오늘날 생성형 인공지능(Generative AI)의 비약적 발전은 교육 패러다 임에 근본적인 변화를 초래하고 있으며, 특히 ChatGPT(Generative Pre-trained Transformer)와 같은 대화형 AI는 단순한 정보 전달을 넘 어, 상호작용 기반의 학습 환경을 가능하게 한다는 점에서 언어교육 분 야에서 주목받고 있다. 본 연구는 생성형 인공지능의 대표 사례인 ChatGPT를 일본어 문법 교육에 활용하였을 때의 교육적 기능과 잠재적 한계를 분석하는 데 목적이 있다. 연구는 일본어를 학습한 지 3개월 정 도 지난 초급 학습자를 대상으로, ChatGPT의 문법적 설명 능력, 예문 생성력, 피드백의 적절성에 초점을 맞추어 실험을 설계하였다. 구체적으 로 사전·사후 문법 이해도 테스트, 만족도 설문조사, 자유 서술 및 인터 뷰를 통해 데이터를 수집하고 정량적·정성적으로 분석하였다. 그 결과 예 문 제공, 반복 질문 가능성, 심리적 부담 감소 등의 장점을 긍정적으로 평가하였다. 반면, 설명의 일관성 부족, 문맥 판단력의 한계, 정교한 문 법 개념 설명의 부재 등은 주요 한계로 지적되었다. 본 연구는 ChatGPT 가 일본어 문법 교육에서 자기주도 학습을 촉진하는 보조 도구로서 효과 적일 수 있음을 시사하며, 동시에 문법 교육의 질을 담보하기 위해서는 교 사의 맥락적 설명과 피드백이 반드시 병행되어야 함을 강조한다. 본 연구 가 향후 생성형AI와 교사의 역할을 상호 보완적으로 융합한 혼합형 (hybird) 교육 모델의 기초 자료가 되길 기대한다.

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.

The purpose of this study was to analyze the grammar practice activities used in 14 recently published pre-intermediate and intermediate English language teaching textbooks. More specifically, this study analyzed the types of grammar practice activities that occurred, the order of such types, and the prevalence and composition of interrelated series of grammar practice activities. Results indicate that mechanical activities were less common than the other controlled alternative, meaningful activities, and also the least common type overall. Also, the results show that pre-communicative grammar practice activities were the most numerous grammar practice activities and comprised approximately 40% of all grammar practice activities. Additionally, it was found that grammar practice activities generally progressed from form-focused grammar practice activities to meaning-focused grammar practice activities. Last, it was found that multiple series of interrelated grammar practice activities were present with 54 distinct series appearing across the 42 lessons examined, and comprised almost half of all 246 grammar practice activities recorded as well.

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 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.

Many educators question the value of explicit grammar instruction in foreign language education and look for alternative ways to enhance the communicative ability. Focusing on Korean leaners’ acquisition of English relative clauses, we examine whether grammar knowledge can result from experiencing English texts without explicit knowledge being provided at the outset of the learning. Our study shows that many grammatical features of English relative clauses can be acquired incidentally without explicit grammar instruction. Further, we found that the knowledge acquired through the implicit incidental learning can be better retained than that through the explicit learning.

The twentieth-century history of second language (L2) education has been characterized by a search for more effective ways of L2 education. The search has led to various approaches, and perceptions of and attitudes toward the role and effectiveness of instruction in L2 education has been affected by these approaches. The role and effectiveness of instruction has important pedagogical implications. This study attempts to review, analyze, and synthesize previous studies on the role and effectiveness of L2 grammar instruction. The study starts by presenting a brief overview of major issues in L2 instruction research. It then looks into studies that investigate the effects of various instructional types and finds that their findings and conclusions are conflicting, leaving an impression that the effectiveness of grammar instruction is inconclusive at best. The study ends with a discussion of “problems” that the reviewed studies reveal.