The is the commonest word in English. This word is also known as one of the most difficult grammatical items for Korean learners of English as a foreign language. This paper focuses on the non-generic use of the English definite article, and examines the grammatical descriptions of the article in Advanced English Grammar and English Grammar in Use. It reveals that some of the important usages of the definite article are not included in 'the grammar books', and observes, following Park and Song (2001), that these unlisted usages cause much difficulty for Korean learners to improve accuracy in the article use. Underscoring the organic view of language, the paper proposes that a comprehensive and systematic understanding of 'grammar' is prerequisite for optimum efficiency in teaching the English definite article to Korean EFL learners.

우리나라 학자들이 서구 어학 이론으로 漢文의 語學的특성을 구명하기 시작한 것은 1908년 元泳義의 初等作文法을 시작으로, 1916년에 辛在英이 漢文義讀自解를, 1917년에는 姜邁가 漢文法提要를, 1921년에는 永昌書館에서 實地應用作文大方등이 발간된 후 약 40 년간 공백기를 두고 1960년대와 1970년대 사이에 발간된 문법서는 1960년 丁南洙의 漢文解釋을 시작으로 1971년 6월 許世旭의 漢文通論, 7월 權重求의 漢文大綱, 1973년 文璇奎의 漢文敎疑書, 1975년 趙鍾業의 漢文通釋, 1976년 洪寅杓의 漢文文法, 1977년 박지홍의 표준 漢文法등이 발간되었다. 본고는 1975년 趙鍾業의 漢文通釋의 문법이론 분석에 이어서 1976년 洪寅杓의 漢文文法에 수록된 品詞理論을 분석하려 한다. 특히 초기에 간행된 한문 문법서의 문법 이론이 40년간의 공백기를 거친 후 다시 발간된 한문 문법서에 어 떻게 수용․변모 되었는가 파악할 수 있을 것이고, 이후 발행된 한문 문법서에는 어떻게 반영되었는가도 거론될 것이다. 漢文文法에서는 단어의 종류를 單詞와 複詞로 나누었는데 크게 5 가지로 나누어 설명하고 있다. ‘詞의 種類’에서는 音節數에 의해 분류되는 ‘衍聲複詞’와 두 개의 품사가 연결되어 단어를 형성하는 合意複詞로 분석될 것이다. ‘品詞의 分類’ 에서는 實辭와 虛辭의 종류와 개념을 설명하고, ‘品詞의 結合’에서는 聯合關係, 組合關係, 結合關係등이 서구 이론의 입장에서 분석될 것이다. 저자는 ‘品詞의 等級’에서 甲級, 乙級, 丙級으로 나누었는데 이는 어떤 품사가 주로 문장의 성분 으로 쓰이는가를 논한 것이다. ‘品詞의 活用’은 品詞의 轉成을 설명한 것으로 제 시된 예문을 통해 統辭的機能에 의해 품사가 변하는 것과 造語的側面에서의 품사가 변하는 것으로 분석될 것이다.

Quand on apprend une languε 하rangère ， il est reconnu que le système de la languε matεmεIIε constitue toujours pour l'apprεnant de langue étrangère un P이ot de repère fondamental. Cela signifie que 10rs de 1’εnsεignement d’une languε étrangère, iI faut tenir compte de cε qui existe déjà chez 1’ appren때t， à savoir la langue matemelle, et y 5Upεrposer une nouvεIIε pratique et connaissances. Aussi, compte tεnu dε l’importance de la langue maκmelle ， cette étudε consiste à proposer l'enseignεmεot de la grammaire française pour des apprenants coréens portant sur la contrastivité métalinguistiquε entre le français εt Iε coréen. Pour ce faire, notrε intérêt est centré sur les tεrmεs grammaticaux qUi ne constituent qu’une partie du rnétalangagε gramrnatical. En particulier, nous prεnons ici pour exernplε le complémζnt d’objet indirect qui est trζs révélateur de cεttε différence ζntre la terrninologiε grammaticale coréenne et cε11ε française. Ce qui va montrer la nécessité de tenir compte des différences métalinguistiques commençant par la terminologie grammaticale pour renouveler les descriptions grammaticales d헤 à existantes.

English εducation has becomε our national concern, but it cannot bε denied that this has caused the social problem of the English dividε In partic비 ar， the present public English education system sεems to be in a dilemma bεcause there is a largε gap bεtwζζn the goal of improvement of communicative competence in English and the reality of our schools. Thus, this paper discusses why we need to recognize thε role of English grammar education in thζ EFL situation as one of the ways to carry out more realistic and effective English education. It focuses on thε necessity of the combination of grammar with communication by reviewing the status of gr잉nmar education according to the various seconψforeign language ζducation theories and by consi~ering the problεms with communicative language teaching in our current educational situation. The concept of gramrnar has changed from the traditional one and the role and significance of gramrnar teaching are still being reevaluated. A dζsirable public education policy should bε εstablishεd on the basis of the real needs of 1εarners and the real situation of schools. To accomplish thε goals of effective English εducation ， this papεr accordingly suggests that a new approach to gramrnar teaching bε irnplemented with political support through English education programs.

This study is aimed at applying conjunctive adverbs of type of "그러-‘ for education site of Korean language by clearing up syntactical condition and contextual meaning and mutual replacement relation of conjunctive adverbs having similar meaning to be able to use opposition conjunctive adverb of type of "그러-’. According to inclination of foreign learner who want to learn Korean by rule and formula instead of meaning explanation. So this study was represented table and chart as suggesting way of each items, and it could be called as new tryout that we could not find in existing studies. This discussion might be little different with meaning of conjunctive adverbs explained in the study of Korean language. In the selection of example, used example of Korean language text book for foreigners by considering level of learners. Therefore, this study was inconvenienced by impractical sentence and non-suggestion of concrete plan to be able to be used in practice lesson. But if teachers fully understood schematic pictures and used them in class, it could become a little help to reduce learner"s confusion occurred by using opposition conjunctive adverbs of type of "그러-."

In this paper, we discussed a methodology for education of German as a foreign language. In order to see how grammar and a function of communication should be linked, we investigated the way how grammar is dealt with in a chapter teaching “showing the way” as a communicational situation in 8 different highschool textbooks. To maximize the efficiency of teaching a specific grammar factor, we tried to establish which one should be linked to this communicational situation. Two conditions are necessary for this. Firstly, typical sentences for “showing the way” should be expressed by the grammar factor. Secondly, the grammar part associated with the expressions used for the communication situation should be more closely related to this one than any other communication situation. We concluded that the most efficient grammar factors that can be associated with the communication situation, “showing the way” are dative preposition and imperative, and that imperative can also be effectively associated with other communication situations such as “birthday and invitation”, and “health and treatment”.

This study examines the effects of corpus-based collaborative learning on the intake of grammar rules among high school students. This study is grounded on three theoretical backgrounds: Grammar teaching based on a large amount of input enhances intake; peer interaction promotes learners’ participation and has positive effects on their academic achievement; and discovery instruction stimulates learners’ motivation and helps them notice rules, leading to the conversion of input into intake. The subjects were divided into two groups, each group consisting of 60 students. The subjects studied six grammar rules over a period of six weeks. Group 1 did small group activities with the materials extracted from the COBUILD corpus, while Group 2 was given the teacher’s explanation of each rule with some examples designed to show how the target rule works. After each grammar lesson, both groups took a post-test. The results indicate that (a) corpus-based grammar learning helps engage learners in the learning process and raise their grammar awareness, (b) corpus-based learning facilitates noticing and identifying the target form better than its meaning and (c) peer interactions in a small group have positive effects on the intake of grammar rules.

Universal grammar has exerted meaningful influence on the development of second language acquisition theories. SLA researchers working within UG have addressed the question whether second language developments are constrained by universal language principles. This paper reviews current developments in UG-based SLA research with a view to providing a better understanding of the role of UG principles in foreign language sentence structure development.

This paper explores grammar-based organization of English teaching content, paying special attention to some grammatical properties of the expression "How are you?". The paper reports that "frequency" and "simplicity" are two of the most important organizational principles, and proposes that full-scale detailed grammar description is the prerequísite for "simplicity-based" content organization.