The basic educational goal of Korean language learning lies in the good communication. This study presents a list of systematic and practical grammar items that must be in place first in order to effectively train Korean similar grammar items as a way to realize this goal. To do this study, we first set up the concept of similar grammatical items and classify the types. In addition, we examined the similarity aiming at the list extracted from the four kinds of dictionaries, analyzed the types, presented educational list for Korean. By obtaining a validation of this list through a specialist, we have drawn up a practical and systematic educational list.
Communicative competence aims at fluency, but there is a limit to the fluency that is not assumed to be accurate. Therefore, in this study, the concept of ''similarity'' is clarified to exactly distinguish confusing items due to similar characteristics, and the range of ''similarity'' is limited to educationally meaningful scope, and the types of similar grammar items are classified accordingly.
This study is to improve ''accuracy'' in terms of contents of education. This study is meaningful in that we have firmly established the system of the concept and the type of ''similarity'' to educate efficiently similar grammatical items proposed in the previous study in various terms such as ''similar grammar'', ''similar meaning grammar'', ''similar functional grammar'', and etc.
Specifically, the similar grammatical items according to the types set in this paper are classified as follows: similar morphological group?similar only in forms? such as “-는 김에’, ‘-는 길에’; similar semantic group such as “-아서”, “-으니까”; complex similar group?similar in both forms and meanings?such as “-기 마련이다”, “-게 마련이다”
Types Classification of these similar grammatical items focusing on educational came from trying to solve the problems of existing data presented at various levels without discrimination. The area where ''similarity'' occurs, that is, the recognition of the level from which ''similarity'' between grammatical items that can be confused by the learner occurs, will be a basis for allowing the learner to accurately grasp the characteristics of ''similarity.''
In this paper, the items that were previously presented as undifferentiated are clearly classified according to their characteristics, and we presented educational lists according to semantic similarity group, morphological similarity group, complex similarity group, morphological adjacency group, and semantic adjacency group are presented. This kind of list, which classifies similar items according to their type and analyzed their detailed types, makes it possible to express the similarity explicitly, and makes it possible to clearly recognize the occurrence area of similarity. The similar grammatical items presented in this paper and the analysis data on the detailed types can be used as education materials that can improve the fluency and accuracy of learners who learn Korean and reduce errors. Based on the data of this systematized study, the characteristics of individual grammar items will be analyzed based on the data of this study, and subsequent studies will be conducted to specify effective teaching-learning methods. We hope that this study will serve as a basis for constructing Korean educational materials for similar grammar items.