교실 수업에서의 문법용어사용의 효과 연구

• 영문명: A Study on the Effect of Using Grammatical Terminology in Class
• 발행기관: 국제한국어교육학회
• 저자명: 성지연
• 간행물 정보: 『한국어교육』24권 2호, 157~179쪽, 전체 23쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2013.06.30

영문 초록

One of the controversies associated with grammar teaching is whether we need to use the grammatical terms while teaching grammar or not. This study aims at examining such controversies in the situation of Korean as foreign language education. To do this, research is conducted on the effect of teacher’s using grammatical terminology in classroom on the ability to use Korean particle, proficiency in Korean and the knowledge of grammatical terms. In the experiment two Korean teacher taught elementary Korean to 12 multinational exchange students of one university in Korea for 3 weeks using grammatical terminology. Learners were tested TOPIK, grammatical terminology knowledge test, a sentence completing test before and after experimental class to analyze the relationship between test scores. Analysis results are summarized as follows: 1) the relationship between grammatical terminology knowledge test and a sentence completing test was closer than the relationship between the different tests. 2) after 3 weeks of classes sentence completing test scores are most improved. This means that using the terms such as ‘subject’, ‘object’, ‘particle’, ‘ending’, ‘connective ending’ helpful for students to identify and use Korean particle. 3) To use grammatical terminology during the three weeks of classes did not affect the proficiency in Korean. (Korea University)

목차

1. 서론

2. 선행 연구

3. 문법 학습과 문법 용어 사용

4. 실험

5. 결론

참고문헌

키워드

문법 교육 메타언어 문법 용어 문법 용어 지식 한국어 숙달도 조사 사용 능력 grammar teaching metalanguage grammatical terminology knowledge of grammatical terms proficiency in Korean ability to use Korean particle