인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
피인용 0
초록·키워드
This study aimed to conduct a survey on Chinese grammar items that are difficult for Chinese language teachers to teach, analyze the results, and provide several suggestions for Chinese grammar education.
To conduct the research, a survey was first carried out with current Chinese language teachers in South Korea. The survey was divided into three sections: basic information, teaching difficulties (selection of grammar items), and teaching difficulties (free-text responses on obstacles in grammar instruction). We examined the characteristics of the grammar items that received the most selections to understand the reasons for the difficulties encountered.
This paper suggests that in order to reduce confusion in the teaching and learning process, a hierarchical curriculum and level-specific grammar guidelines should be established. Since both middle and high school students can choose to study a second foreign language at varying levels, if the Chinese language teaching and learning levels are connected to organize a hierarchical curriculum, it could provide a reliable teaching and learning environment for both learners and instructors. Specifically, learners would be able to experience the necessity and systematic hierarchy of grammar learning for accurate language expression through a structured learning framework, rather than merely repeating beginner-level studies. This approach would support the growth in proficiency of the second foreign language and enhance learners’ language skills.
To conduct the research, a survey was first carried out with current Chinese language teachers in South Korea. The survey was divided into three sections: basic information, teaching difficulties (selection of grammar items), and teaching difficulties (free-text responses on obstacles in grammar instruction). We examined the characteristics of the grammar items that received the most selections to understand the reasons for the difficulties encountered.
This paper suggests that in order to reduce confusion in the teaching and learning process, a hierarchical curriculum and level-specific grammar guidelines should be established. Since both middle and high school students can choose to study a second foreign language at varying levels, if the Chinese language teaching and learning levels are connected to organize a hierarchical curriculum, it could provide a reliable teaching and learning environment for both learners and instructors. Specifically, learners would be able to experience the necessity and systematic hierarchy of grammar learning for accurate language expression through a structured learning framework, rather than merely repeating beginner-level studies. This approach would support the growth in proficiency of the second foreign language and enhance learners’ language skills.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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