricula and textbooks for each curriculum period. Classification criteria used in this study are deductive vs. inductive grammar teaching, on the one hand, and explicit vs. implicit teaching on the other. The findings of this study are as follows: First, through the entire scope of the study, the applications of the inductive and implicit methods of grammar teaching are mainly observed compared to the deductive and explicit methods. Second, through the historical trend of English grammar education, the teaching methods have changed from the deductive to the inductive method, and from the explicit to the implicit method. The implication and suggestion from this study are as follows: Grammar should be taught, not only focusing on communication and meaning, but also considering learners’ language proficiency and developmental characteristics. Also, follow-up studies are needed to explore desirable methods for future English grammar education.
Abstract
The aim of this study is to investigate a diachronic flow of English grammar education primarily based on curricula and textbooks for each curriculum period. Classification criteria used in this study are deductive vs. inductive grammar teaching, on the one hand, and explicit vs. implicit teaching on the other. The findings of this study are as follows: First, through the entire scope of the study, the applications of the inductive and implicit methods of grammar teaching are mainly observed compared to the deductive and explicit methods. Second, through the historical trend of English grammar education, the teaching methods have changed from the deductive to the inductive method, and from the explicit to the implicit method. The implication and suggestion from this study are as follows: Grammar should be taught, not only focusing on communication and meaning, but also considering learners’ language proficiency and developmental characteristics. Also, follow-up studies are needed to explore desirable methods for future English grammar education.
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