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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 중국어문학연구회 중국어문학논집 中國語文學論集 第148號
- 발행연도
- 2024.10
- 수록면
- 169 - 189 (21page)
- DOI
- 10.25021/JCLL.2024.10.148.169
이용수
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.
#Teaching Difficulty in Chinese Grammar Items
#Teaching Strategies
#college entrance exam
#a second foreign language
#curriculum
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목차
- 1. 서론
- 2. 연구 방법 및 결과
- 3. 분석 결과 관련 논의
- 4. 교수전략과 제언
- 5. 결론
- 參考文獻
- ABSTRACT
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