Earticle

초록

영어

This paper aims to survey the current situation in which the English grammar has been taught in elementary schools and propose effective strategies for grammar teaching in the elementary EFL classroom. The results of the survey are as follows: The necessity of grammar teaching was recognized by most teachers, and grammar should be taught to fifth graders and over deductively, if necessary, as well as inductively. Grammar teaching was required to develop productive skills, especially, writing one, rather than receptive ones, since grammar would be needed to generate sentences. Most teachers have usually taught grammar to fifth and sixth graders inductively and deductively. As a result, productive skills were insignificantly improved, but receptive skills and communicative competence were not developed at all. Most teachers acknowledged the necessity of deductive grammar teaching, since there would not be enough time to conduct inductive grammar teaching within the limited EFL classes. And it should be applied to fifth graders and over when they learn to write sentences. Only half of all teachers were satisfied with their own knowledge of grammar teaching methods and techniques. Nearly all teachers hoped to participate in teacher training programs of English grammar teaching to develop their grammar teaching techniques and skills. For effective grammar teaching in the elementary EFL classroom, it would be suggested that while third and fourth graders should be taught grammar in the implicit-inductive approach through communicative tasks where the focus is mainly on meaning and fluency not on forms, fifth and sixth graders should be taught in the explicit-inductive approach through task-based activities where the focus is on forms and accuracy as well as meaning and fluency.

목차

I. 서론
 II. 이론적 배경
  1. 문법 교육의 필요성
  2. 문법 교육을 위한 지도 접근법
  3. 문법 교육의 역할과 적용 단계
 III. 연구 방법
  1. 연구 대상
  2. 조사 도구
  3. 자료 수집 및 분석
 IV. 결과 분석 및 논의
  1. 현행 교육과정과 교과서에 관한 견해
  2. 문법 지도의 필요성, 대상, 단계와 방법
  3. 문법 지도의 경험, 대상, 방법과 학습 효과
  4. 연역적 문법 지도 방법의 필요성과 학습 대상
  5. 문법 지도 방법의 이해, 교사 연수의 필요성과 참여
 V. 문법 교육의 효과적 방안
 VI. 결론
 인용문헌
 부록
 Abstract

키워드

저자

• 김영현 [ Young Hyun Kim | 광주교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820