The purpose of this study is to investigate the perception of Korean language teachers who teach Korean grammar in secondary school. Teacher’s perception has a strong influence on education. Therefore, in order to understand the phenomena of Korean grammar education in secondary schools accurately, ...
The purpose of this study is to investigate the perception of Korean language teachers who teach Korean grammar in secondary school. Teacher’s perception has a strong influence on education. Therefore, in order to understand the phenomena of Korean grammar education in secondary schools accurately, we should study the Korean language teachers' perception of Korean grammar education.
This study used in-depth interview techniques to understand Korean language teachers' awareness. With this technique, we are able to understand the phenomena of Korean grammar education more accurately and deeply as they can be comprehended from Emic perspectives.
The results of this study are as follows:
First, Korean language teachers have little experience in grammar education and tend to avoid it. Second, they are uncertain about objectives of grammar education and they have a tendency to teach in a stereotyped theory of grammar education. Third, they offer expository instructions in a teacher-directed way and assess students with tests to measure their knowledge. Fourth, teachers deny the influence of National Curriculum and textbooks are regarded as an influential tool. Fifth, they aware that grammar textbooks have a large quantity of things to teach, but a small one of detailed explanations. Sixth, There are two kinds of Korean language teachers ; the one who think that they can teach grammar only when they know the system of grammatical knowledge, and the others who think that knowing the ways to teach grammatical knowledge is more important. Seventh, all the Korean language teachers have a basic premise that students regard grammar as difficult. Therefore, some teachers try to teach grammar in a repeatedly, others do it in a easy way.
However, teachers have an ambivalent attitude toward grammatical knowledge. They themselves hate grammar or memorize it without understanding it, but they want their students like grammar and comprehend it. In secondary schools, therefore, teachers teach grammar essentially, not skipping it. They themselves think grammar is very important but they teach student grammar less importantly. Thus, in high schools, teachers rarely teach grammatical knowledge as grammar is not so important in Collage Scholastic Ability Test.
Matters to be attended to for improving grammar education are as follows :
First, National Curriculum should be stated in a way that teachers can understand it. Second, textbooks should be a theoretical guidebooks for teachers by providing sufficient explanations. Third, There should be clear objectives of grammar education that teachers can accept. Fourth, organized educational contents should be selected which contain sequence and hierarchy. Fifth, we should fully consider that teachers would not throw away the teaching by rote unless they change their thought that grammar education is in the realm of conveying information. Sixth, grammar questions models which measure students' grammatical ability should be developed. Seventh, teacher training institutions should provide a training session where pre-service teachers can learn pedagogical content knowledge as well as grammatical knowledge. Eighth, There should be grammar training courses for in-service teachers and chances for sharing cases of improvement of instructions.
The purpose of this study is to investigate the perception of Korean language teachers who teach Korean grammar in secondary school. Teacher’s perception has a strong influence on education. Therefore, in order to understand the phenomena of Korean grammar education in secondary schools accurately, we should study the Korean language teachers' perception of Korean grammar education.
This study used in-depth interview techniques to understand Korean language teachers' awareness. With this technique, we are able to understand the phenomena of Korean grammar education more accurately and deeply as they can be comprehended from Emic perspectives.
The results of this study are as follows:
First, Korean language teachers have little experience in grammar education and tend to avoid it. Second, they are uncertain about objectives of grammar education and they have a tendency to teach in a stereotyped theory of grammar education. Third, they offer expository instructions in a teacher-directed way and assess students with tests to measure their knowledge. Fourth, teachers deny the influence of National Curriculum and textbooks are regarded as an influential tool. Fifth, they aware that grammar textbooks have a large quantity of things to teach, but a small one of detailed explanations. Sixth, There are two kinds of Korean language teachers ; the one who think that they can teach grammar only when they know the system of grammatical knowledge, and the others who think that knowing the ways to teach grammatical knowledge is more important. Seventh, all the Korean language teachers have a basic premise that students regard grammar as difficult. Therefore, some teachers try to teach grammar in a repeatedly, others do it in a easy way.
However, teachers have an ambivalent attitude toward grammatical knowledge. They themselves hate grammar or memorize it without understanding it, but they want their students like grammar and comprehend it. In secondary schools, therefore, teachers teach grammar essentially, not skipping it. They themselves think grammar is very important but they teach student grammar less importantly. Thus, in high schools, teachers rarely teach grammatical knowledge as grammar is not so important in Collage Scholastic Ability Test.
Matters to be attended to for improving grammar education are as follows :
First, National Curriculum should be stated in a way that teachers can understand it. Second, textbooks should be a theoretical guidebooks for teachers by providing sufficient explanations. Third, There should be clear objectives of grammar education that teachers can accept. Fourth, organized educational contents should be selected which contain sequence and hierarchy. Fifth, we should fully consider that teachers would not throw away the teaching by rote unless they change their thought that grammar education is in the realm of conveying information. Sixth, grammar questions models which measure students' grammatical ability should be developed. Seventh, teacher training institutions should provide a training session where pre-service teachers can learn pedagogical content knowledge as well as grammatical knowledge. Eighth, There should be grammar training courses for in-service teachers and chances for sharing cases of improvement of instructions.
주제어
#중등학교 문법교육 국어교사
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