• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.743-752
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• 2016

This study aims to investigate the overall effects of teaching grammar in the Korean EFL classroom. A meta-analysis of 67 research findings in 30 articles was conducted to synthesize the results of these studies by calculating the mean effect sizes. This study reviewed and analyzed the previous studies in terms of subjects, treatment period, and types of grammar teaching. The results showed that teaching grammar in the classroom had beneficial effects on learners in general (d=.907). It was found to be more effective for middle school and university students than for elementary and high school students (Q=37.065, df=3, p=.000). There was no statistically significant difference in terms of treatment period and types of grammar teaching. Pedagogical implications and suggestions for Korean EFL learners are also discussed.

• Annual Conference on Human and Language Technology
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• 2011.10a
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• pp.136-139
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• 2011

외국어 교육의 필요성이 강조되고 그에 대한 요구가 늘어남에 따라 언어 교육의 기회를 늘리고 비용을 줄이기 위해 컴퓨터 기반의 다양한 기술들의 요구 역시 증가하고 개발되고 있다. 언어 능력 개발의 중요한 요소로서 문법 교육에 대한 컴퓨터 지원 기술 연구가 활발히 진행되고 있다. 본 연구에서는 문법 오류 시뮬레이션을 통해 문법 오류 패턴 데이터베이스를 구축하고 이들 패턴과 사용자 입력의 패턴 매칭으로 생성된 자질 벡터로 기계 학습을 하여 문법성 확인을 했다. 문법성 확인 결과에 따라 오류 종류에 따른 상대 빈도를 고려하여 오류 종류를 분류했다. 또 말하기와 쓰기 작업의 서로 다른 특성을 반영하기 위해 말하기 작업과 쓰기 작업에 대한 두 개의 다른 말뭉치가 학습에 이용 되었다.

• Proceedings of The KACE
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• 2017.08a
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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.

• Journal of Korean language education
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• v.28 no.1
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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.

• 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.

• Journal of Convergence for Information Technology
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• v.9 no.2
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• pp.43-48
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• 2019

This study examines the problem of incorrect usage of grammatical terms that are quite common in English grammar teaching process and suggests ways to revise and improve the errors. Parts of speech and sentence elements are indispensable for any grammatical explanation. These grammatical terms are a core part of the grammar, but they are frequently used without being verified correctly and interchangeably with no distinction. These terms refer to different things, and when they are used interchangeably, they cause confusion in the establishment of grammar cognition. In result, there is a crucial need to discuss and improve the definitions of the grammatical terms defined in the English teaching process for proper improvement in effective English education.

• Journal of Digital Convergence
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• v.17 no.7
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• pp.341-349
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• 2019

Today, art education needs education of media image production or media in the extended field. The purpose of this study is to develop the basic visual grammar and communication ability. We developed and applied the teaching plan for the interview video production as the fusion lesson. 3 classes were conducted for 30 middle school students. The results obtained through the analysis of the pre & post questions and student works are as follows. First, the students used the shot size and stable composition through the interview video production. As a result, this class was effective for the acquisition of the basic video grammar. Second, students improved their ability to ask and listen, understand and organize through interview. As a result, students were able to apply the basic video grammar through the interview video production lesson, effectively producing the interview image.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.30-43
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• 2022

In this study, elementary students' science communication competence was investigated based on the grammatical features expressed in their language-use in classroom discourse and science writings. The classes were designed to integrate the evidence-based reasoning framework and traditional learning cycle and were conducted on fifth graders in an elementary school. Eight elementary students' discourse data and writings were analyzed using lexico-grammatical resource analysis, which examined the discourse text's content and logical relations. The results revealed that the student language used in analyzing data, interpreting evidence, or constructing explanations did not precisely conform to the grammatical features in science language use. However, they provided examples of grammatical metaphors by nominalizing observed events in the classroom discourses and those of causal relations in their writings. Thus, elementary students can use science language grammatically from science language-use experiences through listening to a teacher's instructional discourses or recognizing the grammatical structures of science texts in workbooks. The opportunities in which elementary students experience the language-use model in science learning need to be offered to understand the appropriate language use in the epistemic context of evidence-based reasoning and learn literacy skills in science.

• 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