• Journal of Digital Convergence
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• v.19 no.9
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• pp.307-316
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• 2021

This study aims to explore the effects of deductive FFI and inductive FFI in L2 learners' grammatical achievement and their reaction to the grammar instruction. 84 students were placed into three groups: 29 given deductive FFI(DG), 28 receiving inductive FFI(IG), and 27 with traditional instruction(CG). All students completed pre/post tests and questionnaires, and took a delayed post test 9 weeks after the treatment. For statistical anlayses of all the quantitative data, a one-way ANOVA, paired samples T-test, and repeated measures ANOVA were performed. The results indicated that both deductive and inductive FFI affected learners' grammatical achievement and their achievement was sustained over time. Deductive FFI was more effective than inductive FFI, whereas the IG students more positively changed their attitudes and perceptions to the grammar instruction. These findings of the study imply that FFI should be valued in an Korean EFL classroom, which would contribute to further longitudinal research for its sustainability.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.123-130
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• 2018

The present study aims to investigate how Korean EFL learners' views of form-focused instruction, integrated and isolated FFI (form-focused instruction), are related to their beliefs about grammar and attention and how different these relationships are between high and low proficiency levels and between males and females in Korean college contexts. The findings indicated the participants' strong preference for integrated FFI, which was significantly correlated with two factors, attention in English class and English proficiency. On the other hand, the isolated FFI was strongly correlated with their beliefs about grammar learning, that is, independent learning of grammar and importance of learning grammar rules. In conclusion, the integrated FFI was associated with students' proficiency and attention, while the isolated FFI was related to their views of grammar learning. In conclusion, it is suggested that we need to use integrated FFI in Korean EFL contexts considering students' levels of proficiency and attention.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.283-292
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• 2016

This paper is intended as an investigation of 5 sentence patterns which have exerted a strong influence on the English education in Korea. The 'learning grammar', which is defined as the grammar in learning materials, was compared with 'reference grammar' derived from linguistic grammar with theoretical accuracy and validity. Although the notion of 5 sentence patterns has been assumed to be vestiges of old Japan textbooks, the classification system was originally established in 1929 by C. T. Onions. Particularly, new explanations regarding 'obligatory adjuncts' and 'marked construction' were provided in the learning materials, which could be seen as examples of the reflection of linguistic grammar theories on sentence patterns. If reference grammarbooks and the fruits of linguistic grammar research are used actively, material writers can avoid the errors of grammar description and more correct learning grammar can be taught to advanced learners.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.17-42
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• 2019

Modality is the psychological attitude of the speaker, which is comprised by the sentences used in every language. Modality can be broadly categorized as perceptional modality and obligatory modality. This study summarizes the previous related literatures and theoretical branches of Korean linguistic studies. The study also proposes and classifies a modal concept on the Korean language, which is aimed at aiding Chinese people who are studying Korean. It further describes characteristics and expressions of modality in both the Chinese and Korean languages. This study aims to develop an effective teaching-learning program on the basis of the contrastive analysis between Korean language's modality, "-(으)ㄹ 수 있다," and the corresponding Chinese auxiliary verb, "能." Modality is a syntax item that reflects a speaker's subjective manner. There are many grammatical facets in Korean language books and teaching materials that are modal in nature. Further, modalities in Korean language are not only numerous but also have very rich meanings and functions. Based on the contrastive analysis, this study designs an effective teaching plan for Chinese people learning the Korean language. The designed system uses specific conversational occasions as the basis of learning, and it adapts the Korean language's modal system to classroom teaching. The system is expected to be effective during classroom teaching for demonstrating and learning modality in the Korean language.

• Koreanishche Zeitschrift fur Deutsche Sprachwissenschaft
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• v.9
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• pp.261-280
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• 2004

DaF-Lehrende in Korea erfahren oft, dass koreanische DaF-Lernende $\"{u}ber$ ein gutes Regelwissen im Deutschen $verf\"{u}gen$, aber oft nur weinh verstehen und sprechen $k\"{o}nnen$. Das bedeutet, dass das Auswendiglernen von grammatischen Regeln und ihr tatsachliches Anwenden zweierlei sind. Wenn Grammatikkompetenz mit der fremdsprachlichen Kompetenz nicht gieichzusetzen ist, stellt sich die Frage, wie den Lemern durch die Grammatik ein $selbst\"{a}ndiges$ Erlernen von erammatischen Eigenschaften bis hin zur freien Anwendung des Gelernten in den Kommunikationssituationen $erm\"{o}glicht$ werden kann. $F\"{u}r$ die Antwort auf die Frage werden im vorliegenden Artikel Lornergrarnmatik und ihre didaktischen Prinzipien vorgestelit. In der Lornergrarnmatik handelt es sich um die Beschreibung des Regelsystems einer Sprache $f\"{u}r$ Unterrichtszwecke. Das ist mehr als eine Sprachbeschreibung. Sie $ber\"{u}cksichtigt$ dabei den Sanzen Lern- und Lehrverlauf von Regeln und auch die didaktiche Frage, wie man ein Reselsystem aufteilen, darstellen und im Unterricht $pr\"{a}sentieren$ kann

• Proceedings of The KACE
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• 2018.08a
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• pp.49-52
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• 2018

SW 교육에 있어서 입문자의 흥미를 유발하고자 블록 기반인 스크래치와 엔트리가 도입되었고 많은 교육 기관에서는 이후 ARDUINO, C, JAVA, PYTHON 등을 선택 교육하고 있다. 이 과정에서 코딩보다는 사고력을 강조하며 정보 교과 내에서 문법 공부하는 것을 기피하는 풍토를 보인다. 이러한 점은 2015 개정 교육과정 지침에서 특정 언어의 기능습득에 치우치지 않고 학습자의 수준에 맞추어 적절한 도구를 선택하도록 하여 사실상 교수자의 재량에 두고 있는 점에서도 파악할 수 있다. 코딩의 문법학습을 피하는 경향은 코딩교육 도입 초기의 취지와는 다르게 공교육 내에서의 코딩교육의 활성화에 부정적 요소로 작용할 여지가 크다고 우려된다. 따라서 현재 출판된 정보 교과서에서 다루는 프로그래밍 언어의 종류를 조사하고 코딩 문법학습을 최소화를 할 수 있으며 블록코딩에서 텍스트 코딩으로 전환 시 학습자의 부담을 감소할 수단으로 PROCESSING를 통한 과정을 제안하는 바이다.

• Journal of Korean language education
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• v.23 no.1
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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.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.499-502
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• 2009

7차 교육과정은 응용소프트웨어를 얼마나 잘 다루는지와 같은 컴퓨터를 도구적 활용을 중점으로 구성되었다. 컴퓨터 과학의 기본원리를 적용하여 문제해결능력을 신장시키고 이를 구현하기 이한 체계적인 교육의 필요성이 제기되어 2007년 개정 교육과정에서 문제해결방법과 절차라는 대영역이 포함되었다. 정보과목 문제해결방법과 절차 영역에서 다양한 문제를 이해 분석하여 알고리즘을 설계하고 구현하는데 있어 원활한 교수학습을 위한 다양한 방법과 도구들에 대한 연구가 요구되고 있다. 본 연구는 창의적 문제해결 향상에 효과적인 프로그래밍 언어들은 상용소프트웨어들의 비용부담과 언어적 문법, 에러발생에 대한 해결에 비중이 높아 학습자가 겪는 인지적 부담을 감소 할 수 있는 EPl(Educational Programming Language)인 Scratch 프로그래밍으로 창의적 문제해결력 향상을 위한 교수학습 모형을 개발하였다.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.575-583
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• 2018

This study approached EPL learning with deductive teaching and learning methods and inductive teaching and learning methods which are grammar teaching and learning methods. In the entry site, lectures provided for elementary school students in grades 5 to 6 were set as deductive learning courses. Based on this, inductive learning process was developed and each learning process was composed of 12 periods. After conducting the research, EPL utilization evaluation, learning satisfaction and immersion test were conducted between the two groups. It was difficult to obtain statistically meaningful results between the two groups. However, in the three tests, the mean value of groups using inductive teaching and learning methods was high. If we construct a long-term learning process and conduct research, we think that statistically meaningful results are produced between the two groups.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.