한국어 문법용어에 사용에 관한 교사·학습자의 인식 연구

• 영문명: A Research on the Cognition of Korean Language Learners and Korean Language Teachers: The Use of Grammatical Terminology
• 발행기관: 국제한국어교육학회
• 저자명: 한송화
• 간행물 정보: 『한국어교육』21권 4호, 361~391쪽, 전체 31쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2010.12.31

영문 초록

Many studies have emphasized that grammatical terminology is of little consequence in the communicative or proficiency-oriented classroom because the aim of communicative teaching is to promote interaction in the target language. However, recently, a partially opposing argument has been raised that grammatical terminology has an important role to play in classroom discourse. This paper investigates these issues by surveying learner's cognition and teacher's views on the use of Korean grammatical terminology. Depending on surveying, teachers hardly use grammatical terminology and avoid the situations where they introduce grammatical terminology. However, teacher tend to use grammatical terms in their classroom more often than is perceived. On the other hand, Korean learners respond positively to the teacher's usage of these terms. They thought that the use of terminology might benefit their understanding of grammar. Learners were more aware of grammatical terms than teachers assumed. Therefore Korean teachers may utilize terminology in a way that is beneficial to their students. However, they need to set limit in the use of terminology i.e. basic terminology. This may be determined according to the degree of necessity when the teacher teaches grammar or talks about grammar. Learner's familiarity with grammatical terminology should be a criterion for deciding the basic terminology. (Yonsei University)

목차

1. 서론

2. 문법용어의 효용성과 학습자 문법용어

3. 연구 방법 및 절차

4. 연구 결과 및 해석

5. 한국어교육에의 함의와 제한점

참고문헌

키워드

한국어 문법교육 문법용어 메타언어 한국어 학습자 인식 차이 기초 용어 Teaching Korean Grammar grammatical terminology metalanguage Korean learner difference in perception basic terminology