The purpose of this study was to propose a new method that can clearly explain and easily teach the differences between ‘이/가’ and ‘은/는’, which are Korean grammars that are difficult for foreign learners to distinguish. Although ‘이/가’ and ‘은/는’ are first similar grammars that appears in a beginning Korean language class, learners continue to commit mistakes in their usage to the advanced level. This problem is attributed to the variability that characterizes usage rules; specifically, in some sentences, both ‘이/가’ and ‘은/는’ can be used, but ...
The purpose of this study was to propose a new method that can clearly explain and easily teach the differences between ‘이/가’ and ‘은/는’, which are Korean grammars that are difficult for foreign learners to distinguish. Although ‘이/가’ and ‘은/는’ are first similar grammars that appears in a beginning Korean language class, learners continue to commit mistakes in their usage to the advanced level. This problem is attributed to the variability that characterizes usage rules; specifically, in some sentences, both ‘이/가’ and ‘은/는’ can be used, but other contexts require the adoption of either one of the terms alone. The appropriate approach is difficult to determine by foreign learners, who do not have the universal grammar inherent in the Korean language. Many Korean teachers must have had some experience that couldn't clearly address learners’ questions about the differences between similar grammar elements, including ‘이/가’ and ‘은/는’. In particular, some grammar elements that resemble each other may not lend students to easy explanation despite advance preparation because Korean teachers can not establish pedagogical grammars with the help of Korean textbooks or grammar materials. Although numerous outstanding studies have been devoted to illuminating the intricacies of 이/가 and 은/는, the findings of such studies have not been reflected in textbooks. Therefore, Korean teachers find it difficult to set up clear pedagogical grammar, unless they spend a substantial amount of time reading many related papers and considering the problem on their own. In this situation, teachers may be formulating their own methods and applying these in their classrooms. In this study, those methods which are applied by teachers on the classroom would be systematized as ‘Classroom Grammar’. To this end, previous studies were reviewed and new educational contents were selected and taught to learners for the purpose of examining their reactions. The rest of the document is organized as follows. Chapter 2 details the review of previous studies, for which five issues related to ‘이/가’ and ‘은/는, and select ‘indicating subject and choosing a subject’ and ‘indicating topic and comparing subject’ as the basic semantic functions of ‘이/가’ and ‘은/는’. Chapter 3 shows how the basic semantic functions of ‘이/가’ and ‘은/는’ are selected depending on the situational context in the flowchart for ‘이/가&은/는’. The first criterion of decision in the flowchart is ‘Does the speaker need a subject in the situational context?’ If a subject is not needed, all the participants in a conversation know what the subject is and use ‘은/는’. On the other hand, if a subject is needed in the situational context, 이/가 is used by default. In cases wherein speakers would like to add the meaning of “compare/contrast,” 은/는 is used. Chapter 4 provides practical teaching plans for ‘이/가’ and ‘은/는’. Sections 4.1 to 4.4 are elementary-level teaching plans for the use of ‘은/는’ to indicate topic, ‘이/가’ to choose a subject, ‘이/가’ to indicate vice-subject, and ‘은/는’ to compare subject. These teaching plans are based on parts of the flowchart. Section 4.5 is an intermediate-level teaching plan, which is based on the overall flowchart. In sum, this study introduced a new concept called ‘Classroom grammar’ and suggested effective teaching and learning methods for teachers and learners. Regrettably, the idea of a ‘Classroom grammar’ has not been clearly established, but more diverse discussions of this concept are expected to take place in the field of Korean language education, especially with respect to similar grammar elements that cause confusion among learners.
The purpose of this study was to propose a new method that can clearly explain and easily teach the differences between ‘이/가’ and ‘은/는’, which are Korean grammars that are difficult for foreign learners to distinguish. Although ‘이/가’ and ‘은/는’ are first similar grammars that appears in a beginning Korean language class, learners continue to commit mistakes in their usage to the advanced level. This problem is attributed to the variability that characterizes usage rules; specifically, in some sentences, both ‘이/가’ and ‘은/는’ can be used, but other contexts require the adoption of either one of the terms alone. The appropriate approach is difficult to determine by foreign learners, who do not have the universal grammar inherent in the Korean language. Many Korean teachers must have had some experience that couldn't clearly address learners’ questions about the differences between similar grammar elements, including ‘이/가’ and ‘은/는’. In particular, some grammar elements that resemble each other may not lend students to easy explanation despite advance preparation because Korean teachers can not establish pedagogical grammars with the help of Korean textbooks or grammar materials. Although numerous outstanding studies have been devoted to illuminating the intricacies of 이/가 and 은/는, the findings of such studies have not been reflected in textbooks. Therefore, Korean teachers find it difficult to set up clear pedagogical grammar, unless they spend a substantial amount of time reading many related papers and considering the problem on their own. In this situation, teachers may be formulating their own methods and applying these in their classrooms. In this study, those methods which are applied by teachers on the classroom would be systematized as ‘Classroom Grammar’. To this end, previous studies were reviewed and new educational contents were selected and taught to learners for the purpose of examining their reactions. The rest of the document is organized as follows. Chapter 2 details the review of previous studies, for which five issues related to ‘이/가’ and ‘은/는, and select ‘indicating subject and choosing a subject’ and ‘indicating topic and comparing subject’ as the basic semantic functions of ‘이/가’ and ‘은/는’. Chapter 3 shows how the basic semantic functions of ‘이/가’ and ‘은/는’ are selected depending on the situational context in the flowchart for ‘이/가&은/는’. The first criterion of decision in the flowchart is ‘Does the speaker need a subject in the situational context?’ If a subject is not needed, all the participants in a conversation know what the subject is and use ‘은/는’. On the other hand, if a subject is needed in the situational context, 이/가 is used by default. In cases wherein speakers would like to add the meaning of “compare/contrast,” 은/는 is used. Chapter 4 provides practical teaching plans for ‘이/가’ and ‘은/는’. Sections 4.1 to 4.4 are elementary-level teaching plans for the use of ‘은/는’ to indicate topic, ‘이/가’ to choose a subject, ‘이/가’ to indicate vice-subject, and ‘은/는’ to compare subject. These teaching plans are based on parts of the flowchart. Section 4.5 is an intermediate-level teaching plan, which is based on the overall flowchart. In sum, this study introduced a new concept called ‘Classroom grammar’ and suggested effective teaching and learning methods for teachers and learners. Regrettably, the idea of a ‘Classroom grammar’ has not been clearly established, but more diverse discussions of this concept are expected to take place in the field of Korean language education, especially with respect to similar grammar elements that cause confusion among learners.
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