한국 초, 중, 고등학생의 영어 문법 학습에 대한 인식

Abstract

With the changing roles and methods of grammar instruction in L2 learning and teaching theories, this study explored the impact of the recent communication- focused grammar learning perspective on the Korean students’ perception of English grammar and grammar learning across school levels. A total of 420 students were drawn from elementary, middle, and high schools situated in metropolitan and small cities. They participated in a questionnaire survey measuring their perceptions on English grammar learning and teaching. The analysis revealed several key findings: First, students’ perceptions exhibited some characteristics of the communication- focused grammar learning view; students acknowledged the value of grammar instruction in enhancing English skills, and they demonstrated a preference for practical application of English in communication, favoring the learning of grammar rules that are simple and essential. Nevertheless, the study uncovered a persistent adherence to traditional goals and methods of grammar instruction; students maintained a focus on accuracy rather than fluency in learning grammar, primarily driven by the aim of achieving high scores in examinations; additionally, the majority of students exhibited a preference for teacher-led, explicit grammar instruction over activity-based, implicit approaches, with middle school students displaying a particularly strong preference for the former. Finally, the study identified variations in students’ perceptions based on school level, with relatively consistent perceptions across different regions.