수업 구성 원리에 따른 한국어 문법 교수 방법

Abstract

Kim, Jae-wook. 2006. Lesson Guidelines for Teaching Korean Grammar. The Language and Culture 2-1: 19-36. Many learners consider Korean grammar tedious and difficult, and only study it because they think they have to; there is no motivation, desire, or thought of necessity. Despite awareness of this fact, grammar remains at the center of Korean language education and little has been done to improve it. Recently, however, Korean grammar teaching has begun to expand beyond simple knowledge about grammar, and is emerging as a means of achieving communication. This awareness and renewed interest in grammar has resulted in new methods for explaining and teaching grammar. This paper claims that it is necessary to divide Korean grammar according to who will learn it: native speakers or foreigners, and explains the criticism above as being the result of Korean grammar teaching based on the delivery of grammatical knowledge instead of real communicative ability. In order to improve communicative ability, this paper suggests guidelines for developing and organizing Korean grammar classes, as follows: Warm-up → Presentation → Practice → Practical Application → Follow-up. (Hankuk University of Foreign Studies)