The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

I. 서론
 II. 이론적 배경
  1. 문법 교육에 대한 논쟁
  2. 우리나라 영어 교육에서 문법 교육에 대한 논의
 III. 연구 방법
  1. 연구 대상
  2. 자료 수집 및 분석 방법
 IV. 연구 결과
  1. 영어 문법 교수-학습 경험 및 필요성
  2. 영어 문법 학습의 유용도 및 흥미도
  3. 문법 교수-학습 방법
 V. 논의 및 제언
 참고문헌
 부록

• 최희경(경인교육대학교) | Choi, Heekyong