This article examines the current views and pedagogical approaches of Korean school grammar from the perspectives of usage-based theory, and suggests future directions for Korean Grammar Pedagogy that reflect authentic usage of Korean and facilitate meaningful learning. To this end, the basic assumptions of the usage-based theory were reviewed and its applicability to Korean explored. As a result, it is shown that usage-based theory provides us with alternative explanations that overcome the limitations of traditional school grammar and enable meaningful inquiry activities. At the phonological level, while school grammar has ignored the various CVCC syllable configurations actually observed, from the point of view of usage-based theory, syllable-final consonant clusters such as [rp], [rt], and [rk] are appropriately described. At the morphological level, construction-based morphology sheds light on various schema and patterns of word formation that school grammars have overlooked. Finally, usage-based theory provides an alternative explanation of the complement category defined by school grammar.

Abstract
1. 머리말
2. 사용 기반 이론의 이해
3. 사용 기반 이론으로 보는 문법 한국어 문법 교육
    3.1. 음운 층위: 음절 구성 제약과 관련된 교육 내용
    3.2. 형태 층위: 단어의 구성과 관련된 교육 내용
    3.3. 문장 층위: ‘보어’ 범주와 관련된 교육 내용
4. 맺음말
참고문헌

• 정병철(Professor, Department of Korean Education, Kyungnam Univ) | Jeong, Byong-Cheol
• 정병철(Department of Korean Education, Kyungnam Univ) | Jeong, Byong-Cheol