• 한국영어학회지:영어학
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• 제2권4호
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• pp.537-553
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• 2002

This paper discusses various problems related to the teaching of English grammar at Korean universities. We first discuss whether English grammar should be taught at universities, and, if it is, what kind of English grammar needs to be taught. We propose that the English grammar we teach to Korean undergraduate students be eclectic in the sense that the traditional grammar established by Jespersen and others be the major source of instruction, supplemented, if necessary, by school grammar and also by linguistically oriented grammars such as generative grammar or cognitive grammar. Then we discuss the content of the English grammar that should be included in the curriculum : (i) present perfect vs. past, (ii) will vs. be going to, (iii) must vs. have to, (iv) may vs. can, (v) infinitives vs. gerunds, (vi) conative constructions, and (vii) the passive.

• 한국영어학회지:영어학
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• 제4권1호
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• pp.61-81
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• 2004

This paper will look at some grammatical phenomena which will illustrate some of the questions that can be addressed with a corpus-based approach. We will use this approach to investigate the following subjects in English grammar: number ambiguity, subject-verb concord, concord with measure expressions, and (reflexive) pronoun choice in coordinated noun phrases. We will emphasize the distinctive features of the corpus-based approach, particularly its strengths in investigating language use, as opposed to traditional descriptions or prescriptions of structure in English grammar. This paper will show that a corpus-based approach has made it possible to conduct new kinds of investigations into grammar in use and to expand the scope of earlier investigations. Native speakers rarely have accurate information about frequency of use. A large representative corpus (i.e., The British National Corpus) is one of the most reliable sources of frequency information. It is important to base an analysis of language on real data rather than intuition. Any description of grammar is more complete and accurate if it is based on a body of real data.

• 영어어문교육
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• 제12권3호
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• pp.267-286
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• 2006

The purpose of the study was to investigate what kinds of learning strategies EFL learners use to learn English grammar and what is benefit from structured grammar input processing. Students of the study consisted of 48 college students who took Practical English Grammar at a university in Kyung-Gi area and were divided into two groups based on grammar scores. The students were asked to take two grammar tasks and grammar tests and complete a survey including questions on grammar strategy and input processing. The results of the study are as follows. First, learners' grammar level has an effect on use of grammar attack strategy including asking teachers, using grammar books and given contexts whereas there was no significant difference between groups in the planning strategies, Among memory strategies, using grammar exercise and linking with already known structure demonstrated a significant difference between groups. Second, with regard to input processing, high level students got higher score on how much they understood the structured grammar input compared with low level students. Third, explicit implicit instruction added to input processing seems more comprehensible and more available than structured input only, Finally, it showed that there is positive relationship between perception and score of input processing tasks and grammar tests. Especially, learners' perception of input processing correlated more with final tests and tasks. Therefore, it suggests that the more input processing task need to develop and utilize in order to facilitate learners' intake.

• 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.

• 한국영어학회지:영어학
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• 제1권4호
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• pp.609-627
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• 2001

Pronouns are frequently used in English, and their resolution is important to capture meaning of sentences. This paper provides a computational implementation for pronoun readings in English, based on Chierchia's (1988) Binding Theory in Categorial Grammar. A CCG-like system is newly devised for implementing his ideas, where syntactic phenomena are represented by the functor-argument relations of categories. This relation triggers resolution algorithms, and reflexives and pronominals are resolved succinctly. In sum, this paper gives an efficient resolution algorithm for English pronouns within Categorial Grammar.

• 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.

• 영어어문교육
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• 제9권2호
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• pp.109-132
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• 2003

The purpose of the present study is to explore effective ways of teaching English grammar, which is geared toward improving students' communicative competence. Grammatical competence is essential to communicative competence. Grammatical knowledge cannot be acquired unconsciously in an EFL environment such as in Korea. Therefore learners should be given grammar instruction. More importantly, they should be instructed in grammar so that they can develop their grammatical abilities which are the foundation of communicative competence. The following is proposed for the grammar instruction placing the focus on improving communicative competence. First, it is effective to explain the form, meaning and pragmatics of a grammatical rule to learners in Korean. Second, learners should be given instruction in grammatical patterns that deals with constructions and meanings together, which can enable them to produce sentences by themselves. Third, it should be taught to understand constructions and meanings on the basis of word orders. Then the following steps of grammar instruction are suggested. In the first step of grammatical instruction, students should be provided with the illustrations of grammatical structures which link communicative functions and grammar. In the second step, learners should be gotten to practice grammatical constructions repeatedly enough to use them unconsciously. Lastly, communicative activities such as description and role plays should be included in grammar instruction to integrate grammar practice and communicative language use.

• 디지털융복합연구
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• 제19권1호
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• pp.51-58
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• 2021

본 논문은 온라인 문법체커에 대해서 살펴보고 영어쓰기에 있어서 온라인 문법체커 활용 시에 유의해야 할 점에 대해 제언을 하는데 목적이 있다. 본 연구는 충청도에 있는 D 대학교에서 2019년 2학기에 실시하였으며 총 35명의 대학교 1학년 학생이 참여하였다. 본 연구 자료 수집을 위해서 사전 · 사후의 문법 테스트와 설문지 그리고 학습저널이 수집되었고 분석되었다. 본 연구의 결과는 다음과 같다. 첫째, 영어문법 테스트 결과 온라인 문법체커는 영어쓰기수업에서 효과적인 것으로 나타났다. 둘째, 학생들은 온라인 문법체커에서 제공되는 피드백 무조건 받아들이기 보다는 스스로 판단하여 수용을 하거나 하지 않는 것으로 나타났다. 셋째, 온라인 문법체커에서 제공하는 피드백 중 (부정)관사, 전치사, 문장부호, 동사 수의 일치, 명사수의 일치 순으로 나타났다. 본 연구의 결과를 바탕으로 시사점과 제한점을 토론하였다.

• 한국콘텐츠학회논문지
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• 제7권5호
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• pp.36-46
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• 2007

본 논문에서는 중학생이 작성한 영작문에서 자동으로 문법오류를 검색하고 채점하는 시스템을 소개한다. 학생의 문장이 입력되면 형태소 및 구문 분석을 하고 오류를 검색한다. 문장 분석이 완료되면 교사들이 제공한 채점기준에 의해 자동으로 채점한다. 문법오류를 탐지하기 위해서 정문을 처리하는 규칙은 물론 오류를 포함하고 있는 문장도 처리하는 규칙을 구현하였다. 본 시스템에서는 영어를 제2외국어로 사용하는 학생들이 한국어의 영향으로 인해 발생시키는 영어 구문오류를 집중적으로 처리하고자 하였다. 이와 같이 영작문에 대한 자동 채점은 학생들에게 오류에 대한 즉각적인 피드백을 제공하여 스스로 자신의 영어실력을 모니터할 수 있게 해 준다. 이러한 시스템을 활용함으로써 학생들은 언제 어디서나 혼자서 영작문 공부를 할 수 있으며, 이는 학생들의 실력 향상에 많은 도움이 될 것이다.

• 한국영어학회지:영어학
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• 제4권2호
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• pp.175-194
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• 2004

This paper provides computational algorithms for English Questions, by which we can effectively handle and implement Yes-No Questions and Wh-Questions. Those algorithms will be developed in Categorial Grammar. In this paper, we will modify and revise Steedman＇s Combinatory Categorial Grammar (CCG) so that we can computationally implement Questions effectively, which will be called a CCG-like system. In this system, semantic interpretations of Questions will be calculated compositionally based on the functor-arguments relations of the constituents. In sum, this paper provides analyses of Questions in Categorial Grammar, by which we can effectively implement Questions in English.