현재완료 및 단순과거 시제대조 분석을 통한 문법 교육의 지향점 - 이론 문법에서 교육 문법으로
Perspectives on Grammar Teaching Focused on the Present Perfect-Preterite Comparative Analysis: From Theoretical Grammar to Pedagogical Grammar
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study aims to define pedagogical grammar and its content selection criteria for the development of learners’ communicative competence in teaching Spanish as a foreign language. The grammar in foreign language education should be a link for implementing the linguistic theory of the language form into teaching practices. For this reason, pedagogical grammar should be differentiated from normative grammar and descriptive grammar. The study, therefore, selected the opposition between the present perfect and the preterite in the Spanish-speaking world in order to search for adequate perspectives of pedagogical grammar on this grammatical phenomenon beyond the theoretical visions of normative and descriptive grammar. First, this study examined this contrast in Nueva gramática de la lengua española, and then in Gramática descriptiva de la lengua española. Based on the understanding of the norms and the uses of the present perfect-preterite suggested by these two grammars, which were made for native speakers, it was discussed what should form the content of the pedagogical grammar according to the mentioned selection criteria in actual classrooms. The results indicate that it is not just the tense markers but also the speaker’s subjective point of view toward the temporal reference of an action to select the tense for the description of what has happened recently. In the actual Spanish classroom, the preterite that is used in much of Latin America, as well as the present perfect, widely used in the Iberian Peninsula, should receive significant attention.
Abstract
This study aims to define pedagogical grammar and its content selection criteria for the development of learners’ communicative competence in teaching Spanish as a foreign language. The grammar in foreign language education should be a link for implementing the linguistic theory of the language form into teaching practices. For this reason, pedagogical grammar should be differentiated from normative grammar and descriptive grammar. The study, therefore, selected the opposition between the present perfect and the preterite in the Spanish-speaking world in order to search for adequate perspectives of pedagogical grammar on this grammatical phenomenon beyond the theoretical visions of normative and descriptive grammar. First, this study examined this contrast in Nueva gramática de la lengua española, and then in Gramática descriptiva de la lengua española. Based on the understanding of the norms and the uses of the present perfect-preterite suggested by these two grammars, which were made for native speakers, it was discussed what should form the content of the pedagogical grammar according to the mentioned selection criteria in actual classrooms. The results indicate that it is not just the tense markers but also the speaker’s subjective point of view toward the temporal reference of an action to select the tense for the description of what has happened recently. In the actual Spanish classroom, the preterite that is used in much of Latin America, as well as the present perfect, widely used in the Iberian Peninsula, should receive significant attention.
참고문헌 (24)
- 김경희, "언어 현상의 다면성에 대한 종합적 분석 - 스페인어 이인칭 지칭 대명사를 중심으로", 스페인어문학, (84), pp.9~33 (2017), 한국스페인어문학회[DOI]
- 김호정, "한국어 교육 문법의 시간 표현 연구", 박사, 국어교육, pp.2006
- 박철, "스페인 어 문법" (2002), 교육 인적 자원부
- 유은정, "스페인어 담화 관련 문법 요소의 교육", 이베로아메리카 연구, 24(3), pp.105~125 (2013), 라틴아메리카연구소[DOI]
- Aragonés, Luis, "Gramática de uso del español" (2005), SM
- LE), "Gramática para profesores de español como lengua extranjera(E", pp.2009, Areizaga Orube, Elisabet
- "Gramática de la lengua castellana destinada al uso de los americanos" (1847)[URL]
- Cartagena, Nelson, "Gramática descriptiva de la lengua española. Tomo II" (1999), Espasa Calpe
- Calvi, Maria Vittoria, "La gramática en la enseñanza de lenguas afines", ASELE Actas, 9, pp.353~360 (1998)
- Consejo de Europa, "Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación" (2002), MECD y Anaya
- Instituto Cervantes, "Plan curricular del Instituto Cervantes. Niveles de referencia para el español" (2006), Biblioteca Nueva
- "El español: una lengua viva. Informe 2017" (2017)[URL]
- Llopis-García, Reyes, "Qué gramática enseñar, qué gramática aprender" (2012), Edinumen
- Martín Peris, Ernesto, "Vademécum para la formación de profesores", pp.467~489 (2008), SGEL
- Martín Peris, Ernesto, "Diccionario de términos clave de ELE" (2008), SGEL
- Matte Bon, Francisco, "Gramática comunicativa del español. Tomo 1" (1995), Difusión
- Miki Kondo, Clara, "Hacia una gramática para el no nativo: replanteamiento y definición de la gramática pedagógica", MarcoELE (2010)
- Moreno García, Concha, "Gramática para el profesorado: gramática para el aula: gramática para mejorar la competencia comunicativa", ASELE. Actas, 15, pp.599~611 (2004)
- Moreno García, Concha, "Gramática. Nivel medio B1" (2012), Anaya
- Real Academia Española, "Nueva gramática de la lengua española" (2009), Espasa Libros
- Real Academia Española, "Nueva gramática de la lengua española, Manual" (2010), Espasa Libros
- Song, Yerim, "El componente cultural en los cursos de ELE para estudiantes universitarios en Corea del Sur", doctoral, pp.2014
- Spinelli, Emily, "Interacciones" (2006), Thomson Higher Education
- Terrel, Tracy D., "Dos Mundos" (2010), McGraw-Hill