The current study is designed to investigate the use of classwide peer tutoring for controlled grammar practice activities in a university English as a Foreign Language classrooms. In total, this study included 128 Korean university student participants. This research employed a quasi-experimental approach with two distinct groups. Across four different grammar lessons, 67 learner participants experienced classwide peer tutoring, while 59 learner participants experienced the traditional approach to controlled grammar practice activities. In doing so, the effectiveness of the two teaching approaches, as well as student perceptions, were analyzed. The results indicated no difference in the effectiveness between classwide peer tutoring or the traditional approach in the short-term or long-term. Furthermore, the results showed there was no significant difference between lower proficiency students and higher proficiency students. However, the results did indicate students found classwide peer tutoring to be more satisfying, interesting, and comfortable than the traditional approach to controlled grammar practice activities. Implications and classroom suggestions from these findings are included.

This study analyzed inductive and deductive instructional approaches for teaching grammar within a Presentation-Practice-Production grammar lesson. The participants of this study included 119 Korean university students enrolled in an English as a foreign language class, with approximately half receiving deductive instruction and the other half receiving inductive grammar instruction. The analysis involved comparing learning gains as well as student perceptions of the two approaches via Mann Whitney U tests. The results showed no statistical difference in terms of the immediate or delayed learning gains for each grammatical topic, nor when all grammatical topics were aggregated. However, the analysis of student perceptions indicated that students found inductive instruction to be moderately more effective, interesting, and easier than deductive instruction. The study concludes with a discussion of the implications of these findings related to instructional practices in foreign language classes that utilize the Presentation- Practice-Production model as well as suggestions for future research concerning deductive and inductive instructional approaches.

Despite the widespread recognition of the prominent contribution of key language subskills, such as grammar and vocabulary knowledge, to reading comprehension, a research consensus on their relative significance has not been reached. Moreover, the extent of the contribution vocabulary depth makes to reading comprehension has received little research attention. The present study assessed the relative potential contribution of vocabulary depth and grammar knowledge to advanced Korean EFL college students’ reading comprehension abilities, while controlling for their language proficiency and vocabulary breadth, through hierarchical regression analyses. 56 advanced EFL Korean college students were tested on reading comprehension abilities and a range of reading-related subskills including vocabulary breadth, vocabulary depth, grammar, and listening comprehension in English. The findings revealed the unique contribution of vocabulary depth to reading comprehension abilities beyond the effects of both vocabulary breadth and grammar knowledge when English proficiency was controlled for. The findings further underscore the need for balanced approaches in developing L2 learners’ language skills to enhance their reading comprehension abilities.

이 연구는 한국어교육능력검정시험의 문법 영역 문항이 예비한국어 교 사가 갖추어야 할 문법 교육 역량을 평가하기에 타당한지를 비판적으로 고찰하고, 한국어교육능력검정시험 문법 영역 문항의 개선 방안을 구체 적으로 모색하는 것을 목적으로 한다. 연구 방법으로는 한국어교육능력 검정시험 제1회(2006년)-제18회(2023년)까지의 시험 문항에서 한국어 문 법 영역과 관련이 있는 한국어어휘・형태론, 한국어통사론, 한국어규범, 한국어문법교육론 과목 623개의 문항을 분석하였다. 분석 결과, 전체적 으로 이론적인 문법 지식을 묻는 문항으로 출제가 되는 경향이 많았다. 그렇지만 한국어 교사에게는 교실 현장에서 외국인 학생들에게 쉽고 재 미있게 가르칠 수 있는 ‘가르치기 위한 지식’이 중요하다. 그러므로 한국 어교육능력검정시험의 문법 영역에서도 예비한국어 교사들이 한국어 교 실 현장에서 실제적으로 접하게 될 교실 현장과 관련이 있는 문항으로 출제가 되어야 할 것이다. 이를 위해 본 연구가 예비한국어 교사의 한국 어 문법 교육 능력을 제대로 측정할 수 있는 한국어교육능력검정시험의 초석이 되기를 바란다.

This study aimed to investigate the effect of visual input enhancement (VIE) on the comprehension of reading texts and the learning of two grammatical forms: English relative clauses and articles. Individual learners’ working memory (WM) capacity was also tested to explore its impact on the effectiveness of VIE. A total of 48 Korean college learners of English were assigned into three groups: (a) relative group receiving VIE on relative clauses (b) article group receiving VIE on articles, and (c) a control group receiving no VIE. Results showed that VIE did not have any negative effect on the learners’ reading comprehension. Rather, it had positive effects on the learning of the two grammatical forms. According to the findings, VIE on relative clauses enhanced the learners’ receptive knowledge of the grammatical form, whereas VIE on articles enhanced the learners’ productive knowledge of the form. There was a potential link between the effectiveness of VIE and the learners’ working memory processing ability. Pedagogical implications are also discussed based on these findings.

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.

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.

본고는 구문문법이론을 바탕으로, 한‧중 존재문의 특성에 대해 논의하였다. 중국어 존재문의 구문형식, 구문논항, 구문의미는 각각 ‘NL+VP+NP’, <장소 대상>, ‘어떤 장 소에 무엇이 존재함’이다. 그리고 한국어 존재문의 구문형식, 구문논항, 구문의미는 각각 ‘NL에 NP가 V어/아 있다’, <장소 대상>, ‘어떤 장소에 무엇이 존재함’이라고 할 수 있다. 중국어는 동태존재문을 존재문으로 인정한다. 반면 한국어에서는 동태존 재문이라는 것이 존재하지 않는다. 이러한 차이는 한‧중 존재문의 구성요소인 장소어, 술어, 존재대상에서의 차이로 이어진다. 구문들 간의 연결을 설명하는 원리 중 하나인 ‘다의성 연결’은, 중국어 정태존재문과 동태존재문이 동일한 구문이라는 것을 설득력 있게 보여준다. 더불어 전통적으로 논쟁이 되어 온 “台上唱着大戏”와 같은 문장도 동일하게 존재구문의 범주로 편입할 수 있게 해준다. 반면 한국어 존재문은 중국어처럼 다양한 방향으로 확장되지 못했다. 이러한 사실을 고려할 때, 중국어 존재문과 한국어 존재문은 확장성의 크기가 다르다고 볼 수 있다. 중국어 존재문은 확장성이 크고, 한국어 존재문은 상대적으로 작다. 이것은 구문의 실현양상이 개별 언어의 특성에 따라 달라질 수 있음을 보여준다.

This study reports on the findings of error analysis of a learner corpus consisting of 238 English argumentative essays written by Korean college students, specifically on errors that stem from confusion of lexical categories. A three-step error analysis was conducted following a procedure established by Rod Ellis in 1995. The results revealed 10 commonly confused lexical category dyads—coordinators or subordinators mistaken for adverbs, adverbs for conjunctions, gerunds for nouns, the adverb almost for either an adjective or a noun, the pronoun each other for an adverb, adverbs for nouns, conjunctions for prepositions, prepositions for conjunctions, the preposition to for an infinitive, and the adverbial for example for a preposition. Discussions of the causes of such confusion—homogeneous L1 translation, failure to correctly punctuate spoken language in writing, lack of L2 grammar knowledge, negative transfer of L1 morphosyntactic properties, and lack of L2 lexical knowledge—are delineated with specific examples. The limitations of the study and pedagogical implications are addressed.

한문교과가 도구교과로 자리매김하기 위해서는 학습자의 한문 독해 능력 향상을 위한 방안이 구체적으로 모색되어야 한다. 그 중심에 한문 문법 교육이 있다. 이 글은 이러한 문제 인식에서 출발하였다. 이 글의 목적은 한문 학습자를 대상으로 한문 문법 학습 에 대한 설문 조사를 실시하고 관련 학습 자료를 분석하여 그 실태를 분석하고, 바람직한 한문 문법 수업 방안을 모색하는데 있다. 학습자는 한문 문법과 관련하여 단어와 문장 수준에서 전반적으로 어려움을 겪고 있었다. 한문 문법에 대한 필요성을 인식하고 있으나 기초적인 지식의 부족으로 인해 한문 독해에 활용하지 못하고 있었다. 특히 어순이나 문장을 구성하는 한자를 어려워하는 것으로 파악되었다. 분석 결과를 토대로 식자 교육의 강화, 한문 독해에 활용 가능한 의미 중심의 한자 뜻 제시, 언어 학습 경험의 활용, 한문 학습에서 오류 분석의 활성화, 문법 설명 방식의 구체화와 수업 사례 공유 등을 제안하였다.

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.

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 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.