Earticle

초록

영어

Although most writing test batteries include grammar as one of scoring criteria, there has been a hot debate concerning the effect of grammar teaching in writing class. Recently, represented by Weaver (1996, 2008), a minor group of researchers emerge and advocate the teaching of grammar for writing. The researchers, including Weaver (1996, 2008), suggest that grammar be taught not in isolation but in context. We note that student writing provides language teachers with a valuable context for teaching grammar. This paper reviews the typical grammar errors made by native college students and examine the corresponding ones made by Korean EFL learners. Korean EFL learners exhibit a remarkable error rate in ‘subject-verb agreement’, ‘article’, ‘subcategorization’, and ‘collocation’. I attribute this to cross-linguistic differences or transfer between the two languages. One of the best ways to narrow such differences might be teaching grammar not in isolation but in context, especially in the context of student writing.

목차

I. Introduction
 II. An Overview on the Position of Grammar in Writing
  1. Anti-Grammar Position
  2. Pro-Grammar Position
 III. What Grammar Points Do We Need?
  1. The Need for Grammar Teaching
  2. The Types of Grammatical Errors in Native Student Writing
  3. The Types of Errors in Non-Native Student Writing
 IV. Discussion and Teaching Implications
  1. Subject-Verb Agreement Errors
  2. Article Errors
  3. Subcategonzation Errors
  4. Collocation Errors
 V. Conclusion
 Works Cited
 Abstract

키워드

저자

• Kang, Seung-Man [ 강승만 | Chungbuk National University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810