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Grammar Education

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수록정보
수록범위 : 1권0호(2004)~41권0호(2021) |수록논문 수 : 408
문법교육
41권0호(2021년 04월) 수록논문
최근 권호 논문
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KCI등재

1언어의 공공성과 문법교육의 방향

저자 : 민현식 ( Min Hyunsik )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 1-48 (48 pages)

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The publicity of language is, in a narrow sense, a characteristic of language produced by public institutions; in a broad sense, it refers to the public ethics of every individual's private verbal behavior. In the meantime, public language research has been focused on public writing, that is, public documents such as press releases. In the future, it should be expanded to a variety of public written areas and to studies of public spoken languages such as public speeches and public presentations. The evaluation criteria for public language should be readjusted, and in addition to accuracy and communication, items such as compliance (for government document regulations), ideology (value), truthfulness, systemicity, and practicality need to be set.
Public language education is absent in Korean language education and grammar education. In the contents of current Korean language education and grammar education, the motivation and value of public language should be given, and various public language materials should be introduced to enhance public language literacy.

KCI등재

2한국어 학습자 대상 한글 맞춤법 교육 방안

저자 : 박지순 ( Park Jisoon )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 49-72 (24 pages)

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In this study, the Korean language norms were considered to be within the minimum range of norms in Korean language education because they are the norms that Korean speakers should follow in their language lives. In particular, Korean orthography must be treated as an educational content in Korean language education, but it is not appropriate to educate Hangul orthography as an independent area as in education for Korean native speakers. Since Korean orthography is based on basic grammar principles, Korean language education needs to integrate the principles of Korean orthography, especially in the grammar area. In this study, we explored the direction of Korean spelling education, referencing specific examples of how Korean orthography items should be reflected in Korean language education.
Considerations for integrating Korean orthography into Korean grammar education are as follows.
First, Korean learners learn written language simultaneously without fully knowledge and ability of spoken language, so they need to understand the difference between spoken and written languages.
Second, Korean learners lack intuition in spoken language and lack problem-solving power in the use of written language, so if necessary, the principles of Hangul orthography should be given as reference information to enhance understanding and production.
Third, native speakers have difficulty in writing what they already know how to speak of, Korean learners are likely to have difficulty speaking the written language, so it supposed to be focused to teach and learn how to speak written language.

KCI등재

3소통성 제고를 위한 한국어교육 문법 기술 방안

저자 : 심혜령 ( Shim Hyeryeong )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 73-95 (23 pages)

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In teaching Korean as a foreign language, presenting and describing grammar requires attention and effort from both professors and learners. Korean grammar is not easy for learners since there are many similar grammar to learn, or sometimes one grammar can be used arbitrarily. In addition, despite the fact that grammar skills in the Korean language education field should be diversified to reflect the variables, the lack of detailed consideration is also a factor that makes grammar education and learning difficult in Korean language education. Therefore, in this study, we wanted to address the method of describing and presenting grammar that fits the communicative characteristics of grammar in Korean language. Korean language education has already established itself as a unique academic area, and as a result, Korean grammar has its own distinctiveness from Korean grammar in terms of its concept, object, and purpose. In particular, grammar in Korean language education needs to be based on its normality as an educational grammar, but at the same time, its independent value needs to be firmly established in a way that allows learners to speak fluent and proper Korean. In this regard, research and standardization on grammar description that aims for communication is required. Furthermore, studies in describing grammar in Korean language education should be more specified to reflect the variables of Korean language education.

KCI등재

4언어의 품격과 공공언어의 품격(성) 문제에 대한 비판적 고찰

저자 : 조태린 ( Cho Taerin )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 97-124 (28 pages)

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The purpose of this paper is to review critically the issues related to dignity of language and dignity (characteristic) of public language. In order to accomplish this purpose, this paper firstly starts with a discussion on the fundamental question of what the concept of dignity of language is, whether the concept is feasible or reasonable. Then, this paper reviews critically existing discussions on the dignity (characteristic) of public language in to three main types(① discussions that set the dignity (characteristic) as one of the main requirements of the public language, ② discussions that deal with the dignity (characteristic) as a sub-item or detailed criterion of requirements of public language, ③ discussions that don't specify the term of dignity, but deal with the dignity (characteristic) only as it's content), identifying their limitations and problems. Finally, in this paper, we argue that the dignity (characteristic) does not need to be set as a requirement or criterion of public language, and propose to convert it to the concept of 'fairness' and 'soundness'.

KCI등재

5KSL 초등 학습자를 위한 문법 교수요목 분석 - <초등학생을 위한 표준 한국어> 개정판을 중심으로 -

저자 : 오경숙 ( Oh Kyoungsook )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 125-153 (29 pages)

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The goal of this paper is to discuss how the grammar area description in the 'KSL Curriculum' is reflected in the syllabus of 'Basic Research on the Development of Korean Language Textbooks' and "Standard Korean for Elementary School Students."
The analysis found that syllabus in 'Basic Research' and textbooks differed from the classification, selection, and grading of grammar items presented in 'KSL Curriculum': 1) 'Grammar for enhancing academic age-appropriate literacy' was not included in the syllabus of "Korean for Learning Tool" and 2) the grade of 'school-age-appropriate education grammar' was considerably different from that of "Korean for Communication." The reasons for this difference are that 1) the two types of grammar classified in 'KSL Curriculum' are not clear on both concept and interrelationships; 2) the grammar items that beginner KSL learners should explicitly learn through education are not selected satisfactorily; 3) the grammar items that intermediate KSL learners should learn are not clear. In order to solve these problems, extensive basic research should be conducted on the language development process of elementary school KSL learners, educational approaches for them, and the use of language by elementary school students whose Korean is their native language.

KCI등재

6형태음운론을 도입한 음운 교육 내용 연구

저자 : 이해숙 ( Lee Haesuk )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 155-183 (29 pages)

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The purpose of this study is to elucidate the proper status and the right perspective of morphophonology in Korean grammar education, and to define what knowledge students should be provided with in morphophonology education. Morphophonology should be taught to expand language awareness and to pay attention to language changes. To this end, students should be presented with the following knowledge. Firstly, phonological processes occur at the boundaries of morphemes. Secondly, there are phonological phenomena in which grammatical information of words should be considered. Thirdly, phonological processes occur differently depending on the speaker's perception of the word composition. Fourthly, the current word forms are the result of a long use of words. For the proper application of these knowledges, morphology education must precede phonology education, syllable education must be implemented, and teachers should be free from normative point of view in terms of educational philosophy when teaching phonology.

KCI등재

7한국어 학습자의 파워포인트 슬라이드 작성을 위한 명사(형) 종결문 연구

저자 : 이혜경 ( Lee Hyekyung )

발행기관 : 한국문법교육학회 간행물 : 문법교육 41권 0호 발행 연도 : 2021 페이지 : pp. 185-217 (33 pages)

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This paper aims to analyze the types and features of sentences Ending in Noun (with the nominalizer) and to find out the educational implications for the teaching PowerPoint slides writing through tests and analysis on the learning aspects of Korean learners. In this paper, we have an acceptability judgment task that asks for a judgment on whether this sentence is appropriate after changing one completed sentence to a summary, Sentences Ending in Noun(with the nominalizer). As a result of the test, the average score of 19 out of 20 questions was all in the order of native Korean speakers>advanced learners>intermediate learners. In order to understand the Korean learners' acquisition of sentences Ending in Noun (with the nominalizer) in more detail, the differences in proficiency for each question were analyzed by one-way ANOVA and post-test was conducted on questions that showed significant differences between groups.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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