• 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 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.

• 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.

• 중국학논총
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• no.70
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• pp.87-108
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• 2021

This paper makes a comparative analysis of and (Third Edition) textbook. In the introduction part, it puts forward the purpose, significance and research object of the text, combs the general situation of the research on the arrangement of business Chinese textbook, discusses the concept and characteristics of business Chinese, and then makes a detailed comparative analysis of and Two Business Textbooks for Korean and Chinese. Firstly, the paper compares the compiling principles, compiling purposes and applicable objects. Then, it compares the text content, vocabulary selection, grammar teaching, culture and other aspects. Business Chinese has more international teaching ideas and diversified teaching methods in textbook editing, while the former is more targeted in different countries, reflecting more contents of cultural comparison between China and Korea in textbook content. we hope to find a reasonable plan for the compilation of Korean business Chinese textbooks.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.650-660
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• 2017

This study aims to research the indication way and contents description of grammar presented in Korean textbooks. Therefore we examine the common elements of grammar in four Korean textbooks and the transcription, notation methods and meaning descriptions the books use to present grammar items. After analyzing Korean textbooks for the beginner level, we found just 20 similar items among a total of 100-150 grammar items. Advanced researches required to examine the selection and classification of grammatical items in Korean education. The results show that it used as the same name "grammar" expressed in Korean textbooks compared to using different names in the past. We consider that just 20 grammar items are the same because the range of grammar items in every textbook is different including vocabulary, sentences etc. The study found that grammar items are expressed differently in the type of indication way, order of arrangement, and marks. We suggest that it is better to indicate the style of representation used in grammar items because an additional problem such as type of indication way, order of arrangement is removed by doing so. The study also found grammar items are expressed differently in the meaning description and grammar range of explanation of Korean textbooks. This study suggests that morphological information, restriction information and meaning should be described at a basic level. This study allows us to consider the indication way and contents description of grammar are presented in Korean textbooks.

• Journal of Korean language education
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• v.23 no.1
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• pp.283-306
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• 2012

This study dealt with an issue of teaching Korean as a foreign language in North Korea through textbook analysis. The literature in this field has been quite rare compared to that in other fields in Korean language education, which is due to the adverse circumstances under which research into North Korea is currently carried out. The textbooks analyzed were 조선말회화(1) and 조선말회화(3) and the two learners who had studied Korean with these textbooks were interviewed. The main results show that (a) the grammar points in each chapter are unevenly distributed in 조선말회화(1), which makes it not look learner-centered; (b) each chapter in 조선말회화(1) is composed of speech acts, topics and situations, which renders it useful to its learners; (c) 조선말회화(3) emphasizes Korean oral discoursal features as a conversational textbook; and (d) 조선말회화(3) also covers much of reading comprehension-focused contents, which its learners may find burdensome. Foreseeing a possibility of teaching Korean as a foreign language in a reunified Korea makes it critical to carry out research into teaching Korean as a foreign language in North Korea. This calls for future collaborative research into this issue between two Koreas.

• Journal of Educational Research in Mathematics
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• v.13 no.1
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• pp.13-28
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• 2003

Practice of proof is considered in, the view of language and meta-mathematics, recognizing the role of proof that is the means of communication and development of mathematical understanding. Linguistic components in proof texts are symbol, verbal language and visual text, and contain the implicit knowledge in the meta-mathematics view. This study investigates the functions of linguistic elements according to Halliday's functional grammar and the rhetoric skills in proof texts in math textbook, teacher's note, and student's written text. We need to inquire into the aspects of language for mathematics learning process and the understanding and use of students' language.

• Cartoon and Animation Studies
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• s.32
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• pp.383-409
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• 2013

This research comes from the premise that a student-oriented English digital textbook's design should be age appropriate. Our study is intended for third-year elementary students, since that age is the onset of English education within the Korean national curriculum. Our proposal focuses on this age's need for concrete information. Three popular textbooks' designs were analyzed using Cress's "Grammar Flame of Visual Design [Cress 2006]," and the results reflected in our modified book design. Via two case studies, a focus group interview, questionnaire, and observation analysis, we learned that the design of an age-appropriate digital English textbook changes the effectiveness of the education. An age-appropriate modified digital English textbook improves student satisfaction and interest. Our research proposes a systematic textbook design guide for age-specific preferences and characteristics.

• Iberoamérica
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• v.23 no.1
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• pp.1-31
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• 2021

The main purpose of this study is to examine the use of 'a gente' in Portuguese, and to discuss what to consider educationally. We examined the origin and style of 'a gente', grammaticalization process phase, personalization level, and variations in use in terms of linguistic and social aspects, and confirmed that 'a gente' is showing an increasingly high frequency of use in Brazil. And in order to find educational considerations, we observed how 'a gente' was handled in Portuguese textbooks for foreigners, and analyzed data obtained through interviews with three Korean students studying Portuguese in Brazil. Considering the importance and frequency of use of 'a gente', which is used in the third-person singular form, the section about 'a gente' in grammar and textbooks seems to be very insufficient. Therefore, the contents of textbooks that do not correspond to the actual use of language should be actively revised according to changes in the reality of language use. In addition, the instructor should not be bound by traditional use, but must include 'a gente' in the personal pronoun section of the textbook for efficient education, and actively reflect the more practical usage to educate.

• English Language & Literature Teaching
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• no.1
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.