The purpose of this study is to clarify functions of grammar and to establish the frame of contents in teaching grammar for correct and logical speaking. The previous education of knowledge-based grammar could not foster learners' grammatical compete...
The purpose of this study is to clarify functions of grammar and to establish the frame of contents in teaching grammar for correct and logical speaking. The previous education of knowledge-based grammar could not foster learners' grammatical competence nor thinking right with logic and expressing right with objectivity. This study tried to solve the problems.
Teaching native tongue to Korean students aims at helping them to speak more correctly and validly. Most students speak the language correctly in grammatical structure and henceforth they must pay more attention to the two aspects, namely (a) a right thinking process and logic, (b) a correct speaking.
In constructing educational contents of school grammar these aspects have critical bases in real classroom. To perform it, the conceptions must be reestablished of the correct and logic speaking that leads to thinking right and speaking correctly. The conceptions could be shaped out by clarifying the levels of Korean sentence semantic generation process. In addition, functions of Korean grammar working on speaking should be essential to construct the contents of the school grammar.
It may be preferable to teaching meanings of grammatical morphemes to younger students, instead of teaching knowledges of language structure. A teacher can help students to combine morphemes with thinking process and with the events referred to. This is the aims of this study.
In the second chapter, the purposes and functions of school grammar were established by analyzing previous studies and by cognitive studies. In the classrooms of Korean grammar have been taught grammatical knowledge of native tongue which are imprinted in every students' mind. The previous studies on grammar education reveal that they still have stuck to necessity of teaching students grammatical knowledge and scholars have claimed that the knowledge would be some help for the students' grammatical competence. But Korean students have mastered before they reach the age of six or seven. So increasing grammatical knowledge has little effect on developing grammatical competence.
Many adult Koreans fall into the logical fallacies in everyday speaking after the school days.
Conceptualism and general semantics have found out that a language does not exist by itself but is generated through the process of the perception speakers had of the world. These facts lead the purpose of school grammar to developing and to enhancing students' ability to think right with logic and express right with objectivity. Speakers' locutionary acts should be include in teaching contents because they work as a frame that speakers perceive the world with. Ultimately, the school grammar shaped here serves not only Korean's thinking grammar but also philosophical foundation of Korean education.
In the third chapter, a frame of school grammar has been established based on functions of Korean grammar working in speaking and in thinking. According to the properties of Korean language, the logic of thinking was actively developed by structure words following the levels of hierarchical structure of the school grammar, which are concepts, propositions, and complex propositions. In addition, the processes of generating Korean sentences were analyzed on the level of semantics, pragmatics and other studies could not be elucidated modality and mood. Thus, researches covers Korean sentences on the layers of logic and thinking processes, up to semantic pragmatics. After that, the levels of Korean sentence generation process were shaped out as the following.: concepts, things and events, modality, mood, and pragmatic context, and The contents of education are selected based on the purpose of the pedagogical grammar.
■ Frame of school Grammar for the correct and logical speaking
1. Concepts :
- Substance, Number and quantity, Time, Space
2. Expression of Things and Events :
2.1. Single things and Events
- Agent and cupula, Agent and property, Agent and Act
2.2. Relation of Things and Events
3. Modality :
- Certainty, Probability, Necessity
4. Mood :
- Declarative, Interrogative, Imperative, Subjunctive, Exclamatory
In the forth chapter, the selected contents of school grammar were applied to teaching materials. The practical activities were designated for helping students better understand and express relation of things and events and this can make learners have abilities to think right with logic and express right with objectivity. Grammar is applied under the real context with the harmony with forms.
If the purpose and the frame of the school grammar are elucidated, this can be reflected on the grammar education for from 1st to 10th graders. Most of all, by teaching the lower graders in the Korean class based on the pedagogical grammar, they can become competent students who think right with logic and express right with objectivity for 'thinking' Koreans. Therefore, the value of this study is to analyze Korean sentence generating process and is the first research on the systematization of this process from the perspective of the school grammar. Furthermore, This study also suggests practical alternatives to cultivate learners' grammatical competence. Although this study pursued a school grammar containing educational effects, instead of grammar knowledge education, we could not have any other choice but to study Korean sentence generation process based on the academic grammatical knowledge, which had not only compiled the accomplishments of the previous scholars but also the tools to research the characteristics of the Korean language. However, this study is meaningful in that it makes an effort to demonstrate the effects of a grammar from the educational perspective. This study is to focus on building the theoretical foundation of the contents and the system of the pedagogical grammar. But class applications and the implementations of the programs are still reserved for the next research.
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