지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study was to review the needs of sentence education and explored the contents and basic principles of it to enhance the ability to use Korean sentences, as a second language, for foreign learners.
A sentence is the basic communication unit, which conveys one’s thoughts and makes to understand other people’s intentions, by using the words, expressions and grammar which one already knew or achieve from learning. Development of the ability to use sentences is related to every fields of Korean education not only writing, reading, speaking and listing but also vocabulary and grammar. Existing education usually have focused on writing and grammar to enhance the sentence-use ability, and the writing education has laid weight on the contents, topic, construction and the process of writing. The grammatical items taught in grammar education mean, after all, the learning of sentence structure in which one uses the very grammar items. The reality is that, however, presenting grammatical items without considering the sentence system, and the grammar education wholly composed of such contents and practicing, fails to help learners accumulate the knowledge for sentences. Therefore, some sentence education to enhance the foreign learners’ sentence-use ability and to develop their understanding of Korean sentences, namely intuitive power, is needed.
To improve the ability to use sentences with structural eligibility, the contents of sentence education should include following six; (1) the basic sentence structure and pattern in Korean (2) selectional feature (3) the hierarchy of sentence elements and their word order (4) curtailment of sentence (5) expansion of sentence (6) the expressive and discourse function of sentence. These contents of sentence education should be carried out in ‘spiral curriculum’, in consideration of the variables, ‘learners, objectives, steps of education’.
A sentence is the basic communication unit, which conveys one’s thoughts and makes to understand other people’s intentions, by using the words, expressions and grammar which one already knew or achieve from learning. Development of the ability to use sentences is related to every fields of Korean education not only writing, reading, speaking and listing but also vocabulary and grammar. Existing education usually have focused on writing and grammar to enhance the sentence-use ability, and the writing education has laid weight on the contents, topic, construction and the process of writing. The grammatical items taught in grammar education mean, after all, the learning of sentence structure in which one uses the very grammar items. The reality is that, however, presenting grammatical items without considering the sentence system, and the grammar education wholly composed of such contents and practicing, fails to help learners accumulate the knowledge for sentences. Therefore, some sentence education to enhance the foreign learners’ sentence-use ability and to develop their understanding of Korean sentences, namely intuitive power, is needed.
To improve the ability to use sentences with structural eligibility, the contents of sentence education should include following six; (1) the basic sentence structure and pattern in Korean (2) selectional feature (3) the hierarchy of sentence elements and their word order (4) curtailment of sentence (5) expansion of sentence (6) the expressive and discourse function of sentence. These contents of sentence education should be carried out in ‘spiral curriculum’, in consideration of the variables, ‘learners, objectives, steps of education’.
목차
1. 서론
2. 문장 교육의 필요성
3. 한국어 교육에서의 문장 교육
4. 문장 교육의 내용과 교육 방안
5. 결론
참고문헌
영어 초록
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UCI(KEPA) : I410-ECN-0101-2009-810-017375016