• 한국어교육
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• 제28권1호
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• pp.197-220
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• 2017

This study aims to suggest principles of making example sentences when describing grammar items and examines aspects of example sentences presented in Korean integrated textbooks. The requirements of example sentences in grammar descriptions have been mentioned in several preceding research. However, there is little research which focuses particularly on example sentences in grammar descriptions and examines the appropriacy of example sentences presented in Korean integrated textbooks. Therefore, this study sets up five principles to make appropriate example sentences and examine if these principles are in line with example sentences in Korean integrated textbooks published recently. Comprehension and use of grammar items are two significant aspects when making sentences. Thus, example sentences should show meaning, form and pragmatic information unambiguously. The findings show that most textbooks follow the five principles. However, some example sentences do not meet the requirements to be effective examples. In particular, the integrated textbooks need to include more example sentences related to the topic and the goals of the unit considering the role of grammar.

• 한국어교육
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• 제23권1호
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• pp.307-329
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• 2012

The purpose of this study is to examine the presentation of Korean grammar on the Korean grammar textbooks for foreigners. Through the results, this study suggests some examples of grammar based on the discourse and context. Since the communicative approach received much attention, some Korean language forms have been researched in the discourse and context. In that sense, we need to survey the grammars presented in the grammar textbooks. The expressions of Korean epistemic modality and discourse function, ('-지요, -잖아(요), -군요', '-기는 하다') in the grammar textbooks have been analyzed. These expressions need to be described with much contextual and situational information and presented in the discourse. However it is a little insufficient to supply a proper amount of information for Korean language learners. To overcome the deficiency, this study presents some situational and contextual information of certain language forms.

• 영어어문교육
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• 제5호
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• 한국어교육
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• 제28권4호
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• pp.39-62
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• 2017

This study is to examine grammar understanding with beginner English speakers according to presentational methods of grammatical content. 18 English-speaking Korean beginners were randomly assigned and divided into two groups. We first examined if there was a statistically significant difference between the two groups in grammar comprehension with and without illustrations. It was found that the group given the presentation illustrations showed greater understanding than the group without them. Second, no statistically significant difference in grammar understanding was found between the groups with and without materials marked for their awareness. Third, no statistically significant difference was found between the groups with the order of presenting content elements related to grammatical items. This study is to affirm the importance of illustrations as a component of Korean textbooks.

• 한국컴퓨터교육학회 학술대회
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• 한국컴퓨터교육학회 2017년도 하계학술대회
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• pp.29-30
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• 2017

W-grammar(Van Wijngaarden grammar)[1].란 형식 문법의 한 종류인 문맥 자유 문법(Context-free grammar, CFG)의 대안으로, 두 개의 CFG가 서로 상호작용하면서 언어를 정의하도록 구성된 문법을 말하며 그 구성상의 특징을 감안하여 2-level grammar라고도 부른다. 현재 많은 프로그래밍 언어는 CFG를 기반으로 구성되어 있는데, 본 연구에서는 W-grammar로 교육용 프로그래밍 언어를 정의하여 CFG 기반이 아닌 W-grammar 프로그래밍 언어의 진입점을 제공함과 동시에 기저의 문법에 따른 계산가능성에 대해서 연구하는 토대를 쌓는 것을 목표로 한다.

• 한국컴퓨터정보학회논문지
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• 제23권1호
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• pp.49-55
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• 2018

In this paper, we propose a design and development of instructional cards to understand the grammar of coding, solving the problems and extending the computational thinking in the robot-driven environment. First, we designed the input/output module of the robot to process the coding grammar through the function analysis of the robot. And we designed the module of command card to learn coding grammar using color sensors. We have proven the validity of the designed instruction card by examining the experts to see if it is suitable for coding grammar learning. Designed robot and command card were developed with 28 cards and sensor robot. After applying the developed robot and command card to the elementary school students, the questionnaire showed that students grow the understanding and confidence of coding. In addition, students showed an increased need for programming learning.

• 영어어문교육
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• 제10권1호
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• pp.23-52
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• 2004

This paper investigated students' and teachers' attitudes toward L2 grammar in EFL learning context. In a study in which attitude was viewed as consisting of three different components such as cognitive, affective, and behavioral, questionnaire developed on the basis of such a view of attitude was used as a data collection method. The results of the study indicated that in general, both students and teachers were similar to each other in their attitude toward L2 grammar. Among the findings, most important, two groups were shown to fully understand the important role of grammar in L2 learning. Another finding was that despite the 6th national curriculum for English education, our English class was still dominated by grammar-centered instruction. Also it was shown that the way teachers had been taught L2 grammar had a considerable effect on the way they would instruct it in their future classes. Based on these findings, some suggestions were offered for effective grammar pedagogy in EFL context.

• 한국콘텐츠학회논문지
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• 제16권6호
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• pp.283-292
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• 2016

본 연구는 한국의 많은 영문법 학습 교재에 수록되어 있는 5형식 문형 분류에 대한 설명의 타당성을 검토하기 위해 실시되었다. 외국어 학습자를 위해 교재에 수록되어 있는 문법을 '학습 문법'으로 명명하고, 교재 집필자가 학습 문법을 설정하고 교재를 구성하기 위해 기준으로 삼아야 하는 문법을 '참조 문법'으로 규정한 후, 이 두 문법에서의 문형 설명을 비교하여 국내 영문법 학습 교재에서 나타나는 설명의 단순화 및 오류를 검토하였다. 5문형 체계는 일본식 문법이라는 인식이 있으나, 이 분류 방식은 C. T. Onions에 의해 1929년 처음 소개된 이론으로서, 오히려 영어학적 이론 문법이 영문법 학습 교재에 반영된 예로 볼 수 있었다. 특히 '필수적 부사구'와 '유표적 구문' 등에 관해 참조 문법의 내용이 반영된 새로운 설명의 시도들도 영문법 학습 교재 내에서 확인되었다. 정확성과 타당성에 기초한 학습 문법을 마련하기 위해 교재 집필자와 교사들이 해외의 권위있는 참조 문법서 및 이론 문법의 연구 성과를 좀 더 적극적으로 활용한다면 영문법 학습 교재에서 발견되는 문법 설명의 오류를 피하고 고급 학습자를 대상으로도 더욱 정확한 문법 체계를 교수할 수 있을 것이다.

• Acta Via Serica
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• 제3권1호
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• pp.27-42
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• 2018

Textbooks of Turkish grammar and syntax that are commonly used in Turkish universities demonstrate certain differences of approach, interpretation and terminology of syntax. In this article, I analyze the syntactic approaches that are implemented in the grammar works of Muharrem Ergin, Tahsin $Banguo{\breve{g}}lu$ and Tahir Nejat Gencan, and in the syntax works of Leyla Karahan, Mustafa ${\ddot{O}}zkan$ & Veysi Sevinçli and H. ${\dot{I}}brahim$ Delice as the most commonly used textbooks, and determine resemblances and variations of syntactic approaches between them. It is concluded that, among others, the most prominent differences between these works concern the constructions of the non-finite subordination, the ki-subordination and compound sentences.

• 디지털융복합연구
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• 제17권7호
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• pp.341-349
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• 2019

오늘날 미술교육은 확장된 장에서 매체 자체나 매체를 통한 이미지 제작 교육이 필요하다. 본 연구는 학생들이 기초적 영상 문법을 습득하여 영상의 기본 구성요소들을 이해하고 동시에 소통 능력 중 발문과 경청 능력, 그리고 이해와 정리 능력을 향상시키기 위해 기초 영상 문법 습득과 소통 능력 향상을 위한 융합 수업으로 인터뷰 영상 제작 수업지도안을 개발하고 적용하였다. 수업은 중학생 30명을 대상으로 3차시로 진행되었으며 사전, 사후 질문 및 학생 작품분석을 통해 얻은 결과는 다음과 같다. 첫째, 학생들은 인터뷰 영상 제작 수업을 통해 촬영의 샷 사이즈와 안정된 구도를 사용했으며, 결과적으로 기초 영상 문법 습득에 본 수업이 효과적이었다. 둘째, 학생들은 인터뷰 영상 제작 수업을 통해 발문, 경청, 이해, 그리고 정리 능력이 향상되었다. 결과적으로 학생들은 인터뷰 영상 제작 수업을 통해 기초 영상문법을 적용한 인터뷰 영상을 효과적으로 제작하였다.