This thesis suggests the research direction of educating morphology of Classical Chinese Grammar in Korea. This thesis mainly focuses on two things. First, developing Korean’s interpretation ability to the original text through the knowledge about morphology of Classical Chinese Grammar. Second, studying the way instructors teach Classical Chinese in morphological methods. In other words, we will look through the objects, contents, instructing methods and evaluation method of educating morphology. 1. The objects of educating morphology 1.1 Know the concept and type of morpheme. 1.2 Know the function and structure of morpheme. 1.3 Know the combination relationship of morpheme. 1.4 Know the concept and classification of a part of speech. 1.5 Know the principle of words formation. 1.6 Know the function of an expletive. 2. The contents of educating morphology 2.1 Theory of a part of speech 2.1.1 ‘A part of speech’ is the group of words with similar characteristics classified according to functions and meanings. Generally, words are classified by grammatical features. Grammatical features includes forms, meanings and functions. A group of words that are sorted by these features is called ‘A part of speech’, and the research about these groups of words is called ‘Theory of a part of speech’. 2.1.2 Words are grouped in ten parts in Korean school. Ten parts of speech are sorted to a substantive and an expletive. A substantive contains a noun, a pronoun, a numeral, a verb, an adjective and an adverb. An expletive includes a preposition, a conjunction, a particle and an exclamation. 2.2 Principle of words formation 2.2.1 Characteristics of ‘Classical Chinese words’ : ‘Classical Chinese vocabulary’ consists of ‘characters’, ‘words’, and ‘idioms’ in the respect of system of Classical Chinese. ‘Classical Chinese words’ are one part of ‘Classical Chinese vocabulary’ and make grammatical structure that contains the functions of words, phrases and sentences. In the system of Classical Chinese, ‘Classical Chinese characters’ are clearly different from ‘Classical Chinese words’. ‘Classical Chinese characters’ cannot make grammatical structures, but ‘Classical Chinese words’ make syntax structure of sentences. It is proper to say that ‘Classical Chinese words’ are di‐ or trisyllabic words in the system of Classical Chinese. 2.2.2 Classification of ‘Classical Chinese words’ : This study mainly focuses on ‘Written language’ before modern ages, and ‘newly made words’ after modern ages. 2.2.3 Classification of words by formation methods : In general, words are sorted to ‘Simplex’ and ‘Compound’. ‘Simplex’ consists of monosyllabic simplex and multisyllabic simplex. ‘Compound’ consists of compound, which is classified to an analogous term, a relative term and structural term, and derivative, which is classified to ‘root+affix’ structure and ‘affix+root’ structure. 3. Instructing method of morphology 3.1 When educating the organization of words, ‘Coined‐word‐segmentalization method’ is effective, and when educating the sort of words, ‘Language‐application method’, ‘Search‐out method’, and ‘Comparative‐learning method’ are effective. 3.2 ‘Instructing method through analyzing meanings of characters’ and ‘Instructing method through analyzing meanings of words’ are helpful to educating characters of Classical Chinese and words of Classical Chinese, respectively. 3.3 When educating multisyllabic vocabulary, ‘discussion, play‐a‐role method’, ‘comprehending‐through‐tales method’, ‘comprehending‐transformative‐use‐of‐vocabulary method’, ‘comprehending‐characteristics‐of‐onomatopoeic‐and‐mimesis method’ are effective to teaching idioms, compressive words, argot, and adjective words, respectively. 4. Evaluation method of instructing morphology Evaluation of instructing morphology about Classical Chinese should be done as an extension of ‘teaching and learning morphology’ Instructing morphology about Classical Chinese can be evaluated by following questions. “Can learners find, by on their own, grammatical functions, meanings and combination principles of morphemes through real materials?” And we can evaluate learners abilities of observation, judgement, analysis and synthesis in that process. In Korea, achievement levels and standards are developed, which are based on current curriculum of Classical Chinese subject in middle∙high school. So we studied evaluation method of instructing morphology by these criteria.

중고등학교 문언문 교육은 마땅히 “어법”과 “어법학”을 구분하여야 하며, 각 문의(文意)는 각종 어법 현상을 결합하여 판정해야 한다.

이 논문은 한국에서 한문문법 교육이 이루어져야 할 연구 방향을 제시한 논문 이다. 이 논문에서 주로 초점을 맞추어 살펴보려고 한 것은 한국인이 한문문법적 인 지식을 통해, 흥미를 가지고 漢文 原典에 다가가 해석 능력을 향상시키는 것을 연구하는 것과, 교수자 입장에서 학습자에게 문법적으로 한문을 교육시킬 수 있는 것을 연구하는 방향이었다. 즉, 이 논문에서 주로 살펴 본 분야는 형태론 교육론의 연구 방향과, 통사론 교육론의 연구 방향, 그리고 한문 문법교육사 연구 방향 등이 다. 形態論(Morphology)은 形態素와 單語의 構造와 機能, 結合關係 등 모든 형 태소들의 文法的 現象들을 연구하는 학문이다. 이 연구에서는 주로 單語(詞,語彙, 詞組)形成, 形態論에 대한 연구를 하게 되며, 派生法과 合成法을 체계적으로 살펴보아야 한다. 또한 이 형태론 연구에서는 단어들이 문법적 性質에 따라 分類되 는 品詞論도 포함되어야 하며, 특히 虛詞의 機能에 대하여도 연구되어져야 한다. 그리고, 形態論 敎育論에서 論議되어지는 내용들은 학습자에게 쉽고, 재미있게 접근할 수 있는 敎授法과 객관적이고 공정한 評價法들이 摸索되어져야 한다. 統辭論(Syntax)은 단어(詞)들이 결합하여 文章이 構成되는 原理를 연구하는 학문이다. 이 연구에서는 漢字語(詞)의 統辭 構造, 漢文 文章의 構造類型을 通 한 統辭論 敎育의 연구, 漢文 文章 類型의 교육을 통한 文章 讀解 能力 向上의 硏究, 統辭論 敎授法 연구, 통사론의 評價法 연구 등이 연구되어져야 한다. 漢文文法 敎育史 硏究는 漢文科 敎育課程 속에 나타난 漢文文法 敎育의 史的 硏究로부터 始作되어야 한다. 한국의 한문문법 敎育史는 1945년 光復 후, 美軍政에 의하여 제정되어 過渡的 역할을 담당하였던, ‘敎授要目期’부터 현재 학교 교육현장에서 실시중인 ‘2011년 改定 敎育課程期’까지 중․고등학교 한문과 교육 과정 속에서 한문문법 교육의 變遷 過程과 그 내용을 추출하고, 그것을 통해 연구 가 시작되어야 한다. 또한 한문문법교육사의 교수법과 평가법도 연구되어져야한 다.

The present study investigates and identifies the types of grammar errors that 84 Korean EFL (KEFL) learners made when they took the TOEIC Speaking test part five and compared the results with the previous studies. The 84 undergraduates participated and two native speakers of English analyzed the data. The data were classified into the taxonomy of four surface strategies: omission, addition, misformation, and misordering. Errors of omission were the highest consisting of 74.9%, followed by those of misformation at 19.9%, addition at 3.5%, and misordering at 1.7%. The findings had a difference from the previous studies adopted for comparison. The error frequencies were very different from those observed in writing, or interview tasks in the previous studies. Errors of misformation were the highest, followed by those of omission. This difference was considered to be caused by the short test taking time, and the task itself. The KEFL learners were unlikely to try to correct their errors within the limited time since very few self-corrections were observed in their spoken answers. This study suggests that explicit grammar instruction and correction are needed to teach speaking.

Two experiments were conducted to examine the effects of visual input enhancement (VIE) of target forms and deliberate attention on grammar learning and reading comprehension of Korean high school students. In Experiment 1, eighty-eight students read one of the three experimental texts: (i) BT (baseline text), (ii) VIE (BT with the target forms visually enhanced), and (iii) VIE-Attention (VIE with explicit instruction asking students to pay deliberate attention to both the target forms and reading comprehension). After reading, the students responded to grammar and reading comprehension tests. The results showed that only VIE-Attention promoted grammar learning, while both the VIE and VIE-Attention significantly impaired reading comprehension. In Experiment 2, an eye tracker was used in order to further probe the effects of VIE and deliberate attention. The results revealed that the VIE and VIEAttention groups fixated longer and more often than those in the BT group and that the VIE and VIE-Attention groups performed better in the grammar test and poorer on the reading comprehension test than the BT group. The present study makes significant contributions to the VIE literature since it provides the first eye movement data elucidating the effects of VIE.

It is well-known that grammar rules learned in class are hard to use in communication. This paper explores an answer to this puzzle, focusing on the so-called third person singular present -(e)s in English. Observing that the core nature of the hard-to-use rules is best described in terms of 'form', rather than 'meaning' and 'use', the paper shows that the formal descriptions of the grammar rules presented to learners do not correctly represent the syntactic nature of the linguistic phenomena concerned. It proposes that an essential prerequisite for more efficient and systematic grammar teaching and learning is a comprehensive understanding of the linguistic nature of grammar categories and items to be taught to learners.

This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i.e., scanning and receptive reading. The participants involved 14 advanced and 14 intermediate adult ESL learners with diverse L1 backgrounds, enrolling at a university-affiliated language institute. For the scanning task, the participants were asked to read two English articles and highlight each occurrence of a key word given at the outset for each article. For the receptive reading task, the participants read another two articles for comprehending and remembering the content and to answer 7 multiple-choice comprehension questions for each article. Additionally, the participants completed a 35-item multiple-choice grammar test and a 20-item multiple-choice vocabulary test. The results of a multiple regression analysis revealed that relative importance of vocabulary and grammar varied depending on the types L2 reading task.

If the purpose of an assessment is diagnosing examinees’ knowledge states to improve their learning, more fine-grained information than the overall level of their ability is necessary. Recent advances in diagnostic assessment triggered the development of cognitive diagnosis models (CDMs), such as the deterministic inputs, noisy “And” gate (DINA) model. Although CDMs for language assessments have been applied to reading or listening test data, a CDM may produce more practical results if the construct to measure has specific and well-defined skill attributes as in a grammar assessment. For this study, a grammar test consisting of 40 multiple-choice items was administered to 3,000 Korean learners of English as a foreign language. From the test items, a Q-matrix, which is an essential tool for CDMs, was constructed based on six grammar skills. As a result, skill profiles were obtained for all examinees. This diagnostic information can be used for tailored instruction. Issues with regard to applications of CDMs to language assessments are also discussed.

The main goal of this study is to provide the educational contents of French grammar by means of English grammar. As one of their strong points, English has simplified the verbal and nominal inflections, but French has done the regular shape of its pronunciation. As a matter of course, they differ in the pronunciation, words, and expressions. Nevertheless, French and English have shared so many things through their history: their vocabulary and grammar on the Greco-Roman legacy have had mutual influences through Norman Conquest(1066) and the industrial revolution. So these two languages have grammatical common concepts, which are not at all: for example, the parts of speech, word order, modes, tense, passive voice, relative clauses, etc. There is not only grammatical similarity but also difference between these two languages. Basically, they have the word order SVO but French has the case SOV that contains clitic pronouns. They also show subtle disparities in the mood, the tense, the frame of verbal sub-categorization, the hiatus, etc. Though they broadly have common concepts of the article, its ordinary uses are not same. In the passive voice and the relative clauses, there is a little subtle distinction. But English grammar helps students to understand French grammar. In consequence, students who have knowledge of the former can easily acquaint the latter. Professors may lead students to reach to a higher level of French grammar by explaining common concepts and emphasizing different ones between these two languages

This study aims to investigate the effect of spaced distribution versus massed distribution learning on grammar acquisition. Memory research has shown that presenting information in increasing time intervals (spaced repetition) results in better learning and retention than presenting the information in one lengthy and uninterrupted session (massed repetition). This phenomenon is called the spacing effect. Though research in second language vocabulary has been well developed in regards to spacing effect methodology, very little has been done on the possible application to second language grammar acquisition. Using a quasi-experimental pre-test post-test design, a study was performed to trial an investigation on the impact of spaced repetitioninstruction on grammar acquisition versus the more traditional massed repetition (block) instruction. The results of the post tests showed the spaced instruction group outperformed the massed instruction group.