탐구학습을 통한 담화문법 지도 방법
On a Method for Teaching Discourse-Grammar through inquiry study
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It has long been suggested in the curriculum and unquestionable in terms of education theory that the grammar of a mother tongue should be learned through inquiry activities. This study aims to explore a method for learning discourse grammar through inquiries as one of the grammar educations. First, it is pointed out that the use of discourse is conceptually confusing in curriculum. Then, it is mentioned in connection with curricula and language learning theories that discourse grammar should be validly taught through inquiry activities. On these bases, some methods for teaching discourse grammar in real inquiry activities are suggested. Above all, learners should join the activities of collecting, recording, and transcribing discourse data, and then they should analyze the transcribed data by themselves. These activities should be done in groups. Learners should derive discourse principles and rules inductively through the self-directed learning of various discourse data. Lastly, learners should take the performance evaluation process in which activity process is focused.
Abstract
It has long been suggested in the curriculum and unquestionable in terms of education theory that the grammar of a mother tongue should be learned through inquiry activities. This study aims to explore a method for learning discourse grammar through inquiries as one of the grammar educations. First, it is pointed out that the use of discourse is conceptually confusing in curriculum. Then, it is mentioned in connection with curricula and language learning theories that discourse grammar should be validly taught through inquiry activities. On these bases, some methods for teaching discourse grammar in real inquiry activities are suggested. Above all, learners should join the activities of collecting, recording, and transcribing discourse data, and then they should analyze the transcribed data by themselves. These activities should be done in groups. Learners should derive discourse principles and rules inductively through the self-directed learning of various discourse data. Lastly, learners should take the performance evaluation process in which activity process is focused.
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