읽기 단원과 연계한 통합적 문법 교수·학습의 효과 연구

Abstract

For the Korean middle school students, the most difficult part of the Korean curriculum is the Korean grammar. This is resulted from the organization of Korean textbook and the Korean text book itself. In other words, the grammar of the Korean textbook is solely composed and it is not coupled with other curriculum like Literature, Reading, Listening and Writing. Because of this textbook curriculum, Korean middle school learners have to learn a grammar intensively only one time for one semester. That is, students have to learn a bit boring grammar for one semester intensively, which is comparatively long time, and not learning often throughout the whole curriculum. Considering all of this, it is quite natural for students to view the grammar lesson as the most difficult part of the Korean curriculum. If the Korean grammar is coupled with other curriculum, allowing students to know better about the usage of Korean grammar in the natural life, the learners will be able to feel the attraction of the Korean grammar. Also, the learners can find the answer of what can be applied on life for themselves. Therefore, this study was conducted based on the hypothesis that if the learner can contact with grammar repeatedly and easily on theirlife, the learner’s motivation and achievement will increase. This study was conducted with divided two groups of all of six classes in the third grade students in Busan A national middle school and taught them a grammar lesson with unit 3 of Gyohaksa six. First group(1,2,3 class the third grade) was conducted as follow. The first section of the 3 sections textbook was a grammar lesson alone and the second section was a grammar lesson integrated with a reading lesson. The second group(4,5,6 class , the third grade) was conducted as follow. The first section of the 3 section textbook was a grammar lesson integrated with a reading lesson and the second section was a grammar lesson alone. There are characteristics of these sections(one and two). The learning contents of the first section are grammatical elements. In this section, students can learn honorific expressions, negative expressions, time expression, passive expressions and active expressions. The learning contents of the second sections are about discourse. In this section, students can learn the concepts of the discourse and how social and cultural variable elements can affect discourse. The result of study shows that the First group has got the higher score on integrated class and the second group has got the higher score on grammar separate class.