비원어민 교원의 한국어 문법 교육 방법에 관한 인식 연구
A Study on the Perception of Non-Native Korean Teachers on Korean Grammar Teaching Methods
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This study aims to examine the current trends in Korean grammatical education, explore the viewpoints of non-native Korean teachers regarding grammar education, and subsequently evaluate the direction of new teacher education. Since the 1990s, Korean language education has been characterized by communicative language teaching, learner-centered education, five-stage teaching methods, and Korean-only classes. These strategies are also used for the training and education of non-native Korean teachers. However, the findings derived from surveys and focused interviews with them revealed that despite their recognition of the significance of grammar education, disparities existed in their conceptual understanding of grammar. As a result, they developed a tendency to separate grammatical skills from communication abilities in their thought process. Additionally, although non-native Korean teachers theoretically understood the advantages of communication approach and five-stage teaching methods, many of them felt uncertain or confused regarding specific practical approaches. Some vehemently argued that bilingual lessons, which incorporate learners’ native languages, are indispensable for ensuring effective learning outcomes among students overseas. In addition to demonstrating a lack of experience in communication-based education and teaching in Korean-exclusive classes, these non-native Korean teachers’ conduct also exhibits a propensity to preserve the status quo. Hence, this research presents six recommendations for non-native Korean teachers’ education: “Investigate the educational backgrounds and perspectives of grammar education to inform teacher training,” “Share and internalize the goals of Korean grammar education,” “Utilize non-native Korean teachers' prior knowledge,” “Focus on teacher language during education,” “Establish and implement realistic goals for stage-based teaching,” and “Adopt a long-term approach to non-native Korean teacher education.”
Abstract
This study aims to examine the current trends in Korean grammatical education, explore the viewpoints of non-native Korean teachers regarding grammar education, and subsequently evaluate the direction of new teacher education. Since the 1990s, Korean language education has been characterized by communicative language teaching, learner-centered education, five-stage teaching methods, and Korean-only classes. These strategies are also used for the training and education of non-native Korean teachers. However, the findings derived from surveys and focused interviews with them revealed that despite their recognition of the significance of grammar education, disparities existed in their conceptual understanding of grammar. As a result, they developed a tendency to separate grammatical skills from communication abilities in their thought process. Additionally, although non-native Korean teachers theoretically understood the advantages of communication approach and five-stage teaching methods, many of them felt uncertain or confused regarding specific practical approaches. Some vehemently argued that bilingual lessons, which incorporate learners’ native languages, are indispensable for ensuring effective learning outcomes among students overseas. In addition to demonstrating a lack of experience in communication-based education and teaching in Korean-exclusive classes, these non-native Korean teachers’ conduct also exhibits a propensity to preserve the status quo. Hence, this research presents six recommendations for non-native Korean teachers’ education: “Investigate the educational backgrounds and perspectives of grammar education to inform teacher training,” “Share and internalize the goals of Korean grammar education,” “Utilize non-native Korean teachers' prior knowledge,” “Focus on teacher language during education,” “Establish and implement realistic goals for stage-based teaching,” and “Adopt a long-term approach to non-native Korean teacher education.”
참고문헌 (36)
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