국어 문법 능력의 재개념화와 이론적 구성

Abstract

This study aims to conceptualize grammatical competence in Korean grammar education and to theoretically organize related factors to achieve a systematization of grammatical competence. In response to the problem that the concept and scope of grammatical competence have been vaguely defined, this study conceptualizes Korean language grammatical competence as the ability to understand, explore, and use grammatical knowledge, considering the purpose of grammar education and its relevance to grammatical knowledge. This is a reconceptualization of grammatical competence from the perspective of grammar education, which had been defined only as the ability to judge grammaticality or generate sentences. In order to theorize grammatical competence, grammar knowledge and grammar learning were taken as the two axes, and grammar knowledge was catalogued by language units, and grammar learning was staged into layers of understanding, exploration, and use according to the learner's learning process. Grammar knowledge is the information involved in meaning production and comprehension and consists of grammatical forms and grammatical semantic functions, which are resources for language use. Grammatical competence is organized by the points of contact where grammar knowledge and grammar learning intersect. This study will enhance the pedagogical value of grammar knowledge in grammar pedagogy and build a theoretical foundation for grammatical competence.