The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (for and since), subjunctive moods, dative alternations, quantitative adjectives (many and much), gerunds, and third-person singular -s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

This paper reviews research articles on English grammar instruction in Korea published in the journal ofEnglish Teaching since 1965. It analyzes current trends of research studies and provides prospects for future research studies in the field of English grammar instruction. A total of 45 research papers were reviewed and analyzed quantitatively and qualitatively. The quantitative analyses revealed that over 90 percent of the articles have been published since 1990 and most of them have explored the efficacy of grammar teaching under the approach of focus on form. The qualitative analyses present thorough reviews of the published research papers with the emphasis on themes, research methods, and their pedagogical implications. The limitations ofthe published articles and some suggestions for the development of English grammar instruction are provided.

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.

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

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.

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.

The purpose of the present study is to help the high school English teachers develop insights into communicative grammar instruction. In order to examine what the teachers do in their grammar instruction, the study analyzed five video-taped high school English classes. From the analyses it was found that despite all the efforts made by the educational policy to implement the communicative language teaching, the high school English teachers" grammar instruction today is hardly different from the traditional one. What the teachers basically do in their grammar instruction is to explain the grammar points, translate the sentences, and include some mechanical drills. Based on the findings, the study concludes that the high school English teachers lack knowledge and techniques necessary to teach the target language grammar more communicatively. It is suggested that in order to make their grammar instruction more effective in developing the communicative language ability in the students, the teachers need to reduce the time to explain grammar points and increase the time to engage the students in the meaningful use of the target structure. An example of the grammar instruction is provided to help the teachers.

The present experimental study explores developmental characteristics of Korean EFL learners’ English negatives and yes-no interrogatives. Adopting the functional category acquisition framework within the UG theory, this study investigated 12 elementary and secondary school students’ interlanguage grammar by elicited production. The results showed that the learners’ interlanguage grammar developed gradually from VP to IP and CP structures in English negatives. However, their interlanguage grammar did not show gradual developmental tendency in yes-no interrogatives. The acquisition rate of negatives generally increased with the learners’ level whereas there existed individual variation in the acquisition rate and developmental aspect of yes-no interrogatives. This result suggests that CP structures instantiated by yes-no interrogatives seem to be acquired from the initial stage by some learners.

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.