This study is an attempt to propose the methodology to construct staging of grammar curriculum. The standard of staging of grammar curriculum is drawn from two pivots: the educational contents factor and the student factor. Especially, we explored the developmental character of students focused in language awareness as a student factor. For this, we refer to the thesis of cognitive development such as Piaget. On the basis of these theoretical searches, we state the methodology for staging in four steps. First: we must maintain the consistency of the educational objectives based on school levels; that is, ‘to raise language awareness’. Second: it can be divided in stages - primary school level, middle school level and high school level - by focusing on cognitive development. Third: To construct a macroscopic frame of staging, we must reflect coherent elements of education, goals, contents, methods and evaluation. Fourth: To organize the microscopic form of staging, it must be closely connected with other educational contents: grammar education and Korean education. By carrying out these processes, staging of grammar curriculum will be fundamental in inducing a gradual change of grammar education. This study is significant in that it will go far toward constructing a well-rounded curriculum for grammar education, because all the elements of grammar education can be fully appreciated with the aspect of hierarchical staging.

This study is an attempt to propose the methodology to construct staging of grammar curriculum. The standard of staging of grammar curriculum is drawn from two pivots: the educational contents factor and the student factor. Especially, we explored the developmental character of students focused in language awareness as a student factor. For this, we refer to the thesis of cognitive development such as Piaget. On the basis of these theoretical searches, we state the methodology for staging in four steps. First: we must maintain the consistency of the educational objectives based on school levels; that is, ‘to raise language awareness’. Second: it can be divided in stages - primary school level, middle school level and high school level - by focusing on cognitive development. Third: To construct a macroscopic frame of staging, we must reflect coherent elements of education, goals, contents, methods and evaluation. Fourth: To organize the microscopic form of staging, it must be closely connected with other educational contents: grammar education and Korean education. By carrying out these processes, staging of grammar curriculum will be fundamental in inducing a gradual change of grammar education. This study is significant in that it will go far toward constructing a well-rounded curriculum for grammar education, because all the elements of grammar education can be fully appreciated with the aspect of hierarchical staging.

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Grammar education, Grammar curriculum, Cognitive development, Hierarchical staging, Connection